Instructional Design. 12 Steps to a Great Course by Tracey Tokuhama-Espinosa

Steps in the Design of a Top Online Course
at Harvard University Extension School
Tracey Tokuhama-Espinosa, Ph.D.
www.thelearningsciences.com
www.traceytokuhama.com
tracey.tokuhama@gmail.com

Background
• Professor, Harvard University Extension School: Psych 1609 “The
Neuroscience of Learning: Introduction to Mind, Brain, Health and
Education science”
• OECD: Member of the expert panel on Teachers’ New Pedagogical
Knowledge based on contributions from Technology and
Neuroscience
• Latin American Social Science Research Faculty, Ecuador: Educational
Researcher and Professor
• Interdisciplinary researcher in neuroscience, cognitive psychology and
education (cultural anthropology and linguistics).
• Associate Editor of the Nature Partner Journal Science of Learning
• Boston University: BA, BS, magna cum laude; Harvard University:
Master’s in International Educational Development; Capella University:
Ph.D. In Professional Studies in Education (Mind, Brain and Education
Science)
• Former Director of the Teaching and Learning Institute at the
Universidad San Francisco de Quito Ecuador
• Former Dean of Education at the Universidad de las Américas, Quito,
Ecuador
• Teacher at all levels of education (K-University, continuing education)
with more than 29 years of experience in 33 countries.
2

Agenda
1. Is this for you?
2. A worked model
3. The steps
4. Pros and cons
Tokuhama-Espinosa 4

Is this for you?
• Online Education can
range from a MOOC
or Webinar (little or no
human interaction) to
a highly complex
learning community
with daily human
interaction.
29 June 2020 Tokuhama-Espinosa 5

Take the tour of
our Canvas
classroom!
https://drive.google.com/file/d/1S
nxFd2ZwZhBQ6cGytJLNaWMjaPy2
Q9fz/view?usp=sharing

Class Characteristics
• This is a 100% online course with a balance of synchronous and
asynchronous activities.
• The course if taught in Canvas which uses Zoom videoconferencing.
• This course is flipped, and meets synchronously once a week for two hours.
• The course uses discussion boards, quizzes, reflection papers, and a
semester project as both teaching and evaluation tools.
• There are normally people from 11-12 different countries, and the course
has a cap of 50 students.
• There is one main Instructor and two Teaching Fellows.
• PsycE1609 Neuroscience of Learning: An Introduction to Mind, Brain,
Health and Education has been taught seven times taught since 2014 in
this format and has ample evidence of success.

Feedback and Course Evaluation

The Steps in Great
Instructional Design

Step 1: Decide on the Course Objectives
Synonyms for “Course Objectives”:
“Educational Competencies”;
“Learning Outcomes”;
“Learner Outcomes”
• “At the end of the course, learners will [know] [be able to]
[value]…”
• What knowledge, skills and attitudes will learners have at the
successful completion of your course?

Start
List of Objectives
End

Example of Course Objectives:
“In this MBHE overview course you will gain a basic understanding of the dynamic and inextricable
interaction of the brain, mind, and body with the environment and the implications of this interaction on
health, development, and learning. We will:
• Explore the dynamic interplay of genes and environment.
• Examine how the brain develops from the prenatal period through adulthood, including the
dynamic development of the mind and brain.
• Highlight the dramatic role supportive environments can play in development and well- being.
• Learn about brain research tools including neuroimaging.
• Consider the impact of health, including protective and risk factors (e.g., physical activity, toxic
stress), on development, learning, and well-being and the potential of neuroplasticity.
• Translate key course teachings into each student's’ own personal and
• professional practice.
“The overarching goal is to demonstrate how MBHE principles apply to individuals at all developmental
stages through varied life circumstances as well as to enhance professional interventions.”
29 June 2020 Syllabus: PsycE1609 Neuroscience of Learning: An Introduction to Mind, Brain,
Health and Education, (Tokuhama-Espinosa, 2020, p.4)
24

Step 2. Decide on the Topic Order
Some designers replace “Topic Order” for:
“Curriculum”;
“Syllabus”;
“Weekly topics”
• “At the end of the week, students will have the pre-requisite
knowledge for the following week’s topic…”
• What is the logical order of topics that builds off a neuroconstructivist
trajectory of learning?

Start
List of Objectives
End
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NeuroethicsIntro and Global
Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Neurodevelopment Language
Executive
Functions
Metacognition &
Theories of Learning
Global Overview & Future Directions
Theory of
Mind &
Cultural
Neuroscience
Mindfulness & Default
Mode Network
Mind-Body Connection

Example of Topic Order

Step 3. Decide on the Weekly Objectives
(Research)
Some designers replace “Weekly Objectives” for:
“Unit objectives”;
“Module objectives”
• “At the end of the week, learners will [know] [be able to]
[value]…”
• What knowledge, skills and attitudes will learners have at the
successful completion of this week?

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List of Objectives
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Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
Knowledge, Skills and Attitudes:
Global objectives of the week
Specific objectives of the week
• Sleep & Dreaming
• Physical Activity
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles

Example of Weekly Objectives

Examples of Weekly Bundles

Bundles: Mini-library of Resources
• Consider using some or all of the following:
• Readings (peer-reviewed articles, newspapers,
conference proceedings)
• Videos (TedTalks, university lectures, Khan
Academy)
• Podcasts
• Platform links (Khan Academy, Teacher Tube)
• Apps (Duolingo)
• Games (video games; gamification)
29 June 2020
https://rpilib.org/best-resources-to-read-books-online/;
https://www.duolingo.com/ 32

Step 4. Create the Pre-Class Slides
Some designers replace “Pre-Class Slides” for:
“Power Point”;
“Slide Deck”;
“Flipped video slides”
• “At the end of the viewing my pre-class presentation, learners will
[know] [be able to] [value]…”
• What is the best use of my synchronous time? How can I flip my
class to spend more time doing deeper learning with my students?

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Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck

Example of pre-class slides
Depending on the objective of
the pre-class slides, they vary in
length.
• Entire lecture (20-60 minutes) (true,
flipped class)
• Highlights (3-8 minutes x 2 or more
videos)
• Engagement or Hook (1-4 minutes)
29 June 2020
https://business.tutsplus.com/tutorials/what-is-a-powerpoint-slide-deck--cms-31129
35

If you will do a “real” flipped class,
you have choices to make…
• What should be flipped?
• NOT everything!
• What is the best use of the face-to-
face time?
• There is value and importance to direct,
explicit instruction: But where is its place?
• Hands-on activities?
• Inquiry or problem-based focus?
• Practice?
• Pedagogy first, Technology second
• Technology should support educational
goals, not visa versa.

If you will do a “real” flipped class,
you have choices to make…
• Use Bloom as a guide:
• Video, Internet instruction (“Googleable knowledge”) is best used at the
“bottom” of Bloom
• But start at the top! Get students interested in the “big ideas” and use videos to
help them fill in their gaps.
Anderson, L. W. & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Longman.

Ask one question…
• What’s the best use of face-to-face time?
• Lecturing?
• Helping one, two or small groups of kids?
• Reviewing?
• OR
• Experimenting, using, applying,
hypothesizing…
• Examples:
Use videos to go over the answer sets to
questions.
Core concepts which might need repetition or
which different kids will need different things.
http://virginiaservice.virginia.gov/2016/06/new-national-stem-efforts/excited-girls-using-chemistry-set-together-in-elementary-science-classroom/;
https://www.theatlantic.com/national/archive/2011/11/designing-a-classroom-game-that-can-get-kids-excited-about-history/248614/;
https://www.varsitytutors.com/blog/3+ways+to+get+elementary+students+excited+about+math

Step 5. Based on the pre-class slides,
record the pre-class video
Some designers replace “Pre-Class Video” for:
“Flipped video”;
“Video”;
“Weekly video”
• “At the end of the viewing my pre-class video, learners will [know]
[be able to] [value]…”
• What is the best use of my synchronous time? How can I flip my
class to spend more time doing deeper learning with my students?

Start
List of Objectives
End
Week
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Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck
Pre-class
Video

Example of a pre-class video

decide the Discussion Board prompt
Some designers replace “Discussion Board prompt” for:
“Discussion”;
“Chat”;
“Class forum”
• “At the end of the viewing writing the Discussion Board prompt,
learners will [know] [be able to] [value]…”
• How can I get students excited around a topic that stimulates
debate and encourages a learning community?

Start
List of Objectives
End
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Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck
Pre-class
Video
Discussion
Board Prompt

Examples of Discussion Board prompts

write the Quiz questions
Some designers replace “Quiz” for:
“Test”;
“Knowledge check”;
“Section [chapter] review”
• “At the end of the taking the quiz, learners will [know] [be able
to] [value]…”
• What is the basic knowledge and vocabulary I want to be able to
use with students on this topic?

Start
List of Objectives
End
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Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck
Pre-class
Video
Discussion
Board Prompt
Quiz

Examples
of quiz
questions

Step 8. Based on the Discussion Board replies,
(quiz mistakes) (content questions) (3-2-1s from previous
week) write the live class slides
Some designers replace “Live Class Slides” for:
“Live Class Power Point”;
“Synchronous Power Point”;
“Live Class Presentation”;
“Live Class Slide Deck”
• “At the end of participating in the live class, learners will [know]
[be able to] [value]…”
• What is the in-depth understanding I want students to have after
the live, synchronous class?

Start
List of Objectives
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Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck
Pre-class
Video
Discussion
Board Prompt
Quiz
Live Class
Slide Deck

Examples
of live
class slide
deck

Step 9. Based on the the live class slides,
conduct the live class
Some designers replace “Live Class” for:
“Synchronous Meeting”;
“Face-to-Face Class”
• Create a class protocol; the regularity will reduce the
cognitive load needed to pay attention to important
information.

29 June 2020 Tokuhama-Espinosa
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List of Objectives
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Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
• Nutrition
• Gut-Brain Axis
Weekly Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck
Pre-class
Video
Discussion
Board Prompt
Quiz
Live Class
Slide Deck
Live
(synchronous)
Class
Small group
discussion and
application

Example of Live Class Protocol
Open 10-15 minutes before official start time.
• Begin by greeting people as the enter.
• Use people’s names as much as possible.
• Ask them how they are doing to transition from
“other” needs into the class.
• Engage in short dialogues, class-related or
otherwise (let students drive the choice)
• If students have class related comments, use
these to transition into the day’s topics.
Makethestudentsfeelimportantand
recognized,createcommunity.

At the official start of the class:
• Announce you will begin recording (start recording).
• Thank people for arriving on time and for making
space in their day for the class.
• Get everyone to turn on their cameras (or ask them
to explain why they can’t).
• Ask everyone to be sure their name appears as they
would like to be addressed.
• Ask everyone to say hello in the chat and respond to
a simple question of the day to register attendance.
Createawelcomingenvironment

Clarify Objectives of the Day:
• Explain and display the objectives of the day.
• Ask students if they would like to add anything to
the agenda by writing in concerns, doubts or
questions into the chat.
• The first agenda item should always be “Your
Questions and Ideas” from the Discussion Board,
complimented by information from the chat.
Students’agendainparallel
withyouragenda

Typical order: 1. Start with students’ ideas:
• Begin by reviewing specific students’ Discussion
Board replies, grouped by patterns of response.
• Choose replies that show a pattern, highlight a
problem, or which stimulated an enthusiastic
concern.
• Call on one or two students for each point and ask
them to elaborate on their thinking.
Makestudentstheprotagonists
oftheirownlearning

Typical order: 2. Dig deep into one or two ideas
• Pick one or two “big ideas” from the pre-class
video you want to go into more deeply.
• Contextualize information; remind students of key
vocabulary and concepts from pre-class video.
• Use breakout rooms for small group discussion of
the big ideas. Be sure and use specific prompts for
breakout room discussions (e.g., “I think… I see… I
wonder…”) to channel ideas.
Usesmallgrouplearningtogive
everyonethechancetotalk

Typical order: 2. Share in the larger group
• Upon returning from the breakout rooms, call on
someone. Ask who they were with to get people
to know each others’ names. Ask them what
happened in their small group and what answers
they had to the prompt.
• Repeat this step until the entire group has shared
through a representative.
• Ask if anyone wants to add more ideas that were
not yet covered. Call on them or invite them to
write in the chat.
Giveeveryoneavoice

Typical order: 3. Depth over breadth
• Remember that flipping means more depth, not
necessary more breadth.
• Avoid adding too many new ideas in the live class.
Remember, this synchronous time should be devoted
to helping students any needed clarifications and to
see the application of the pre-class video concepts in
their own lives.
• Let the students lead. Learners generally know what
they need. Ask them what they need and respond
accordingly.
Giveeveryoneavoice

Typical order: 3. Depth over breadth
• Remember that flipping means more depth, not
necessary more breadth.
• Avoid adding too many new ideas in the live class.
Remember, this synchronous time should be devoted
to helping students any needed clarifications and to
see the application of the pre-class video concepts in
their own lives.
• Let the students lead. Learners generally know what
they need. Ask them what they need and respond
accordingly.
Offeramplespaceforclarifications

Typical order: 4. Repeat step 3.
• If class time permits, choose a second topic to dig
into.
Exploreimportantconceptsandtheir
applicationinreallife.

Typical order: 5. Summarize and Contextualize
• Before ending the class, summarize and contextualize.
• Offer a quick, one-minute review of what was done
during the synchronous meeting.
• Make reference to specific examples shared by
students in the summary.
• Explain what this information means in the larger
context of the course.
• Preview the next class’ content.
Remindstudentsofhighlights

Typical order: 6. Reflect
• Use the last five minutes of the class for a 3-2-1
Reflection:
• Three things you didn’t know before the class
• Two things you are curious and want to know more
about.
• One thing you will change in your personal or
professional life based on the information shared.
• Use the Reflection as part of the participation
grade.
Offertimetomentallydigestideas

Typical order: 7. Loose Questions
• End on time. Tell students that in honor of their time and busy lives,
class is finished, and anyone who needs to leave, can and should, and
that those who have any additional questions are welcome to pose
them.
• Often, staying after class with a smaller group of students to respond to
questions in a recorded format reduces the need to attend office
hours.
• Staying a few minutes after class gives the students the idea that you
care about their needs and are willing to invest time in helping them
get clarity.
• Staying after often reduces the teacher’s workload, as errors in
understanding that would later need to be corrected in homework are
avoided.
Offertimetomentallydigestideas

Step 10. Evaluation as a Teaching Tool
throughout course
Some designers replace “Evaluation” for:
“Assessment”;
“Feedback”;
“Formative, Embedded Assessment”;
“Diagnosis”
• Evaluation is a Teaching Tool.
• How are different evaluation tools used in this instructional
design?

Class Activities, including Evaluation
1. Asynchronous
Quiz Watch
pre-class
video(s)
Respond to
Discussion
Board
prompt
Explore the
Bundles
Content and Logistics DB
Key themes emerge ;
Points of clarification
2. Synchronous
LIVE CLASS
Slide deck; Recorded session
(Sections)
(Workshops)
Participation
(3-2-1
Reflections)
Semester-long Project
3. Asynchronous
“Homework: Do-Overs and In-Depth Exploration”
Evaluation is
on-going,
embedded,
continual and
formative.
Evaluation is
well-
documented.

Re-write policy
• Any student that can learn from their mistakes
should be given the opportunity to do so.
• Students can re-write assignments to improve their
grade using the feedback they received.
• Re-submissions should be made within one week of
receiving feedback.

3-2-1 Reflections
Knowledge
Skills
Attitudes

Step 11. Clear Communication
Some designers replace “Communication” for:
“Teacher-Student exchange”;
From the start of the course, students will know where to find
information and get help.
• How will you communicate with students to ensure regular
contact, clear expectations, and a seamless flow of
information?

Communication Tools
• Within platform Email
• Announcements
• Feedback Comments
• Live Class Chat
• Content and Logistics Discussion Boards
• Office Hours
• After (or before) Live Class availability
• (WhatsApp; Instant Messaging)
• Regularity is the key!

Step 12. Change Time Priorities
• The hardest step as it is a paradigm shift in educational practice.
• More time for evaluation, feedback and human touch.
• More time to plan.
• 1:1:1 (Plan, Evaluation, Teach)
• 3:3:1 (Preparation, Evaluation, Teaching)
• Estimation: For a class of 25 students, one semester (15 weeks)
• Preparation: 6 hours per semester (6x15=90 hours=approx. 3 weeks full-time)
• Evaluation: 6 hours per week (feedback on DBs, correcting 3-2-1s; mentoring
semester projects; sections; workshops; office hours; answering emails)
• Teaching: 2 hours per week (plus informal discussions before and after= .5
hours)

Step 12. Change Time Priorities
• Estimation: For a class of 25 students, one
semester (15 weeks)
• Preparation: 6 hours per semester
(6x15=90 hours=approx. 3 weeks full-
time)
• Evaluation: 6 hours per week (feedback
on DBs, correcting 3-2-1s; mentoring semester
projects; sections; workshops; office hours;
answering emails)
• Teaching: 2 hours per week (plus
informal discussions before and after= .5
hours)
Over the summer
Teachers should
have 5 or less preps
Teaching is the least amount of a
teacher’s time. Quality suggests a “full-
time” teacher works 12 months a year
and 8-hours a day (and should be
paid accordingly!)

Pros and Cons
Pros
• More focus on the
humanistic side of
teaching
• More focus on student
needs
• Much more personalization
• Much more differentiation
Cons
• Change in mind-set
needed to prioritize
formative evaluation (time)
• More front-end planning
(flipping)
Teacher: More listening, less talking
Student: More interaction with peers and teachers

29 June 2020 Tokuhama-Espinosa
Start
Global Objectives
End
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1
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0
Overview
Functional
Neuroanatomy
Affective
Neuroscience
Attention
Neuroplasticity
& Epigenetics
Memory
Executive
Functions
Metacognition &
Theory of
Mind &
Cultural
Neuroscience
Mode Network
• Nutrition
• Gut-Brain Axis
Specific Objectives
Research to Create
or Update Bundles
Pre-class
Slide Deck
Pre-class
Video
Discussion
Board Prompt
Quiz
Live Class
Slide Deck
Live
(synchronous)
Class
Small group
discussion and
application
In Summary:
3-2-1
Reflection

Online, Synchronous (face-to-face) Class
- Large group discussions
- Small group discussions
- 3-2-1 Reflection
Online, Individual and
Social, Asynchronous
- Responses to peers
in Discussion Board
- Peer feedback
- Re-take Quizzes
- Re-watch Videos
- Re-write work
Online, Social, Asynchronous
- Discussion Board for the topic
- Content Discussion Board
Online, Individual,
Asynchronous
- Pre-Class Videos
- Quizzes
- Bundles (mini-
libraries)
Individual Deep Dive and
Exploration
- Introduce theoretical
information
- Orient attention
- Differentiate point of
entrance to information
- Ensure shared knowledge
before live class
Make Connection to Topic
and Build Connections with
Peers
- Think deeper about a topic
- Create personal
connections to the topic
- Make connections with
peers
Group Deep Dive
- Delve deeper into the topic
- Expand connections to topic
- Clarify questions
- Correct misconceptions
- Integrate information from
Discussion Boards
- Discuss and reflect
- Make thinking visible
Strengthen, Expand and
Reinforce
- Strengthen and expand
connection to topic
- Strengthen connection to
peers
- Reinforce learning
Before Class
During ClassAfter Class
• Moodle
• Google
Classroom
• D2L
• Canvas
• Wix
• Zoom
• Teams
• Meet
• WhatsApp
• Facebook
• Skype
Online, Synchronous
Sections
Small group deep dives in
related topics
Individual
Asynchronous
Semester Project
Asynchronous
Instructor
Feedback
Asynchronous
Communication
with Instructor
Online, Synchronous
Workshops
Small group “how to”
support sessions
Online, Synchronous Office
Hours
Feedback and
Communication
Cynthia Borja, 2020

Summary
• Ten Steps to Successful Instructional Design
1. Decide on Course Objectives
2. Decide on Topic Order
3. Decide on Weekly Objectives
• Research the Bundles
4. Create Pre-Class Slides
5. Record pre-class Video
6. Respond to the Discussion Board prompt
7. Create the weekly Quiz
8. Create Live Class Slides
9. Conduct the Live (synchronous) Class
10. Use Evaluation as a Teaching Tool throughout
11. Establish clear Communication protocols throughout
12. Change Time priorities
29 June 2020 Tokuhama-Espinosa; http://tdclique.com/?p=3198 76
• Is this for you?
• A worked model
• The steps
• Pros and cons

For more information:
Tracey Tokuhama-Espinosa, Ph.D.
www.thelearningsciences.com
(tracey.tokuhama@gmail.com)

Instructional Design. 12 Steps to a Great Course by Tracey Tokuhama-Espinosa

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Instructional Design. 12 Steps to a Great Course by Tracey Tokuhama-Espinosa