UNIACC - What works? instructional design chile2009

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  • 1. 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
  • 2. 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
  • 3.  
  • 4. 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. . .
  • 5. 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. . .
  • 6. 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
  • 7. ! 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 ?
  • 8. 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. . .
  • 9. . . . 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. . .
  • 10. . . . 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. . .
  • 11. . . . 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. . .
  • 12. . . . 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
  • 13. 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 . . .
  • 14. 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. . . !
  • 15. . . . 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. . .
  • 16.
    • 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
  • 17. . . . 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.
        • Interaction (discussion).
        • Small group activities/projects.
        • Peer evaluation, reflection, feedback
  • 18.
    • Computer skill or sophistication should not be a barrier to technology-enhanced online teaching and learning.
        • Keep it simple.
        • Vanilla!
        • Provide templates and examples.
    What we’ve learned and what we know. . . I nteraction E xpectations C ollaboration S implicity . . . Design
  • 19. What works ? Course design factors that influence learning effectiveness are. . .
        • Best Practices: an effective well-designed course has. . .
          • Comprehensive Orientation & Syllabus documents - explicit expectations, netiquette, etc.
          • Consistent and complete course “chunks”/ module structure and instructional cues.
          • Social presence and class community.
    3 2 1
  • 20.
        • Best Practices: an effective well-designed course has. . .
          • Meaningful and consistent course section & document titles to organize and convey info. about the activities, content, and structure of course.
          • A detailed orientation to each course module.
          • Detailed instructions for each learning activity: expectation, timeframe, navigation, etc.
    What works ? ! 4 6 5
  • 21.
        • Best Practices: an effective well-designed course has. . .
          • Course objectives align with activities, have value, and are assessed.
          • Opportunities for students to reflect, interact/collaborate, provide feedback.
    What works ? ! 8 7
  • 22. Any questions Any questions ? ?
  • 23. Thank you! Thank you!
    • Alexandra M. Pickett
    • [email_address]
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            • Alejandra Subagja in Second Life http://slurl.com/secondlife/SUNY%20Learning%20Network/128/128/0