OnCourse Instructional Design Model

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Instructional Design Model for the Development of Online Courses

Instructional Design Model for the Development of Online Courses

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  • Participatory/Collaborative Evaluation Approach
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Transcript

  • 1. OnCourse Instructional Design Model for the Development of Online Courses Presented by Linda Barril Heather D. Mendoza Additional authors: Tatiana Abras Brian Ditmer Scott Slaton
  • 2.  
  • 3. Why the OnCourse model?
    • Who needs it?
      • Instructors without online teaching experience
    • Why?
      • Growing demand for online courses
    • Targeted specifically at instructors of sequential introductory courses (Biology I & II, Algebra I & II)
  • 4. Purpose
    • Provide a guide for faculty to use in moving their lecture-based, face-to-face courses to an online environment.
  • 5. OnCourse Model Teacher Training
    • Provides online instructional materials that explain how to adapt traditional classroom curriculum for the online environment;
    • Provides these instructional materials as both self-contained learning modules, and as just-in-time job aids;
    • Provides tools and resources for creating pedagogically sound online curriculum; and
    • Provides tools and resources for developing alternative learning objects from existing classroom materials.
  • 6.  
  • 7. OnCourse Model
  • 8. OnCourse Learning Activity Cycle
  • 9. Theoretical Framework
    • Cognitive Apprenticeship
    • Multimedia Theory
  • 10. Cognitive Apprenticeship
    • Traditional Master-Apprentice Relationship
    • Situated Cognition
    • Instructional Methods in Cognitive Apprenticeship
    • Vygotsky’s Zone of Proximal Development
  • 11. Multimedia Theory
    • Modality Principle
    • Dual-coding Theory
    • Split-Attention Principle
    • Redundancy Principle
    (Mayer & Moreno, 1998)
  • 12. Applying the OnCourse Model
    • Examination of:
      • Course Objectives
      • Chapters
      • Presentation Modules
  • 13. Sample Application of OnCourse Model
  • 14. Modeling
    • Instructor or computer acts as model
    • Presentation, Explanation, Demonstration
    • Facts, Concepts, Procedures, Processes
    • Narrated presentations, animations, simulations, videos, podcasts, multimedia tutorials, etc.
  • 15. Applying the OnCourse Model
    • Develop Solutions for Online Modeling
      • Multimedia Presentation
        • Abbreviated Lecture Text
        • Embedded Video
        • Key Ideas Study Guide
  • 16. Modeling
  • 17. Coaching
    • Instructor or computer guide student practice
      • Scaffolding
      • Fading
    • Online Learning Tools
      • Intelligent Tutoring Systems
      • Interactive Simulations
      • Digital Game-Based Learning
  • 18. Coaching
  • 19. Coaching
    • Intelligent Tutoring Systems
    • Interactive Simulations
    • Digital Games
    Source: http:// www.youtube.com/watch?v =rTz-1T9sntY
  • 20. Exploration
    • Independent Student Practice
      • Projects
      • Experiments
      • Research
    • Learning by Doing
  • 21. Exploration
  • 22. Exploration
    • Case studies
    • Experiments
    • Projects
  • 23. Formative Assessment
    • Measures students attainment of knowledge
    • Exposes areas that need improvement
      • Traditional Assessment
        • Multiple-choice quizzes
      • Authentic Assessment
        • Interactive simulations
  • 24. Formative Assessment
  • 25. Formative Assessment Guidelines for Multiple-Choice Quizzes
    • Compare student progress to expected outcomes
    • Offer retake to evaluate improvement after study
    • Let students test at their own pace
    • Prove links to the course content on missed items
    • Give instant feedback (Buchanan, 2000, p.194).
  • 26. Summative Assessment
    • Assesses students’ application and synthesis of information covered over the course of the entire semester
      • Multi-choice Exam
      • Final Project
  • 27. Ways to Blend Traditional and Authentic Assessment in Online Courses
    • Visual diagrams to evaluate students’ “understanding of specific concepts”;
    • Team problem-solving projects to determine “collaborative processes”;
    • Discussion forums to assess participation;
    • Creation of authentic products to evaluate “research and design processes”;
    • Online fixed-choice tests to determine “factual knowledge”;
    • Performance task such as solving a real life problem to demonstrate the application and synthesis of knowledge;
    • Portfolio of completed course activities to measure achievement of learning goals;
    • Visual presentations such as concept-maps to demonstrate skill or knowledge acquisition;
    • Self-Assessments to foster individual student analysis and reflection of learning attainment;
    • Written product to express content knowledge; and
    • Unit test for factual content mastery. (Hallas, 2008, pp. 378-379).
  • 28. Implementation Evaluation of OnCourse Model Graphic by: Tatiana Abras
  • 29. Implementation Evaluation of OnCourse Model Graphic by: Tatiana Abras
  • 30. Implementation Evaluation of OnCourse Model
  • 31. Evaluation Questions
    • How well did instructors understand the OnCourse model?
    • In what ways did instructors use the OnCourse model strategies after the training?
    • What are the implementation effects of the OnCourse model?
    • What are the information needs of instructors using the OnCourse model?
    • Have instructors transitioned a greater number of face-to-face courses online because of the training?
  • 32. Evaluation Approach
    • Participatory/Collaborative Evaluation Approach
    • Stakeholders
    • Assessment
  • 33. Conclusion
    • ? ’s