Structured Design Approach for Converting Classroom Courses for Online Delivery

Mary L. Fletcher; Allan W. Bjerkaas

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets
Tagged Division: Continuing Professional Development
Page Count: 10
Page Numbers: 25.1182.1 - 25.1182.10
DOI: 10.18260/1-2--21939
Permanent URL: https://peer.asee.org/21939
Download Count: 515

Paper Authors

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Mary L. Fletcher Johns Hopkins University

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Mary Laurette (Laurie) Fletcher received her B.S. degree in software data management from the University of Maryland and her M.S. in technical management from the Johns Hopkins University Whiting School of Engineering. She has more than 25 years of experience in software data management, technical publications and communications, and proposal management. Her particular areas of expertise include her understanding of the business relationship and contracting between private industry and the U.S. government, and the acquisition and management of Small Business Innovative Research programs. Fletcher is the Vice President of Fraser Technical Consulting, where her responsibilities include services specializing in software data management, proposal management, and technical publications. She was previously employed by Solipsys Corporation (now Raytheon Solipsys), where she held the following positions: Data Management Group Supervisor, Assistant Program Manager for DD(X), and Corporate Proposal Manager. Fletcher is a member of the following organizations: American Association of Engineering Education, American Society for Engineering Management, Society of Technical Communications, Women in Engineering ProActive Network, Society of Vertebrate Paleontology, Wyoming Geological Association, and the Tate Geological Museum Advisory Board. She is also an instructor for the Osher Lifelong Learning Institute at Casper College in the subject of the “History of Mysteries.”

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Allan W. Bjerkaas Johns Hopkins University

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Allan W. Bjerkaas holds a bachelor's degree with a double major in physics and mathematics from the University of North Dakota and a master's degree and a Ph.D. in physics from the University of Illinois, Urbana-Champaign. He joined the Johns Hopkins University Applied Physics Laboratory in 1973 after completing a two-year postdoctoral appointment at the University of Pittsburgh. While at the Applied Physics Laboratory, Bjerkaas was a Project Manager in the Submarine Technology Department and a Group Supervisor in both the Submarine Technology Department and the Research and Technology Development Center. Since the mid-1970s he has taught in the part-time graduate programs that Johns Hopkins has offered for working engineers. He received the Excellence in Teaching Award in 1992. Bjerkaas has been the Chair for the Applied Physics and the Information Systems and Technology programs. In 2001, he became the Associate Dean for the Engineering for Professionals (EP) programs in the Whiting School of Engineering, a position he held full-time after retiring from the Applied Physics Laboratory in Feb. 2005 until he retired from the Whiting School of Engineering in Sept. 2010. He now resides in Fergus Falls, Minn., and continues to teach online courses for EP. He can be reached at bjerkaas@jhu.edu.

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Abstract

Structured Design Approach for Converting Classroom Courses for Online Delivery A spreadsheet table is described in which each row represents a week, called a module, of the class and each column represents a specific design element, such as learning objectives, learning assessments, resources, lectures, videos, other learning activities, or other design components found in an online course. The process begins with an effort to infer the learning objectives by examining the content and assignments given in the classroom. These are entered into the table. Next the assignments from the classroom are entered in the assessment column and the alignment between learning objectives and assessments is determined followed by adjustments to the learning objectives and assessments to achieve better alignment. The content material that will result in the students achieving the learning objectives is then determined using what can be leveraged from the classroom as well as new material. The iteration process continues with adjustments to the learning objectives, assessments, and content material until the instructor is satisfied that the course is both well aligned across a module as well as sequentially from week to week. This spreadsheet table then becomes the final overall detailed description of the course and serves as a starting point for design tune-‐up activities each time the course is taught.

Citation
Format

Fletcher, M. L., & Bjerkaas, A. W. (2012, June), Structured Design Approach for Converting Classroom Courses for Online Delivery Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21939