In this module, we discussed an introduction to digital learning at <Replace - Course Title>, including the services available to support you as you develop and teach digital learning courses. You also began to lay the foundation upon which you can begin to design quality online courses. Some key points to remember from this module are:
<Replace - Graphics Department Name> provides a variety of services and teams to support your online teaching endeavors.
Quality online is not synonymous with remote instruction: quality digital learning is intentionally and carefully designed based.
Teaching online courses requires more pre-planning than teaching in the classroom, and on-the-fly changes may take more time to implement.
There are a variety of benefits to digital learning courses: digital learning courses can accommodate larger groups of students, if appropriate for the subject matter, and are not limited by physical space.
Coming up in the Next Module...
In Module 2: Exploring Learner-Centered Course Design, you will explore the elements of learner-centered course design and identify strategies for how the concept can be applied for your specific use-cases to help you create digital learning courses that are tailored to your students. You will also be provided with information that will help you think through how you can begin to develop your digital learning persona.
Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2005). Blended learning: Online learning enters the mainstream. In Bonk, C. J., & C. R. Graham (Eds.),Handbook of blended learning: Global perspectives,local designs. Pfeiffer Publishing.
Harrisson, E. (2006). Working with faculty toward universally designed instruction: The process of dynamic course design.Journal of Postsecondary Education and Disability, 19(2), 152–162.
Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), July 2002, 21-40.
Rovai, A. P., & Barnum, K. T. (2003). On-line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Learning, 18(1), 57-73.
Rovai, A. P., Ponton, M. K., & Baker, J. D. (2008). Summary and conclusion. In Distance learning in higher education: A programmatic approach to planning, design instruction, evaluation, and accreditation. Teachers College Press.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), February 2003, 68-88.
Sands, P. (2002). Inside outside, upside downside: Strategies for connecting online and face-to- face instruction in hybrid courses. Teaching with Technology Today, 8(6).
In This Module...
Coming up in the Next Module...