DESIGNING FOR ONLINE, SELF-PACED, COMPETENCY-BASED LEARNINGAn Overview

CHARACTERISTICS OF SELF-PACED, COMPETENCY-BASED LEARNING

Learners work at their own pace while being actively involved in performing specific learning tasks Students work through selected parts of the

curriculum at their own pace, in their own way, when and where they want to work

Features include: learner responsibility, pacing, successful learning based on specific learning competencies and outcomes, and a variety of learning activities with accompanying resources

CHARACTERISTICS OF SELF-PACED, COMPETENCY-BASED LEARNING

Learners are provided with more than one opportunity to study, self-test, test, and then retest until the mastery level is attained

When the learner successfully meets the criteria set (or learning competencies) the concept of mastery learning is realized; this is the goal of this learning approach

Participants’ knowledge and skills are assessed as they enter the program and those with satisfactory knowledge and skills may bypass training or competencies already attained

INSTRUCTIONAL DESIGN GOALS

The main goal is student usability; this includes: Clear and measureable learning competencies

and outcomes Use measureable terminology such as state, define, select, solve, locate, construct, generate, choose, etc.

Avoid terms like know and understand as these are difficult to measure

Communicate competencies and outcomes to students up front

Logical sequencing Concepts should be arranged and delivered in an order

that makes sense Think about pre-requisite skills or knowledge

INSTRUCTIONAL DESIGN GOALS

Readability Use consistent language and voice Triple check spelling and grammar Avoid using small and/or unusual fonts Offer alternatives for reading materials online; provide

print options like .pdf or .doc Materials should be ADA compliant

Easy Navigation Make sure it is very clear where a button or hyperlink

will take the user Use the Blackboard template provided for VLI courses

Consistency This includes fonts, colors, buttons, language, etc.

INSTRUCTIONAL DESIGN GOALS

A secondary goal is easy maintenance by course developers and facilitators While student usability is the most important

goal, also keep in mind course upkeep as you build the course Keep files organized and up-to-date Use specified file naming conventions Set goals and timelines for maintaining/updating the

course

DESIGN BEST PRACTICES

Make the intended learning competencies and outcomes clear Competency: general statement detailing the

desired knowledge and skills of the learner upon completion of the course/module

Outcome: very specific statement that describes exactly what a learner will be able to do in some measurable way (a competency may have several specific learning outcomes)

DESIGN BEST PRACTICES

Learning activities and resources are carefully designed or selected to address specific learning competencies and outcomes Three Domains of educational activities

Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas

(Attitude) Psychomotor: manual or physical skills (Skills)

Organize content into comparatively small, discrete steps, each one treating a single concept or segment of content The size of the steps can vary, but it is essential

that they are carefully sequenced

DESIGN BEST PRACTICES

Supporting theory is integrated with skills practice Give the learners plenty of opportunity to

practice the skills they have learned and to receive feedback

Learner's mastery of each step is checked before proceeding to the next step (formative assessment) Mastery learning is the goal This also encourages students and allows them

to proceed with confidence

DESIGN BEST PRACTICES

Use flexible instructional approaches and a variety of support materials Instructional approaches: large group, small group

activities, individual study Support materials: printed or online readings,

presentations, web sites, audio and video files, chat rooms, discussion boards, email, simulations, etc.

Use content delivery methods that make the most sense for the module topic and type of information being presented

Be sure that students have all the necessary instructions, materials, equipment, and supplies to complete the module without difficulty

DESIGN BEST PRACTICES Be sure to include:

Frequent opportunities for learners to self-assess and self-correct

Consistent Blackboard buttons, table of contents, searchable index, site or content map, section summaries, headings, search capabilities, and a glossary

Print features for learners to make paper copies of some or all of the module

Numerous and relevant examples Reflection questions to help learners create

personal relevancy Definitions for all acronyms and technical

terminology

PLANNING FOR LEARNING: THE STORYBOARD

What is a storyboard? A visual outline of your instruction A plan for teaching and learning activities Can include outlines and visual sketches (i.e.

flowcharts or diagrams) that map out the contents or sequence of ideas

Storyboard for VLI modules: Module Development Template & Instruction Guide

PLANNING FOR LEARNING: THE STORYBOARD

Why use a storyboard? Helps you plan for instruction because you draw

out all the different elements in detail Helps you to communicate your ideas with

others Helps you think ahead about what instruction is

going to look like when it is completed including what the students need to do to learn and what the facilitator will do

Helps create direction- the structure and sequence of the instruction

PLANNING FOR LEARNING: THE STORYBOARD

Questions to address while storyboarding: What do you want the students to learn by the

end of instruction? What do the students already know? What is the content you must include in the

instruction? What are the learning activities that will help the

students learn? What is the best sequence of learning activities?

HELPFUL RESOURCES

VLI Module Development Guide VLI Module Development Template &

Instruction Guide VLI Sample Module Development Template(all located in DocuShare at: http://unity.kctcs.edu/docushare/dsweb/View/Collection-12630)

VLI Quality Assurance Rubric(located in DocuShare at: http://unity.kctcs.edu/docushare/dsweb/View/Collection-12021)