{"id":70,"date":"2017-05-10T21:57:33","date_gmt":"2017-05-10T21:57:33","guid":{"rendered":"http:\/\/ghostandpenny.com\/idportfolio\/?page_id=70"},"modified":"2022-11-06T23:51:32","modified_gmt":"2022-11-06T23:51:32","slug":"course-design","status":"publish","type":"page","link":"https:\/\/ghostandpenny.com\/idportfolio\/course-design\/","title":{"rendered":"Course Design"},"content":{"rendered":"

Digital Literacy Open Education Course<\/strong><\/a><\/p>\n

An asynchronous, survey-style, open course that meant to familiarize students and teachers alike with web-based tools freely available for content creation.<\/p>\n

Cits 220 Course — Integrating Internet Tools and Technologies<\/strong> <\/a><\/p>\n

A 200-level three-credit asynchronous online open course. This course explores the use of \u201csocial software\u201d and some old and some emerging Web 2.0 applications. The format of this course is a survey style with a heavy emphasis on participation and exploration, not an in-depth examination.<\/p>\n

Content Curation<\/strong><\/a> Unit<\/strong><\/a><\/p>\n

A microlearning unit for my students who are interested in content creation on the web. Targeted towards inexperienced and adult learners who are experiencing technology for the first time.<\/p>\n

Introduction to <\/strong>Teaching with Technology<\/strong><\/p>\n

Designed and delivered in Moodle as an asynchronous online course for instructors who never experienced technology-mediated learning or work from a distance. This training course consists of tutorials for Moodle and Adobe Connect (two major technologies used in course delivery) along with resources for online pedagogy and rapid course development such as a template for the Syllabus, learning objectives builder, lesson planner, and others.<\/div>\n
\"intro<\/a>

The front page of the course (click on the image to enlarge)<\/p><\/div>\n

 <\/p>\n

\"example<\/a>

Example of a learning module (click on the image to enlarge)<\/p><\/div>\n

 <\/p>\n

Introduction to Online\u00a0Learning <\/strong><\/p>\n

The target student body for the course consisted of non-traditional adult learners who already held full-time jobs with little college experience. With these students, there was a clear need to develop a robust student orientation that established clear program expectations, technical requirements, as well as provide tutorials and tips on how to succeed as an online learner. Designed and delivered in Moodle.<\/p>\n

\"intro<\/a>

The front page of the course (click on the image to enlarge)<\/p><\/div>\n

 <\/p>\n

\"learning<\/a>

Example of learning modules (click on the image to enlarge)<\/p><\/div>\n

 <\/p>\n

Course Template<\/strong><\/p>\n

Online course model designed in Moodle to help facilitate the development of course materials for new online instructors. The template includes:<\/p>\n

    \n
  1. modeling of a well structured online course;<\/li>\n
  2. chunking of course content and creation of weekly activities based on best pedagogical practices using the Quality Matters rubric;<\/li>\n
  3. a consistent look-and-feel for the teaching and learning experience that helps alleviate extraneous-load that comes with inconsistent and chaotic course design.<\/li>\n<\/ol>\n
    \"front<\/a>

    The front page of the template with placeholders for content (click on the image to enlarge)<\/p><\/div>\n

     <\/p>\n

    \"weekly<\/a>

    Week or module structure (click on the image to enlarge)<\/p><\/div>\n","protected":false},"excerpt":{"rendered":"

    Digital Literacy Open Education Course An asynchronous, survey-style, open course that meant to familiarize students and teachers alike with web-based tools freely available for content creation. Cits 220 Course — Integrating Internet Tools and Technologies A 200-level three-credit asynchronous online open course. This course explores the use of \u201csocial software\u201d and some old and some emerging Web 2.0 applications. The format of this course is a survey style with a heavy emphasis on participation and exploration, not an in-depth examination.Read More→<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-full-width.php","meta":{"footnotes":""},"class_list":["post-70","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/pages\/70","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/comments?post=70"}],"version-history":[{"count":21,"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/pages\/70\/revisions"}],"predecessor-version":[{"id":225,"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/pages\/70\/revisions\/225"}],"wp:attachment":[{"href":"https:\/\/ghostandpenny.com\/idportfolio\/wp-json\/wp\/v2\/media?parent=70"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}