Developing an Online Course, Part 3

Dear Teachers,

This week in my online class about creating online classes (very meta!) we learned about the importance of having plenty of active learning opportunities for course participants, and about the need for scaffolding. The suggestion was also made to take a step back and to view the course as a learner would, without assuming prior knowledge of the subject matter. I’ve been a little concerned that I’m trying to cram too much information into my first week’s topic, “Digital Literacy and Technology Integration,” and that each of those topics could probably be a full week on its own. I don’t want to extend the course (six weeks will be plenty to manage in the summer), and I also can’t decide which of those other weeks to give up. My passion is Digital Citizenship, which probably accounts for the fact that I’ve devoted two weeks to it, but I think I may have to consolidate those two weeks in favor of spending more time on appropriate technology integration.

Creating an online course, like face-to-face teaching, is an iterative process. I was reminded again of iteration today when I spoke to three consecutive AVID classes. I really didn’t get into the groove until the third class; it was like the first two were just practice. I suppose that’s where I am in the creation process on this class, too – and if I offer it again, I bet I will continue to tweak things.

I’m off to go make some adjustments to my class. It’s coming along nicely, I think, and so far I believe it’s a class that people would actually want to take. I’ll find out this summer when we make it available to teachers!




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