Page 15 - Online Course Development Manual

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They should not:
Repeat what is in the textbook(s).
Contain long lists of URL links that discourage exploration.
Contain material that is not essential to achieve the objectives.
Learning activities allow you as an instructor to maintain a teaching presence as if you were in contact
with the class for the duration of the module.
Design Small, Measurable Assignments
Many research studies have determined that students do much better with frequent, small assignments
than with fewer, larger ones. The reason for this is that small assignments:
Can be tailored more easily to suit the short attention span of some students.
Allow students to log on and off within short 30 to 45-minute segments.
Are frequent enough to discourage plagiarism and to keep students on task.
Are so frequent that students can rarely find a friend or partner who will agree to “take” the
class for them, a common worry for online instructors.
Are easier for the instructor to grade many of them automatically or with help of a rubric.
Promote greater interactivity with your students.
Promote higher levels of cognitive learning, when used consistently in a course.
Longer assignments can be programmed through partial deliveries, e.g. a research proposal will have
stages of problem statement, literature review, method, and final proposal.
Use Diverse Materials Aligned with Objectives
The following list indicates resources that can be used in any module.
: Handouts, word processing documents, PDFs, web pages and presentations with pictures can
all be uploaded to your course. Make sure that readings are accessible (see
Appendix H
). For more
information on how to make readings accessible, please contact an Instructional Technology