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Presentation: General website content, learner expectations, responsibilities, and how to be
successful in the course (assignments, grading
scales, rubrics, etc.),software requirements,
support services, contact information
Welcome Message: Welcome students to the
course and explain “how to get started” in
the website
Interactivity: Provide an opportunity for
participants to introduce themselves in order
to begin to develop a “community of learners”
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Organization: Structure website in a logical
manner and make it easy to navigate
Connectivity: Ensure all links are active and
up-to-date
Presentation: Create web pages that are
consistent and visually attractive. Refrain
from using copyrighted materials illegally
Access: Assure all aspects of the web design
are accessible to participants with disabilities
Virtual Office: Include one discussion board
forum where participants can ask and answer
site-related questions. In addition, include a
line-list of frequently asked questions with
responses
Downloading Materials: Create website so
that web pages can be downloaded within
a reasonable period of time even without
high-speed internet connection
Learning Structure: Structure learning
activities to foster participant-website
author, participant-participant, and
participant content interactions. Create
opportunities for collaboration among participants
CAUTION: Students can easily become overwhelmed by online technologies.
Be sure to clearly explain how various
components of the course fit together.
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Web Pages: Introduce each section or page with
a topic overview
Connections: Encourage participants to link what
they may already know with what they are going
to learn. Steps:
- Acquire new knowledge
- Integrate new knowledge with what they
already know
- Infer, analyze, and evaluate knowledge
- Demonstrate understanding of how what they have learned applies, integrates, relates,
or contrasts with prior knowledge
Learning Objectives: Post learning objectives
(Each learning objective should support the
overarching goal of the course, that it, the threat
that unites all topics covered and all skills
participants will master by the end of the course).
Learning objectives should be kept at no more than
half a dozen
Learning Alignments: Establish clear connections
between learning activities, objectives, and outcomes
Assessments: Create assessments that are linked to
learning objectives and expected outcomes.
Assessments should reveal the extent to which
students meet intended learning outcomes. If
using online quizzes or exams to assess learning,
design them so participants see one question at a time
Learning Reinforcement: Assessments, learning
objectives, and instructional strategies must be
closely aligned, reinforcing one another.
Extend participants’ learning with optional web
resources
Content: Clearly write and post content and lessons.
Be sure breadth of content covers all of the content in
the website outline. Ensure content is addressed to
meet a variety of learning styles.
Assignments: Consider posting a model assignment.
Post rubrics for explaining grading criteria.
Feedback: Gather feedback from course participants
on the website for improvement in the future
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Create learning activities that:
Encourageinteraction between participants
and between participant and course facilitator.
Practice Examples: asynchronous discussion threading, live chats)
Promote active learning by motivating
participation and interaction among class members.
Practice Examples: Web Quest research
activities, cooperative learning assignments)
Spark interest and motivation in learning.
Practice Example: Affective Response Assignments, journaling)
Assist participants to meet intended learning outcomes
Practice Examples: critical thinking motivators, Socratic response activities)
Encourage participants to reflect on assigned reading.
Practice Examples: Interactive e-flashcards, online quizzes
Inspire application of learned concepts through real-life perspectives.
Practice Examples: Case studies,
current news articles
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Comments (27)
Barbara Larson said
at 6:37 am on Jun 15, 2012
I am signing up forthe Best Practices section, I was unable to enter my name in the table. Jeremy, I look forward to working with you.
JBurnison said
at 7:12 am on Jun 15, 2012
I put your name in the table so others don't take your spot, although I'm not against someone else working with us if they wish.
JBurnison said
at 7:52 am on Jun 15, 2012
Here's a start from one website I've read. Feel free to reword, add, remove, do anything with the content you see fit. I'm sure there are other sections we can add. I will continue to research and see what else I can find on this subject and add more later.
jkotsch1@kent.edu said
at 8:45 am on Jun 16, 2012
Could I work with both of you on this section? There is one topic left and no one else signed up. I hesitate to take it because I feel "weak" regarding it. I am willing to do any aspect of this assignment. I feel I could get them most out of this particular topic and the manner in which I use the computer and Internet in my courses.
JBurnison said
at 8:03 pm on Jun 16, 2012
Feel free to work with us and add your ideas. I just started with a list of ideas that we will need to build upon, add an introduction, provide examples possible, etc. We welcome your ideas.
Megan Farver said
at 1:57 pm on Jun 16, 2012
Ours looks very similar to yours....uh oh!!
Barbara Larson said
at 1:59 pm on Jun 16, 2012
Best Practices of an Instructional Website
Determine student needs and technology skills. This step is important because it affects the degree to which students benefit from the use of instructional technology. Administering a brief survey in the first week of a course can help identify what students want from the course and how comfortable they feel using technology.
References:
Instructional Assessment Resources (IAR), (2011). Best practices for using instructional technology. The University of Texas at Austin.
Retrieved from: http://www.utexas.edu/academic/ctl/assessment/iar/tech/plan/why/bestpractices.php
Barbara Larson said
at 10:06 am on Jun 17, 2012
I moved the information up into the document. Let me know if it’s ok to enter the information in this manner or if you’d like it entered another way.
Thanks
JBurnison said
at 12:44 pm on Jun 17, 2012
Looks good. I just took the reference and placed it at the bottom with my source and placed your information into the bullets. Good info. We need to continue to add specifics and reasons to each of our listed practices, along with some examples. Truly, I will probably bet back to this by Wed. or Thurs. as I have a project in another class along with all we're doing in this class to get finished this week. Thanks!
Barbara Larson said
at 6:12 am on Jun 19, 2012
Thanks for the direction on how to enter information.
Barbara Larson said
at 6:23 pm on Jun 20, 2012
I added some information, feel free to change, move or delete any of the information if you don’t think it will work. I added a few detractions because I believe best practices detractions are also important.
Under the following;
Website Introduction
Recognize your own technology learning curve
Organization and Design
Detracting from student learning
Instructional Design
Provide a clear structure for learning
jkotsch1@kent.edu said
at 9:58 pm on Jun 21, 2012
Would it be OK to add something about quality instruction and course development in online education? Quality Matters has a rubric to evaluate online programs: https://www.qmprogram.org/files/QM_Standards_2011-2013.pdf
Another good source of information for quality online instruction is Sloan Consortium. Effecive practices in online education are sorted by "pillars" that are described on the site. Information is research-based and data-driven. http://sloanconsortium.org/effective
Is our page going to be an outline or will there be a narrative portion too?
***The courses I've been teaching ended today so I will have lots of time to devote to this project. I apologize for not being more interactive at the start.
Barbara Larson said
at 5:54 am on Jun 22, 2012
Yes, you can add information. The information on the sources looks interesting. I'm new to Wili's, so at this point I'm not sure how our page will be completed. Glad to have you in our group.
jkotsch1@kent.edu said
at 9:16 am on Jun 25, 2012
I saw a comment on the front page that all groups are supposed to develop learning objectives for their sections? Is this what you understand?
jkotsch1@kent.edu said
at 9:21 am on Jun 25, 2012
In think it is important to include detractions from learning but I think it would be better to include it as a stand-alone subject heading. Perhaps examples of how to prevent detractions would be good additions? I am willing to do this if you feel it would be helpful?
Barbara Larson said
at 12:52 pm on Jun 25, 2012
That would be great, thank you. Barb
JBurnison said
at 1:16 pm on Jun 27, 2012
I like that idea as well. We all know there will be occurrences that detract from learning, but it's good to have suggestions for overcoming these - also best practices.
I like the idea of having learning objectives, although, I see it as difficult for a list like we have going on. It's not like we are presenting a lesson through this wiki, but I suppose there are some objectives that would be relevant to this list.
jkotsch1@kent.edu said
at 10:02 pm on Jun 27, 2012
Working on "Distractions" and I'll start learning objectives.
Barbara Larson said
at 12:47 pm on Jul 1, 2012
I added to the Instruction Design section, connect to what participants may already know about the topic to what they are going to learn. Feel free to make any edits, or move the information if it fits better elsewhere. I added the website to the bottom of the page with the others.
Barbara Larson said
at 1:28 pm on Jul 1, 2012
I added to the Instruction Design section, structure learning activities to foster......... Feel free to make any edits, or move the information if it fits better elsewhere. I added the website to the bottom of the page with the others.
Barbara Larson said
at 6:33 pm on Jul 2, 2012
I added under the instructional design section. I added the web-sites to the bottom of the page. If you don't want the additional information, feel free to delete. I still don't have a handle on the Wiki and I'm not quite sure what to do with the information.
jkotsch1@kent.edu said
at 9:00 am on Jul 3, 2012
Hello Friends,
I am working on a narrative explanation of some of our points to make our page look more like the others. I am thinking about sending it to you as an attachment so that if you don't like it we can ditch it. ;)
JBurnison said
at 10:44 am on Jul 3, 2012
Janeen,
That sounds like a plan. I'm sure it will be fine and look forward to reading it. I will read & edit what we have and look for one or two more sources to add more info. as well. I have 2 small assignments I have to finish first for my other class and then I'll get on this. Thanks!
Barbara Larson said
at 2:58 pm on Jul 3, 2012
Janeen,
Are you talking about the column on the right?
JBurnison said
at 5:18 pm on Jul 3, 2012
I adjusted the table a little to make it not so wide, however, it looked fine without the page history showing. Let me know if it still looks okay. Thanks!
shouse10 said
at 6:17 pm on Jul 3, 2012
Just a thought...could you cut the 2 right columns and put them below the 1st 2 columns? If it is too much of a hassle, no big deal. I just think that it would be better than have to scroll across the screen.
Barbara Larson said
at 6:51 pm on Jul 3, 2012
The site looks great, between the narrative and table made by Janeen and your adjustment to the table. I am not skilled at moving things around on the page, our classmates suggestion makes sense. But I feel the same way if it's a big deal, it's fine.
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