Frameworks provide a structure to organize content, help understand what we are doing and encourage consistency in both understanding and practice. In the context of online courses and online course development, there are endless readings and suggestions for proper implementation.
… but who cares about that?! (I’m saying that tongue-in-cheek for those who have shown difficulty in following my sarcasm.) After looking at a number of courses from different districts, universities and organizations, however, I did decide to start from scratch. My play - think like a student and build a template that would make sense to them. So far, it seems to be passing initial benchmark testing (OUCH… am I allowed to say those two words out loud??) and is now our district standard for course development. The concept is simple, but I will explain the pieces in limited detail:
MODULES: Not a new concept here, in fact, not much of this is new. Each of our courses is broken down into modules (Module 1: Body Systems, Module 2: Drugs, Module 3: Diseases, etc) that are designed to take between one (1) and two (2) weeks to complete. The modules can also be compressed for a summer school setting where it is expected that students complete a module in one (1) to three (3) days. A 1/2 credit, one (1) semester course typically has around twelve (12) modules in it.
MODULE BREAKDOWN: Each module looks the same. EVERY time. Consistency is high value in my opinion and I wanted to make sure that the students would experience a similar look and feel from week-to-week and from course-to-course. The modules are broken down into six sections and are color coded for added usability. Again, using colors is nothing new to this world, but consistency and a structure that would make sense to visual learners was another high value component in my design. Here is what a module looks like:
| What will I learn? |
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In this module, you will learn…
- a basic understanding of the key levels of L.o.T.I.
(Levels of Technology Integration)
- how to add H.E.A.T. to your instruction
(Higher Order Thinking, Engaged Learning, Authenticity, and Technology)
- about and discuss several different instructional examples
Timeline for this module: 5 - 6 days (one week)
Expected work time for this module: 3 hours of online participation during the week
[Student language is important when listing the objectives in this box] |
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| What do I read/study? |
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I have two readings for you that will be important for our discussions in Module 1. You may want to skip to the Module Presentation in the ‘What do I watch?’ section to get a broad overview of what we are talking about, or you might just like to jump in and read before seeing the bigger picture!
Reading #1 :: Writing in the 21st Century - This will be an article we discuss. It is 9 pages long, so please don’t feel that you have to read it all. (The second half is the better part if you are pressed for time.) Scan it for the parts that stick out to you. Look for evidence or argument that writing has shifted or is shifting. What are the connections to engaging instruction? When do your students write in class?
Reading #2 :: Larry Ferlazzo’s Websites of the Day: The Best Places Where Students Can Write for An “Authentic” Audience - Skim the intro if you are short on time. Larry Ferlazzo posts a huge wealth of links/resources with a focus on ELL learners. His posts are often applicable to a very broad audience. Take some time to explore one or two of the tools that he lists as places where students can write for an audience. Create an account, play around and see if you agree. (Remember, I’m an email or phone call away to help you with the playing part!)
::: Addendum resources you may want to read :::
LoTi Levels - An overview of all the different levels as outlined by Dr.Chris Moersch on his LoTi Connection site.
H.E.A.T. Framework - This is a quick outline of how to break down the H.E.A.T. in your instruction
LoTi Framework Article - Originally published in 1995, Dr. Moersch outlines the need for rethinking how we use technology in our instruction. |
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| What do I watch? |
| Watch the following presentation to gain an overview of how LoTi and H.E.A.T. play a role in our instructional design. As you watch, think about how you would describe these two concepts to another teacher.
After watching the presentation, reflect on a lesson that you have designed recently. What LoTi level would it be? How could you use it as a vehicle to connect students to real-world concepts? These two questions will drive our discussion for this module. |
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| What do I talk about? |
| We’ll complete our discussion in the Discussion Forums. I have chosen two discussion leaders for this module to facilitate our dialogue. Their instructions are to develop an on-topic question for Module 1 and post it in the discussion forum. This should be something that sticks to them from our readings and the module presentation.Two new discussion leaders will be chosen for next week. Please respond to their questions/prompts, as well as engage your peers with responses. There is not a ‘minimum’ post requirement, but the course expectation is that each of you show ‘active participation’.[Again, direct links to the discussion board are posted in this box for ease of use] |
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| What do I do? |
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The above is a fake linked assignment. All assignments are created in the LMS and then linked into this box. This allows students to get a clear picture of what has to be accomplished for the module without getting bogged down or mixed up in a longer list of assignments and readings. Internal linking in an LMS has its problems (hard to copy a course), but the benefits for ease of use are worth it. |
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| What do I know? |
| A short 5 - 10 question quiz that is integrated into the Learning Management System can be put here (or another form of performance assessment) |
These six (6) elements make up the structure of each of our modules. Assignments, attachments and discussions are created somewhat ‘behind the scenes’ and then linked into the module layout. You may notice some disconnects in the above example as I pulled my module language for the 2 week Engaging Instruction course I am working on which does not have an assignment or assessment during the first week (other than the discussion boards).
Big ideas:
- Use simple HTML to make the LMS look more friendly
- Use a consistent design
- Use colors for visual learners
- Create content behind the scenes
- Embed internally linked content into the module template
- Add detail to each box, directing the learner what to do
Now, here is a screen shot from the World Geography Course in our Blackboard Learning Management System:
I also developed what I consider another important aspect of our online courses, the ‘Main Portal’. Using tables and HTML, I constructed a main entry page that basically has quick access to any part of the course. This also requires the use of linking to internal content in our LMS, but the benefits are worth it. Through the main portal, a student can jump to any module and/or any assignment/discussion/quiz without having to dig around through the course. Here is what it looks like (pulled from the World Geo Course):
Welcome to Irving ISD’s Online Geography Course! It is imperative that you follow the schedule and complete your course modules by the due dates listed below. Please review the Module Structure to learn more about how you will go about completing each Module. Contact your instructor with any questions that you might have. Each of the Modules and individual assignments are linked below, and you can check your grades through the menu on the left side of the page.
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Key components you will complete for each module:  MA = Module Assignment
 DA = Discussion Assignment
 QZ = Quiz/Assessment |
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Topics/Modules
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Specific Assignments Due
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Due Date
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Course Introduction Module
Week Zero ** Face-2-Face (F2F): Attendance Required
Complete the sample Module Assignment, introductory Discussion Assignment and sample Quiz. Contact your instructor immediately if you have any problems or questions with these assignments. These three types of assignments will be key components of your online experience for this course.
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Module 1: Basics of Geography
Week of Module 1 ** Face-2-Face (F2F): Attendance Required
Review how to read a map and demonstrate at least one use for latitude and longitude.
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Module 2: Five Themes of Geography
Week of Module 2 ** Face-2-Face (F2F): Attendance Required
Demonstrate five ways in which geography influences how people live.
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Module 3: Play the Continents and Oceans Game
Week of Module 3 ** Face-2-Face (F2F): Attendance Required
Locate the Earth’s continents and oceans, while playing an online game.
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MA 3.1
MA 3.2
DA 3.1 |
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And so on… The above table continues for each of the modules in the course. Not only did I continue (and match to the modules) the colors for the quick links, but I also coded them with shapes. ‘Module Assignments’ = Blue Square, ‘Discussion Assignments’ = Yellow Circle, and ‘Quizzes’ = Purple Star. So, clicking one of those links would take you directly to the specific assignment, discussion thread or quiz without any extra click or without having to traipse through the module structure.
Again, there is nothing really new or cutting edge here - this is just a framework to help structure our work and deliver a consistant experience to our students. You can easily create your own planning document or reference this one that I have created in Google Docs.
We came up with the idea of developing a variety of two (2) week online courses for teachers to be able able to take next year in order to fulfill district staff development requirements. I was assigned the topic of ‘Engaging Instruction’ following a live presentation that I have been giving to a variety of folks. While it has been received well live, I am curious as to how effective it is in digital form. It is longer than research says it should be, running at around 17 minutes. But the ideas condensed here really do sum up what we believe as a department, as well as what my core beliefs are regarding effective technology integration.
