Introduction and Reflection
Cultural Diversity is a course that I currently teach in a 12-week traditional classroom setting. Here I have begun the process of taking the course online. Through the principles of instructional design, I have started with identifying the course objectives. Everything that is offered in the course must come back to these objectives. I then broke the course into modules, each with its own set of learning objectives, assessments, and “Absorb, Do, Connect” activities. Tools and resources were selected. A syllabus was created including a graphic syllabus which allows students to see, graphically, the progression of the course. I created learning guides to give a snapshot of the module to students. I looked at how the material was “chunked” to help students absorb it most effectively. Finally, I looked at how accessible the course is to a diverse population of students.
In reflection of the process, I realized that there is a lot more that goes into designing a course than I initially thought. The “70/30” principle is definitely applicable. But without the pre-planning, without knowing your goals and objectives, and without knowing your resources, the course will not come together. The textbook (“Conquering the Content: A Step-by-Step Guide to Online Course Design” by Robin M. Smith) has been an invaluable resource for me.
In reflection of the process, I realized that there is a lot more that goes into designing a course than I initially thought. The “70/30” principle is definitely applicable. But without the pre-planning, without knowing your goals and objectives, and without knowing your resources, the course will not come together. The textbook (“Conquering the Content: A Step-by-Step Guide to Online Course Design” by Robin M. Smith) has been an invaluable resource for me.