UNIACC - What works? instructional design chile2009

Instructional Design What Works? Alejandra M. Pickett Associate Director SUNY Learning Network Faculty Development & Instructional Design 2009 recipient of the NUTN Award for Innovation in Distance Learning

Introduction State University of New York

The single largest public university in the nation

440,000 students

32,000 + faculty

64 Campuses

13 University Centers and Doctoral Degree Granting Inst.

13 University Colleges

8 Colleges of Technology

30 Community Colleges

SUNY Learning Network

30 of the 64 campus participate in SLN.

3,000 online faculty.

107 online degrees offered.

100,000+ online student enrollments.

4,000 + fully online courses.

high levels of student & faculty satisfaction.

CC account for 67% of student enrollments.

!

SLN was referenced

in testimony to the Kerrey Commission

in Congress as the

2nd largest

ALN in the

country.

2008-2009 academic year. . .

SUNY Learning Network

30 of the 64 campus participate in SLN.

3,000 online faculty.

107 online degrees offered.

100,000+ online student enrollments.

4,000 + fully online courses.

high levels of student & faculty satisfaction.

CC account for 67% of student enrollments.

!

SLN was referenced

in testimony to the Kerrey Commission

in Congress as the

2nd largest

ALN in the

country.

2008-2009 academic year. . .

SLN Awards 2000 EDUCAUSE Award for Systemic Progress in Teaching and Learning 2001 Sloan-C award for Excellence in ALN Faculty Development 2002 Sloan-C award for Excellence in Institution-Wide ALN Programming 2003 Sloan-C Award for Excellence in Online Teaching 2006 USDLA 21st Century Best Practice Award - Online Technology - Higher Education 2009 NUTN Distance Education Innovation Award

! Learn from faculty -what they find works . . . Share stuff I know works . . . “ how can faculty create technically and instructionally robust & engaging effective learning environments in which to teach and learn? ” Instructional design is about creating rich robust teaching and learning environments with opportunities for interaction with course content, between students, and with the instructor. What works ?

What works ? What I have learned from working with over 3000 SUNY faculty, from 40+ SUNY institutions, and thousands of students since 1994.

Successful online courses have effective designs and effective instructors. This requires support .

Faculty need to understand the nature of the online environment.

Faculty need to be able to concentrate on teaching, students need to be able to focus on learning -- technology must be as transparent as possible.

Faculty must reconceptualize instruction, rather than try to duplicate the classroom online. Conversion requires “rethinking” how to achieve learning objectives & how to assess learning within the options and limitations of the new learning environment.

In general on faculty development. . .

. . . Faculty Dev. R eflection O wnership E mpowerment E volution

Faculty need time to reflect.

To address the legitimate issues and concerns faculty may have.

To allow faculty time for reconceptualization.

What we’ve learned and what we know. . .

. . . Faculty Dev.

Faculty must “own” their course.

Students must “own” their learning.

Campuses must have ownership of faculty and programmatic issues.

Creating autonomous faculty and learners.

R eflection O wnership E mpowerment E volution What we’ve learned and what we know. . .

. . . Faculty Dev.

Faculty and students are adults and require empowerment.

andragogy to inform and support choices.

R eflection O wnership E mpowerment E volution What we’ve learned and what we know. . .

. . . Faculty Dev.

Develop, test, pilot, evaluate & revise.

Commit to iterate.

Ability to adapt and deal with change.

Commitment to quality. Course reviews!

What we’ve learned and what we know. . . R eflection O wnership E mpowerment E volution

What works ? You are NOT recreating your classroom online. You are reconceptualizing and converting your materials, content, and learning objectives to a new learning environment

Present engaging content - design engaging interaction - assess & provide engaging feedback

Create/use activities that build a sense of class community.

Develop your online voice.

Think “literal” and “talk” don’t “write.”

First make it work, then make it pretty.

50 ways to leave your lecture.

Align objectives, activities and assessments. Create rubrics!

Ask for student feedback. Use it!

If you make them do it, you must assess it.

Design activities that allow students to make their thinking visible to you.

What I tell faculty . . .

What works ?

Good online instructional practices are independent of software.

Just because you can, doesn’t mean you should.

A well-designed course creatively leverages the options AND recognizes the limitations of the online learning environment.

Just because a course or a part of a course is online doesn’t mean it ALL has to be online.

Online learning, or web-enhanced learning doesn't mean “self-paced,” “e-reading,” or “PowerPoint lecture notes online.”

In general on design. . . !

. . . Design I nteraction E xpectations C ollaboration S implicity

It is about creating teaching and learning opportunities and environments where students can interact with students AND where students can interact with faculty.

Create a virtual community.

Shift to student-centered andragogy.

Technology-enhanced teaching and learning.

The highest predictor of student satisfaction and reported learning is student/teacher interaction. Second is student to student interaction.

What we’ve learned and what we know. . .

It is important that faculty create and communicate to the student a reasonable set of expectations for the level and kinds of interactions in an online course.

explicitly set expectations for interactions and completion of all learning activities.

What’s due, when?

What we’ve learned and what we know. . . I nteraction E xpectations C ollaboration S implicity . . . Design

. . . Design What we’ve learned and what we know. . . I nteraction E xpectations C ollaboration S implicity

Since student to student interaction is such a significant factor in student satisfaction, any opportunities created in a course that involve collaboration to construct knowledge is an important component of an online learning environment.