- Create weekly modules for your course
Structured Weekly Modules
Getting lost within an online course is one of the most common frustrations for online learners. To help learners easily navigate and understand how content is presented, a typical online course is structured week-to-week, just like a traditional classroom course. To help you establish a repeating pattern, use a template to create your weekly modules for your online course.
There are seven components to the weekly module used in this workshop. Let’s take a look at each component.
- Base the title the week’s primary objective.
- The title announces the topic.
- The title clearly describes the topic.
The primary objective is the foundation of your weekly template. What is your primary objective for the week? What will learners do, decide or create?
What will the learner
The primary objective is the foundation of the weekly topic. The results of all the topic components are judged against the objective.
This is a short introduction to your week’s topic.
A good introduction:
- Introduces the primary objective,
- Is short. No more than couple of sentences.
- Shows the learner how the topic relates to the course.
The topic summary is one or two paragraphs overviewing the week’s topic. Include the following in your summary:
- Base the summary on the primary objective.
- Provide an preview of the main points in the topic.
- Provide an overview of what will be going on during the week.
List all the activities you want your students to do for the week’s topic. You can choose to make a table (or copy and paste your table from the previous step) that has a column for activity/task location (i.e. where to submit completed activity), and due date.
- Choose activities based on the primary objective.
- Choose learning activities that combine absorb, do and connect activities.
- Absorb activities require the learner to read, listen or watch. Most absorb-type activities are limited to student-to-content interaction.
- Do activities require the learner to actively exercise, explore and discover. As a rule, learners should spend a minimum of 60% of their time in do activities.
- Connect activities help learners link current learning to prior learning, and apply what they learn, to future situations and others. Connect Activities often include higher levels of student to content, student to instructor, and student to student interaction.
|Day x/x||Activity 1||Laulima > Forums|
|Day x/x||Activity 2||Laulima > Assignments|
List all assessments (for the activities) and the points for each assessment. You can choose to make a table(or copy and paste your table from the previous step) that has a column for the assessment and another column for the point value. The assessment text in the table can also be hyperlinked to a rubric document.
An authentic assessment includes:
- an authentic task (most often your activities) for students to perform and
- a scoring guide by which the performance on the task will be evaluated.
Types of Authentic Assessments
A rubric is comprised of two components: criteria and levels of performance.
- Every rubric has at least two criteria and at least two levels of performance.
- The criteria, characteristics of good performance on a task, are listed in the left-hand column in the rubric.
- For each criterion, determine to what degree the student has met the level of performance.
A list of additional resources/links related to the week’s topic for the students’ reference or for extension.
- How to Create a Weekly Modules Google Site Using the Leeward CC Google Sites Template
- Rubric for Online Instruction This rubric represents a developmental process for online course design and delivery, and provides a means for an instructor to self-assess course(s)
- Course Examples
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Step 4 – Weekly Modules
Follow the steps below to create your weekly modules.