instructional design for blended & online courses cheri toledo cheri toledo summer institute for...
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Instructional Design Instructional Design for Blended & Online for Blended & Online CoursesCourses
Cheri ToledoCheri ToledoSummer Institute for the 21Summer Institute for the 21stst Century Educator Century Educator
Summer 2007Summer 2007
Why Teach Online?Why Teach Online?
► More students can be reachedMore students can be reached► Different students can be servedDifferent students can be served► Students can be reached with a Students can be reached with a
different educational methoddifferent educational method► Instructor has more flexibility Instructor has more flexibility ► Students have more flexibility Students have more flexibility ► Rise to a new challengeRise to a new challenge► Just plain curious Just plain curious
Distinctions BetweenDistinctions BetweenF2F and OnlineF2F and OnlineTeaching and Teaching and
LearningLearning
F2F vs. OnlineF2F vs. Online
ClassroomClassroom► Continuous prep Continuous prep
throughout throughout semestersemester
OnlineOnline► Pre-prep, Pre-prep,
everything ready everything ready to go on 1to go on 1stst day day of semesterof semester
Get everything up and running before class Get everything up and running before class starts … staying one step ahead of the starts … staying one step ahead of the students will not work. It will come back to students will not work. It will come back to haunt you.haunt you.
F2F vs. OnlineF2F vs. Online
ClassroomClassroom► Visual queuesVisual queues► A few speak up A few speak up
during class during class discussionsdiscussions
► Hard to tell what Hard to tell what they are thinkingthey are thinking
OnlineOnline► Absence of non-Absence of non-
verbal queues verbal queues Build in Build in
redundanciesredundancies► Everyone Everyone
discussesdiscusses► Can see their Can see their
thinking in their thinking in their commentscomments
F2F vs. OnlineF2F vs. Online
ClassroomClassroom► Same time, same Same time, same
placeplace► One pace – instructor One pace – instructor
decidesdecides► Classroom interactions Classroom interactions
more immediatemore immediate► Limited 1-to-1 Limited 1-to-1
interactionsinteractions► Minimal technology Minimal technology
skills requiredskills required
OnlineOnline► Different time, Different time,
different placedifferent place► Multiple paces – Multiple paces –
student decidesstudent decides► Increased 1-to-1 Increased 1-to-1
interactions interactions ► Schedule flexibilitySchedule flexibility► Multiple technology Multiple technology
skills requiredskills required
Creating an Effective Creating an Effective Learning EnvironmentLearning Environment
What Frustrates Students?What Frustrates Students?
► Instructions and directions that are Instructions and directions that are confusing and/or ambiguous confusing and/or ambiguous
► Content that is poorly organized Content that is poorly organized ► Technology that is problematic Technology that is problematic ► Little or no interaction with the Little or no interaction with the
instructorinstructor
What frustrates instructors?What frustrates instructors?
►Too much time spent in Too much time spent in preparationpreparation
►Feeling chained to the computerFeeling chained to the computer►Feeling isolated from studentsFeeling isolated from students►Uncomfortable with assessing Uncomfortable with assessing
onlineonline
Key to Relieving These Key to Relieving These Frustrations:Frustrations:
Instructional DesignInstructional Design
Instructional Design DefinedInstructional Design Defined
The systematic development of The systematic development of instructional specifications using instructional specifications using learning and instructional theory to learning and instructional theory to ensure the quality of instruction. ensure the quality of instruction. The entire process of analyzing The entire process of analyzing learning needs and goals and the learning needs and goals and the development of a delivery system to development of a delivery system to meet those needs. meet those needs.
Source: Berger, C. (1996). Definitions of Instructional Design. Retrieved May 27, 2007, fromhttp://www.umich.edu/~ed626/define.html
Instructional Design DefinedInstructional Design Defined
It includes development of It includes development of instructional materials and activities; instructional materials and activities; and tryout and evaluation of all and tryout and evaluation of all instruction and learner activities. instruction and learner activities.
Source: Berger, C. (1996). Definitions of Instructional Design. Retrieved May 27, 2007, fromhttp://www.umich.edu/~ed626/define.html
The Three C’sThe Three C’s
► ClienteleClientele Who are your learners and what do they Who are your learners and what do they
need?need?
► ContextContext How are you setting up the learning How are you setting up the learning
environment?environment?
► ContentContent What are the expectations in regard to What are the expectations in regard to
the content?the content?
ClienteleClientele
► Who are your Learners?Who are your Learners?► What do they ‘look’ like?What do they ‘look’ like?► Where are they?Where are they?► What are their technology experiences?What are their technology experiences?► What computer configurations are they What computer configurations are they
using?using?► What network access – dialup, What network access – dialup,
broadband – are they using?broadband – are they using?
ClienteleClientele
► Are theyAre they fulltime or part-time students?fulltime or part-time students? working?working? raising a family?raising a family? baby-boomers?baby-boomers? millennials?millennials? net generation?net generation?
ClienteleClientele
► What do your students need, to be What do your students need, to be successful in your class?successful in your class?
► How will you know if they are How will you know if they are successful?successful?
ContextContext
► What type of class will you be What type of class will you be conducting?conducting? Fully onlineFully online
► No face-to-face sessionsNo face-to-face sessions
BlendedBlended► Reduced seat time – online activitiesReduced seat time – online activities
Web-enhancedWeb-enhanced► Materials and some activities onlineMaterials and some activities online
Course FocusCourse Focus
► ContentContent► ProjectProject► ProcessProcess
ContentContent
► OrganizationOrganization This will set the tone for the classThis will set the tone for the class A way to emphasize what is most A way to emphasize what is most
importantimportant
► PresentationPresentation Provides continuity and comfortProvides continuity and comfort Be redundant and explicitBe redundant and explicit
► What you decide here will drive your What you decide here will drive your design decisionsdesign decisions
Our Design ModelOur Design Model
ADDIEADDIE
► AnalyzeAnalyze► DesignDesign► DevelopDevelop► ImplementImplement► EvaluateEvaluate
Instructional Design ProcessInstructional Design Process
AnalyzeAnalyze► Identify audienceIdentify audience
What is their previous experience? What is their previous experience? What are their specific entry skills?What are their specific entry skills?
► Identify the contextIdentify the context What type of course delivery?What type of course delivery? What is the overarching goal of the What is the overarching goal of the
course?course?
Instructional Design ProcessInstructional Design Process
DesignDesign► Content/process is king and it must Content/process is king and it must
drive the technology decisionsdrive the technology decisions► It’s not about the technology – that’s It’s not about the technology – that’s
the toolthe tool Use it when it enables better performanceUse it when it enables better performance
► Design with the end in mindDesign with the end in mind► Design from the student perspectiveDesign from the student perspective
DevelopDevelop► Delivery mechanismDelivery mechanism
Web-based?Web-based? What are you putting in the CMS? What are you putting in the CMS?
Why?Why?
► Get some input from experienced Get some input from experienced instructorsinstructors Look at exemplary courses onlineLook at exemplary courses online Talk with colleaguesTalk with colleagues
Instructional Design ProcessInstructional Design Process
DevelopDevelop► Course goalsCourse goals► ObjectivesObjectives► OrganizationOrganization► NavigationNavigation► Be consistent – be redundantBe consistent – be redundant► Practice moving through coursePractice moving through course
Instructional Design ProcessInstructional Design Process
DevelopDevelop► Design for multiple browsersDesign for multiple browsers► Design for multiple platformsDesign for multiple platforms► Provide information about plugins Provide information about plugins
and other software they will needand other software they will need► Verify linksVerify links
If they disappear use the If they disappear use the Wayback MachineWayback Machine
Instructional Design ProcessInstructional Design Process
DevelopDevelop► As course elements become more As course elements become more
complicated, you will need to complicated, you will need to provide support for your students. provide support for your students.
► What _____ must they have to be What _____ must they have to be successful?successful? technologytechnology abilitiesabilities knowledgeknowledge
Instructional Design ProcessInstructional Design Process
ImplementationImplementation► Before the course beginsBefore the course begins
Practice moving through your coursePractice moving through your course Ask others to review the courseAsk others to review the course
► Colleague with online teaching Colleague with online teaching experienceexperience
► Colleague without online teaching Colleague without online teaching experienceexperience
Instructional Design ProcessInstructional Design Process
EvaluateEvaluate► During and after the course, ask During and after the course, ask
students for feedbackstudents for feedback Provide a discussion forum for Provide a discussion forum for
questions on the technology and on the questions on the technology and on the coursecourse► Techie QuestionsTechie Questions► Schoolie QuestionsSchoolie Questions
One minute papers or summariesOne minute papers or summaries Muddiest pointMuddiest point
Instructional Design ProcessInstructional Design Process
EvaluateEvaluate► What worked?What worked?► What didn’t work?What didn’t work?► What questions were asked?What questions were asked?► Where did the students Where did the students
experience trouble?experience trouble?► What did the majority of What did the majority of
students misinterpret?students misinterpret?
Instructional Design ProcessInstructional Design Process
Evaluate Evaluate Redesign Redesign► Improve organization of courseImprove organization of course► Improve student interactionImprove student interaction► Revise for accuracy and Revise for accuracy and
currencycurrency
Instructional Design ProcessInstructional Design Process
Evaluate Evaluate Redesign Redesign► Clarify instructionsClarify instructions► Rearrange topics:Rearrange topics:
Smaller units?Smaller units? Larger units?Larger units?
► Increase feedback Increase feedback mechanismsmechanisms
Instructional Design ProcessInstructional Design Process