ساختار پیشنهادی شما برای راه‌اندازی دوره‌های آنلاین چیست؟

 
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Okay, we've got a question
from Shireena about, what is your suggested structure for
setting up online courses? It's sort of a two-part question, so she's
asking about what information do I need to put in there to actually structure
it well and engage the students? And also,
she does continuing education courses, and she's asked a question about how long or
what's the expiry date of those courses? If I make one, when should I
remake it to keep it up to date? That's how I'm interpreting it anyway. >> Okay, all right, so the first
question talking about the structure, it's a very good question. And I think in her post,
Shireena has already posted some ideas. So that welcome area, for example, where
you introduce some elements of the course. So I usually have that. I call it about this course, but
you can call it welcome if you wish. And there I would have more of that
housekeeping type of information. So, a, what is the course about? What is my philosophy behind
the design of the course, whether it be this is going to be a course
where it's very individually done, self paced, for example, versus a course
that's supposed to be collaborative. I'm going to be expecting some sort of
degree of engagement happening between students. So that's a little bit of, very brief,
what the course is structured to be like and how I expect students
to be engaging with it. I would also put information in there
about the assessments, about if there's any late penalties for assessments,
for example, having it in there. If there's any particular policies
related to the students in the course, you can put links to the policies there. So all that housekeeping type of
information that you really want up and central and
right at the very top of your course and the very first thing that you
want students to look at. So even if you're going to send out
a welcome message to your students, whether it be at the beginning of the
course or a week prior to say welcome to the course, you want to start off by
looking at the about this course section. You provide a link to that, for example,
so that just kind of sets the pace. Once you've done that, I also put in
links to very specific things that I need the students to make sure they can
readily access and it's usually, again, the paperwork administrative stuff. So if I want them to fill out a particular
form to request an extension to an assessment, there'll be a link
there for them so they can find it. Or again, links to policies,
late submissions or attendance issues, all that sort of stuff. And then they've got
the material blocked down. And she's also said that she chunks
her material into bite-sized sections, which is great. The one thing that I always try to go for
is consistency. So particularly in an online course or
even in a blended course, it does help the students if it's
consistent in terms of each module or each week, or have a way you divided up
the course so that they know exactly where to go to find the information,
to find the activities, to find the forms, the different technologies that
are being used and also the content. So, yes, chunk down, but also consistent
to cross really does help them. Yes. >> Yes. >> [LAUGH]
>> Jump in. >> I will. I think something else that's important
is to think about what you're trying to achieve in the course and
what those learning outcomes are and what types of activities
the students will be engaging in. Because then that will help
you make the decisions about how to structure the course
to support that. And I think the most
important thing is not just thinking you have to fill in all the boxes
in the course, but to actually decide what to have in there in direct support
of what the students will be doing. One other important thing,
I think, is a place for the students to talk to each other. >> Yes. >> And to ask you questions. And to also have a personal presence
in there to get to know each other. And it's quite important to
actually have that people presence. >> Yeah, like an ice breaker activity,
for example, where at the very beginning there could
be a form, a welcome form, for example. In one of the courses, I teach, I ask
students to put a postcard, for example. So an example of a place that they
visited, a picture of a place that they visited perhaps that they want to share,
something about themselves why they're in the course, their discipline or
whatever it may be. And I make sure that I go in when
they have made that initial, that very first initial posting
at the beginning of the semester, that I go in and I respond to them and I
welcome them so they do see that there is some teacher presence, although I
might not see them face to face ever. I am communicating with them and it's
really getting them to make that first post realising that someone is
reading it and posting it, but I also put in my instructions to
encourage them to post to each other. So while I do ask them to make that
initial post I also ask them to go in and make a couple of posts to each other
to welcome each other into the course. And that starts to develop
a sense of community. But yes, a question and answer forum for
people to post and respond to, and so you can answer their questions. And also maybe even like a social forum,
like a cafe or something like that, whatever you want to call it, where
students can post things that are not exactly course specific, but maybe there's
a particular event happening that they want to tell other people about and
they can just post in there. >> Mm-hm, and
I think the other thing to think about is not just what you put into the course but
how you organise it. So for example, you could put all
of your documents in one spot or your assessments in another spot or
your lectures in another spot, but you might also think about
threading them in terms of a task. >> True. >> So here's introductory content,
there's the discussion about that content, then there's the assignment and then
there's a submission question and answer. So there’s a couple different ways you
can go, but I really do think look at the tasks, look at the activities
they're going to be doing. Make sure you decide what's going to be
relevant in supporting those activities and the consistency and clarity. And one final thing, because it's been a
long response, is that what I found really helps Is to always be consistent in how
you refer to these different sections. >> Yes.
>> So you don't just say to a student, I've uploaded that lecture in the-
>> Forum. >> Yeah and
there's no button called Forum. >> Exactly, it's called Discussion Board,
for example. >> And that really throws some people. >> Yeah.
>> So consistency, clarity and it has to there for a reason. But look at the planning
module we've got and continue the conversation in the forums,
I think. >> Exactly.

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جلسات سوال‌ها و پاسخ‌ها

  فصل قبلی
چگونه حضور معلم را در یک محیط آنلاین حفظ می کنید؟
خطرات آموزش آنلاین
به نظر شما عمده چالش های فعلی آموزش آنلاین چیست؟
برای جذب، ایجاد انگیزه و حفظ معلمان چه کار می کنیم؟
معلمان با شروع تدریس دوره های آنلاین چه مقاومتی دارند؟
?Who can help if you are a trailblazer
چگونه با فناوری فعلی وب هم‌گام شویم؟
چگونه ابزارهایی را که بین فناوری open و lms قرارمی‌گیرند طبقه‌بندی می‌کنید؟
?How do you stop being overwhelmed or paralysed by all the options
چگونه در هنگام طراحی یک فعالیت خطرات مرتبط با فناوری را کم کنیم؟
بهبود کیفیت تولید فیلم
?What about the 'not invented here' syndrome
?What tools were used to make this MOOC
?Which platform better allows the use of a MOOC with interactive activities
نگرش‌های مختلف نسبت به یادگیری آنلاین و ترکیبی
مدیریت حق نشر برای دوره‌های آنلاین
برای برنامه‌ریزی یک دوره 10 ماهه آنلاین چقدر زمان لازم است؟
آیا یادگیری ترکیبی همیشه خوب است؟
آیا تفاوتی بین نتایج یادگیری و اهداف یادگیری وجود دارد؟
برای ایجاد کل دوره از ابتدا چه توصیه ای دارید؟
?What moderation techniques are used in the MOOC
?What is a rubric
فکرمی‌کنید چه‌چیزی باید از دوره حذف شود؟
ساختار پیشنهادی شما برای راه‌اندازی دوره‌های آنلاین چیست؟
گزینه‌های جایگزین ضبط فیلم
BYOD Apps and Tools
چگونه کیفیت دوره‌های آنلاین را تضمین می‌کنید؟
ملاحظات نوشتن برای فیلم‌های آموزشی
روش‌های مختلف استفاده از فیلم در دوره‌های آنلاین چیست و کدام‌یک موثرترین هستند؟
مدت زمان ایده‌آل برای پادکست چقدر است؟
آموزش مبتنی بر سناریو چیست؟
آیا ارزیابی ویدیوها نسبت به کار نوشتاری باید دقیق‌تر باشد؟
اطمینان از اصالت با ارزیابی آنلاین
چگونه از صدا برای بازخورد معنی‌دار یا ارزیابی از یادگیری استفاده می‌کنید؟
ساختن یک مقاله، ارزیابی موثر برای فعالیت‌های آنلاین
Peer Review- چه موقع از آن استفاده کنیم و چرا در دوره استفاده می‌شود؟
استراتژی‌های موثر درصورت خرابی فناوری هنگام ارزیابی چیست؟
چه چارچوبی برای تفکر در مورد تمرینات خودارزیابی و ارزیابی هم‌سالان مفید است؟
Boundaries when supporting online discussions
پروژه‌‌های گروهی در محیط یادگیری آنلاین
از چه فناوری برای کنفرانس‌های ویدئویی با دانشجویان استفاده می‌کنید؟
ایجاد ارتباط با دانشجویان
آیا مباحث رفتار دانش‌آموزان را هدایت می‌کند؟
چگونه می‌توانم بهترین استفاده از دانش‌آموزان را در استفاده مناسب از رسانه های اجتماعی داشته باشم؟
چگونه می‌توانید یادگیری را برای زبان‌آموزان با سطح استقلال پایین توسعه دهید؟
چگونه زبان‌آموزان بی‌میل را تشویق می‌کنید؟
ایجاد جامعه در یک دوره آنلاین
بررسی سطح سواد دیجیتال
تدریس خصوصی 1-1 آنلاین
چه نکاتی را به معلمان خصوصی آنلاین یادآور می‌شوید؟
آیا می‌توانید تجزیه و تحلیل دوره آنلاین را توصیه کنید؟
ارزیابی کیفیت با استفاده از استانداردهای ملی یا بین المللی
چگونه از داده‌های یادگیری و آموزش برای انتشار علمی استفاده می‌کنید؟
آیا بعد از راه‌اندازی می‌توان دوره را تغییر داد؟