The document provides guidance for educators on developing effective online course content and lesson structure. It recommends that educators (1) structure lessons and content around clear learning outcomes, (2) chunk information into small, digestible segments, and (3) use a variety of multimedia materials and interactive activities to engage learners. Examples of effective course outlines from two educators demonstrate how to apply these principles.
2. By the end of this lesson, you will be able to:
Understand the components of lesson structure
Define a textured environment
Describe the needs of an online learner
Understand educator examples of course
outlines
Describe appropriate activities
Understand learning outcomes, staging a lesson
and chunking information
Understand the use of text, images and design
presentation
3. LESSON
• Core learning component FORMAT
• Follows structure of course outline in syllabus
Intensive Format
Compressed 6 Weeks
SECTIONS
1 or more lessons per week
SEGMENTS
Non-Intensive Format
Breakdown of materials
15 Weeks
to be learned
Avg 1 lesson per week
Learning
Outcomes
Activities
Introduction
Summary
4. A textured environment keeps learners involved and interested.
A textured environment should:
Vary activities to enable learners to interact with each
other, the educator and content
Include different types of readings
Provide solutions and let the learners search for answers
Vary media by using audio, video and podcasts
Use text and image-based slide shows
Include written narratives
Change presenters
Provide opportunities for reflection and self-assessment
6. Sosulski is the co-author of the text book, “Essentials of Online
Course Design.” An introduction lesson from her course
“Collaboration Technologies” is outlined below.
(1) INTRODUCTION (2) CONTENT OF COURSE
Identifies course format Identifies where lessons
Defines due date are found in the online
requirements shell
Provides goals for the Provides goals for the 1st
course week
Discusses importance of Lists objectives for the 1st
syllabus week
7. (3) READING ASSIGNMENTS (4) ACTIVITIES
Defines expectations by Describes activity
listing materials to read Identifies where to post
Provides a brief statement on response for the activity
Lists what student is
the topic of the reading
expected to do
Provides a brief statement on Provides example of how the
what learners can expect to education expects the
learn Learner to respond
References syllabus Provides due date and time
8. Thornbury teaches a Language Analysis course. An outline for a
skill-based lesson is listed below.
Breakdown into sub topics and Clearly state learning outcome
multiple sections State how new material relates
Present in smaller steps that to what has been previously
build upon each other studied
Keep course narrative brief State why new material is
Present topic using simple important to topic
language that creates no barriers Present task to assess
Identify key terms by using understanding of new material
brackets, italics, etc.
Skill-based courses usually need small steps that build upon each
other to ensure understanding.
9. Provide small activities that build upon one
another in progressive steps
Provide larger activities that contain a series
of steps, such as a group project
Ensure that activities are interesting,
challenging and pedagogically sound
Ensure that activities address learning styles
10. The purpose of developing content in different
ways and perspectives ensures clarity and
extends understanding.
11. Define Learning outcomes for the week
Ensure that learning outcomes are
measurable
Ensure that content is directly related to the
learning outcomes
Ensure that activities help students achieve
learning outcome
12. Identify readings and activities
Identify where added explanations and
definitions are necessary to support learning
Decide how you will help pace learning
Decide how you will assess learning
13. Break down blocks of information into
incremental learning sections, segments or
steps as appropriate for the subject matter
Break down the presentation of material into
a series of mini-presentations
14. Include:
Short readings
Text-based supplementary materials from
internet or other sources
Reflective self assessments
Keep things flowing and offer opportunities to
develop a range of thinking skills.
15. Use:
Charts
Photos
Illustrations
Links
Audio Clips
Video Clips
Podcasts
Diagrams
Make sure details are easy to see. Keep it simple to
avoid information overload.
16. Make weekly announcements
Participate and monitor online discussions
Provide feedback on course assignments and
activities
Structure group activities
Solicit feedback from students on course
design, pace and structure
Communicate with students regularly to
ensure a well-engaged experience
18. Think about the online classes in which you
have participated.
Did they follow the outlines suggested in this
lesson?
If they did not, would any of the information
presented have made the courses easier to
understand?
Did anything stand out that you will
incorporate into your own designs?