Designing for Online: Instructional Design in Action! 21 st  Century Learning and Sharing April 23th 2009 Monique Brewer O...
Designing for Online Challenges &   Successes What’s been your experience?
So, what the heck is instructional design anyway?
<ul><li>A systematic process of developing effective instructional materials. </li></ul>What is Instructional Design (ID)?...
Instructional Design  as a Process Planning  & Design Production  & Outputs Development Summative Evaluation Needs Assessm...
The Role of the Instructional Designer <ul><li>May vary from organization to organization </li></ul><ul><li>A combined rol...
Why Use Instructional Design? <ul><li>Promotes accountability, quality, and educational integrity </li></ul><ul><li>Provid...
Don’t try to build the bathroom before  the house! Why use  Instructional  Design?
Best Practice #1:  Create an ID Plan <ul><li>Plan should address: </li></ul><ul><li>Learner Analysis </li></ul><ul><li>Lea...
Module Example: Open  School BC Course
Best Practice #2:  Analyze Your Learners <ul><li>Interests </li></ul><ul><li>Abilities </li></ul><ul><li>Knowledge </li></...
Best Practice #3: Get the Mix Right <ul><li>E-Learning isn’t necessarily the “magic bullet” that guarantees a rich learnin...
<ul><li>The bulk of the content presented in Study Guide formats. </li></ul><ul><li>Textbook as a resource </li></ul><ul><...
A Mixed Model  - Deep Blending Classroom Time Video conferencing or use tools such as Elluminate  Online Print - Study Gui...
Self-Paced Online
Best Practice #4:  Use Learning Outcomes <ul><li>Learning outcomes help to:  </li></ul><ul><ul><li>Clarify your ideas  </l...
Best Practice #3:  Determine Pedagogy <ul><ul><li>Behaviorism: </li></ul></ul><ul><ul><ul><li>Mind as a “black box”  </li>...
Best Practice #4:  Sequence Content <ul><li>By topic </li></ul><ul><li>Chronologically </li></ul><ul><li>By place </li></u...
Best Practice #5:  Pace Your Course <ul><li>Pacing will help your students complete their course </li></ul><ul><li>Real ti...
Best Practice #6:  Design Engaging Activities  <ul><li>Frequency of activities </li></ul><ul><ul><li>Get the learners to d...
Activities & Retention <ul><li>Average Retention Rate:  </li></ul><ul><li>Lecture    5  %  </li></ul><ul><li>Reading    10...
Simulations
Best Practice #7: Build Appropriate Assessment <ul><li>Different types  - formative and summative </li></ul><ul><li>Link t...
 
 
Best Practice #8:  Use Appropriate Media <ul><li>Types of media </li></ul><ul><ul><li>graphic, audio, video, interactive <...
Graphics <ul><li>Explain the Function: </li></ul><ul><ul><li>Refer to a graphic within your text & explain the purpose </l...
Pacific Garbage Patch:  students.umf.maine.edu/kanedc/public.www/
Audio <ul><li>Foreign language dialogues </li></ul><ul><li>Spoken glossaries of “hard to pronounce terms” </li></ul><ul><l...
Video  <ul><li>Be sure motion is really essential in  what you want to show your learners. </li></ul><ul><li>Use existing ...
 
<ul><li>Multimedia </li></ul><ul><ul><li>Effective instruction across learning domains,  including affective and psychomot...
 
Best Practice # 9: Write for Online <ul><li>Write to reading level of student </li></ul><ul><li>Use familiar words (arriva...
Best Practice #10:  Design for the Screen <ul><li>A web page should contain a single coherent piece of learning </li></ul>...
Thank You! <ul><li>Monique Brewer </li></ul><ul><li>Manager, Instructional Services </li></ul><ul><li>Open School BC </li>...
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Designing For Online

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  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • 21st Century Learning and Sharing Conference April 2010. M. Brewer
  • Designing For Online

    1. 1. Designing for Online: Instructional Design in Action! 21 st Century Learning and Sharing April 23th 2009 Monique Brewer Open School BC
    2. 2. Designing for Online Challenges & Successes What’s been your experience?
    3. 3. So, what the heck is instructional design anyway?
    4. 4. <ul><li>A systematic process of developing effective instructional materials. </li></ul>What is Instructional Design (ID)? Outcomes Assessment Media/Tech Learners Strategies
    5. 5. 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
    6. 6. The Role of the Instructional Designer <ul><li>May vary from organization to organization </li></ul><ul><li>A combined role of Project Manager and Instructional Designer </li></ul><ul><li>Main purpose is to be “an advocate for the learner” </li></ul><ul><li>Consider the learner’s needs throughout the whole development process </li></ul><ul><li>Ensure learning outcomes are met, activities are appropriate, use of technology and media is appropriate etc. </li></ul>onal Instructional Design Applicable to Different Settings… Online: Grade 4 F2F: In the classroom Principles the Same
    7. 7. Why Use Instructional Design? <ul><li>Promotes accountability, quality, and educational integrity </li></ul><ul><li>Provides opportunities for learners to succeed </li></ul><ul><li>Ensures courses address the prescribed learning outcomes /competencies </li></ul><ul><li>Systematically consider all of the variables involved in designing content </li></ul><ul><li>So, we don’t waste money & time… </li></ul>
    8. 8. Don’t try to build the bathroom before the house! Why use Instructional Design?
    9. 9. Best Practice #1: Create an ID Plan <ul><li>Plan should address: </li></ul><ul><li>Learner Analysis </li></ul><ul><li>Learning outcomes </li></ul><ul><li>Content design </li></ul><ul><li>Appropriate activities and assessments </li></ul><ul><li>What’s going work going to work for online? Technology & media. </li></ul>
    10. 10. Module Example: Open School BC Course
    11. 11. Best Practice #2: Analyze Your Learners <ul><li>Interests </li></ul><ul><li>Abilities </li></ul><ul><li>Knowledge </li></ul><ul><li>Technology </li></ul><ul><li>Environment </li></ul>
    12. 12. Best Practice #3: Get the Mix Right <ul><li>E-Learning isn’t necessarily the “magic bullet” that guarantees a rich learning environment </li></ul><ul><li>Need the right blend: </li></ul><ul><li>synchronous and asynchronous interaction </li></ul><ul><li>group and self-paced/independent learning </li></ul><ul><li>print and online resources </li></ul><ul><li>learning activities appropriate to student needs, and technical capacity </li></ul>
    13. 13. <ul><li>The bulk of the content presented in Study Guide formats. </li></ul><ul><li>Textbook as a resource </li></ul><ul><li>Web as a wrap around to provide interaction: </li></ul><ul><li>student: student </li></ul><ul><li>student: instructor </li></ul>Print Based with Online as a Wrap Around
    14. 14. A Mixed Model - Deep Blending Classroom Time Video conferencing or use tools such as Elluminate Online Print - Study Guide/textbooks, other resources
    15. 15. Self-Paced Online
    16. 16. Best Practice #4: Use Learning Outcomes <ul><li>Learning outcomes help to: </li></ul><ul><ul><li>Clarify your ideas </li></ul></ul><ul><ul><li>Provide a scope & sequence to what you want to design </li></ul></ul><ul><ul><li>Can help students know what to expect </li></ul></ul><ul><ul><li>Guides assessment </li></ul></ul><ul><ul><li>Serve as building blocks for developing courses = house analogy. </li></ul></ul>
    17. 17. Best Practice #3: Determine Pedagogy <ul><ul><li>Behaviorism: </li></ul></ul><ul><ul><ul><li>Mind as a “black box” </li></ul></ul></ul><ul><ul><ul><li>Promotes “lower level learning such as “observe” or “memorize” </li></ul></ul></ul><ul><ul><li>Cognitive: </li></ul></ul><ul><ul><ul><li>Looks at what happens in the learner’s mind </li></ul></ul></ul><ul><ul><ul><li>Input (information) is processed and stored in memory and output is learned capability </li></ul></ul></ul><ul><ul><li>Constructivism </li></ul></ul><ul><ul><ul><li>Learning is constructed from knowledge Problem-based learning, multiple representations, reflective </li></ul></ul></ul>
    18. 18. Best Practice #4: Sequence Content <ul><li>By topic </li></ul><ul><li>Chronologically </li></ul><ul><li>By place </li></ul><ul><li>By cause and effect </li></ul><ul><li>By structural logic </li></ul><ul><li>Problem-centred </li></ul><ul><li>Spiral </li></ul><ul><li>A loose network </li></ul>
    19. 19. Best Practice #5: Pace Your Course <ul><li>Pacing will help your students complete their course </li></ul><ul><li>Real time interactions with their instructors/teachers through audio or video conferencing or Face-to-Face - tools like Elluminate. </li></ul><ul><li>Discussions online are carried out over one week time frame. </li></ul><ul><li>Assignments and exams are completed by given date </li></ul><ul><li>Cohort vs self paced courses. </li></ul>
    20. 20. Best Practice #6: Design Engaging Activities <ul><li>Frequency of activities </li></ul><ul><ul><li>Get the learners to do something throughout the learning process and not just at the end </li></ul></ul><ul><li>Consider variations of activities: </li></ul><ul><ul><li>Reflect on a reading or their own experience, </li></ul></ul><ul><ul><li>Analyze a video clip, audio segment </li></ul></ul><ul><ul><li>Engage in a discussion or an interview </li></ul></ul><ul><ul><li>Keep a diary or log of a project </li></ul></ul><ul><ul><li>Move from simple to complex; easy to challenging </li></ul></ul>
    21. 21. Activities & Retention <ul><li>Average Retention Rate: </li></ul><ul><li>Lecture 5 % </li></ul><ul><li>Reading 10 % </li></ul><ul><li>Audio-Visual 20 % </li></ul><ul><li>Demonstration 30 % </li></ul><ul><li>Discussion Group 50 % </li></ul><ul><li>Practice by Doing 75 % </li></ul><ul><li>Immediate Use of Learning 90 % </li></ul>
    22. 22. Simulations
    23. 23. Best Practice #7: Build Appropriate Assessment <ul><li>Different types - formative and summative </li></ul><ul><li>Link to learning outcomes </li></ul><ul><li>Authentic, valid, and reliable </li></ul><ul><li>Simple to complex; rote to critical thinking; objective to subjective </li></ul><ul><li>Provide immediate feedback </li></ul><ul><li>Consider balance of both student and teacher workload </li></ul>
    24. 26. Best Practice #8: Use Appropriate Media <ul><li>Types of media </li></ul><ul><ul><li>graphic, audio, video, interactive </li></ul></ul><ul><li>Considerations </li></ul><ul><ul><li>Purpose </li></ul></ul><ul><ul><li>Cost </li></ul></ul><ul><ul><li>Availability </li></ul></ul>
    25. 27. Graphics <ul><li>Explain the Function: </li></ul><ul><ul><li>Refer to a graphic within your text & explain the purpose </li></ul></ul><ul><li>Design Activities Around a Graphic: </li></ul><ul><ul><li>If a graphic is core to a concept, design an activity around </li></ul></ul><ul><li>Placement of Graphics within Text: </li></ul><ul><ul><li>as close as possible to the piece of text that refers to it. </li></ul></ul><ul><li>Emphasize the Graphic: </li></ul><ul><ul><li>Learners will benefit from a graphic if they can easily see what point you are trying to make </li></ul></ul>
    26. 28. Pacific Garbage Patch: students.umf.maine.edu/kanedc/public.www/
    27. 29. Audio <ul><li>Foreign language dialogues </li></ul><ul><li>Spoken glossaries of “hard to pronounce terms” </li></ul><ul><li>Conversations to be analyzed </li></ul><ul><li>Discussions or interviews </li></ul><ul><li>Sounds (i.e., heart’s rhythm after a drug has been absorbed; animals) </li></ul><ul><li>Presentations </li></ul><ul><li>Consider using a still image </li></ul>
    28. 30. Video <ul><li>Be sure motion is really essential in what you want to show your learners. </li></ul><ul><li>Use existing material rather than make your own. </li></ul><ul><li>Can be very expensive to do well. </li></ul><ul><li>Streaming video clips: 2-3 minutes long. </li></ul><ul><li>Avoid duplicating traditional lecture format unnecessarily. </li></ul>
    29. 32. <ul><li>Multimedia </li></ul><ul><ul><li>Effective instruction across learning domains, including affective and psychomotor (e.g., simulations, case studies) </li></ul></ul><ul><ul><li>Promote development of higher-order thinking skills, and concept formation </li></ul></ul><ul><ul><li>Realism, especially when coupled with graphics and video </li></ul></ul><ul><ul><li>Potential interactivity </li></ul></ul><ul><ul><li>Potential for high levels of learner control and engagement </li></ul></ul>Interactive Media
    30. 34. Best Practice # 9: Write for Online <ul><li>Write to reading level of student </li></ul><ul><li>Use familiar words (arrival not influx) </li></ul><ul><li>Use short words (basic not fundamental) </li></ul><ul><li>Use short sentences and paragraphs </li></ul><ul><li>Use positive instead of negative </li></ul><ul><li>Remove unnecessary words and phrases </li></ul><ul><li>Use conversational style of language </li></ul><ul><ul><ul><li>Write in a friendly personal style directed to the student (“You will recall …”). </li></ul></ul></ul><ul><li>Use examples where possible. </li></ul>
    31. 35. Best Practice #10: Design for the Screen <ul><li>A web page should contain a single coherent piece of learning </li></ul><ul><li>A screen is not a page </li></ul><ul><li>Do not merely convert existing print course to Web </li></ul><ul><li>Chunk information </li></ul><ul><li>Communicate more in graphics </li></ul><ul><li>Consider the use of white space </li></ul><ul><li>Use suitable fonts </li></ul>
    32. 36. Thank You! <ul><li>Monique Brewer </li></ul><ul><li>Manager, Instructional Services </li></ul><ul><li>Open School BC </li></ul><ul><li>[email_address] </li></ul><ul><li>(250) 952-6021 </li></ul><ul><li>www. openschool .bc.ca </li></ul>

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