Design+Considerations

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= Developing an Online Course = You will still need to make several instructional decisions to insure a sound pedagogy. A good place to start is by downloading our 7-step model. This model lists questions that you should consider as you begin to design your course. With this in hand, you can consult with a CAT staff member on appropriate instructional strategies and specific technologies. When working with faculty to develop an on-line course, CAT staff provide technology development support while the faculty remains the subject matter expert (SME).

The first significant variable to consider is:
What are the learning outcomes that you expect your students to achieve? The instructional approach that can lead to these outcomes will provide your framework for selecting appropriate technologies. Your instructional methods should guide your use of technology and the technologies you use should complement your instructional methods. What is your instructional philosophy?

Develop clear instructional objectives
You may find it useful to use a traditional taxonomy of educational objectives such as Blooms taxonomy. Instructional objectives should be developed for each body of knowledge that forms the foundation of your course. Try to move away from organizing your course by week or textbook lessons. Once you determine the instructional objectives and learning outcomes, you can then set deadlines and timeframes for student activities.

We suggest that you also consider how to build Learner-centered principles into your course Finally,

What level of interactivity do you want/need in your course?
Keep in mind that more interactivity requires more planning, but also helps to insure that your course is more instructionally effective. Interactivity may occur in three ways:

1. Interaction between faculty and student, for example, using web-based conferencing, 2. Interaction between student to student, for example using document exchange and peer editing techniques or collaborative, project-based assignments, 3. Interaction between student and content, for example, using simulations and modeling performance tools.