远程学习课程设计

教学设计:

Instructional Design (ID) is the practice of creating experiences that support 学习. Good instructional design supports authentic, engaged 学习 by developing course materials, 活动, 和评估, and building them into courses that are cohesive, 通航, 和可用性. ID does not focus on the course content (that is the SME's job), nor does it worry about the teaching style of the instructor. The concern of a good ID how the content is being presented to the learners, 强化坚实的教学理论.

There are many very good instructional design models, a few of which are listed below. For more information about other approaches, Kennesaw State University provides a nice reference that can be accessed on their ID Models页面.

教学设计模型
Image of the 艾迪 model 从 Kennesaw State University
艾迪

The 艾迪 Model works in a cycle of Analyze - Design - Development - Implementation - Evaluation. This allows the designer to work closely with the Subject Matter Expert (SME) in a way that allows for cooperative development as well as revision following use. It is an ongoing process that leads to constant improvement.

更多关于艾迪的信息
Image of the 逆向设计 model 从 Kennesaw State University
逆向设计

The idea of Backward Design (BD) comes 从 McTighe & Wiggins(2005)《十大可靠彩票平台》. The authors suggest that educators should plan 学习 experiences with the final assessment in mind. 在这个模型中, you start with the end - the desired results, 目标, or standards - and then grow your curriculum 从 student 学习 called for by your assessments and the teaching needed to equip students to perform. (从 逆向设计 of Kennesaw State)

更多关于向后设计
SAMR

The SAMR model lays out four tiers of online 学习, presented roughly in order of their sophistication and transformative power: substitution, 增加, 修改, 和重新定义. (来自Y寺田., 2020)

更多关于SAMR的信息
最佳实践和课程质量

These 核心原则 guide the design and delivery of eLearning courses in the Montana University System. The specific implementations of these principles will vary as technology changes and teaching and 学习 methodologies evolve, but the principles themselves should persist.

最终, a single principle guiding quality course development and delivery is that all eLearning course elements (objectives, 学习活动, 的相互作用, 教学材料, 技术, 和评估) work together to ensure that students achieve the desired 学习 outcomes. (从 MUS质量准则)

The QM Quality Assurance System relies on the 核心原则 of being continuous, 为中心的,  学院的, and collaborative to create a culture of continuous improvement in distance 学习. QM recognizes that keeping learners engaged is different in online courses and their research-supported Rubrics and Standards provide objective, evidence-based ways to evaluate the components of online 学习. (从 “品质事务”网站)

MT Tech has a membership to QM and can provide internal reviews based on their rubric of best practices as well as facilitate official QM reviews and QM professional development. To look at what is available to you as a Tech faculty member and QM member, navigate to the MyQM的网站 and create an account using your MT Tech email. This will take you to your account page where you can view Professional Development opportunities and even utilize the self-review tool under MyCR (or let CAI help you create a self-review).

If you would like a hard copy of the Higher Ed QM Rubricic Workbook, 7th edition, please contact the CAI at 4189. 我们手头有很多供你使用.

在线学习联盟™ (共同体) is a collaborative community of higher education leaders and innovators, dedicated to advancing quality digital teaching and 学习 experiences designed to reach and engage the modern learner – anyone, 在任何地方, 任何时候. (选自网上谘询委员会网页).

共同体提供专业发展, 评估准则, and publications to support excellence in distance teaching and 学习.  他们的 计分卡 evaluate everything 从 distance programs, 教学, to course design and can be modified to fit your needs.  MT Tech是共同体的成员, which provides some free webinars and discounts for paid workshops and other events. If you are interested in any of these services, please navigate to 共同体 and create an account to log in using your MT email or reach out to the CAI for more information.   

定期的实质性互动 is required by federal guidelines, and 

The University of Montana (UM) recognizes the need for faculty members who are teaching distance education courses to be aware of the definitions, 核心原则, 与课程标准有关 定期和实质性的互动 如34 CFR 600所指明.02 and in the Northwest Commission on Colleges and Universities (NWCCU) Distance Education Policies.

Distance education includes any educational format that uses one or more types of technology to deliver instruction to students who are separated 从 the instructor and to support 定期和实质性的互动 between the students and the instructor synchronously or asynchronously. 这包括, but may not be limited to: Internet; satellite or wireless communication; and audio and video conferencing (cited in the MUS 定期的实质性互动 Policy 从  Source: IPEDS Integrated Postsecondary Education Data System. (n.d.). IPEDS中的远程教育. 检索于2023年2月2日 http://nces.ed.gov/IPEDS/use-the-data/distance-education-in-IPEDS).

定期的实质性互动 (肢体重复性劳损症) defined: substantive interaction is engaging students in teaching, 学习, 和评估, consistent with the content under discussion, and also includes at least two of the following : (i) Providing direct instruction; (ii) Assessing or providing feedback on a student's coursework; (iii) Providing information or responding to questions about the content of a course or competency; (iv) Facilitating a group discussion regarding the content of a course or competency; or (v) Other instructional 活动 approved by the institution's or program's accrediting agency.

An institution ensures regular interaction between a student and an instructor or instructors by, prior to the student's completion of a course or competency: (i) Providing the opportunity for substantive 的相互作用 with the student on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course or competency; and (ii) Monitoring the student's academic engagement and success and ensuring that an instructor is responsible for promptly and proactively engaging in substantive interaction with the student when needed on the basis of such monitoring, 或应学生要求. Source: National Archives Code of Federal Regulations. (n.d.). 检索自2023年2月8日 http://www.ecfr.gov/current/title-34/subtitle-B/chapter-VI/part-600.