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Instructional Design Tips for Online Learning

Instructional Design Tips for Online Learning

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Published by: api-3860347 on Oct 19, 2008
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03/18/2014

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Instruction Design Tips
for Online Learning
Instructional Design Tips for Online Learning was developed by Joan Van Duzer
of Humboldt State University to be used in conjunction with the Rubric for Online
Instruction developed by CSU, Chico, c 2002.
Categories one through six, below, correspond to the categories of the Rubric for
Online Instruction, developed by CSU, Chico.
Both instruments are available online,www.csuchico.edu/celt/roi.
Category 1 - Learner Support and Resources
Category 2 \u2013 Online Organization and Design

Category 3 \u2013 Instructional Design and Delivery
Category 4 \u2013 Assessment and Evaluation of Student Learning
Category 5 - Appropriate and Effective Use of Technology
Category 6 \u2013 Faculty Use of Student Feedback

Category 1 - Learner Support and Resources
A. Information about being an online learner

\ue000Tips for being a successful online student
\ue000 Quiz to self-assess readiness to be an online student
\ue000 Link to Library resources
\ue000Instructions for how to conduct online research
\ue000Instructions on how to write a research paper
\ue000 Guidelines for APA/MLA format of papers and/or citations
\ue000Link to the testing center
\ue000Link to campus remedial resource center
\ue000 Link to student disability resource center
\ue000 Information/tutorials on how to use software required by class assignments
\ue000Contact information for technical support or Help Desk
\ue000Checklist or other method for common troubleshooting tips
\ue000 Minimum computer hardware and software requirements
\ue000 Tips for avoiding and dealing with computer viruses
\ue000 Sources for any required plug-ins (and links)
\ue000 Tutorial(s) or job aids for how to use the LMS tools
\ue000 FAQs for LMS
\ue000 Netiquette guidelines

B. Course speci\ufb01c resources

\ue000Contact information for the instructor
\ue000Contact information for academic department or advisor
\ue000Information on additional related courses
\ue000Pre-requisites of course
\ue000Link(s) to Bookstore(s) to order textbooks or other instructional materials
\ue000 FAQ site on course information
\ue000Estimated amount of time needed for completing course requirements

C. Resources supporting course content
\ue000 Link(s) to web sites with supporting information relevant to course content
\ue000Link(s) to web sites of organizations or associations related to course content
\ue000 Glossary of terms or links to de\ufb01nitions of new vocabulary
\ue000 Link(s) to learning objects (external to course, such as MERLOT)
Category 2 \u2013 Online Organization and Design
A. Course navigability and organization

\ue000 Syllabus is easily located
\ue000 Links to other parts of the course or external sources are accurate and up-to-date
\ue000Instructional materials required are easily located
\ue000 Numbers identify sequenced steps; bullets list items are not prioritized or sequential
\ue000 Course content is organized in a logical format
\ue000 Topics are clearly identi\ufb01ed and subtopics are related to topics
\ue000Sequential (vs. concurrent) topics are annotated with dates
\ue000 Course schedule is available in a printer-friendly format for student convenience
\ue000Organization and sequencing of the course content is logical and clear
\ue000 Resources are separated into \u201crequired\u201d and \u201coptional\u201d categories

B. Syllabus includes

\ue000 Course objectives
\ue000Course completion requirements
\ue000 Expectations of students\u2019 participation, honesty, etc.
\ue000Timeline for student participation is clear
\ue000 Faculty member(s) introductory information
\ue000 Expectations of availability of and turnaround time for contact with instructor
\ue000 Course schedule is summarized in one place

C. Aesthetic design

\ue000 Typeface is easy to read
\ue000 Suf\ufb01cient contrast between text and background makes information easy to read
\ue000Appropriate images supporting course content add visual interest
\ue000 Design keeps course pages to a comfortable length with white space.

D. Consistency in course

\ue000 Layout of course is visually and functionally consistent
\ue000 Navigability is clear, simple and user friendly
\ue000 Spelling and grammar are consistent and accurate
\ue000 Written material is concise
\ue000 Language of written material is friendly and supportive
\ue000 Clear directions are given for each task or assignment
\ue000 Sentences and paragraphs brief

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