Instructional Design for Distance EducationANGEL JONES

Instructional Design

Instructional design is to the instructional technologist as the rule of law is to the lawyer, the prescription of medicine is to the medical doctor, and the scientific method is to the chemist--a way of thinking and solving problems.

Thompson, Hargrave, & Simonson, 1996

Components of a Successful Learning System• Learners

• Content

• Method

• Materials

• Environment

• Technology

• Evaluation

Who Are the Learners• Instructors need to know the number of students in the class, how

many sites are there, what technologies are available, and the nature of the audience.

• Instructors should analysis the cognitive abilities of the class. How students relate to the content, defining the prerequisite knowledge or skills, and learning styles.

• Instructors can develop supporting materials for individualized instruction by knowing more about their students.

Teaching Strategies and Media• Lectures are the least successful strategy to use in distance

education.

• Strategies should engage all the learners in active learning.

• Criterion is to match the medium to the content, accuracy of information, motivational quality, engagement quality, technical quality, and unbiased nature or material.

Visualizing Information• Visuals simplify information.

• Diagrams and charts makes it easier to understand complex ideas.

• Visuals that serve as mnemonics can assist understanding.

Keep in mind when creating visuals.

• Legibility

• Color

• Copyright

• All studnets do not have equal access

Technology and Resources with Distance Learning• Technology is Essential in DE

• Technology is the most concerned element.

• Issues with technology when teaching distance education

Basic operation of the equipment.

Using additional cameras in the classroom.

Consider what the students are viewing.

Instructors must make sure that students understand the terminology.

• Resources is the second element of concern.

• What material will the have to handle?

• What materials will be available in libraries and laboratories?

• Will student have access to resources for easy communication with the instructor?

Teaching on the World Wide Web• Instructor should be ready for the course to begin in order to be

effective.

• Establish the communication framework. Establish a time when assignments are due and when assignment will be graded.

• Advise students to designate a specific period each week to complete assignment.

Designing World Wide Web Courses• Linear-design instruction is sequential. Students move in the same path and

complete the same assessments.

• Branched-design instruction is similar to linear design; however the assessments are more sophisticated and students may interact with different instructional content depending on assessment results.

• Hypercontent-designed instruction modules are identified and organized into units of similar content. Next topics related to the module are identified and learning experiences are designed and produced and an assessment is developed. Can be studied in a random order.

• Learner-directed design identifies units modules and topics but places no sequence or order on the topics in the modules. Learners decides on the order.

The Unit Module Topic Model• Each semester credit = 1 unit

• Each unit = 3-5 modules

• Each module= 3-5 topic

• Each topic = 1 learning outcome

• Unit is a significant body of knowledge that represents a major subdivision of a course content.

• Module is a major subdivision of a unit

• Topic is a supporting ideal that explains, clarifies, or supports a module.

Unit Model Topic • Assessment is the determination and measurement of learning.

• Learning Outcome is observable and measurable. They are a consequence of teaching and learning.

• A variety of delivery systems for content should be considered in distance education. Content is organized for student into topics. Topics are combined into modules of similar topics and modules are used to form units.

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