When designing an online course, I recommend that you pinpoint the component skills your students need to learn to master the content. You can perhaps break down other tasks like playing the piano, or mastering calculus, into component skills. You had to learn to individually master and then merge component skills like changing lanes, interpreting street signs, and applying brakes, etc. Think back to the time you were learning to drive. Two questions from this template that I spend a lot of time thinking about are: “Who will take this course?” and “What are my learning objectives?” This information can help inform all of the subsequent design decisions you will need to make while creating your course. I have found that using guides like the Backwards Design Template (PDF) can add structure to this process. “Where do I begin?” is a question I often ask when designing an online course.
#Online teacher lesson planner how to#
My hope with this piece is to contribute to a conversation on how to teach more effectively in an online space and what we can learn from research and expert teachers in physical classrooms.
In the first of my four-part series, 20 Tips for Teaching Online, I’ll focus on several aspects of online course creation, including planning, techniques for teaching, community building and assessments. In the process, I established a set of tips that I hope would be helpful to anyone considering teaching online. While creating these classes, I learned many things - including how difficult it is to translate in-person teaching philosophies to a different medium. Over the last two years, I taught online courses on Python programming and iPhone App Development at Udacity over 100,000 students registered for them. This is the first in Kunal Chawla's four-part series, 20 Tips for Teaching Online But the “ed” discussions-particularly the art of teaching with these tools-are often remiss. Most edtech conversations often focus on “tech”-the new apps, data systems, assessments and other technologies.
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