You Had Me at Hello. How your learning Outcomes, Syllabus and Outline Effect Students. Learn how to create student learning outcomes, a course syllabus and outline that attract students and improve their perceptions of your online course. Engage students and improve performance in your online courses

1. You had me at hello.
How to construct learning outcomes, syllabus
and course outline for an online course.
Kimberly K. Klotz
University of Central Arkansas
2012

2. The first impression students have of your course comes
before the first assignment, the first synchronous session,
or first discussion posting.
It comes from your learning outcomes, course syllabus
and outline.
This is your opportunity to speak to the students and to
introduce them to the course and instructor.
Your learning outcomes, syllabus and course outline
must speak for you.
So, how do we make sure we have them at hello?
You had me at hello.
What does that mean anyway?

3. Learners will construct learning outcomes.
Learners will recognize the areas of an online
syllabus.
Learners will recognize the steps to structure an
online course from a course outline.
Learners will compare the learning outcomes of the
course to the learning outcomes of lessons and
sections.
How do we have them at hello?
Presentation Objectives

4. Learning Outcomes
wordle created from learning outcomes of ITEC Graduate Program

5. Learning Outcomes
What are learning outcomes?
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6. Learning Outcomes
How do we create learning outcomes?
1. Understand the levels of Blooms Taxonomy.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

7. Learning Outcomes
How do we create learning outcomes?
2. Use action verbs.
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

8. Learning Outcomes
How do we create learning outcomes?
3. Use the formula:
Vai, Sosulski, Essentials of Online
Course Design, pages 182-189
BEHAVIOR + CONDITION + MEASURABLE CRITERIA =
LEARNING OUTCOME
Be clear and concise when writing outcomes.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

9. Learning Outcomes
Why are learning outcomes important?
Video was not exported from SlideRocket

10. Let's practice creating learning outcomes.
Go to:
http://wallwisher.com/wall/itec_ch9
Then post 3 learning outcomes.
(These can be on any topic you choose.)
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based
guide. New York, NY: Routledge.
Let's Practice Learning Outcomes.

11. Syllabi for online courses contain many elements of
traditional courses:
Course Title
Course Name
Course Description
Course Objectives
Evaluation Plan
Grading
Required Readings
Recommended Readings
Course Outline
Say Hello.
Creating a syllabus for an online course.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

12. Say Hello.
Creating a syllabus for an online course.
Elements specific to an online course syllabus:
Communication strategy
Description of course time frame & format
Guidelines for class participation
Technical requirements & support
Detailed course outline (with start & end dates)
For example, see:
http://www.marjorievai.com/B-Chapter_9.html
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

13. Say Hello.
Creating a syllabus for an online course.
Communication Strategy
Should contain:
Email
Phone
Chat
Time frame for returning communication
ie. office hours, time returning emails, etc.
It is important to have a clear communication strategy.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

14. Say Hello.
Creating a syllabus for an online course.
Description of course time frame & format
Should contain:
Format
Synchronous/Asynchronous/Hybrid
Time-Frame
Due Dates
Remember to include the Time Zone
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

15. Say Hello.
Creating a syllabus for an online course.
Guidelines for class participation
Should contain:
How students will participate- ie. discussion forums
Frequency of participation
Rubric for evaluation
For an example, see page 149 of the Vai & Sosulski text.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

16. Say Hello.
Creating a syllabus for an online course.
Technical requirements & support
Should contain:
How to access the course
Contact information for technical support
Course overview tutorials
How to access any other technologies needed for course
participation.
For an example, see page 150 of the Vai & Sosulski text.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

17. Course Outline
The course outline covers:
Class sessions
Due dates
Readings
Assignments
Activities
Any other deliverables for the course
For an example, see page 151 of the Vai & Sosulski text.
https://docs.google.com/document/d/1_PSbRjSBAPCTSO16cwKwrUaf8IqJNh5oi-
vii047yGQ/edit?hl=en#
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

18. Steps to structure your course:
Start by using your learning outcomes. Each unit should
contain a learning outcome.
Plan your assessments of learning outcomes.
Use the assessments to plan out modules to help
students succeed.
Putting it all together.
Creating a course from the course outline.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

19. Lessons and Sections
Units and lessons are really just organizing structures (Vai
& Sosulski, p. 155)
Learning Outcomes of lessons and units should contribute
to the learning outcomes of the course.
Units should have introductions and summaries. Students
should understand what they will be learning in the unit
and the learning outcomes of each lesson. Knowing
exactly what they will be learning will help them prepare.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

20. Let's Recap.
Student Learning Outcomes (SLO) are important to
course creation.
SLOs should be specific and measurable.
A course syllabus and outline is how you will introduce
students to the course. This must speak for the instructor.
A course outline should be specific and contain all dates
for all deliverables and class meetings.
To structure your course, start with the SLO and work
backwards using the course outline. All assessments units
and lessons should contribute to the SLO.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

21. Resources
http://www.park.edu/cetl/quicktips/syllabus.html
http://it.usu.edu/fact/files/uploads/OSTT2.pdf
www.park.edu/cetl/quicktips/syllabus.html
http://ux1.eiu.edu/.../UT_Creating%20an%20Online%20Syllabus.pdf
http://afbh.uaa.alaska.edu/CafeModules/Syllabus.htm
Quigley, D. (1994). The Evolution of an Online Syllabus. Computers And Composition,
11(2), 165-72.
Sparnon, D. (2004). Online at Midnight. Knowledge Quest, 33(1), 38-39.
Ford, M. L. (2002). Preparing Students for Assessment in the On-Line Class. New
Directions For Teaching & Learning, (91), 77.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154

22. Resources
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
http://www.calstatela.edu/academic/english/assess.htm
http://www.go2itech.org/HTML/TT06/toolkit/design/outcomes.html
Lizano-DiMare, M. (2009). Best Practices for Online Instructional Communication.
Journal Of Instruction Delivery Systems, 23(3), 17-22.
Learning Outcomes Videos
http://youtu.be/2ihVQs5-Ipk
http://youtu.be/dcQCS9NBE2g
http://youtu.be/Sp5lZdi0OsE
http://youtu.be/Sp5lZdi0OsE
http://youtu.be/WWCaNzgwn9k

23. Resources
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
http://www.learningoutcomeassessment.org/TFComponentSLOS.htm
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
http://chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625
http://www.marjorievai.com/B-Chapter_9.html
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based
guide. New York, NY: Routledge