Designing for Online: Instructional Design in Action! 21 st Century Learning and Sharing April 23th 2009 Monique Brewer Open School BC
Designing for Online Challenges & Successes What’s been your experience?
So, what the heck is instructional design anyway?
A systematic process of developing effective instructional materials.
What is Instructional Design (ID)? Outcomes Assessment Media/Tech Learners Strategies
Instructional Design as a Process Planning & Design Production & Outputs Development Summative Evaluation Needs Assessment Pilot Stage Review & Sign-off Learners Create a Project Team Instructional Design Plan Products Review & Sign-off Review & Sign-off Review & Sign-off
The Role of the Instructional Designer
May vary from organization to organization
A combined role of Project Manager and Instructional Designer
Main purpose is to be “an advocate for the learner”
Consider the learner’s needs throughout the whole development process
Ensure learning outcomes are met, activities are appropriate, use of technology and media is appropriate etc.
onal Instructional Design Applicable to Different Settings… Online: Grade 4 F2F: In the classroom Principles the Same
Why Use Instructional Design?
Promotes accountability, quality, and educational integrity
Provides opportunities for learners to succeed
Ensures courses address the prescribed learning outcomes /competencies
Systematically consider all of the variables involved in designing content
So, we don’t waste money & time…
Don’t try to build the bathroom before the house! Why use Instructional Design?
Best Practice #1: Create an ID Plan
Plan should address:
Appropriate activities and assessments
What’s going work going to work for online? Technology & media.
Module Example: Open School BC Course
Best Practice #2: Analyze Your Learners
Best Practice #3: Get the Mix Right
E-Learning isn’t necessarily the “magic bullet” that guarantees a rich learning environment
Need the right blend:
synchronous and asynchronous interaction
group and self-paced/independent learning
print and online resources
learning activities appropriate to student needs, and technical capacity
The bulk of the content presented in Study Guide formats.
Textbook as a resource
Web as a wrap around to provide interaction:
Print Based with Online as a Wrap Around
A Mixed Model - Deep Blending Classroom Time Video conferencing or use tools such as Elluminate Online Print - Study Guide/textbooks, other resources
Best Practice #4: Use Learning Outcomes
Learning outcomes help to:
Clarify your ideas
Provide a scope & sequence to what you want to design
Can help students know what to expect
Serve as building blocks for developing courses = house analogy.
Best Practice #3: Determine Pedagogy
Mind as a “black box”
Promotes “lower level learning such as “observe” or “memorize”
Looks at what happens in the learner’s mind
Input (information) is processed and stored in memory and output is learned capability
Learning is constructed from knowledge Problem-based learning, multiple representations, reflective
Best Practice #4: Sequence Content
By cause and effect
By structural logic
A loose network
Best Practice #5: Pace Your Course
Pacing will help your students complete their course
Real time interactions with their instructors/teachers through audio or video conferencing or Face-to-Face - tools like Elluminate.
Discussions online are carried out over one week time frame.
Assignments and exams are completed by given date
Cohort vs self paced courses.
Best Practice #6: Design Engaging Activities
Frequency of activities
Get the learners to do something throughout the learning process and not just at the end
Consider variations of activities:
Reflect on a reading or their own experience,
Analyze a video clip, audio segment
Engage in a discussion or an interview
Keep a diary or log of a project
Move from simple to complex; easy to challenging
Activities & Retention
Average Retention Rate:
Lecture 5 %
Reading 10 %
Audio-Visual 20 %
Demonstration 30 %
Discussion Group 50 %
Practice by Doing 75 %
Immediate Use of Learning 90 %
Best Practice #7: Build Appropriate Assessment
Different types - formative and summative
Link to learning outcomes
Authentic, valid, and reliable
Simple to complex; rote to critical thinking; objective to subjective
Provide immediate feedback
Consider balance of both student and teacher workload
Best Practice #8: Use Appropriate Media
Types of media
graphic, audio, video, interactive
Explain the Function:
Refer to a graphic within your text & explain the purpose
Design Activities Around a Graphic:
If a graphic is core to a concept, design an activity around
Placement of Graphics within Text:
as close as possible to the piece of text that refers to it.
Emphasize the Graphic:
Learners will benefit from a graphic if they can easily see what point you are trying to make