Instructional Design What Works? Alejandra M. Pickett   Associate Director SUNY Learning Network Faculty Development & Ins...
Introduction   State University of  New York   <ul><li>The single largest public university in the nation </li></ul><ul><l...
 
SUNY Learning Network <ul><ul><li>30 of the 64 campus participate in SLN. </li></ul></ul><ul><ul><li>3,000 online faculty....
SUNY Learning Network <ul><ul><li>30 of the 64 campus participate in SLN. </li></ul></ul><ul><ul><li>3,000 online faculty....
SLN Awards 2000 EDUCAUSE Award for Systemic Progress in Teaching and Learning 2001 Sloan-C award for Excellence in ALN Fac...
! Learn from faculty -what they find works . . . Share stuff I know works . . .  “ how can faculty create technically and ...
What works ? What I have learned from working with over 3000 SUNY faculty, from 40+ SUNY institutions, and  thousands of s...
. . . Faculty Dev. R eflection O wnership E mpowerment E volution <ul><li>Faculty need time to reflect. </li></ul><ul><ul>...
. . . Faculty Dev. <ul><li>Faculty must “own” their course. </li></ul><ul><li>Students must “own” their learning. </li></u...
. . . Faculty Dev. <ul><li>Faculty and students are adults and require empowerment. </li></ul><ul><ul><ul><li>andragogy to...
. . . Faculty Dev. <ul><li>Develop, test, pilot, evaluate & revise. </li></ul><ul><ul><ul><li>Commit to iterate.  </li></u...
What works ? You are NOT recreating your classroom online. You are reconceptualizing and converting your  materials, conte...
What works ? <ul><li>Good online instructional practices are independent of software. </li></ul><ul><li>Just because you c...
. . . Design I nteraction E xpectations C ollaboration S implicity <ul><li>It is about creating teaching and learning oppo...
<ul><li>It is important that faculty create and communicate to the student a reasonable set of expectations for the level ...
. . . Design What we’ve learned and what we know. . . I nteraction E xpectations C ollaboration S implicity <ul><li>Since ...
<ul><li>Computer skill or sophistication should not be a barrier to technology-enhanced online teaching and learning. </li...
What works ? Course design factors  that influence learning effectiveness are. . .   <ul><ul><ul><li>Best Practices:  an e...
<ul><ul><ul><li>Best Practices:  an effective well-designed course has. . . </li></ul></ul></ul><ul><ul><ul><ul><li>Meanin...
<ul><ul><ul><li>Best Practices:  an effective well-designed course has. . . </li></ul></ul></ul><ul><ul><ul><ul><li>Course...
Any questions Any questions ? ?
Thank you! Thank you! <ul><li>Alexandra M. Pickett </li></ul><ul><li>[email_address] </li></ul><ul><ul><ul><ul><ul><li>Joi...
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UNIACC - What works? instructional design chile2009

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UNIACC - What works? instructional design chile2009

  1. 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. 2. Introduction State University of New York <ul><li>The single largest public university in the nation </li></ul><ul><li>440,000 students </li></ul><ul><li>32,000 + faculty </li></ul><ul><li>64 Campuses </li></ul><ul><ul><li>13 University Centers and Doctoral Degree Granting Inst. </li></ul></ul><ul><ul><li>13 University Colleges </li></ul></ul><ul><ul><li>8 Colleges of Technology </li></ul></ul><ul><ul><li>30 Community Colleges </li></ul></ul>
  3. 4. SUNY Learning Network <ul><ul><li>30 of the 64 campus participate in SLN. </li></ul></ul><ul><ul><li>3,000 online faculty. </li></ul></ul><ul><ul><li>107 online degrees offered. </li></ul></ul><ul><ul><li>100,000+ online student enrollments. </li></ul></ul><ul><ul><li>4,000 + fully online courses. </li></ul></ul><ul><ul><li>high levels of student & faculty satisfaction. </li></ul></ul><ul><ul><li>CC account for 67% of student enrollments. </li></ul></ul>! <ul><ul><li>SLN was referenced </li></ul></ul><ul><ul><li>in testimony to the Kerrey Commission </li></ul></ul><ul><ul><li>in Congress as the </li></ul></ul><ul><ul><li>2nd largest </li></ul></ul><ul><ul><li>ALN in the </li></ul></ul><ul><ul><li>country. </li></ul></ul>2008-2009 academic year. . .
  4. 5. SUNY Learning Network <ul><ul><li>30 of the 64 campus participate in SLN. </li></ul></ul><ul><ul><li>3,000 online faculty. </li></ul></ul><ul><ul><li>107 online degrees offered. </li></ul></ul><ul><ul><li>100,000+ online student enrollments. </li></ul></ul><ul><ul><li>4,000 + fully online courses. </li></ul></ul><ul><ul><li>high levels of student & faculty satisfaction. </li></ul></ul><ul><ul><li>CC account for 67% of student enrollments. </li></ul></ul>! <ul><ul><li>SLN was referenced </li></ul></ul><ul><ul><li>in testimony to the Kerrey Commission </li></ul></ul><ul><ul><li>in Congress as the </li></ul></ul><ul><ul><li>2nd largest </li></ul></ul><ul><ul><li>ALN in the </li></ul></ul><ul><ul><li>country. </li></ul></ul>2008-2009 academic year. . .
  5. 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
  6. 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 ?
  7. 8. What works ? What I have learned from working with over 3000 SUNY faculty, from 40+ SUNY institutions, and thousands of students since 1994. <ul><li>Successful online courses have effective designs and effective instructors. This requires support . </li></ul><ul><li>Faculty need to understand the nature of the online environment. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>In general on faculty development. . .
  8. 9. . . . Faculty Dev. R eflection O wnership E mpowerment E volution <ul><li>Faculty need time to reflect. </li></ul><ul><ul><ul><li>To address the legitimate issues and concerns faculty may have. </li></ul></ul></ul><ul><ul><ul><li>To allow faculty time for reconceptualization. </li></ul></ul></ul>What we’ve learned and what we know. . .
  9. 10. . . . Faculty Dev. <ul><li>Faculty must “own” their course. </li></ul><ul><li>Students must “own” their learning. </li></ul><ul><li>Campuses must have ownership of faculty and programmatic issues. </li></ul><ul><ul><ul><li>Creating autonomous faculty and learners. </li></ul></ul></ul>R eflection O wnership E mpowerment E volution What we’ve learned and what we know. . .
  10. 11. . . . Faculty Dev. <ul><li>Faculty and students are adults and require empowerment. </li></ul><ul><ul><ul><li>andragogy to inform and support choices. </li></ul></ul></ul>R eflection O wnership E mpowerment E volution What we’ve learned and what we know. . .
  11. 12. . . . Faculty Dev. <ul><li>Develop, test, pilot, evaluate & revise. </li></ul><ul><ul><ul><li>Commit to iterate. </li></ul></ul></ul><ul><ul><ul><li>Ability to adapt and deal with change. </li></ul></ul></ul><ul><ul><ul><li>Commitment to quality. Course reviews! </li></ul></ul></ul>What we’ve learned and what we know. . . R eflection O wnership E mpowerment E volution
  12. 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 <ul><li>Present engaging content - design engaging interaction - assess & provide engaging feedback </li></ul><ul><ul><li>Create/use activities that build a sense of class community. </li></ul></ul><ul><ul><li>Develop your online voice. </li></ul></ul><ul><ul><li>Think “literal” and “talk” don’t “write.” </li></ul></ul><ul><ul><li>First make it work, then make it pretty. </li></ul></ul><ul><ul><li>50 ways to leave your lecture. </li></ul></ul><ul><ul><li>Align objectives, activities and assessments. Create rubrics! </li></ul></ul><ul><ul><li>Ask for student feedback. Use it! </li></ul></ul><ul><ul><li>If you make them do it, you must assess it. </li></ul></ul><ul><ul><li>Design activities that allow students to make their thinking visible to you. </li></ul></ul>What I tell faculty . . .
  13. 14. What works ? <ul><li>Good online instructional practices are independent of software. </li></ul><ul><li>Just because you can, doesn’t mean you should. </li></ul><ul><li>A well-designed course creatively leverages the options AND recognizes the limitations of the online learning environment. </li></ul><ul><li>Just because a course or a part of a course is online doesn’t mean it ALL has to be online. </li></ul><ul><li>Online learning, or web-enhanced learning doesn't mean “self-paced,” “e-reading,” or “PowerPoint lecture notes online.” </li></ul>In general on design. . . !
  14. 15. . . . Design I nteraction E xpectations C ollaboration S implicity <ul><li>It is about creating teaching and learning opportunities and environments where students can interact with students AND where students can interact with faculty. </li></ul><ul><ul><ul><li>Create a virtual community. </li></ul></ul></ul><ul><ul><ul><li>Shift to student-centered andragogy. </li></ul></ul></ul><ul><ul><ul><li>Technology-enhanced teaching and learning. </li></ul></ul></ul><ul><ul><ul><li>The highest predictor of student satisfaction and reported learning is student/teacher interaction. Second is student to student interaction. </li></ul></ul></ul>What we’ve learned and what we know. . .
  15. 16. <ul><li>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. </li></ul><ul><ul><ul><li>explicitly set expectations for interactions and completion of all learning activities. </li></ul></ul></ul><ul><ul><ul><li>What’s due, when? </li></ul></ul></ul>What we’ve learned and what we know. . . I nteraction E xpectations C ollaboration S implicity . . . Design
  16. 17. . . . Design What we’ve learned and what we know. . . I nteraction E xpectations C ollaboration S implicity <ul><li>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. </li></ul><ul><ul><ul><li>Interaction (discussion). </li></ul></ul></ul><ul><ul><ul><li>Small group activities/projects. </li></ul></ul></ul><ul><ul><ul><li>Peer evaluation, reflection, feedback </li></ul></ul></ul>
  17. 18. <ul><li>Computer skill or sophistication should not be a barrier to technology-enhanced online teaching and learning. </li></ul><ul><ul><ul><li>Keep it simple. </li></ul></ul></ul><ul><ul><ul><li>Vanilla! </li></ul></ul></ul><ul><ul><ul><li>Provide templates and examples. </li></ul></ul></ul>What we’ve learned and what we know. . . I nteraction E xpectations C ollaboration S implicity . . . Design
  18. 19. What works ? Course design factors that influence learning effectiveness are. . . <ul><ul><ul><li>Best Practices: an effective well-designed course has. . . </li></ul></ul></ul><ul><ul><ul><ul><li>Comprehensive Orientation & Syllabus documents - explicit expectations, netiquette, etc. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Consistent and complete course “chunks”/ module structure and instructional cues. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Social presence and class community. </li></ul></ul></ul></ul>3 2 1
  19. 20. <ul><ul><ul><li>Best Practices: an effective well-designed course has. . . </li></ul></ul></ul><ul><ul><ul><ul><li>Meaningful and consistent course section & document titles to organize and convey info. about the activities, content, and structure of course. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A detailed orientation to each course module. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Detailed instructions for each learning activity: expectation, timeframe, navigation, etc. </li></ul></ul></ul></ul>What works ? ! 4 6 5
  20. 21. <ul><ul><ul><li>Best Practices: an effective well-designed course has. . . </li></ul></ul></ul><ul><ul><ul><ul><li>Course objectives align with activities, have value, and are assessed. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Opportunities for students to reflect, interact/collaborate, provide feedback. </li></ul></ul></ul></ul>What works ? ! 8 7
  21. 22. Any questions Any questions ? ?
  22. 23. Thank you! Thank you! <ul><li>Alexandra M. Pickett </li></ul><ul><li>[email_address] </li></ul><ul><ul><ul><ul><ul><li>Join my network! </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://www.slideshare.net/alexandrapickett/slideshows </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://www.twitter.com/alexpickett </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://www.youtube.com/user/alexandrapickett </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://slnsolsummit2009.edublogs.org/ </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://etap687.edublogs.org </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://twitter.com/slnsolsummit </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://flickr.com/photos/alexandrapickett </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://www.spock.com/Alexandra-M.-Pickett-TFZBh10F </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://www.linkedin.com/in/alexandrapickett </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://www.pandora.com/people/alexandra.pickett </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://del.icio.us/alexandrapickett/ </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>http://www.diigo.com/profile/alexandrapickett </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Alejandra Subagja in Second Life http://slurl.com/secondlife/SUNY%20Learning%20Network/128/128/0 </li></ul></ul></ul></ul></ul>
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