OnlineHE_Toolkit

23 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-RO01-KA226-HE-095434 While we are preparing the content to be developed, we have to ensure that: ● it is organised and presented in topic-based modules that are interrelated and logically organised (e.g., from a general introduction to more specific case studies) ● there are subunits/subsections to present information in shorter chunks and strengthen understanding ● the modules are organised into time periods (e.g., weekly format) with clear timeline for students’ reference ● it has a clear and consistent structure (e.g., introduction/outline/instructions, learning activities/additional resources, assessment) ● the content/material is aligned with the learning outcomes we have set ● there is a visual calendar that marks all the dates/deadlines of important events (e.g., teleconferences, etc.) The steps described above fall into the design and development phases of the ADDIE model. Based on the ADDIE model , during the Design phase we conduct the following: 1. Design assessments : Which assessment we need to design to achieve the learning objectives? To design effective assessment, we consider the goals we have set during the analysis phase. These guide the development of the assessment. If we want students to be able to perform something, at the end of the course, we have to ensure that we test whether they have acquired this skill upon completion of the course. Along with that, we consider what learners are already able to do, before asking them to complete the assessment. For instance, we need to ensure whether they know how to use the digital tool through which assessment will be delivered, have the abilities to share information online and/or navigate the eLearning environment, possess time management skills, and know how/when to ask for help (Naujoks et al., 2021). We also have to ensure that we will be assessing knowledge and skills in a context that resembles, as closely as possible, the actual situation/setting where the performance takes place (e.g., if we want them to know how to carry out an experiment, a multiple-choice quiz is not a context where this knowledge is actually applied). The assessment needs to be clearly written and the relevant instructions show the expectations we have from students. Moreover, there should not be purposefully complicated or misleading questions. 2. Choose a course format : What is the medium through which instruction will be delivered? In our case, it will be delivered over the Internet with the support of technology. For this reason, we have to select a comprehensive Learning Management System with integral and external digital tools that will constitute the

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