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This report offers some observations on the use of multimedia resources in online courses. The focus is more on course development (both time investment and quality of materials produced) than on student experience or learning outcomes, but this can still be a valuable tool for instructors thinking about whether (and how) to use multimedia in their online course designs.

In the time I do not have, I am keeping an eye (and only that) on a Coursera online course on how to create an online course. Nowhere as exhastive as this one, but it does provide me with hunting ground for sites to suggest in this forum. Here is one of two I will post on writing SLO's

A series of 15 slides that concisely delineate assessment strategies for online courses.

May 2015 - Published by and with the support of: International Council for Open and Distance Education - ICDE Lilleakerveien 23, 0283 Oslo, Norway icde@icde.org www.icde.org Complete report, Executive summary and Appendices: http://icde.typepad.com/quality_models/

A discussion of fair use practices for online video. This should be helpful for anybody who is planning on using video clips as illustrations or for discussions or assignments.

Thanks, Dan. This is an excellent overview that offers reasonable guidelines while highlighting the gray areas within the area of fair use, a very flexible term. The focus is on intent but, more importantly, that the educational/critical aspect must be clearly defined and communicated. I do use quite a lot of video so this is very helpful to me.

The Journal of Online Learning and Teaching, covers challenges in online language learning and recommends best practices

Written in 2006, the author shares his tips and tricks for reducing instructor workload after teaching both online and hybrid courses. Two useful tips the author shared are: 1) to create a reference list and share links to references as applicable in each learning module, and 2) to setup appropriate assessments when developing course assignments (such as mixing instructor, peer, and self-assessments) to help instructor manage workload assessment per student.

Very clear message that if we, and I mean we collectively don't adapt we will be left behind. Another aspect is that in the workplace, orientation to a new job, continuing education, as well as continuing professional education are often in the online format. So we defiantly need to set the stage for alternative methods of learning.

Perhaps here is a good place to add this connection as well: http://www.westga.edu/~distance/ojdla/

Simple concept-Great learning! This is an excellent video demonstrating 8 key tips to effectively manage, engage and get the most out of your online classes. The best part is that it is clear, straight forward and very easy to understand.

Very nice to the point tips that can easily be implemented. Also doesn't feel so overwhelming at this point in the learning curve. Thanks for sharing

The American Council on Education (ACE) has released a new paper on the importance of implementing a standardized approach to recognizing online degree programs across different states.

This study sets out criteria--pluses and pitfalls--to judge the effectiveness of online collaborative learning. And its conclusion summarizes with good advice: don't be afraid to overhaul and seek new methods if you find the collaboration isn't working.

This article addresses practical concerns about online discussions. It stresses the importance of having good discussion questions that are clearly linked to the learning objectives. There are also some good assessment tips.

I like the title, but I couldn't access it -- sign in required??

Yes, Peggy, the article comes from one of the main databases through the Emory Library.

This article has GREAT examples of instructions to students about discussion posts and rubrics for discussion posts. It also says to let the students create the questions for discussions, rather than providing questions for them.

This short article comes from the Chronicle of Higher Education. It is part of the ongoing research around MOOCs. This article deals with the management of a MOOC. I hope to create an online class for Candler that will also serve as a MOOC. This will contribute to the learning of how each is different. In December 2013 a group of academics gathered during a Texas snowstorm and began the second phase of a discussion about massive open online courses. They were not terribly impressed by the hype the courses had received in the popular media, and they had set out to create a better body of literature about MOOCs-albeit a less sensational one.

A Blog about Open and Online Education (by Debbie Morrison) I really liked her entry, Start Here, because it discussed the PROS and CONS of some of the various instructional models presented in other resources. She made the connection between design and higher education - much of what I've been seeing relates to training in a corporate or business setting. I can more easily see how to use these models as tools to build my course now.

This book was cited in "Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions," which also included an example of a protocol from the book that sounded like a great one to use in class.

This article has some really great ideas and it is a brief read. Great find!