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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

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Learning Design at Columbus State

  1. 1. Teach online? What do I do?!
  2. 2. Definitions: Types of web courses <ul><li>Web-based courses </li></ul><ul><ul><li>all the instructional and laboratory sessions are completed in an on-line setting. </li></ul></ul><ul><li>Hybrid Course </li></ul><ul><ul><li>Instructional and laboratory/clinical sessions are completed in a combination of traditional class and at a distance. </li></ul></ul><ul><li>Blended Course </li></ul><ul><ul><li>Multiple distance learning modalities </li></ul></ul>
  3. 3. Definitions: Scope of work <ul><li>Redesign </li></ul><ul><li>vs. </li></ul><ul><li>Redevelop </li></ul>
  4. 4. (Recommended) steps for Redevelopment <ul><li>Two quarter plan is ideal </li></ul><ul><ul><li>1st Preparation and training </li></ul></ul><ul><ul><li>2nd Design learning media </li></ul></ul><ul><li>Faculty time </li></ul><ul><ul><li>Approved release time </li></ul></ul><ul><ul><li>Faculty self-directed initiative </li></ul></ul><ul><li>Training and Support </li></ul><ul><ul><li>Introduction to teaching online </li></ul></ul><ul><ul><li>Begin Learning Design consultation </li></ul></ul>
  5. 5. Generic Instructional Systems Design (ISD) Life Cycle Source: Instructional Systems Design by Dan O. Coldway Every institution has a similar process.
  6. 6. Approximate “Life Cycle” of an online course <ul><li>Development </li></ul><ul><li>Curriculum </li></ul><ul><li>Assessment </li></ul><ul><li>Design </li></ul><ul><li>Materials </li></ul><ul><li>Activities </li></ul><ul><li>Feedback </li></ul><ul><li>Assessment </li></ul><ul><li>Technology </li></ul><ul><li>Blackboard </li></ul>Teach The Course Academic Quality Review TQR TQR= Technical Quality Review Instructional Technologies supports continuous improvement
  7. 7. Design process serves institutional goals Instructional Media Instructional Methods Unit Outcomes Course Outcomes Program Outcomes General Education Goals Mission of the College Student Success!
  8. 8. Art is process of design <ul><li>“ Great things are not done by impulse, but a series of small things brought together.” </li></ul><ul><ul><ul><ul><ul><li>Vincent Van Gogh </li></ul></ul></ul></ul></ul>
  9. 9. “ Learning design” is similar to this idea of art <ul><li>A systematic approach to optimizing learning experiences to improve student performance. </li></ul>
  10. 10. Teaching and learning are complex, nonlinear …. artful
  11. 11. Modified ADDIE Method of Design: Building an online course <ul><li>A nalyze D evelop D esign I mplement E valuate </li></ul>Creating Successful E-Learning : A Rapid System For Getting It Right First Time, Every Time , by Michael Allen
  12. 12. “ 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
  13. 13. 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.”
  14. 14. Collaboration is NOT : Subject Matter Expertise Instructional Design Technical Expertise
  15. 15. That’s better…..Teamwork <ul><li>Source: http://flickr.com/photos/yewenyi/353595135/ </li></ul>Subject Matter Expertise Instructional Design Technical Expertise (Technology)
  16. 16. Quality Matters provides framework <ul><li>Factors Affecting Course Quality </li></ul><ul><li>Course design QM REVIEWS THIS </li></ul><ul><li>Course delivery (i.e. teaching, faculty performance) </li></ul><ul><li>Course content </li></ul><ul><li>Course management system </li></ul><ul><li>Institutional infrastructure </li></ul><ul><li>Faculty training and readiness </li></ul><ul><li>Student engagement and readiness </li></ul>http:// oln.org/QM/quality_matters.php http:// teaching.cscc.edu/LDC/Standards.asp#QM
  17. 17. QM: The structure and ingredients indicative of high quality <ul><li>Eight Rubric standards: </li></ul><ul><ul><li>Course Overview and Introduction </li></ul></ul><ul><ul><li>Learning Objectives </li></ul></ul><ul><ul><li>Assessment and Measurement </li></ul></ul><ul><ul><li>Resources and Materials </li></ul></ul><ul><ul><li>Learner Interaction </li></ul></ul><ul><ul><li>Course Technology </li></ul></ul><ul><ul><li>Learner Support </li></ul></ul><ul><ul><li>Accessibility </li></ul></ul>
  18. 18. Seven Principles Guide Instructional Methods <ul><li>Seven Principles of Good Practice In Undergraduate Education </li></ul><ul><ul><li>Est.1986 after Inter-institutional study </li></ul></ul><ul><ul><li>Adopted by Ohio Learning Network’s Task Force on Quality in Distance Learning in 2002 </li></ul></ul>http://oln.org/ILT/7_principles/principles.php
  19. 19. Now on to Services & Resources Subject Matter Expertise Instructional Design Technical Expertise <ul><li>Design Consultation </li></ul><ul><li>Course Starter Shell </li></ul><ul><li>Course Design Kit </li></ul><ul><li>Knowledge Base (TBA) </li></ul><ul><li>Training and Seminars </li></ul>

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