Transcript Instructional Design Strategies for Online Course

Online Course Design
Instructional Design Strategies
for Online Course
Dr. Alisa Cooper
Instructional Technologist &
English Faculty
Glendale Community College
Converting or Creating?
• Pros and cons
• Pitfalls and
opportunities
Face to
Face
Hybrid
Online
New
Online
Starting with Objectives
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Bloom’s Taxonomy
Assessment
Depth of learning
First step in creating
modules
Why Objectives?
• Clear statement of what
students will be able to
do when they are
finished with an
instructional segment
• Focuses on student
performance
• Provides structure:
beginning, middle, and
end
• What are the core
concepts your students
must learn for each
module?
– What do they need to
know?
– What do they need to be
able to do?
– What will they know as a
result of my instruction?
Objective ABCDs
• Audience (the learners)
– Identify who it is that
will be doing the
performance (not the
instructor).
• Behavior
(Performance):
– Make sure it is
something that can be
seen or heard.
• Condition (under which
the learners must
demonstrate their
mastery of the objective):
– What will the learners be
allowed to use? What
won't the learners be
allowed to use?
• Degree (HOW WELL the
behavior must be done):
– Common degrees include:
Speed, Accuracy, Quality
Support Objectives by
• Integrating learning
technologies
– Classroom technologies
– Web 2.0 technologies
– Online resources
• Developing diverse
assessment techniques
• Infusing active learning,
interaction, and peer
engagement
Meeting Objectives
Instructional
Strategies
Learning
Activities
Assessment
Techniques
Objectives
Bloom’s Taxonomy
• Focus on learner
performance/outcomes
• For each module
– What do they need to
know?
– What do they need to be
able to do?
– What will they know as a
result of my instruction?
– What can they learn in
other ways?
create
evaluate
analyze
apply
understand
remember
http://online-course-design.pbwiki.com/Instructional-Design-Strategies-for-OnlineCourses
Why Modules?
• “7 +/-2 rule”
• Support consistency in
look and feel
• Easier to find course
content
• Content becomes/feels
more manageable
• Prevents information
overload
• Allows students to focus
on content rather than
form
Module Possibilities
• Content “chunks”
• Let the content set
the chunks
• Content organized
in conceptually
related blocks
• Apply past
experience
Readings
Video
Assessmen
t
Project
Writing
Course Organization
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•
•
•
Dates
Topic
Readings
Section
Unit
Module
The Project
• Discussion: what is the
course you’ll be using to
redesign a module in
this workshop
• Identifying the “chunk”
• Will use a course site
Mapping your Course
Key Points: 4 Basic Redesign Steps
1. Identify course content for a
module
2. Write learning objectives and
develop instructional modules
3. Select course delivery
strategies appropriate for your
content
4. Integrate course content with
activities, resources,
interaction, and technology
(alignment)
Lectures
Assessments
Readings
Activities
Cases
Face2Face
Online
Research
Multimedia
Demonstrations
Writing
Discussions
Projects
Redesigning Your Course
• Discussion: keeping the
wheel in mind, share
what components
currently make up your
existing course.
• What do you think will
“translate” most easily?
• What do you think will be
most difficult to
“translate”?
Resources: Assessing the Role of Teaching Presence from the Learner Perspective. Dr. Randy Garrison, Dr. Norm Vaughan. Available at
Blended Learning and Course Redesign in Higher Education & http://net.educause.edu/ir/library/pdf/ELI07159.pdf.
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5 Principles of
Successful Course Redesign
• Redesign the whole course.
• Encourage active learning.
• Provide students with
individualized assistance.
• Build in ongoing assessment
and prompt feedback.
• Ensure sufficient time on task
and monitor student progress.
http://thencat.org/PlanRes/R2R_PrinCR.htm
Assessment & Evaluation
• Assessment - characterizes the value and
appraisal of the individual; well institutionalized,
if not always accurate about learner
achievement.
• Evaluation – makes a judgment about the value
of instructional experiences and designs; less
documented across programs colleges,
institutions.
Your Online Course Toolbox
• Worksheets
– Using Bloom’s Taxonomy
for Objective Development
– Mapping Your Course
• Resources
– Course re(Design)
Resources wiki page
– Sample face-to-face
syllabus
– (re)Design handouts: 2
Mapping Your Course
• Step 1
– Go back to Bloom’s
handout, where you
started mapping out
the objectives for
your course and
indicated the level of
Bloom’s addressed
Mapping Your Course
• Step 2
– Transfer objectives
(some) to Mapping
Your Course handout
• Step 3
– What does the
instructor do?
– What does the learner
do?
Mapping Your Course
• Step 4
– Identify a module or chunk
– Add more detail to
objectives
– Indicate instructor and
student activity
– Indicate Bloom’s level
addressed
– Consider
alignment/relationship to
other content
CONTACT INFO
• Alisa Cooper, EdD
• [email protected]
• 602-325-3259