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Subject design essentials preparing to launch!

Overview of essential design features of an online subject at CSU.

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Subject design essentials preparing to launch!

  1. 1. Subject Design Essentials - Preparing to Launch ‘Bite & Byte’ Series May-June 2017 Professional Learning - FoAE Julie Lindsay - QLT Lead (online) Find these slides online http://tinyurl.com/SubDesignESS17
  2. 2. Our Agenda In 30 minutes! Get ready for the ride! • Subject Outline (MSI) • Landing page • Introduction - Contacts • Navigation design • Content - Learning modules • Discussion forum • Announcements • Learning activities
  3. 3. How ‘engaging’ is your subject? ● Are students able to and motivated to come online? ● Do students socialise and interact with each other? ● Is there a sense of community? ● Is active information exchange and learning taking place? ● How are you facilitating this? Social Building a learning community Collaborative spaces Effective communication Psychological Emotional Learner engagement Learnerinteraction
  4. 4. Three ACTIONS for engagement: Build an online learning community Establish teacher presence and interaction Encourage student interaction
  5. 5. Look! Subject Preparation Checklist http://www.csu.edu.au/division/student-learning/interact2_help/faculty-and-csu-staff/find-your-way-around/getting-started http://tinyurl.com/CSUPrep -This URL takes you to the page above -This page is updated each session -Bookmark this link now!
  6. 6. Subject Outline (SO/MSI) How are you advising students of the subject experience? Advisement of tools used for assessment Further advice about tools used to support learning and interaction
  7. 7. Subject Outline (SO/MSI) How are you advising students of the subject experience? Online meeting information Discussion forum advisement of protocols
  8. 8. Landing pages What are your students experiencing when they enter Interact 2 for your subject? Dynamic landing pages - More ‘how to’ resources ●Video - https://youtu.be/WIIOJgpQpeE ●PDF file - http://tinyurl.com/BBlandPDF
  9. 9. Please avoid the blank template….. …...not a good look All subjects should have a designed and functional landing page….
  10. 10. Designed landing page Use of images 10 Landing pages: Static
  11. 11. 11 Landing pages: Static Another designed landing page and great use of images
  12. 12. Something new added most weeks - design will change 12 Landing pages: Dynamic
  13. 13. Designed landing page Use of teacher welcome video Teacher-created video to share library skills 13 Landing pages - Combination
  14. 14. Introductions How are your students getting to know you when they enter Interact 2 for your subject? Create a Welcome video - ‘how to’ resources ●Video - https://youtu.be/tLjRf2qL0QQ ●PDF file - http://tinyurl.com/BBvideo1PDF
  15. 15. Navigation design How will your students find their way around the Interact 2 for your subject?
  16. 16. The Navigation story……...the short Very simple - too much so? Section headings - very effective Longer - still organised for clarity?
  17. 17. ……...the longer Section headings - longer version Organised with one Section heading
  18. 18. Regular podcasts shared in navigation Teacher shares title, description and length of each meeting Separate modules linked from navigation
  19. 19. Left: Schedule with hyperlinks to modules Below: New Forum design 19
  20. 20. Adobe Connect Tutorial Online Meeting Clear meeting headings, times, and description of what took place
  21. 21. Content - Learning Modules How are your students experiencing and leveraging content via the Interact 2 for your subject? Look! Images to support your online content! - http://tinyurl.com/CSUPicPerfect
  22. 22. Module design Inclusion of multimedia material 22
  23. 23. Module design - Use of FoAE icons 23
  24. 24. Discussion Forums How are students experiencing the Interact 2 Forums for your subject? How to design a discussion forum - find out here: https://youtu.be/2CxMQ60zEBY
  25. 25. Discussion Forum Purposes Learning Community ●A place to go often to interact with all other learners (teachers and students) ●To explore new ideas, ask questions, synthesise module content, form groups, co-create….. Student-to-Student Interaction ●Students build knowledge as they interact, share, synthesize the subject content and build discussions around this Teacher Presence that leads to Teacher-to-Student Interaction ●It is important that the teacher is present and active in learning forums ●Teacher-to-student interaction goes beyond teacher presence to become a learning environment where the teacher and students interact, share ideas, discuss concepts in more depth and more. 25 How will YOU design and manage this?
  26. 26. Design Options Teacher-led Student-led Strong teacher presence Design decided by the teacher Design decided by the student Multiple forums running concurrentl y Sequential forums Moderated by a teacher Moderated by students Direct assessment Direct links from module content Entries have prescribed format One for procedural, others for content
  27. 27. Setting up a Discussion Forum • Forum = A main discussion topic/theme • Thread = Second-level discussions around the forum topic/theme Example: Module 1 Forum • Topic 1 (Thread) • Topic 2 (Thread) Get started here! 27
  28. 28. Designing a Discussion Forum Start with adding Forums Within the Forums, add Threads Important – Do you want students to start their own threads? 28
  29. 29. FORUM NAME A ‘social’ forum for less academic interaction Subject module forums Subject assessment forums 29 Introductory discussions FORUM DESCRIPTIONS Colloquium forum with student moderation and summary posting A typical discussion forum with many areas
  30. 30. Discussion Forum Management: Lecturer Feedback Lecturer provides a feedback thread the following week after reading and interacting with students ideas from the module 30
  31. 31. Forum design – Before (left) and after (below) 31
  32. 32. Announcements Interact 2 announcements are NOT ‘social media’. They are official university communication. • Clear subject line • Adhere to protocol for official communication - greetings and closings • Add correct signature • Regular • Informative • Consider a weekly ‘template’ approach • Include hyperlinks and images
  33. 33. Announcements - suggested template Subject line: (Subject code) Week 1 (Name of module or focus) Dear students An interesting comment about the previous week, something about the learning that has taken place Any important information that needs to be shared up front. What you should be working on: ●List module and other reading material ●List pending assignments ●List online meetings or activities to be part of What you should be planning for: ●Assignments coming up ●Meetings and activities coming up Closing greeting Full name Signature (with email and telephone) READ Judy O’Connell’s blog post, ‘ Images in Announcements - what’ ’ on the QLT Online blog
  34. 34. Learning Activities What designed activities are planned to support information exchange and knowledge construction? Introductions - What is the FIRST activity students will do in your subject? Introductions online - Padlet complements the Forum introduction! ●Visual ●Multimedia ●Interactive https://padlet.com/julielindsay/1730ETL523
  35. 35. 36 Learning Activities
  36. 36. Learning Activities What designed activities are planned to support information exchange and knowledge construction? Interactions/Discussions ETL523 - Digital Citizenship in Schools Subject content discussion Week 2-3 Flipgrid supports interactive conversations ●Video and audio responses and ●Individual responses can be embedded into blogs, i2 etc. Interactions/Discussions - What further activities support socialisation and information exchange?
  37. 37. Learning Activities What designed activities are planned to support information exchange and knowledge construction? Interactive Assessments - How are learning activities embedded in assessment? Assessment Item 1 Interactive Piece - Value: 5% Due date: 17 July 2017 Length: Part A - 400 words or 90 second video padlet post. Part B - 200 word or 45 second padlet response to another student. Task Using Padlet create a post that introduces yourself to the rest of the cohort. Within this post, briefly discuss your thoughts regarding the impact that leisure and health activities can have on one of the following populations - older persons, children with an intellectual disability, people with a mental health disorder, or people who are wheelchair bound. Provide a response to at least one other student’s Padlet post. Choose from these options for your contribution: ●Video - Padlet will embed a video uploaded from your device (phone , tablet or computer). Padlet will also embed a video located on YouTube or another place in the web ●Audio - Same as video - create the file and then upload or share the URL ●Image - Padlet will use your webcam to take a quick picture as needed ●Text - The contribution box allows for a Heading (larger font) and a posting area (smaller font) ●Response to another post - Each person has a ‘Comment’ place under their post - this is where you can leave a text comment Module 3 activity Modifying leisure activities - Student smackdown! This is your opportunity to pitch a modified leisure activity and be the voted the BEST activity designer for the week! Task: ●Consider a person with a condition that affects them either physically, psychologically or physiologically. ●Select and modify a leisure activity to accommodate this person ●Pitch/Smackdown your modified activity in around 200 words on the Forum ●Respond to other student pitches with comments, questions, suggestions for further improvements etc. ●The student with the MOST comments and interaction to their post wins the Smackdown! This activity prepares for Assessment 3: Research paper
  38. 38. Salmon, G. (2013). E-tivities: The key to active online learning. Routledge. Learning E-tivities How can you support learning and interactivity in your subject? This five-stage framework provides one way to understand the ‘stepped’ approach to implementing online learning activities, or ‘e-tivities’
  39. 39. Look! Teacher Presence….Behaviours • Set clear expectations and be consistent throughout your course. • Be present in the course in some way 3-4 times each week. • Encourage questions. • Model the behaviors you expect students to exhibit. • Refer to students by name when possible. • Admit when you make a mistake. It will make you more real and students appreciate that! • Don't try to be perfect. Students appreciate instructors they can relate to. • Give regular feedback on assignments. If it is a group activity, defer to email when sensitive or firm guidance is necessary. Group feedback should be benefit all learners. • Share your stories. Let your passion for what you do come through in your online class. • Represent the most important information in multiple ways: text, image, and video. This is Universal Design for Learning and it supports the way more people learn. • Be clear about how you wish to be contacted and how quickly you will respond. Have this included in your syllabus as your "instructor communication policy." • Track student log-ins using the Student Performance Dashboard. Contact students through email who appear to be struggling or are not logging in. • Reach out to students by phone who you seem to have disappeared. http://page.teachingwithoutwalls.com/instructorpr esencestrategiesci
  40. 40. Look! Teacher Presence….Strategies • Create a 5-minute video to introduce yourself to your new students. Consider recording it in a favorite setting (using a mobile device with an YouTube Capture) to personalize it. • Mix an upbeat welcome video or course bumper with text, images, and webcam clips using Animoto. • Create a course design tutorial video to orient students to the navigation of your course in week one. This can be done with Camtasia, Screenflow, or a free tool like Screencast-o-matic or Screenr. • Record a 3-5 minute video to introduce each new learning module. Avoid referencing dates and focus on tying content back to the past unit and introducing the new content. • Embed a 3-5 minute video of yourself sharing a story that personalizes content your students are learning about. • Provide feedback in video or voice (try Jing or VoiceThread) to make your message more meaningful and reduce the chance of it being misunderstood (Ice, Curtis, Phillips & Wells, 2007). http://page.teachingwithoutwalls.com/instructorpr esencestrategiesci
  41. 41. How can you use these resources to keep your head above the clouds? To enrich YOUR subject and foster engagement?
  42. 42. Questions?
  43. 43. Thank you! Julie Lindsay Quality Learning and Teaching Leader (online) FoAE jlindsay@csu.edu.au You will find these slides (and lots more PD resources!) on the FoAE Quality Learning and Teaching i2 organisation https://goo.gl/ZjOiu9 Don’t forget to also visit: ●QLT blog - http://uimagine.edu.au/qltonline/ ●FoAE Online Learning Newsletters (linked from i2 site and blog) - latest edition here: https://www.smore.com/wv79u

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