Building an Online Course – Setting the Limits

For starters, I’m not sure if I’m using the term “Online Course” correctly.

The course I’m building (opens this SUNDAY!!!) is certainly online. I’m not meeting the students face-to-face at all.

Photo by Gil Epshtein

On the other hand,  I WILL be actively interacting with the students – checking their tasks, commenting and assisting during the three week course. Its not a self- study course. While quiz -like tasks on the Edmodo platform, whichI’m using, give immediate feedback, all other tasks require interacting with me.

In addition, it is an enrichment course, for 11th and 12th grade high-school students with a hearing loss, preparing for their national finals. It’s goal is to highlight, review or emphasize, not cover a topic from “A to Z”.

I don’t know what exactly to call this course but setting the limits of how much material to put up for each of three groups (the exams are taken at three levels; 3 , 4 and 5 point level, a group for each one) is not a clear cut manner. I don’t know the students. I’ve taught Face-2-Face enrichment days for many years and I know the strongest students, the high achievers, are the ones who tend to show up (or in this case, sign up) for such things. So I want there to be enough material for them to find it challenging but not overwhelm them.

Then there’s the question of setting limits on how far to go to make the material special and attractive. I adore activities using photos and short films. I just saw the latest gem “Paperman” on Film English          (6 min., no dialogue – perfect!) and my head is already buzzing, looking for a way to incorporate it into the course.

Yes, I haven’t finished preparing all three weeks for all three groups. Yes, I have spent HOURS on it. So who had the bright idea of having an enrichment course that spans three weeks?

Oh right. That was me!


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