{"id":8086,"date":"2014-01-07T07:30:17","date_gmt":"2014-01-07T06:30:17","guid":{"rendered":"http:\/\/format30.com\/?p=8086"},"modified":"2020-03-25T13:29:14","modified_gmt":"2020-03-25T12:29:14","slug":"how-to-design-an-online-course-heres-an-effective-method","status":"publish","type":"post","link":"https:\/\/format30.com\/en\/2014\/01\/07\/comment-concevoir-un-cours-en-ligne-voici-une-methode-efficace\/","title":{"rendered":"How do you design an online course? Here's an effective method!"},"content":{"rendered":"
\"Become<\/a><\/figure>\n\n\n

How do you design a distance learning course via the Internet? Here's an effective 4-stage method: analysis, development, implementation and evaluation.<\/strong><\/span><\/p>\n

Free course for teachers<\/h2>\n

For teachers confined to their classrooms due to the pandemic, I offer a free online course. All the information in this article: click here<\/a>.<\/strong><\/span><\/p>\n

Many companies are still reluctant to create an online course or blended learning (blended learning<\/a> which combines face-to-face lessons with distance learning). How do you go about it? What steps need to be taken? And, above all, how do you hold learners' attention, given the high drop-out rate for this type of learning?<\/p>\n

I myself am confronted with this problem as a trainer and training designer, but also as a participant in a number of training programmes. MOOCs <\/a>(Massive Online Open Courses). So I'm always looking for tools and methods to improve the quality of my courses, make them more attractive to students and therefore reduce the drop-out rate.<\/p>\n

And in the course of my research, I've come across some interesting findings that I'd like to share with you. Whether in terms of the design of the courses themselves or the methods for making distance learning more user-friendly and attractive, more \"\u00a0user friendly<\/strong><\/em>\u00a0\"The English expression says it all.<\/p>\n

Today, I'd like to offer you a a four-stage method for designing distance learning courses<\/em>. I didn't invent anything, it's a method suggested by Debbie Morrison on her blog Online Learning Insights<\/a>. But I find it sufficiently interesting and well structured. It is, in fact, the formalisation of many of our empirical efforts as training designers.<\/p>\n

The \"\u00a0Course design<\/em>\u00a0\"inspired by\u00a0educational design<\/em>\"\u00a0
<\/span><\/h2>\n

Debbie Morrison was inspired by a book by Klaus Krippendorf<\/a>about design, its philosophical origins and its relationship with language. I really like this concept, which Debbie Morrison calls \"\u00a0race design<\/strong><\/em>\u00a0\" : \"\u00a0Course design or conception<\/strong><\/em>\" . The \"\u00a0race design<\/strong><\/em>\u00a0\"is inspired byinstructional design<\/strong><\/em>\u00a0\"which can be translated as\u00a0educational design<\/strong><\/em>\" . The educational design<\/em> already has a long life behind it since, if we are to believe this Wikipedia article<\/a>The first attempts date back to the Second World War and officer training.<\/p>\n

The \"\u00a0race design<\/strong><\/em>\u00a0\"is a concept of training that focuses not on teaching methods, but on learning methods. On how students learn, not on how teachers or trainers teach.<\/p>\n

It's not a question of playing with words, but of changing our point of view. And this change of perspective also leads to changes in teaching practices.<\/p>\n

The courses are learner-centred, not teacher-centred. And on the best tools and methods for creating the desire to learn online...<\/p>\n

Debbie Morrison proposes a \"\u00a0course development process<\/em><\/strong>\u00a0\"based on the following elements:<\/p>\n

    \n
  1. a plan<\/strong> educational<\/strong><\/em> which details how the content will be presented to learners<\/li>\n
  2. from learning materials<\/strong><\/em> for students; original content or content purchased elsewhere<\/li>\n
  3. from varied activities<\/strong><\/em>which encourage students to reuse and apply new knowledge<\/li>\n
  4. from methods<\/strong> assessment<\/strong><\/em>\u00a0<\/strong>used according to the context and objectives of the course<\/li>\n<\/ol>\n

    There are four stages in the course design process, which I describe below:<\/p>\n

      \n
    1. l'problem and needs analysis<\/strong><\/em><\/li>\n
    2. the development<\/strong><\/em><\/li>\n
    3. l'implementation<\/strong><\/em><\/li>\n
    4. l'assessment and review<\/strong><\/em><\/li>\n<\/ol>\n

      First stage: analysing needs and objectives<\/span><\/h2>\n

      I've illustrated these four stages in detail in the mindmap below, drawn with iMindMap 7<\/a> (which you can free download from my Biggerplate page as usual<\/a>).<\/p>\n

      \"Four
      The four stages of design<\/figcaption><\/figure>\n

      The first step is to analyse the needs and problems of the target audience<\/em>. This helps you to set the course objectives. And, above all, to ensure that they meet the identified need.<\/p>\n

      Next, analyse the target audience<\/em> :<\/p>\n