Instructional Design for E-Learning

EDUC 763 Instructional Design for E-Learning

Online Course 3 semester hours graduate credit
Instructor: Dr. Susan Manning

Summer: EDUC 763 960 May 1 – June 23, 2017

Tuition, Due Dates, and Registration

• Tuition is the same for Wisconsin residents, out-of-state and international students.
• There is no registration fee and no program application.
• E-textbook provided after you login to the course.

You will

• Write measurable instructional objectives.
• Generate assessment ideas for online or blended course.
• Select tools and strategies that support engagement.
• Apply principles of brain processing.
• Evaluate best practices in design.
• Incorporate universal design and accessibility principles.
• Design with Horton’s three types of activities: absorb, do, connect.
• Design conceptually powerful curriculum materials.

This course focuses on instructor-led and facilitated methods more than self-paced/ computer-based training.

Enroll in the course to meet your goals for 

• professional development
• continuing education
• license renewal
• graduate credits to transfer to another university
• an elective in the Master of Science in Education online degree.

This course is an approved elective in the Master of Science in Education online degree program and is the introductory course in the E-Learning and Online Teaching Graduate Certificate.

E-textbook

An e-textbook will be provided after you login to the course. 

Description

Learn how to create online courses that work efficiently. By understanding how people learn and how to design the experience conceptually and aesthetically, you can shape an effective and engaging learning experience. The course also addresses blended learning environments, synchronous and asynchronous concerns, the use of a variety of media such as video and audio along with accessibility concerns, and effective evaluation of online course design.

Learning Outcomes

Upon completion of this course, students will be able to:

1. Analyze and evaluate exemplary models of course design (blended and fully online) using case studies and actual courses.


2. Demonstrate skills as the architect of e-learning experiences and establish strategies for building a design team.


3. Understand how online students differ in their approaches to learning and the barriers that impede learning and adapt instruction to meet the diverse needs of students, including those with disabilities and exceptionalities.


4. Apply instructional design theory and research, universal design, usability concepts, and analyze learning styles in the development of e-learning activities.


5. Integrate multimedia, learning objects, social networking concepts, and synchronous technologies in the design of course content and activities.


6. Design an e-learning unit/module based on quality online course design principles.

Alignment with Teaching Standards

Course objectives are aligned with the Wisconsin Standards for Teacher Development and Licensure(WI DPI) 1, 3, 4, 9 and the International Society for Technology in Education, National Educational Technology Standards for Teachers, NETS-T.

No travel to campus required.

The class is highly interactive with a significant discussion component.

All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.

Activities are conducted according to a schedule with specific due dates each week.

Optional "live" chats are scheduled and recorded for those who are unable to login.

This is not a self-paced course.

Because this class is online and open to you 24/7, you may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.

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The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: Dennis O'Connor, Program Advisor
E-learning and Online Teaching Certificate
University of Wisconsin - Stout
Telephone: 530-318-1145
Menomonie, WI 54751
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UW-Stout Online Newsletter

Did You Know . . .

The offices of Stout Online and Graduate School got a new home in early November 2016, just in time to celebrate Stout Distance Learning Week.

>>> Read more here.

Our new address is:

First Bank & Trust Building
200 Main Street East
Menomonie, WI 54751

All staff phone numbers and email addresses remain the same.

CI Graduates' Stories Shared Among the graduates attending the fall 2016 commencement ceremonies were three CI graduates, each with a special story to tell. Christine Brown and Shelena Brown, first-generation college students, juggled family and work commitments while earning their undergraduate degrees — Christine in career, technical education and training, and Shelena in management. Their mother/daughter relationship made their accomplishments even more special. >>> Read their story here. Mary Rahman crossed the stage twice: first, to receive her degree in management, and, then, to accept her husband's degree posthumously. >>> Read her story here.

Spotlight Feature  Ann Vogl Reference/Distance Learning Librarian How long have you worked for the university and in what capacity? I have worked at UW-Stout for almost 4 years as the reference/distance learning librarian. In what ways do you support the CI programs? I reach out to students so they have the support they need to find, access, evaluate and use information for their research. Hopefully my emails have helped. I have been embedded in some classes to lend research support at the time of need and also can provide live library orientations. It can be a challenge to navigate the library resources and I try to make sure distance students and instructors know the library staff is available to help. What other professional information would you like to share? I was an accountant for 10 years before I received my master’s degree and switched careers to become a librarian. I have worked in libraries now for 11 years. It was a good career change. What place in the U.S. would you most like to visit and why?  Alaska — I like to be outdoors and in nature and I’ve heard Alaska has beautiful, pristine natural areas. I’ve been told it is so awe-inspiring every other place in the U.S. pales by comparison. What are five goals on your life’s to-do list? (1) Try to keep an open mind. (2) Try to not make the world worse. (3) Live mindfully. (4) Start a green/sustainable cemetery. (5) See a rhinoceros in the wild before they are all gone. Is there anything else you would like to share? Get to know a librarian. It can make your life easier.

Helpful Tips, Strategies and Methods to Becoming a Successful Online Student This is the first in a series of five mini-articles to help you succeed. Find a balance in your work, life and school commitments It is best to plan fully when thinking about adding online education in your life. Consider that a single online course will take 6-10 hours per week. Incorporating family and friends into your pursuit of an online education will be helpful in many ways. If you are a working student, you may find it helpful to talk with your supervisor. Remember to give yourself a break, allowing yourself time for other things you enjoy. >>> Read full article here.

Instructional Designer eTips Jamison Patrick, Stout Online's instructional designer, and his ID team members offer helpful tips for online instructors. This issue's eTips were compiled by Tatjanna Williams, student-member of the ID team. 10 Ways to Conduct an Effective Online Discussion Forum rules and topic instructions should be clearly explained on the front-end of the discussions. Make certain all students feel comfortable sharing within the group, which includes establishing online etiquette. Encourage students to be both active and consistent in their contributions. Provide questions on different knowledge levels. Occasionally include multimedia at the beginning of a discussion to encourage a higher level of content-learner engagement and peer-peer interactions. Instructors should strike a balance between too little and too much participation in discussion topics. Model the type of contributions you want from your students when monitoring discussions. Interject new ideas (with questions) into the discussion IF the dialogue becomes too agreeable between peer learners. Provide feedback when grading discussions, so students can further explore areas they may have missed in dialogue. Instructors should go out of their way to provide positive, personal feedback to every student at least once or twice during the duration of the course, to instill a heightened sense of identity/confidence within the learner.

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For more information email Amy Gullixson at gullixsona@uwstout.edu