INSTRUCTIONAL DESIGN IN AN OPEN LEARNING ENVIRONMENT
M.Sc. Martha Isabel Tobón Lindo
http://www.slideshare.net/misabell - Cell phone: (57) 3105051802 - tobonlindo@yahoo.com
Abstract
This research is about a methodological strategy for the construction of modules in a virtual
environment. The strategy is derived from a model which articulates the technological,
communicative and pedagogical dimensions of the learning process.
From a technological perspective, it is developed a logical and physical structure, based on the
Methodology of the Reusable Learning Object developed by Cisco Systems.
The pedagogical and communicative approach, are associated with Reigeluth's model of
instructional-design theory for open learning environment.
Research question
What results are obtained after the application of the module Computers as applied to education
in a virtual learning environment, based on Reigeluth's model of instructional-design theory for
open learning environment?
Objectives
• To develop the module computers as applied to education based on Reigeluth's model of
instructional-design theory for open learning environment
• To find out the module’s effectiveness, efficiency and appeal
Population
The study is applied to students of third semester of Education Degree at Technological University
in Pereira.

Research phases
First phase: analysis and design.
In this phase a conceptual framework is developed, in order to know the relationships between
virtual education and pedagogic models, learning in virtual communities, learning's theories,
instructional design for open learning environment and Reusable Learning Objects.
Second phase: Development and implementation
In this phase a virtual classroom is developed and implemented by using MOODLE, based on the
instructional-design theory and Reusable Learning Object. Also, some other aspects were
considered, such as: facilitating context, resources, tools and support.
Third phase: Application and validation
The module was applied and validated in two groups: one experimental group and the other for
control purposes. These were the results:
Appeal: 73% of students said they completely agree with various positive statements reated
respect to the module.

CONCLUSION
This model offers a greater probability of success in the learning process of the module computers
as applied to education, because:
• The learning objectives were achieved with a high level. In fact, 64% of students had no
knowledge about computers as applied to education when they started the module and
94% of students were taking the course for the first time.
• Students used a shorter time to learn new skills from eLearning (18 hours) in comparison
with face-to-face strategy (24 hours)
• The different components of instructional design such as: facilitating context, resources,
tools and support, had as a result major appeal for object study. This is say for 73% of
students.