Option 2: Develop a Course Outline
In this option you will develop an outline for an entire online (or hybrid) course. You must include: a) A brief description of the class that you are designing. This should include a discussion of the anticipated content, delivery schedule, student characteristics and instructor preferences.
- I will be designing an instructional mini-course that teaches Sociology Students how to write literature reviews. This will be online and asynchronous. The students are upper-division and have varying skill sets in doing research and in technological skill level. This is intended to serve two functions. It will be part of a class I am teaching in Spring Quarter 2015 as well as for a Sociology Course that I will be collaborating with in Fall Quarter 2015.
- It will address how to do research in Sociological specific resources and define for the students what a literature review is and how one would go about writing one. I also need to consider that the course instructor in Fall Quarter 2015 has some rather specific ideas about how he wants students to approach this subject. If I move too far away from that, I will lose his support and it won’t be as useful for the students in the class. I would like to do a combination of Camtasia videos and either live-action or avatar videos to demonstrate to students how to do these tasks.
|Course Content||Delivery Schedule||Student Characteristics||Instructor Preferences|
|Why are Research Skills important
How to work within the structure of research databases generally
| Podcast w. transcript
Students will respond to questions and blog posts to demonstrate learning.
|Students tend to be older than the average college student. They may be re-entry students or have recently graduated from the local community college.||The instructor would like the students to build gradually toward having an understanding of research.|
|Techniques for doing Research in Sociological Databases (Subscription, Statistical, and Free)||Overview (video w. transcript)
Camtasia short videosFAQ – Podcast w. transcript
|The academic rigor of the community college does not appear to be strong when it comes to writing research papers. Many students seem to be more comfortable with narrative or descriptive papers.||The instructor wants the students to decide on the number of pages, resources, etc. for themselves. He wants them to be able to identify and to have a clear enough understanding of their topic to be able to make a judgment call.|
|What is a Literature Review? How does it extend the conversation of scholarship?||Camtasia video along with Youtube video or readings explaining about scholarship in higher education
||Student often don’t understand what makes an article scholarly and how to distinguish between popular and scholarly literature||The instructor is all right with class time being used for some instruction. However, he would also like some instruction to occur outside of class. He may not be willing to make this mandatory, however.|
|How to write a good literature review (structure, citation, and style)||Camtasia Video demonstrating good literature reviews
URL’s to sites that go into this topic for higher education
Podcast – the purpose of citing and how it works in a literature review (ASA or APA specific)
|Students sometimes have challenges with identifying and explaining independent variables, dependent variables, empirical research and other terms. This causes problems for them when they are trying to set up a literature review as it keeps them from clarifying the purpose of their paper.||The instructor has been teaching for many years and has some clear expectations as to what he wants and how he wants the material approached. He would like the students to come to an understanding of this based on his lectures and the book. However, he is willing to share his expectations with me which helps me in guiding instruction.|
Topics and objectives for each session in the class.
Description of the technologies used in each session of the class. Be sure to explain each technology in terms of one vs. two-way communication, media richness/social presence, and why the chosen technology would be appropriate for supporting the indicated interaction.
Identify which of the three types of interactions (student-content, student-instructor, student-student) in an online class are supported by each technology.
|Podcast to introduce the material Transcript and course materials made available online In-class introduction
Explanation of the rubric that will be used to grade the literature review.
|The podcast provides some media richness in that the student sees and hears an actual person. The in-class introduction to the materials is media rich. The student to material interaction would be less media rich.|
General structure of databases
|Brief podcast with transcript
Camtasia video demonstrating how various databases work. It will be split up into short portions and there will be a sound component as well as the screen-capture.
|The Podcast and Camtasia videos provide for some media richness.
I may want to arrange for something else here.
|Podcast and In-class time demonstrating databases and how they are used.
Camtasia video screen captures to demonstrate searches in various databases.
|In-class time would be very media-rich. The podcast should extend on that. The Camtasia videos should be somewhat media rich.|
Sociological Databases Cont’d
|Same as above
Formative Evaluation would be gathered from students who have answered questions intended to evaluate learning.
|Same as above|
|Podcast with Transcript
Links to other sources
Explanation of terms
Camtasia screen capture demonstrating the structure of a literature review.
|Student to material interactions occur in terms of the sources, glossary, and podcast. The podcast and Camtasia videos would be more media rich as they allow for greater depth in the interaction.|
Purpose of the Literature Review
|Youtube Video (extending the conversation)
Podcast w. transcript to explain this further.
|The Youtube video is somewhat media rich as is the podcast with transcript.|
|Podcast w. transcript
Link to helpful sites
Commonly asked questions
In class Q&A
|In-class Q&A should be fairly media rich. Commonly asked questions will be answered via a podcast. The podcasts should both be somewhat media rich.|
Assessing the final product
|Podcast addressing key questions to ask yourself when done.
Resources that can offer further support.
Blog post from each student discussing how this literature review might inspire them in their future research.
Summative assessment would come out of how closely the students’ literature review’s fulfill the requirements. In the other teacher’s class, I would consult with him as to the efficacy of instruction.
|The blog posting will allow student to student interaction.
The podcast is somewhat media rich. The resources would be student to material interaction.