dr. marie lasseter office of faculty development department of faculty affairs university system of...
TRANSCRIPT
Instructional Design and Development of Online
CoursesDr. Marie Lasseter
Office of Faculty Development
Department of Faculty Affairs
University System of Georgia
Teaching the course involves one set of skills
Designing and developing the course involves an entirely different set of skills
Planning ahead is required Must have course ready to go at first day
of class Take into consideration how technology
affects teaching and learning
Key Points
Guidelines to help organize and structure the process of developing instructional activities
Informed by learning theories and pedagogical experience
Many models exist
Instructional Design Process
Addie Model◦Analyze◦Design ◦Develop◦Implement◦Evaluate
Course Design Considerations
• Evaluate
• Analyze
• Design
• Develop
• Implement
Analyze◦ Learner needs, existing knowledge, skills◦ Intended outcomes/goals◦ Delivery options◦ Issues in transitioning to new type of learning environment◦ How your materials accommodate various learning styles
Design (Plan)◦ Identify specific learning objectives◦ Design assessments◦ Identify learning strategies, resources, & activities◦ Outline scope and sequence of content delivery◦ Identify and select technologies & tools to support course delivery
Develop◦ Create learning activities◦ Develop or acquire content◦ Develop course layout
Teach Evaluate
Course Design & Development Process
Create the Blueprint Identify and write instructional objectives Design assessments Identify content/resources Identify instructional strategies Plan sequence and structure
◦ Logical modules, units, lessons Plan student workload Course management plan Consider
◦ Copyright◦ Open education resources◦ Accessibility◦ Learning styles◦ Interaction and collaboration
Design – The Planning Stage
Goal: A general statement of what the instructor hopes the course will achieve
It does not specify exactly all of the components or how each step will be achieved
Objectives: Specify in measurable terms what a learner will be able to do as a result of the instruction
Identify Goals and Objectives
Course objectives – Course objectives reflect desired learning outcomes for the course
Lesson objectives – Lesson objectives reflect the desired learning outcomes for the lesson
Objectives should be clearly stated in Syllabus and in the learning module
Write Course & Lesson Objectives
Each learning objective has three parts: Behavior – describes what a learner is
expected to be able to do Conditions – describes the environment
under which the performance occurs Criterion/Standard – describes how well
the learner must perform for it to be considered acceptable◦ Mager, R.F. (1984) Preparing Instructional Objectives (2nd ED). Belmont, CA: Lake Publishing
Company.
Writing Objectives
When listening to a CD of classical music of various composers, students will be able to identify the three Mozart compositions after listening to the CD one time.
(Condition) When listening to a CD of classical music of various composers,
(Behavior) students will be able to identify the three Mozart compositions
(Standard) after listening to the CD one time.
Objective Example
Assessments should align with stated objectives
Clearly state instructions and expectations of deliverables
Consider using rubrics Create opportunities for self-assessment
Assessments
Exams Quizzes Self-assessments Written papers Role play Discussions Group work Portfolios Projects Other
Types of Assessments
Describes how the student will be graded Helps the instructor match learning
outcome with assessment instruments Example rubric for lesson discussions
Using Rubrics
Identify content/resources Identify instructional strategies Plan sequence and structure
◦ Logical modules, units, lessons◦ Structure on a weekly timeline
Consider ◦ Textbook◦ Copyright◦ Open education resources◦ Accessibility◦ Learning styles◦ Interaction and collaboration
Plan student workload Think about course management plan
Design – The Planning Stage
Student Workload Realistic Expectations for Students
◦ What is the quantity of work that is reasonable to expect?
◦ 3 hr course = 12 hours/week◦ 2 hr course = 8 hours/week◦ 1 hr course = 4 hours/week
Course Design Considerations
Lesson Readings
Online Activities
DiscussionActivities
Exercises
MajorAssignments
Quizzes
Exams
1.
2.
Does it affect course structure and layout?
Avoid hard coding references to textbooks
Issues with revisions, updates, changing texts, repurposing content
Open textbook options
Textbook Decision
Focus is on creating/producing the course based on the plan
Develop or find content◦Use a variety of formats to address multiple learning
styles◦Develop modular units that can be reused in other
contexts Develop student-centered learning environment
to foster active learning◦Social media tools are designed to promote social
interchange◦Create assignments that take advantage of social
media tools
Development Stage
Develop course environment in LMS Use logical layout - units, lessons Develop structure in file manager to map
to course structure Upload content Build learning modules Take advantage of LMS tools
Development Stage
Employ a variety of types of interaction and active learning strategies including:
◦ student/content ◦ student/instructor ◦ student/student
Take advantage of social media tools
These types of interactions foster community building, critical thinking skills, collaboration and opportunities to understand and apply learning materials and concepts.
Interaction and Collaboration
Readings Written papers Discussion assignments Role play- write from perspective of characters in
readings Journal writing Videos Games Blogs Use a Wiki to allow students to create and share
related materials TED Example
Student-Content Interaction
Get acquainted by posting introduction and information about yourself
Email Announcements Post thought provoking & open ended
questions on discussion boards Hold office hours Create social networking site for course Blogs Wikis Twitter
Student-Instructor Interaction
Get acquainted introduction activities Discussion activities Collaborative projects
◦ Active work groups ◦ Problem based learning◦ Students collaborate to solve problems and
reflect on their experiences Encourage social media tools to
promote social interchange ◦ Blogs◦ Wikis◦ Twitter
Student-Student Interaction
Addressing Accessibility Issues and W3C Recommended Guidelines
Consider implementing Priority 1 accessibility guidelines as outlined by W3C World Wide Web Consortium http://www.w3.org/TR/WAI-WEBCONTENT/
Accessibility Issues and Guidelines
Have consistent course policies and information available◦ Calendar, syllabus, discussion postings
Orientation – first few days of week 1 Formative & summative evaluation Want to know what works well and what doesn’t Provide means for students to provide feedback about
course content, processes, and procedures◦ Formative: an anonymous survey to collect periodic feedback
from students◦ Summative: course evaluations, final exams, and final projects
Important: Use the feedback◦ Make improvements and revisions to the course where you can◦ Formative: Discuss why you can or can't modify the class based
on the results
Implement, Evaluate, Revise
Example of a course illustrating these and other design criteria
History 2111
Advanced Organizer is the first page in each lesson
Contains information listing the lesson objectives, goals, student tasks, and resources needed to complete the lesson
Provides students with a focus for study, length of the unit, how to allocate their time, and expectations for completing the unit -- assignments, tests, etc.
Advanced Organizer
Resources
24 eCore CoursesCopyrighted materials removedTemplates are adaptableCampus Vista Institution Administrators can provide access the adoptable templates
Adoptable Courses
Principles of Chemistry I
Principles of Chemistry II
Human Communications
English Comp. I English Comp. II World Literature
American Literature
Electronic Technology in Education
Intro. Geosciences I
World History I US History I Integrated Science
Adoptable Courses
Mathematical Modeling
Algebra Pre-Calculus Intro. to
Statistics Calculus Intro. To
Philosophy
Prin. of Physics I American
Government and Politics
Intro. to Psychology Intro. to Sociology Intermediate
Spanish I Intermediate
Spanish II
Adoptable Courses
Adoptable Courses– American Literature
Adaptable TemplateTraining Materials
Vista 8 Adaptable Template and Training Materials
Vista 8 Adaptable Template and Training Materials
Vista 8 Adaptable Template and Training Materials
Vista 8 Adaptable Template and Training Materials
Vista 8 Adaptable Template and Training Materials
GSW - GaView Orientation for Online Courses
Faculty Orientation
Analyze◦ Identify overall goals and define purpose
Design (Plan)◦Scope and Sequence◦Learning strategies & activities◦Design assessments
Develop◦Select/create learning strategies & activities◦Develop or acquire content◦Develop course layout◦Visual and navigational aspects
Teach Evaluate
Recap