Academic Catalog

LINC 75C: DESIGNING ONLINE INSTRUCTION

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Effective Term: Summer 2021
Units: 3
Hours: 3 lecture per week (36 total per quarter)
Advisory: It is advised, but not required, that students have the background knowledge and skill taught in LINC 75A and/or 75B; basic skills using standard computer systems and internet-based technologies.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Compare synchronous and asynchronous models of online delivery technology
  • Compare different methods for online communication
  • Select appropriate multimedia tools to incorporate into the online learning environment.

Description

This course advances the knowledge of instructional design and technology taught in LINC 75A and LINC 75B while focusing on the unique design challenges and delivery options of online education or training. Students apply the methods of instruction with web-based technologies to design online learning courses, lessons, activities, and resources. Special emphasis is provided for creating multimedia resources (e.g., screen casting and instructional videos) and for designing online learning with video conferencing, threaded discussions, shared documents and online collaboration used in learning management systems. This course is part of the Instructional Design and Technology program sequence.

Course Objectives

The student will be able to:
A. Apply Instructional Systems Design [ISD] principles to the design and delivery of synchronous and asynchronous online courses
B. Compare synchronous and asynchronous instructional strategies for online delivery technology
C. Identify and describe the differences between online, hybrid, and face to face learning modules
D. Compare the interactive resources of online learning, blended learning, and self-paced, web-based learning
E. Survey multimedia and other web-based tools incorporated into online learning courses
F. Compare different methods for online communication
G. Synthesize ISD principles to design a synchronous or asynchronous online learning course
H. Develop online learning course for classroom or training environment
I. Select appropriate online multimedia tools to incorporate into the online learning environment
J. Incorporate methods for online communication and collaboration
K. Identify technology requirements and constraints for delivery of online learning

Course Content

A. Synchronous and asynchronous online courses
1. Relationship between ISD models and online course design
B. Compare and contrast uses and advantages of synchronous and asynchronous online delivery technology
C. Online, hybrid, and face to face learning
1. Instructor's role
2. Students' roles
3. Instructional delivery
4. Learning methods
5. Assessment
6. Communication
D. Online learning, blended learning, and self-paced, web-based learning modules
1. Online learning models
2. Blended learning models
3. Self-paced, web-based learning modules
E. Multimedia and web-based tools
1. Screen casting
2. Online video
3. Other web-based multimedia tools
F. Online communication tools
1. Threaded discussions
2. Videoconferencing
3. Web-based collaboration tools
4. Email and other messaging tools
G. Design online learning course
1. Needs assessment
2. Learning analysis
3. Performance analysis
4. Outcomes and objectives
5. Instructional tasks
6. Assessment methods
H. Develop online learning course
1. Method for online learning
2. Technology considerations
3. Learning modules
4. Multimedia and other web-based tools
5. Method for online communication
I. Select appropriate multimedia tools
1. Aligned with instructional objectives
2. Supported by technology platform
J. Online communication
1. Aligned with instructional objective
2. Synchronous or asynchronous
K. Technology requirements and constraints
1. Delivery platforms
2. Technical requirements for instructors
3. Technical requirements for end-users

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with computer projector system, whiteboard, and internet connectivity. Computer laboratories with internet connectivity and computers or internet enabled devices running standard operating systems (e.g., iOS, MacOS, Windows, Android, Linux)
B. When taught online via Canvas students must have current email accounts and/or ongoing access to computers with email and web browsing capability

Method(s) of Evaluation

Designing and developing an online lesson or activity
Presenting the product or project to peers, capturing feedback, and using it to revise the product or project
Making constructive contributions to class discussions and peer review feedback

Method(s) of Instruction

Writing notes, listening, and participating in lecture presentation
Observing an instructor-led demonstration and/or actively practicing the demonstrated skills
Presenting and communicating their ideas in discussion and/or participating in peer reviews

Representative Text(s) and Other Materials

Boettcher, Judith V., and Rita-Marie Conrad. The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, 2nd ed.. 2016.

Arshavisky, Marina. Instructional Design for ELearning. 2018.

Bayode, Bola. Online Education: An Innovative Approach. 2020.

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Writing assignments include a major course project and multiple developmental projects, online discussion response, and critical analysis of peer's educational projects.
B. Outside assignments include conducting project development, writing the instructional plan, reading, and developing the project through an iterative process.
C. When taught online these methods may take the form of video, audio, animation and webpage presentations. Writing assignments are completed online.

Discipline(s)

Instructional Design/Technology