See Online teaching

Introduction

Welcome at the UT website on online pedagogy. Now the first hurdles are taken to facilitate students’ learning online with all kind of tools, it is time for the next step: to design and implement online courses and meetings in a pedagogical manner. Or, using the words of Charles Hodgoni a.o. “from Emergency Remote Teaching towards Online Learning”

ABOUT This WEBsite

This site follows the structure of the ADDIE model for educational design. The ADDIE (Analyze – Design – Develop – Implement – Evaluate) model provides a systematic instructional approach to course design and deliverance. It can also be used for the design and deliverance of a specific meeting. The model as a whole is presented in the steps below and the links to more information concern mainly the aspects with specific relevance for online education. More general information on all the (sub) steps is to be found in the CELT toolboxes.

If you are among the thousands of instructors now being challenged to transition courses urgently to an online format, you are, no doubt, discovering that designing intentional and effective online pedagogies is no small feat. As Kevin Carey eloquently put it in The New York Times a few weeks ago, effective online coursework requires much more than “giving every professor a Zoom account and letting instruction take its course.” Teaching online requires an intentional, thoughtful approach to instructional design, especially at a time when students are being asked to transition at an unprecedented pace in the wake of the COVID-19 outbreak.

Four steps

1. Conditions

Design starts with determining the conditions for your (soon to be) online course or meeting. Determining the conditions is important because it gives insight in what to take into account while designing your meeting or course.

2. Analyze Goals and Students

This step relates to the vision and overall aim of the course or meeting.  

3. Design and Develop

This phase addresses realization - how is the vision put into practice through the structural design of the course or meeting? Also learning content and tools are developed in alignment with the design and vision.

4. Implement and Evaluate

During this step, tools or instructional strategies are tested during a run of the course or meeting with actual students. This phase runs the length of the course, in which also the quality of the design is assessed.   

Good luck with the design and implementation of your online course. If you have any questions, don't hesitate to contact us at telt@utwente.nl