Building Multimodal Online Courses that Create Real Learning

Blended Schools Network, Udemy

Tired of disengaged, poorly performing online students? Use backwards design to create a quality, multimodal course.

Enroll now and get all this content for only $49! This sale will only last until December 1st, 2014.

This course will give you comprehensive instruction on how to build an online course in any learning management system. Whether you are using Udemy, Blackboard, Canvas, Moodle, Angel, D2L, BrainHoney or any other system, you can use this course as your main resource for building high quality online courses.

At the Blended Schools Network we focus on the strategies that surround quality course building rather than just showing you how to click buttons in the software. This means in the course you learn how to:

    ·Thoroughly plan out you learning goals for your online course before you start building.

    ·Build a quality outline and template for all your units and lessons.

    ·Build high quality assessments that measure completion of your learning goals.

    ·Create engaging lessons that hook your learners.

    ·Create collaboration prompts that activate higher-order thinking.

You will learn how to use backwards design to ensure you always have your end learning goals in mind. This process works by identifying the ultimate understanding that a learner should gain from a unit of study, then designing assessments that allow demonstration of that understanding and finally the building the instruction itself.

If you are a K12 online course builder or teacher you will find this course even more useful because it aligns with the iNacol quality online courses standards. These standards are research based and designed to guide online course builders towards building a great online course every time.

Multi-modal courses use every tool at a course builders disposal to design an experience that supports learners’ needs, talents and preferences. Use tool such as instructional videos, blogs, wikis, journaling, note taking, guided practice, formative assessments and robust projects to give learners a truly rounded experience.


  • What are the requirements?
    • Students should have a good knowledge of the content they wish to teach
  • What am I going to get from this course?
    • Over 175 lectures and 4.5 hours of content!
    • Thoroughly plan out you learning goals for your online course before you start building.
    • Build a quality outline and template for all your units and lessons.
    • Build high quality assessments that measure completion of your learning goals.
    • Create engaging lessons that hook your learners.
    • Create collaboration prompts that activate higher-order thinking.
    • Use backwards design for building online courses
    • Write quality enduring understanding statements
    • Write quality essential questions
  • What is the target audience?
    • This course is designed for people who have a good knowledge of what they want to teach and want to build a quality online course to transfer that knowledge
    • This course is particularly useful for K12 online course builders because it is aligned to the iNacol quality online course standards
    • This course is not designed for people looking to learn how to use a specific learning management system (like Udemy, Blackboard or Canvas) it covers overriding pricinpals that apply to all online courses

SECTION 1: Curriculum Planning for Online Courses
  • Curriculum Planning for Online Courses
  • Introduction to Understanding by Design
  • Presentation: Introduction to Understanding by Design
  • Internet Activity - UbD Design Templates
  • Interactive Activity: Ordering the Stages of Understanding by Design
  • Collaborate
  • Reflect
  • Curriculum Planning for Online Courses
  • SECTION 2: Identifying Essential Content
  • Identifying Essential Content
  • Presentation: Identifying Desired Results: Part A
  • Pesentation: Identifying Desired Results: Part B
  • Learning Activity: Identifying Desired Results on Wikipilipinas
  • Learning Activity: What is Worth Remembering?
  • Collaborate
  • Reflect
  • Try It
  • Identifying Essential Content
  • SECTION 3: Designing Assessments
  • Designing Assessments
  • Lesson Presentation: Determine Acceptable Evidence
  • Learning Activity: Grant Wiggin's Great Internet Links on Assessment
  • Internet Activity: Rubric for the 6 Facets of Understanding
  • Interactive Activity: Ordering the Steps in an UbD Project-Based Assessment
  • Collaborate
  • Reflect
  • Try It
  • Designing Assessments
  • SECTION 4: Creating Instructional Units
  • Creating Instructional Units
  • Lesson Presentation: Planning Learning Experiences and Instruction
  • Lesson Presentation: Creating Instructional Units
  • Internet Activity: Exploring the WHERETO Model
  • Interactive Activity: Ordering the Steps of the WHERETO Model
  • Collaborate
  • Reflect
  • Creating Instructional Units
  • SECTION 5: Creating the Overall Structure of an Online Course
  • Creating the Overall Structure of an Online Course
  • Lesson Presentation: Creating Course Structure
  • Internet Activity - Exploring the Models for Course Structure
  • Interactive Activity: Ordering the Steps in Creating Course Structure
  • Collaborate
  • Reflect
  • Creating the Overall Structure of an Online Course
  • SECTION 6: Creating an Effective Online Course Syllabus
  • Creating an Effective Online Course Syllabus
  • Lesson Presentation: Creating an Effective Syllabus
  • Internet Activity - Suggestions for Creating a Syllabus
  • Interactive Activity: Sorting Syllabus Components into the Correct Categories
  • Collaborate
  • Reflect
  • Try It: construct a syllabus template
  • Creating an Effective Online Course Syllabus
  • SECTION 7: Creating Structure in a Unit of Study
  • Creating Structure in a Unit of Study
  • Lesson Presentation: Creating Structure in a Unit of Study
  • Internet Activity - Comparing and Contrasting Types of Unit Structures
  • Interactive Activity: Crossword Puzzle
  • Collaborate
  • Reflect
  • Creating Structure in a Unit of Study
  • SECTION 8: Creating Structure in a Lesson
  • Creating Structure in a Lesson
  • Lesson Presentation: Creating Structure in Lessons Part A
  • Lesson Presentation: Creating Structure in Lessons Part B
  • Internet Activity - Exploring Online Lesson Structures
  • Interactive Activity: Drag and Drop Activity
  • Collaborate
  • Reflect
  • Creating Structure in a Lesson
  • SECTION 9: Building Effective Formative Assessments
  • Building Effective Formative Assessments
  • Lesson Presentation: Building Effective Formative Assessments Part A
  • Lesson Presentation: Building Effective Formative Assessments Part B
  • Lesson Presentation: Building Effective Formative Assessments Part C
  • Internet Activity - Formative Assessment Strategies
  • Interactive Activity: Classifying Assessment
  • Collaborate
  • Reflect
  • Try It: Creating Formative Assessment Activities
  • Building Effective Formative Assessments
  • SECTION 10: Building Effective Summative Assessments
  • Building Effective Summative Assessments
  • Lesson Presentation: Building Effective Summative Assessments Part A
  • Lesson Presentation: Building Effective Summative Assessments Part B
  • Lesson Presentation: Building Effective Summative Assessments Part C
  • Lesson Presentation: Building Effective Summative Assessments Part D
  • Internet Activity - Summative Assessment Strategies
  • Interactive Activity: Classifying Summative Assessments
  • Collaborate
  • Reflect
  • Try It: Create a Summative Assessment
  • Building Effective Summative Assessments
  • SECTION 11: Designing Effective Computer Assisted Feedback for Online Assessments
  • Designing Effective Computer Assisted Feedback for Online Assessments
  • Lesson Presentation: Providing Computer Assisted Feedback
  • Internet Activity - Examples of Computer Assisted Feedback
  • Interactive Activity: Effective vs Ineffective Feedback Practices
  • Collaborate
  • Reflect
  • Try: create automatic feedback
  • Designing Effective Computer Assisted Feedback for Online Assessments
  • SECTION 12: The Importance of Effective Grading Structures
  • The Importance of Effective Grading Structures
  • Lesson Presentation: Effective Grading Structures Part A
  • Lesson Presentation: Effective Grading Structures Part B
  • Internet Activity - Effective Grading - A Tool for Learning and Assessment
  • Interactive Activity: Crossword Puzzle
  • Collaborate
  • Reflect
  • The Importance of Effective Grading Structures
  • SECTION 13: Introduction to Project-Based Learning
  • Introduction to Project-Based Learning
  • Lesson Presentation: What is Project Based Learning? Part A
  • Lesson Presentation: What is Project Based Learning? Part B
  • Internet Activity - Project Based Learning Explained
  • Interactive Activity: Steps of Project Based Learning
  • Collaborate
  • Reflect
  • Introduction to Project-Based Learning
  • SECTION 14: GRASPS Projects as Online Assessments
  • GRASPS Projects as Online Assessments
  • Lesson Presentation: What are GRASPS Projects?
  • Internet Activity - Example of a GRASPS Project from the Library of Congress
  • Interactive Activity: Crossword Puzzle
  • GRASPS Projects as Online Assessments
  • SECTION 15: Designing Effective Rubrics to Assess Online Projects
  • Designing Effective Rubrics to Assess Online Projects
  • SECTION 16: Characteristics of Quality External Online Resources
  • Characteristics of Quality External Online Resources
  • SECTION 17: Using External Online Resources to Support Online Instruction
  • Using External Online Resources to Support Online Instruction
  • SECTION 18: Bonus Content - Free Resources for Your Online Lessons
    SECTION 19: Building Effective Online Lesson Presentations
  • Building Effective Online Lesson Presentations
  • SECTION 20: Ensuring ADA Compliance in Online Courses
  • Ensuring ADA Compliance in Online Courses
  • SECTION 21: Promoting Knowledge Acquisition through Note-taking and Reflection
  • Promoting Knowledge Acquisition through Note-taking and Reflection
  • SECTION 22: Characteristics of Effective Online Collaboration
  • Characteristics of Effective Online Collaboration
  • SECTION 23: Tools that Promote Effective Online Collaboration
  • Tools that Promote Effective Online Collaboration
  • SECTION 24: Building Effective Online Collaboration Prompts
  • Building Effective Online Collaboration Prompts
  • SECTION 25: Assessing Online Collaboration Activities
  • Assessing Online Collaboration Activities
  • Dates:
    • Free schedule
    Course properties:
    • Free:
    • Paid:
    • Certificate:
    • MOOC:
    • Video:
    • Audio:
    • Email-course:
    • Language: English Gb

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