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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
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.
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.