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Welcome to the Design a Course the Adler Online Way presentation.
The Adler School of Professional Psychology offers graduate degrees in Clinical Psychology, Counseling Psychology, Organizational Psychology, Criminology, Military Psychology, Emergency Management, and Public Policy. We have a campus in Chicago, one in Vancouver, and some degree programs that are entirely online.
The Adler school offers 2 blended programs and 3 online programs. We have 3 instructional designers who are developing more than ten new online courses each term. The school has more than 1100 faculty and students.
An online course is any course that uses Moodle, or other online tools, for student contact hours.
An online course can be entirely online or blended. For us, entirely online means that all contact hours are achieved via Moodle or other online tools. In blended courses, some (but not all) contact hours are achieved via Moodle or other online tools.
Contact hours in online and blended courses are the equivalent of in-class activities in in-person courses.
Focusing the Course Design Process on Alignment
Colleen Fleming, Sarah Fornero, and Elle Tivine
Adler School of Professional Psychology
Any course that uses
Moodle, or other online
tools, for student contact
• Entirely online – ALL contact
hours are achieved via
Moodle or other online tools.
• Blended - SOME contact
hours are achieved via
Moodle or other online tools.
Lecture Q & A
Engaging with content
Are… Are not…
• Intentionally offers specific
courses in an online format
• Has a specific sequence that
includes online course
• Is marketed to students as
having online course offerings
• Entirely Online - all courses
are entirely online
• Blended - some courses are
blended or entirely online
• Items to Consider Prior to Creating an Online Course
• Determine Course Details
• Course Design & Build Process
• Course Revision
• Brainstorm Innovative Course
• Consider Big Picture Program
• Exit Competencies
• Start Date
• Format and Length of Course
• Course Author
• Collect Preliminary
• Build the Course in
• Detailed Course Plan
• Online Faculty Teaching Plan
Course Author develops
weekly learning aims and
weekly topics based on
course exit competencies
• Course Exit Competencies = Course Objectives
• Weekly Learning Aims = Weekly Objectives
• All Objectives should be “SMART”:
– Relevant or results-oriented
– Targeted to the learner and the desired level of learning
Course Author selects
learning activities, and
assessments based on
weekly learning aims
• Instructional materials, learning activities, and assessments
should align with weekly learning aims.
• Each weekly learning aim, at minimum, should have one
instructional material resource and one assessment that aligns
• Instructional materials, learning activities, and assessments may
apply to more than weekly learning aim.
Assessments are the tools and means used to determine if a
student has achieved an exit competency or learning aim.
Assessments can take many forms, including:
– Discussion Forums
– Written Assignments
– Audio or Video Assignments
– Quizzes or Exams
Instructional materials are sources of information that prepare your
students to complete learning activities and assessments. These
resources could include:
– Audio Recordings or Videos
– Diagrams, Tables, or Visual Representations
– Course Author-created content
Learning activities are participatory instructional activities that do not assess
if students have achieved a particular aim or competency. Learning activities
can take the following forms:
– Non-graded versions of assessment types (including check-point questions)
– Readings with guiding questions or lists of key terms and ideas to focus on
– Non-graded simulations or role-playing
– Informational or interactive games to reinforce content
– Live webinars
– Graded activities that work towards, but do not assess, aims or competencies
Part 2 of the Detailed Course Plan is when most of the course
content is determined. It is important that the content has:
• Multiple viewpoints (i.e. – not just a single textbook)
• Variation in the ways that students receive and interact with
Course Author reviews
weekly outline and
develops weekly and topic
The Course Author receives the Syllabus
template at the same time as Part 3 of the
Detailed Course Plan.
The Syllabus is not started until all of the
course content has been determined (based
on the objectives) in order to prevent
Instructors are required to fill out the Online
Faculty Teaching Plan and post their
responses to the course so that students
• When the instructor will be available
• How the instructor plans to facilitate the course
• How grading will be handled
• After the course has been
• Based on feedback and best
• Detailed Course Plan Documents
• Syllabus Template
• Online Faculty Teaching Plan Document
Files can be downloaded here:
Director of Design and
Slideshare of this presentation: http://tinyurl.com/SLATEAlignment