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Designing for Online:
Instructional Design in Action!21st Century Learning and Sharing
April 23th 2009
Monique Brewer Open School BC
Designing for Online
Challenges
&
Successes
What’s been your experience?
So, what the heck is instructional design
anyway?
A systematic process of developing effective instructional materials.
Learners
Outcomes
Assessment Strategies
Media/Tech
What is Instructional Design (ID)?
Instructional Design as a Process
Review &Sign-off
Planning & Design
Learners
Production & Outputs
Create a Project Team
Instructional Design Plan
Development
Products
SummativeEvaluation
NeedsAssessment
Pilot Stage
Review &Sign-off
Review &Sign-off
Review &Sign-off
The Role of the Instructional Designer
May vary from organization to organization
A combined role of Project Manager and Instructional
Designer
Main purpose is to be “an advocate for the learner”
Consider the learner’s needs throughout the whole
development process
Ensure learning outcomes are met, activities are
appropriate, use of technology and media is appropriate
etc.
onal
Instructional Design Applicable to Different Settings…
Online:
Grade 4
F2F:
In the classroom
Principles the Same
Why Use Instructional Design? Promotes accountability, quality, and
educational integrity Provides opportunities for learners to succeed Ensures courses address the prescribed
learning outcomes /competencies Systematically consider all of the variables
involved in designing content So, we don’t waste money & time…
Don’t try to build the bathroom before the house!
Why use Instructional Design?
Best Practice #1: Create an ID Plan
Plan should address: Learner Analysis Learning outcomes Content design Appropriate activities and assessments What’s going work going to work for
online? Technology & media.
Module
Example:
Open School BCCourse
Best Practice #2: Analyze Your Learners
Interests Abilities Knowledge Technology Environment
Best Practice #3:Get the Mix RightE-Learning isn’t necessarily the “magic bullet” that
guarantees a rich learning environment
Need the right blend:
synchronous and asynchronous interaction
group and self-paced/independent learning
print and online resources
learning activities appropriate to student needs, and technical capacity
The bulk of the content presented in Study Guide formats.
Textbook as a resource
Web as a wrap around to provide interaction:
•student: student
•student: instructor
Print Based with Online as a Wrap Around
A Mixed Model - Deep Blending
Classroom Time
Video conferencing or use tools such as Elluminate
OnlinePrint - Study Guide/textbooks, other resources
Self-Paced Online
Best Practice #4: Use Learning Outcomes
Learning outcomes help to: Clarify your ideas Provide a scope & sequence to what you
want to design Can help students know what to expect Guides assessment Serve as building blocks for developing
courses = house analogy.
Best Practice #3: Determine Pedagogy Behaviorism:
Mind as a “black box” Promotes “lower level learning such as “observe” or
“memorize” Cognitive:
Looks at what happens in the learner’s mind Input (information) is processed and stored in
memory and output is learned capability Constructivism
Learning is constructed from knowledge Problem-based learning, multiple representations, reflective
Best Practice #4: Sequence Content
By topic Chronologically By place By cause and
effect By structural logic
Problem-centred Spiral A loose network
Best Practice #5: Pace Your Course
Pacing will help your students complete their course
Real time interactions with their instructors/teachers
through audio or video conferencing or Face-to-Face -
tools like Elluminate.
Discussions online are carried out over one week time
frame.
Assignments and exams are completed by given date
Cohort vs self paced courses.
Best Practice #6: Design Engaging Activities
Frequency of activities Get the learners to do something throughout
the learning process and not just at the end Consider variations of activities:
Reflect on a reading or their own experience, Analyze a video clip, audio segment Engage in a discussion or an interview Keep a diary or log of a project Move from simple to complex; easy to
challenging
Activities & Retention
Average Retention Rate:
Lecture 5 %
Reading 10 %
Audio-Visual 20 %
Demonstration 30 %
Discussion Group 50 %
Practice by Doing 75 %
Immediate Use of Learning 90 %
Simulations
Best Practice #7: Build Appropriate Assessment
Different types - formative and summative Link to learning outcomes Authentic, valid, and reliable Simple to complex; rote to critical thinking;
objective to subjective Provide immediate feedback Consider balance of both student and
teacher workload
Best Practice #8: Use Appropriate Media
Types of media graphic, audio, video, interactive
Considerations Purpose Cost Availability
Graphics
Explain the Function: Refer to a graphic within your text & explain the
purpose Design Activities Around a Graphic:
If a graphic is core to a concept, design an activity around
Placement of Graphics within Text: as close as possible to the piece of text that
refers to it. Emphasize the Graphic:
Learners will benefit from a graphic if they can easily see what point you are trying to make
Pacific Garbage Patch: students.umf.maine.edu/kanedc/public.www/
Audio
Foreign language dialogues Spoken glossaries of “hard to pronounce terms” Conversations to be analyzed Discussions or interviews Sounds (i.e., heart’s rhythm
after a drug has been absorbed; animals)
Presentations Consider using a still image
Video
Be sure motion is really essential in what you want to show your learners.
Use existing material
rather than make your own.
Can be very expensive to do well. Streaming video clips:
2-3 minutes long. Avoid duplicating traditional lecture format
unnecessarily.
Multimedia Effective instruction across learning domains,
including affective and psychomotor (e.g., simulations, case studies)
Promote development of higher-order thinking skills, and concept formation
Realism, especially when coupled with graphics and video
Potential interactivity Potential for high levels of learner control and engagement
Interactive Media
Best Practice # 9:Write for Online
Write to reading level of student Use familiar words (arrival not influx) Use short words (basic not fundamental) Use short sentences and paragraphs Use positive instead of negative Remove unnecessary words and phrases Use conversational style of language
Write in a friendly personal style directed to the student (“You will recall …”).
Use examples where possible.
Best Practice #10: Design for the Screen
A web page should contain a single coherent piece of
learning
A screen is not a page
Do not merely convert existing print course to Web
Chunk information
Communicate more in graphics
Consider the use of white space
Use suitable fonts
Thank You!
Monique Brewer
Manager, Instructional Services
Open School BC
(250) 952-6021
www.openschool.bc.ca