MODULE 1: ANALYZE – INTRODUCTION TO

INSTRUCTIONAL DESIGN, NEEDS ANALYSIS AND

COURSE DESIGN

Table of Contents
MODULE 1: ANALYZE – INTRODUCTION TO INSTRUCTIONAL DESIGN, NEEDS ANALYSIS AND COURSE DESIGN ......... 1
Module Overview ........................................................................................................................................................... 2
Module 1, Task 1(OPTIONAL): Building Community Discussion ............................................................................... 3
Module 1, Task 2: Course Pre-Test............................................................................................................................ 4
Module 1, Task 3a: Overview of Instructional Design............................................................................................... 4
Module 1, Task 3b: Check for Understanding ........................................................................................................... 5
Module 1, Task 4: Needs Analysis ............................................................................................................................. 6
Module 1, Task 5(OPTIONAL): Analyze Your Data to Create a Learner Story ......................................................... 15
Module 1, Task 6: Course Objectives ...................................................................................................................... 17
Module 1, Task 7a: Designing a Course Outline ...................................................................................................... 21
Module 1, Task 7b: Course Outline ......................................................................................................................... 22
Module 1, Task 7c: Check for Understanding ......................................................................................................... 26
Module 1, Task 8(OPTIONAL): Course Outline Discussion ...................................................................................... 26
Module 1, Task 9(OPTIONAL): Design a Learner Story and Course Outline ........................................................... 26
Module 1, Task 10: Module Summary .................................................................................................................... 30

© 2023 by Arizona State University. Module 1 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 1!
Analyze – Introduction to Instructional Design, Needs Analysis, and Course Design

In this module, you will begin the process of creating and implementing online courses. You will learn about a
model for online course design. You will engage in the first two steps of this model: Analyze and Design. You will
learn how to analyze your students’ needs through a needs analysis and learn about creating a learner story. Then,
you will learn about using your needs analysis and learner story to design a course outline.

The suggested date for completion of this module is August 27, 2023.

Learning Objectives:

By the end of this module, you will be able to:

● describe the process and tools used for doing a needs analysis
● create a learner story based on a needs analysis
● write 2-4 course objectives following SMART criteria
● describe the parts of a course outline
● design a course outline

Course Glossary
We have also created a glossary for you to use as you take the course. In the glossary, you will find words and
definitions that will help you in the course tasks.

Below is the schedule for Module 1:

Module 1 Schedule

Task Description Time to Complete

1 OPTIONAL: Post on a Building Community Discussion 30 minutes

2 Take a Course Pre-Test 30 minutes

3a Watch a Video 30 minutes

3b Check for Understanding 25 minutes

4 Read about Needs Analysis 30 minutes

5 OPTIONAL: Watch a Video 30 minutes

6 Read about SMART Course Objectives 30 minutes

7a Watch a Video 30 minutes

7b Read About the Course Outline 30 minutes

7c Check for Understanding 25 minutes

CIOC, Module 1, Page 2

 8 OPTIONAL: Post on Course Outline Discussion 30 minutes

9 OPTIONAL: Design a Learner Story and Course Outline 1.5 hours

10 Read a Module Summary 10 minutes

M O D U LE 1 , T A S K 1 ( OP T I ON A L ) : B U I L D IN G C O M MU N IT Y
D IS C U S S I O N
Discuss and Share (30 minutes)
This discussion is optional and ungraded.

“Coffee” by Andrew Lloyd Gordon is licensed under the Pixabay License

Let's get to know each other!

Write a 5-7 sentence introduction about yourself. You will receive 10 points for including the following:

● 2 activities that you enjoy when you're not teaching

● 2 facts about your school and/or students
● 1 reason (or more) why you are taking this course
● 1 worry or fear that you have about creating and implementing an online course.

After you post your introduction, find one other person and comment on his or her post. Ask a question or share
some information. Remember that we're building a community here and that community depends on your
participation!

Below is an example from Sarah:

Hi everyone! I’m Sarah. When I’m not teaching, I love to hike and watch movies. Right now, I am teaching
English to young students (10-14 years old). My students’ level is quite low, so we focus a lot on learning basic
vocabulary and grammar. The reason I am taking this course is because my principal recently asked me to
make my course online and I do not know where to start! One worry that I have about moving my course
online is how to keep students engaged, especially when they are that young.

CIOC, Module 1, Page 3

M O D U LE 1 , T A S K 2 : C OU R S E P R E -T E S T
Complete a Pre-test (30 minutes)
Now you will take a pre-test, or a diagnostic, so we can find out what you know about creating and implementing
online courses. You will not receive a grade for this pre-test. At the end of the course, you will take a course post-
test to measure how much you learned.

<<This diagnostic can only be completed online>>

M O D U LE 1 , T A S K 3 A : O V E R V I E W O F I N S T R U C T I ON A L D E S I GN
Watch a Video (30 minutes)
In the Welcome Module, you met Sarah, who has the challenge of developing an online course for the first time.
Now let's watch a video about Sarah as she gets help from peers who have expertise in online course design.

You can also read a transcript of the video below.

Overview of Instructional Design – Video Transcript

Sarah: It looks like some teachers have responded to my vlog. Let’s see what they have to say!

Sam: Hey Sarah! I had the same problem last year. Putting my whole course online was a huge challenge. I would
say that one of the things that helped me out the most was becoming familiar with a basic design model. It takes
time and preparation to put a course online, so definitely spend at least part of that time learning how course
design works. For first timers, I always recommend taking a look at the ADDIE model. It is simple and it gives you a
model around which you can build. I hope this helps!

Jessie: Hi, Sarah. I feel your pain. I guess the best bit of advice I’ve ever received for building an online course was
to think about your audience. If you are going to an online space, does that change your audience at all? Maybe
your students have full time jobs and have time only in the evenings. Maybe they are younger or older or have
different reasons for taking the course than students in your face-to-face class. Collecting as much information as
you can is important in course design so that you don’t make any serious mistakes. As soon as you create videos
and readings and assessments, it is really hard to change them, so try to get it right from the beginning! And one
more thing, maybe the most important thing, I always do a needs analysis. I’ll send you an example needs analysis
after I teach my class. Speaking of class, it is time for me to teach. Gotta run!

Narrator: Great advice from these two experts in the field. Let’s discuss their ideas. The first expert mentioned the
ADDIE model. Now, there are many common
instructional design models such as MPI, Gagne’s 9
Events of instruction, ARCs, and Backward Design;
however, ADDIE is probably the most common
model in the online world, so let’s discuss it.

The ADDIE model allows you to plan a course in an

organized fashion. ADDIE stands for analyze,
design, develop, implement, and evaluate.

We will use the ADDIE model ourselves during this

course to give you a good sense of how you can

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use it to build out your own course. Each module will introduce one of the parts of the ADDIE model, and in this
first module, we will begin with the first letter: analyze.

Our second expert mentioned a needs analysis. For

designers, a needs analysis can be one of many
different kinds of instruments. It could be a survey,
a series of interviews, or other data collection tools.
Let me suggest three reasons you should start with
a needs analysis, rather than just putting ‘a bunch
of stuff’ on the Internet.

First, a needs analysis helps you learn about your

audience and why they want to learn English.
Second, it helps you understand the objectives and
interests of different groups. For example, you will
need to think not only about your learner audience,
but also about the teachers who will likely teach your course, and the administrators that support it. Each group
may have different ideas about the purposes, content, and delivery of the online course. Third, a good needs
analysis helps you determine the learners’ background. This might include their location, their purpose for taking
your course, their skill with technology, and their knowledge of English and the English skills you are going to
teach. Much of this you may already know from experience, but doing a needs analysis often gives surprising
results.

Review the ADDIE model infographic below.

M O D U LE 1 , T A S K 3B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

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You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 1 , T A S K 4 : N E E D S A N A L Y S IS
Read About the Needs Analysis and Its Tools (30 minutes)
Definition and Purpose of a Needs Analysis

In the video, Jessie, the teacher, recommends that Sarah conduct a needs analysis. In fact, you have probably
already conducted a needs analysis in the classroom. Have you ever given a diagnostic or a pre-test to your
students? If you have, then you have done a needs analysis. A needs analysis, just like the name suggests, is a
process for collecting and analyzing the needs of the stakeholders or those people who are affected by the
course. The stakeholders are the students, but they can also be other teachers teaching the same course,
administrators, or even parents.

There are a number of reasons why you should use a needs analysis, but the most important reason is when
creating a course online, you need to know much more about your students and their needs. Who are your
students? Why are they taking your course? Why are they learning English? How much do they know about
English? How well do they know technology? What do they need to learn? A good needs analysis can give you that
information and help you to make informed decisions about your course.

Types of Needs

There are two different types of learner needs. One type includes those needs that are easy to measure, like
learners’ demographic information, language level and abilities, skills with technology, while the other type of
needs are those needs determined by the learners themselves. These needs include attitudes, interests,
expectations, goals and motivation for learning, and preferences, like learning styles or strategies, for how they like
to learn (Brown, 2007).

Needs Analysis Tools

There are different tools that you can use to learn about these two types of needs. To find out more about your
students’ needs, you could give them diagnostics or pre-tests. You could also carry out observations of your
students in other classes. These tools will help you to gauge the students’ language levels.

“Untitled” by Andreas Breitling is licensed under the Pixabay License .

One of the most common needs analysis tools is the survey, which includes questions about the different needs of
learners. A survey can be used to find out more about students’ educational background and experience, including
their knowledge of technology. A survey can also help to find out their goals, motivation, attitudes, and
preferences.

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Surveys can include different types of questions, such as multiple choice, ranking/scale, and open-ended (those
questions that require detailed responses).

For a survey, you should choose the question types that work best for collecting information on your students.
There are also advantages and disadvantages to these question types. For example, in an open-ended question,
students can provide information specific to their needs, but these questions usually take more time to answer.

Other needs analysis tools include the interview and the focus group. An interview is when you talk with a student
one on one using open-ended questions to get more detailed information about the different types of needs. A
focus group is also a good opportunity to find out more about students’ needs and interests. In a focus group, you
ask a small group of students to meet for a guided discussion. This can take more time because of coordinating
with everyone to set up a time, but you can learn a lot of useful information about your students.

As you can see, you have a variety of needs analysis tools to choose from. If possible, it is a good idea to use 2 or 3
tools. The more data you can collect, the better understanding you will have of your students. When trying to
decide which needs analysis tools to use, think about your teaching context and choose the 2 or 3 tools which will
be the most effective for your context to give you the most comprehensive picture of your students.
References

(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course. It is not Public or Creative
Commons-licensed, and therefore not for public use.)

Brown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education, Inc.

OPTIONAL: Study an example needs analysis survey.

Here is the needs analysis survey mentioned in the video. The teacher chose 10 questions from the below survey
and gave it to her adult students to assess their needs.

You can use this survey to analyze your own students. If you are interested in conducting a needs analysis of your
students, please use the survey below.

Because most surveys have fewer questions (between 8-10), choose which questions would work best in your
teaching context. You can also change or adapt them if needed.

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CIOC, Module 1, Page 8
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Needs Analysis Survey
Please fill out this survey. This will help me to get to know you and to make our class better. This survey
is anonymous.
Demographic Information
1. How many years have you studied English?
2. What was the last English language class you took?
Language Use
3. When do you use English outside of class? Check (✔) all that apply.
❑ my job ❑ video games ❑ watching TV/shows movies in English
❑ writing emails ❑ talking with friends ❑ listening to music in English

❑ on social media platforms like Facebook/Instagram

❑ Other: ________________________________________________________________
4. Who do you speak English with outside of class?
Technology
5. Have you ever taken an online English language course? If yes, what did you like about the course?
What did you not like about the course?
6. How comfortable do you feel taking a class online?
Somewhat
Very uncomfortable Uncomfortable Comfortable Comfortable Very Comfortable

7. How often do you use the following:

Very
Never Rarely Sometimes Frequently Frequently
Online English dictionaries

Apps for learning English

Online games

Google Translate

8. How much do you like using technology (for example, apps) to help you learn English?
Dislike A Lot Dislike Somewhat Like Like Like Very Much

CIOC, Module 1, Page 12

Language Level/Abilities
9. How good are you at the following in English?
Very Poor Poor Average Good Excellent
Reading

Writing

Listening

Speaking

Grammar

Vocabulary

Pronunciation

10. Which area of English is the easiest for you? Choose 1.

o Reading o Grammar
o Writing o Vocabulary
o Listening o Pronunciation
o Speaking
11. Which area of English is the most difficult for you? Choose 1.
o Reading o Grammar
o Writing o Vocabulary
o Listening o Pronunciation
o Speaking
12. Which area of English do you want to work on the most? Choose 1.
o Reading o Grammar
o Writing o Vocabulary
o Listening o Pronunciation
o Speaking

Attitude/Motivation

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13. Why are you learning English?
14. How do you feel about learning English?

Learning Preferences
15. Which activities are most helpful for you to learn English? Check (✔) all that apply.
❑ working by myself ❑ working in pairs/groups

❑ reading silently ❑ reading out loud

❑ listening to dialogues ❑ watching videos

❑ conversation ❑ playing games

16. How would you describe yourself as a learner?

Strongly Neither Strongly

Disagree Disagree Disagree/Agree Agree Agree
I prefer explanations with visual
aids (graphs, pictures, etc.).

I like to use my hands and make

something in class.

I remember something better if I

repeat it out loud than write it
down.

I like to draw pictures and graphs

when I take notes.

I prefer to read a textbook than

listen to a lecture.

Interests/Expectations
17. What topics do you like to talk about in English? Check all that apply.
❑ sports ❑ music ❑ famous people

❑ shopping ❑ vacations ❑ friends and family

❑ work ❑ clothing ❑ food

❑ health ❑ hobbies ❑ plans/goals

CIOC, Module 1, Page 14

 ❑ Other: ________________________________________________
18. What do you want to learn about in this class?
M O D U LE 1 , T A S K 5 ( OP T I ON A L ) : A N A L Y Z E Y OU R D A T A T O
C R E A T E A L E A R N E R S T OR Y
Watch a Video (30 minutes)
As you build your course, you’ll want to develop objectives that meet the needs of all stakeholders, and you’ll want
to design flexibly to allow for different learner preferences and interests. By having a clear learner story in your
head, you will be able to make choices that all groups want.

Watch an optional video about Sarah and learn how to analyze the data in a needs analysis to create a learner
story.

You can also read a transcript of the video below.

Analyze Your Data to Create a Learner Story – Video Transcript

Sarah: Hey, thanks to Sam and Jessie who gave me great advice. I really love the advice. I created a needs analysis
and gave it to my students. But now I have another problem...what do I do with all this data?

Sarah: Let’s take a look at my vlog. It looks like Jessie responded! Let’s see what she has to say.

Jessie: Hey, I’m back from class. Okay, you ask a really great question. What do you do with all the data? Well, I
guess the best thing you can do after collecting data is to create a learner story. Let me explain. A learner story is a
small 4-5 sentence description of the learners in your course. It shows their needs, their motivations, and their
general characteristics. A learner story helps you imagine who your general audience is in a way that informs your
curriculum.

So how do you write a learner story? First, I look for trends. In other words, look for ways learners are all or mostly
the same in their needs, motivations, and characteristics. Especially look for trends that might make you change
your topics, objectives, or graphic design. For example, if your learners are all learning English to get a job, you
might want to teach more job vocabulary. If most of your learners are not good at technology, you might want
your first module to teach the technology needed for your course. If your students are young, you might want to
choose bright colors or even cartoon animals as part of your graphic design. Remember...look for trends!

So, what are some of the trends I found when I conducted my needs analysis? Well, I learned that all of my
students share the same language background and come from my country. I learned that many are adults, and that
they have full time jobs. Most of them want to improve their English to advance their careers or be successful at
their jobs. My administration asked me to create a business class for these students.

Oh, and one more thing. Sometimes you won’t find a clear trend. You might find that the class is split into two or
three groups. For example, in my class, about half of the students come from the same workplace...a hotel
business, and they want vocabulary that will help them at their jobs. The rest of the students work in sales and
general business. This allowed me to think about two major groups and write up a learner story that includes both
groups.

Sarah: Hmmm…so I take my data, I look for trends, and I try to imagine a story. Four or five sentences? That
shouldn’t be too hard. Okay, time to start writing!

OPTIONAL: Read more about creating a learner story and study two examples below.

CIOC, Module 1, Page 15

After Sarah’s needs analysis of her students, she noticed that
● her students are young, between the ages of 12-14.
● her students are interested in basic communication, and all enjoy using social media in English.
● her students already have all had two or more years of English (but still at A1 proficiency on CEFR).
● half of the students prefer speaking, while the other half of the students prefer writing.
● half of the students are comfortable with online technology, while the other half is not.

Sarah also talked with the administrators at her school and confirmed that they want:
● students to achieve an A2 (CEFR) level by the end of the school year.

She also checked in with a few teachers at her school and learned that they want students to be able to
● use past, present, and future tenses.
● write a full paragraph.

Using all the data, she came up with a story about her learners and focused on two groups of typical learners. Here
is Sarah's learner story:

Sarah's Learner Story:

Through my needs analysis, I learned that I have a young group of students, between 12-14, who are interested in
basic communication. They all enjoy social media. They have all had more than 2 years of English, and my
administration wants them to achieve an A2 (CEFR) level of proficiency by the end of the school year. I want to
make sure my students can use the simple past, present, and future, and write a full paragraph using compound
and complex sentences.

I have also identified two groups of typical learners based on my needs analysis:

Typical Learner Group 1: These learners are bright students who love talking and make friends easily. They do well
in group work situations where they can speak. They are not proficient in technology and struggle a little with
formal writing. They love using English to listen to music and watch videos on social media.

Typical Learner Group 2: These learners are shy and rarely speak up in class. They are very good at technology and
writing, but they have a hard time with pronunciation and speaking in front of others. They are good readers and
enjoy getting things done on their own. They love to post pictures and ideas on social media.

Notice how Sarah has two very different learner groups. As she creates her course, she will need to think about the
different needs and interests of both. She will try to meet the administration’s goal to get these students to a high
beginning level of English. Now let's move on to one other example.

Jessie teaches at a language school in her country. After Jessie's needs analysis of her students, she noted that:
● her students are adults
● the students speak the same language
● many of the students come to the language school after full-time work
● although there are many differences, most of the students want to improve their English for better jobs or
general workplace success.

Jessie spoke with her administrators and confirmed that they want:
● a business class created for students who work in the hotel industry and for students who work in sales.

Using all this data, she came up with a story about her learners and focused on two groups of typical learners. Here
is Jessie's learner story:

Jessie's Learner Story:

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Through my needs analysis, I learned that I have a group of adult students. They come to class after working all
day. Most of them want to take English classes because they want to get a better job or be more successful at
work. They studied English at high school and university but did not focus on business English. My administration
wants me to create a business English course that is for different types of work environments.
I have also identified two groups of typical learners based on my needs analysis:

Typical Learner Group 1: These learners work in sales at a business that has many opportunities. However, many of
these jobs require better English in order to engage in business meetings, attend conferences, and work with
clients. They will need to give presentations, send emails, have good skills on the phone, and learn how to talk
about the various business products their company makes. They hope that by learning general and business
English, they will be able to get one of these higher paying positions.

Typical Learner Group 2: These learners work in the hotel industry. This workplace pays for their English classes and
expects that they will be able to pass a test that the company has created that will prove a high enough level of
proficiency. They are very good at speaking already, but need to know certain terms and ideas for the hotel
industry. They are required to answer phones, meet with clients, and organize and host conferences. They are also
required to send emails to clients and answer questions.

Notice how Jessie’s situation is different from Sarah’s, and thus, her course design may be different as well. Jessie
also has to think about the needs and interests of her learners and create a course that pleases the administration.
Did you notice any places where the interests of the administration, Typical Learner Group 1, and Typical Learner
Group 2 are similar? Did you notice any areas of difference?

As you build your course, you’ll want to develop objectives that meet the needs of all stakeholders, and you’ll want
to design flexibly to allow for different learner preferences and interests. By having a clear learner story in your
head, you will be able to make choices that all groups want.

M O D U LE 1 , T A S K 6 : C OU R S E OB JE C T IV E S
Read about Writing Course Objectives Based on a Learner Story (30 minutes)
After you have conducted your needs analysis, analyzed your results, and created your learner story, your next
step in designing your course is to write your course objectives. Often teachers are excited to start planning the
course, module or unit, and lesson activities, but it’s necessary to start first with the course objectives. Your
objectives are the foundation for your course and include the specific skills that you want your students to
develop. The activities come later and are planned to help your students achieve the objectives.

The learner story provides a description for what your students need to learn. Below is an example learner story
from Sarah:

Learner Story:
Through my needs analysis, I learned that I have a young group of students, between 12-14, who are interested in
basic communication. They all enjoy social media. They have all had more than 2 years of English, and my
administration wants them to achieve an A2 (CEFR) level of proficiency by the end of the school year. I want to
make sure my students can use the simple past, present, and future, and write a full paragraph using compound
and complex sentences.

I have also identified two groups of typical learners based on my needs analysis:

Typical Learner Group 1: These learners are bright students who love talking and make friends easily. They do well
in group work situations where they can speak. They are not proficient in technology and struggle a little with
formal writing. They love using English to listen to music and watch videos on social media.

CIOC, Module 1, Page 17

Typical Learner Group 2: These learners are shy and rarely speak up in class. They are very good at technology and
writing, but they have a hard time with pronunciation and speaking in front of others. They are good readers and
enjoy getting things done on their own. They love to post pictures and ideas on social media.

OPTIONAL: Learn more about creating a learner story above in Task 5 (OPTIONAL): Analyze Your Data to Create a
Learner Story.

Because the learner story details the needs of learners, you can use the story to help create your course
objectives. From this learner story above you can see that Sarah’s young learners have some specific needs for
learning English. As we mentioned earlier, the course objectives should be based on the learners’ needs. Below
you can see how Sarah’s course objectives work toward meeting the needs of her learners.

Course Objectives:
By the end of the course, students will be able to:
● produce language using high frequency words in English that are appropriate to the context
● use the simple present and present continuous correctly in oral and written communication
● write paragraphs with appropriate sentence structure and vocabulary on everyday topics

In addition to writing objectives based on our learners’ needs, we want to make sure we write objectives that meet
the SMART criteria, which stand for Specific, Measurable, Achievable, Relevant, and Time-oriented. Many teachers
use Bloom’s Taxonomy to write objectives that meet these criteria. This taxonomy, or classification system, lists six
levels or categories of learning and gives you verbs that you can use in stating the skills you want learners to
demonstrate.

OPTIONAL: Read more about using Bloom’s Taxonomy to write SMART objectives and review example course
objectives below.
Supplemental Resource for Writing Objectives
Writing Smart Course Objectives

In addition to writing objectives based on our learners’ needs, we want to make sure we write objectives that meet
the SMART criteria, which stand for Specific, Measurable, Achievable, Relevant, and Time-oriented.

Review Sarah's objectives for her online course below.

Course Objectives:
By the end of the course, students will be able to:
● produce language using high frequency words in English that are appropriate to the context
● use the simple present and present continuous correctly in oral and written communication
● write paragraphs with appropriate sentence structure and vocabulary on everyday topics

Let’s look at the first objective and ask some questions.

Course Objective 1:
By the end of the course, students will be able to:
● produce language using high frequency words in English that are appropriate to the context

SMART Objectives
First, is the objective specific? Can you clearly identify the skill in the statement? In this case, we
would say yes, we can: it is to be able to produce language using high frequency words in English
that are appropriate to the context. If you compare this objective to one such as, “improve
vocabulary,” you can see that this statement is more specific.

Next, is it measurable? Will you be able to measure your learners’ achievement of the objective? How will you
measure their achievement? If the objective is to produce language using high frequency words in English that are

CIOC, Module 1, Page 18

 appropriate to the context, then Sarah will look for the student to demonstrate understanding of
those words by using them correctly. She will be able to measure the skill with those clear results or
outcomes.

Then, is the objective achievable in the timeframe? She has said students will be able to produce
language using high frequency words in English that are appropriate to the context by the end of the
course. In this case, the course is one academic year, and she expects students to be able to build
their vocabulary in that timeframe. When writing your objectives think about the timeframe, and
ask yourself, “Is that possible?”

Objectives should be relevant and work toward skills that students need. That takes us back to our
needs analysis, doesn’t it? Well in Sarah’s learner story, we identified that students need to achieve
at least a high beginning level of English and improve their communication skills. Does this course
objective work toward meeting that need? Yes, the objective connects to this need by building their
vocabulary to a higher proficiency level and giving them an essential skill for communication.

Lastly, is the objective time-oriented? That is, have you clearly stated the time period in which the
objective is to be achieved? In this case, Sarah has included the time period “by the end of the
course.”

Keep the SMART criteria in mind as you write your overall course objectives and as you plan objectives for
individual modules and lessons.

Icons by The Noun Project are licensed under CC BY 3.0.

References

(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course. It is not Public or Creative
Commons-licensed, and therefore not for public use.)

Doran, G. T. (1981). There’s a SMART way to write management’s goals and objectives. Management review, 70(11), 35-36.

Using Bloom’s Taxonomy to Write Course Objectives

In order to write clear objectives that meet the SMART criteria, many teachers use Bloom’s Taxonomy. This
taxonomy, or classification system, lists six levels or categories of learning and gives you verbs that you can use in
stating the skills you want learners to demonstrate.

Below you can see the levels of learning, and example verbs and SMART objectives for each level.

Bloom's Taxonomy and SMART Objectives

Bloom's Level Common Verbs Example Objectives Using SMART Criteria

design, build, invent, create,

By the end of the course, students will be able to
Creating compose, generate, modify,
develop a proposal to make their city more sustainable.
develop, plan

choose, support, determine, By the end of the course, students will be able to
Evaluating
defend, judge, assess, evaluate support and defend their ideas in an academic debate.
differentiate, categorize, analyze,
By the end of the course, students will be able to
Analyzing compare, contrast, discuss,
compare and contrast two characters in a story.
criticize, simplify

CIOC, Module 1, Page 19

 predict, apply, solve, illustrate,
By the end of the course, students will be able to use the
Applying use, demonstrate, model,
present perfect to talk about past experiences.
perform

describe, explain, paraphrase,

By the end of the course, students will be able to
Understanding summarize, discuss, classify, give
describe 3 types of an essay introduction.
examples of

list, state, outline, define, name, By the end of the course, students will be able to list the
Remembering
match, identify, label, recognize parts of an essay.

(Airasian et al., 2001)

Let's review Sarah's course objectives again. Notice how the objectives use verbs that clearly describe the skill she
wants her students to demonstrate by the end of the course.

Course Objectives:
By the end of the course, students will be able to:
● produce language using high frequency words in English that are appropriate to the context
● use the simple present and present continuous correctly in oral and written communication
● write paragraphs with appropriate sentence structure and vocabulary on everyday topics

You may also want to refer to Bloom’s Digital Taxonomy. In this version, there are additional verbs that are
relevant to online content and tasks, for example blog, post, and search.

Digital Bloom's Taxonomy

Digital Bloom's
Common Verbs Activities with Digital Tools
Level

publicly share, publish, contributing to open social networks, publishing,

Sharing
broadcast broadcasting, networking
design, construct, plan, programming, filming, animating, blogging, video blogging,
Creating produce, invent, devise, mixing, re-mixing, wiki-ing, video casing, podcasting,
make directing
check, hypothesize,
critique, experiment, blog commenting, reviewing, posting, moderating,
Evaluating
judge, test, detect, collaborating, refactoring, testing
monitor
compare, organize,
deconstruct, attribute, hacking, mashing, linking, validating, reverse engineering,
Conceptualizing
outline, find, structure, cracking
integrate

implement, carry out, use, running, loading, playing, operating, uploading, sharing
Applying
execute with group, editing

CIOC, Module 1, Page 20

 interpret, summarize,
advanced searches (Boolean searches), blog journaling,
infer, paraphrase, classify,
Connecting tweeting, categorizing, tagging, commenting, annotating,
compare, explain,
subscribing
exemplify

recognize, list, describe,

bullet pointing, highlighting, bookmarking, group
Doing identify, retrieve, name,
networking, shared bookmarking, searching
locate, find

This table is a derivative of “Bloom’s Digital Taxonomy” by Fractus Learning, licensed under a Creative Commons Attribution-ShareAlike 4.0
International License. This derivative is licensed under Creative commons Attribution-ShareAlike 4.0 International License.

References

(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course. It is not Public or Creative
Commons-licensed, and therefore not for public use.)

Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing: A revision
of Bloom’s taxonomy of educational objectives. (Anderson, L. W., & Krathwohl, D. R., Eds.). Longman.

M O D U LE 1 , T A S K 7A : D E S I GN IN G A C O U R S E O U T L IN E
Watch a Video (30 minutes)
Now let's watch a video of other teachers cascading knowledge with Sarah about the course outline.

You can also read a transcript of the video below.

Designing a Course Outline – Video Transcript

Sarah: It seems like the more I learn about making my own online course, the more I want to talk about it, or
cascade what I am learning, with my colleagues. In fact, now that I think about it, Jessie and Sam are cascading
new knowledge with me. Thanks to the both of you for answering my questions about how to get started
designing a course. You really helped me out! Okay, so now I have my needs analysis, my learner story, and yes,
my course objectives. And, I’m going to say it again. I love being able to turn to the Internet when I feel stuck. So,
I’m going to ask again, Okay, now what? I would love to get some more guidance. Thanks! Bye.

Sarah: Alright, so I’m just checking my vlog, and I see that I got some comments. Great! Let’s see. @lovestoteach
wrote, “Outline your course! Having an outline is great for writing an essay, giving a presentation, and yes, even for
creating an online course. If you’ve ever done an outline for a class, you know how to do an outline for a course!”

Wow. I have taught students how to write outlines for their essays before, so I think I understand what I can do.
Thanks; that sounds like excellent advice.

Okay, one more, @ESLForLife wrote, “A course outline helps you to think about the themes you will have in your
course, and maybe even helps you to determine where you will have major tests and projects. By designing a
course outline, you can make sure that the course feels balanced...that you divide the material evenly over the
entire course. If you don’t do this, you might get some parts in the course that are much harder than others. So, a
course outline helps you spread out the content evenly. Sounds like a good idea. I better learn more about how to
create a course outline.

CIOC, Module 1, Page 21

Narrator: Sarah does have some work to do, and so will
you! In this module, we will discuss the next steps to help
you build out your course: the course outline. To begin,
let’s think about building a home. In the Analysis stage, you
are building a foundation for your entire course. A needs
analysis, a learner story, and the course objectives are now
part of that foundation.

Now, in our current stage, the Design stage, you are ready
to frame out your home. In other words, you need to build
the outside walls, or scaffolding, of your course, as you can
see in the image. Here you see how the foundation,
analysis, helps to support all the rest of your course, and
how design is the next step. Design is like a primary wall of
your building. Taking this step helps you prepare for the
next stage.

As you might have guessed, we believe that a course

outline helps you do just that. A course outline will allow
you to build out the major topics of the course. For
example, if you have an 8-week course, you may want to
plan 1 module each week and then, you’ll want to think of 8 different module topics. If you have a 12-week course,
you may want to do 1 module every 2 weeks, and then you will need to have 6 module topics. In an outline, you
will likely want to consider where in the course you want to put big tests, presentations, or projects, you know,
those assessments that are linked to the course objectives. And you will want to make sure that the big
assignments aren’t right next to each other.

Alright, it is now time for you to learn more details about how to build a course outline. Enjoy the next steps, pay
attention to the examples we give, and we’ll see you soon.

M O D U LE 1 , T A S K 7B : C O U R S E OU T L IN E
Read About the Course Outline (30 minutes)
The course outline is like the scaffolding of the house. Without it, the house,
or your course, will not have the support it needs to be successful. Now that
you have done your needs analysis and created your learner story, and
course objectives, let’s take a look at what a course outline is, what its
purpose is, and what to include in a course outline.

What is a course outline?

A course outline is the plan for the course and includes information learned “Untitled” by Brett Jordan is licensed under the Unsplash
License.
from the needs analysis and learner story. It provides a general overview,
or outline, of each module of the course. The outline will include the course objectives and specific module
objectives, and give a “big picture” description of the course content.

What is the purpose of a course outline?

The course outline can help teachers to design their courses. In the course outline, teachers can include not only
the course objectives, but also a description of the course. They can also include a detailed schedule with the
module topics, module objectives, and a timeframe for each of the modules. Teachers often add the assessment
plan and the materials they will be using. As a result, this document clearly helps teachers to plan the course.

CIOC, Module 1, Page 22

For peers and administrators, the course outline can act as a reference. Another teacher or administrator can look
at the course outline and see a clear plan of the course. They will know what the course is about, what topics will
be taught, and when those topics will be taught.

For students, the course outline can serve as a guide. You may choose to share the course outline with your
students. The course outline can give them a general idea of what is going to be happening in the course and help
guide them as the course progresses.

What do you include in your course outline?

The parts of a course outline may be different depending on the course. Below is a list of parts that are typically
included in a course outline and a description of each part.

● course description - introduces the overall topic or theme for the entire course, and describes who
the course is for and explains its purpose in general.
● course objectives - includes the specific skills that you want your students to develop by the end of
the course, as you learned in Module 1.
● course schedule - gives the overall plan for the course divided by modules. For each module you
should include the following:
o module topics - includes the topics or themes of the content in the module. Some
examples of content-based topics or themes are art, health, or technology. These topics
or themes can then be used to teach grammar and vocabulary in context.
o module objectives - includes the specific skills that you want your students to develop
by the end of the module.
o timeframe - includes the amount of time for completing a module.
o assessment tasks - includes the specific assessment tasks for each module.
● assessment plan - gives a summary of how students will be assessed in the course, and describes the
overall plan for measuring if students have achieved the course objectives.
● required materials - lists any material that students need to complete course activities and
assessments.

Summary

By including all of these parts, the course outline is a design tool that will help you to build a strong course. To
help you more with the course outline, you can study Sarah’s example course outline below.

Sarah has prepared an outline for her 16-week EFL course. She has used her needs analysis results and her learner
story to design a course that will meet the needs of her stakeholders.

OPTIONAL: Study the example course outline below.

CIOC, Module 1, Page 23

CIOC, Module 1, Page 24
CIOC, Module 1, Page 25
M O D U LE 1 , T A S K 7C : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 1 , T A S K 8 ( OP T I ON A L ) : C O U R S E OU T L IN E
D IS C U S S I O N
Discuss and Share (30 minutes)
This discussion is optional and ungraded.
You have just learned about the course outline. It is important to
“Untitled” by Geralt is licensed under the Pixabay License.
cascade your new knowledge by discussing takeaways, or things
you have learned, with your peers in your teaching context. This
will help you to better understand the information and to design
your own course outline. To help you prepare for designing your
own course outline, let’s discuss!

Instructions
1. Answer the following questions in a discussion post:
o What are 2 takeaways about designing a course outline that you will share with a peer in your
teaching context?
o Think about your learners and teaching context. What are 2-3 module topics that you would like
to include in your course outline?
o Explain why these 2-3 topics would work well with your course outline and match your learners
and context.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose a module topic discussed by a peer. In 2-3
sentences, explain why this module topic would or would not work well with your course outline.

Below is an example from Sarah:

I’ve learned a lot in this module. One takeaway that I am going to share with a peer in my school is what to
include in a course outline (for example, course description, objectives, module topics). I am also going to tell
her about why we do course outlines. I had not thought about why it would be important to have a course
outline for everyone: students, teachers, and administrators. 2 topics I want to include in my course outline are
friends/family and health. My students are teenagers and definitely like to talk about those topics. Also, if I
look at students’ levels and my course objectives, my students will be able to speak and write about these
topics well.

M O D U LE 1 , T A S K 9 ( OP T I ON A L ) : D E S I GN A L E A R N E R S T OR Y
A N D C OU R S E OU T L IN E
Design a Learner Story and Course Outline (1.5 hours)
This task is optional and ungraded.

CIOC, Module 1, Page 26

Now it’s your turn! Design a learner story based on a needs analysis of your learners. Then use your needs analysis
and learner story to design a course outline.

Instructions:
1. Use the learner story and course outline template below for optional Task 9.
2. Use the template to design your learner story and your course outline. Follow the instructions for each
part of the template:
o Part 1: Design Your Learner Story. Use the information and examples from Module 1, Task 5;
your own needs analysis; and information you learned after speaking to other teachers or
administrators to design your learner story.
o Part 2: Design Your Course Outline. Use your needs analysis, your learner story, and the
information and examples from Module 1, Task 6; Module 1, Task 7a; and Module 1, Task 7b to
design a course outline for your own online course.
3. Self-assess your work using the rubric below.

Module 1, Task 9: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

I wrote a description of
my possible learners
I wrote a clear based on my needs
description of my analysis, but it may need
possible learners based more detail. I have
on my needs analysis. included typical learner
My typical learner examples, but these
examples include a clear examples might be I did not write a
description of learners' missing one or more of description or give
Learner Story
interest/reasons for the following: a clear examples of my typical
taking the course, age, description of learners' learners.
cultural background, interest/reasons for
technological taking the course, age,
background, level of cultural background,
English/background technological
knowledge. background, level of
English/background
knowledge.
My course description
My course description
may introduce the
clearly introduces the
overall topic for the
overall topic for the I did not write a course
Course Description whole course and
whole course and description.
explains its purpose, but
explains its purpose. I
may be unclear. I wrote
wrote 2-3 sentences.
less than 2 sentences.

CIOC, Module 1, Page 27

 Module 1, Task 9: Self-Assessment Rubric

Criteria Ratings
My course objectives are
mostly clear and provide
My course objectives are somewhat specific
clear and provide specific outcomes for course. My
outcomes for my course. course objectives meet
I did not write any course
My course objectives are most of the SMART
Course Objectives objectives or wrote only
SMART and match the criteria, but need some
1 objective.
course description. I revision to meet all the
wrote 2-4 course criteria. They may not
objectives. match the course
description well. I wrote
2-4 objectives.
My course schedule
includes all the required
information for 2 My course schedule
modules. The timeframe includes most of the
is appropriate for required information for
module topics. I wrote 2 modules, but the
the topic and 1 (or more) timeframe, module I did not write a course
SMART objective for topics, module schedule or my schedule
Course Schedule each module. I included objectives, and/or is missing most of the
1 (or more) assessment assessment tasks may required information for
task for each module and need some revisions. My 2 modules.
my assessments match course schedule may not
the module topics and clearly match my course
objectives. My course description and
schedule matches the objectives.
course description and
objectives well.
Design a Learner Story and Course Outline - Template
Now it’s your turn! Design a learner story based on a needs analysis of your learners. Then use your
needs analysis and leaner story to design a course outline.

This task is optional and ungraded. Use the rubric on the Module 1, Task 9 page to self-assess your work.

Part 1: Design Your Learner Story

Use the information and examples from Module 1, Task 5, your own needs analysis, and information you
learned after speaking to other teachers or administrators, to design your learner story.

Instructions:
1. Write a 4-8 sentence description of your learners and the course you want to design. In the
description, include your administration's purpose for the course.
2. Write 4-8 sentences about two groups of typical learners who might be examples of the learner
experience. These could be actual students or students you imagine.

CIOC, Module 1, Page 28

 Learner Story:

Typical Learner Group 1:

Typical Learner Group 2:

Part 2: Design Your Course Outline

Use your needs analysis, your learner story, and the information and examples from Module 1, Tasks 6-
8a to design a course outline for your own online course.

Instructions:

1. Write your course description below. Introduce the overall topic for the entire course and
explain its purpose. Write 2-3 sentences.

Course Description:

2. Write 2-4 course objectives. State the specific skills that you want your students to develop.

Course Objectives:

By the end of the course…

●
●
● (optional)
● (optional)

3. Write your course schedule. Include the timeframe, 2 modules, the module topics, the module
objectives and any assessment tasks. Include at least 1 objective and 1 assessment task for each
module. You can include more than 2 modules as needed for your context. You can also include
an assessment plan and the required materials for your course.

CIOC, Module 1, Page 29

 Timeframe Module Module Topics & Objectives Assessment Tasks
1 Topic:

By the end of the module, students will be able to:

2 Topic:

By the end of the module, students will be able to:

*Stop here or plan additional modules as needed.

4. Write your assessment plan below. Give a summary of how students will be assessed in the
course.

Assessment Plan: (optional)

5. Write your required materials below. Include any material that is necessary for students to have
for the course.

Required Materials: (optional)

M O D U LE 1 , T A S K 1 0 : M O D U L E S U M M A R Y
Read a Summary of Module 1 (10 minutes)

We have discussed the importance of a needs analysis, which is a tool or series of tools you can use to identify
your learners, stakeholders, and purposes for the course. We also discussed how to analyze the data from your
needs analysis to create a learner story, which is a brief description of the types of learners you are building the
course for. Then, we discussed how the needs analysis and the learner story can point you toward creating SMART
course objectives. Finally, you learned about a course outline, which is the plan for your course and includes
information learned from the needs analysis and learner story.

You have now completed the Analyze stage of the ADDIE model and have started the Design stage. With a course
outline, you are beginning to build your scaffolding, like building the walls of a home.

CIOC, Module 1, Page 30

In the next module, we will continue our discussion of design, and you will learn how to create a module
framework.

As always, remember to cascade new knowledge by sharing what you have learned with your peers!

CIOC, Module 1, Page 31

MODULE 2: DESIGN – MODULE FRAMEWORK

Table of Contents
MODULE 2: DESIGN – MODULE FRAMEWORK .............................................................................................................. 1
Module Overview ........................................................................................................................................................... 2
Module 2, Task 1: Cascading New Knowledge .......................................................................................................... 3
Module 2, Task 2(OPTIONAL): Common Classroom Activities .................................................................................. 4
Module 2, Task 3a: Designing a Module Framework ................................................................................................ 5
Module 2, Task 3b: Check for Understanding ........................................................................................................... 6
Module 2, Task 4a: Module Framework ................................................................................................................... 6
Module 2, Task 4b: Check for Understanding ........................................................................................................... 8
Module 2, Task 5(OPTIONAL): Module Framework Discussion ................................................................................ 8
Module 2, Task 6a: Designing Your Own Module Framework .................................................................................. 9
Module 2, Task 6b: Module Framework Example .................................................................................................. 10
Module 2, Task 7(OPTIONAL): Design a Module Framework ................................................................................. 13
Module 2, Task 8: Module Summary ...................................................................................................................... 14

© 2023 by Arizona State University. Module 2 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 2!
Design - Module Framework

Now that you have finished the Analysis stage of the ADDIE model for creating online courses, and the first part of
the Design stage with the course outline, you will begin the second part of the Design stage. In this module, you
will learn about the importance of sharing the information that you are learning with your peers. You will also
learn about the different components of the module framework and reflect on what knowledge you can cascade
with a peer. At the end of the module, you will learn about designing a module framework based on your course
outline.

The suggested date for completion of this module is September 3, 2023.

Learning Objectives:

By the end of this module you will be able to:

• describe the parts of a module framework

• design a module framework
• cascade new knowledge by sharing with a peer

Below is the schedule for Module 2:

Module 2 Schedule

Task Description Time to Complete

1 Cascading New Knowledge 30 minutes

2 OPTIONAL: Post on Common Classroom Activities 30 minutes

3a Watch a Video 30 minutes

3b Check for Understanding 25 minutes

4a Read About the Module Framework 30 minutes

4b Check for Understanding 25 minutes

5 OPTIONAL: Post on the Module Framework Discussion 30 minutes

6a Watch a Video 30 minutes

6b Study the Module Framework Example 25 minutes

7 OPTIONAL: Design a Module Framework 1.5 hours

8 Watch a Video 15 minutes

CIOC, Module 2, Page 2

M O D U LE 2 , T A S K 1 : C A S C A D IN G N E W K N O W L E D GE
Cascading New Knowledge (30 minutes)
As you can see from the module description and the learning objectives, you will be gaining new knowledge in this
module and throughout the entire course. We want you to cascade this knowledge - from this module and all the
modules in the course. Cascading new knowledge is the idea that you share what you have learned with others,
especially your peers.

Cascading new knowledge is very important to this course. Throughout this course, you will acquire new
knowledge, strategies, and tools to help you develop and deliver effective online courses. In each module, you will
be asked to share what you learn with other teachers. By sharing this knowledge, you will not only reinforce what
you have learned but also improve other teachers’ teaching practices as well.

Reflect on Cascading New Knowledge

After learning about cascading new knowledge, think about the questions below.

• Who do you cascade new knowledge with? In other words, who do you share ideas with about teaching
and designing courses?
• Who will you cascade your new knowledge with from this course Creating and Implementing Online
Courses? In other words, who will you share the ideas from this course with?
• Why do you think it is important to cascade new knowledge?

You can also read a transcript of the video below.

Cascading New Knowledge – Video Transcript

From this module until the end of the course, every week we will spend some time discussing how you can share
your knowledge and experiences with colleagues who are not taking the course. We will also explore ways in
which you can collaborate with other professionals in the field, both face-to-face and virtually.

In this introductory video, we will:

• Explain the term “cascading”

• Discuss why cascading activities have been included in the course
• Consider how you may benefit from cascading
• Describe how you can get engaged in cascading

Let’s start!

You have certainly seen a ‘cascade’ before - “a waterfall descending over a steep, rocky surface” (dictionary.com).
You may have also encountered this word in other contexts - “a cascade of sounds” or “a cascade of events” -
where this words is used metaphorically to refer to something falling or rushing forward in large quantities. In
education, “cascading” is often used to describe a way of sharing knowledge and experience among professionals.
For example, after attending a professional development event and learning new approaches, some teachers may
teach other teachers what they have learned. In other words, they ‘cascade’ new knowledge.

Why cascading in this course?

There are two main reasons. You may have guessed the first one:

• Increasing the course impact

CIOC, Module 2, Page 3

When you were accepted to this course and the OPEN program, you were given a fantastic opportunity to learn
and grow professionally with peers from all over the world. Once you complete the coursework, we are certain
you’ll become a fountain of knowledge. It’s only fair that you share some of your knowledge with those who have
not had the chance to join the program.

The second reason is perhaps less obvious:

• Double your learning

A Roman proverb says “When we teach, we learn”. You know that from your own experience – explaining
something new to students pushes you to think deeper and harder about that concept, you reorganize your
knowledge, and that improves your own understanding. Also, it helps you identify ideas you need to clarify, or
things you need to improve.

We are sure you have many questions about cascading:

What does cascading look like in practice? Will I have to organize lectures or classes for my colleagues? I don’t
have time for this!

‘Cascading’ can take many shapes and forms. In many ways, it mirrors teacher learning, which can take place in
formal to informal contexts. In the weeks to come, we’ll take a closer look at various cascading options and help
you select the most suitable ones for your teaching environment.

We hope this video has helped you understand why we have included the cascading thread in this course: we want
you to become a fountain of knowledge not only for your students, but also for your colleagues. We know you can
do it!

M O D U LE 2 , T A S K 2 ( OP T I ON A L ) : C O M M O N C L A S S R O O M
A C T IV IT I E S
Discuss and Share (30 minutes)
This discussion is optional and ungraded.

In the classroom, teachers often repeat the same activities every day or every week. For example, teachers may
do a warm up activity, like a Think-Pair-Share, at the beginning of class every day. Teachers will change the content
of the warm up, but still use a warm up to start the class every day. What other activities do teachers repeat every
day or every week? Why do they repeat these activities?

“Untitled” by Andros 1234 is licensed under the Pixabay License.

Let’s reflect on these questions through our own experiences as teachers.

CIOC, Module 2, Page 4

Instructions

1. Answer the following questions in a discussion post:

o What are 2-3 common activities you repeat in your classroom every day or every week? Describe
them.
o What is 1 advantage of repeating those activities in your classroom every day or every week?
Who does it help?
o What is 1 reason why you think it is important to repeat activities online?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose an activity described by a peer. In 2-3
sentences, describe how you use that activity in your classroom OR describe how you would like to use
that activity in your classroom.

Below is an example from Sarah:

One activity I always use in my classroom is brainstorming. I do this every time we are going to write a
paragraph or give a short presentation. Another activity I do in my class is an exit ticket. I do this almost
every day at the end of class and usually ask students to write on a piece of paper what they learned for the
day. Repeating these activities helps me to better plan my lessons because I know I need to give 5 minutes at
the end of the class to the exit ticket, for example. I think it is important to repeat activities online because it
can help students to feel more comfortable with learning online.

M O D U LE 2 , T A S K 3A : D E S I GN IN G A M OD U L E F R A ME W OR K
Watch a Video (30 minutes)
Repeating activities in class is part of the design of a module framework. Let's watch a video of Sarah learning
about the module framework.

You can also read a transcript of the video below.

Designing a Module Framework – Video Transcript

Sarah: Hey everybody! Happy Friday! So thanks for joining me again. I just wanted to shoot this quick video to let
you all know that I did it! I got the course outline done, woohoo! And let me tell you all; it helps a lot to know the
major topic of every module, and what each module will look like. But I got a bit worried. I've been wondering
what each module will look like - I mean, should each module have the same kind of stuff or at least look similar?

...and, I thought since they've been so super helpful up until now.... I thought I'd ask Jessie and Sam these
questions. We had a great meeting, and I learned a new concept that I think might help all of you as well, so I am
sharing a part of that meeting to the vlog. See you soon, gotta go!

Sarah: Jessie, Sam, thanks for joining me again. So, do you think each module should look similar? Shouldn’t each
module be about the same size and have some of the same pieces?

Jessie: Wow Sarah! What a great question. Yes, I would say that it is very important to know what each module
will look like. That is why, before I start creating all of the content inside each module, I like to create a module
framework.

Sam: Agreed. A module framework is a great tool for designing your course because it is a plan for what to include
in a typical module in your course. In a module framework, you will decide what items, you know like quizzes,
readings, videos, repeat from module to module.

CIOC, Module 2, Page 5

Narrator: Let’s discuss a few ideas to help you understand what a module framework is. First of all, every module
has a number of pieces, or learning assets, inside it, like a video, a reading, a quiz, or a discussion board. Each
learning management system, like Canvas, has different types of learning assets, but they are usually very similar.
To create a module framework, you will need to learn what those learning assets are, and how you might be able
to use them.

You’ll have to make certain decisions about these assets such as, how many videos, readings, quizzes, and
discussion boards should each module have? Which learning assets would work best from module to module?
What order should you put these assets in? A module framework helps you make some decisions about the
organization of a typical module and can help make sure that each module is organized and clear.

Sarah: A module framework, huh? Okay, looks like I have more reading to do.

M O D U LE 2 , T A S K 3B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 2 , T A S K 4A : M OD U L E F R A ME W OR K
Read About the Module Framework (30 minutes)
You began the Design stage by designing a course outline in Module 1. For this stage, you also need to create a
module framework. Like the course outline, your module framework is similar to the scaffolding of a house.
Without it, the house, or your course, will not have the support it needs to be successful. Let’s take a look at what
a module framework is, what its purpose is, and what to include in a module framework.

“Untitled” by Paul Brennan is licensed under the Pixabay License.

What is a module framework?

A module framework is your plan for what to include in a typical module of your course. It is not the specific
details, but a general “framework.” In a module framework, you will decide what items, such as quizzes or videos,
repeat from module to module. The details and order of a module framework may change from module to
module, but it generally repeats through the course.

What is the purpose of a module framework?

CIOC, Module 2, Page 6

Just like your course outline, the module framework helps you to design your online course. The course outline is
in fact used to help design the module framework. In the next video, you will learn more about how the course
outline is used to design the module framework. However, it is important to understand that the module
framework is different from the course outline. While the course outline is a plan for what you will teach in each
module like the module topics and objectives, the module framework is the plan for how you will teach the
content through items like quizzes and videos that repeat in each module.

Why do we repeat certain items in a module? Repeating items from week to week makes things easier for students
to understand. As items repeat, students can predict what to expect week to week, or module to module. For
example, good module frameworks often have the same number of quizzes, videos, readings, and discussions, and
often in the same order. In fact, even within videos and readings, you will want to have a number of familiar and
repeatable items.

Think about this course, Creating and Implementing Online Courses. Can you identify the module framework? For
example, in each module, there is an overview page, a video, a Check for Understanding Quiz, a reading, and so on.
You can see the module framework in the Module 1 Schedule on the Module 1 Overview page and the Module 2
Schedule on the Module 2 Overview page. Compare these two schedules. You can see that similar items are used
at the beginning, middle, and end of every module. This is to help you know what to expect in each module of this
course.

What do you include in your module framework?

To begin, modules have a number of different items, which we will call “learning assets.” Learning assets include
items such as readings, discussions, videos, and quizzes. In fact, any course item that students can interact with is
called a learning asset.

For example, your module framework may include:

1. Module Overview

2. Warm-up

3. Vocabulary

4. Listening asset (audio or video)

5. Discussion (on the LMS)

6. Reading

7. Comprehension Quiz

8. Writing Assignment

Remember this framework is used as a typical pattern for each module. However, designers may make different
decisions about what to include and in what order to include the learning assets from module to module. You can
also use a variety of learning assets in different patterns when creating your own framework.

Summary
To sum up, a module framework provides you with a structure that you can use for your whole course design. A
good framework allows your students to quickly and easily understand the information you give them.

CIOC, Module 2, Page 7

M O D U LE 2 , T A S K 4B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 2 , T A S K 5 ( OP T I ON A L ) : MO D U L E F R A ME W OR K
D IS C U S S I O N
Discuss and Share (30 minutes)
This discussion is optional and ungraded.

You have just learned about the module framework. It is important to cascade your new knowledge by discussing
takeaways, or things you have learned, with your peers in your teaching context. This will help you to better
understand the information and to design your own module framework. In fact, you can design your own module
framework at the end of this module. To help you prepare for designing your own module framework, let’s
discuss!

“Untitled” by Memed Nurrohmad is licensed under the

Pixabay License.

Instructions
1. Answer the following questions in a discussion post:
o What are 2 takeaways about designing a module framework that you will share with a peer in
your teaching context?
o What are 2-3 learnings assets that you could include in your module framework and that would
work well with your course outline content?
o Explain how these learning assets are a good way to teach the module topics in your course
outline.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose a learning asset discussed by a peer. In 2-3
sentences, explain why this learning asset would or would not work well with your course outline
content.

Below is an example from Sarah:

To be honest, I had never heard of a module framework, so I want to share everything! 1 takeaway that I will
share with my peer at my school is the difference between the course outline and the module framework. The
course outline is what you teach and the module framework is how you teach. Another takeaway is that
learning assets should repeat from module to module. That is why we need to make a module framework. I
think I would include a listening asset and a reading in every module. My module topics are friends/family,
health, school, and more. Having an audio or video and a reading in each module would give students more
knowledge about these topics to be able to do the speaking and writing tasks.
CIOC, Module 2, Page 8
M O D U LE 2 , T A S K 6A : D E S I GN IN G Y OU R OW N M OD U L E
F R A ME W OR K
Watch a Video (30 minutes)
Now that you have read about a module framework, let's watch a video that will help you to design your own
module framework.

As you watch the video on designing your own module framework, think about the following questions:

• Why does Sam ask Sarah to think about what she normally does at the beginning, middle, and end of
her classes?
• How does Sam think Sarah could do similar activities online?

You can also read a transcript of the video below.

Designing Your Own Module Framework – Video Transcript

Sarah: OK, now I’m ready to create a module framework, but I really didn’t know where to start, so I asked Sam
and Jessie again. I think a lot of you have the same questions, but don’t know where to start. This time I recorded
the whole conversation for you. I hope you enjoy it!
Sarah: Hi, Jessie and Sam. Thanks for meeting with me! How do I start with designing a module framework?
Sam: Well, remember your course outline is a plan for what you
will teach and the module framework is a plan for how you will
teach it. To start the module framework, you’ll need to look at
your course outline and think about how you would teach the
content. Look at the schedule - the module topics, objectives
and assessment tasks - and think about the types of learning
assets you would do with the students. Then, focus on a typical
module and think about what you want at the beginning of the
module. What would you do at the beginning of a class?
Sarah: Uhh, I would put my objectives on the board.
Sam: Right, so instead of writing them on the board like you
might in a traditional classroom, you might put them online in a
module overview page. What would you do next?
Sarah: I would probably do a warm-up with my class followed
by some vocabulary work to get them ready for a listening or a reading activity.
Sam: Perfect. You can do something similar online. For example, you could have them do a discussion post for
the warm-up. Then you could share a vocabulary list online to introduce students to the vocabulary followed by
some vocabulary practice and maybe some sort of quiz.

Jessie: Then what do you do after the vocabulary practice in class?

Sarah: I’m going to teach listening and speaking activities together, and teach reading and writing activities
together. So, let’s look first at listening and speaking.

CIOC, Module 2, Page 9

Jessie: Great, in your online class, you could have a listening asset that could be a video or an audio recording
followed by different learning assets for students to practice grammar, vocabulary, and speaking. Those assets
could be discussions, quizzes, or other activities.
Sarah: That makes sense - not too different from my in-person class. And I can do the same thing with reading and
writing. So, I have a plan for the beginning and middle of my module. What do I do for the end of the module?
Jessie: Well what do you do at the end of a module in your in-person class?
Sarah: I usually have a final task, a final test, and then I do something to “wrap up” or conclude the module.
Jessie: Perfect, you can do the same thing online. So now you have a plan - a module framework - for what you
would do in a typical module. You will use this module framework so you know how you will teach the content for
each module.
Sarah: OK, I think I’ve got it. Thanks! Time to start designing my framework.

M O D U LE 2 , T A S K 6B : M OD U L E F R A ME W OR K E X A MP L E
Study the Module Framework Example (25 minutes)
After getting help from Jessie and Sam with how to start creating a module framework, Sarah has prepared a
framework for her online course. Sarah's framework includes different learning assets to create on her Learning
Management System. A Learning Management System, or LMS, is an internet-based software application for the
administration, documentation, and delivery of educational courses. For example, Canvas, Moodle, and Google
Classroom are LMSs.

Read through the module framework and notice the different learning assets and how she has organized them. As
you read the framework, think about the following questions:
• Which assets has Sarah included in the beginning of the module? Why did she include these assets in
this part of the module?
• Which assets has Sarah included in the middle of the module? Why did she include these assets in
this part of the module?
• Which assets has Sarah included in the end of the module? Why did she include these assets in this
part of the module?

Study the module framework below.

CIOC, Module 2, Page 10

CIOC, Module 2, Page 11
CIOC, Module 2, Page 12
M O D U LE 2 , T A S K 7 ( OP T I ON A L ) : D E S I GN A M OD U L E
F R A ME W OR K
Design a Module Framework (1.5 hours)
This task is optional and ungraded.

Now it’s your turn! Design a module framework based on your learner story and course outline. Think about which
learning assets are suitable for the beginning, the middle, and the end of each module.

Instructions:
1. Use the module framework template below for optional task 7.
2. Use the template to create your module framework.
o Plan learning assets that will help your students to achieve the course
objectives.
o Decide which learning assets are suitable for the beginning, the middle, and the end of
the module.
o Include 6 (or more) learning assets with their descriptions and types.
3. Self-assess your work using the rubric below.

Module 2, Task 7: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

I included 6 (or more) I included 3-5 learning I included less than 3

Completion learning assets in my assets in my Module learning assets in my
Module Framework. Framework. Module Framework.

I wrote a clear description I included a description

for each learning asset. I and type for each asset, I did not include a
Description and Type included an appropriate but these may be unclear description and/or type for
type for the learning or inappropriate. each asset.
asset.

I included appropriate I included learning assets

I did not include learning
learning assets for each for each part of the
assets for each part of the
part of the module module (beginning,
Learning Assets module (beginning, middle,
(beginning, middle, and middle, and end). My
and end). My learning
end). My learning assets learning assets may not
assets are not appropriately
are appropriately be appropriately
sequenced.
sequenced. sequenced.

Design a Module Framework - Template

Now it’s your turn! Design a module framework based on your learner story and course outline. Think about which
learning assets are suitable for the beginning, the middle, and the end of each module.

This task is optional and ungraded. Use the rubric on the Module 2, Task 7 page to self-assess your work.

CIOC, Module 2, Page 13

1. Review your course outline. Write your course objectives below.
Course Objectives:
By the end of the course…C

•
•

2. Create your module framework below.

Think about your course outline and your course objectives. Plan learning assets that will help your
students to achieve the objectives. Decide which learning assets are suitable for the beginning, the
middle, and the end of the module. Include 6 (or more) learning assets. Write the part of the module
(beginning, middle, or end), learning asset name, description, and type below.

Module Beginning, Learning Asset Description Type

Middle, or End

*Stop here or plan

additional learning assets
as needed.

M O D U LE 2 , T A S K 8 : M OD U L E S U M M A R Y
Watch a Video (15 minutes)
Now watch a short closing video that summarizes the module's main points and previews the next module.

You can also read a transcript of the video below.

Summary of Module 2 – Video Transcript

CIOC, Module 2, Page 14

Narrator: In this module, we continued the design stage of the ADDIE model. You learned about a module
framework, which is a plan for a typical module. Remember, while a course outline is a plan for what you will
teach, a module framework is a plan for how you will
teach it. With both a course outline and a module
framework, you are beginning to build your
foundation, like building the walls of a home.

In the next module, we will continue our discussion of

design, and you will learn how you can add to your
module framework so that its design better meets the
needs of your students.

Thanks for watching. As always, don’t forget to

cascade new knowledge by sharing what you have
learned with your peers!

CIOC, Module 2, Page 15

MODULE 3: DESIGN – HYBRID MODULE
FRAMEWORK

Table of Contents
MODULE 3: DESIGN – HYBRID MODULE FRAMEWORK ................................................................................................. 1
Module Overview ........................................................................................................................................................... 2
Module 3, Task 1(OPTIONAL): Learning and Teaching Online .................................................................................. 3
Module 3, Task 2a: Introduction to Hybrid Design ................................................................................................... 3
Module 3, Task 2b: Check for Understanding ........................................................................................................... 4
Module 3, Task 3a: Asynchronous and Synchronous Learning Assets ..................................................................... 4
Module 3, Task 3b: Check for Understanding ........................................................................................................... 7
Module 3, Task 4(OPTIONAL): Hybrid Module Framework Discussion .................................................................... 7
Module 3, Task 5a: Designing Your Own Hybrid Module Framework ...................................................................... 8
Module 3, Task 5b: Hybrid Module Framework Example ......................................................................................... 9
Module 3, Task 6(OPTIONAL): Design a Hybrid Module Framework...................................................................... 14
Module 3, Task 7: Module Summary ...................................................................................................................... 16

© 2023 by Arizona State University. Module 3 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 3!
Design - Hybrid Module Framework

Now that you have finished the first and second part of the Design stage with the course outline and module
framework, you will begin the third and final part of the Design stage in Module 3. In this module, the focus is on
hybrid design because many times teachers add live or real-time sessions to online courses. One advantage of
using hybrid design for an online course is that it allows you to use your current teaching content and materials
and give immediate and real-time feedback to students.

In this module, you will learn what hybrid design is. You will also learn what the parts of a basic hybrid design
model are. At the end of the module, you will learn about creating a hybrid module framework.

The suggested date for completion of this module is September 10, 2023.

Learning Objectives:

By the end of this module, you will be able to:

• define hybrid design, and asynchronous and synchronous learning

• describe the components of a basic hybrid design model
• design a hybrid module framework
• cascade new knowledge by sharing with a peer

Remember to cascade your new knowledge! Share what you learn in Module 3 with one or more of your peers!

Below is the schedule for Module 3:

Module 4 Schedule

Task Description Time to Complete

1 OPTIONAL: Post on a Learning and Teaching Online Discussion 30 minutes

2a Watch a Video 30 minutes

2b Check for Understanding 25 minutes

3a Read About Asynchronous and Synchronous Learning Assets 30 minutes

3b Check for Understanding 25 minutes

4 OPTIONAL: Post on Hybrid Module Framework Discussion 30 minutes
5a Watch a Video 30 minutes
5b Study the Hybrid Module Framework Example 25 minutes

6 OPTIONAL: Design a Hybrid Module Framework 1.5 hours

7 Watch a Video 15 minutes

CIOC, Module 3, Page 2

M O D U LE 3 , T A S K 1 ( OP T I ON A L ) : L E A R N IN G A N D T E A C H IN G
O N L IN E
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

Have you taken a class online? Have you taught a class online? Many of us
have probably learned or taught online, and there can be advantages or
disadvantages to learning or teaching online. Let’s reflect on our experiences
to help us begin this module.

Instructions
“Untitled” by Hatice Erol is licensed under the Pixabay License.
1. Answer the following questions in a discussion post:
o Describe an experience of taking a class/workshop online OR teaching a class/workshop online.
o What is 1 (or more) advantage(s) to learning or teaching online?
o What is 1 (or more) disadvantage(s) to learning to teaching online?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. In 2-3 sentences, discuss how you feel about your
peer’s experience taking a class/workshop online OR teaching a class/workshop online. Have you had
similar or different experiences? How did your peer’s experience make you feel?

Below is an example from Sarah:

I took a class online last year. It lasted for 6 weeks, and it was on teaching and assessing young learners. We
met once a week for live or in-person sessions. We then had to do a lot of work on our own during the rest
of the week to prepare for the live sessions. The trainer was really organized, and I learned a lot. I believe an
advantage of learning online is that it is so flexible. In the class I took, I could do the work when I wanted
and where I wanted. However, a disadvantage of learning online is the feeling of not having a community.
We only met once a week online, so I did not get to know the other students in the class really well.

M O D U LE 3 , T A S K 2A : IN T R OD U C T I O N T O H Y B R I D D E S I G N
Watch a Video (30 minutes)
Now let's watch a video to learn about hybrid design and asynchronous and synchronous learning.

You can also read a transcript of the video below.

Introduction to Hybrid Design – Video Transcript

Sarah: Now that I have a course outline and a module framework, what do I do next? You know, I keep hearing
about the advantages of online learning. But, the more I think about it, the more I wonder what those advantages
are? I mean, I can’t meet with my students, I can’t look into their eyes while I am teaching, and I can’t imagine how
students work together in groups. Can you guys tell me what the advantages are...for real?
Jessie: Hi Sarah! I know exactly what you mean. Sometimes I feel like when people talk about online learning they
have never done it before. But here is one clear advantage that I really love about online learning. Students can

CIOC, Module 3, Page 3

work both synchronously and asynchronously! And the more I understand about this fact, the better I can use
hybrid design to meet their needs.
Sarah: Synchronous? Asynchronous? Hybrid design? What in the world does any of this mean? Looks like I have
more reading to do!
Narrator: Hybrid design, in online instruction, means that
sometimes the students are learning asynchronously, and other
times they are learning synchronously. Let me explain.
Synchronous learning is when teachers and students work together
at the same time, often in a live session. In the online world,
teachers use synchronous sessions to meet with students, lead a
class, have a group discussion or even get them started on a group
activity.
Asynchronous learning is when the teacher and the students work
separately at different times. For example, you can watch this video
at any time, in any place. This gives you more control over your
education than ever before. Have a busy day? You can watch these
videos at night. Need to study on the weekends? This course will be
here 7 days a week, 24 hours a day.
Sometimes people might think that synchronous learning is always
better than asynchronous learning, but this is not necessarily the
case. Synchronous learning allows students to work together online
in much the same way as traditional class. Asynchronous learning,
however, gives learners the chance to go at their own speed and on
their own time. For example, think about this course. If we had tried
to put all of you into one Zoom meeting, we might crash the system!
But some of the problems with asynchronous learning are that many
students love to interact live with a teacher, and some learning is best
done with everyone listening, thinking, and working together. That is
why many online courses are hybrid. In other words, sometimes
students work by themselves outside of class or asynchronously, and
sometimes they work with the teacher and other students
synchronously. In hybrid design, teachers may decide to create live or
synchronous parts so that they can meet with students and help them
learn the asynchronous materials. But how do online designers blend
or mix synchronous and asynchronous parts together? Let’s find out!

M O D U LE 3 , T A S K 2B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need at
least 7 out of 10 points.

<<This quiz can only be taken online>>

M O D U LE 3 , T A S K 3A : A S Y N C H R ON OU S A N D S Y N C H R O N OU S
L E A R N IN G A S S E T S
Read About Asynchronous and Synchronous Learning Assets (30 minutes)

CIOC, Module 3, Page 4

Hybrid Design
Hybrid design, in the online world, is designing a course that includes both synchronous and asynchronous
learning assets. This kind of online education is sometimes called blended learning. Remember asynchronous
learning is when the teacher and the students work separately at different times. Synchronous learning is when
the teacher and the students work together at the same time, often in a live session. In the basic hybrid design
model, teachers design an online course with both synchronous and asynchronous learning assets. As a teacher
designing an online course, you will want to think about which learning assets could be done live or synchronously
and which could be done outside of those live classes or asynchronously.

Which learning assets could be asynchronous?

When students can use the learning assets without the teacher or group, those assets can often be asynchronous.
For example, students can use learning assets like grammar videos, readings, and listening assets by themselves.
Each student can use the assets separately and at different times than the other students in the class. Another
example of learning assets that are typically used asynchronously are discussion boards, where students respond
at different times to the same question or prompt.

Which learning assets could be synchronous?

When you want the students to use the learning assets with the other students, or with you and the other
students, those assets can often be synchronous. For example, students can use learning assets like grammar
application, post-reading, and post-listening activities together and at the same time. Teachers often choose which
learning assets should be live or synchronous when they want to give more support to their students or increase
student engagement.

Deciding when to use asynchronous and synchronous learning assets.

Some teachers think of asynchronous as the “instruction,” and live synchronous sessions as the time to “practice”
the instruction. You can think about which learning assets students can use by themselves and which assets
students should use with others. The two types of learning assets, asynchronous and synchronous, are "blended"
or included in a module to maximize or increase student learning. For example, students watch a grammar video
by themselves in an asynchronous asset, and then they practice using the grammar with other students in a
synchronous asset. In the synchronous asset, the teacher is also there to help and answer questions.

Below is a list of asynchronous learning assets and a list of synchronous learning assets. These lists show what
many teachers do. However, you can choose which learning assets should be asynchronous and synchronous in
order to meet your students' needs.

CIOC, Module 3, Page 5

You can plan the synchronous learning assets you will use in each module according to when you will
meet live with your students. The synchronous learning assets you choose will likely depend on if you meet with
your students at the beginning, middle, or end of the module.

What do you do at the beginning of a module?

If you meet with your students at the beginning of a module, you can introduce the topic, pre-
teach vocabulary, and have a conversation with students.

What do you do in the middle of a module?

If you meet with your students in the middle of a module, you can answer questions about a reading or a listening
activity. You can also go over difficult language content, such as a grammar point or ideas from a reading. You can
do more with the readings and listening assets by using group and pair work to get your students talking about the
topics in the readings and videos. You can also ask questions as a way to pre-test your students and give them
instructions to be successful for any final assessment tasks at the end of the module.

What do you do at the end of a module?

If you meet with your students at the end of a module, you can assess the performance of your students by asking
a series of questions or having them do a presentation. Often, when teachers meet with students at the end of the
week, it is a chance to celebrate what the students have done. For example, students might be invited to share a
song or poem they have written, recite a paragraph they have memorized, or present on a topic that they have
studied.

CIOC, Module 3, Page 6

Summary
By having an understanding of both asynchronous and synchronous learning assets, you will be better prepared to
meet the learning needs of your students. Later in this module, you will watch a video to help you design a hybrid
module framework. Then you will study Sarah’s example hybrid module framework and see how she has used this
basic hybrid design model to design her online course.

M O D U LE 3 , T A S K 3B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need at
least 7 out of 10 points.

<<This quiz can only be taken online>>

M O D U LE 3 , T A S K 4 ( OP T I ON A L ) : H Y B R ID M OD U L E
F R A ME W OR K D IS C U S S I O N
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

You have just learned about asynchronous and synchronous learning assets in
hybrid design. It is important to cascade your new knowledge by discussing
takeaways, or things you have learned, with your peers in your teaching context.
This will help you to better understand the information and to use the basic
hybrid design model. To help you prepare for designing your own hybrid module
framework, let’s discuss!
“Untitled” by Mohamad Hassan is licensed under the Pixabay License.

Instructions

1. Answer the following questions in a discussion post:

o What are 2 takeaways about asynchronous and synchronous learning assets in hybrid design
that you will share with a peer in your teaching context?
o Look at your module framework. What 2-3 synchronous learning assets would you add to your
module framework?
o Explain why these 2-3 learning assets would be good to do synchronously or “live” with
students.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose a learning asset discussed by a peer. In 2-3
sentences, explain why this learning asset would or would not work well as a synchronous asset in your
module framework.

Below is an example from Sarah:

I did not understand the difference between asynchronous and synchronous, but now I do! So that is the first
takeaway I will share with a peer from my school. The second takeaway is about the learning assets that are
usually synchronous. It is good to have a list that I can share with my peer. 2 synchronous learning assets that
I would add are vocabulary and grammar practice activities. I would add these because I think it is important
for students to practice the vocabulary and grammar in more real-world activities after studying them. These
activities would be easier to do in “live” sessions.

CIOC, Module 3, Page 7

M O D U LE 3 , T A S K 5A : D E S I GN IN G Y OU R OW N H Y B R I D
M O D U LE F R A ME W OR K
Watch a Video (30 minutes)
Now that you have read about a hybrid module framework, let's watch a video that will help you to design your
own hybrid module framework.

As you watch the video on designing your own hybrid module framework, think about the following questions:

• Why does Sam tell Sarah to look for places within the lesson where students could be helped by a
live, synchronous session with the teacher?
• What are some examples of activities that Jessie, Sam, and Sarah think would be good synchronous
assets?

You can also read a transcript of the video below.

Designing Your Own Hybrid Module Framework – Video Transcript

Sarah: OK, I already have a module framework, but now I need to add synchronous learning assets to it to make a
hybrid module framework. That sounds difficult! And I see other people have said the same thing in the
comments. Time to set up a meeting with Jessie and Sam. I promise to record the meeting and post it.
Sarah: Jessie, Sam, are you there?
Jessie: I’m here!
Sam: Me too!

Sarah: I’ve been reading about hybrid design, and I think it would be helpful for my students. I am able to meet
with them in live, or synchronous, sessions once a week, so I was wondering if you could help me brainstorm about
adding synchronous learning assets into the module framework that I just created. Any ideas?

Jessie: Sure! I think I can help. One of the first things I do when I want to create a hybrid design is take my module
framework and decide which activities could be synchronous, and which activities could be asynchronous. Do you
have your module framework for us to look at?

Sarah: Sure. Let me share my screen.

Jessie: I see it. Okay, so one thing I would do is add a column

that says “synchronous or asynchronous.”

Sarah: Okay, got it.

Jessie: Now you’ll look carefully at each of your learning assets

and decide which activities could be synchronous, and which
could be asynchronous.

Sarah: Okay, so my module overview, my warm-up, my vocabulary list and quiz, all of those things will be easy for
participants to complete on their own, so they will be asynchronous.

Jessie: You got it.

Sarah: But I really think that it would be great if I were able to have a live vocabulary activity with my students.

CIOC, Module 3, Page 8

Sam: What a great idea, Sarah. I was just going to add to what Jessie was saying. In the module framework, I look
for places within the lesson where students could be helped by a live or real-time session with the teacher. That is
how I decide if I should make the learning assets synchronous. And the vocabulary activity is a perfect example of
that.

Jessie: I agree. Another good place to do a synchronous or live session is the warm-up. This can be an opportunity
for you to meet with the students and do an activity together to get them ready for the new lesson.

Sarah: Hmmm...yes. That is a good idea, but do I have to? I think it would be better for me to leave it as
asynchronous.

Jessie: Definitely not. You can decide what is best for your class.

Sarah: Great. Now, in the second part of my module, the video, the grammar focus, and the quiz, could all be
asynchronous, but I might want to add a live or synchronous activity to support all of that learning. How about a
listening activity?

Sam: Yes! You could do a pre-listening or a post-listening activity synchronously.

Sarah: Oh. I think I will do a post-listening activity with my students and then have some questions on the page
with the listening that they can prepare at home before doing the listening. How does that sound?

Jessie: Perfect! And you could do a live synchronous grammar activity in that section as well.

Sarah: Good idea. I see what to do now. Now I am going to introduce my reading section. What if I have a live
synchronous pre-reading activity, you know, like have the teacher meet with students in pairs and discuss a topic?

Jessie: What a great idea! And during the reading you can also have grammar or comprehension activities that you
do live as well.

Sarah: But what about during the last part of my module? I think all of those learning assets are asynchronous.
Maybe there is something I could add. Any ideas?

Sam: Well, I like to have my students meet with me and share their final task assignment with other students. That
gives them a chance to share their ideas and compare them with others.

Sarah: Wow! So, you meet with them more than once a week? That’s great!

Sam: It is great. And if you are able to meet with your students several times a week, that is a great advantage. If
you can’t, then you need to decide the most helpful time to meet them during the module.

Sarah: Got it. I think I have a plan! Thank you, guys, for all your help.

M O D U LE 3 , T A S K 5B : H Y B R ID M OD U L E F R A ME W OR K
E X A MP L E
Study the Hybrid Module Framework Example (25 minutes)
With some more help from Jessie and Sam, Sarah has decided to use the basic hybrid design model for her online
course. By using the hybrid design model, she can have both asynchronous activities where students work without
her or the other students in the course and synchronous activities where she can answer questions, explain

CIOC, Module 3, Page 9

difficult ideas and students can work together. Below is Sarah’s hybrid module framework for a typical module in
her course. She took her module framework from Module 3 and changed it to a hybrid module framework.

Read through the hybrid module framework and notice the different learning assets and how she has organized
them. As you read the framework, think about the following questions:
• Which learning assets are asynchronous? Why did Sarah choose to do these activities
asynchronously?
• Which learning assets are synchronous? Why did Sarah choose to do these activities synchronously?
• Where did Sarah add the synchronous learning assets - the beginning, the middle, or the end of the
module?

Study the hybrid module framework below.

CIOC, Module 3, Page 10

CIOC, Module 3, Page 11
CIOC, Module 3, Page 12
CIOC, Module 3, Page 13
M O D U LE 3 , T A S K 6 ( OP T I ON A L ) : D E S I GN A H Y B R ID M OD U LE
F R A ME W OR K
Design a Hybrid Module Framework (1.5 hours)
This task is optional and ungraded.

Now it’s your turn! Design a hybrid module framework based on your learner story and course outline. Think about
which learning assets are suitable for the beginning, the middle, and the end of each module. Add at least one
synchronous activity to each part of the module.

Instructions:
1. Use the hybrid module framework template below for optional Task 6.
2. Use the template to create your hybrid module framework.
- Review your module framework from Module 2.
- Add a new synchronous learning asset to each part of the module: the beginning, middle, and
end.
- Add 3 (or more) new synchronous learning assets to your framework. Your hybrid module
framework should have 9 (or more) learning assets in total.
- Include the description and type for each learning asset and if each learning asset is
“synchronous” or “asynchronous.”
3. Self-assess your work using the rubric below.

Module 3, Task 6: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

I included 9 (or more)

I 5-8 learning assets in my I included less than 3
Completion learning assets in my
Hybrid Module learning assets in my Hybrid
Hybrid Module
Framework. Module Framework.
Framework.

I included a description
I wrote a clear
and type for each
description for each
learning asset, but these
learning asset. I included I did not include a
Description, Type, may be unclear or
an appropriate type for description, type, and/or
Synchronous or inappropriate. I labeled
the learning asset. I label as synchronous or
Asynchronous Label each learning asset as
labeled each learning asynchronous for each
synchronous or
asset correctly as asset.
asynchronous, but some
synchronous or
may be labeled
asynchronous.
incorrectly.

I added synchronous
I added a synchronous
assets, but one of the
Synchronous Assets asset for each part of the I did not add synchronous
parts of the module may
module (beginning, assets to my framework.
be missing a synchronous
middle, and end).
asset.

CIOC, Module 3, Page 14

Design a Hybrid Module Framework - Template
Now it’s your turn! Design a hybrid module framework based on your learner story and course outline. Think about
which learning assets are suitable for the beginning, the middle, and the end of each module. Add at least one
synchronous activity to each part of the module.
This task is optional and ungraded. Use the rubric on the Module 3, Task 6 page to self-assess your work.

Instructions
1. Review your course outline. Write your course objectives below.
Course Objectives:
By the end of the course…
• X
• C
•

2. Create your module framework below.

• Copy and paste your module framework from Module 2 below.
• Add a new synchronous learning asset to each part of the module: the beginning, middle, and end.
• Add 3 (or more) new synchronous learning assets to your framework. Your hybrid module framework
should have 9 (or more) learning assets in total.
• Include the description and type for each learning asset and if each learning asset is “synchronous” or
“asynchronous.”

Module Learning Asset Description Type Synchronous

Beginning, or
Middle, or Asynchronous
End

CIOC, Module 3, Page 15

 *Stop here or plan
additional learning
assets as needed.

M O D U LE 3 , T A S K 7 : M OD U L E S U M M A R Y
Watch a Video (15 minutes)
Now watch a short closing video that summarizes the module's main points and previews the next module.

You can also read a transcript of the video below.

Summary of Module 3 – Video Transcript

Narrator: In this module, you learned about the basic hybrid design model. You also learned about synchronous
and asynchronous learning assets and created a hybrid design
module framework. In your framework, you made sure to think
about both synchronous and asynchronous assets. Remember,
when you design a hybrid module framework, you are really
thinking about how the teacher will help students throughout
the course to achieve the objectives.

Now let’s talk about the ADDIE model again. As we have

suggested, when you analyze, you build a foundation for your
course by understanding students, teachers, and
administrators.

Next came design, where you began to build on top of the

foundation by creating the scaffolding...the course outline, the
module framework, and a hybrid module framework.

Now you are ready to develop. What does it mean to develop?

It means that now you get to make the learning assets within
the course!

Thanks for watching. And as always, remember to cascade new

knowledge by sharing what you have learned with your peers!

CIOC, Module 3, Page 16

MODULE 4: DEVELOP – LEARNING ASSET

Table of Contents
MODULE 4: DEVELOP – LEARNING ASSET...................................................................................................................... 1
Module Overview ........................................................................................................................................................... 2
Module 4, Task 1(OPTIONAL): Videos for Teaching and Learning ............................................................................ 3
Module 4, Task 2a: Multimedia Principles for Online Course Design, Part 1 ........................................................... 4
Module 4, Task 2b: Multimedia Principles for Online Course Design, Part 2 ........................................................... 6
Module 4, Task 3a: 10 Multimedia Principles for Developing Online Learning Assets ............................................ 8
Module 4, Task 3b: Check for Understanding ......................................................................................................... 10
Module 4, Task 4(OPTIONAL): Learning Asset Discussion ...................................................................................... 10
Module 4, Task 5a: Developing Online Learning Assets, Part 1 .............................................................................. 11
Module 4, Task 5b: Developing Online Learning Assets, Part 2 .............................................................................. 12
Module 4, Task 5c: Check for Understanding ......................................................................................................... 14
Module 4, Task 6a: Developing Your Own Video Script .......................................................................................... 14
Module 4, Task 6b: Learning Asset Example – Video Script ................................................................................... 17
Module 4, Task 7(OPTIONAL): Develop a Learning Asset – Video Script ................................................................ 22
Module 4, Task 8: Module Summary ...................................................................................................................... 25

© 2023 by Arizona State University. Module 4 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 4!
Develop – Learning Asset
Now that you have finished the final part of the Design stage with the hybrid module framework, you will engage
in the Develop stage in Module 4. In this module, the focus is on multimedia principles in online course design.
Multimedia principles can help you make good choices when you want to develop learning assets that help your
students to learn better. You will explore in detail these principles. You will also see how these principles work in
different learning assets. At the end of the module, you will learn how to develop your own learning asset that is
based on multimedia principles and that you can use in your online course.

The suggested date for completion of this module is September 17, 2023.

Learning Objectives:

By the end of this module, you will be able to:

• identify multimedia principles in online course design

• recognize how multimedia principles work in developing videos, readings, and other learning assets
• develop a learning asset (video script) with multimedia principles in mind
• cascade new knowledge by sharing with a peer

Remember to cascade your new knowledge! Share what you learn in Module 4 with one or more of your peers!
Below is the schedule for Module 4:
Module 4 Schedule

Task Description Time to Complete

1 OPTIONAL: Post on Videos for Teaching and Learning 30 minutes

2a Watch Part 1 of a Video 30 minutes

2b Watch Part 2 of a Video 30 minutes

3a Study the Multimedia Principles Infographic 30 minutes

3b Check for Understanding 25 minutes
4 OPTIONAL: Post on Learning Asset Discussion 30 minutes

5a Read About Developing Online Learning Assets, Part 1 30 minutes

5b Read About Developing Online Learning Assets, Part 2 30 minutes

5c Check for Understanding 25 minutes

6a Watch a Video 30 minutes

6b Study the Learning Asset Example - Video Script 25 minutes
7 OPTIONAL: Develop a Learning Asset - Video Script 1.5 hours

8 Watch a Video 15 minutes

CIOC, Module 4, Page 2

M O D U LE 4 , T A S K 1 ( OP T I ON A L ) : V I D E O S F OR T E A C H IN G A N D
L E A R N IN G
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

When you develop learning assets in online course design, there are certain
principles or rules to follow to make the learning asset good for students.
These principles or rules help students learn better.

Let’s look at one learning asset: the video. Videos are used a lot in online
courses, just like in this course Creating and Implementing Online Courses!
We use them to teach you in an interesting way. There are different
principles or rules we follow to make sure that the videos help you learn.
Before looking at these principles, let’s reflect more on videos used in
“Untitled” by 200 Degrees is licensed under the Pixabay License.
teaching and learning.

Instructions

1. Answer the following questions in a discussion post:

o Think about a teaching video you have used in your classroom and you liked. OR think about a
video you watched to learn something and you liked.
▪ What was the video about?
▪ What made it good for your students or you?
o Think about a teaching video you decided not to use in your classroom. Or think about a video
you watched to learn something and you did not like.
▪ What was the video about?
▪ What made it bad for your students or you?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Look at your peer’s answer for the video that the
peer did not like. In 2-3 sentences, discuss how you think the bad video could be changed to be a good
video.

Below is an example from Sarah:

I watched a video on how to make a lesson more student-centered. I really liked it because it had good images
that really showed you what the person was talking about. The person who was talking was very clear and
used her voice to show which ideas were important. I also watched a teaching video about using the simple
present. I wanted to show it to my students, but I didn’t like it at all! The person who was talking spoke very,
very quickly. I had a hard time understanding him! Also, there were no pictures used at all. The video was just
the person talking and nothing to support his words.

CIOC, Module 4, Page 3

M O D U LE 4 , T A S K 2 A : MU L T I ME D IA P R IN C IP L E S F OR ON L I N E
C OU R S E D E S I GN , P A R T 1
Watch a Video (30 minutes)
Now let's watch a video to learn about 5 multimedia principles for online course design.

You can also read a transcript of the video below.

Multimedia Principles for Online Course Design, Part 1 – Video Transcript

Sarah: Okay, everyone! I have developed formative assessments and I am ready to move on to developing the rest
of my learning assets in my hybrid module framework. I still have a lot of my course left to develop! I am going to
have videos, readings, discussion boards, and more. Any tips?

Sarah: It looks like some people have responded to my vlog. Let’s see what they have to say. @TeacherForLife
says, “Great to see you moving along. You know who you should check out? Dr. Richard Mayer. He’s an expert in
multimedia learning and well-respected in the instructional design community. He has a list of multimedia
principles that could help you develop your learning assets. I’ll send you a brief overview.” Sounds interesting! Oh,
and @EnglishisEverything says the same thing: “I love Richard Mayer’s work!” Sounds like someone I need to learn
more about.

Narrator: Richard Mayer, a researcher at the University of California Santa Barbara, has done research on online
learning and has developed different multimedia principles that can help first time designers. These principles
were first published in 2001. However, in his research, Mayer worked with students whose first language was
English. So, we have adapted or changed his principles so that they work with students who are learning English.

In this module, we are going to learn about 10 of these principles that you can use in developing learning
assets. But first, let’s define multimedia principles. Principles are like rules or ideas that guide you. Multimedia is
using spoken words, written words, and visuals together in one learning asset. In other words, you use all three
ways to communicate with your students. For example, in this video, you see me talking, you see words on the
screen, and you see visuals. So multimedia principles are rules or ideas to guide you in using words, spoken or
written, and visuals in learning assets, all of which are used in developing online learning assets.

Let’s take a look at one of the multimedia principles that you

can use in developing learning assets: the Personalization
Principle. It says that students learn better when words are
presented in a conversational style rather than formal style. The
conversational style helps to make your connection with
students. So your ability to connect with students matters a lot
online. For example, in videos, you should use language that
feels real and warm and imagine that your students are right in
the room.

CIOC, Module 4, Page 4

Next let’s look at another principle: the Voice Principle. This
principle says that students learn better from real, clear voices
and not from machines. In other words, students learn better
from humans, not computers. Isn’t that good to know? Your
voice is important, especially in online classrooms! Now, just a
word about how to speak on screen. When you speak on screen,
it’s important to speak in an engaging way, so that your students
who are not in the same room as you, feel like they are right
there!

Another multimedia principle, the Signaling Principle, is when a

teacher changes intonation, or the voice goes up and down, at key
points and with key words. Sometimes a video has visual
information, like text or images on screen to show a key idea. But
when there is no visual information, you should use YOUR voice to
show which ideas are the most important. Did you hear what I
said? I said “YOUR voice” not “your voice.” I used voice signaling
to show you that your voice is a key idea in this principle.

And while it is important for you to be clear, another key way to

make the experience more personal for students is to give them
the chance to control the speed of a learning asset
themselves. This is another one of the multimedia principles, the
Interactivity Principle. But how can a student control the speed of
a learning asset? For example, when you use a video asset, you
can give students the ability to pause, go back, go forward, and
watch the video again. You can also give students the ability to
read at their own speed, pause when they want, and go back. You
could also give students the ability to take quizzes again or take
more time on quizzes. Just like in this course, Creating and Implementing Online Courses, you can control how you
watch the videos, when you take the quizzes, and how much time you spend on a reading. Because you can
control how you interact with or use these learning assets, you can take more time on difficult assets for you.

Finally, let’s look at one last principle: the Pre-training Principle. It

says students learn better when they study key words or difficult
words before these words are used in the learning assets. With pre-
training, you should help students with the names and definitions of
major concepts or ideas. For example, a glossary of terms, at the
beginning of each module, just like in this course, gives students
training in the words that they will see before they start the module.
Pre-training can really increase student learning.

These first five principles can be used to make the students’ experience more personal or more like a real
classroom, but online. But what if I told you there were five more principles to think about? You’ll learn about that
soon. Thanks for watching.

References
(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course.
It is not Public or Creative Commons-licensed, and therefore not for public use.)

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

CIOC, Module 4, Page 5

M O D U LE 4 , T A S K 2 B : MU L T I ME D IA P R IN C IP L E S F OR ON L I N E
C OU R S E D E S I GN , P A R T 2
Watch a Video (30 minutes)
Now let's watch a video to learn about 5 more multimedia principles for online course design.

You can also read a transcript of the video below.

Multimedia Principles for Online Course Design, Part 2 – Video Transcript

Sarah: Okay, so I just learned about 5 of Richard Mayer’s multimedia principles. You know, they really helped me
realize how important it is to make the online experience personal for my students. But now I want to learn more
about the visual parts of online design. I am afraid that since I wasn’t trained in online course design, my online
course is going to look, well, ugly. Can anyone help?

Sarah: I love checking my vlog to see who has replied. It looks like I have some replies. Oh, videos from Sam and
Jessie, of course. I love those guys!

Sam: Hey, Sarah. Just got back from class and saw your vlog. I think one of the hardest things is to start thinking
like a designer. You have to choose colors, think of cool visuals that your students will enjoy and understand.
Remember...make your course beautiful.

Jessie: Hi, Sarah. It is hard making things look good, isn’t it? But the first step is to realize that you aren’t just
talking to students in an online course, you are creating an experience. And that experience involves great writing,
sound, and visuals! All these things together help our students learn.

Narrator: Sam and Jessie are right. You want to create a good experience for your students online. To help, let’s
look at 5 more multimedia principles that we have adapted or changed from Mayer’s research so that they work
with students who are learning English online.

Let’s start with a basic but very important principle. Students learn
better from words and pictures than from words alone. This is the
Multimedia Principle. It is important that you don’t just think of your
online class as a place with words, but a place that looks interesting
and makes students want to engage. Words can teach...but so can
visuals...and visuals and words together can really make a difference in
helping students understand what you want them to learn. So, for
example, Sarah used a picture of a woman with her hand on her head
with the new vocabulary word “headache” next to it to show meaning.

CIOC, Module 4, Page 6

Okay, now I am going to teach a very unusual word: contiguity.
Contiguity means 2 things should be close together. Sometimes,
visuals and words are far apart from each other, and that makes it
hard to learn things online. The Contiguity Principle says that it is
better for learning when words and visuals are near each other.

For example, look at this picture of a house with scaffolding from

a reading earlier in this course.

The sentence near the visual is, “The course outline is like the scaffolding of the house.” The visual helps to show
the meaning of the sentence. If the visual was far away, it would not help you learn what a course outline is. So
remember, when the words and visuals are connected to each other, you want to have them close to each other in
the learning assets you develop.

Another similar problem can happen when too many words and
visuals are together. It just gets confusing and messy. The
Coherence Principle teaches that it is important to remove extra
words, visuals, and sounds, so that students notice what is most
important.

For example, look at this visual comparing asynchronous and

synchronous learning.

The visual uses only the words that are needed. The visual is interesting, but simple, which helps your
understanding. The learning assets are shown in a list not in complete sentences. So, as you develop learning
assets like videos or readings, ask yourself, “Which words do my students really need?” Which visuals do my
students really need?” or “Should I say all these words?” Only keep the words, visuals and sounds that you think
will help your students learn.

CIOC, Module 4, Page 7

Our next principle is the Modality Principle. It says that students
learn better from visuals and spoken words than from visuals and
written words. For example, look at this visual. I said the definition of
the principle and did not write it on the screen. This use of the visual
and the spoken words will help you learn the principle better. So, if
you have a lot of visuals in a learning asset, like many slides in a video,
you’ll want to make sure to add your voice to explain the visuals in
your video.

For English language learners, it can be very important to have the

words about the visuals spoken and written in a learning asset, like a video. This works well with learners who have
low levels of English. Just remember to use audio at the same time as the visual.
Finally, there is the Segmenting Principle, which is to divide things
into small parts for students. Information that is too long can be
difficult to understand, which is why we recommend that videos be
no longer than five to seven minutes long. If you have a lot of
information, make 2 videos! Or think about some of the readings we
have done in this course. We divided readings into 2 or 3 different
parts and put them on 2 or 3 different online pages. The learning
asset was divided into smaller parts to make it easier for you to
learn.

These 5 multimedia principles can really help you to develop an online course that will give your students a good
experience. If you use all 10 of these multimedia principles, you will definitely have a strong online course.

Looks like my time is up! Thanks for watching.

References
(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course.
It is not Public or Creative Commons-licensed, and therefore not for public use.)

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

M O D U LE 4 , T A S K 3A : 10 MU L T I ME D IA P R IN C I P L E S F OR
D E V E L O P IN G ON L IN E L E A R N IN G A S S E T S
Study the Multimedia Principles Infographic (30 minutes)
Here is the 10 Multimedia Principles for Developing Online Learning Assets infographic. The infographic has the
name of each of the 10 principles and their definitions.

As you study the infographic, pay close attention to the principles' definitions. They will help you to develop
strong learning assets. You will also use this infographic to help you in the final task of this module.

Study the multimedia principles infographic below.

CIOC, Module 4, Page 8

CIOC, Module 4, Page 9
M O D U LE 4 , T A S K 3B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the videos and infographic.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 4 , T A S K 4 ( OP T I ON A L ) : L E A R N IN G A S S E T
D IS C U S S I O N
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

You have just learned about the multimedia principles that are used to develop
learning assets in an online course. It is important to cascade your new
knowledge by discussing takeaways, or things you have learned, with your
peers in your teaching context. This will help you to better understand the “Untitled” by Geralt is licensed under the Pixabay License.
information and to develop strong learning assets. In fact, you can develop a
learning asset - a video script for a video - at the end of this module. To help you prepare for developing this
learning asset, let’s discuss!

Instructions

1. Answer the following questions in a discussion post:

o What are 2 takeaways about multimedia principles that you will share with a peer in your
teaching context?
o Which module in your course outline could you make a video script for?
o Where in your hybrid module framework could you put your video?
o What are 2 multimedia principles you could use in developing that module video and/or video
script? Also, explain why you could use each of these multimedia principles in your video and/or
video script.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose 1 of the multimedia principles that your peer
wants to use in developing their video asset. In 2-3 sentences, explain why you could use this multimedia
principle in your video and/or video script, too.

Below is an example from Sarah:

One takeaway that I will share with my peer at my school is the definition of each of the multimedia
principles. I had never heard of them before, and they seem important when creating any learning asset. I will
also tell my peer about why we want to include the multimedia principles in anything we develop for our online
courses. I think that I could develop a video script for my health module in Grammar Focus 1 of my hybrid
module framework. The first multimedia principle I could use in my video is the Personalization Principle
because when I am teaching my students in the video, I want to sound friendly so they feel more interested in
learning. I could also use the Coherence Principle because in my video, I want to use a PowerPoint. I need to
make sure that I don’t use a lot of words or pictures and keep it simple. Because my students are at a low level,
they don’t learn well when there is too much information.

CIOC, Module 4, Page 10

M O D U LE 4 , T A S K 5A : D E V E L OP IN G O N L IN E L E A R N IN G
ASSETS, PART 1
Read About Developing Online Learning Assets – Videos, Quizzes, and
Discussions (30 minutes)
Developing online assets is one of the most important and engaging parts of designing an online course. To
develop interesting learning assets online, you need to think about your course outline and your hybrid module
framework. Remember the course outline is what you will teach and the hybrid module framework is how you will
teach it. For example, if you are developing a video asset, you will want to look at your course outline to choose a
module you will teach. You should also look at the module objectives and decide if a video can help your students
to achieve one or more of your objectives. Then you will want to look at your hybrid module framework and
decide where you will use the video. You also need to take these steps when you are developing other types of
learning assets.

In addition to using your course outline and hybrid module framework, you need to use some of the 10
Multimedia Principles when you are developing an asset. Let’s look at video, quiz, and discussion assets and some
examples of how to use the principles to help you develop these types of learning assets.

Videos
Video assets are often used to show students examples of how the language is used and give students ideas about
a topic. They are also used to teach students about language. Videos can be engaging and motivating to students
and help them to learn.

When you develop a video asset, you start by writing a script that has
the words you will say in the video. It is important to plan the words you
will say so that you can confidently explain the video content to your
students, and they can learn better. In your script, you should use some
of the 10 multimedia principles we have discussed by making sure to
write them in the script.

In this course, Creating and Implementing Online Courses, you watched a video in Module 2 called an Introduction
to Cascading New Knowledge. The principles used to develop the video are:
• Personalization Principle - the woman in the video speaks in a conversational style.
• Voice Principle - the woman in the video speaks with a clear, strong voice.
• Signaling Principle - the woman in the video shows the words that are important with her voice.
• Multimedia Principle - the video includes visuals and words together to show the ideas.
Quizzes
In an online course, quizzes are typically used for formative assessment.

When you are developing quizzes, it is important to use some of the 10

multimedia principles. For example, in this course, we have the Module 1
Task 7c quiz immediately after a reading. The quiz assesses your
understanding of the most important information from the reading. The
principles we used in this quiz are:
• Interactivity Principle - the quiz gives you many chances or
attempts to answer the questions correctly.
• Pre-training principle - difficult and key words used in this
quiz are defined before: in the reading and in the course
glossary.

CIOC, Module 4, Page 11

Discussions
Discussion assets are used in online courses for warm up tasks, formative assessments, connecting students, and
more. Similar to in-person discussion, students can share with each other and receive feedback in online
discussions.

When you are developing discussions, you need to use some of the 10
multimedia principles. Let’s look at one specific example from this course. In
the Module 3, Task 1 discussion, we learning and teaching online. The
principles we used to develop that discussion are:

• Interactivity Principle - you can control the time you spend on

this discussion.
• Personalization Principle - the introduction to this discussion
and Sarah’s example post are written in a conversational style.

Summary
When you are developing video, quiz, and discussion learning assets, remember to use different multimedia
principles. If you use these multimedia principles, you will develop learning assets that students will find engaging
and useful.
References

The first image is a derivative of "Introduction to Cascading New Knowledge?" by World Learning, used under CC BY 4.0 by Arizona State
University for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360.
“Module 1, Task 7c" by Arizona State University is licensed under CC BY 4.0.
“Module 3, Task 1" by Arizona State University is licensed under CC BY 4.0.

M O D U LE 4 , T A S K 5B : D E V E L OP IN G O N L IN E L E A R N IN G
ASSETS, PART 2
Read About Developing Online Learning Assets – Readings, Infographics, and
Instructional pages (30 minutes)
When developing online learning assets, remember to use your course outline and your hybrid module framework
to start. You should also use some of the 10 Multimedia Principles. Let’s look at reading, infographic, and
instructional page assets and some examples of how to use these principles.

Readings
In both online and in-person English language teaching, readings are helpful for showing students examples of how
the language is used and giving students ideas about a topic.

Many teachers often choose to use their textbooks' readings in an online course. However, to develop readings
for an online course, teachers may write their own readings or use articles from other resources, especially
resources that are Open Educational Resources (OER). These are free resources that you can use. If you need to,
you can change them to make them suitable for your students’ language levels. They are very helpful for teachers
and instructional designers. In fact, the resources in this course are OER, and you can use and change them for
your context.

CIOC, Module 4, Page 12

When you are developing readings, it is also important to think about the
10 principles. Let’s look at one specific example. In this course, Creating
and Implementing Online Courses, you read about course objectives in
Module 1. The principles we used to develop that reading are:
• Segmenting Principle - the reading is in two shorter parts
(Writing Course Objectives Based on a Learner Story and
Supplemental Resource for Writing Objectives) instead of
one long reading.
• Multimedia Principle - the reading has visuals that make the
reading easier to understand and more interesting.
• Contiguity Principle - the visuals are near the words on the
page.

Infographics
Infographics are learning assets that use visuals and words to show information quickly and clearly. Infographics
usually have more visuals than words. These visuals can be graphs, charts, icons, and pictures. Because of the
visuals, infographics are engaging for students.

For example, in this course, Creating and Implementing Online Courses, we

developed the 10 Multimedia Principles for Developing Online Learning
Assets infographic to help you understand the principles. The principles we
used to develop that asset are:
• Multimedia Principle - the infographic has visuals and words
together to show the information.
• Contiguity Principle - the visuals and words for each principle
are close together.
• Coherence Principle - the infographic does not include extra
words or visuals that could distract you.

Instructional Pages
In an online course, an instructional page can teach English language students about topics in grammar,
vocabulary, writing and more. The information can be written on the page in the Learning Management System
(LMS) or it can be on a PDF or other file.

For example, in this course, in Module 3 Task 5b, we use an

instructional page to help you understand the hybrid module
framework. On this page we have a PDF with Sarah’s example hybrid
module framework. The principles we used to develop that asset are:
• Multimedia Principle - the PDF includes visuals (table and
explanation bubbles) and words together to show you
what to include in a hybrid module framework.
• Contiguity Principle - the visuals and words in the PDF
are close together.
• Coherence Principle - the PDF does not include extra
words or visuals that could distract you.

Summary
When designing readings, infographics, and instructional pages, always make sure to follow the different
multimedia principles. If you remember and use these multimedia principles, you will develop strong learning
assets that help your students to learn.

CIOC, Module 4, Page 13

References

“Module 1, Task 6 " by Arizona State University is licensed under CC BY 4.0

"10 Multimedia Principles for Developing Online Learning Assets Infographic" by Arizona State University is licensed under CC BY 4.0.
“Module 3, Task 5b" by Arizona State University (Links to an external site.) is licensed under CC BY 4.0

M O D U LE 4 , T A S K 5C : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 4 , T A S K 6A : D E V E L OP IN G Y O U R O WN V ID E O S C R IP T
Watch a Video (30 minutes)
Now that you have read about using multimedia principles with different learning assets, let's watch a video that
will help you to develop your own learning asset - the video script.

As you watch the video on developing your own video script, think about the following questions:
• When Jessie makes a video, how does she decide what she wants her video to do and where she will
put it?
• What information does Sam include in the template for his video scripts?

You can also read a transcript of the video below.

Developing Your Own Video Script – Video Transcript

Sarah: Time to create a video script. I have never really created one. It makes me feel like I am a Hollywood script
writer. It is so fun to think about all the possibilities. I have another meeting with Jessie and Sam. They are the
best. This time, I asked them to meet me so that we could discuss what to do when you are writing your first ever
script. I’ll be sure to post the recording to my vlog later!
Sarah: Hi guys! Thanks for joining me. All my followers keep commenting on what wonderful mentors you’ve been
in helping us create our very first online course. The viewing community and I really appreciate all of your great
ideas and advice so far.
Jessie: No problem, Sarah. I’m sure I’ll be asking you for advice sooner or later. That’s what these kinds of shared
vlogs are all about, getting ideas and creating a community of practice.

Sam: All we ask is that you share the knowledge we give you with others. Education is a team sport!

Sarah: Well, that’s the plan! To all you subscribers out there, we’re talking to you! Don’t be afraid to ask more
questions and hit that like button. OK so let’s talk about video scripts. What are some of the basic things you think
about when developing one?

CIOC, Module 4, Page 14

Jessie: Well, I like to start by looking at my course outline
and my hybrid module framework.
Remember that the course outline is what you will teach and
the hybrid module framework is how you will teach it. And
so, I look at my course outline and choose the module I’m
going to develop. Then, I look at my module objectives. I
want my video to help my students to achieve one or more
of my objectives. Then I look at my module framework and
decide where in the module to put a video.

Sarah: OK. I’m looking at my course outline and hybrid

module framework. What I’ll do is develop my module on
Health. My module objectives are: use the simple present
tense with have to talk about health problems and use
vocabulary about the body and health. I think a video can
help my students to achieve these objectives.

Jessie: Ok so then where in your hybrid module framework

will you have the video?

Sarah: Hmm…. it looks like I could add it in the Grammar

Focus 1. What do I do now?

Sam: Now’s the fun part! You’ve chosen your topic and objectives
for your video and next you write a script for what you will say in
the video. This is similar to what you would do in-person when
teaching your students, but how you prepare is a little different. I
like to start with a template, which is something I use for every
script. It’s like this one.

Sarah: Oh, I see. There is a column for the script and one for the
visuals. And there is a box for the notes below the visuals. Can
you explain what goes in each?

Sam: Sure Sarah. In the script column, you write what you want to
say when you record the video.

CIOC, Module 4, Page 15

In the visuals column, you describe what words, pictures, tables,
and other visuals you will have on screen. Or you can even make a
PowerPoint presentation with your visuals and add each slide to
the column.

Lastly, in the notes, you want to plan how you are going to say
your script and what you will do when you record.

Sarah: Ok script, visuals, and notes, I think I get it, but I’m not sure
what I put in the notes. Can you explain that more?

Sam: Yes, so, in the notes you write things like “Say this slowly” or
“Point to this visual”, and the script is the actual words that you
are going to say.

Jessie: Right! It’s important to make notes so you aren’t just

reading your script. You need to use the multimedia principles in
developing your video. You don’t need to use all of the principles,
but some are important to use like the Personalization Principle
and the Voice Principle.

Sarah: Oh yes, I need to speak in a conversational style and with a

clear strong voice.

Jessie: Also, the Signaling Principle and the

Multimedia Principle are good to use for video assets.

Sarah: That makes sense! I’m teaching grammar so I will need to

use my voice to help show my students how the grammar is used. And I want to use visuals near the example
sentences.

Sam: There are other principles you can use, too, but those are some of the most important ones.

Sarah: Ok, so start with the script, then visuals and notes.

Jessie: Right, but… you can also start with the visuals, or even do the script and visuals at the same time.
Sometimes I make my visuals and write my script together.

Sarah: Oh ok, I guess I’ll see what works best for me. I think I’m ready to get started.

Sam: That’s great! And don’t worry, it gets easier the more you do it.

Sarah: I’ll be heading to Hollywood before you know it!

CIOC, Module 4, Page 16

M O D U LE 4 , T A S K 6B : L E A R N I N G A S S E T E X A MP L E – V ID E O
S C R IP T
Study the Learning Asset Example (25 minutes)
With some more help from Jessie and Sam, Sarah has decided to develop of video learning asset for the grammar
focus in her Module 4 Health. Sarah has thought about the 10 Multimedia Principles and written her script about
sentences with have and has. Sarah will use the script, visuals, and notes to help her record her video. She will
then use the recorded video in either a synchronous or asynchronous class session. In other words, students will
be able to watch the prerecorded video in class with other students or at home by themselves.

Read through the example video script and notice how Sarah has used the 10 Multimedia Principles. As you read
the script, think about the following questions:

• Which of the multimedia principles has Sarah used in her learning asset - video script?
• What visuals has Sarah included in her video?
• How will Sarah use the Notes section to help her record her video?

Study the learning asset example below.

CIOC, Module 4, Page 17

CIOC, Module 4, Page 18
CIOC, Module 4, Page 19
CIOC, Module 4, Page 20
CIOC, Module 4, Page 21
M O D U LE 4 , T A S K 7 ( OP T I ON A L ) : D E V E L O P A L E A R N IN G
A S S E T – V ID E O S C R I P T
Develop a Learning Asset – Video Script (1.5 hours)
In this module you learned about 10 Multimedia Principles for Developing an Online Learning Asset. Then, Jessie
and Sam talked with Sarah about how you can get started with developing one type of learning asset - a script for a
video.

Now it’s your turn! Develop a video script for a video asset in your online course. Think about your own course
outline from Module 1 and your hybrid module framework from Module 3, and develop a video script for one
learning asset. The script will be for a video that you record later and use in either a synchronous or asynchronous
class session. Your students will then be able to watch the prerecorded video with other students in class or watch
it by themselves at home.
Instructions:

1. Use the learning asset template below for optional Task 7.

2. Use the template to create your learning asset – video script.
o Review your course outline. Choose one module to develop a learning asset for.
o Review your hybrid module framework. Choose one video learning asset to develop.
o Write your script, visuals, and notes in the template.
o Explain how you used 3 (or more) multimedia principles in developing your learning asset.
3. Self-assess your work using the rubric below.

Module 4, Task 7: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

My video asset connects My video asset connects

My video asset does not
to my module topic and to my module topic and
Module Topic and connect to my module topic
module objectives. My module objectives. My
Framework and module objectives.
video asset is video asset may be
Evaluation Where the video is placed in
appropriately placed in inappropriately placed in
my hybrid module
my hybrid module my hybrid module
framework is not included.
framework. framework.

My script includes what I

My script includes what I My script with what I will
will say in my video. My
will say in my video, a say in my video, a
description of the visuals I
Script Completion clear description of the description of the visuals I
will use and notes for
visuals I will use, and will use, and notes for how
how my video will be
notes for how my video my video will be recorded
recorded may be unclear
will be recorded. are incomplete or missing.
or limited.

My script, visuals, and My script, visuals, and

My script, visuals, and notes
notes clearly show how 3 notes show how 1-2
Multimedia Principles do not show how
(or more) multimedia multimedia principles will
Evaluation multimedia principles will
principles will be used in be used in my video
be used in my video asset. I
my video asset. My asset. My explanation of
did not explain how the
explanation of how each how each multimedia

CIOC, Module 4, Page 22

 multimedia principle is principle is used in the multimedia principles are
used in the video script is video script may be used in my video.
clear and detailed. unclear or limited. Or my
script, visuals, and notes
show how 3 (or more)
multimedia principles will
be used, but explanation
of the multimedia
principles is missing.

Develop a Learning Asset Video Script - Template

Now it’s your turn! Develop a video script for a video asset in your online course. Think about your own course
outline from Module 1 and your hybrid module framework from Module 3, and develop a video script for one
learning asset. The script will be for a video that you record later and use in either a synchronous or asynchronous
class session. Your students will then be able to watch the prerecorded video with other students in class or watch
it by themselves at home.
This task is optional and ungraded. Use the rubric on the Module 4, Task 7 page to self-assess your work.

Instructions
1. Think about your course outline. Choose one module. Write the module topic and objectives below.
Module Topic:

Module Objectives:

By the end of the module…

• -
• -
• -

2. Write where you will have the video learning asset in your hybrid module framework.
Ex. The video for the Grammar Focus 1 will be in the middle of the module after the learning asset,
Listening Activity.
Where will you have the video in your hybrid module framework?

3. Write your script, visuals, and notes in the table below. Remember to review Sarah’s example.
a) Write a written script for what you will say below Script.
b) Write a description for the visuals you will use below Visuals.
c) Write notes for what you will say and do when you record the video below Notes.
d) Use 3 (or more) of the multimedia principles for developing online learning assets.

4. After you write your script in the table (step 3), write the names of 3 (or more) multimedia principles you
used. Explain how you used each one in developing your video script. Write 3-5 sentences.
Ex. I used the Personalization Principle in my script by using warm, conversational language. I used the
Multimedia Principle by including both pictures and words to help my students understand the meaning of
sentences. I also used the Signaling Principle to develop my learning asset. I made notes in my script to say
the key words and signal with my voice.
Which multimedia principles did you use? How did you use each one in developing your video script?

Script for Video Learning Asset:

CIOC, Module 4, Page 23

Script Visuals

Notes:

Notes:

Notes:

Notes:

Notes:

Notes:

CIOC, Module 4, Page 24

 Notes:

Notes:

*Add additional lines for the script as needed

M O D U LE 4 , T A S K 8 : M OD U L E S U M M A R Y
Watch a Video (15 minutes)
Now watch a short closing video that summarizes the module's main points and previews the next module.

You can also read a transcript of the video below.

Summary of Module 4 – Video Transcript

Narrator: In this module, you learned about Richard Mayer’s

multimedia principles and how you can use them for developing
learning assets in your online course. We shared 5 of these
principles with you that can help you make this course more
personal for students. We then shared 5 more principles that
helped you think about the instructional design of the course.

These principles can be used with the development stage of the

ADDIE model. When you develop your learning assets, you want
to make sure that you understand the basic principles of online
design so that your course will look good and more importantly
help your students to learn better.

In the next module, we are going to talk about a very exciting part
of an online course: implementing! In the Implement stage, you
will get a chance to study online tools that will help you use what
you have designed and developed with your students.

CIOC, Module 4, Page 25

Thanks for watching. As always, remember to cascade new knowledge by sharing what you have learned with your
peers!

CIOC, Module 4, Page 26

MODULE 5: IMPLEMENT, EVALUATE, AND FINAL
ACTION PLAN

Table of Contents
MODULE 5: IMPLEMENT, EVALUATE, AND FINAL ACTION PLAN .................................................................................. 1
Module Overview ........................................................................................................................................................... 2
Module 5, Task 1a: Online Course Implementation ................................................................................................. 3
Module 5, Task 1b: Check for Understanding ........................................................................................................... 4
Module 5, Task 2a: Characteristics of Online Tools for Implementation, Part 1 ...................................................... 4
Module 5, Task 2b: Characteristics of Online Tools for Implementation, Part 2 ...................................................... 5
Module 5, Task 2c: Check for Understanding ........................................................................................................... 7
Module 5, Task 3(OPTIONAL): Online Tools Discussion ............................................................................................ 7
Module 5, Task 4a: Introduction to Online Course Evaluation ................................................................................. 9
Module 5, Task 4b: Check for Understanding ......................................................................................................... 11
Module 5, Task 5(OPTIONAL): Course Evaluation Discussion ................................................................................. 11
Module 5, Task 6a(OPTIONAL): Creating a Final Action Plan .................................................................................. 11
Module 5, Task 6b(OPTIONAL): Create a Final Action Plan .................................................................................... 13
Module 5, Task 7: Module and Course Summary ................................................................................................... 15
Module 5, Task 8: Course Post-Test ........................................................................................................................ 15

© 2023 by Arizona State University. Module 7 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 5!
Implement and Evaluate – Online Tools, Course Evaluation, and Final Action Plan
Now that you have analyzed your learners and your teaching context, designed your course outline and hybrid
module framework, developed your learning asset, you are now ready to implement and evaluate! In this module,
you will explore ways to implement your online course. You will also learn about the characteristics or qualities of
an effective online tool for asynchronous and synchronous learning. Then, you will explore what course evaluation
is and why we do it. At the end of the module, you will learn how to create a final action plan in which you reflect
on what you have learned and write steps for more online course creation and implementation.

Learning Objectives:
By the end of this module, you will be able to:

• identify useful ways to introduce and engage students in implementing your online course
• define the characteristics of an effective online tool for asynchronous and synchronous learning
• recognize the reasons for and process of course evaluation
• prepare a final action plan for creating and implementing your online course
• cascade new knowledge by sharing with a peer

Remember to cascade your new knowledge! Share what you learn in Module 5 with one or more of your peers!
The suggested date for completion of this module is September 24, 2023.
Below is the schedule for Module 5:
Module 5 Schedule

Task Description Time to Complete

1a Watch a Video 30 minutes

1b Check for Understanding 25 minutes

Read About Characteristics of Online Tools for Implementation,
2a 30 minutes
Part 1
Read About Characteristics of Online Tools for Implementation,
2b 30 minutes
Part 2

2c Check for Understanding 25 minutes

3 OPTIONAL: Post on Online Tools Discussion 30 minutes

4a Watch a Video 30 minutes

4b Check for Understanding 25 minutes

5 OPTIONAL: Post on Course Evaluation 30 minutes

6a OPTIONAL: Read about Creating a Final Action Plan 25 minutes

6b OPTIONAL: Create a Final Action Plan 1.5 hours

7 Watch a Video 15 minutes

CIOC, Module 5, Page 2

 8 Course Post-Test 30 minutes

M O D U LE 5 , T A S K 1A : ON L IN E C OU R S E I MP L E ME N T A T I ON
Watch a Video (30 minutes)
Now let's watch a video to learn about implementing an online course.

You can also read a transcript of the video below.

Online Course Implementation – Video Transcript

Sarah: Hey, guys! I have decided to start a whole new feature on my vlog... I am calling it, “Ask Sarah!” Today, on
Ask Sarah, I will be going through the many questions you have posted on my vlog and answering your questions. I
talked with Sam and Jessie about your questions and got answers! I'm going to share them today on my vlog.

First of all, some of you wanted more information about the ADDIE model. It looks like @ESLForLife asked “I
understand analyze, design, and develop, but implement? What does it mean to implement?”
That is a great question. Implementation means that after you design and develop, you actually get to teach! My
favorite part. Implementation happens when we introduce the learning assets we developed to students, and their
learning begins.

Okay, @lovesgrammar, asks, “What are some simple tips for implementing?” Great question. Something Sam said
was that his first and most important tip is that you should guide students through the different learning assets
online. For some or many of your students, your learning assets, like discussions, videos, and quizzes will be new,
so it is important to make sure all your students understand how they work. So, you could look at the 1st module
together. Take time to show your students how each learning asset works in the module. When you guide them
through the module, they will have a good understanding not only of the module but also of the whole course.

Jessie says you can do this by giving students a syllabus and sending out announcements. In the announcements,
you can tell students about assignments that are important. This can help students plan their time better.

Another tip that I learned from Sam and Jessie was to remind students of resources. As you watch students in your
class, you might see that some of them aren’t paying attention to the glossary, to a link for a website that gives
additional content, or to other important information. Make sure that you point out resources to students as
often as you can.

Oh, and one more tip I learned. To implement an online class, you might want to have a discussion board for
general questions. This can help students see there is a place to go if they don’t know the answer to something.
After a while, students might see that they have some of the same questions that others have, and in a discussion
board, you will only need to answer the question one time. If students ask you the same question, you can send
them to the answer you already created on the discussion board.

Okay, I think I have time for one more question. @jessicalovesESL writes, “For my synchronous or live sessions, I
really want to use different online tools. When I use a new tool in the course, how do I make sure it is a good
choice for my students?”

I love trying new online tools in my classes. This is something I would do in my traditional classes, but Sam and
Jessie tell me I can do it for online courses, too! Online tools are programs, websites or other online resources that
can help students to learn and work together. They can be engaging and motivating for students. Other teachers
have introduced me to free, formative and fun online tools like Kahoot, Quizlet, PollEverywhere, and others that
make my live classes exciting and engaging. I don’t think that they are openly licensed though. Students can also

CIOC, Module 5, Page 3

use these tools by themselves in asynchronous activities. However, it isn’t always easy knowing which tool will
work in your course, so here are some final tips.

First, choose an online tool that is simple and won’t make students confused. You’ll want to choose a tool that is
easy for you to use, too! I love to watch tutorial videos first before I use a new tool. This helps me to see if it is too
complicated or confusing.

Second, make sure you choose an online tool that actually helps students achieve the module and course
objectives. If the tool is fun but does not help students to learn, then this tool is not the right tool for your
classroom.

Finally, you might want to think about if the tool is good for students who have different language levels and may
need to work at different speeds. Tools that allow students to go at their own speed and give extra support are
great for online learning!

Anyway, thanks for all your questions everyone, and keep them coming. I love feeling like I am becoming an
expert!

M O D U LE 5 , T A S K 1B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 5 , T A S K 2A : C H A R A C T E R IS T IC S O F ON L I N E T O O LS
F O R I MP L E M E N T A T I ON , P A R T 1
Read About Characteristics of Online Tools for Implementation, Part 1 (30
minutes)
Online Tools
To create an online course, you need to have a strong hybrid module framework. Remember that your hybrid
module framework includes the learning assets you will have in a typical module. These assets could be videos,
readings, infographics or any other assets you learned about in this course. To implement the learning assets in
an online course, you could add online tools that increase student engagement and motivation with these
assets. Online tools are programs, websites, or other online resources that can help students to learn and work
together. Some online tools work well with asynchronous learning assets; other online tools work well with
synchronous learning assets; and some online tools work well with both asynchronous and synchronous learning
assets.

CIOC, Module 5, Page 4

You should choose effective tools that will increase the learning in the asynchronous and synchronous learning
assets and help your students learn better and achieve the module and course objectives. This will make your
online course stronger. By choosing effective tools, you will be more likely to successfully implement the learning
assets in the course. But how can you choose which online tools are most effective for your learning assets in your
online course?

Choose Online Tools with the BRIDGE Checklist

To choose which online tools are best for your learning assets in your online
course, use the BRIDGE Checklist, created by Arizona State University, to do a
review of the tools’ characteristics. The checklist is like a bridge to connect the tool “Sydney Harbor Bridge” by GDJ is licensed under the Pixabay
with your online course, helping you decide how effective the online tool is. Ask License

yourself the following questions:

Ask yourself these questions from the BRIDGE Checklist when reviewing and evaluating a possible tool to use with
a learning asset in your online course. The answers will help you decide if the online tool is effective for your
students and for the learning asset in your online course. Let's now see how the BRIDGE checklist could be used to
review a possible online tool for Sarah's online course.

M O D U LE 5 , T A S K 2B : C H A R A C T E R IS T IC S O F ON L I N E T O O LS
F O R I MP L E M E N T A T I ON , P A R T 2
Read About Characteristics of Online Tools for Implementation, Part 2 (30
minutes)
These days, there is a wide variety of online tools to choose from. These tools can also be used in different ways
with different learning assets. For this course, we will take a closer look at online tools for implementing
vocabulary learning assets.

CIOC, Module 5, Page 5

In Sarah’s in-person classes, she often uses paper flashcards for teaching vocabulary and playing games with her
students. So how could she do this or something like it online?

There are different online learning tools for vocabulary development that could be used with Sarah's vocabulary
learning assets in her hybrid module framework. Some possible tools include Kahoot, Learning Chocolate, and
Quizlet. Kahoot can be used to create vocabulary games for students to play, Learning Chocolate helps students to
practice everyday vocabulary, and Quizlet provides students with flashcards and games.

Reviewing and Evaluating Quizlet with the BRIDGE Checklist with Quizlet
Because Sarah may want to use online flashcards, Quizlet could be an effective online tool for Sarah to use with
her students in her online course.

Click here for an optional example Quizlet set.

To see if Quizlet could be effective for Sarah and her students, let’s review the tool, using the BRIDGE Checklist.

Build Language: Does the online tool help students to better

understand and use the language they learn? Does it help students
achieve the course and module objectives?

Yes. Quizlet has flashcards to help students learn new vocabulary

words. The games help students understand how the words are
used. The flashcards and the games can be used in asynchronous
or synchronous sessions. Also, many of Sarah’s module and course
objectives are about students being able to use new words in
speaking and writing. Quizlet will help students to achieve these
objectives because students can practice saying the words and writing them.

Research: Can students use the tool to collect, evaluate, and use new information?
No. Sarah does not need students to collect new information to achieve her objectives about vocabulary. However,
in the future, Sarah could use Quizlet for research. Her students could find new information to build their own
Quizlets in the future.

Innovate: Can students use the tool to create something new?

No. Sarah does not need students to create new products with Quizlet to meet her objectives about vocabulary.
However, in the future, Sarah’s students could make creative new Quizlet flashcards and games.

Develop Critical Thinking Skills: Does the tool help students to use critical thinking skills to solve real world
problems?

No. Sarah does not need students to use Quizlet to solve real world
problems to meet her objectives about vocabulary. However, in the
future, Sarah’s students could make new Quizlet games to develop
their critical thinking skills.

Get Together: Can students use the tool to communicate and

work together online?

Yes. Sarah can play the Quizlet Live interactive game with her whole
class in synchronous sessions. In Quizlet Live, students work
together to answer vocabulary questions and play games using their phones. They have to communicate with each
other to get the correct answers and win the games.

CIOC, Module 5, Page 6

Expand Technology Skills: Does the tool teach students new technology skills to make their learning easier?
Yes. Students learn to use tools on their phones to practice vocabulary. In the future, they can use Quizlet and
similar online tools to practice many types of learning.

Summary
To sum up, to implement your online course, you need to choose the right online tools. You can do reviews of
online tools using the BRIDGE Checklist to make sure they are effective, just like we did here. Using these online
tools to implement your learning assets will then engage and motivate students to better meet module and course
objectives.

Click here for an OPTIONAL resource: Kahoot.

Click here for an OPTIONAL resource: Learning Chocolate.

References

“Flashcard Example from Quizlet" by Arizona State University is licensed under CC BY 4.0.
“Matching Example from Quizlet” by Arizona State University is licensed under CC BY 4.0.

M O D U LE 5 , T A S K 2C : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need at
least 7 out of 10 points.

<<This quiz can only be taken online>>

M O D U LE 5 , T A S K 3 ( OP T I ON A L ) : ON L IN E T O O L S
D IS C U S S I O N
Discuss and Share (30 minutes)
This discussion is optional and ungraded.

Before we move on to the Evaluate stage, let's discuss the Implement stage. You have just “Meeting” by Boger Picker is licensed
under the Pixabay License.
learned about choosing effective online tools to help with implementing learning assets in your
online course. It is important to cascade your new knowledge by discussing takeaways, or
things you have learned, with your peers in your teaching context. This will help you to better understand the
information and to choose online tools that will help your students.

At the end of this module, you will use the BRIDGE checklist and do a review of an online tool that you think could
be effective for your students and that you could use to better implement your learning assets in your online
course. To help you after completing this module, you can use the BRIDGE checklist and do an OPTIONAL review of
an online tool that you think could be effective for your students and that you could use to better implement your
learning assets in your online course. Here is a list of common online tools that you could use with your students
(below). To help you prepare for choosing and using the online tool, let’s discuss! prepare for choosing and using
the online tool, let’s discuss!

CIOC, Module 5, Page 7

Instructions

1. Answer the following questions in a discussion post:

o What are 2 takeaways about choosing effective online tools that you will share with a peer in
your teaching context?
o To help you begin to think about choosing an effective online tool:
▪ Which learning asset in your hybrid module framework could you add an online tool to?
Explain why you chose that learning asset.
▪ What is 1 module in your course outline that you could add the online tool to? Which
module objective(s) would the tool help your students to achieve?
▪ Which 2 characteristics from the BRIDGE Checklist would you want the online tool to
have to make it more effective? Also, explain why you chose those 2 characteristics.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Look at your peer’s learning asset, module objectives,
and the BRIDGE characteristics the peer wants for the online tool. In 2-3 sentences, give them 1 more
BRIDGE characteristic that the online tool should have and explain why this online tool should have this
characteristic.

Below is an example from Sarah:

The first takeaway for me is the BRIDGE Checklist, which will help me to choose an effective online tool. I will
definitely share this checklist with my peer! Also, if I know which characteristics make an online tool effective
for my students, I can look for other tools that have some of the same characteristics - a great takeaway to
cascade with my peer! I would choose my vocabulary learning asset because I know that students need a lot
of time to study new words and they need to see those words a lot before they learn them. For example, I
could use the online tool in my Module 4 about health because the tool can help my students to achieve the
objective of “identify parts of the body and health problems”. I think the 2 characteristics I would want to
make sure the online tool has are B: Build Language and G: Get Together. I think an online tool can help my
students build their vocabulary by giving them different ways to study the words. I would also like the tool to
help my students get together and use the words with each other.

List of Online Tools for Implementation

Online tools are programs, websites, or other online resources that can help students to learn and work together.
There are many online tools, but below is a list of some commonly used tools.

4 Skills (reading, writing, listening, speaking)

Breaking News English - used for developing students’ reading, speaking and writing skills
Randall’s ESL Cyber Listening Lab - used for developing students’ listening, speaking and writing skills
VOA Learning English - used for developing all 4 skills of students

Audio and Video

Audacity / Voice Thread - used for recording and editing voice or audio
Flipgrid - used for recording, editing, and sharing videos
Vimeo / YouTube - used for sharing videos

Creative and Critical Thinking

Coggle / Mindomo - used for mindmapping
Google Sites / Wix / WordPress - used for creating websites and blogs
Infogram / Piktochart - used for creating posters, charts, infographics, and more

CIOC, Module 5, Page 8

Padlet - used by teachers and students to share notes with links, videos, images and document files.

Grammar and Vocabulary

English Grammar Online - used for grammar practice
Learning Chocolate - used for vocabulary practice
Quizlet - used for vocabulary practice with flashcards and games

Polls, Surveys, and Quizzes

Kahoot / Quizziz - used for interactive quizzes
Google Forms / SurveyMonkey - used for surveys
PollEverywhere - used for creating polls

Social Media and Working Together

Facebook / Instagram / Twitter - used for social media posts and networking
WeChat / WhatsApp / Telegram - used for online communication

Tools for Live or Synchronous Sessions

Google Jamboard - used for an online whiteboard
Google Meet / Zoom - used for live video meetings
Pear Deck - used for creating interactive presentation slides

M O D U LE 5 , T A S K 4A : IN T R OD U C T I O N T O ON L I N E C OU R S E
E V A LU A T I ON
Watch a Video (30 minutes)
Now let's watch a video to learn about evaluating online courses.

You can also read a transcript of the video below.

Introduction to Online Course Evaluation – Video Transcript

Sarah: Oh my gosh, guys! I just wanted to say thank you to everyone who has joined me on my vlog. It has been
such an amazing experience, and I've learned so much!

To create and implement my own online course, I analyzed my learners and other stakeholders and then designed
my course outline and hybrid module framework. Next, I developed assessments and learning assets, and started
implementing the course, which included using online tools. So now... I only, really, have one last question to ask
all of you guys out there - after you do ALL that, how do you know if you have done a good job, if the course was
successful or not? Please leave your feedback in the comments section. I would love to hear your responses! I’ll
check back soon!

Sarah: Time to check my vlog and see who responded to my final question. Looks like Sam is first. Let’s see what he
has to say.

Sam: Hi, Sarah. It is so important to know if the course you created is actually helping students learn - that is the
main goal, isn’t it? This is why you need to evaluate your course. To evaluate means to find out if your course is
really working. In other words, is the course meeting the needs of your students and other stakeholders, and
achieving the course objectives? So when I evaluate, in a way, I go all the way back to the beginning...my learner

CIOC, Module 5, Page 9

story and my course objectives, and asks the question, “Is the course successfully doing what you said it should do
when you began this process?”

Jessie: Hi, Sarah. I just saw Sam’s great explanation of what evaluation is, and I wanted to explain why we evaluate.
I think you already know part of this answer. In my opinion, evaluation helps me to know if I have done a good job.
Evaluation results can show me and my administration if the course achieved its objectives. And then, these results
can help me to know what to do to improve the course. By using a number of different evaluation tools I can find
out what my students learned and how they felt about the
course. Then I use this information to make changes, so that
the next time I implement the course, it will be even
better. Anyway, happy evaluating!

Narrator: We are now at the Evaluate stage in the ADDIE

model for online course design. Sarah’s conversations with
Sam and Jessie have helped us to understand what it means to
evaluate and why we evaluate, so let’s discuss briefly how and
when to evaluate.

Although the Evaluate stage is the last part of the ADDIE

model, expert course designers think about evaluation from
the beginning. Let’s take a look at the ADDIE model again. In
the first 3 stages of Analyze, Design and Develop, we plan and
prepare our online course. We analyze the needs of our
students and other stakeholders, we design the course outline
and our hybrid module framework, and we develop our
assessments and learning assets. While we are planning and
preparing our online course, we also want to develop an
evaluation plan.

In this module, you will create an evaluation plan that includes the course evaluation tools you will use. In your
plan, you will describe how you will use the tools to collect the information you need to measure how successful
the course is. You will also need to say when you will use the
evaluation tools, like summative assessments, grades, and
surveys. To measure how successful your course is, you want to
use evaluation tools that look at student achievement and
students’ feelings about the online course.

You will use the evaluation tools from the evaluation plan
during the Implement stage by collecting the information you
need. We’ll talk more about these tools later.

Finally, after you have implemented your course and collected all the information from your course evaluation
tools, you need to revise. That is why many people think of evaluation as the last stage of design. Revising your
course is when you take the results from your evaluation, analyze this information and reflect, and then make
changes to improve your course. This may mean that you will need to make changes to your course outline, hybrid
module framework, and learning assets. You may even develop new learning assets that are more effective for
your students. But that’s all OK. These changes will only make your course stronger because they are based on
evaluation. And every time you teach your course, you will want to have a clear evaluation plan that will help you
to continue to improve the course each time you teach it.

OPTIONAL: Read more about creating an evaluation plan and the tools you can use to collect good information in
the OPTIONAL: Supplemental Resource on Online Course Evaluation Tools (PDF).

CIOC, Module 5, Page 10

M O D U LE 5 , T A S K 4B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 5 , T A S K 5 ( OP T I ON A L ) : C O U R S E E V A L U A T I ON
D IS C U S S I O N
Discuss and Share (30 minutes)
This discussion is optional and ungraded.

You have just learned about online course evaluation - what it is and why we evaluate. You
also began to explore how and when to evaluate. It is important to cascade your new
knowledge by discussing takeaways, or things you have learned, with your peers in your
teaching context. This will help you to better understand the information and to start
creating your evaluation plan. To help you prepare for your own online course evaluation,
let’s discuss!
“Feedback” by Mohamed Hassan is
Instructions licensed under the Pixabay License.

1. Answer the following questions in a discussion post:

o What are 2 takeaways about course evaluation that you will share with a peer in your teaching
context?
o What information will you need to collect to measure the success of your online course?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Look at the information your peer will collect. In 2-3
sentences, discuss how you think this information will help your peer to evaluate their course’s success.

Below is an example from Sarah:

I think the first takeaway that I will share is how a good course evaluation can help you to decide what to
change in your course to make it better. Another takeaway for me is that you can use a variety of different
kinds of tools to evaluate your course. I hadn’t really thought about that before. To measure the success of my
course, I could look at achievement rates and final grades. I think I will also collect information about my
students’ experience taking the course in an evaluation survey at the end of the course.

M O D U LE 5 , T A S K 6A ( OP T I ON A L ): C R E A T IN G A F IN A L A C T I O N
P LA N
Read About Creating a Final Action Plan (25 minutes)
This task is optional and ungraded.

Now you can create your Final Action Plan. Your Final Action Plan should include 2 parts: a written reflection and a
list of your next steps for creating and implementing your online course. Let’s take a look at each of these parts.

CIOC, Module 5, Page 11

Part 1: Reflecting on the Stages of the ADDIE Model
In this part of the Final Action Plan, you will reflect on all that you have learned since you began the course. You
will think about each stage of the ADDIE model and what you learned about that stage for creating and
implementing an online course. Then, you will write the most important lesson you learned from each stage and
explain how it will help you in your teaching context.

After you have written this part of the Final Action Plan, you should also cascade new knowledge and share these
important lessons with your peers in your teaching context.

Part 2: Explaining Your Next Steps

In this part of the Final Action Plan, you will explain what your next steps will be to finish creating your online
course and to implement it. Think about what you have done in each stage and what you could or need to do.

Explaining Your Next Steps

ADDIE Stages and What you learned about: What you could/need to
Modules do:
• analyzing your students; • analyze your other
Analyze and Design stages in: • creating your learner story; stakeholders and change your
Module 1 • writing your course objectives; course objectives.
• designing your course outline. • finish designing your course
outline. For example, you
could add more modules to
your course schedule.

• designing your hybrid module • finish designing your hybrid

Design stage in: framework module framework. For
example, you could add more
Module 2
learning assets.
Module 3

• developing learning assets • develop learning assets in your

Develop stage in: hybrid module framework.
Module 4

• introducing and engaging • review other online tools to

Implement and Evaluate stages in: students in your online course; use with your students;
Module 5 • reviewing an online tool to use • plan how you will introduce
in a learning asset; your course to your students;
• evaluating your online course. • create your evaluation plan;
• create evaluation tools.

In your Final Action Plan, you should write about these steps. You can say what the steps are, when you will take
the steps, and who you will work with. By writing these steps, you can create a clear plan for your own online
course creation and implementation.

CIOC, Module 5, Page 12

M O D U LE 5 , T A S K 6B ( OP T I ON A L ): C R E A T E A F IN A L A C T I O N
P LA N
Submit a Final Action Plan (1.5 hours)
This task is optional and ungraded.

Now you can put together your Final Action Plan from all of the work you’ve done in this course, Creating and
Implementing Online Courses. You have worked through each of the stages in the ADDIE model: Analyze, Design,
Develop, Implement, and Evaluate to plan your own online course. In your Final Action Plan you can reflect on the
stages of the ADDIE model and explain your next steps. Completing this action plan will help you in the future
when you create and implement online courses. Use the Creating a Final Action Plan reading for help.

Instructions:

1. Use the final action plan template below for optional Task 6.
2. Use the template and follow the instructions to complete your Final Action Plan.
3. Self-assess your work using the rubric below.

Module 5, Task 6b: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

I wrote 1-2 sentences to

I wrote 2-3 sentences to answer each question. I
I wrote less than 1
answer each question. I described the most
sentence to answer each
Part 1 clearly described the important lesson that I
question. I did not
Reflection on the stages most important lesson learned and explained
describe the most
of the ADDIE model that I learned and how it will help me, but
important lesson that I
explained how it will my description and
learned.
help me in my context. explanation may be
unclear.

I wrote 1-3 sentences to

answer each question. I
I wrote 3-5 sentences to described two next I wrote less than 1
Part 2
answer each question. I steps, but my sentence to answer each
Explaining your next
clearly described two description may be question. I did not
steps
next steps with details. unclear. Details like describe wo next steps.
“when” and “who with”
are missing.

Create Your Final Action Plan -Template

Now you are going to put together your Final Action Plan from all of the work you’ve done in this course, Creating
and Implementing Online Courses. You have worked through each of the stages in the ADDIE model: Analyze,

CIOC, Module 5, Page 13

Design, Develop, Implement, and Evaluate to plan your own online course. In your Final Action Plan you will reflect
on the stages of the ADDIE model, choose an example of your best work, and explain your next steps. Completing
this action plan will help you in the future when you create and implement online courses.

Your Final Action Plan has two parts:

1. Reflecting on the stages of the ADDIE model
2. Explaining your next steps

Answer each of the following questions to complete both parts of your plan.

Part 1: Reflecting on the Stages of the ADDIE Model

For this first part of your Final Action Plan, reflect on all that you have learned since you began the course.
Give a detailed description of the most important lessons you learned and how they will help you in your teaching
context.

1. Think about what you did in the Analyze stage and the Design stage of the ADDIE model in Modules 1-3.
Write a description of the most important lesson you learned in these modules and how it will help you in
your teaching context. Write 2-3 sentences.

2. Think about what you did in the Develop stage of the ADDIE model in Module 4. Write a description of the
most important lesson you learned in these modules and how it will help you in your teaching context.
Write 2-3 sentences.

3. Think about what you did in the Implement stage and the Evaluate stage of the ADDIE model in Module 5.
Write a description of the most important lesson you learned in this module and how it will help you in
your teaching context. Write 2-3 sentences.

Part 2: Explaining Your Next Steps

For the last part of your Final Action Plan, think about what you have done in each stage of the ADDIE model to
create and implement your online course. Now, it is time to explain what your next steps will be to finish creating
your online course so that you are ready to implement it.

Write your answers to the following questions about your next steps.

1. For the Analyze stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

2. For the Design stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

3. For the Develop stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

4. For the Implement stage, what are the next 2 steps you will take? When will you take these steps? Will
you work by yourself or will you work with someone else? Write 3-5 sentences.

CIOC, Module 5, Page 14

 5. For the Evaluate stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

M O D U LE 5 , T A S K 7 : M OD U L E A N D C OU R S E S U MM A R Y
Watch a Video (15 minutes)
Now watch a short closing video that summarizes the module's and the course's main points and wraps up the
course.

You can also read a transcript of the video below.

Module and Course Summary – Video Transcript

Narrator: Hello, everyone. Congratulations! You have made it to the end of the course!

In this final module of this course, you learned about the importance of evaluating. You learned how you must
evaluate your course to measure its success. We explained that it is not something you do at the end, but through
the whole ADDIE process. You can use a lot of different tools to evaluate how successful your online course is and
make changes to it.

And with this last stage of the ADDIE model, we’ve come
to the end of our course. Think about all you have
learned over these past 8 weeks. You have learned how
the ADDIE model with the Analyze, Design, Develop,
Implement and Evaluate stages can really help you to
create and implement successful online courses.
Continue to use this model and your Final Action Plan to
finish creating your online course and to successfully
implement it. And do let us know how it goes!

Thanks for watching. It has been a pleasure to be your guide through this whole course. And, let me say
one more time, how important it is that you cascade your new knowledge by sharing what you have
learned with your peers. Now that you have learned how to create and implement online courses, we
sincerely hope you will teach others to do the same!

M O D U LE 5 , T A S K 8 : C OU R S E P O S T -T E S T
Take a Course Post-Test (30 minutes)
Please answer the questions in this course post-test, so we can measure how much you learned about creating and
implementing online courses. You will not receive a grade for completing this test.

<<This test can only be taken online>>

CIOC, Module 5, Page 15