The course consists of six selected topics of online learning design process. The goal of the course is to gain necessarily competencies for (re)design of online course. We are using materials from online course Kurz práce s informacemi to gain real experience. Moreover, the course is in English to develop languages skills needed for participation in world edtech community.
Výstupy z učení
Student will be able to:
make interviews with target group
set learning goals and objectives
curate collection of learning resources
create educational video / tutorial
recognize different types of writing for education
write educational text
set up evaluation process
use evaluation tools
understand online learning environments
make simple user testing.
Analysis – Topic, target group, learning goals and objecitves
Content – Curation in education
Content – Video and tutorials
Content – Writing and different kinds of text
Evaluation – Assignments and tests
Evaluation – Virtual learning environment and user testing
VAN MERRIËNBOER, Jeroen JG; KIRSCHNER, Paul A. Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge, 2017.
IDEO. HCD: Design zaměřený na člověka. 2. vydání. Brno: Flow, 2013. ISBN 978-80-905480-1-5. Dostupné z: http://eknihy.knihovna.cz/static/files/hcd-design-zamereny-na-cloveka.pdf
Fournier, H. & Kop, R. 2015. MOOC Learning Experience Design: Issues and Challenges. International Journal on E-Learning, 14(3), 289-304. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 24, 2018
VAI, Marjorie a Kristen SOSULSKI, 2015. Essentials of Online Course Design: A Standards-Based Guide. 2. přepracované vydání. Routledge. ISBN 1317673794.
MARGARYAN, Anoush; BIANCO, Manuela; LITTLEJOHN, Allison. Instructional quality of massive open online courses (MOOCs). Computers & Education, 2015, 80: 77-83.
MEEK, Sarah EM; BLAKEMORE, Louise; MARKS, Leah. Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment & Evaluation in Higher Education, 2017, 42.6: 1000-1013.
Sergis S., Sampson D.G., Pelliccione L., 2017. Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale. In: Jemni M., Kinshuk, Khribi M. (eds) Open Education: from OERs to MOOCs. Lecture Notes in Educational T
blended learning – one topic is for two weeks – one week face to face, the second week online
portfolio-based learning – each student has his own development portfolio on wordpress blog
peer assessment – each assignment is discussed with mates in blog environment
participatory curriculum planning – at the beginning, everybody can comment draft of course content, also during the semester is possible to make additional small personal goals or personalise assignments
guests – at least two experts on particular topics will join a present lecture
every second Monday is necessary to publish homework on blog post
every second Monday is necessary to comment mate's work
portfolio is a base for the final colloquium = present a reflect own work