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| Design:
Topic 3 - Scope, Sequence, and Pacing |
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| 3-1
Scope and Sequence |
The
next step is to create a content outline. What content is to
be included? How much material should the course include?
The amount
of content must be balanced with various factors, including the
limit on the amount of material an online student can
read during each week of
the course and the limited time for learning activities. Next,
develop the sequence of the content. What is the most
logical
sequence for the learners to encounter the material?
In
determining the scope and sequence, Susan Ko, co-author of Teaching
Online: A Practical Guide (2004), offers suggestions for consideration:
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Provide a suggested sequence and time limit for completing each
task or module.
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For
hybrid courses, require students to complete an online activity
prior to proceeding with the next in-class activity as a method
to get them to participate in the online component.
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Allow a “spread” of days (Wednesday–Thursday) to complete a
task, when possible, since students will visit the online
class
on different days and at different times.
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Consider
making due dates for major assignments after a weekend so that
working students can take advantage of the weekend to complete
their coursework.
Once
the appropriate amount and sequence of course content have been
determined, supplemental readings and resources can be selected
to augment and extend instruction. Investigate your institution’s
policies for placing resources online and for providing online
access to library resources.
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Developers
of the LSU System Online Teaching Model express sincere gratitude
to the Louisiana
Board of Regents and their Distance Education Initiative
(Supporting Electronic Learning and Empowering Campus Transitions
[SELECT]),
which provided funding for planning,
research, and development of this site. |
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