Instructional Strategies for Online Courses-Mozilla Firefox

Creating Courses - Instructional Design-Mozilla Firefox Designing for Learning Allison BrownMurdoch University Introduction How do online courses differ from traditional university courses? These were the questions explored in a collaborative course design project involving an economics lecturer and the instructional designer at Murdoch University. This paper describes the pedagogical rationale of the design template. Aims of the design project The economics lecturer could see the enormous potential of the WWW as an extremely rich information source. This was seen to be an innovative teaching idea absolutely suited to the medium of the new communications technologies. The instructional design aim was thus to explore ways in which developments in the communications technologies could be used to enhance teaching and learning in economics. Early online formats Megarry (1989:50) suggests a different view of the relationship between information and knowledge: Knowledge is not merely a collection of facts. Hypertext and learner activity Advantages of online discussion

Storyboards for eLearning SumoMe Many people who are new to eLearning want to know how to create a storyboard. Should they use a professional tool? Should they create a template from scratch? What should they put into the template? Coach: What is an eLearning storyboard? Coach: At what point in the ISD process would one start to storyboard? Coach: Is storyboarding important? Coach: Before we get into the specifics, is there just one way to create a storyboard? Coach: How do you go about creating a storyboard? Create a template in Word (in landscape mode) and let each page represent one screen.Create a template in PowerPoint and let each slide represent one screen.Create a template in a commercial storyboarding application. Coach: What do you put into the storyboard template? Coach: Then how do you fill in the template? Title Area: Add the unit, module, lesson or topic name.Screen Number Area: Enter a unique identifier for each screen. Coach: Why does a storyboard seem to shrink as you fill it in?

Introduction: Designing for Online Learning | Office of Distance Learning Designing an Effective Course Quality online instruction requires effective planning and attention to detail, but the process doesn’t have to be tedious and can even enhance your face-to-face courses. These resources in this section of our website can give you insight on course design that will create the most engaging learning environment for your students. After an extensive review, ODL has selected the Quality Matters Rubric Standards for Online Courses as our online course quality review tool. The above link takes you to the QM website where you can find informative links about the research behind the tool. When you begin working with your ODL instructional development consultant, you'll be provided with a detailed overview of the rubric, as well as tools and templates to help you apply it to your course. Mapping Out a Course Development Project Step 1: Determine learning objectives for each unit/topic of instruction. What do students need to learn to be successful in the course?

Best Practices in Designing Online Courses-Mozilla Firefox Best Practices in Designing Online Courses Las Positas College This document, along with the accompanying examples, was created to help LPC faculty design online courses that are instructionally and pedagogically sound. The best practices are a synthesis of strategies, activities, design techniques, organizational tips, etc., that have been successful in higher education. To discuss any of the best practices, log into Blackboard, go to the BOLT course, and post to the Discussion Board forum called Best Practices (LPC). Important: In addition to the best practices below, instructors are highly encouraged to create an information page for their course. I. I. II. III. Sources for information on best practices: Guidelines for Good Practice: Technology Mediated Instruction, The Academic Senate for California Community Colleges Distance Learning Manual, Accrediting Commission for Community and Junior Colleges Rubric for Online Instruction, CSU Chico

Seven Guidelines for Designing Effective Course Pages for the Online Classroom June 18, 2013 By: Rob Kelly in Instructional Design The design of your course pages can have a significant effect on the learning experience in your online course. Good design can draw students in, help them comprehend the information the first time they read it, and enable them to easily retrieve information, says Sheree Webb, an instructional designer at Tyler Junior College. In an interview with Online Classroom, Webb suggested designing courses in a simple, consistent manner, employing the following principles: Use meaningful headings and subheadings. For a demonstration, click on the video below. Reprinted from Course Page Design Tips Online Classroom, 12.6 (2012): 2-3. Tags: course redesign, online classroom, online course design, teaching online courses, tips for online faculty

Brain-based learning, ideas, and materials Quality Matters Program | Business English, Legal English, English for Academic Purposes, etc. - English for Specific Purposes World-Mozilla Firefox Sarjit Kaur English Studies Section School of Humanities Universiti Sains Malaysia Printing version Abstract This paper examines the English language needs of 15 Malay administrative staff in two departments in Universiti Sains Malaysia in an ESP course. Introduction The experience of planning and designing an appropriate course that suits target ESP groups can be very challenging especially for new instructors. Concern about quality ESP courses is always of paramount importance in all educational contexts. Issues in ESP Course Design The work that has been done in the field of ESP has generally followed the assumption that if a group of learners English language needs can be accurately specified, then this identification can be used to determine the content of a language programme that will meet these needs (Munby, 1978). as what the learner wants to do with the language (goal-oriented definition of needs) which relates to terminal objectives or the end of learning; and The Present Study

Strategies for Online Teaching Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education. CRLT Occasional Paper #18: Online Teaching (Zhu, Dezure, & Payette, 2003) This paper explores key questions to consider when planning an online course and provides guidelines for effective instructional practices. Instructional Design (Illinois Online Network) An ever-changing collection of articles related to teaching online (including Tip of the Month), basic resources, and spotlight issues. As this site is well-maintained, it is worth occasionally checking in to see if new material has been added. The site provides a summary of instructional strategies for online course.

Brain-Friendly Teaching (1): Putting Brain-Friendly Strategies To Work How can the findings of current brain research be applied in the classroom to help students perform best on standardized tests? Marilee Sprenger details seven steps to move information from sensory memory to long-term memory. "In the United States, most schools prepare for standardized tests by spending a large amount of time a few months prior to testing on review," observes brain expert Marilee Sprenger. "Although that has been known to raise test scores in comparison to schools that do not follow that process, it does not put information into long-term memory. Because working memory can hold information for just days or weeks, most of the time, the information is forgotten after the test." According to Sprenger, meaning and emotion are key to placing information into long-term memory. "Within those two laws are four central ideas; therefore, there are four bits of information. For Sprenger, step one in this process is to reach students. No clear and present dangers.