This resource is taken from a Moodle Intro course by Siri Olson of Columbia Gorge ESD.

The following principles should guide the design of your online unit(s). In many cases you may already be adhering to these guidelines in your face-to-face classroom, but you may also find that some of them are things you do verbally that you now have to do in online form.
  • Objectives: easily located within the course; clearly written at the appropriate level and reflect desired outcomes; measurable
  • Content: organize in modules; navigation is intuitive and content flows in a logical progression; content is enhanced with visual and auditory elements; content is presented using a variety of appropriate mechanisms; supplementary resources are made available.
  • Learner Engagement: instructional strategies are linked to course objectives; includes guidance for learners to work with content in meaningful ways; higher order thinking is expected; individualized instruction, remedial activities or resources for advanced learning activities are provided;
  • Technology Use: tools to facilitate learning and reduce labor; tools to transcend traditional, teacher-center instruction; wide variety of delivery media;
  • Communication Strategies: many opportunities for synchronous and/or asynchronous interaction; asynchronous communication strategies promote critical reflection; synchronous communication activities benefit from real-time interactions and facilitate "rapid response" communication.
  • Developing Learning Communities: student to student interactions are required; students encouraged to initiate communication with instructor; collaboration activities reinforce course content and learning outcomes, while building skills such as teamwork, cooperation, and negotiation.
  • Interaction Expectations: participation guidelines are provided; expectations for quality of communications are clearly defined; a rubric used to evaluate participation is included; instructor actively participates in communication activities; instructor used communication tools to provide course updates, reminders, etc.
  • Assessment: match objectives; rubrics or descriptive criteria for desired outcomes are provided; multiple types of assessment are used; many opportunities for self-assessment are provided.
Last modified: Thursday, 22 December 2011, 3:01 PM