April 25, 2014

Course Redesign for Online: Interaction isn’t Optional

Narragansett A

Friday, April 25 9:30-10:45                                                          Narragansett A   

Course Redesign for Online:  Interaction isn’t Optional

Sponsor:           Short Course
Presenter:         Robyn E. Parker, Plymouth State University

Looking to bring a course online? Online, but not satisfied with learner engagement? Looking to really know your online students? This session will help you rethink courses to maximize the advantages of online environments. Too often we simply digitize the content and processes we use in our face-to-face courses—or abandon those processes we believe don’t translate well. Using metaphor, we tap into inherent views about content and the nature of the instructor/student relationship. We use the results to explore online course design and effective utilization of online technologies. Come with a course in mind; this is a hands-on session.

Short Course Syllabus

Course Redesign Online: Interaction isn’t Optional

Presented by Robyn E. Parker, Ph.D.


Overview: This session is designed to unfreeze thinking about online teaching and learning. Too often instructors simply digitize the content and processes they use in their face-to-face courses—or think they can’t take a course online because those processes don’t translate well. The goal of this session is to rethink courses to maximize the advantages of online environments while keeping courses manageable for both learners and instructors. Interaction is the central process; the instructor is a principal force in its facilitation.

Coming out of this session, participants will find/develop a personal framework for course redesign and take away a set of strategies for avoiding the kind of technological determinism that can make online education an inferior experience for learners and instructors alike. All materials will be provided.


  • Participants will use metaphor to unstick their thinking about online course redesign and come away more aware of their own mental models and how changing models can facilitate new approaches to course redesign
  • Participants will begin the redesign of a course using the stages of the DeSIGN model
  • Participants will examine the role the instructor plays in facilitating learner interaction with content and peers, and identify the types of interaction that are privileged in their chosen design to prepare for making media choices to support them.

Strategies Employed:

  • This session will a facilitated work session.
  • Participants may work on their own course or on one provided by the facilitator.
  • Decision processes central to the redesign process will be presented briefly; application will be guided.


  1. Metaphor Explored
  2. DeSIGN phases presented & applied
  3. Interaction examined
  4. Next steps explored

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