Online Learning

Abstract

This chapter will review the development of digital media used for Online Learning. We will provide an overview of the various delivery methods for online learning to frame the context in which the materials will be used. Then we will discuss the common features of various lecture capture tools used to create digital materials for online learning. We will provide an overview of the characteristics and features of various Learning Management Systems (LMS) and various Synchronous Online Tools that allow users to interface with the materials and interact with the instructor other learners. We will also provide an overview of relative advantages and disadvantages of using third party tools and Open Educational Resources (OER) to enhance online learning environments. Finally, we will discuss how design standards influence the creation and integration of digital learning materials in online environments.

Professional Practice Case Study

Steven Canning, Instructional Designer, State University of New York at Potsdam “Using Templates to Speed the Process of Online Course Development”

The State University of New York is encouraging its colleges to offer more online courses and programs. I work as an Instructional Designer at SUNY Potsdam. I wear many hats, but a big part of my role is to work with faculty to develop online courses. Here at SUNY Potsdam we have a range of experienced and inexperienced online instructors, which means each new course I work on comes with a different set of requirements. Sometimes I need to work with the instructor to create new material for the web, other times I need to train the instructor to use the LMS, sometimes both. The subject of the course and the instructor’s teaching style requires each development process to be slightly different.

Creating templates is helpful in many ways. At SUNY Potsdam we build our online courses to comply to a strict quality control process called the Open SUNY Course Quality Review, or OSCQR (pronounced “Oscar”, like the Grouch). I’ve built various templates that automatically meet many of the standards on the OSCQR rubric, thereby saving development time. Since no two courses or instructional styles are exactly alike, the templates are designed to be flexible. The first phase of the development process is working with the Subject Matter Expert to choose which template will work best for the instructor.

Templates help a great deal with communication, especially since I’m working with faculty who have a wide range of familiarity with, experience in, and perspectives on online learning. During our initial conversations I try to get a sense of how the course will flow. I adapt the templates accordingly and prepare the course shell. This gives me a visual reference to help in our communication and development.

Into Phase Two. Any instructor, regardless of their experience teaching online, understands lesson planning. With the templates in place in Moodle (SUNY Potsdam’s LMS), I’ll work with the instructor to create another series of templates just for the development of the lessons. These templates reflect the templates we worked on together in Moodle but are created in some form of word processor. We usually use OneDrive or Google Drive for quicker communication. Each week or unit will have its own folder; inside they’ll find a document. The document will be aligned to the Moodle site structure in the form of a lesson plan. Basically, a lesson plan template. I ask the instructor to fill out the lesson plan templates and include any other materials in the folder. Usually, I ask that they do this in small chunks to make sure we’re on the same page, but it depends on the instructor.

As they fill them out and upload materials, I’ll be plugging things into the LMS. From their input I’ll get a sense of what they are going for. I’ll make changes to entire templates when necessary and I’ll be asking a lot of questions. Usually, when I get into this stuff, we’ll be in Phase Three. I’ll be trying to figure out exactly which tools to use in Moodle and which settings to adjust in an attempt to build a concrete system the instructor can improvise on. The system also needs to comply to the ADA and OSCQR. To help with this we often start with LMS themes and then modify the CSS to ensure they are compliant. In the final Phase we will comb through the course several times and make sure the syllabus and course schedule align, because in the end, the syllabus and schedule are the most important components of an online course.

We have several default starter templates at SUNY Potsdam. We adjust them ever so slightly for each instructor so that the structure of the course is consistent across the board. This is another benefit of templates. We can achieve a consistent look and feel from course to course. Students become accustomed to the layout as they take online courses at SUNY Potsdam and will know where to look for certain types of information. Conditioning an audience is crucial in any sort of user experience design, it not only makes it easier for users, but it makes development even quicker if there is a standard look and feel to be achieved.

Rapid online course development is a tricky business. It is dependent on the experience of the SME, the skills of the instructional designer, the subject area, and compliance to institutional policies. The size of the development team and the amount of content that needs to be transferred to the web are also parts of the rapid development equation. Templates are a goal and a guide. The goal is to build a concrete system that complies with quality assurance standards, policy, and an aesthetic theme consistent with other courses delivered on the platform. They function as a guide so the Instructional Designer can communicate with the SME more effectively and efficiently.