Upping

Your Game:
Effective Online Course Design

Facilitators

Suzanne Ehrlich & Sarah Schroeder




Sponsored by

University of Cincinnatis
Center for Enhancement of Teaching and Learning


Table of Contents
SEMINAR OVERVIEW

WHAT DRIVES YOUR DESIGN?

BACKWARD DESIGN
ALIGNMENT
PLANNING OUR COURSE: WHERE DO WE START?
SAMPLE PLANNING GRID
SAMPLE UNIT PLANNING GUIDE OR OVERVIEW

4
5
6
7
8

ONLINE USABILITY

12

TECHNICAL ISSUES
COGNITIVE LOAD
CHECKLIST FOR REDUCING COGNITIVE LOAD
UNIVERSAL DESIGN FOR LEARNING (UDL)
PRINCIPLES OF UDL
RULES AND TOOLS FOR APPLYING UDL

12
13
14
15
15
17

COLLABORATION AND COMMUNITY

19

ASYNCHRONOUS & SYNCHRONOUS COLLABORATION

KEY ELEMENTS TO PROMOTE COLLABORATION AND COMMUNITY

20
20

ACTIVE LEARNING

22

CHECKLIST FOR ACTION-ORIENTED LEARNING

23

AUTHENTIC ASSESSMENT

25

ADJUST YOUR ASSESSMENTS FOR AUTHENTICITY

25

REFERENCES

29

Seminar Overview

Some people call it distance learning it is actually the collapse of distance.
President Bill Clinton, October 1, 2001 Online Learning Conference, Los Angeles


Are you ready to up your game in your
online course? Do you have a vision for
your course that, with a little help, you
know will improve your online experience
and student satisfaction and success? Do
you want to know your students have not
just learned more but can do more at the
end of their online experience?

In this seminar, you will critically analyze
elements of your online course, identify
priorities for revisions, and create a plan to
implement revisionsall while incorporating current, innovative principles of online course
design. This seminar will provide you with support materials, peer feedback, and experts
recommendations to help you up their online game.

At the end of this seminar, participants will be able to:
Implement advanced techniques in student/peer feedback for continuous
improvement.
Evaluate effective learning objects for active learning and engagement.
Participate in a community of practice around innovative online learning and will
connect that work to actual practice.
Adapt their materials to the online environment to reduce cognitive load and
improve active learning.
Adapt existing assessments into more authentic online assessments, articulating
the benefits and challenges of each.
This seminar is meant to take what you are already doing in your online course and
help you create an action plan to get your course where you would like it to be. We will
not be focusing on the how-to of Blackboard or web 2.0 tools, rather emphasizing the
reasons for using them and best practices in implementation. We hope you enjoy this
seminar!

What Drives Your Design?

Backward Design

When we start with the end in mind, it helps us keep our content, activities, and assessments
focused on our target product or what learning will look like in our course. Also, if our students
know where they are going, it will reduce frustration and increase their motivation to get
there. We need to start by writing student-centered, measurable student learning outcomes
(SLOs). Focusing on the desired result, or the outcomes, supports student learning by keeping
our materials, activities, and assessments focused on the goal.

This foundation in SLOs is called Backward Design and was introduced in learning design by
Wiggins and McTighe in their 1999 book Understanding by Design (link). Today, it is still
considered a widely accepted model of instructional design. And research shows it improves
teacher preparedness and student learning.

In the three stages of Backward Design, faculty plan their courses by determining:

Desired
Results (SLO's)

Acceptable
Evidence
(assessments)

Planned
Experiences
and Instruction

Backward Design, illustration 1.1

Click here to read a faculty testimonial on building a course with Backward Design from the
Chronicle of Higher Education's Prof. Hacker blog.


The below graphic by Rob Lue of Nebraska State is one of the best I have seen for comparing
the traditional way we plan our courses to the Backward Design model. Notice the shift in
focus from instructor to student, keeping the goal in mind and helping to connect the dots
between outcomes/objectives, assessments and learning activities for both students and
instructors. As an added bonus, it helps streamlines the course design process.

Standard Planning vs. Backward Design, illustration 1.2

Alignment

But Backward Design doesnt end at course level objectives or outcomes. While course level
outcomes hold our course together, giving everyone the ultimate What should students be
able to do as a result of this course, we also have to consider unit or module level outcomes to
narrow down what learning will look like in each unit, module or week of our course.
According to Quality Matters, a faculty-driven, research based, national gold-standard for
online course design, these outcomes are the foundation of alignment in our courses.
Alignment is simply making sure everything connects back to and helps support the
achievement of an outcome:

Course
Outcomes

Unit, Module
or Week
Outcomes

Assessments

Ac^vi^es and
Learning
Materials

Alignment, illustration 1.3

Planning Our Course: Where do we start?

Once strong learning outcomes (both at the course and unit or module level) are in place, its
time to plan your course with those outcomes in mind. Below are several examples of planning
grids you might use to plan your online course. Also included are completed grids, illustrating
how you might track alignment in your course or present a clear unit overview focused on
outcomes to your students.

Sample Planning Grid

Below is an example of a planning grid (Diaz, 2008). In this grid, the instructor distinguishes
between the goal of the module and individual outcomes that will be achieved as a result of the
module. In planning, the instructor clearly defines the instructors to-do list and the learners to
do list. In the completed grid, the instructor blends the to-do lists into one set of activities.


Module Goal:

Outcomes
What the Instructor Does
What the Learner Does

Planning Grid Template (Diaz, 2008), illustration 1.4

Module Goal: Develop a hypothesis and research questions
Outcomes
Activities
Write a hypothesis Online discussion: briefly discuss the topic area of interest to you,

tell us what you have found in previous research on your topic and

what your study might contribute that is new.

View short 10-minute video lecture describing the process of
identifying variables related to your topic.
Online assignment: post the variables that you have identified in
your topic of interest and propose what the relationship might be
between them (i.e., positive linear, negative linear, no
relationship); instructor will provide feedback and approve
variable relationships.

Write 5-7 research
questions
supporting the
hypothesis

Write a paragraph or two describing your hypothesis to include the

variable relationships.
Online discussion: post your hypothesis to the discussion board
and provide feedback to 2 other posted hypotheses. In your
feedback, clearly state what works and what could be improved in
the posted hypothesis.
Online assignment: review at least 3 articles from your earlier
literature review and identify the research questions contained in
those studies; submit those to the instructor along with the
articles.
Online assignment: using a mind map tool, identify all the
questions that you might need to ask to prove or disprove your
hypothesis and clearly identify the portions or areas of your
hypothesis to which the questions are related.
Online discussion: post your research questions and your
hypothesis; using the research question rubric provided, rate 2
other students research questions and hypotheses; use the
feedback you received to make improvements to your research
questions and your hypotheses and submit for grading to the
dropbox.
Completed Planning Grid (Diaz, 2008), illustration 1.5

Sample Unit Planning Guide or Overview

The examples on the next few pages are of a unit planning guide used by the College of
Education, Criminal Justice and Human Services Learning Design office and adapted from a
similar tool used by the College of Allied Healths instructional design team.

Along with an overall course map, this unit planning guide serves as a clear list of how students
will achieve unit outcomes. In CECH, faculty post a PDF copy of the unit planning guide to
provide students with an overview of the unit that can be printed and saved to be used as a
checklist or reminder.

Unit 1: Insert Topic

Course Number: Course Title

Week/Unit Date Range

Overview

Learning Outcomes

At the end of this unit, students should be able to:
1.
2.
3.

Weekly To-Do List

Assignment 1.1: Insert Descriptive Title (list aligned SLOs)

Due Sunday, end of day (11:59 PM EST)

1. Add Materials Here
2. Add Materials Here
3. Add Video/Lecture Title Here
4. Add Activity Description Here

Assignment 1.2: Insert Descriptive Title (list aligned SLOs)

Due Sunday, end of day (11:59 PM EST)

1.
2.
3.
4.

Add Materials Here

Add Materials Here
Add Video/Lecture Title Here
Add Assessment Description Here (include point values, rubrics if used, and due dates/times
with time zone)

CI 6084: Fundamentals of Online Teaching and Learning (7 week)

Unit 1: Getting Started and Exploration of Online Learning

6/24 7/1

Overview

Lets get started! This week, we will be examining our pre-conceptions and misconceptions about online
and blended learning. By reflecting on how weve experienced the differences between online and face-
to-face learning in our own educational journeys and what the experts have to say about it, we can
better understand how online learning has evolved, its possibilities, and its power we need to leverage
in our own classrooms. The videos and readings this week will lay the groundwork for you and the
activities will help you connect it all together with your current and future experiences with online and
blended classrooms.

Learning Outcomes

4. Successfully navigate the CI 6084 course environment and identify required technology,
assignments and expectations
5. Compare and contrast face-to-face and online learning in design, delivery methods, and
rationale (course SLO 1)
6. Explain why were going online, why online learning works, for whom it works, and how to
leverage its strengths in online learning (course SLO 3)
7. Identify key developments in online learning over the last 10 years and their impact on what we
know as online learning today and future developments

Weekly Checklist

Assignment 1.1: Getting Started

Review the Start Here and Syllabus areas of this course (see the Blackboard navigation menu to
the left)
Complete the Getting Started Quiz by Sunday, end of the day (11:59 PM)

Assignment 1.2: Introduce Yourself and Why Online? (Unit SLO 3)

1. Watch http://www.edutopia.org/stw-online-learning-making-the-case-video
2. Open the Voicethread micro-lecture and activity. For each slide, respond to the prompts using
(preferably) voice or video. Be sure to listen to your classmates comments before moving on to
the next slide.
Due Sunday, end of the day (11:59 PM EST)

Assignment 1.3: Whats so Different about Online Learning? (Unit SLOs 2, 3)

1. Watch the Whats so Different? micro lecture
2. Click on the Whats so Different? Matrix (class wiki)

10

a. Select the page title from the list on the right side of the page with the category where
you would like to post the difference you think has or will most impact your online or
blended classroom.
b. Categories will include: access, student demographics, environment, student
motivation, classroom management, student role, faculty role, theoretical approach,
teaching preparation and assessment.
c. Follow the instructions on the first page to complete your wiki entry. Please review the
grading rubric before posting.
d. Peer comments on the wiki are optional
Due by Sunday, end of the day (11:59 PM)

Assignment 1.4: Join the Evolution! (Unit SLOs 3, 4 )

1. Review the following online content and look for key moments or developments in online
education in the past 10 years:

http://kpk12.com/cms/wp-content/uploads/KeepingPace2012.pdf

http://sloanconsortium.org/publications/survey/changing_course_2012

http://www.innosightinstitute.org/media-room/publications/education-
publications/the-rise-of-k-12-blended-learning/

2. By Friday end of day (11:59 PM EST), post your top two moments or developments in online or
blended learning in the last ten years on the Significant Developments Discussion Board.
a. Do not explain why you chose them (this will come in number 3).
b. Include a parenthetical APA citation for each selection.
c. Give your post a snappy title to draw your classmates

3. By Sunday end of day (11:59 PM EST), comment on three of your classmates selections and
explain why you agree or disagree with their choice. Be sure each classmate has at least two
comments (see the discussion board rubric for more on how to post effective comments)

4. For full credit, add a final comment to your original post answering questions by end of the day
on Monday (11:59 PM EST)

11

Online Usability

Technical Issues

All the links within the course are in working order
File sizes are kept acceptable standards for sending, downloading and viewing
Files are compatible with software used by the widest range of users (try posting PDFs)
Hardware/software requirements are stated in the Start Here and followed
The course is viewable and functional in a variety of browsers (Safari, Firefox, Chrome,
Explorer, etc.)
Multimedia components of the course are functional for the widest range of students
Technology is incorporated for the widest range of users and alternatives are provided
Access to tech support is clearly linked and easy to find within the course

Sample Minimum Technical Requirements for Your Start Here

For this course, you will need the following basic technology requirements:
Mozilla Firefox web browser (this is the browser recommended by Blackboard and
typically had the fewest issues) (download link)
Microsoft Office (UC purchasing information link)
Updated Windows or Mac OS (UC purchasing information link)
High speed Internet connection (recommended for viewing or listening to
video/audio)
Updated Flash Player (download link)
Updated Java (download link)

Also consider adding:
Information about Blackboard Help Desk support
Tutorials from Blackboard on Demand ( can be found through a Google search)
Technology Guides for any web 2.0 or outside technology being used
Information on Office 360 (coming soon)

12

Cognitive Load

I don't know why my brain has kept all the words to the Gilligan's Island theme song and has
deleted everything about triangles.
Jeff Foxworthy
Research has shown that challenging our students brains has a positive effect on learning,
helping to move information from short term to long-term memory. But when design gets in
the way of learning, we are causing extraneous cognitive load. Extraneous cognitive load
happens when students brains are challenged by the design of the information rather than by
the information we are giving them or the tasks they have been charged with. When our
students have to process irrelevant information

How do we move information from the foyer to the attic and then organize it once it gets
there? Have we built shelves for our students to organize content? What are those shelves
and how are they helping students increase working memory?

Image Source: http://jessicaraegordon.blogspot.com
Types of memory, Illustration 2.1

How do we help students construct and automate schemas to free up brain space for working
memory (for problem solving and processing information)? Use this checklist to see if youre
helping your students maximize their working memory and move information to their attic.

13

Checklist for Reducing Cognitive Load

Review your course design and determine if there are areas where you need to:

Organization:
_____ Chunk multiple elements of information in a meaningful way, making more working

memory available (use bullets, headings, banners, etc.)
_____ Use modules or units to organize activities, materials and assignments (another form of

chunking)
_____ Add consistency with repeated course elements in weeks or modules

(ex. due dates, types of assignments, banners, etc.)

_____ Remove extraneous information found in instructions, explanations, etc.

_____ Use a course template to reduce uncertainty with navigation between courses

Images
_____ Remove unnecessary images, including those there only for interest or decoration
_____ Eliminate extraneous graphic elements (patterns, colors, unneeded labels etc.) to focus

on key information
_____ Use white space as an organizing tool
_____ Use tools like Jing to add simple annotations when needed
_____ Eliminate competing elements (ex. House graphic above had a lot of color that, when

removed allowed the viewer to focus on the annotations.)

Text Formatting and Language
_____ Limit use of a variety of color, fonts, and text formatting and only use changes when

meaningful
_____ Use consistent terminology (ex. Is it a module or a unit? An assignment or an

assessment?)
_____ Reduce long explanations or large amounts of text by using bullets and illustrations vs.

paragraphs
_____ Include only what the learner must know and be able to use to meet the outcome (the

most important 20% of your information)

Video and Audio
_____ Limit length to roughly 10 minutes
_____ Embed within Blackboard vs. downloading a file
_____ Provide a transcript or (ideally) closed captioning

14

Universal Design for Learning (UDL)

I'm a visual thinker, not a language-based thinker. My brain is like Google Images.
Temple Grandin


The classic example of universal design is curb cuts. We all
use them, but we may not notice them on a daily basis. You
know what I mean. The little ramps cut into curbs. Make a
quick mental list of who uses curb cuts. Now think about for
whom they were originally designed.

Now consider closed captioning on the videos in your online
courses.
Who were they originally intended for?
Do you ever turn on closed captioning at home?
Who might benefit from a closed captioned video?

Many think about accessibility as something we have to do
for students registered with disability services. While this is
true and extremely important, designing with improved
accessibility for everyone in mind can help all of your
Image Source:
honduraspeacecorps.blogspot.com
students access course content in a way that works best for
them and help students who may have special needs more
quickly and more easily access your course content and activities.

Principles of UDL

Consider what barriers to learning there may be for students in your class who:
Have challenges with or fear of using technology
Are speakers of English as a second language
Are gifted or advanced
Process information differently than other students
Have documented learning disabilities
Are colorblind
Are nontraditional students
Have the need to organize schedules, assignments, and content in their own way
Other differences you should consider?

15

Rules and Tools for Applying UDL

Easy rules for improving accessibility for all (UDL):

Designing for improved accessibility reduces frustration and work for everyone
(including you!) later
Add alt tags to images when prompted. Included detailed descriptions of what the
image represents.
Limit competing colors and patterns (example: patterned navigation buttons)
Script your micro-lectures from the beginning to allow for quick, easy captions or
transcripts
Offer options and ownership, allowing multiple ways of meeting learning outcomes
Be flexible and understanding of difference

Easy tools for improving accessibility for all:
Jing (for annotating images)

YouTube (upload a transcript to automatically sync captions for videos under 15

minutes without the need for timings)
Microsoft Word and PowerPoint Styles found in the ribbon (for improved screen
reader accuracy)
Voicethread to add audio, video and text comments (add audio/video and text for
multiple modes of accessing your comments)
Screencastomatic for quick how-to screencasts or voice over PowerPoints
Knovio for micro-lecture screen capture with simultaneous webcam recording

UDL Wish List

Make a UDL wish list for your course. Where can you:
Improve accessibility (closed captioning or transcripts, alt tags, etc.)
Location/Module/Activity

Improvement/Goal

Offer multiple methods of accessing information

Location/Module/Activity

Improvement/Goal

Offer multiple ways for students to demonstrate learning or meet SLOs

Module/Assessment

Improvement/Goal

Increase student agency and ownership

Location/Module/Activity

Improvement/Goal

Simplify color, pattern, and illustrations

Location/Module/Activity

Improvement/Goal

18

Collaboration and Community

We propose that the crucial difference between human cognition and that of other species is
the ability to participate with others in collaborative activities with shared goals and intentions.
Michael Tomasello et al., 2005

Retrieved from:
http://www.cmu.edu/teaching/technology/whitepapers/CollaborationTools_Jan09.pdf

Asynchronous & Synchronous Collaboration

Image Source: http://www.usi.edu/distance/bdt.htm

Key Elements to Promote Collaboration and Community

The checklist below is a sample section from San Diego Community Colleges Districts Checklist
of Competencies for Effective Online Teaching. It includes a variety of factors that affect
collaboration and community building in online courses. How many can you check?

Time Requirements

The instructor should allocate adequate time to develop an online course,
usually at least six months in advance. Learning module development is usually a
minimum three hours for every hour of student contact.
Instructional design support is highly recommended.

Course development completed and reviewed before the course start date.

20

Module Progression
The instructor should be consistent in organizing and presenting
modular/session/weekly instructional activities and facilitating student learning.
Modules are organized in logical and consistent sequence.
Tracking Progress
The instructor should track student-learning progress in the online course.
Student progress is readily available via the Grade Center and frequent
instructor feedback.
Evaluating Student Progress

Evaluation should include multiple assessments rather than just one or two high-
stakes exams or projects. Participation in online activities is required for a grade.

Detailed information about evaluation of assignments is provided.
Evaluation of online participation is described. 6
Online tests account for a small percent of the overall grade.

Assignment Feedback
Respond to students' emails and postings in a timely fashion and provide
adequate feedback. Establish clear guidelines for answering student emails,
acknowledging the receipt of assignments, and returning graded assignments.
Clearly stated course policy of frequency and method of feedback.
Managing Asynchronous and Synchronous Communications
Use asynchronous and/or synchronous tools to promote interaction in an online
course. If a synchronous format is selected, set clear expectations for student
online activities. Show students how to lead an online discussion and how to
moderate it by example. Encourage students to take charge of and lead online
discussions. Be prepared to moderate or intercede when necessary.
Communication instructions are provided.
Communication expectations are clearly described.

21

Promoting Online Learning Community

The instructor should design opportunities for interaction among students.
Welcome students to the class, and include contact information (and emergency
numbers or email) and virtual office hours. Encourage a learning community
within the course to foster engagement and retention.
Students are provided a variety of ways to communicate with the instructor
and each other.
Students are encouraged to communicate with the instructor and with each
other.
CyberCafe, Water Cooler, Student Lounge, Study Hall or other ungraded
discussion area is provided to facilitate social interaction.

Active Learning

Active learning is basically making students do something and reflect on the things they are
doing. In our face-to-face classrooms, we use scenarios, role plays, in-class problems with
follow up discussion, Socratic method and countless other ways of engaging our students in
their learning. But faculty often admit they struggle with applying what they know is good
teaching and practice in a face-to-face classroom to their online course. Creating opportunities
for active learning is part of the detailed planning process that takes place in online
courses. Following these steps will help you:
Think through what you do in class.
1. How do you encourage active learning? Take note of practices and activities you use.
2. Don't rule anything out. Most of what you do face-to-face can be done online.
3. Ask a colleague or instructional designer to observe your in-class teaching or look
through your lessons plans to help identify strong active learning in your classes.

Consider the tools available.
1. Web 2.0 tools (like Voicethread) should be evaluated for learning curve, cost, and
support of learning outcomes
2. Blackboard tools (like discussion boards, blogs, wikis and journals) can all be
leveraged. Review the purpose, strengths and weaknesses of each tool.

Once you have created a unit with learning outcomes, learning materials, activities, and
assessments, use the Checklist for Quality Action-Based Learning linked below. This tool,
created by Instructional Design Expert, Cathy Moore, and adjusted for classroom learning, will
help you evaluate your materials and activities for active learning and determine areas for
improvement.

22

Checklist for Action-Oriented Learning

(adapted from Cathy Moores Checklist for Strong E-Learning, 2011)

**This checklist was created to review self-pace materials for the online environment, primarily
individual modules or units. Designed originally for workplace-related learning, this list is
meant to help you focus on areas for improvement during the design process.

How to use this checklist:
1. For each item, determine the current state of your materials and mark the spectrum
2. When you are finished, identify the marks you would like to move to the left.
3. Rework your materials and review them again.

Action-Oriented

The goal is to change
performance in a visible way.


Outcomes describe visible
behaviors that are
measurable

Spectrum

Information Dump

|-----------------------------------------| The goal is to transfer info.

into the learners brains.

|-----------------------------------------|

Outcomes describe
knowledge (understand,
appreciate, etc.) or rely on
behaviors that happen during
a test (identify, explain,
define)




The format of the materials is
|-----------------------------------------| predetermined by tradition or
the LMS.

The format of the materials is
determined by the necessary
activities and references
(website, PDF, slides, video,
etc.)





The materials feel like one
The materials feel like a
|-----------------------------------------|
immersive, challenging
presentation thats
activity or a series of activities
occasionally interrupted by a
with little interruption.
quiz.

|-----------------------------------------|

The learners intelligence and
Student experience is not
previous experience is
acknowledged and it is
appreciated.
assumed learners have little
ability to draw conclusions.

23

Action-Oriented

Spectrum

Information Dump

Activities make learners practice
Activities rely on quizzes,
|-----------------------------------------|
applying new knowledge or skills
trivia games, or other
to challenges like the ones they
knowledge checks that
will face in future careers.
dont happen on the job.





Activity feedback shows learners
Activity feedback explicitly
|-----------------------------------------|
what happens as a result of their
tells learners correct or
choice; learners draw conclusions
incorrect; learners
from the result.
arent allowed to draw

conclusions.




Reference material is supplied
Reference material is
|-----------------------------------------|
and can be used outside of the
delivered through the
course in activities.
course; learners are

expected to memorize or
come back to the course
for review.





Visuals are used to convey
Text or narration is used
|-----------------------------------------| to convey meaning.
meaning as much as possible.

Graphics are used as
spice.





Audio narration is used only for:
Audio narration is used to:

Dramatic realism (ex.
Deliver

characters voices in a
information while
|-----------------------------------------|
scenario)
displaying simple,
static screens
Explanations of complex
Redundantly read
graphics
text on the screen
Motivations messages and
to the learner
explanations from people
Lecture the learner
who really exist (e.g. CEO,
subject matter expert)
about what they

should or
shouldnt do

24

Authentic Assessment
An idea not coupled with action will never get any bigger than the brain cell it occupied.
Arnold H. Glasow

Educause is another great resource for information and data pertaining to the relationship
between technology and learning. Below is an excerpt from Educauses Authentic Learning in
the 21st Century publication.

Adjust Your Assessments for Authenticity

Learning researchers have distilled the essence of the authentic learning experience down to
10 design elements, providing educators with a useful checklist that can be adapted to any
subject matter domain.


1. Real-world Relevance: Authentic activities match the real-world tasks of professionals in practice as
nearly as possible. Learning rises to the level of authenticity when it asks students to work actively with
abstract concepts, facts, and formulae inside a realisticand highly socialcontext mimicking the
ordinary practices of the [disciplinary] culture.

1. Real-World Relevance
Why/Why Not

Changes to Make /
Action Items

Yes

No

2. Ill-defined Problem: Challenges cannot be solved easily; instead, authentic activities are relatively

undefined and open to multiple interpretations, requiring students to identify for themselves the tasks
and subtasks needed to complete the major task.

2. Ill-Defined Problem
Why/Why Not

Yes

No

25

Changes to Make /
Action Items

3. Sustained Investigation: Problems cannot be solved in a matter of minutes or even hours. Instead,
authentic activities comprise complex tasks to be investigated by students over a sustained period of
time, requiring significant investment of time and intellectual resources.

3. Sustained Investigation

Yes

No

Why/Why Not




Changes to Make /

Action Items



4. Multiple Sources and Perspectives: Authentic activities provide the opportunity for students to

examine the task from a variety of theoretical and practical perspectives, using a variety of resources, and
require students to distinguish relevant from irrelevant information in the process.

4. Multiple Sources and
Perspectives

Yes

Why/Why Not

Changes to Make /
Action Items

No

26

5. Collaboration: Success is not achievable by an individual learner working alone. Authentic activities
make collaboration integral to the task, both within the course and in the real world.

5. Collaboration
Why/Why Not

Changes to Make /
Action Items

Yes

No

6. Reflection (metacognition): Authentic activities enable learners to make choices and reflect on their
learning, both individually and as a team or community.

6. Reflection (metacognition)
Why/Why Not

Changes to Make /
Action Items

Yes

No

7. Interdisciplinary Perspective: Relevance is not confined to a single domain or subject matter
specialization. Instead, authentic activities have consequences that extend beyond a particular discipline,
encouraging students to adopt diverse roles and think in interdisciplinary terms.

7. Interdisciplinary
Perspective
Why/Why Not

Changes to Make /
Action Items

Yes

No

27

8. Integrated Assessment: Assessment is not merely summative in authentic activities but is woven
seamlessly into the major task in a manner that reflects real-world evaluation processes.

8. Integrated Assessment
Why/Why Not

Changes to Make /
Action Items

Yes

No

9. Polished Products: Conclusions are not merely exercises or sub-steps in preparation for something
else. Authentic activities culminate in the creation of a whole product, valuable in its own right.

9. Polished Products
Why/Why Not

Changes to Make /
Action Items

Yes

No

10. Multiple Interpretations and Outcomes: Rather than yielding a single correct answer obtained by the

application of rules and procedures, authentic activities allow for diverse interpretations and competing solutions.

10. Multiple Interpretations
and Outcomes
Why/Why Not

Changes to Make

Yes

No

28

References

Bozarth, J. (2010). Nuts and Bolts: Brain Bandwidth Cognitive Load Theory and Instructional
Design. In Learning Solutions. Retrieved May 15, 2013, from

http://www.learningsolutionsmag.com/articles/498/.

Malamed, C. (n.d.). What is Cognitive Load? In The eLearning coach. Retrieved May 15, 2013,
from http://theelearningcoach.com/learning/what-is-cognitive-load/.

Deal, A. (2009) A Teaching with Technology White Paper: Collaboration Tools White paper. In

Eberly Center for Teaching Excellence & Educational Innovation. Retrieved May 15, 2013,

from

http://www.cmu.edu/teaching/technology/whitepapers/CollaborationTools_Jan09.pdf

Schrock, K. (n.d.). Online Student Collaboration. In Kathy Schrocks Guide to Everything.

Retrieved May, 15, 2013 from,
http://www.schrockguide.net/online-student-collaboration.html

Diaz, V. Brown, M. & Salmons, J. (2010) Educause: Assessment of Collaborative Learning Project

Outcome. In Educause. Retrieved May 15, 2013, from,
http://net.educause.edu/ir/library/pdf/ELI80084.pdf

Florida Golf Coast University. (2011). Checklist of Competencies for Effective Online

Teaching. In San Diego Community College District: Online Learning Pathways.

Retrieved May 15, 2013, from

http://www.sdccdonline.net/faculty/resources/proficiency_onlineteaching.pdf

Lombardi, M. & Oblinger, D. (2007) Authentic Learning for the 21st Century: An Overview.

In Educause. Retrieved May 15, 2013, from,

http://net.educause.edu/ir/library/pdf/ELI3009.pdf

Wiggins, G. & McTighe, J. (1999). The Understanding by Design Handbook. Alexandria, Va.

Association for Supervision & Curriculum Development.

Lue, R. (Author). (2011). Standard Course Planning vs. Backward Design [Still image], Retrieved

May 15, 2013, from
http://www.nyas.org/publications/ebriefings/Detail.aspx?cid=de0ead24-dcf6- 4b84-
8922-003fa847f723

Gordon, J. R. (2013). Types of Memory. [Still image]. Retrieved May 15, 2013, from,

http://jessicaraegordon.blogspot.com.

29

Joe, B. (2013). Crub cuts. [Still image]. Retrieved May 15, 2013, from,

honduraspeacecorps.blogspot.com.

Patrick, S. (2010, August 3). Why Online Learning Is a Smart Solution. [Video file].

Retrieved from http://www.edutopia.org/stw-online-learning-making-the-case- video

Watson, J. Murin, A. Vashaw, L. Gemin, B. & Rapp, C. (2012) Keeping Pace with K-12 Online &

Blended Learning: An Annual Review of Policy and Practice. In Keeping Pace. Retrieved

May 15, 2013, from, http://kpk12.com/cms/wp-content/uploads/KeepingPace2012.pdf.

Calyton Christensen Institute for Disruptive Innovation. (n.d.) What is disruptive Innovation?

Retrieved May 15, 2013 from, http://www.christenseninstitute.org/key-

concepts/disruptive-innovation-2/

Changing Course: Ten Years of Tracking Online Education in the United States. (2013). In the

Sloan Consortium. Retrieved May 15, 2013, from,

http://sloanconsortium.org/publications/survey/changing_course_2012.

CAST. (2011). [Still image]. Universal Design for Learning Guideline Version 2.0. Wakefield,

MA. Retrieved May 15, 2013, from, www.cast.org, www.udlcenter.org.

Moore, C. (2011). Checklist for Strong Elearning. In Cathy-Moore.com. Retrieved May 15, 2013,

from, http://www.cathy-moore.com/resources/checklist-for-strong-elearning.pdf.

30