UT Snapshot: Course Design Examples
What should go into a module for an online course? How should it be sequenced? In her online "Introduction to Ancient Rome" course, Jen Ebbler builds modules that resemble each other such that students learn what to expect to see on a weekly basis in the course site. Each module covers a week of materials, guiding students through a number of readings while giving them the chance to show that they've read and learned the materials. Before students are asked to produce a short essay at the end of the module, students are then given the chance to take a comprehensive practice quiz to prepare.
Classics faculty Steven Lundy gives his students a downloadable syllabus that provides a high-level overview of his online CC 302 course. The syllabus begins with a table of contents that allows students to quickly find the information that they need for any questions they might have:
A crucial component of any syllabus for an online course contains detailed information about how and when students might contact the faculty member with question. This information is especially important to provide in a downloadable syllabus so that students can email faculty without being able to access the Canvas course site. Steven gives students clear instructions for contacting him with questions:
Giving an insight into pacing and expectations, Steven then defines a "module" in detail and talks about what online learning means for this course:
Finally, the syllabus provides a guide for understanding the weeks of the semester and their pacing.
Welcome Video: "Jazz Appreciation"
In his online "Jazz Appreciation course," Jeff Hellmer (Butler School of Music uses a welcome video to introduce students to the concepts of the course and its overall structure. The setting of the video and its friendly, welcoming tone provide an engaging, informative introduction for students.
Course Welcome Module: "Social Media Journalism"
In his online Social Media Journalism course, Professor Robert Quigley realized his role was shifting from lecturer to coach and mentor. Quigley created a Welcome module, labeled “Read Me First.” Quigley’s Welcome module is presented the information in his syllabus for students to read:
But because many of his students were not necessarily as adept at utilizing the technology he wanted them to use in Canvas throughout the semester, he created a series of short demo videos and cheat sheets. Utilizing Camtasia (a program that allows you to edit screen captures with audio overlay), Quigley provided these resources for students who may not feel comfortable disclosing their lack of familiarity with or knowledge of course content, and the space for students to retrieve this information at any point in the semester. Cheat sheets and demos also provided scaffolding for students to build their projects later on in the semester.
Course Welcome Module: "Introduction to Ancient Rome"
In their online "Introduction to Ancient Rome" course, Jen Ebbler has put together a comprehensive set of materials, all located in an easily located module in Canvas, that is designed to help student get oriented to the course. Jen provides an introductory video and also asks students to respond to the materials provided in order to demonstrate they've read them - students are asked to complete a quiz on locating items in the syllabus, post an introduction to a Piazza discussion board.
"How Should I Present My Online Course?"