road to success in online learning
DESCRIPTION
All Berkeley College Online students are enrolled in Road to Success in Online Learning (RTS), which is a prerequisite to registering for online courses. RTS was designed to evaluate and determine students' motivation, commitment and ability to function effectively in Blackboard. Instructional Design Theory was used in order to offer explicit guidance to online students to help them better learn and develop in an online course. This webinar will explore how Berkeley College Online implemented Instructional Design best practices and theory in order to better determine students' chances for success in an online learning environment in Blackboard.TRANSCRIPT
Road to Success in Online Learning Loren Kleinman Instructional Designer Berkeley College
2
Agenda • Welcome & Housekeeping • Introductions • Define Instructional Design (ID) • Define Instructional Design Theory (IDT) • Explore how Berkeley College Online
implemented IDT in conjunction with an ID model to design Road to Success
• Q&A
3
Instructional Design & Course Preparation
• Instructional Design Theory was used in order to offer explicit guidance to online students to help them better learn and develop in an online learning environment within Blackboard (a learning management or content management system).
4
Starting Off with Best Intentions
5
Understanding Theory
Source: “The Rapid E-learning Blog. (April 3 2012). Retrieved from http://www.articulate.com/rapid-elearning/
6
What is Instructional Design Theory? • “Instructional design theory is a theory that
offers explicit guidance on how to better help people learn and develop” (Reigeluth, 1999).
– Types of learning and development can be cognitive, social, physical, emotional, etc.
7
ID Helps People Learn Better
Source: “The Rapid E-learning Blog. (April 3 2012). Retrieved from http://www.articulate.com/rapid-elearning/
8
What does the research say? • Studies demonstrate that “online learning
environments provide an interaction space that allows students to actively engage in critical dialogue and reflect on information in a way that facilitates knowledge construction and higher order thinking” (Jonassen, Carr, & Yueh, 1998 qtd in Quitadamo and Brown, 2001 ).
9
Criticism • Quitadamo and Brown (2001) do agree,
though, that despite the importance of creating a successful online learning environment there is no “comprehensive understanding of what factors influence successful student learning in online domains.”
10
What is Road to Success (RTS)? • All Berkeley College Online students are
enrolled in Road to Success in Online Learning (RTS), which is a prerequisite to registering for online courses.
11
What is the Purpose of RTS? • RTS was designed to evaluate and determine
students’ motivation, commitment and ability to function effectively in an online learning environment within Blackboard or a learning management system.
12
Designing RTS: Many Makes and Models
• There are many instructional design makes and models:
• ADDIE Model – Kemp's Instructional Design Model – Gagne's Nine Events of Instruction – Bloom's Learning Taxonomy
13
RTS & The ADDIE Model
Figure 1. The ADDIE model is only meant to suggest the activities at each phase - It's a guide, not a blue-print.
14
Criticism • The ADDIE instructional design model is
sometimes criticized for being liner, systematic, constraining, or inflexible. To address these criticisms, there are many other instructional design models that have been developed to be more iterative, and holistic (Tzanis 2000).
15
Analyze: Phase 1 • Overall goals and scope (Tzanis 2000).
– Find out who your learners are – The overall goals you are trying to achieve – The overall knowledge, skills, attitudes, and behaviors
that need to be taught – The amount and level of content needed – Resources required/available
YOUR RESPONSE:
THE DATA:
STUDENT CHARACTERISTIC:
16.4 83.4 0.2
GENDER
Note: Data is collected from random Fall 2011 sources on a non-empirical basis and may reflect averages rather than statistical analysis to obtain results.
MALE FEMALE NO RESPONSE
YOUR RESPONSE: THE DATA:
STUDENT CHARACTERISTIC: AGE
0.2 0.2 1.7 4.1 5.9 5.0 9.7 27.5 29.7 16.0
<=17 18 19 20 21 22 23-24 25-29 30-39 40+
Note: Data is collected from random Fall 2011 sources on a non-empirical basis and may reflect averages rather than statistical analysis to obtain results.
YOUR RESPONSE:
THE DATA:
STUDENT CHARACTERISTIC: GENERATIONAL MIX
Note: Data is collected from random Fall 2011 sources on a non-empirical basis and may reflect averages rather than statistical analysis to obtain results.
GenX Millenials GenX/BabyBoomers
29.7 54.3 16.0
19
Design: Phase 2 • User characteristics, specific objectives, learning
& media strategies (Tzanis 2000). – How will the content and activities be sequenced, presented
and reinforced? – What are the objectives of each session/unit? – What skills or outcomes are you hoping to achieve for each? – What methodology will you use to achieve each objective? – What media/resources will be used in the instruction? – How will you assess the students' understanding of the
material?
20
The Design • Learning Modules • Adaptive Release
21
Develop: Phase 3 • Production of instruction (Tzanis 2000).
– The development stage of the ADDIE model deals with building the course itself. This stage focuses on putting the theories and questions to bed and creating concrete manifestations.
22
Navigation
23
24
25
26
27
Collaboration • Academic Affairs • Instructional Design • Student Feedback
28
Implement: Phase 4 • Conducting the course (Tzanis 2000).
– Implementation is the actual delivery and teaching of the course itself. The implementation requires that the elements of the learning environment be identified and teaching strategies developed.
29
Evaluate: Phase 5 • Evaluating success and collecting data (Tzanis
2000). – Evaluation of the experience is the last stage of the
ADDIE model. It provides information that should be used in any modifications to the course. Evaluation is best done when an independent evaluator takes notes and details issues for resolution.
30
Feedback
7%
16%
14%
11%
52%
0%
Taking an Online course is easier than taking an on site course.
Strongly Agree
Agree
Disagree
Strongly Disagree
Neither Agree nor Disagree
No Answer
31
Feedback continued
54%
28%
4%
2% 11%
1%
This workshop helped me determine if taking an online course is right for me.
Strongly Agree
Agree
Disagree
Strongly Disagree
Neither Agree nor Disagree
No Answer
32
Feedback continued
0%
2% 18%
75%
5%
0%
This workshop is a waste of time.
Strongly Agree
Agree
Disagree
Strongly Disagree
Neither Agree nor Disagree
No Answer
33
Food for Thought • Technology alone cannot support student
engagement and success, but the construction of a suitable online learning environment that integrates good design can promote cognitive abilities, higher order thinking, and critical discourse.
34
Q & A • How do you think you can apply IDT to your
online course development? • Other questions??
35
Questions about the presentation? Contact Loren Kleinman, Instructional Designer
Phone: 973-278-5400 (ext. 1651) Email: [email protected]
Twitter: @LK_Editorial
Or Michael Samman, Director of Online Faculty Support Email: [email protected]
Questions about Blackboard? Contact Blackboard Professional Education
Phone: 888-719-6123 Email: [email protected]
www.blackboard.com/careercolleges Twitter: @Bb_For_Profit
36
References • Tzanis, J. (2000). ADDIE Model. Retrieved
from http://www.tzanis.org/Courses/ADDIE/ • ADDIE MODEL. Retrieved from
http://www.about-elearning.com/addie-instructional-design-model.html.
• Graphical Process Map-NYU. Retrieved from http://www.tzanis.org/Courses/ADDIE/NYUprocess.gif.
37
References continued • The Elephant Metaphor. Retrieved from
http://usablelearning.wordpress.com/category/instructional-design/