11/17/08 - New content added to this page.
Planning Online Course Guide
Prepare Your Materials
Identify measurable course learning objectives. Determine what core competencies and knowledge students will need to meet these objectives.
Writing objectives, whether they are at the program, course, or unit level, require us to identify what it is we expect the student to demonstrate, not what is to be taught, and then write expectations in terms of student demonstrations. The verbs that we choose to use in our objectives set the stage for the level of rigor, complexity and higher order thinking we expect from our students. Therefore, it is important to select verbs carefully.
If the objective is: “the student will be able to list the three major multimedia tools used in the classroom,” then the simple task of memorizing the three major multimedia tools and listing them on a written exam is acceptable.
If we choose more powerful verbs such as: “the student will explain in their own words the major multimedia tool used in the classroom and then describe to fellow group members, how these tools can be seamlessly and effectively integrated into the classroom learning environment,” the standards are immediately raised.
A second aspect of writing a good performance based objective is asking yourself, “is this outcome significant”? or, stated differently, “does this outcome contribute to the student being able to face future challenges and opportunities in a meaningful and significant way”?
Finally, the third dimension of a good objective is the contextin which we expect the student to demonstrate their mastery of the objective. In the previous example, where we asked the student to be able to list the three major multimedia tools used in the classroom, the context for demonstration mastery is a written quiz or test. In the example where we asked the student to explain the major multimedia tools used and then describe how to seamlessly integrate, the context becomes a “live” interaction between two or more students discussing strategies. As a result, the context becomes more authentic, making the outcome more meaningful, memorable, and sustainable. Creating objectives that have an authentic context for demonstration expands the opportunities for real learning to take place.
Click on the arrow to watch a brief interview with Dr. David Merrill
on effective instructional design.
Gather your course materials and content into a central location. Include items such as:
- handouts,
- slide shows,
- syllabus,
- overheads,
- lecture notes,
- projects,
- assessments,
- audio and video files,
- web resources, and
- discussion topics
As you develop your activities and challenges, consider using this table to select verbs (the process) and nouns (the product) to help you develop learning tasks. Each column represents one level of thinking in the cognitive domain. The second row identifies possible process verbs, and the third row contains possible products.
| Cognitive Ability | Recall (recalling information) |
Comprehension (translating, interpreting, and extrapolating) |
Application (to situations that are new or have a new slant for students) |
Analysis breaking down into parts, forms) |
Synthesis (combining elements into a pattern not clearly there before) |
Evaluation (according to some set of criteria, and state why) |
|---|---|---|---|---|---|---|
| Process |
select describe list name define memorize recognize identify locate recite state label |
match restate paraphrase rewrite give example express illustrate interpret interrelate explain extend defend distinguish summarize |
organize generalize prepare produce dramatize choose modify use sketch apply solve show paint |
compare analyze classify survey distinguish categorize differentiate subdivide point out infer select |
design combine role play construct produce originate compose hypothesize develop create plan organize invent |
judge relate weigh criticize support evaluate consider critique recommend summarize appraise compare |
| Product |
events people recordings newspapers magazine articles television shows radio text readings films/videos a play blogs podcasts |
speech graph diagram photograph own statement tape recording drama skit cartoon story model outline compare conclusion implication based on data summary analogy causal relationships |
diagram sculpture photograph illustration paper which follows outline a solution a question a map a list forecast a project a drama a painting |
report survey graph questionnaire an argument words defined parts of propaganda statement identified a conclusion checked a syllogism broken down |
article invention report game song experiment play book set of rules, principles or standards speculate on or plan alternative courses of action a formulation of hypothesis or question |
conclusion self evaluation recommendation group discussion court trial survey evaluation a standard compared a standard established valuing |
|
Based on Bloom's Taxonomy |
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Determine what format your materials exist in.
- Take note of items already in electronic format and move them into course folders on your computer.
- Have hard copy documents scanned.
- Have audio tapes and photos converted into digital files (the instructional designer can assist with this task)
- Collect web links and descriptions into a central file
- Where necessary acquire copyright permissions
Accommodate different types of learners. Make sure visual learners have graphics and text they can see to foster learning. Provide narration and text for visual learners. Apply creative combinations of teaching strategies, using methods like instructional units, case studies, simulations, and self-evaluations to encourage learners.
Utilize the action principle, emphasizing clearly and continually the connections between what is being learned and the real world in which it will be applied.
External Tutorials and Samples
