Continuous Course Design
We all know that good course design is important for a great learning experience. However, no single design fits every situation. For instance, have you ever encountered an online course that was overloaded with content and not enough learning activities? Or maybe the learning activities were not aligned with the learning level of the content or the objectives. How can good course design influence the quality of learning?
The Goldilocks Syndrome
If a course is not achieving the results that it should, or instructors and students are both avoiding the course then perhaps the incentive to update the course design is already present. The eLearning Industry suggests that course designers often experience the Goldilocks Syndrome when it comes to redesigning a course. In the well-known fairy tale, the little girl Goldilocks avoids choosing porridge bowls that are too hot and too cold, she instead opts for the one that she perceives as being “just right.” The Goldilocks Syndrome according to the eLearning industry is when the learning material becomes “too hot”, which means the learners are trying hard to grasp the content. At the same time, the course content can also run “too cold.” This is when the content does not connect with the learner on the surface. (Sudarshan, 2021). So, what are some conditions that are “just right” to help students prepare for their future?
Gauging the Course Temperature
Designing an online course that offers the “just right” amount of content to pique the right amount of interest from students will also help to keep them fully engaged in your online course. When instructors get to know their learners, it makes it easier to gauge the temperature of the course. As the saying goes, “It’s all in the presentation” choosing the right topics and learning activities for learners takes savvy, compassion, and a bit of creativity. Consider upgrading your communication and presentation style with your learners by conducting interviews, surveys, and diagnostic assignments to gain insight into their motivation and context (past, present, and future), so that you can meet them at their current level of knowledge. This information should help instructors judge how to shape course learning content in terms of complexity and cognitive overload. One way to measure student learning easily and efficiently is to use KWLs. Created by Donna Ogle, the letters KWL stand for “what we know”, “what we want to know”, and “what we learned” (Ogle, 1986). This assessment is quite useful for gauging student’s prior knowledge because it allows students time to reflect on what they know and what they do not know.
Keep the Course Inclusive
Try to keep the course navigation intuitive. Learners should be able to easily progress through the course. Consider using a course template that is already quality-focused and designed for visual appeal such as the new LEC Course Templates. Try to incorporate a social community of practice through discussion forums, and comments. Students may discuss or construct information amongst themselves. Also, if you respond to a question about the course from one or more students, consider sharing your answer with the entire class so that everyone benefits. Recording lesson topics as audio, PowerPoints, or videos give students a chance to go back to those topics for further reflection. A well-designed course should also include measurable learning objectives. Students should know what skills they are responsible for mastering throughout the course.
Conclusion
Goldilocks’ fairy tale story may have a questionable ending, but your course doesn’t have to. Course design is an iterative process. Each term or academic year is a chance for a new beginning. It’s important to evaluate and adjust course components based upon what is effective and relevant for student learning. All students can benefit from an inclusive environment. Implementing inclusion into your course design can help to give students the opportunity to succeed. If you would like help with redesigning your course, please contact the Learning and Educational Center at Learning and Educational Center (LEC) Staff | Nova Southeastern University
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References:
Sudarshan, S. (2021, May 12). The Goldilocks Principle: 6 Tips On Creating The ‘Just Right’ eLearning Content. eLearning Industry. https://elearningindustry.com/the-goldilocks-principle-6-tips-creating-just-right-elearning-content.
Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-570.