By Lynnette R. Porter
This acts as a guidebook for academics and directors as they appear for aid with their on-line education schemes. It bargains instructing feedback for every little thing from path improvement to time administration and neighborhood development. The booklet is designed to supply info to assist academics paintings extra successfully with on-line instruments, enhance path fabrics for current on-line classes, paintings with the net as a medium of schooling and entire day-by-day actions - resembling comparing assignments, lecturing and speaking with scholars extra simply. directors also are given aid of their efforts to recruit, educate, and keep on-line academics, allocate assets for on-line schooling and overview on-line fabrics for advertising and tenure.
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Additional resources for Developing an online curriculum : technologies and techniques
Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. CHAPTER 1: FACILITATING THE ONLINE CURRICULUM 17 an academic institution. The series of courses must lead students from introductory skills and knowledge to higher-order activities and ideas. Course materials should be designed for students with different abilities and learning styles. They should invite interaction and offer more than rote memorization or repetitive activities. They should be creative and innovative (as should all course materials, regardless of the venue).
Who Plans the Curriculum? The people responsible for planning a new course or an entire program may represent very different groups, with different areas of expertise. In some institutions, in-house course designers, fluent in technology-speak and experienced with curriculum development and instructional design, are the ones who create and update courses. They may work with teachers who have taught online or with teachers of the on-site version of the course; they also may solicit feedback and suggestions from the institution’s students.
Students have noted that the feedback they receive online is more often positive and supportive. Comments like “good point,” “I never would’ve Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. CHAPTER 1: FACILITATING THE ONLINE CURRICULUM 15 thought of that,” or “great idea” are often more common online. Even if learners in a traditional classroom agree with a speaker, chances are that they will not speak up to make a positive comment.