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Goals and Objectives
Keeping the Students Interested
- Am I
communicating what excites me about the topic?
- What can
I add to make the students feel there is something of real value to
them in this class or module?
- Have I
made the inherent motivation clear? Will the student say,, "Learning
this is of direct benefit/interest to me?"
- Have
I included external motivates and/or do I need them? Will the student
say, "If I do Y I will get 100 points, my social status will increase,
I receive extra privileges or notoriety."
Humor, clear writing, and good graphic design can also be external motivators.
However, humor must be used cautiously. As Jim'bo Norrena, senior academic
marketing specialist at Peachpit Pre,s says, "I've always believed
'Online Stand-up Comedy' to be about the worst idea ever presented to
mankind."
- Is there
something I can do to make the module more interactive?
- Should
I add collaborative assignments to create a greater sense of community
so the student feels supported and engaged?
- How can
I set uniform objectives but still honor the individual approaches of
the students?
- How can
I accommodate different learning styles: Hear, see, and do?
- Is this
course culturally sensitive? Have I presented the information in a way
that respects diverse opinions and beliefs?
Obstacles to Learning
- Is the
subject material presented in such a way that students might perceive
it as "too hard" and beyond their capability?
- Does the
class erode self-confidence?
- Are the
course prerequisites clear?
- Does form
follow function? Is the graphic layout interfering with the content?
- Are the
pages accessible according to the guidelines of the W3C?
Feedback
- How can
I maximize the amount of feedback the student receives?
- Is the
feedback the student receives immediate, clear and constructive?
- Does the
feedback the student receives promote the students learning?
- Does the
feedback help students to complete the assignment?
- How will
I handle the students expectation for immediate feedback.
Media Selection
- What type
of Internet connections will the students have?
- Will they
be able to see video, hear audio, and download graphics?
- Will rich
media (sound, graphics, video) enhance this course? How?
- How will
rich media (sound, graphics, video) detract from the course?
- Will rich
media be too cumbersome for the user to download? Is it too expensive/difficult
to develop?
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Which
Medium is Best?
Leveraging Technology
- How can
I use communication tools, such as: email, listserv, chat rooms and
bulletin boards, Web pages, graphics, streaming media (video/audio)
and interactive multimedia tutorials- so the students will achieve the
learning objectives?
- What can
I do on the Internet that I can’t do in other mediums?
- How do
I utilize Internet to create a context for learning?
- The Internet
is a huge resource for data, but how can I help students transform data
into knowledge?
- What is
the most difficult aspect of teaching online for me? How can I make
that easier?
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New tools
and media can change
How we think
What we think about
Who we think with
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In developing
interactive learning objects what level of interactivity will require?
Levels of interactivity-
Level 0- procedes through a linear progression via clicking
Level 1 user makes a choice and receives feedback
Level 2 user can input original data (text, graphics, audio, video)
to effect the outcome
Level 3 users input (text, graphics, audio, video) becomes an integral
part of experience
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Table of Contents
Course Overview
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