POT workshop: A New Wardrobe for Blackboard


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A New Wardrobe for Blackboard: Technical Basics of Instructional Design
with Andrea Petri and Laura Paciorek.

Workshop participants will learn some beginning strategies for instructional design using Blackboard. Includes course examples and a demonstration of how to design content including creating tables, inserting images, and laying out learning modules, with an emphasis on instructor preferences and student success.

A workshop at MiraCosta College for the Program for Online Teaching in Oceanside, California. Creative Commons licensed Attribution/Non-commercial/Share-alike.

Published in: Education, Technology
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POT workshop: A New Wardrobe for Blackboard

  1. 1. POT Workshop   A New Wardrobe for Blackboard: Technical Basics of Instructional Design Andrea Petri Laura Paciorek August 16, 2011
  2. 2. <ul><ul><li>If you simply post lectures and a syllabus on the Web, you haven’t necessarily created a viable tool for your students. The missing element is INSTRUCTIONAL DESIGN </li></ul></ul>KO, ROSSEN, p. 52
  3. 3. What is instructional design? “ Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.” - Sara Mc Neil, University of Huston ILLINOIS ONLINE NETWORK
  4. 4. Instructional Development Process ILLINOIS ONLINE NETWORK
  5. 5. So what’s the difference? <ul><ul><li>The degree to which the instructor must plan the components of the course prior to the first day of class. </li></ul></ul><ul><ul><li>The need to understand the impact that the technology has on the learning process . </li></ul></ul><ul><ul><li>The need to understand the impact that the technology has on the instruction process . </li></ul></ul>ILLINOIS ONLINE NETWORK
  6. 6. Some examples <ul><ul><li>However, before we keep going, let’s take a look at some examples. </li></ul></ul><ul><ul><ul><li>Italian 101 </li></ul></ul></ul><ul><ul><ul><li>Oral Radiology </li></ul></ul></ul>
  7. 7. What to consider for online course development <ul><ul><li>Outcomes </li></ul></ul><ul><ul><li>Online Assessment </li></ul></ul><ul><ul><li>Learning Activities </li></ul></ul><ul><ul><li>Classroom Interaction </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul>ILLINOIS ONLINE NETWORK
  8. 8. The importance of establishing outcomes <ul><ul><li>First decide what it is we want our students to know or be able to do when they finish the course. </li></ul></ul><ul><ul><li>Then look at the activities and tasks that will make the learning meaningful, fun and relevant. </li></ul></ul>ILLINOIS ONLINE NETWORK
  9. 9. KO, ROSSEN, p. 65
  10. 10. Appendix 1 An example: Spanish 101 by Pilar Hernández
  11. 11. Appendix 2
  12. 12. 5 golden rules… <ul><ul><li>Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course. </li></ul></ul><ul><ul><li>Course syllabus identifies and clearly delineates the role the online environment will play in the total course. </li></ul></ul><ul><ul><li>Aesthetic design presents and communicates course information clearly throughout the course. </li></ul></ul><ul><ul><li>All web pages are visually and functionally consistent throughout the course. </li></ul></ul><ul><ul><li>Accessibility issues are addressed throughout the course. </li></ul></ul>
  13. 13. … and some tips <ul><ul><li>Plan in weekly units or break units down into weekly tasks. It will keep the procrastinators more accountable. </li></ul></ul><ul><ul><li>Keep the same format. Do not change it too much. </li></ul></ul><ul><ul><li>Put important information in one place only. </li></ul></ul><ul><ul><li>If you import text don’t do it from Word (Microsoft Office), but from Notepad. </li></ul></ul><ul><ul><li>Avoid embedding videos in a table. </li></ul></ul><ul><ul><li>Consider information you have on the welcome page - e.g., survey, tasks, etc... </li></ul></ul>
  14. 14. If you want to dig deeper… <ul><ul><li>Teaching and eLearning Support (Faculty Showcase) </li></ul></ul><ul><ul><ul><li>http://telswebletter.blogspot.com/p/2011-faculty-showcase.html </li></ul></ul></ul><ul><ul><li>Instructional Design for Online Courses </li></ul></ul><ul><ul><ul><li>http://www.ion.uillinois.edu/resources/tutorials/id/index.asp </li></ul></ul></ul><ul><ul><li>Principles of Online Styles </li></ul></ul><ul><ul><ul><li>  http://www.csu.edu.au/division/landt/interact/help/principlesonlinestyle.html </li></ul></ul></ul><ul><ul><li>Online Style Guide </li></ul></ul><ul><ul><ul><li>http://www.csu.edu.au/division/landt/interact/help/onlinestyleguide.html </li></ul></ul></ul><ul><ul><li>What does a high quality online course look like? </li></ul></ul><ul><ul><ul><li>http://www.csuchico.edu/celt/roi/ </li></ul></ul></ul>
  15. 15. Bibliography <ul><ul><li>ch40744 (2011, May 20). Oral radiology blackboard course tour [Video file]. Retrieved from http://youtu.be/-JAHXdiw17E </li></ul></ul><ul><ul><li>Ko, S., & Rossen, S. (2008). Teaching online: A practical guide (3rd ed.). New York: Routledge. </li></ul></ul><ul><ul><li>Lindeman, M. W. (n.d.). Instructional design for online courses [PowerPoint slides]. Retrieved from http://www.ion.uillinois.edu/resources/tutorials/id/InstructionalDesignForOnlineCourses.html </li></ul></ul>