Online Instructional Design.pps

8/14/2019 Online Instructional Design.pps

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Online Instructional Design – For the

Nigeria Distance Learner

Julius MomohChief Project officerSchulPortals TechnologiesLagos



I NTRODUCTION

The Nigeria Distance Learner – the statusor stigmatization???

Re-orientating the Nigeria Distance Learner

practical

Groups formation.



Groupings....Practicals

Social science

Science and Technology

Education/behavioral sciences - my group

Arts.

5mins for each group work



Synchronous and Asynchronousmodes for Distance Learning Online make use of synchronous and asynchronous medium in reaching the student. Most

technologies use in an online course falls under these categories.

Synchronous technologies

Web-based VoIP

Telephone

Instant Messaging - chatting

Videoconferencing

Web conferencing

Direct-broadcast satellite

Internet radio

Live streaming

Asynchronous technologies

Audiocassette

E-mail

Message board forums and blogging

Print materials

Voice Mail /fax

Videocassette /DVD

An online course deployment is Information and Communication Technology (ICT) based

Learning platform. It employs computer and internet tools for contents access with delivery andmay be designed as a "blended" approach, with content available electronically and remotely.

http://en.wikipedia.org/wiki/Telephone


http://en.wikipedia.org/wiki/Videoconferencing


http://en.wikipedia.org/wiki/Web_conferencing

http://en.wikipedia.org/wiki/Direct-broadcast_satellite

http://en.wikipedia.org/wiki/Internet_radio

http://en.wikipedia.org/wiki/Live_streaming

http://en.wikipedia.org/wiki/Audiocassette

http://en.wikipedia.org/wiki/E-mail

http://en.wikipedia.org/wiki/Message_board



http://en.wikipedia.org/wiki/Voice_Mail

http://en.wikipedia.org/wiki/Fax

http://en.wikipedia.org/wiki/Videocassette

http://en.wikipedia.org/wiki/DVD

http://en.wikipedia.org/wiki/DVD

http://en.wikipedia.org/wiki/Videocassette

http://en.wikipedia.org/wiki/Fax

http://en.wikipedia.org/wiki/Voice_Mail





http://en.wikipedia.org/wiki/Message_board




http://en.wikipedia.org/wiki/Audiocassette

http://en.wikipedia.org/wiki/Live_streaming

http://en.wikipedia.org/wiki/Internet_radio




http://en.wikipedia.org/wiki/Web_conferencing


http://en.wikipedia.org/wiki/Videoconferencing









Course Organization

In a traditional face-to-face course, the instructor often hascomplete control over the organization of his/her owncourse. (He can use off hand examples but online you need to

make use of graphics and visual that will drive home the point )

The online instructor is central too, but not alone in settingup the organization and management of the course. (abilityor select from tons of examples from the net)

New administrative skills are necessary for the onlineinstructor to coordinate institutional, pedagogical, andtechnological demands. (case for lecturers to meet andmatch ‘galloping’ IT skills of their students)

Group work: which IT tools is needed for your course, identify

and list them, how to narrow search to specifics, insertingappropriate graphics



Lesson Presentation

If you think an online course is simply a traditionalface-to-face course replicated on a computer screen,think again! Long lectures are not effective online.

A successful Internet course will reflect the

communicative nature of the online environment andincorporate resources from the outside world.

For example, the discussion element of an onlinecourse should be a major component and links torelated resources and support material should be astandard feature in lesson presentation.

Group work : Provide 2 links and a Support materialfor your given course either an audio or video



Class Communication....

The instructor really has to work at promoting studentdiscussions in an online course, perhaps more so than in aface-to-face course. (stimulate interactive and discussion

component in all your course) Facilitating and moderating group discussions may be

necessary, especially to help different student subgroups blendtogether.

One way is to incorporate collaborative learning activitiesonline by asking students to work together in small groups.

Need to leap-frog human capital develpoment- How??

Group work : Identify learning activities that involves groupwork in your given course and list them (5mins)



Time Allocation.....

Teaching an online course saves the instructor time whichwould otherwise be spent in a classroom lecturing.

However, it also requires time online devoted toconferencing with the class and emailing individual

students. The asynchronous nature of an online course offers more

flexibility in terms of interacting with the course materialsand participants both for the instructor and the students...

The case for the Online Lecturing Web Service where every

participant here now have his/her web site blog

Group work: Set time and post it on your site when to

meet for chatting and the IM to use. (5mins)



Technical Support

Knowledge has become more and more specialized; no oneseems to know it all anymore.

Technological personnel are experts with server software andhardware but don’t know what you’re trying to teach, how you

want to teach it, or what your students know so far. Administrative personnel know who the students are and how

important their satisfaction is, but they don’t know how toanswer your technological questions.

You’re in the middle and will sometimes have either handletechnology or administrative issues yourself or know when to

redirect questions to the proper resources.

Group work: Identify the technology and user support youwill need for this course and a possible tech and user supportyou can provide in the future..case for FAQ



"Open Entry" – "Open Exit"

"Open Entry" – "Open Exit"Online courses can be set up to allow "Open Entry" and "Open Exit" interms of when the class begins and when it ends. Web-based coursesdepend on a real-live instructor and interaction with fellow students tocreate valid educational experiences.

Successful online courses should not be canned, self-paced tutorialsthat deliberately eliminate contact with other human beings. It is bestto offer online courses over a full academic term.

This allows students time to cover and assimilate the material,collaborate with fellow students learning the same topics at the sametime, and work on projects and papers together and independently at areasonable rate.

Spreading a course out over ten to fifteen weeks also suits the manyadult learners with other responsibilities and only a limited amount oftime to devote to their studies.

Group work: determine the ‘open entry’ – ‘open exit’ for thecourse given. State it lecture by lecture…for 5 lectures.



Practicals, field work and laboratoriesassessment for the Distance Learner

Laboratories Web-based courses with required labs might be taken by traditional on-campusstudents who have chosen to take an online course for the sake of its convenientasynchronicity.

These students can simply complete their lab assignments on campus in the usualway.

Students who are truly Distance Learners must make other arrangements to fulfilltheir lab requirements. They may spend one or two Saturdays on campus in speciallyscheduled all-day lab sessions, do their lab work at a local high school or other nearbyfacility, or run experiments at home using a lab kit provided by the college.

The challenge of running lab sessions for off-campus students is one that all forms ofDistance Education, whether correspondence, ITV, video, radio, etc., must face.

Creativity and flexibility are the keys to serving the needs of a geographically

dispersed student population.

Group work: Identify lab or field work that can be done onsite and offsite inyour group course..be creative here considering the huge population ofstudents taking your course..list a least 2 or 3 ways you can



Assessment..

Assessment should reflect the online medium in which the courseis taught, and traditional testing procedures may not be

practical in an online environment .

Online test monitoring is still a technological challenge, howeverthere are strategies you can use to help minimize cheating online. For example make exams open book and ask questions that require

students to synthesize, analyze, or apply information from the classdiscussions, lecture-presentations, and text in order to solve problems orexplain procedures.

This forces students to use higher order thinking skills and permitsyou to assess whether they have learned the course material.

Group work: Create 30 ‘multiple choice questions ‘fill in the gap’ ‘t or f’ questions – 10 each and deploy on the site all participantsto answer.

Documents

Online Instructional Design.pps