INSDSG 684 Syllabus For Spring 2015

INSDSG 684 Syllabus- 2015
Design and Instruction of Online Courses

University of Massachusetts Boston
College of Advancing and Professional Studies (CAPS)
Instructional Design Graduate Program
Instructor Information
Apostolos Koutropoulos, MBA, MSIT, MEd, MA
a.koutropoulos@umb.edu
Phone (W): 617-287-5990
Office Hours: virtual office hours by request
Note: Throughout the semester, I will communicate with you via your UMB email
account. Please review the following website for a job aid that will assist you in
forwarding your UMB email account to your personal account if you prefer:
http://howto.wikispaces.umb.edu/Forward+Student+UMB+Email+to+Personal+Accou
nt
Classes begin Monday February 2, 2015 and ends Friday May 8, 2015
Please note that we wont be observing Spring Break in this online course. In lieu of
spring break you will have an extra week at the end of the semester to polish up your
final project if you need it
Spring 2015 Academic Calendar: http://www.umb.edu/registrar/academic_calendar
Course Information
Course Title:
Prerequisites:
INSDSG 601, INSDSG 602, INSDG 640, or permission of instructor.
Prerequisite Skills:
1
2
Application-level knowledge of instructional design principles and practices

Basic computer skills, which include:
Operating system skills (e.g.: opening applications, file management)
Microsoft Word and Microsoft PowerPoint application knowledge
Internet Skills (e.g.: ability to navigate the Internet, search, upload/download files)
Updated: January 10, 2015

Page 1
This Course Syllabus is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Some knowledge of a course management system would be useful
Some HTML authoring, graphics, and multimedia expertise.
Helpful: Teaching/training experience
Course
Description:
This course is for instructors, teachers, trainers, or instructional
designers who want to explore the critical success factors in designing
and delivering online instruction. Through readings, discussion, and
various activities, we will examine the pedagogical implications of
technology-mediated learning, the dynamics of the virtual classroom, the
elements of effective online course design, as well as the tools and
technologies available to create and deliver online instruction design, and
to assess student performance. Through group-based and individual
project work, we will design and create online modules. This course will
use a range of interactive and collaborative instructional techniques in an
effort to provide current or potential online instructors rich firsthand
experience of what it is like to be a student learning in an online
environment.
Technical Requirements:
This course has the option to use Blackboard Collaborate web
conferencing system. It is a good idea to go through Blackboard
Collaborate at the beginning of the semester to make sure you can
access the service and work out any bugs before you really need to use it
for work. One cautionary note: some students who have attempted to
participate in a Blackboard Collaborate session from their work sites have
found that firewalls block their access so this is something to check out
before your session.
You will also need a headset with microphone to fully participate and
can also use a webcam if you have one. If you experience difficulty with
the audio over the web then there is an opportunity to also call in via
phone (phone charges may apply depending on your location). There is
also the capability to upload PowerPoint presentations, use a group
whiteboard and utilize text chat. All group Blackboard Collaborate
sessions are recorded and archived for future reference
This course will also employ a variety of media that will require the
presence of free plugins like Flash, Adobe Acrobat Reader, Real Player and
Windows Media Player. All necessary plug-ins to accommodate the

Page 2

different types of media can be found in the Course Content-Resources
Plug-Ins folder.
Students will be developing content for their online course project during
the semester however there is no requirement to use specific applications
for development. This choice is up to the student and is often driven by
what is available at the worksite or owned personally. At the end of this
syllabus I have included some links to free Learning Management
Systems that you can use as part of this course.
Required Text(s):
Anderson, Terry,(ed.) 2008. The Theory and Practice of Online
Learning. 2nd edition. Online book: Athabasca University. Weekly
chapters of the e-book can be downloaded at no cost from:
http://www.aupress.ca/index.php/books/120146 by clicking on the
Free PDF tab towards the bottom of the page. Note that the entire
book is over 400 pages so you may wish to hold off and just download
the chapters for the week as needed.
Palloff, Rena M. and Pratt, Keith, 2007. Building Online Learning
Communities: Effective Strategies for the Virtual Classroom,
2nd Ed. Jossey-Bass.
ISBN-978-0-7879-8825-8 (Papeback) or 2009 e-book ISBN: 978-0-47060546-2
Other Reading: Other readings as assigned, articles included in the course each
week.
Recommended but not required
Ko, Susan and Rosen, Steve, 2010. Teaching Online: A Practical Guide. 3rd
ed. Boston: Houghton Mifflin. ISBN-13: 978-0415997331.
Course
Objectives:
By fully participating in this course, you should be able to master

the following Course Objectives (CO):
1 Describe the pedagogical implications of learning in an online
environment and relate them to your own student populations
2
Explain at least one model of instructional design in addition to the

Dick and Carey model
Develop content with a universal design approach that will consciously

address the needs of different types of learners with a range of
learning styles

Page 3

4
Scaffold an online or hybrid, instructor-led course to support

collaboration and communication in an online, global environment
using the Conrad and Donaldson Phases of Engagement model
Identify the key success factors for delivering effective online

instruction in your own online or hybrid course design
Evaluate a range of tools, techniques, and technologies available to

develop content, manage instruction, and assess student performance
in online courses and implement those most effective for their own
course design
Design at least six modules, fully implement a minimum of three of

those modules and conduct at least one module in an instructor-led,
online/hybrid course within a course management system
IBSTPI Core
Competencies: If you are looking to align this course with some professional
competencies, the objectives for this course focus on the following IBSTPI
(International Board of Standards in Training and Performance
Improvement) Core Competencies (I) for Instructional Designers:
1.
Professional Foundations
a. Communicate effectively in visual, oral and written form.
(Essential)
b. Apply current research and theory to the practice of
instructional design. (Advanced)
c. Update and improve one's knowledge, skills and attitudes
pertaining to instructional design and related fields. (Essential)
2.
Planning and Analysis

a. Select and use a variety of techniques for determining
instructional content. (Essential)
b. Identify and describe target population characteristics.
(Essential)
c. Analyze the characteristics of the environment. (Essential)
d. Analyze the characteristics of existing and emerging
technologies and their use in an instructional environment.
(Essential)
e. Reflect upon the elements of a situation before finalizing design
solutions and strategies. (Essential)
3.
Design and Development

Page 4

a. Select, modify, or create a design and development model
appropriate for a given project. (Advanced)
b. Select and use a variety of techniques to define and sequence
the instructional content and strategies. (Essential)
c. Select or modify existing instructional materials. (Essential)
d. Develop instructional materials. (Essential)
e. Design instruction that reflects an understanding of the
diversity of learners and groups of learners. (Essential)
f. Evaluate and assess instruction and its impact. (Essential)
Required
Assignments:
Final Project deliverables will include three parts:

1
A complete design for an online or blended course that makes clear

the overall online strategy in addition to the content goals of the
course. A design document template will be provided that will
include a detailed module and content plan for the online course
with a minimum of 6 modules.
Implementation of a minimum of 3 modules in a course

management system
Peer review reports
Deliverables are due by the Sunday of any given week, by 12:00 EST (Noon EST)
Assignment/Deliverable
0. Week1 Join UMassID.com if you

havent joined already (tip: join with
an address that is not your school
address. This will allow you access to
the network after you graduate).
Post a blog post introducing yourself
and participate in the community.
This is part of your participation
grade.
1. Week 2a - Jigsaw project
working in dyads on course
discussion forum, build an
understanding of other ID models
Course
Objective
CO 2
CO 3
ID PLO
(see Bb)
IBSTPI
7.1
7.4
7.5
I1a
1.2
1.4
7.1
7.3
I1a
I1b
I1c
I2c

Page 5
Point
s (or
%)
100

with each team researching and
working on assigned ID models.
Included are a summary of main
components, underlying learning
theory, application to online
instructional design including
resources and additional links.
Week 2b Submit project proposal
for Final Project
7.4
7.5
8.2
CO 1
2. Week 3 Complete activities on

learner characteristics, which
includes a statement for proposed
final course project
3. Week 4 Using supplied design
document template, create and
sequence an outline of a minimum of
six modules for the final course
project; write a minimum of three
course level objectives.
CO 1
CO 3
4. Week 5 Access LMS course shell

created for final course project;
based on Week 4 assignment work,
add module headings corresponding
to topical outline; add single web
page for course objectives to your
course; write at least two learning
objectives for a minimum of three
modules on your design document.
5. Week 6a Inventory available
content, applications and skills and
select/create/add content for at least
three modules on your design
document.
CO 3
CO 6
CO 6
2.1
2.2
2.3
2.4
2.6
8.1
2.2
2.6
3.1
3.2
4.5
5.1
7.1
7.2
7.6
8.1
8.5
3.1
3.6
4.5
3.2
3.3
3.5
4.1
4.2
4.3
I1a
100
I1a
I1b
I1c
I2b
I3a
I3b
60
100
I3b
100
I2d
I3a
I3b
I3c
I3d
100

Page 6

6. Week 6b. Access LMS course

shell for final course project and,
based on your revised design
document from last week, add
learning objectives to at least three
modules; add one web page to a
module that combines at least two
types of media
CO 5
7. Week 6c Complete Citing and

Fair Use Knowledge Quiz to
demonstrate knowledge of copyright
and fair use guidelines
8. Week 7 Add at least one
discussion question to three of your
modules on your design document
and then add to your course.
CO 6
CO 4
9. Week 8a Begin group

assignment with your peer reviewers
group to design at least one activity
for each of the Conrad and
Donaldsons Four Phases of
Engagement for a fictional online
course about leadership
development. You would need to
develop a phase activity for each
member of the group. For example if
there are three members, you would
develop activities for three out of the
four phases.
10. Week 8b Revise your design
document to include interactive
activities for at least four topics that
illustrate the Four Phases of
4.4
4.5
4.6
6.1
3.2
3.3
3.5
4.1
4.2
4.3
4.4
4.5
4.6
5.4
6.1
1.2
1.3
1.4
I3d
100
I3c
100
3.1
3.2
3.3
3.6
I1a
I2d
I3b
I3e
50
CO 4
4.1
4.2
4.6
5.1
5.3
5.4
7.1
7.2
7.3
7.4
7.5
8.2
I2a
I2d
I3a
I3b
I3c
I3d
I3e
25
CO 4
8.5
I2a
I2d
I3a
I3b
100

Page 7

Engagement. Add at least three
interactive activities from this list to
your LMS course shell.
12. Week 9 Design and develop a
rubric to evaluate student
performance on one of the
assignments from your design
document. Upload and link this rubric
to your LMS course shell.
13. Week 10a Design and develop
at least one orientation material to
help prepare your students for your
course. Add this material to your LMS
course shell.
I3c
I3d
I3e
I3f
CO 6
3.1
3.2
3.4
3.5
3.6
CO 5
4.2
4.3
4.4
4.5
4.6
8.5
8.5
I3a
I3b
I3e
100
I3d
I3e
100
3.2-3.6
4.1-4.6
5.1
5.3-5.5
6.1
7.1-7.2
8.5
3.2-3.6
4.1-4.4 &
4.6
5.1
5.3-5.5
6.1
7.1-7.2
8.5
7.1
7.2
7.3
7.4
7.5
7.6
8.2
I1b
I2a
I2d
I2e
I3a
I3b
I3e
I3a
I3b
I3c
I3d
I3e
I3f
100
I2d
I2e
I3f
100
14. Week 10b Create a syllabus to

add to your course based on your
design document and upload/link it
to your LMS course shell
15. Week 11a Complete the
design document for a minimum of
six topics.
CO 7
16. Week 11b Complete full

development of a minimum of three
modules in the LMS course shell
CO 7
17. Week 12 Peer Group

Review In groups, review each
others courses, complete at least
one full module in each course and
use a provided rubric to assess each
others LMS courses.
CO 1
CO 3
CO 4
CO 5
CO 6
CO 7
CO 7

Page 8
100
100

18. Week 13 Final project
presentations create a narrated
presentation to explain each course
project, address challenges,
reflections on learning and share
plans for next steps. The software
you use is up to you, however your
fellow students need to be able to
click a link and view and hear you
describe whats going on; like
watching a YouTube video.
Blackboard Collaborate is one of the
technology options for this
assignment.
Total Weekly
Assignments/Activities
Participation (as defined above)
Discussions/Reflections
Course
Policies:
CO
CO
CO
CO
CO
CO
1
3
4
5
6
7
4.4
5.4
7.1
7.4
7.6
I1a
I1c
I2c
I2d
I2e
I3e
I3f
50
25%
25%
Participation - Attendance and presence are required for this class. The
Discussion Board and selected posts on umassid.com make up our
"classroom" so logging in defines your presence. I expect you to let me
know ahead of time if you will be unable to participate for a week, or if
this is not possible, to be in touch with me as soon as you can thereafter.
E-mail is the best way to notify me.
You are expected to log on to the course website a minimum of three
times a week and to post a substantive contribution to the discussion at
that time. You are expected to post an original reflection by Thursday, 6
p.m. EST, of each week and then reply to at least two of your peers by
Sunday. Simply saying "I agree" is not considered a substantive
contribution! You must support your position or add somehow to the
discussion when logging on. Try to relate the topic to your own
experience if possible. Please review the rubric for discussion board
postings in the Getting Started module so you can see how I will evaluate
your contributions.
Group Work This course depends on your involvement with online
discussion and activities. Be aware that the responses and learning of
your peers depend on your timely contributions, especially for the group
assignments in the course. You will be directed each week whether to

Page 9

post your assignments/reflections in either the Discussion Board to a
specific topic or to another communication/collaboration site or
designated folder.
Please review the descriptions of the assignments while you work on
them and before you post the finished product. A common mistake is to
become intrigued with a wonderful tangential idea and not address the
assignment requirements. It may be fun to do but you may lose points.
Norms to ponder: timeliness, confidentiality within your group, dealing
with group issues within the group, and civility and supportive criticism
only. We want this to be an intellectual "safe" zone. For specific
assignments that require you to work in a group I dont specify internal
group deadlines. There is one assignment deadline and your group
should negotiate amongst its members what should be done and by what
time.
Late Work Adhering to proven characteristics of andragogy, there will
be an emphasis on the exploratory and experiential. We will utilize
discussion, small group work, and individual activities to engage with the
material. For this reason, it is very important that you keep up with the
reading assignments and log in a minimum of three times per week,
which includes posting your weekly reflection question by Thursday 6
p.m. EST so that there will be sufficient time to interact with your peers.
Discussion topics will be turned off one week following the end of
the discussion in order to keep the class moving. Lack of
preparation and failure to engage in the many learning opportunities in
this course will be taken into account in your final grade. Course
deliverables are expected to be on time unless there is some extenuating
circumstance. Points will be deducted for late work at a rate of 5-points
for every day a deliverable is late. This includes discussion forum
assignments and work. No late work will be accepted five days after the
due date. (Example: if an assignment is due on Sunday, the last possible
day to submit it is the following Friday. Your maximum grade for the
assignment at that point will be 75%)

Page 10

Grading
Grading:
Grade type for the course is a whole or partial letter grade. (Please see
table below)
Note: the lowest passing grade for a graduate student is a C. Grades
lower than a C that are submitted by faculty will automatically be
recorded as an F.
Grade Percentages for Final Course Grade:

50% - Final Project (25% for plan [completed design document], 25% for development and
implementation)
25% - Discussion/Reflection Postings
25% - Weekly Assignments and Activities
Please see the Graduate Bulletin for more detailed information on the
Universitys grading policy.
UMass Boston Graduate Grading Policy

Lette
r
Grad
e
Percentage
Quali
ty
Point
s
93-100%
4.0
A-
90-92%
3.7
B+
87-89%
3.3
83-86%
3.0

Page 11

B-
80-82%
2.7
C+
77-79%
2.3
73-76%
2.0
0-72%
0.0
INC
Given under very restricted terms and only when satisfactory work
has been accomplished in majority of coursework. Contract of
completion terms is required.
N/A
INC/F
Received for failure to comply with contracted completion terms.
N/A
Received if withdrawal occurs before the withdrawal deadline.
N/A
AU
Audit (only permitted on space-available basis)
N/A
NA
Not Attending (student appeared on roster, but never attended class. Student
is still responsible for tuition and fee charges unless withdrawal form is
submitted before deadline. NA has no effect on cumulative GPA.)
N/A

Page 12

Methods of Instruction
Methods:
This course is an instructor-facilitated, fully online asynchronous course

conducted via the Blackboard Learn course management system. Weekly
discussion, small group work, and individual activities will provide
opportunities for student-to-content, student-to-student and student-toinstructor involvement. Although the course will be conducted
asynchronously, there can be opportunities for synchronous sessions
during the semester to provide real-time interaction. A variety of
multimedia will be incorporated including podcasts, video clips, narrated
streaming PowerPoint presentations, articles, weekly discussion forums,
interactive games, and weekly formative assessments. Hands-on
development for the final course project will take place in an LMS of the
students choice and will include materials developed with a range of
multimedia chosen by the student.
Accommodations
Section 504 and the American with Disabilities Act of 1990 offer guidelines for
curriculum modifications and adaptations for students with documented disabilities. If
applicable, you may obtain adaptation recommendations from the UMass Boston Ross
Center (508-287-7430). You need to present and discuss these recommendations with
me within a reasonable period, prior to the end of the Drop/Add period.
You are advised to retain a copy of this syllabus in your personal files for use when
applying for future degrees, certification, licensure, or transfer of credit.
Code of Student Conduct

Students are required to adhere to the Code of Student Conduct, including
requirements for the Academic Honesty Policy, delineated in the University of
Massachusetts Boston Graduate Studies Bulletin and relevant program student
handbook(s).
http://media.umassp.edu/massedu/policy/3-08%20UMB%20Code%20of
%20Conduct.pdf
Other Pertinent and Important Information

Incomplete Policy: Incompletes will be assigned only in cases of illness, accident, or
other catastrophic occurrences beyond a student's control. Incompletes are given
under very restricted terms and only when satisfactory work has been accomplished in

Page 13

majority of coursework. A contract of completion terms is required for all incompletes
with concrete deliverables on specific due dates.
Coursework Difficulties: Please discuss all coursework matters with me sooner than
later.
Course Schedule
Week 1
Topic
Introduction to Online Design
Course Begins
February 2, 2015
Upon completion of this module, students should be able to:
Objectives
1
Explain the course goals, format, and requirements
Navigate Blackboard and successfully post to the discussion

board
Add a student profile picture and information within Blackboard
Add a personal introduction blog post on umassid.com
Explain a little about your classmates
Demonstrate understanding of some online learning terminology
Explain some key variables that interact to create online

educational experiences and context
8 Describe several delivery models of distance education
Readings/Medi
a
Please read the content in the Getting Started link on the course home
page and post any questions you may have to the discussion board
under the Questions/Help Topic.

Page 14

Please read Chapter 2: Towards a Theory of Online Learning from The
Theory and Practice of Online Learning edited by Terry Anderson
Please read The Sloan Consortium Quality Framework and the Five Pillars
article (.pdf) which outlines quality standards for online learning.
Activities
Assignments
Review all Orientation materials
Browse the E-Learning Consulting site and review the e-learning

definitions. This page contains some straightforward definitions
that help clarify some of the terms we'll be using this term. You'll
also find more definitions on the Glossary on the course menu for
future reference. If you notice anything that is missing let me
know and I'll add it.
1 Complete readings
2
Complete pre-assessment
Complete Student Profile (on Blackboard)
Post Introduction to umassid.com
Respond to fellow classmates introductions on umassid.com
Complete discussion post activity
Sign up for the Dyad group activity on the sign-up sheet.
8 Complete Week 1 Feedback
Week 2

Page 15

Topic
Instructional Design Models for Online Learning

Objectives
Summarize the characteristics and components of a particular

instructional design model in addition to the Dick and Carey
model
Explain the potential of utilizing an instructional system design
model in an e-learning environment
Describe the connection between a learning theory and an
instructional design model
Recognize a variety of instructional system design models
Identify some of your peers
Identify a topic for your final project
Readings/Medi
a
Please read Chapters 1 and 2 (pages 21-37) from Survey of

Instructional Design Models 4th Edition by Gustafson and Branch
Please read Design and development research: a model validation case
by Monica W. Tracey
What is Backward Design? by Grant Wiggins and Jay McTighe. A different
approach to instructional design.
Optional but interesting
Two studies at Washington State University explored the impact of
investing in up-front instructional design of online courses on the cost of
their subsequent development and teaching, and on the quality of the
resulting courses. The findings suggest that instructional design pays off
in both ways.
The Instructional System Design Manual from Don Clark's Performance,
Learning, Leadership and Knowledge website. A really comprehensive
overview of the ADDIE model that underlies most ID models.
The Future of Course Redesign and the National Center for Academic
Transformation: An Interview with Carol A. Twigg by William H. Graves
and Carol A. Twigg discusses the possibility of redesigning courses using
technology to improve learning while simultaneously reducing

Page 16

instructional costs.
Activities
Review any remaining peer profiles (on Blackboard)
Participate on umassid.com discussions
Assignments
1 Complete readings
2
Respond to weekly discussion
Jigsaw project - dyads participate in building an index of ID Model

characteristics in discussion forum
Submit proposal for Final Project topic
Sign-up for Design-Document Outline Group in the sign-up sheet
6 Complete Week 2 Assessment
Week 3
Learner Characteristics
Topic
Objectives
1
Explain why learning styles may or may not be applicable to

course design
Apply what you've learned by suggesting three activities that

involve different modes of processing to help students learn about
the same topic,
Explain the requirements of the final project
Complete learner characteristics for your final project

Page 17

Readings/Medi
a
Please read
Have a look at Kolbs Learning Styles
Have a look at the VARK categories
Read Do Generational Differences Matter in Instructional Design? by
Thomas Reeves
View Learning Styles Don't Exist by Daniel Willingham
Read Stop Wasting Time on Learning Styles but Ruth Colvin-Clark
Read Do Learners Really Know Best? Urban Legends in Education by
Kirschner & van Merrienboer.
Read Digital Natives, Digital Immigrants by Marc Prensky
Read Do they really think differently? By Marc Prensky
Read Digital Natives: 10 years after by Apostolos Koutropoulos
Optional but interesting:

Brain Rules videos by John Medina
Activities
Complete Activities relating to knowledge and learning
Assignments
1 Complete readings
2
Respond to weekly discussion
Complete the three exercises and post as directed
Using the supplied design document template, write the learner

characteristics statement for projected participants in your Final
Project course
Week 4
Designing Your Online Course
Topic

Page 18

Objectives
Readings
Describe considerations in organizing and sequencing online

course content
Inventory available resources for final project
Identify necessary components of course objectives
Write at least three course objectives for Final Project
Create a topical outline for an online course
Read
Chapter 13: Planning Your Online Course by Kaminski and Currie in
Education for a Digital World
How to Write Great Learning Objectives by Kevin Kruse
View Curtis Bonk planning your online course
Peruse through the resources in this module
Activities
Listen/watch mini lecture on designing your online course
Inventory available resources for final project
Critique dyad partner's topical outline and sequencing
Respond to discussion question
Assignments
1 Using the supplied design document template, write at least three

course objectives for Final Project course
2
Using the supplied design document template, create an outline

of at least six topics for your Final Project course with at least two
learning objectives per topic
Sign-up for Peer Review groups

Page 19

Week 5
Overview of Learning Management Systems (LMS)
Topic
Objectives
Readings/Medi
a
Define what a learning management system (LMS) is and explain

its role
Describe the features available within a common LMS and explain

how they can be used to support instructional methods
Provide an overview of the Moodle (or other) LMS
Log into your LMS, build a simple course page, and add some
content
Please read Course Management Systems versus Learning Management

Systems. For those of you who work in corporate settings and are more
familiar with an LMS, no more sleepless nights pondering this one.
Envisioning the Post-LMS Era: The Open Learning Network
Fiedler & Valjataga: Personal learning environments: a conceptual
landscape revisited
Lisa Lane Insidious Pedagogy: How course management systems
impact teaching
Optional but interesting
If you purchased the Susan Ko & Steve Rossen, Teaching Online: A
Practical Guide, reading Chapters 5 & 6 would be helpful this week.
Read Dabbagh & Kitsantas: Personal Learning Environments, social
media, and self-regulated learning: A natural formula for connecting
formal and informal learning.
Select any of the resources listed below to learn about Moodle. (Note: if
you will be using your own LMS, review the resources available on that

Page 20

LMS.)
Watch:
Overview of Moodle a very brief visual overview by Alja Sulcic

Getting Started with Moodle: A brief overview of Moodle 2.0
Peruse the Instructor Training for Blackboard on Atomic Learning
Read:
Peruse the pages in the About Moodle section of the Moodle
documentation. Note that Moodle documentation is created in a wiki--you
can edit it or add comments if you want to....
You can also peruse the Canvas Getting Started pages, if you will be
using canvas as your LMS.
Activities
1 Identify the course management system you will use for your final
project
2
Access LMS account for Final Project
Create LMS course shell
4 Respond to discussion question

Assignments
1 Add module headings to your course for each of your topics in

your final project
Add a simple text page containing your course objectives to your

course (tip: you can copy/paste from your design document)
Add an initial discussion topic to your course inviting your

students to introduce themselves to the class
Complete readings/media

Page 21

Week 6
Choosing Digital Content
Topic
Objectives
1. Identify range of media for delivering content
2. Explain benefits and challenges for incorporating different types
of media into an online environment
3. Design and create/convert content for an online module using at
least two media that support the module's learning objectives and
instructional methods
4. Explain copyright and fair use considerations for online materials
5. Add content to a module in your LMS course
6. Explain the four main guidelines of copyright law
7. Describe fair use considerations for utilizing materials
Read
Readings/Medi
a
Chapter 6: Media Characteristics and Online Learning Technology by

Patrick J. Fahy. In Theory and Practice of Online Learning.
Copyright and Fair Use from Intellectual Property in the Information Age.
ASHE Higher Education Report, 2008, Vol. 34 Issue 4, p31-52.
Copyright and You - Fair Use Analysis Tool: Empowering ECT
Professionals to Make Fair Use Decisions by Christine Greenhow, JD
Walker, Daniel Donnelly, and Bradley Cohen.
Try out the tool at: http://www.lib.umn.edu/copyright/checklist.phtml
Test your comprehension with the Citing and Fair Use Knowledge Quiz
Review Creative Commons process to license, share, remix, and reuse
your own material and that of others.
Watch

Page 22

Lawrence Lessig: Laws that choke creativity
Copyright Clearance Center
The UT System Crash Course in Copyright
Activities
Assignments
Watch/listen to the Digital Content mini-lecture
Inventory available content, applications and skills and

select/create/add content for at least three modules on your
design document
Access LMS course shell for final course project and, based on
your revised design document from last week, add learning
objectives to at least three topical modules (tip: copy/paste from
your design document; add one web page to a module that
combines at least two types of media (e.g. text, graphic, video
clip, audio clip, etc.)
Complete Citing and Fair Use Knowledge Quiz to demonstrate

knowledge of copyright and fair use guidelines
Add two favorite resources to the appropriate discussion forum
Complete Week 6 Assessment
Week 7
Communication Strategies for Engaging Learners
Topic

Page 23

Objectives
1
Identify available communication tools and strategies for online

courses
Explain the difference between asynchronous and synchronous

communication tools
Describe the strengths and weaknesses of synchronous

communication tools and strategies
Compare the strengths and weaknesses of asynchronous

communication tools and strategies.
Read
Readings/Medi
a
Please read Chapters 2, 3 and 4 in our text Building Online Learning

Communities: Effective Strategies for the Virtual Classroom by Palloff and
Pratt
Karen Swan, Relationships between Interactions and Learning in Online
Environments
Watch
Using Discussion Boards to Engage Students
A brief reflection by a faculty member on the use of discussion boards to
engage students after her first semester teaching at a distance.
Computer-mediated discussion, self-efficacy and gender
iLED: Interactive Learning Experience Design
Communities of Practice
Adding Social Media to e-Learning in the Workplace: Instilling an

Interactive Learning Culture

Page 24

Activities
Watch/listen to mini lecture on communication strategies
Sign up for peer review group
Add reviewers to your own course
Assignments
1 Add at least one discussion question to three of your

modules on your design document and then add to your
course.

3 Post to Discussion
Week 8
Collaboration Strategies for Engaging Learners
Topic
Objectives
1. Describe strategies and techniques that foster a supportive
collaborative online learning community
2. Explain Phases of Engagement and how they fit into an online
course design
3. List instructional methods that can engage learners and enhance
interactivity
4. List the Web 2.0 technologies that can be used to enhance
interactive and collaborative online learning.
5. Design at least one collaborative activity for online learning

Page 25

Read
Readings/Medi
a
Please read Chapter 8 in our text Building Online Learning

Communities: Effective Strategies for the Virtual Classroom by Palloff and
Pratt
J. Ana Donaldson, Ed.D. and Rita-Marie Conrad, Ph.D., Developing
Learner-Led Knowledge Generating Online Communities.
Watch
Learning and Working in the Collaborative Age: A New Model
Fostering Online Collaboration and Teaming
Videos:
Promoting Collaborative Learning Using Wikis
Salman Khans TED Talk
Twitter and the World Simulation
Connecting Students Globally Through Video-Conference Pedagogy
Using Skype to Teach: Learn New Languages
Collaborize Classroom for Online Education and Collaboration
Teaching with Online Discussion Forums
Michael Wesch: TED Talk on Media and Teaching Students to Become
Knowledge-Able
Building eLearning and Blended Learning Communities
Helping design educators foster collaborative learning amongst design
students
Using Online Discussion to Foster Communication in Onsite Classes
Articles:
Building eLearning and Blended Learning Communities
Helping design educators foster collaborative learning amongst design
students
Palloff & Pratt Collaborating Online: Learning Together in Community,
Part 2
Conrad & Donaldson Engaging the Online Learner: Activities and
Resources for Creative Instruction
Kathleen Iverson eLearning Games: Interactive learning strategies for
digital delivery
Ryan Watkins 75 e-Learning activities: Making Online Learning more
interactive

Page 26

Assignments
Group assignment
In your peer review group, design activities for each of Conrad and
Donaldson's four phases of engagement for a sample online course using
group dynamics as your topic. Each group member should design an
activity for one phase.
Activities
1
Revise your design document to include interactive activities for

at least four topics that illustrate the Four Phases of Engagement.
Add at least three interactive activities from this list to your LMS
course shell.
Week 9
Assessment in the Online Environment
Topic
Objectives
1
Describe strategies and tools for assessment in online learning
Design and create an assessment tool for online instruction
Explain ways to combat cheating in an online course
Read
Readings/Medi
a
Read Chapter 10 in the Building Online Learning Communities by Rena

M. Palloff and Keith Pratt.
Assessment at a Higher Level: An Instructor's Perspective by Vicki
Galloway Harsh.
Evaluating Online Learning by Clive Shepherd.
Videos
Calculating the Return on Investment for Training and Development

Page 27

Optional but Interesting:
Readings:
Ways to Prevent Cheating in Online Tests
7 Things You Should Know Assessing Online Team-Based Learning
UNSW Assessment Toolkit
JISC Effective Assessment in the Digital Age
Videos:
Authentic Assessment - Brief video on the shift to performance based
assessment used in a Seattle High School.
Authentic Assessment and Learner-Centered Digital Story a short student
presentation on learner centered assessment.
Training Impact Evaluation that Senior Managers Believe and Use
E-Portfolios to recognize learning
E-Portfolios: Digital Stories of Deep Learning
Badges for Life Long Learning
Using Assessment to Improve Instruction
Activities
Assignments
1 Design and develop a rubric to evaluate student performance for

one assignment or activity in your own course and upload as an
assignment to our class
2
Week 10
Topic
Teaching Online
Objectives or

Page 28

1
Explain administrative strategies key to successful online courses
Describe strategies for keeping students on track
Identify requirements for student preparation for online learning
Describe recommended guidelines for classroom management
Identify cultural/global considerations in teaching online
Assemble a syllabus
Goals
Read
Readings
Chapter 7: Building Foundations from Building Online Learning

Communities by Palloff and Pratt
Transition from the Classroom to the Web: Successful Strategies for
Teaching Online by Helen Zsohar and Jackie A. Smith
Reflections on Teaching Online: The Myths and Realities of One
Instructor's Journey by Lisa Kirtman
Choose at least ONE of the following media depending on your area of
interest:
Higher Education
Efficient Online Teaching Part 1 by Beth Dobler, a University faculty
member (video - 9 minutes)
Efficient Online Teaching Part 2 by Beth Dobler (video 9:19 minutes)
Efficient Online Teaching Part 3 by Beth Dobler (video 6:18 minutes)
Corporate Training
Virtual Employee Training Guide in a Wiki - getting employees started in
a corporate online training program (video 5:25 minutes)
The Virtual Facilitator by Cynthia Clay (especially for those corporate
instructors planning on teaching synchronously)
K-12 Online
Teaching the World Skype Blog An online blog on using Skype to teach
online.

Page 29

Using Transformative Pedagogy When Teaching Online by Steven A.
Myers
Chapter 14: Teaching in an Online Learning Context from The Theory and
Practice of Online Learning edited by Terry Anderson
Chapter 24 Evaluating and Improving Your Online Teaching
Effectiveness by Kevin Kelly in Education for a Digital World.
Time Management Strategies. (UW Stout)
Time Management Strategies for Online Teaching (ITDL.org)
Videos
Why I Teach Online - University faculty discuss why they teach online and
what benefits they see for students (video 5:07 minutes).
Efficient Online Teaching Part 4 three minutes more of Beth Dobler
Quick Tips for Online Teaching - Online University faculty share their
thoughts (video 5:11 minutes).
Assignments
Design and develop your own "Getting Started" orientation and

preparation materials for prospective students in your final
project course. These materials can be in any form you choose.
Create a syllabus for your course and submit as an assignment
Add the syllabus to your own course
Add all orientation materials to your course
Respond to discussion
Assignments
Week 11

Page 30

Topic
Objectives
UDL & Final Project Implementation
Demonstrate mastery of design, development and assessment of

quality online courses
Demonstrate a basic understanding of the principles of Universal

Design for Learning
Readings
Universal Design for Learning: Meeting the needs of all

students by Patricia Kelly Ralabatte
Browse thought the UDL resource
library: http://www.udlcenter.org/resource_library
Download, browse through and familiarize yourself with the UDL
guidelines: http://www.udlcenter.org/aboutudl/udlguidelines/downl
oads
Activities
Using the revised design document as a map, students will

complete implementation of at least three fully developed course
modules in a course management system and notify peer
reviewers of completion
Upload finalized design document for a minimum of six modules

for your final project as an assignment
Week 12
Topic
Final Peer Reviews

Page 31

Objectives
Demonstrate understanding of concepts and components of

successful online course design by participating in and reviewing
a final project developed by a peer
Activities
Students will review each peer review member's course
Students will complete one module in the course of each member

of their peer review group
Students will complete a supplied rubric for each reviewed course

and e-mail the completed rubric to the course developer
Students will upload copies of completed rubrics to instructor as

an assignment
Assignments
Week 13
Topic
Summative Course Review
Course ends
May 8, 2015
Objectives or
Goals
Activities
Review of what worked and what could be improved for the

course
Student reflections on their experiences in designing and

developing a course for an online environment
Reflect on this journey

Page 32

Assignment
Share plans for next steps
Complete course evaluation
Bibliography
Alkhalifa, E. (2007). Influencing the self-efficacy of Middle Eastern women through the
use of a bulletin board. AACE Journal, 16(2), 95-114. Retrieved from
http://www.editlib.org/d/24256/article_24256.pdf
Anderson, T. (ed.) ( 2008). The theory and practice of online learning. Athabasca
University. Retrieved from http://www.aupress.ca/index.php/books/120146
Armenta-Cota, J. (2011). Multiple perspectives on the influence of gender in online
interactions. Sociology Compass (5)1, 2336.
Astin, A. W., Banta, T.W., Cross, K. P., El-Khawas, E., Ewell, P. T., Hutchings, P., Marchese
T. J., Wright, B. D. (1996). 9 principles of good practice for assessing student
learning, AAHE. Retrieved from
http://ultibase.rmit.edu.au/Articles/june97/ameri1.htm#9
Clay, C. (2008). The virtual facilitator. ASTD Learning Circuits. Retrieved from
http://www.astd.org/lc/2008/0908_clay.html
Cole, J. (2007). Using moodle: Teaching with the popular open source course
management system, 2nd Ed. O'Reilly Press. Available from:
http://docs.moodle.org/en/Using_Moodle_book
Copyright and Fair Use (2008). Intellectual Property in the Information Age. ASHE
Higher Education Report, 34 (4), 31-52.

Page 33

Carliner, S. (2005). Course management systems versus learning management
systems. ASTD Learning Circuits. Retrieved from
http://www.astd.org/LC/2005/1105_carliner.htm
Dabbagh, N. & Kitsantas, A. (2012) Personal Learning Environments, social media, and
self-regulated learning: A natural formula for connecting formal and informal
learning. The Internet and Higher Education. 15(1) p. 3-8.
http://dx.doi.org/10.1016/j.iheduc.2011.06.002.
Donaldson, J.A. and Conrad, R. (2005, August). Developing learner-led knowledge
generating online communities. Paper presented at the 20thAnnual Conference
on Distance Teaching and Learning, Madison, WI. Retrieved from
http://www.uwex.edu/disted/conference/Resource_library/proceedings/04_1351.
pdf
Fiedler, S.H.D. & Vljataga, T. (2013). Personal Learning Environments: A conceptual
landscape revisited. eLearning Papers. 35. Retrieved from:
http://openeducationeuropa.eu/mt/node/131184
Graves, W., and C. Twigg. 2006. The future of course redesign and the national center
for academic transformation: An interview with Carol A. Twigg. Innovate 2 (3).
Retrieved from http://www.innovateonline.info/index.php?view=article&id=218
Greenhow, C., Walker, J.D., Donnelly, D., & Cohen, B. (2008). Fair use education for the
twenty-first century: A comparative study of students' use of an interactive tool
to guide decision making. Innovate, 4(2). Retrieved from
http://www.innovateonline.info/index.php?view=article&id=443
Gustafson, K.L., & Branch, R.M. (1997). Survey of instructional development models:
Fourth edition. Syracuse, NY: ERIC Clearing house of Information & Technology.
Harper, D. (ed.),( 2008). Education for a digital world: Advice, guidelines, and effective
practice from around the globe. Available from
http://www.col.org/resources/crsMaterials/Pages/edDigitalWorld.aspx
Harsh, V. G. (2008). Assessment at a Higher Level: An Instructor's Perspective.
Educators Voice. Retrieved from
http://www.ecollege.com/Newsletter/EducatorsVoice/EducatorsVoiceVol10Iss1.learn
Kirschner, P.A. & van Merrinboer, J.J.G. (2013). Do Learners Really Know Best? Urban
Legends in Education. Educational Psychologist. 43(3).
Page 34

Kirtman, L. (2008). Reflections on teaching online: The myths and realities of one
instructor's journey. Diverse Issues in Higher Education. Retrieved from
http://diverseeducation.com/article/11954/
Ko, Susan and Rosen, Steve, 2010. Teaching Online: A Practical Guide. 3rd ed. Boston:
Houghton Mifflin. ISBN-13: 978-0415997331. Also available in Kindle format.
Krovitz, G. (2007). Ways to Prevent Cheating in Online Tests. Educators Voice (8) 6.
Retrieved from
http://www.ecollege.com/Newsletter/EducatorsVoice/EducatorsVoiceVol8Iss6.learn
Kruse, K. (2005). How to Write Great Learning Objectives. e-Learning Guru.com.
Retrieved from http://www.e-learningguru.com/articles/art3_4.htm
Lin, S. & Overbaugh, R. C. (2009). Computer-mediated discussion, self-efficacy and
gender. British Journal of Educational Technology, 40 (6) 999-1013.
Meyers, S. A. (2008). Using transformative pedagogy when teaching online. College
Teaching (56), 219-224
Palloff, R. M. & Pratt, K. (2007). Building Online Learning Communities: Effective
Strategies for the Virtual Classroom. Jossey-Bass. ISBN-13: 978-0-7879-8825-8
Reeves, T. (2006), Do generational differences matter in instructional design?
Retrieved from
http://it.coe.uga.edu/itforum/Paper104/ReevesITForumJan08.pdf
Rovai A. P., (2002). Building a sense of community at a distance. International Review
of Research in Open and Distance Learning, ( 3) 1. 1-12
Shepherd, C. (1999). Evaluating online learning. Retrieved from http://www.fastrakconsulting.co.uk/tactix/Features/evaluate/evaluate.htm
Shepherd, C. (2008). Learning styles don't exist. [web log]. Retrieved from http://cliveshepherd.blogspot.com/2008/08/learning-styles-don-exist.html
Swan K., (2004). Relationships between interactions and learning in online
environments. Retrieved from
http://www.yccd.edu/documents/viewdocument.php?id=1786

Page 35

Tracey, M. W. Design and development research: a model validation case. Educational
Technology Research and Development (57) 4, 553-571. Retrieved from
http://dx.doi.org/10.1007/s11423-007-9075-0
Wiggins, G. & McTighe, J. (1998). What is backward design from Understanding by
Design. Association of Supervision and Curriculum Development.
Zsohar H., Smith J.A. (2008). Transition from the classroom to the web: Successful
strategies for teaching online. Nursing Education Perspectives, (29) 2328.
Learning Management Systems (partial list)

For the semester project you may want to use Moodle (supported by UMass
Boston), or you may want to use another LMS. The following is a partial list of where
you can look for a learning management system that you can use free of charge for
your semester project. You are most certainly encouraged to use an LMS that you are
most familiar with, especially if you have time constraints with work or family that
prevent you from experimenting with new systems. There is, however, also something
to be gained by experimenting with a system that you have limited, or no exposure,
to; this way you can learn a new system to add to your growing body of professional
skills.
This partial list of Free LMS should be good enough to get you started:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Moodle (available free at http://www.freemoodle.org/ )

Blackboard Learn: http://www.coursesites.com
Instructure Canvas: http://www.instructure.com/
Lore (formerly CourseKit): http://lore.com/
Sakai (through rSmart): http://www.rsmart.com/
Haiku LMS (K-12 focus): http://www.haikulearning.com/
Pearson OpenClass (ask AK, available through umassid.com Google apps)
Claroline: http://www.claroline.net/
Schoology: https://www.schoology.com

Page 36

Standing on the shoulders of giants!
This syllabus is based on, and a continuation the work of Brenda Meyers and Linda
Beith. Thank you!

Page 37

INSDSG 684 Syllabus For Spring 2015

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

INSDSG 684 Syllabus For Spring 2015

Uploaded by

Copyright:

Available Formats

INSDSG 684 Syllabus- 2015

Design and Instruction of Online Courses

Design and Instruction of Online Courses

INSDSG 601, INSDSG 602, INSDG 640, or permission of instructor.

Application-level knowledge of instructional design principles and practices

Operating system skills (e.g.: opening applications, file management)

Microsoft Word and Microsoft PowerPoint application knowledge

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

Some knowledge of a course management system would be useful

Some HTML authoring, graphics, and multimedia expertise.

Helpful: Teaching/training experience

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

By fully participating in this course, you should be able to master

Explain at least one model of instructional design in addition to the

Develop content with a universal design approach that will consciously

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

Scaffold an online or hybrid, instructor-led course to support

Identify the key success factors for delivering effective online

Evaluate a range of tools, techniques, and technologies available to

Design at least six modules, fully implement a minimum of three of

Planning and Analysis

Design and Development

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

Final Project deliverables will include three parts:

A complete design for an online or blended course that makes clear

Implementation of a minimum of 3 modules in a course

Peer review reports

0. Week1 Join UMassID.com if you

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

2. Week 3 Complete activities on

4. Week 5 Access LMS course shell

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

6. Week 6b. Access LMS course

7. Week 6c Complete Citing and

9. Week 8a Begin group

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

14. Week 10b Create a syllabus to

16. Week 11b Complete full

17. Week 12 Peer Group

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

Grade Percentages for Final Course Grade:

UMass Boston Graduate Grading Policy

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

Received for failure to comply with contracted completion terms.

Received if withdrawal occurs before the withdrawal deadline.

Audit (only permitted on space-available basis)

Updated: January 10, 2015

INSDSG 684 Syllabus- 2015

This course is an instructor-facilitated, fully online asynchronous course

Code of Student Conduct