Essential Component 2:

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1 Essential Component 2: Apply Course Design Methods

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3 EC 2: Apply Course Design Methods After the course settings are selected, it is time to develop the course based on student-engagement strategies using the components discussed in this section. To create an engaging course, consider how text and other information are delivered, and how color schemes, use of graphics, copyright and ADA compliance are applied. The following provides information about each element. Element 1: Chunking Information Chunk text and other information in an online environment. Chunking refers to the practice of taking large amounts of information and dividing it up into smaller pieces for delivery. This can also apply to assignments. 1: Chunk Information Chunk your course content into smaller portions. By taking in smaller bits of information at a time, students are better able to process and retain what they are learning. To chunk information: Break up multi-page documents into one or two pages at a time Break up pages of text with graphics, headers, and/or white space between paragraphs For PowerPoints: Design PowerPoints with minimal text on each slide. Use graphics and text boxes to enhance information In PowerPoints, use whole sentences since students will view it on their own. Reduce text size on the slides for ease of reading. For audio and video presentations: Produce shorter video and audio files rather than one long file. Do not make videos or audio files (such as podcasts) longer than 5 10 minutes. If it is necessary to have a longer video or audio file to cover necessary information, chunk the videos or audio files into smaller segments. For example: 30 minutes worth of information is chunked into three 10 minute segments. Element 2: Create Course Appearance The way a course looks, including the type, size and color of text, page spacing, graphics and colors used within the course, can affect how a student engages in a course. 1: Use Consistent Fonts For consistency, determine the font style, size and color that will be used. In EO, there are font style choices. Trebuchet is the default font, and is ADA compliant. By using the default font sizes, such as for paragraph text and headers, you can easily keep font consistent. 13

4 Notes about fonts: Font size: Use 18 pt. bold for headings and 14 pt. non-bold for subheadings. Use 12 pt. font (the default) for regular text. Note: Anything smaller than 12 points is difficult to read on the computer monitor. Font color: Use dark colors on a light colored background. Note: Bright and saturated font colors are difficult to read on the screen. They are also not ADA compliant. Font consistency: The font style, size, and color should be consistent throughout the course. This gives the course a sense of uniformity. Note: Break uniformity sparingly and only to provide emphasis by bolding, making a font size bigger or changing font color. 2: Use White Space to Unclutter the Page Avoid too much text and graphic content by leaving adequate white space. If the screen is cluttered by too much text that is too close together, and/or graphics that line up right next to text, it is confusing to the reader. Notes about fonts What Do I Need to Do In This Class? Example of Margins Heading: 18 pt bold The syllabus informs you who your professor is and what will be covered Sometimes the syllabus changes, so always check in class. Read the syllabus below carefully. Your syllabus can function as a tool in a After you have read the syllabus, take the syllabus quiz. Humanities Syllabus 1301 Who is Your Professor? Here is information about your professor. Your Professor s Bio Regular Text: 12 pt regular Heading: 18 pt bold Regular Text: 12 pt regular Margins: Use margins around graphics and textboxes. Margins provide space on all sides of the graphics and textboxes, and keep text from bumping up next to items. 3: Add Aesthetic Appeal with a Color Scheme The use of color in an online course adds aesthetic appeal that can enhance student engagement. A color scheme includes the following: Graphic colors: The color choice in graphics should match or complement each other. Bright Colors: Use bright colors only to highlight or emphasize data that requires special attention. Otherwise, keep bright colors to a minimum in fonts and graphics. Example of Graphic Color Saturated Colors: The intensity of a color can be overwhelming. Use less saturated, intense colors in fonts and graphics, except for content that demands attention or emphasis. 4: Use Appropriate Graphics 14 Engagement: Graphics are used to engage

5 students in an online course. When choosing a graphic for a course, faculty members should consider the following question: Example of an Engaging Image Is it interesting, related to the subject context, and will it engage the students? Aspects that engage students are items such as intriguing, real-world graphics with rich color and visuals with which they can identify. Cultural representation: Students tend to identify with graphics that represent their own culture. Graphics should have meaningful cultural and age diversity representation. The choice of representation should mirror the diversity of students in the course. When choosing graphics, consider the following question: Examples of Cultural Representation Does the graphic have the appropriate cultural representation? Copyright consideration: Any and all graphics are subject to copyright laws. Even using graphics that are downloaded from the internet is subject to copyright. It is the responsibility of the professor to assure that copyright is not violated. Placement: Graphics should be used throughout a course. A graphic should be the first thing a student sees when entering an online course. The top of the course graphic should be an image that represents the overall course. Graphics should also be included at the top of each topic area, and used to engage the students in the subject matter they will be studying. Additional graphics can be used to represent and emphasize different points of interest, as a consistent icon, or even as a guide through the course. Alignment: It is a good practice to align the graphics (and text) to the left. This helps to provide an anchor for the eye, with a consistent direction to the left side of the screen, and reduces distraction. It is a good idea to use either all photographs or all illustrations (clipart) within a course. Try not to mix the two. 15

6 Element 3: Consider Copyright Copyright is a critical issue to understand and follow. It is a good rule to assume that anything downloaded from the internet is subject to copyright. 1: Become Aware of Important Copyright Considerations. Some important copyright points to consider regarding the use of an online course are: Textbook resources: Textbook resources can only be uploaded into a course if the textbook is the HCC officially adopted textbook for that course. Remember: If the textbook changes, ALL resources from the publisher MUST be taken out of the course. It is NEVER okay to use resources from a publisher other than the textbook that has been adopted. More information on copyright can be found in the CTLE TL1700 Copyright training on the Virtual Faculty Lounge: Internet items: All graphics, videos, or other multimedia on the Internet, or from any other source, are subject to copyright -- even for educational purposes. Internet items cannot be downloaded and used in a course unless there is a specific statment on that site that says it is copyright free. Note: Royalty Free and Copyright Free do not mean the same thing. If an item is Royalty Free, it just means there is not a charge for it. It is still subject to copyright. It is the faculty member s responsibility to research any item downloaded from the internet to assure it is copyright free in order to avoid violation of the copyright laws. Instead, instructors can link to items from the course to the internet. This means that the student clicks a link within the course to access the item where it lives on the web. Requesting permission: Permission may be granted for a graphic or other multimedia item by the owner if the owner is contacted and permission is graned in writing. In these cases, always obtain permission in writing before using. Always keep a copy of the documentation. Creative commons: Creative commons licensing allows use of an internet item with certain conditions. s found under Creative Commons licensing can be used in EO courses, but faculty members must follow instructions for use. Internet Links within EO Publisher s Website: Sayre shumanities Culture, Continuity and Change Student Handbook HCC Online Tutoring Link Creative Commons Logo 16

7 Educational use: Just because HCC is an educational institution does not mean that copyright does not apply. While there are certain cases where educational use does apply, it is best to follow a simple rule: If it is not clear whether an item is copyright free or not, properly cite the source. Element 4: Adhere to the Americans with Disabilities Act (ADA) All courses at HCC are mandated to be ADA compliant; this includes all online courses. There are many specific considerations that should be addressed in an online course to make it ADA compliant. 1: Become Aware of ADA Considerations Faculty should be aware of the following ADA considerations regarding the use of an online course: Anything that uses color should be just as readable if viewed in grayscale (black and white). This is to accommodate students who cannot differentiate colors. Get information about HCC Disability Services by visiting the HCC Disability Services page: Select the Accessibility link at the bottom of the page Keep bright colors to a minimum in fonts and graphics. Refrain from using hot, bold colors in fonts and graphics (like hot pink). Minimize or eliminate blinking, flashing, or distracting features. Include transcripts of videos. Example of an Image Alt Tag Include an alternate description, called an alt tag, for graphics. This will allow students that use readers to read a description of the image. The description should be a concise description of the graphic. Alt Tag might read: Image of a young, smiling female student sitting on the steps holding a backpack 2: Apply Extra Time in Quizzes as Appropriate for ADA Compliance. Instructors must accommodate students with documented disabilities in online classes, just as they would in a traditional face-to-face course. This can be done using EO tools. The most common accommodation is extra time on tests and quizzes. Others may include fewer answer choices for multiplechoice items and fewer questions on tests. Remember that instructors must ensure that all of the material is still covered, even 17

8 with an accommodation. In Eagle Online, quiz accommodations can be met using the EO quiz tool settings. To apply extra time in a quiz after it has been created: 1. Select the quiz and click on the quiz name Preliminary Class Quiz HUMA 2. In the Administration block, click on User Overrides. Note: A new page will appear User Overrides 3. Click Add user Override. (A new page will open.) Add user override 4. Select the student name that needs to override quiz conditions Edit other preferences (date, time and attempts allowed) beneath the student selection box Note: Most faculty will only change the time limit and click the Enable box. 6. Click Save