RODP Sample Module

The Quality Matters standards suggest that content should be easy to read and navigate.  Additionally, the TBR eLearning Best Practices supports the concept that breaking long scrolling pages into shorter individual documents increases the readability of the text. And, research indicates that student learning is improved when content is broken down, or "chunked", into individual components for students to read and synthesize.

Therefore, all Content Modules in the RODP Desire2Learn software will need to be broken into separate sections. RODP content modules should be broken into sections in a manner similar to the sample below.  In practical terms, many of the content modules in the RODP consist of one long page or document that consists of multiple components with the single page or document. The RODP will require those individual components to be present and broken out into individual files and/or pages in an attempt to improve student learning.

Additionally, there are specific components of content which need to be present in each RODP content module. Those required components are:

Required RODP Sample Module Components:

• Overview
• Module Learning Outcomes
• Key Words & Concepts
• Content, Lectures, Readings, Assignments, etc
• Additional Resources
• Assessments & evaluations
• Summary & Reflection.

Module Component Descriptions:

Overview – A general statement about the nature of the module and its relation to the course as a whole.

Module Learning Outcomes – This should be the specific outcomes that relate to each individual module.  Students should be given notification of what they will be expected to learn in each module. 

It is very important to make sure that the module outcomes align properly with the assessments in the same module.

Key Words & Concepts – A list of keywords, with or without definitions.  The concepts might include a list of concepts listed here or mentioned for emphasis so the student will be on the alert for the explanation later in the module.

Content, Lectures, Readings, Assignments, etc – This can be a very broad area to cover and may include multiple topic links. You may want to separate links to e-lectures, discussion board forums, PowerPoint files, reading requirements,  self-assessment activities, assignments, etc.  You may want to create separate sub-modules for areas that multiple items such as assignments.

Additional Resources –  You may want to provide the students with a list of additional resources either in print or online.  The internet has changed dramatically over the past 2-3 years and there is a staggering amount of resources that are now available online. 

Assessments & Evaluations – Students need detailed explanations of assignments with full descriptions of how to submit the assignment(s) and when they are due.  Students also need to know the nature of each graded activity.  Be prepared to walk new students through the process or refer them to online help. 

Summary & Reflection – This section provides a way to engage the student I a dialogue about what they have learned by completing the module.  This dialogue might take place in the discussions area and contribute to a student’s participation grade.

Additional Resources:

Quality Matters Website: www.qualitymatters.org

TBR Wiki: http://elearning-wiki.tbr.edu/quality

The Research

Swan (2001) cited clear and consistent course structure as one of three factors which “contribute significantly to the success of asynchronous online courses.”

Shirathuddin, Hassan, & Landoni’s (2003) critically reviewed four well-known guidelines for design usability in their pursuit for promoting content delivery in higher education courses. They identified seven factors of usability that should be considered: screen layout or appearance (information should be easy to find and effective); consistency (for example, navigation and page structure); accessibility ("Having good design and useful content are inadequate without considering the accessibility factors" (p. 122)); good navigation; media use to enhance information presentation; interactivity (for example feedback and searching for information); and useful and relevant content with depth and breadth.

References

Shiratuddin N., Hassan, S., Landoni, M. (2003). A usability study for promoting eContent in higher education. Educational Technology & Society, 6(4), 112-124. Available at http://ifets.ieee.org/periodical/6_4/11.pdf

Swan, K. (2001). Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22, (2), 306-331. (R)

Swan, K., (2003). Learning effectiveness: what the research tells us. In Bourne, J., and Moore, J. (Eds.), Elements of Quality Online Education: Practice and Direction. (pp.13-46). Needham, MA: Sloan-C.