This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
What skills are required of today’s instructional designers in higher education? Whether working as part of an academic department, centralized online education group, or faculty development office, the role is increasingly complex and varied to meet the needs of different faculty members, courses, programs, students, and administrators. This session addresses setting realistic expectations for the current work of instructional designers in higher education, and offer a look at how these jobs are being advertised.
There are a number of occupational roles, positions, and career paths into learning design. This is an introduction to a few ways learning/instructional design careers are evolving in education and industry today.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
OLC Innovate - Keynote Lightning Round
New Orleans 2016
If the gold standard is peer-reviewed publications – how do we use potential to distribute and reuse course content to increase the validity of the content and the efficacy of it’s the author?
Today's the Day: Balancing the Reality of Faculty Scholarship with Innovation...Noreen Barajas-Murphy
Featured Session
OLC Innovate - New Orleans - 2016
A Choose-Your-Own-Adventure style presentation that takes the participants through a series of barriers in a true story of establishing a culture of instructional design at a university.
The presenters, Nori Barajas-Murphy and Erin Gratz, will share an eAuthoring model that pairs instructional designers and librarians with faculty subject matter experts to create professionally designed, innovative course materials. Participate in the discussion on how innovative eAuthored content minimizes student costs and promotes student engagement and learning.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Three Things
1. What design teams typically do
2. Snapshot of other local design
teams and design teams around
the nation
3. Lessons learned from the PT5
Design Team
3. Instructional Design is an
organized approach to
developing, designing, and
delivering course content.
4. Design projects begin with an
identified problem.
A solution to the problem is
addressed in the project scope.
Success is measured by
predetermined variables.
8. Design projects begin with an
identified problem.
A solution to the problem is
addressed in the project scope.
Success is measured by
predetermined variables.
10. Navigation
Students complain
materials are hard to
locate or course
looks outdated?
• Redesign course
navigation and create
consistent content
structure
• Redesign all
presentation materials
with consistent
template
• Build complete course
in a Bb sandbox to zip
for reuse
11. Multimedia
Course media comes
from various
locations and needs
better organization?
Instructor wants to
flip course instruction
and activities?
• Create a branded
location for course
media – YouTube,
Vimeo, or iTunesU
• Script essential
instruction, create a
recording timeline, edit
and produce, organize
on a course channel
(above)
12. Digital Resources
Digital course texts
come from various
locations?
Digital content curated
from Open Educational
Resources?
Faculty author their own
content?
• Collect digital files and
produce a single course
publication
• Curate OER content
into a single course file
or publication
• Design and publish a
digital companion to
their course
13. Assessment
Students consistently fall
short of specific learning
outcomes?
Textbook assessment
cartridge has more
capability than is being
used?
Assessments are ready
for review?
• Create interactive
benchmark assessments
for key learning outcomes
• Review assessment
cartridge options for
creating quiz and test
banks
• Curriculum map the
course content alignment
to assessment
14. Pedagogical
Procedural course –
mastery of skills
Case study course –
application of skills
Conceptual course –
instruction of concepts
• Audit content for depth
of procedural rehearsal
and feedback prior to
mastery
• Build media rich case
study materials and
authentic assessments
• Appraise instructional
content and develop
aligned teaching
material
17. University of Wisconsin-Stout
Purdue
San Diego State University
Roosevelt University
Montana State University - Billings
Duke University School of Nursing
Weber State University
University of Illinois at Urbana Champaign
Kent State
California Baptist University
Middle Tennessee State University
Brown Wisconsin - Madison
University of Wisconsin-Milwaukee
Penn State
Chatham University
Rio Hondo College
Baker College
Loyola Marymount College
Tulsa Community College
University of Maryland – Baltimore County
Baldwin Wallace University
University of Arkansas – Fort Smith
Western Wyoming Community College
University of Redlands
Iowa State University
Azusa Pacific University
Cal Poly - Pomona
Auckland University of Tech
18. Instructional Design Snapshot
1. What is the reporting structure of your
design unit?
2. What best describes how design projects
are selected at your institution?
3. Which roles comprise your Design Team?
4. What best describes who completes the
design project?
5. Describe the breadth of your design team's
support.
6. How many total members are part of your
design team staff?
24. Azusa Pacific
Loyola Marymount
Cal Baptist
Cal Poly - Pomona
University of
Redlands
San Diego
State University
Online Course Development: We work
with subject matter experts to design and
develop 100% online courses.
Faculty Support: We assist faculty who
want to integrate technology into their
face-to-face or blended courses.
Instructional Design is still fairly new however
our School of Education (SOE) has pushed
forward with many hybrid and online courses.
Because our campus is at 2 different places
(SOE and everyone else), the support is also
split. SOE is focused on creating standards
and implementing Quality Matters, keeping
the Instructional Designer in a consulting
role. We also have Instructional
Technologists who will facilitate training. The
goal is for this to be a faculty directed and
owned process for the University with
training/consultation from Instructional
Technologists and Designers.
Cal State
San Bernardino
The entire university and extended
university are supported by our design
team.
As part of the instructional technology (IT)
team, I provide professional development
(face to face, blended, and fully online),
individual consultation, and collaborative
instructional design services to faculty within
the division.
I personally support a specific college
80% of my time and the entire
university 20% of my time. The majority
of instructional designers on my
campus support the entire university.
Our department supports the entire university
and as the instructional designer I work
mainly with faculty but will try to gather data
from students to better help in the designing
process.
Faculty submit a request for Instructional
Design services, 2 team members receive
the requests and bring the info to a weekly
meeting of the eLearning team. The team
evaluates workloads and determines who
will take on each request. (In addition to
current workload, individual colleges, faculty,
type of request, etc...are all considered when
assigning new requests.)
26. 1. To improve the technology literacy of
future educators by modeling exemplary
use of learning technologies in their
teacher preparation program
2. Improve program completion and
graduation rates of future teachers from
community college to 4-year college
PT5 • Title V • HSI • Part A
27. Grant
Objective5
This goal has been
addressed with a 2-prong
approach:
1. Instructional
Designers paired with
with Lead Instructors
2. Professional
Development with all
Educational Studies
Instructors & Curriculum
Lab Specialists
by 2016, a
minimum of 11
Educational
Studies courses
will be redesigned
to include
technology rich
course content in
both on ground
and hybrid
delivery.
28. Budget
Year 1 Year 2 Year 3 Year 4 Year 5 Total
Personnel $156,578 $169,810 $183,350 $185,750 $196,663
Non
Personnel
$43,422 $55,190 $41,650 $39,250 $28,337
Total $200,000 $225,000 $225,000 $225,000 $225,000 $1,200,000
29. #1 Problem Identified by ID Team
Leads:
Faculty SME’s meeting
project timelines.
Instructional design is
intensive work which
requires time
The project moves at
the pace of the SME
----- Meeting Notes (1/26/15 13:14) -----
DLC under provost under newly organized regional campuses- specifically to Bb LMS and online programs that used it
“(Solve)…the issue of poor student success [as evidenced] in teacher education completion rates and inadequate technology integration by faculty, and inadequate student technology literacy, emerged as one of the top priorities.” Grant Proposal
An instructional design team has worked in partnership with Faculty Content Experts to redesign courses to include interactive mobile content, and technology and media rich