Barbour, M. K. (2017, February). Exploring online course content. A faculty development presentation for the College of Education and Health Sciences - Touro University California, Vallejo, CA.

1. Exploring Online Course Content
Michael K. Barbour
Touro University, California

3. • Explore different ways to present online
course content
• Examine some promising practices for
developing online course content
• Introduce some tools to enhance your
online course content

8. What easy design have you experienced as an online
student that you’ve overcome?
What easy design have you committed as an online
teacher that your students have overcome?

17. https://youtu.be/O-Bn98I7Ceg

18. https://youtu.be/AieGJd-0r1g

19. https://youtu.be/xVj_MzmF0GQ

20. https://youtu.be/S0-FSEeeWDI

21. http://tinyurl.com/shu-videoant

23. Promising Practices - Videos
• aim for 5-8 minutes in length
• avoid fluffy intros
• don’t read the text
• ask yourself would this be just as effective if
it was written
• ask the learner to respond to questions
periodically

24. • recording demonstrations
• recording live classes
• “ask the expert/practitioner”
v Consider hosting outside of the LMS
Promising Practices - Videos

25. • ensure all PDFS are scannable
• aim for one printable page (no more than
two pages)
• be consistent in the construction of your
documents
Promising Practices - Documents

26. • curate and annotate
• separate and label what’s optional
• throw something away
Promising Practices - Resources

27. • avoid “faceless professor”
• provide progress bars or checklists
• ensure ADA/503 compliance
– add a script for all of your videos
– make sure all tables, figures and images have
“alt” text
² http://wave.webaim.org/
Promising Practices

28. How could you adopt one of these tools and/or
strategies for your own courses?

29. Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in
productivity come
when new
technologies are
combined with new
ways of doing
business.

30. Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in learning
come when new
technologies are
combined with new
ways of teaching.

32. http://visible-learning.org/

33. Cavanaugh (2001)
• Allen & Thompson (1995)
• Blanton et al. (1997)
• Burkman (1994)
• Center for Applied Special
Technology (1996)
• Erickson (1992)
• Gray (1996)
• Hinnant (1994)
• Libler (1991)
• MarNn & Rainey (1993)
• McBride (1990)
• Riel (1990)
• Rudolf (1986)
• Ryan (1996)
• Sisung (1992)
• Smith (1990)
• Wick (1997)

35. Reverse
Effects
Examining Effect Sizes

36. Developmental
Effects
Examining Effect Sizes

37. Teacher
Effects
Examining Effect Sizes

38. Zone of
Desired Effects
Examining Effect Sizes

39. Examining Effect Sizes
Zone of
Desired Effects
Teacher
Effects
Developmental
Effects
Reverse
Effects

40. The Winners ...
Rank Influence Studies Effects ES
1 Self-report grades 209 305 1.44
2 Absence of disruptive students 140 315 .86
3 Classroom behavioural 160 942 .80
4 Quality of teaching 141 195 .77
5 Reciprocal teaching 38 53 .74
6 Prior achievement 3387 8758 .73
7 Teacher-student relationships 229 1450 .72
8 Feedback 1276 1928 .72
9 Providing formative evaluation to teachers 21 21 .70
10 Creativity programs 658 814 .70
http://visible-learning.org/

41. Your
Questions
and
Comments

42. Associate Professor of Instructional Design
College of Education & Health Services
Touro University, California
mkbarbour@gmail.com
http://www.michaelbarbour.com
https://dtlcehs.wordpress.com/