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Learning Design at Columbus State
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Learning Design at Columbus State

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These are slides related to the monthly Learning Design Process class offered through Instructional Technologies Institute

These are slides related to the monthly Learning Design Process class offered through Instructional Technologies Institute

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  • There is a difference between a course redesign and a course redevelopment. A redesign is to take an already existing online/hybrid course and revise its appearance, function, and sometimes content. A course redevelopment is, in general, taking a course from the traditional delivery format and adapting it to the online/hybrid format.
  • One of the first things that will be discussed is the timeline for your specific course redesign/redevelopment. The schedule of events and procedures to complete the Learning Design Process are dependent on a number of factors. The development time for an online course is much longer than for a comparable classroom course. Also, because some instructors may be new to the process, there will be a need to schedule frequent meetings to keep everyone up to speed. The development is a reassigned time project approved by the chairperson and academic Deans (Instructional Technologies will work in partnership with the Academic department and faculty); A non-reassigned time project done for professional development, mission and learning support, and/or service to the department. Faculty do not receive additional pay for this course development (Instructional Technologies will work in partnership with a faculty member);
  • Our goal is build upon institutional planning and accountability by developing learning media that help students reach learning objectives.
  • No formula leads directly to effective teaching and learing. An iterative process allows us to learn by doing and getting feedback. It also reveals why a two-quarter process is beneficial taking the time to the best possible design the first time around.
  • Fortunately, faculty do not have to create online learning on their own. In fact, the national educational organization, Educause, recently published an essay arguing that effective educational requires collaboration that brings together subject matter, instructional design and technical expertise.
  • Fortunately, faculty do not have to create online learning on their own. In fact, the national educational organization, Educause, recently published an essay arguing that effective educational requires collaboration that brings together subject matter, instructional design and technical expertise.
  • We hope
  • Columbus State is a member of the Ohio Quality Matters Consortium, a group of Ohio colleges and universities taking advantage of QM resources for professional development and design assistance. We are not using the rubric for course evaluation, however, faculty can use the rubric on their own for self- or departmental critique and support.

Learning Design at Columbus State Learning Design at Columbus State Presentation Transcript

  • Teach online? What do I do?!
  • Definitions: Types of web courses
    • Web-based courses
      • all the instructional and laboratory sessions are completed in an on-line setting.
    • Hybrid Course
      • Instructional and laboratory/clinical sessions are completed in a combination of traditional class and at a distance.
    • Blended Course
      • Multiple distance learning modalities
  • Definitions: Scope of work
    • Redesign
    • vs.
    • Redevelop
  • (Recommended) steps for Redevelopment
    • Two quarter plan is ideal
      • 1st Preparation and training
      • 2nd Design learning media
    • Faculty time
      • Approved release time
      • Faculty self-directed initiative
    • Training and Support
      • Introduction to teaching online
      • Begin Learning Design consultation
  • Generic Instructional Systems Design (ISD) Life Cycle Source: Instructional Systems Design by Dan O. Coldway Every institution has a similar process.
  • Approximate “Life Cycle” of an online course
    • Development
    • Curriculum
    • Assessment
    • Design
    • Materials
    • Activities
    • Feedback
    • Assessment
    • Technology
    • Blackboard
    Teach The Course Academic Quality Review TQR TQR= Technical Quality Review Instructional Technologies supports continuous improvement
  • Design process serves institutional goals Instructional Media Instructional Methods Unit Outcomes Course Outcomes Program Outcomes General Education Goals Mission of the College Student Success!
  • Art is process of design
    • “ Great things are not done by impulse, but a series of small things brought together.”
            • Vincent Van Gogh
  • “ Learning design” is similar to this idea of art
    • A systematic approach to optimizing learning experiences to improve student performance.
  • Teaching and learning are complex, nonlinear …. artful
  • Modified ADDIE Method of Design: Building an online course
    • A nalyze D evelop D esign I mplement E valuate
    Creating Successful E-Learning : A Rapid System For Getting It Right First Time, Every Time , by Michael Allen
  • “ A Faculty Member Can Individually Develop and Deliver an Effective Online Course.” The Myth about Online Course Development: January/February 2006 Volume 41, Number 1
  • The Myth about Online Course Development: January/February 2006 Volume 41, Number 1 “ Online instruction… it requires deliberate instructional design that hinges on linking learning objectives to specific learning activities and measurable outcomes .” “ [An] effective model is to pair a faculty member with an instructional designer so that each brings unique skills to the course-creation process.”
  • Collaboration is NOT : Subject Matter Expertise Instructional Design Technical Expertise
  • That’s better…..Teamwork
    • Source: http://flickr.com/photos/yewenyi/353595135/
    Subject Matter Expertise Instructional Design Technical Expertise (Technology)
  • Quality Matters provides framework
    • Factors Affecting Course Quality
    • Course design QM REVIEWS THIS
    • Course delivery (i.e. teaching, faculty performance)
    • Course content
    • Course management system
    • Institutional infrastructure
    • Faculty training and readiness
    • Student engagement and readiness
    http:// oln.org/QM/quality_matters.php http:// teaching.cscc.edu/LDC/Standards.asp#QM
  • QM: The structure and ingredients indicative of high quality
    • Eight Rubric standards:
      • Course Overview and Introduction
      • Learning Objectives
      • Assessment and Measurement
      • Resources and Materials
      • Learner Interaction
      • Course Technology
      • Learner Support
      • Accessibility
  • Seven Principles Guide Instructional Methods
    • Seven Principles of Good Practice In Undergraduate Education
      • Est.1986 after Inter-institutional study
      • Adopted by Ohio Learning Network’s Task Force on Quality in Distance Learning in 2002
    http://oln.org/ILT/7_principles/principles.php
  • Now on to Services & Resources Subject Matter Expertise Instructional Design Technical Expertise
    • Design Consultation
    • Course Starter Shell
    • Course Design Kit
    • Knowledge Base (TBA)
    • Training and Seminars