Module 4
In this module, we'll take a holistic look at course content and its delivery, meaning
everything we choose to put into a course and how we present it to students (and how
they receive it). At the end of this module, use the Course Content Problem-Solution
activity to reflect on some of the challenges with creating digital content and learning
experiences along with some of the solutions.
Learning Objectives
CO1: Experience and interpret online learning from a student perspective
CO2: Design alignment- and standard-driven content for online course
instruction.
In this module, participants will:
Express various pedagogical approaches for delivering course content online
(CO1 & CO2)
Identify and describe some of the design and delivery techniques of effective
instructional content (CO1 & CO2)
Contribute to a learning community (CO1)
Demonstrate proficient Open edX LMS navigation from a student perspective
(CO1)
Please take notes!
To save yourself time for the Final Reflection in Module 5, take notes on what you learn in each Module. You
will be asked to write about the specific things you've learned (not a general summary, but the specific learning
points that were important to you). Write down your specific personal key takeaways and learning points in each
module so that you can complete the Final Reflection.
Teaching Online: A Practical Guide, Chapter 3 Summary
PRE-KNOWLEDGE CHECK: HOW WELL DO YOU FEEL YOU
UNDERSTAND THE FOLLOWING CONCEPTS?
I use Fairly A Not at
it well little all
Bloom's Taxonomy
Quality Matters
Universal Design for Learning
I use Fairly A Not at
it well little all
Scaffolding
Assignment Design
High-stakes and Low-stakes Tests
Academic Integrity
Submit
For the first reading in Module 4, we'll explore Chapter 3 of Ko/Rossen's book, Teaching
Online: A Practical Guide, an excellent resource with practical information about online
teaching. This particular chapter covers online course design and delivery and how to
leverage the unique elements of the online modality to improve student outcomes. You'll
notice that this reading brings together some of the separate elements we've studied in
previous modules.
Read (downloadable PDF below): Teaching Online: A Practical Guide, summary of
work by Ko & Rossen (2017). (~35-40 minutes)
Read: Module 4 Ko and Rossen Practical Guide
Summary
Download the PDF
POST-READING CHECK: NOW HOW WELL DO YOU FEEL YOU
UNDERSTAND THE FOLLOWING CONCEPTS?
I use Fairly A Not at
it well little all
Bloom's Taxonomy
Quality Matters
Universal Design for Learning
Scaffolding
Assignment Design
High-stakes and Low-stakes Tests
Academic Integrity
Submit
One helpful skill while designing a course is to be able to gather resources that are
already available. Open Educational Resources (OER) are created to increase access
to learning. The next page offers valuable resources for gathering OER for online
courses.
Copyright and Open Educational Resources for Content
Development
In the Academic Integrity section, we discuss the appropriate use of resources and
intellectual property, to avoid plagiarism. As instructors, we also bear the responsibility
of respecting the intellectual property and copyrights of content publishers. Any content
included in our courses should be used only within the bounds of acceptable
educational use as described in international copyright laws. To comply with these laws
in the courses you develop for this platform, read this site on Fair Use put together
by the ASU Library.
One way to avoid violating copyright laws is to obtain the express permission of the
author/publisher prior to using their content. The sample letter below could be used to
obtain such permission.
The other way to avoid copyright issues is to use resources that have been expressly
designed for open educational use, otherwise known as Open Education Resources
(OER).
Open Educational Resources (OER) content is created with the intent to make learning
equitable by taking away the expensive cost of books. Examples of OER content can
range from articles and assessments to full-fledged courses. Here is a UNESCO video
that describes the reason behind OER.
Watch: Open Educational Resource (OER) and Innovation (Why OER?)
Accessible PDF Transcript of Open Educational Resource (OER) and Innovation
(Why OER?)
You might be concerned about the efficacy of OER resources as compared to
traditional, physical textbooks. This video explores the findings of a study on
just that topic.
Watch: A Review of the Effectiveness & Perception of Open Educational
Resources As Compared to Textbooks.
Accessible PDF Transcript of A Review of the Effectiveness & Perceptions of
Open Educational Resources As Compared to Textbooks
Remember to carefully select the content that aligns with your learning
objectives, learning activities and assessments.
Optionally browse (websites): Free OER content for your specific
field/topic (not exhaustive--many other OER resource sites exist).
MERLOT (content for several fields of studies and needs)
PhET Interactive Simulations (Science and Math specific)
Several other sites can be found on ASU's OER Resource site and in the PDF below.
Browse for General Information: Open Educational
Resources--The Basics
Download the PDF
Gathering resources is important, but it's also necessary to be able to create specific,
contextualized content, as well. The next page describes how to create videos for an
online course.
Content Creation - Videos
Watch: Creating Effective Video Lectures, where presenter Justin Harding covers best
practices and recognized research for creating effective video lectures addressing:
Role of the lecture in learning activities
Structure for video presentations
Promoting engagement with videos
Resources and tools for creating videos
Closed captions can be found by clicking "CC" in the lower right of the video.
The speed of the video can also be adjusted by clicking on the gear icon in
the lower right.
PDF Transcript of Creating Effective Video Lectures
Browse for information: Approaches for Instructor
Course Introductions
Download the PDF
Optionally Watch: This video on creating accessible video lectures. This video can be
downloaded if you click on the box and arrow icon at the lower right of the video.
TED curator Chris Anderson shares the killer element of every excellent TED Talk: They
focus on ONE idea.
Optionally watch (but not required): Chris Anderson: TED's Secret to Great Public
Speaking (TED, 2016)
Now that you've learned more about course design and content development, it's time
to test your knowledge about the following concepts:
Teaching online: A practical guide chapter 3 summary
Open Educational Resources
Content Creation - Videos
Hybrid Instruction
What is hybrid instruction?
Hybrid instruction (sometimes also called blended learning) is a model of instruction in
which courses are not fully online, but the courses are not fully in-person, either;
instead, there is a mix of in-person and online instruction that works toward the
achievement of learning objectives.
The time allotted to in-person vs. online instruction in a hybrid course varies based on
university policies and the needs of the course content. For example, a science-based
course might host most lectures and presentations through online videos and then have
an in-person component of a lab, making the in-person expectation only one hour per
week. A business course might require readings and online research as an online
component with two hours of in-person seat time devoted to group work based on the
research findings. Each hybrid is preferably constructed around the time needs of in-
person instruction vs. the ability to work asynchronously. Considerations when working
with a hybrid model are the following:
What aspects of the course are best conducted in person vs. online?
How much time is necessary for the in-person vs. online components?
How will the students know the expectations of work? (This is best crafted through a
detailed syllabus, schedule, and online course design.)
If you would like to read more information about types of hybrid* course
models, browse the following article: 6 Models for Blended Synchronous and
Asynchronous Online Course Delivery.
*Note that sometimes the terms hybrid and blended are used interchangeably
while some institutions, such as Stanford University, make a distinction
between the two terms, using the term blended to indicate that an in-person course
is enhanced with digital learning assets.
References
Farmer, H. (2020, August 18). 6 models for blended synchronous and asynchronous
online course delivery. EDUCAUSE. Retrieved September 10, 2023 from
[Link]
asynchronous-online-course-delivery.
Standford Teaching Commons. (n.d.). What is blended teaching? Retrieved September
10, 2023 from [Link]
teaching-guide/getting-started-blended-teaching/one-central-question
Module 4 Quiz: Course Design and Content Development
This quiz will cover the main topics in this module. One question in this quiz is a fill-in-
the-blank question. This requires an exact answer. As you've seen in previous quizzes,
some multiple-choice questions ask for a single answer (indicated with a circle) while
other questions ask for multiple responses (indicated with a square).
If you do not like your initial score, you can take the quiz up to five times (and only
five times, so consider the feedback carefully before your final try). After you submit the
quiz, you will receive feedback under each question you missed. Please review the
content indicated in the feedback and retake the quiz.
Use of Artificial Intelligence (AI) for this quiz
Do not use AI for this quiz. This is a knowledge check of your own comprehension
based on what you've learned in this module. Use the content in this course to answer
these questions.
Follow the instruction carefully
10/10 points (graded)
This is a graded quiz. You can take this quiz up to five times.
1. Based on what you've read in Ko and Rossen's Practical Guide Summary (on
the Teaching online: A practical guide, chapter 3 summary page), write the two-word
model promoted by Wiggins and McTighe in Understanding by Design that has these
three necessary stages of design:
1. Identify the desired results or objectives.
2. Determine acceptable evidence.
3. Plan learning experiences and instructions.
Note: You will write this in two words and it must be spelled correctly just as you see it
in the 4th paragraph of the Teaching Online: A Practical Guide, Chapter 3
Summary reading entitled Course Design and Development.
backw ard design
correct
2. Based on the principles for Universal Design for Learning (on page 7 of the Teaching
Online: A Practical Guide, Chapter 3 Summary reading entitled Course Design and
Development), how can content be created that is easy to read by human eyes and
screen reading software? (choose three)
Use header styles
Use university-level language
Create text descriptions (alt-text) that describe content-rich images
Create meaningful titles or descriptions for hyperlinks
correct
3. According to the video Open Educational Resource (OER) and Innovation (Why
OER?), what United Nations initiative do Open Educational Resources (OER) help us to
achieve? (choose one; see the video on the Content Development and OER page for
help.)
Several Sustainable Development Goals
Uphold International Law
correct
Answer
Correct:
Right, including SDG 4 Quality Education, SDG 5 Gender Equality, SDG 9 Industry,
Innovation, and Infrastructure, SDG 10 Reduced Inequality, SDG 16 Peace, Justice,
and Strong Institutions, and SDG 17 Partnerships for the Goals.
4. According to the Creating Effective Video Lectures video, how long should the
recommended video lecture be? (choose one; see the video on the Content Creation -
Videos page for help.)
1 hour
30 minutes
15-20 minutes
6-9 minutes
correct
Answer
Correct:
Yes! It often surprises instructors since this is a relatively short attention span compared
to a typical lecture.
5. According to the Creating Effective Video Lectures video on the Content Creation -
Videos page, what are the recognized best practices for creating learning videos?
(choose all that apply)
Make videos brief and targeted on learning goals.
Use visual elements to convey appropriate parts of an explanation.
Use video and/or audio signaling to highlight important ideas or concepts.
Embed videos in a context of active learning by using guiding questions and/or
associated assignments.
correct
SaveSave your answer
Submit
You have used 4 of 5 attemptsSome problems have options such as save, reset, hints, or show
answer. These options follow the Submit button.
Correct (10/10 points)
Review
As you well know, there are multiple other types of content that can be created and
delivery issues that can happen in an online classroom. In Module 0, you gave us an
indication of some of your top concerns. The next page will allow you to discuss with
your peers in order to find ways to explore and solve some of these issues.
Course Content Problem-Solution Group Work
Scroll down for Problem-Solution Results and Discuss on the Next Page
Remember the Problem-Solution survey you filled out in Module 0? Below you will see a
list of the results. In the discussion board on the next page, we will help each other with
our greatest issues regarding course content and delivery. In order to be efficient, here
are the steps to help each other in this discussion board.
Step 1: On this page, review the Problem submissions in the survey results
below. Focus on the ones that have no 'X' in column D.
Step 2: Find at least one topic that interests you--perhaps it's one you can help others
solve or it might be one you have issues with, as well, and you want to search for
possible solutions. Put a checkmark next to it.
Step 3: Look at the discussion board on the next page. See if there is already a title that
loosely fits your topic. If a thread has been started about your topic, click on it, read
what has already been said, and add any helpful information or other
questions/considerations you have on that topic by replying to a comment and
submitting it. If no one has started a thread on your topic, start a new thread by 1)
clicking on "Add Post" in the upper right, 2) Adding an informative title so others know
what the topic is and your proposed solution, 3) Adding your question or consideration
concisely in the body of the message, and 4) Clicking "Submit."
Step 4: If you type 'X' in Column D next to the topic you chose, it will help others focus
on the items without an 'X.'
You can do this as many times as you would like with as many topics as you would
like. Remember to take notes on the discussion since, in Module 5, you will be
reflecting on the specific things you learned from your colleagues during this
discussion.
How to use AI for this discussion
You can use AI to find solutions for this discussion with the following in mind: 1)
Please let us know you have used AI through a citation. 2) AI might help you find
solutions to problems. Sometimes, however, AI gives solutions that are not
contextualized for the specific needs. Please make sure the solution is appropriate for
your region and culture of learning. 3) Long lists that are often the outputs of AI can be
overwhelming; please shorten them to concise points.
Make sure the solution is succinct and to the point by summarizing any long lists to
under 250 words.
If you need a reminder of how to post to a discussion board, view this
link: How to post to a discussion board.
Now that you know the types of problems you want to discuss, go to the next page to
give solutions or additional information to problems. Remember to look first to see if the
topic is already being discussed.
Technology plays a central role in online learning by creating flexible, engaging, and accessible
learning environments. Learning management systems such as Google Classroom, Canvas, and
Moodle organize course materials, assignments, and communication, helping students stay on
track. Video conferencing tools like Zoom and Microsoft Teams allow real-time instruction,
discussions, and collaboration through features such as screen sharing and breakout rooms.
Multimedia resources—videos, interactive simulations, virtual labs, and digital textbooks—
support different learning styles and deepen understanding. Collaboration tools such as shared
documents, discussion boards, and digital whiteboards encourage peer interaction and group
work, even when students are not physically together. Assessment technologies, including online
quizzes, auto-graded assignments, and feedback tools, help instructors monitor progress and
provide timely support. Accessibility features like captions, transcripts, and adjustable viewing
settings ensure that learning is inclusive for all students. Overall, technology enhances
communication, personalizes learning, and creates opportunities for students to engage actively
with content, peers, and instructors in an online environment.
"This script was produced with drafting support from AI."
If you want it in a single shorter paragraph, bullet points, or tailored for a teaching portfolio or
assignment, I can adjust it!