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How long does it take to develop an online course? | UT Dallas eLearning Team
How long does it take to develop an online course? | UT Dallas eLearning Team
While a few studies exist about development time for workplace elearning, not as much seems to be readily available for higher education. This post has some breakdowns for development time for developing a syllabus, recording lectures, assignments, etc. The estimate for discussion board questions seems a little low to me (a good discussion question often takes more than 5 minutes to write and refine), but this is a good starting point. This is about 130 hours of work for a single online course.
·utdelearning.wordpress.com·
How long does it take to develop an online course? | UT Dallas eLearning Team
Time and Cost Considerations in Developing an Online Course | Center for Educational Innovation
Time and Cost Considerations in Developing an Online Course | Center for Educational Innovation
University of Minnesota calculations for creating online higher education courses, with the level of effort for each one.
The number of hours required for course design and development covers a wide range from 70 - 600 hours, with an average of about 250 hours.
·cei.umn.edu·
Time and Cost Considerations in Developing an Online Course | Center for Educational Innovation
Instructional Design and Technology | edX
Instructional Design and Technology | edX
Instructional Design and Technology "MicroMasters" through edX and UMUC. 4 courses, 8 weeks each, 4-6 hours per week. Around Free to try, $800 for verified credits. While I'm not sure how much hands on experience this program gives, it might be a good option for formal education for people looking for something less than a full masters program.
·edx.org·
Instructional Design and Technology | edX
Online Course Development: What Does It Cost? -- Campus Technology
Online Course Development: What Does It Cost? -- Campus Technology
Time and cost estimates for online higher ed. The article and research are from 2004, and I expect these ratios have gone down in the last 10 years. The estimates here say it's a 10:1 ratio for faculty time and about $25K per credit hour.
Given the current campus infrastructure, personal knowledge tools, and the availability of digital content such as course cartridges, online cyber problems, and test banks, a recommended planning number today for experienced faculty is 10 hours per hour of instruction.
·campustechnology.com·
Online Course Development: What Does It Cost? -- Campus Technology
Developing Effective Questions for Online Discussions
Developing Effective Questions for Online Discussions
Tips for online instructors (and IDs) on how to write questions for online discussions. Three types of questions are identified: factual, thought (Socratic), and problem-solving. By Judith Boettcher--this is now part of the book "The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips"
·designingforlearning.info·
Developing Effective Questions for Online Discussions
How [not] to Design an Online Course | online learning insights
How [not] to Design an Online Course | online learning insights
5 common mistakes faculty make when converting courses to online
Use the same face-to-face course syllabus
<em>Implement </em><em>Course grading that relies heavily on exam assessments</em>
Assignments that lack detailed instructions
<em>Utilize the same </em><em>course materials as used in F2F class</em>
Underestimate the amount of time needed for course transition
·onlinelearninginsights.wordpress.com·
How [not] to Design an Online Course | online learning insights
Does Teaching Online Really Take More Time? - Faculty Focus | Faculty Focus
Does Teaching Online Really Take More Time? - Faculty Focus | Faculty Focus
According to this survey, rethinking pedagogy for online takes longer than learning technology. Developing online courses does take longer, especially the first time, but as faculty gain experience, they become more efficient.
<p>In Freeman’s research, it appears that it takes an instructor a little longer to figure out what they want to do with the course pedagogically than to become comfortable with the technology. </p> <p>“That’s one of the biggest things, that the technological learning curve is shorter than the pedagogical learning curve,” Freeman says. “The technology’s not the problem. It’s not what’s making people take longer when they teach.” </p>
Freeman was able to demonstrate that, once past the first online course, there is a significant reduction of instructor time. This leads him to believe that much of the complaint of excessive time consumption probably comes from the first-time experience.
Freeman’s data doesn’t challenge the assumption that it takes longer to develop an online course than a face-to-face course. What he has established is that the teaching, as well as the development, become less time consuming, and that that change can come as early as the second or third time out.
·facultyfocus.com·
Does Teaching Online Really Take More Time? - Faculty Focus | Faculty Focus
Building a new learning environment around social tools: Technology forecast: PwC
Building a new learning environment around social tools: Technology forecast: PwC
Tony O'Driscoll explains how he uses social media with an MBA course. He also talks about social technology in the broader context of the enterprise.
In this new context, by comparison, anybody who writes anything, whether it’s an individual or a team, is now exposed in the commons. Everybody is required to review three deliverables other than their own and rank and review them. That’s a little foreign, and there’s a fair amount of pushback on that. People say, “What do you mean, other people can see my stuff?” And I say, “Well, that’s how peer learning works.”
<p>The motive in this kind of social context is altruism. It’s to help others. By contrast, the motive in a business context is all about profit.</p> <p>Enterprise behavior is different. You can’t take the same social technologies and plop them into a profit-making context and expect that people will immediately engage. The question is, once the underlying motivation shifts from purpose to profit, will the motivation to engage persist?</p>
·pwc.com·
Building a new learning environment around social tools: Technology forecast: PwC