Principles of Online Course Design for Elementary Students

Principles of online course design have been developed through research and study by individuals and organizations in the field of education as well as other fields.  One of the top resources in this area comes from the International Association for K12 Online Learning (iNACOL).  They have developed and published a list of standards for online course design which many online schools use to design and evaluate their courses.  Other resources include general information about designing curriculum and courses which can then be applied to designing online courses.  One of those general resources is the Backwards Design model for course development presented in the book Understanding by Design, by Grant Wiggins and Jay McTighe and previewed by the online Center for Teaching of Vanderbilt University.  This paper will discuss both the standards and the backwards design model as they apply to young learners in the K-8 environment.

The standards by iNACOL (2011) are very comprehensive and cover five areas:  content, instructional design, student assessment, technology, course evaluation and support.  Each of these areas includes specific standards that provide course developers with information that directs and informs their work.  Following these standards will significantly contribute to the development of well-developed courses.  The following lists some highlights from iNACOL (2011) standards which relate to young learners:

In the area of content, developers must be sure to use clear objectives and align the content to state standards as well as be sure the content is broad enough to meet those standards.  Communication skills should be weaved into the content and many different learning resources should be made available to students.  The content should be multi-cultural and universal (meet the needs of disabled students).  Answer keys and explanations should be included. 

In the area of instructional design, developers should ensure several items.  They should be sure that students are actively engaged.  Interaction and communication between all stakeholders must be available and present.  Content should include higher-order thinking skills.  Lessons and units should have an overview with a listing of objectives, assignments, assessments, and resources.  Readability levels should be appropriate for the grade being taught.  Finally, enrichment resources should be provided.

In the area of student assessment, evaluations should be aligned to course goals/objectives.  Feedback continues throughout the course and is varied.  Assessment informs instruction, apprises students of their progress, and are adaptable to students needs.  The grading policy should be easy to understand and rubrics should be provided to teachers and students.

In the area of technology, instructors should be able to add content to the online course.  Clear and consistent navigation must be present.  Ease of use must be employed for disabled students.  Technology requirements are specified. 

In the area of course evaluation and support, the course provider continuously assesses course and improves it based on findings, keeps it updated as needed to reflect current knowledge, and hires course instructors who are highly qualified.

According to Understanding by Design (n.d.), the backwards design model approaches course design through a process which is different from traditional design.  Instead of starting with what will be taught, one begins with what students will be able to do-or the outcomes.  The model involves three steps:  identify desired results, determine acceptable evidence, and plan learning experiences.  In the first step, the goals, outcomes, and objectives of the course are written.  Second, the assessments are crafted.  Third, the content is written and planned.  In this model, the idea is that if one knows what students should be able to do and how they will demonstrate that, they will be better informed and more prepared to structure the content of the lessons and course.  Hopefully, keeping the outcomes in mind while designing content will ensure content is aligned to the outcomes and that it is not too broad or too narrow.

The standards and design model presented here provide a valuable resource to online instructors and curriculum designers.  Certainly, those interested in providing content for an online school must search out more resources, information, and even certification.  However, understanding and implementing these ideas will contribute significantly to the creation of quality online content and courses. 

References

INACOL. (2011, October). INACOL National Standards for Quality Online Courses (v2). Retrieved July 23, 2016, from http://www.inacol.org/resource/inacol-national-standards-for-quality-online-courses-v2/

Understanding by Design. (n.d.). Retrieved July 23, 2016, from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/#resources