• Getting Started
• In Blackboard with Instructor Access
• Selecting a Design/Development Process
• ADDIE and Universal Design for Learning options

Required Readings:

• Gillani. The Design Process (LTDEE: Ch. 10; pp 231-256)
• Gallagher. Universal Design for Learning Theory: A Practical Application to Online Instructional Design for the Adult Learner
• Gallagher. Multiple Intelligences and Online Instructional Design

Recommended Readings:

• Ko & Rossen. Part I: Getting Started. (TO: pp. 2-34)
• Teaching Every Student in the Digital Age: Universal Design for Learning
• Instructional Design: ADDIE (GrayHarriman.com)

Web Site to Peruse

• Instructional Design Models

Participation in Class Discussions and/or Activities as announced in the Discussion Board.

Examine and explore your faculty Blackboard accout

By the end of this module, you should have selected the Design and Development Process you intend to use and announce it in the D&D Discussion Board

• Course Converson
• Creating an Effective Online Syllabus
• Building an Online Classroom
• Student Activities in the Online Environment
• Creating Courseware: When Low-Tech is High-Tech Enough
• Copyright and Intellectual Property

Required Readings:

• Ko & Rossen. Part II: Putting the Course Together. (TO: pp. 35-178)
• Bender. Course Design. (DBOT: pp. 37-44)

Participation in Class Discussions and/or Activities as announced in the Discussion Board.

Begin your Development Notes.

By the end of this module, you should have uploaded a Syllabus and/or a Read Me First file

• Preparing Students for Online Learning
• Classroom Management: General Considerations
• Classroom Management: Special Issues
• Integrating Online Elements in a Traditional Classroom

Required Readings:

• Ko & Rossen. Part III: Teaching in the Online Classroom. (TO: pp. 179-258)
• Bender. Starting to Teach the Online Class. (DBOT: pp. 45-55)
• Bender. Aspects of Online Communication. (DBOT: pp. 56-117)
• Bender. Innovative Online Teaching Techniques. (DBOT: pp. 118-153)

Participation in Class Discussions and/or Activities as announced in the Discussion Board

Continue your Developent Notes.

You should be working on a Course Schedule (Course Guide) and be working on developing the content of at least one module.

• Objectives, Rubrics, and Assessments for Online Learning, some practical strategies

Required Readings:

• Bauer. Assessing Student Work from Chatrooms and Bulletin Boards. (ASOLC: pp.31-36)
• Gray. Assessing Students' Written Projects. (ASOLC: pp.37-42)
• Nicolay. Group Assessment in the On-Line Learning Environment. (ASOLC: pp.43-52)
• Puckett and Anderson. Assessing Field Experiences. (ASOLC: pp.53-60)
• Canada. Assessing E-Folios in the On-Line Class. (ASOLC: pp.69-76)
• Online Readings on Creating Rubrics (TBA)

Participation in Class Discussions and/or Activities as announced in the Discussion Board.

Continue your Developent Notes.

First Draft of Online Class in Blackboard should be complete

• Each participant will "deliver" his or her online class in Blackboard to selected fellow classmates (as assigned)

Required Resource:

• Quality Matters rubric Note: This is the last rubric Quality Matters made freely available. Despite having been developed through a FIPSE grant from the US Dept of Education, and despite making significant contributions to the education community for a number of years, they began, in 2007, restricting their materials to only those who join their organization.

Participation in Class Discussions and/or Activities as announced in the Discussion Board.

Continue your Developent Notes.

Participate as students in classmates Online Classes (as assigned)

• What we did. How it worked. How we can do it better.

Required Readings:

• none in this module

Participation in Class Discussions and/or Activities as announced in the Discussion Board

Continue your Developent Notes.

Revise class as necessary.

End of Module : 2nd Draft of Online class in Blackboard should be complete