Lesson  Two:  Writing  Your  First  Lesson  


  Goals  for  Lesson  Two:  
• You  will  write  the  first  draft  of  your  first  e-­‐course  lesson.   • You  will  gain  all  you’ll  need  to  go  forward  to  write  your  remaining  e-­‐course  lessons.    

Materials  Needed  for  Lesson  Two:  
• e-­‐Course  Groundwork   • Any  notes  and/or  tasks  done  on  paper  from  lesson  one.   • Notebook  paper  and  pen  OR  a  word  processing  window   • Reference  materials  you’d  like  to  use  with  your  students    

Approximate  Time  Required  for  Lesson  Two:  
•  3+  hours     TASK  ONE:  Gather  all  materials  needed             ©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  





Welcome  back!  
  During  our  last  lesson  we  laid  all  of  the  necessary  groundwork  for  writing  an  outstanding   e-­‐course.    In  this  lesson  you’ll  be  able  to  get  into  the  nitty-­‐gritty  of  writing  your  first  lesson   for  your  e-­‐course.    All  subsequent  lesson  preparations  will  follow  what  you  learn  here.    If   you  get  stuck  in  preparing  future  lessons,  come  back  here  and  walk  yourself  through  the   instruction  that  follows.     I’m  assuming  that  the  majority  of  students  taking  this  course  have  access  to  a  computer,   since  we’re  talking  about  e-­‐courses.  J    Instructions  in  this  lesson  will  be  given  as  though   completion  will  take  place  on  a  computer.      If  your  computer  screen  isn’t  large  enough  to   simultaneously  see  both  the  instruction  here  and  a  word  processing  document,  I  encourage   you  to  print  this  lesson  so  that  you  can  more  easily  use  your  computer  to  complete  this   lesson’s  tasks.     During  our  last  lesson  we  talked  about  how  a  student’s  understanding  of  objectives  and   purpose  sets  them  up  for  success  in  your  lesson.    Another  structure  that  allows  for  student   success  is  patterns.    In  a  traditional  classroom  these  patterns  would  look  like  protocols,  or   procedures.    In  secondary  classrooms  students  want  to  know  where  to  sit.    In  university   settings  the  teacher  doesn’t  typically  assign  seating,  however  students  do  it  on  their  own.    If   you  regularly  attend  a  gathering,  think  for  a  moment  about  where  you  tend  to  sit.    It’s  likely   that  you  sit  in  generally  the  same  spot.    The  reason  is  because  humans  are  hard-­‐wired  for   patterns.    We  do  well  with  consistency.    We’ll  use  this  understanding  to  aid  your  students   in  learning.    

  ©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  





The  first  page  of  each  lesson  ought  to  look  the  same.    This  is  your  first  pattern.    Notice  that   the  first  page  of  lesson  two  from  this  e-­‐course  matches  the  layout  and  provides  the  same   type  of  information  as  lesson  one.    This  is  the  pattern  we’re  talking  about.           Before  you  move  to  creating  this  first  page,  be  aware  of  exactly  what  this  first  page  is  doing.     Yes,  it’s  preparing  your  students  to  learn;  it’s  also  the  first  time  your  students  will  see  your   “face.”    You’re  presenting  yourself  to  students.    How  do  you  want  them  to  see  you?    If  you   want  them  to  trust  you  as  organized,  organize  your  page.    If  you  want  them  to  trust  that   you’re  confident,  lay  your  page  out  in  an  easy-­‐to-­‐read  manner.    Be  aware  that  your  first   page  is  not  only  preparing  students  to  learn  from  the  course,  but  you’re  preparing  them  to   learn  from  you.    You  will  either  inspire   confidence  or  distrust  from  students  as  they   move  through  your  first  page  of  text.    You  can   most  likely  confirm  this  truth  from  your  own   experience.    Though  you’ve  never  met  me,  the   author  of  the  course  your  participating  in  now,   you’ve  likely  formed  opinions  about  my   competence  and  whether  I’m  teaching  you   correctly.    Your  students  will  naturally  do  the  same  for  you  as  they  enter  a  relationship   with  your  e-­‐course.     No  pressure,  huh?         TASK  TWO:   1. In  a  new  word  processing  window  open  a  blank  document  and  save  it  as  “Lesson  1.”   2. At  the  top  of  the  document  type  the  title  of  your  first  lesson.    (Refer  to  e-­‐Course   Groundwork.)   3. Designate  areas  on  your  first  page  for  the  following  information:   a. Goals/Objectives  of  the  lesson   ©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  


    b. Materials  needed  



c. Anything  else  you’d  like  students  to  know  or  have  before  beginning  the   lesson.    Options  could  include:   i. A  greeting   ii. Approximate  time  required   iii. The  purpose  of  the  lesson   iv. Suggestions  for  success  in  this  lesson   v. The  task  or  assignment  to  gather  all  required  materials     4. Do  not  include:   a. Any  new  information.    At  this  point  you’re  not  teaching.    You’re  preparing   students  to  learn.   Hints:   •  Use  your  formatting  to  help  delineate  areas  of  information.    For  example,  on  the  first   pages  of  this  e-­‐course  I  indicate  new  areas  of  information  by  centering  and  underlining   the  text.    See  below.  
Lesson  Two:  Writing  Your  First  Lesson     Goals  for  Lesson  Two:   • Write  your  first  e-­‐course  lesson   • Give  you  all  you’ll  need  to  go  f orward  to  write  your   remaining  e-­‐course  lessons     Materials  Needed  for  Lesson  Two:   • e-­‐Course  Groundwork   • Any  notes  and/or  tasks  done  on  paper  from  lesson  one.   • Notebook  paper  and  pen  OR  a  word  processing  window   • Reference  materials  you’d  like  to  use  with  your  students     Approximate  Time  Required  for  Lesson  Two:   •  1-­‐2  hours     TASK  ONE:  Gather  all  materials  needed          

  • Use  your  formatting  to  help   delineate  pieces  of  information.    For   example,  on  the  first  pages  of  this  e-­‐course   I  indicate  new  pieces  of  information  with   bullets.    See  left.   • Pick  a  font  style  and  font  size  that   you  plan  to  use  throughout  your  e-­‐course.     Pick  a  font  that’s  easy  to  read.   • Leave  plenty  of  white  space.    Text   surrounded  with  white  space  is  much   easier  to  read.   • The  way  I’ve  formatted  is  not  the   only  right  way.    Do  what  suits  you.    

Consider  using  tables,  different  fonts  for  headings,  text  boxes,  etc.   ©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  


    • (Page  Break)   The  rough  draft  of  page  one  of  your  e-­‐course  is  done!    Congratulations!        



(Did  you  think  it  was  your  final  draft?    As  in  your  I’m-­‐done  draft?    No  way!    All  things  well-­‐ written  need  editors!    We’ll  get  to  that  later.    For  now,  pat  yourself  on  the  back.)     For  the  next  steps  you’ll  need  e-­‐Course  Groundwork  handy,  along  with  any  supplementary   materials  to  which  you  want  to  reference.         An  e-­‐course  is  unique  among  teaching  formats  because  you  have  to  write  everything  to   your  students:  instruction  (meaning  both  information  and  directions),  conversation,   validation.      The  on-­‐line  setting  is  fun  and  challenging.     I  will  lead  you  through  a  series  of  tasks  and  questions  that  will  give  form  to  the  content  of   your  first  lesson.    Not  all  tasks  and  questions  will  apply  to  all  e-­‐course  authors.    Move  from   1-­‐9  in  order  and  do  the  ones  that  apply  to  you.    If  you’re  not  sure  if  one  applies  to  you,  go   ahead  and  do  it.    Examples  are  provided  in  text  boxes.    They  are  examples  only  and  not  the   only  right  way  to  do  it.    Please  save  often!!     And  lastly,  some  basic  truths  to  remember  about  writing  an  e-­‐course:   • As  mentioned  in  lesson  one,  use  “g-­‐rated”  stories  and  analogies  that  a  majority  of  your   audience  will  understand.   • • If  you  use  slang,  use  only  that  which  will  be  understood  by  your  audience.   It’s  okay  to  be  playful!!    But  please  remember  .  .  .   o Tone  doesn’t  carry  well  in  writing.    For  this  reason,  stay  away  from  sarcasm.     It  will  come  across  as  rude  instead  of  funny  or  playful.   o Don’t  put  yourself,  the  learner,  or  others  down—even  in  jest.       o Be  optimistic.   o Stay  professional.  

©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  


        • Any  supplementary  material  you  use  needs  to  be  cited.    Citing  not  only  makes  you  more   reliable  as  the  teacher,  it  protects  you  from  copyright  infringement.    For  help  on  citation   do  an  on-­‐line  search  for  how  to  cite.    There  are  a  plethora  of  sites.   • If  you  use  a  fact,  stat,  or  quote,  be  sure  it’s  100%  true  before  you  use  it.    And,  of  course,   cite  it.    
Formatting  N otes   Because  this  is  an  on-­‐line  course,  formatting  must  m eet  that  supported  by  the  host.    Please  be   sure  to  follow  the  guidelines  below.      (If  you’re  not  submitting  your  e-­‐course  to  IHA  on-­‐line   campus,  check  with  your  webmaster  on  specific  formatting  requirement.)     •  No  word  art   •  Use  traditional  font  styles   • (More  to  come  from  IHA  webmasters)  

  TASK  THREE:  (Move  through  these  steps  one  at  a  time.    Don’t  read  them  all  at  once.    Read   step  1,  stop,  then  do  step  1.    Read  step  2,  stop,  then  do  step  2.  Etc.)   1. Review  the  formatting  notes  above.   2. At  the  bottom  of  your  first  page  type  and  highlight  page  break.    (Your  e-­‐course  will   be  uploaded  by  a  webmaster  who  will  need  to  know  where  you’d  like  your  first   screen  to  end.)   3. Type  a  greeting  to  your  students,  a   message  that  reminds  them  of  what   they  learned  in  the  last  lesson,  and  
Welcome  to  your  e-­‐course  on  how  to  write  an  e-­‐course!    I   assume  you’re  here  because  you  have  a  fabulous  idea  f or   an  e-­‐course  of  your  own.    I’m  pleased  to  join  with  you  to   guide  you  through  the  process.    

note  about  what  they’ll  learn  in  this  lesson.    On  your  first  lesson,  obviously,  you   won’t  have  a  note  about  what  students  learned  last  time.       4. Type  an  acknowledgement  of  your  audience.    Who  are  your  students?    What  do  they   know/not  know?    Why  are  they   there?    (This  is  your  first   step  in  establishing  the  purpose  of   your  e-­‐course.)     ©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  
You  may  be  an  e-­‐Course  expert,  having  taken  many   yourself,  or  you  may  be  new  to  this  world.      



  5. Refer  to  e-­‐Course  Groundwork.    Look  at  your  list  for  Chapter  One.    You’ve  already   decided  on  the  specific  information  you  will  present  and  the  order  in  which  you’ll   present  it.    (Yeah!    Hard  part’s  done,  right?!)    Write  any  background  information   your  students  need  to  remember  before  you  teach  them  their  first  new  concept.         This  is  called  schema.    Schema  is  the  background  against  which  we  can  learn   something  new.    For  example,  if  I  wanted  to  teach  you  about  home  remedies  that  


cure  sicknesses,  I  would  first  ask  you  to  think  back  on  your  own  childhood.    Did  your   parent  require  you  to  sleep  with   nose?    Were  earaches  cured  with   a  humidifier  when  you  had  a  stuffy   warm  olive  oil?    In  asking  this  

question,  I’ve  activated  your  schema.    You’re  able  to  bring  forward  knowledge  and   opinions  you  have  about  the  topic  before  I  tell  you  something  new.         By  activating  your  students’  schema,  you’re  helping  them  bring  forward  anything   they  already  know  about  your  topic.    So  again,  write  background  information  your   students  need  to  remember  before  you  teach  them  something  new.   • Using  questions  is  really  good  here.    We’re  not  talking  about  rhetorical  questions,   but  real  questions  that  you  want  your  students  to  really  answer,  like  the   examples  given  above.   • Break  your  writing  into  paragraphs.    You  may  have  learned  in  school  that  a   paragraph  is  incomplete  if  it  has  fewer  than  four  (4)  sentences.    True  in  many   cases,  but  not  in  e-­‐courses.    You’re  not  writing  an  essay.    You’re  writing  a   conversation.    Let  your  sentences  flow  like  a  conversation.    Some  sentences  will   be  long,  some  short.    Some  paragraph  will  have  one  sentence,  others  three.    Go   with  it.    Remember,  this  is  a  rough  draft.    It’s  not  expected  to  be  perfect—in  fact,   we’re  acknowledging  that  it  won’t  be.           ©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  


      6. Scaffolding  is  a  crucial  component  of  successful   teaching.    When  a  new  building  is  under   construction,  scaffolding  is  erected  before  the   actual  building  is.    The  scaffolding  on  a  building  is   a  temporary  structure  that  provides  support  until   it’s  no  longer  needed.  Scaffolding  in  teaching  does   the  same  thing.    You,  as  the  instructor,  support  the   student  at  first.    You’re  scaffolding  them   toward  independence  with  your  concept.        



http://studio3music.com/child-­‐development/scaffolding-­‐your-­‐ little-­‐buildings/


Scaffolding  is  accomplished  through  a  gradual  release  of  responsibility.    Here’s  what   it  looks  like:  First,  teach  the  concept.    Second,  show  an  example.    Third,  do  an   example  with  the  student.    Fourth,  let  the  student  do  it  without  you.    In  an  e-­‐world,   some  of  these  interactions  are  limited.    What  you  need  to  do  as  the  instructor  of   your  e-­‐course  is:  First,  teach  the  concept.    Second,  show  an  example.    Third,  let   the  student  do  it  without  you.    If  you  can  somehow  include  the  steps  where  you  do   it  with  the  students,  then  include  it.    Step  three  is  where  an  assignment  or  task   comes  in.     7. Start  with  the  very  first  item  you  wrote  under  Chapter  One  on  e-­‐Course  Groundwork.     Teach  this  principle  then  stop.    Then  show  an  example.    Consider  using  a  story,  a   picture,  a  video  clip,  etc.    Then  shop.    Then  indicate  a  task  you’d  like  your  students  to   complete  that  will  allow  them  to  use  what  you’ve  just  taught.    (You’ll  actually  create   the  tasks/assignments  in  lesson  three.    For  now,  just  indicate  what  you’d  like   students  to  do.    It’s  more  like  a  note  to  yourself  at  this  point.)    **Note  that  you  may   combine  the  first  few  principles  on  your  list.    That’s  just  fine.    For  example:  if  the   first  three  items  on  my  list  about  how  to  make  toast  are:  remove  bread  from  fridge,   put  one  piece  of  bread  in  the  toaster,  push  lever  on  toaster;  then  I  may  want  to  talk   about  the  importance  of  all  three  of  these  steps  in  one  place  so  that  my  task   becomes  do-­‐able.   ©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  


    8. After  the  task/assignment  type  and  highlight  page  break.         9. Insert  a  page  break.    (In  Word  go  to  Insert,  Break,  Page)        



10.  Now  teach  your  second  concept  following  the  same  pattern  of  scaffolding:  teach  the   concept,  show  an  example,  provide  an  assignment/task,  insert  your  page  break   reference.     11. Continue  on  teaching  each  item  under  Chapter  One.    For  each  item  teach  the   concept,  show  an  example,  and  indicate  the  task  that  students  will  do  with  their   new  information.         12. When  you  have  taught  all  of  the  concepts  in  your  Lesson  One  list  from  e-­‐Course   Groundwork,  the  instruction  piece  of  Lesson  One  is  done.    On  your  last  page,  include   the  following:   a. Validate  your  students  for   their  work.       b. Tell  them  what  they   learned  during  this  lesson.  
Congratulations!    You’ve  laid  the  groundwork  for  a  fabulous  e-­‐course!         Keep  all  of  the  documents  you’ve  created  in  this  lesson.    We’ll  pick  up  with  them   in  the  next  lesson  as  you  create  the  first  lesson  of  your  e-­‐course.    

c. Give  them  any  homework  you’d  like  them  to  do  before  the  next  lesson.  (Not  all   lessons  will  include  this  piece.)   d. Tell  them  what  they’ll  learn  in  the  next  lesson.     13. At  the  bottom  of  your  last  page  include  your  page  break  reference,  but  type  end   lesson  one  instead.  

(Page  Break)  

©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  


      Congratulations  on  completing  your  rough  draft  of  your  first  e-­‐course  lesson!    It’s  a  lot  of   work  and  there’s  a  good  chance  that  you’ve  been  sitting  in  front  of  your  computer  for   hours!    It  will  be  worth  it  in  the  end.     In  the  next  lesson  we’ll  address  how  to  create  assignments  for  your  students.    The   assignments  we’re  talking  about  are  along  the  lines  of  e-­‐Course  Groundwork  that  you   received  in  our  first  lesson  AND  the  tasks  with  directions  inserted  right  into  the  lesson,   such  as  the  ones  in  this  lesson.    Your  e-­‐course  may  use  one  or  both  of  these  methods.     Either  way,  the  next  lesson  will  help  you  construct  powerful  and  effective  assignments  for   your  students.         Homework:    Go  forward  boldly  and  confidently  as  you  draft  your  remaining  lessons!     Rough  drafts  are  not  final  drafts,  so  anything  that  needs  to  be  cleaned  up   before  it  meets  your  students,  will  be.       End  lesson  two  


©How  to  Write  an  e-­‐Course:  Lesson  Two  –  Writing  Your  First  Lesson   www.ihaonlinecampus.com  


Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer: Get 4 months of Scribd and The New York Times for just $1.87 per week!

Master Your Semester with a Special Offer from Scribd & The New York Times