Instructional Design Strategies for Online Course Dr. Alisa Cooper Instructional Technologist & English Faculty Glendale Community College Online Course.

Instructional Design Strategies for Online Course

Dr. Alisa CooperInstructional Technologist &

English FacultyGlendale Community College

Online Course Design

Converting or Creating?

• Pros and cons• Pitfalls and

opportunities

Online

Face to Face

Online

New

Hybrid

Starting with Objectives

• Bloom’s Taxonomy • Assessment • Depth of learning • First step in creating

modules

Why Objectives?

• Clear statement of what students will be able to do when they are finished with an instructional segment

• Focuses on student performance

• Provides structure: beginning, middle, and end

• What are the core concepts your students must learn for each module?– What do they need to

know?– What do they need to be

able to do?– What will they know as a

result of my instruction?

Objective ABCDs

• Audience (the learners) – Identify who it is that

will be doing the performance (not the instructor).

• Behavior (Performance):– Make sure it is

something that can be seen or heard.

• Condition (under which the learners must demonstrate their mastery of the objective):– What will the learners be

allowed to use? What won't the learners be allowed to use?

• Degree (HOW WELL the behavior must be done):– Common degrees include:

Speed, Accuracy, Quality

Support Objectives by

• Integrating learning technologies – Classroom technologies– Web 2.0 technologies – Online resources

• Developing diverse assessment techniques

• Infusing active learning, interaction, and peer engagement

Meeting Objectives

Objectives

Learning Activities

Instructional

Strategies

Assessment

Techniques

Bloom’s Taxonomy • Focus on learner

performance/outcomes• For each module

– What do they need to know?

– What do they need to be able to do?

– What will they know as a result of my instruction?

– What can they learn in other ways?

create

evaluate

analyze

apply

understand

remember

http://online-course-design.pbwiki.com/Instructional-Design-Strategies-for-Online-Courses

Why Modules?

• “7 +/-2 rule”• Support consistency in look

and feel • Easier to find course

content• Content becomes/feels

more manageable • Prevents information

overload• Allows students to focus on

content rather than form

Module Possibilities

• Content “chunks” • Let the content set

the chunks• Content organized

in conceptually related blocks

• Apply past experience

Readings Video

ProjectAssessment

Writing

Course Organization

• Dates• Topic• Readings • Section• Unit• Module

The Project

• Discussion: what is the course you’ll be using to redesign a module in this workshop

• Identifying the “chunk” • Will use a course site

Mapping your CourseKey Points: 4 Basic Redesign Steps

1. Identify course content for a module

2. Write learning objectives and develop instructional modules

3. Select course delivery strategies appropriate for your content

4. Integrate course content with activities, resources, interaction, and technology (alignment)

Lectures

Readings

Activities

Research

Writing

Projects Discussions

Demonstrations

Multimedia

Cases

Assessments

Face2Face Online

Redesigning Your Course

• Discussion: keeping the wheel in mind, share what components currently make up your existing course.

• What do you think will “translate” most easily?

• What do you think will be most difficult to “translate”?

15Resources: Assessing the Role of Teaching Presence from the Learner Perspective. Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education & http://net.educause.edu/ir/library/pdf/ELI07159.pdf.

5 Principles of Successful Course Redesign

• Redesign the whole course.• Encourage active learning.• Provide students with

individualized assistance.• Build in ongoing assessment

and prompt feedback.• Ensure sufficient time on task

and monitor student progress.

http://thencat.org/PlanRes/R2R_PrinCR.htm

Assessment & Evaluation

• Assessment - characterizes the value and appraisal of the individual; well institutionalized, if not always accurate about learner achievement.

• Evaluation – makes a judgment about the value of instructional experiences and designs; less documented across programs colleges, institutions.

Your Online Course Toolbox

• Worksheets – Using Bloom’s Taxonomy

for Objective Development – Mapping Your Course

• Resources – Course re(Design) Resourc

es wiki page– Sample face-to-face

syllabus– (re)Design handouts: 2

Mapping Your Course

• Step 1– Go back to Bloom’s

handout, where you started mapping out the objectives for your course and indicated the level of Bloom’s addressed

Mapping Your Course

• Step 2– Transfer objectives

(some) to Mapping Your Course handout

• Step 3– What does the

instructor do?– What does the learner

do?

Mapping Your Course

• Step 4– Identify a module or chunk

– Add more detail to objectives

– Indicate instructor and student activity

– Indicate Bloom’s level addressed

– Consider alignment/relationship to other content

CONTACT INFO

• Alisa Cooper, EdD• [email protected]• 602-325-3259