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Issue 28: October 1, 2001 | « previous issue | next issue »

In this Issue: ISU Instruction Designers Offer Tips on Designing Learning Modules and Note-Taking Guides

Contents:

Creating Learning Modules
by Christine Salmon, ISU Instructional Designer

Just as you plan the overall design of the course, you need to devote the same planning to individual sections. Whether you call these sections lessons, units or modules, careful and deliberate reflection and planning will result in an efficient and effective learning experience for your students.

What is a Module?

A module is a set of integrated materials. Where some courses are laid out with separate listings for objectives, readings, assignments and assessments, an online course based on modules combines these components into a coherent whole that moves smoothly and logically from one piece to the next, providing a cohesive learning experience for the students.

A typical online course, whether created from a web page editor, by hand, or within a course management system, often structures the various components on separate pages. For example: Objectives (Lesson 1, Lesson 2); Readings and Course (lecture) Notes (Lesson 1, Lesson 2); and Assignments (Lesson 1, Lesson 2).

A module-based online course integrates these components into a single unit so that *EACH* module includes more or less the same pieces in the same sequence. For example:

Such a structure allows students to progress smoothly through the material, seeing and understanding better how the elements fit together and build upon each other.

Inter-Module Organization

How modules are linked together depends on your overall plan for the course.

Below are summarized some ways to organize the modules in your course.

Time-Based Organization
This design is sequential or linear in structure (Week 1, Week 2, Week 3; or 17th Century, 18th Century, 19th Century), following the timeline set by the instructor.

Thematic or Topical Organization
This design is based on broad topics, themes or concepts (Politics, Culture, or Religion).

Mastery-Based Organization
A mastery-based design requires that students complete one module (usually at a certain level of mastery or competence) before continuing on to the next module.

Note: Some course management systems (such as WebCT) allow instructors to set time or event-based criteria for the release of modules. See your instructional designer for details.

Stand-Alone Organization
A stand-alone design provides modules that can be completed entirely on their own; content is not dependent on knowledge gained from previous modules.

Note: You may want to include in your course certain stand-alone modules that can be referred to for review or remediation purposes.

If you have questions on learning modules or any instructional design topic, feel free to contact Christine Salmon at: extsalmn@ruby.indstate.edu or 812.237.2526.


Instructional Design Tip: Note-Taking Guides
by Faye Bradshaw, ISU Instructional Designer

Having students take notes in a web-based course is still an important learning activity. By taking notes, students are able to learn and remember the key points of lectures or other course material that are provided online.

One way to ensure that students focus on the important aspects of course materials is to provide them with note-taking guides.

Each week, I provide my students with a note-taking guide in the form of an outline, with space left between sections for them to include detailed information related to major concepts and theories in Sociology. Another variation of this design is to place the outline on the right-hand side of the page, and leave space on the left-hand side of the page for student notes.

There are other formats that you might want to explore such as the fill-in-the-blank format, which also encourages students to make sense of what is important for them to learn.

If you have questions on creating note-taking guides or any instructional design topic, contact Faye Bradshaw at extbrads@ruby.indstate.edu or 812.237.2346.


CTA Workshops

Sign up now!

Course Transformation Academy (CTA)
A workshop design for faculty members who are preparing to use technology in their teaching. The goal is provide faculty members with the time and resources to investigate, create, and utilize alternative instructional strategies by exploring ideas about teaching, learning, course design, and educational technologies. Faculty are encouraged to attend the CTA one year in advance of their plans to use technology in their courses.

WebCT Institute
An intensive three-day introductory workshop on WebCT for advanced graduates of the CTA. This workshop is for faculty who are familiar with the pedagogy and design of distance and online learning but who want to learn WebCT or who wish to begin migrating their courses from CourseInfo to WebCT.

  • Dates:
    January 2-4, 2002
    9:00 am - 4:00 pm

For more information or to register, contact Melissa Hughes at ext 2027 or m-hughes@indstate.edu Or, complete our online form at: http://indstate.edu/lifelong/workshops.html


FCRC Workshops

The FCRC is offering the following workshops:

To register for these free workshops, contact Julie Lee at extension 2603 or julia@fcrc.indstate.edu

If a scheduling conflict prevents you from attending a session, or if you prefer more individualized training, contact Julie Lee to arrange a one-on-one session with the presenter.


Etcetera, Etcetera, Etcetera: ISU News, Interesting Links and So Forth

The University of Phoenix has submitted applications to operate in New Jersey and New York. The goal is to offer convenient programs that will attract adult learners, specifically commuters, women, and minorities. In 1998, Phoenix had 50,000 students; current enrollments are 90,000. One reason: According to many community college presidents, the University is very willing to accept their students as transfers.
Source: The Chronicle of Higher Education (21 Sept 01)

Women who enroll in distance courses face more challenges than men. This is the finding of a study conducted by the American Association of University Women. Reasons cited were: "(1)classes add "another shift" to a woman's workday between homemaking and child care; (2) classes are often costly; and (3) about one-third of women are focused on degrees and careers, not enrichment." However, older women responding to the survey indicated that online education put them at ease as opposed to on-campus classes that often are oriented toward younger women. Cheris Kramarae, author of the report, noted that few women are involved in the process of creating online programs, and suggested that it might be helpful if women were more involved - as programmers, designers, professors, and administrators.
Sources: Chronicle of Higher Education (Sep 01); Wired.com

Kentucky Virtual University, the Commonweath's official virtual campus, has served more than 6,100 Kentuckians since its start-up in Fall 1999. The site offers students a one-stop point of access to nearly 50 college credit and professional degree programs from 27 Kentucky colleges and universities, and other providers. In August 2001, KYVU implemented SMARTTHINKING, which offers students around-the-clock online tutoring and academic support.
Source: www.KYVU.org

Visit the National Technical Information Service (NTIS) a one-stop, searchable site for U.S. Government science and technology resources. The site includes links to laboratories, information centers, online databases, and sources of images, photographs, reports, and data. NTIS is part of the U.S. Department of Commerce.
URL: http://www.ntis.gov

Lives, the Biography Resource, offers links to thousands of biographies, memoirs, autobiographies, and diaries of individuals who are no longer living. Searches are possible by region, era, or profession.
URL: http://amillionlives.com

In 1999, the Merrick School of Business (University of Baltimore) launched the first online, accredited MBA. Professor Hossein Arsham, who taught the Program's first online courses in Business Statistics and Applied Management Science, has created a web site to share ideas about teaching online. According to Arsham, the site is a "report from the frontline of e-learning" that covers how to begin, how to operate, and how to make e-learning successful and enjoyable.
URL: http://UBMAIL.ubalt.edu/~harsham/interactive.htm

Rubistar is an online tool that makes it easy to create your own rubrics for Oral Projects, Multimedia, Research and Writing, or Work Skills. Built-in features let you go back and edit or customize your rubrics and then give you a URL so students can view or print the rubrics anywhere.
URL: http://rubistar.4teachers.org
Source: Blue Web'n Update (28 Sep 28 01)


Thought for October:

I'm an idealist. I don't know where I'm going,
but I'm on my way.

- Carl Sandburg


Interaction is an electronic newsletter delivered on the first day of the month via electronic mail. Each issue offers information on teaching, learning, course design and educational technologies, and events pertaining to distance education at Indiana State University. We invite your comments, articles, and suggestions. Please contact Interaction at interact@web.indstate.edu

Interaction is published by the Office of Continuing Education/Instructional Services.


Issue 28: October 1, 2001 | « previous issue | next issue »



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