instructional design for blended & online courses cheri toledo cheri toledo summer institute for...

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.


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


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?


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


DevelopDevelop► Course goalsCourse goals► ObjectivesObjectives► OrganizationOrganization► NavigationNavigation► Be consistent – be redundantBe consistent – be redundant► Practice moving through coursePractice moving through course


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


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


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


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


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?


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


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 for blended & online courses cheri toledo cheri toledo summer institute for...

Documents

instructional design

instructional theory

flexibility students

parttime students

reacheddifferent students

learning needs

onlineclassroomsame

organized technology