Implementation

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Presentation on Implementation phase on the A.D.D.I.E for an Academic Impressions conference "A Comprehensive Approach to Designing Online"

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  • Implementation

    1. 1. Implementation:Handing the Design Over to the Instructor Academic Impressions Conference December 2-4, 2007, Austin, TX Patricia McGee [email_address]
    2. 2. Implementation involves.. <ul><li>Course roll out </li></ul><ul><li>Preparing instructor </li></ul><ul><li>Preparing learner </li></ul><ul><li>Organizing supports </li></ul><ul><li>Monitoring activity </li></ul>1
    3. 4. <ul><li>PERFORMANCE </li></ul><ul><li>ONLINE COURSE </li></ul>
    4. 5. <ul><li>Read at least one case and determine possible concerns and strategies for success </li></ul>1
    5. 6. teaching vs. learning styles Take notes!
    6. 7. Delegator. Desire for learner to act autonomously with as little input as necessary. Facilitator. Teacher-learner interaction in a probing and interactive learning environment. Supports learner’s decision make in a consultant role. Personal Model. Focus is providing personal examples and modeling appropriate and correct behavior. Formal Authority. Focuses on correct and appropriate procedures, serves as knowledge expert who is determined to provide necessary feedback to learner within a structured and standardized environment. Expert. Functions as knowledge expert and transmits information to learner who becomes more competent under the instructor’s tutelage.
    7. 8. Participant. Open in communication & interaction with peers & instructor Avoidant. Wants to work alone, doesn’t want to engage in class activities, not easily engaged in general Collaborative. Works in group where there is high level of interaction Competitive. Wants to be the best, exceed what others do, & be acknowledged. Dependent. Requires explicit instructions, just-in-need feedback. Independent. Works alone at his or her pace
    8. 9. course cycles
    9. 10. Course bio-rhythms <ul><li>Read handout, page 3 </li></ul><ul><li>Where do most challenges lie on course cycle? </li></ul><ul><li>How can designers know what is working and when or if to intervene? </li></ul><ul><li>What can instructional designers do to help? </li></ul><ul><li>What is missing? </li></ul>3
    10. 11. challenges <ul><li>Technology </li></ul><ul><li>Learner </li></ul><ul><li>Instructor </li></ul><ul><li>Instructional Design as per Scalability </li></ul><ul><li>Institutional services and requirements </li></ul><ul><li>Time </li></ul><ul><li>Access </li></ul><ul><li>Instructional resources and materials </li></ul><ul><ul><li>Other???? </li></ul></ul>
    11. 12. Wicked problems? <ul><li>Teams brainstorm and write one potential wicked problem for online delivery per index card - FIVE cards total per team! </li></ul><ul><li>Exchange cards with another team </li></ul><ul><li>Write solutions on back of cards </li></ul><ul><li>Return cards to team </li></ul><ul><li>Post problems and solution to your Team Site </li></ul>w i k i
    12. 13. most wicked problem?
    13. 14. How do we know… <ul><li>What is going on? </li></ul><ul><li>Distance Education Learning Environment Survey (DELES)– Learner Form </li></ul><ul><li>-and- </li></ul><ul><li>Distance Education Learning Environment Survey (DELES)- Instructor Form </li></ul>
    14. 15. Data , data , data <ul><li>What data can help you determine the efficacy of a design, while the course is being implemented? </li></ul><ul><li>Use handout to record ideas and post to wiki </li></ul>5-7 w i k i
    15. 16. Summing up… <ul><li>What are you most prepared for? </li></ul><ul><li>What has been or will be the biggest challenge? </li></ul>
    16. 17. Questions?
    17. 18. BREAK

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