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Lfgsm brook 11_9_11
1. Lake Forest Graduate
School of Management
Overview of Course Development Process
Larry Brook
2. Begin to Collaborate with Subject Matter Expert
• Produce a finished product. Your primary responsibility as a
SME is to design, develop, and write a production-ready online
course on schedule, according to the format, style, and quality
guidelines specified by the Instructional Designer (ID). All of your
tasks flow out of this primary responsibility.
• Produce original material for online learning. Your
writing must be original and reflect your own knowledge and
research in the area of your assigned subject. We want to hear what
you have to say, supported as appropriate from cited research
sources outside the textbook.
• Be an available resource.
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3. Development Process
1. SME Orientation – Analyze the Learning Project
Training
2. Analyze and Design with Principle Gate Keepers Intervention
One-on-One
with ID for – 3. High Level Design Training
Intervention
Project
Discussions
4. Develop Course Components in Contentmap Training
Written
Assignments Intervention
Original
Content 5. Evaluate – Produce – Implement Online
6. Evaluate
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4. Steps in Development
1. SME Orientation – Analyze the Learning Project
• Meet with ID in sessions via Wimba online conference.
• Cover responsibilities, expectations.
• Overall course design and development process.
• Analyze the learning project.
• Assess needs and learning gaps – and goals.
• Based on Analysis, begin to plot High Level Design.
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5. Steps to Development
2. Analyze and Design with Principle Gate Keepers
• Gate Keepers and SME provide overall analysis and
interpretation of course concept and purpose.
• Examine any documentation, knowledge sources, systems,
processes relevant to learning.
• Discuss scope and sequence of learning.
• Prescribed assessment, certification requirements,
credential details.
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6. Steps to Development
3. High Level Design
• ID conducts series of training sessions to outline the stages
of High Level Design.
• Complete the stages of the High Level Design for the
course.
• Special focus on objectives and mapping back to syllabus
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12. Steps to Development
4. Develop Course Components in Contentmap
• Partner with Subject Matter Expert on Project, Discussion
Questions, Written Assignments, Original Content.
• Development is less linear, more in a spiral.
• Write course components guided by highly prescribed
templates.
• This is followed by rapid feedback for correction and
confirmation.
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13. To Maximize Learning, We Develop for -
Interaction
Ease of Use
Motivation
Feedback
Aesthetics
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14. We Develop Interaction through Course Activities
• Curiosity
• Creative construction
of learning
• Sample Interactive • Discovery
• Social/ Dialogue
Animations
• Communication
• Negotiation
• Critical Thinking
• Self-regulation
• Team building
• Diversity awareness
• Listening
• Shared responsibility
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15. Steps to Development
5. Evaluate – Produce – Implement Online
• All components of course go through in-house evaluation –
1-3 cycles, depending on complexity.
• Components are evaluated by originally designated gate
keepers.
• Course submitted to production, IT, Media Developers in
spiral with evaluation.
• Course goes online 3 weeks before delivery time.
• Instructors have final chance for evaluation, trouble-
shooting.
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16. Steps to Development
6. Evaluate
• Evaluation cycles back from live course via Personal
Support Center.
• Technical navigation issues
• Angel LMS platform operation
• Content & Media, Animations
• Assessments
• If course is broken, we fix it now.
• Long-term – courses are recycled for redevelopment.
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Optional comments- Effective/ Reliable / Versatile / Consistent / Balanced/ Supportive/ ScalableEase of Use [Usebility and Function]What works for the greatest number of learners?What contributes to user-friendly navigation?Does everything function smoothly?Hyperlinks/ Internet websitesLinks to Online Library articlesDrop BoxesDiscussionsGradebookCourse Management ToolsWimbaINTERACTIONInteraction promotes growth because it requires students to make choices. Participatory leads to faculty engagement “Interaction continues to be perceived as the defining attribute for quality and value in online learning experience.” - Ellen D. WagnerEllen D. Wagner. (2006) “On designing interaction experience for the next generation of blended learning.” The Handbook of Blended Learning. San Francisco: Wiley.WidgetsCustom Media - AnimationsIntegration with outside sourcesLibrary Publisher Media (DVD, CD)Virtual LabsWimbaJing Presentations Faculty and student generated contentMobile devicesFaculty grow professionally when they –Move from the podium of centralized learning (textbooks, lectures) to a more democratic, personalized teaching stage (coaching, unplugged knowledge-sharing through ebooks, Podcasts, Internet searches, online library, cell phones, social networks, and more.) Critical success FactorsStudent Centered Resource RichInteraction Based – At multiple levelsPeerInstructorContentThese all happen within the context of an overarching goal…Preparing students to demonstrate achievement of the learning objectives.FEEDBACK“How am I doing?”“What obstacles do I have to overcome? Have I overcome them?”“How is my progress measured?DiscussionWritten AssignmentsCase StudiesProjectsLabs – Virtual and BlendedExamsAESTHETICSDoes form support function?Do our students respond positively to the look and feel of the course interface?What look pleases the eye of diverse learners?What look works for diverse intelligences?Visual, linguistic, auditory, tactile, mathematical, spatial?MOTIVATIONMotivationDesign a course that immerses faculty and students in the “flow” of learning. (M. Csikszentmihalyi) “Flow” happens when learning activities build intrinsic motivation. Learners are enjoying their learning!To achieve flow: the structure of activity is set up in the context of challenge, goal, feedback, concentration and control has major influences on intrinsic motivation. Flow theory in interface design for the Internet `` Hoffman and Novak (1996) defined flow as “the state occurring during network navigation which is: (1) characterized by a seamless sequence of responses facilitated by machine interactivity, (2) intrinsically enjoyable, (3) accompanied by a loss of self-consciousness, and (4) self-reinforcing.” Further, flow is facilitated by the perception of a balance between a consumer’s skills and challenges involved in an online interaction; further, both their skills and challenges must be above a critical threshold. ´´ (Novak, Hoffman & Duhachek, 1991). Therefore, IDs should ask how to create instructional design models that favor intrinsic motivation. Again Chan & Ahern (1999: 152): "At its most basic, flow is simply a description of people enjoying themselves. They are in a state of enjoyment because they have situated themselves in an optimal environment. This should strike a resonate chord for any instructional designer. The goal of any instruction is to help students acquire the requisite knowledge or skill under optimal conditions." Key Question for the Instructional Designer: “How do I coach our Subject Matter Expert-Faculty to decide to develop course content, written assignments, course projects, discussions, and other forms of assessment that create IMMERSION – that is, that favor intrinsic motivation?”Value Added: A course that generates intrinsic motivation is the best way to increase retention – and faculty, who control delivery, are the key to making this happen.Once again, we are educators together working for the success of our students.All of our decisions are targeted to these 5 elements. If we hit them all, students will thrive on courses that are:Effective/ Reliable / Versatile / Consistent / Balanced/ Supportive/ Scalable
As I design an activity, I go through a series of decisions– will it result inEase of UseInteractionFeedbackAestheticsMotivation – ImmersionWe reach these by designing in key elements with the goal of facilitating the following student traits, experiences and actions:CuriosityCreative construction of learningDiscoverySocial/ DialogueCommunication NegotiationCritical ThinkingSelf-regulationTeam buildingDiversity awarenessListeningShared responsibility
