Effective Strategies for Online Course Development
Instructional Design for Online
Courses
Michael W. Lindeman
Illinois Online Network
What is Instructional Design?
“Instructional Design is the systematic process of translating general
principles of learning and instruction into plans for instructional
materials and learning.”
Instructional Development Process
•
Analyze
•
Design
•
Develop
•
Evaluate
•
Revise
Differences between planning a
face-to-face and an online course
•
The degree to which the instructor must
plan the components of the course prior to
the first day of class.
•
The need to understand the impact that the
technology has on the learning process.
•
The need to understand the impact that the
technology has on the instruction process.
What to consider for online course
development
•
Outcomes
•
Online Assessments
•
Learning Activities
•
Classroom Interaction
•
Technology
•
Evaluation
The importance of establishing outcomes
•
First decide what it is we want our students
to know or be able to do when they finish our
course.
•
Then look at the activities and tasks that will
make the learning meaningful, fun and
relevant.
A question to ask….
How do we stop asking ourselves, “How am I going to teach this topic”
and instead ask, ourselves, “What are my students going to learn…?”
Instructional outcomes for three levels
•
Culminating Program Outcomes
•
Culminating Course Outcomes
•
Unit Level Outcomes
Writing instructional outcomes
•
Follow a process
•
Apply Bloom’s Taxonomy
Examples of learning outcomes
•
BAD:
Students will understand theories of human
communication processes.
•
GOOD:
Students will demonstrate learning by applying
theories of human communication processes to
write a business proposal in the form of a letter to a prospective
employer.
Creating online assessments
based on current research
•
Constructivism
•
Multiple Intelligence Theory
•
Brain-Based Research
Examples of performance-
based assessments (summative)
•
In an instructional unit on web design: A web page that demonstrates
accessibility guidelines
(visual/spatial)
•
In a science unit: An animation project that shows a volcanic eruption
(visual, logical/mathematical
•
In a language course: A video that demonstrates
public speaking skills (linguistic, body-kinesthetic, interpersonal)
Creating online assessments
based on current research
•
Constructivism
•
Multiple Intelligence Theory
•
Brain-Based Research
Examples of performance-based assessments
(summative)
•
In an instructional unit on web design: A web page that demonstrates
accessibility guidelines
(visual/spatial)
•
In a science unit: An animation project that shows a volcanic eruption
(visual, logical/mathematical
•
In a language course: A video that demonstrates
public speaking skills (linguistic, body-kinesthetic, interpersonal)
Examples of other alternative assessments
•
Portfolios
•
Learning contracts
•
Self assessments
•
Peer assessments
Importance or using rubrics
•
Describes how the student will be graded
•
Helps the instructor match learning outcomes
with assessment instruments
Tips for designing rubrics
•
Make sure the assessment is
congruent with outcomes
•
Brainstorm various ways a
student can demonstrate
outcome
•
List criteria for what counts as
quality work
•
Divide the criteria into distinct
categories
•
Use clear, concise language
•
Don’t use negative language
•
Give the rubric to the student
prior to assessment
Examples of rubrics
•
Student Assessment in Online Courses
http://illinois.online.uillinois.edu/online/asses
sment/discussionRubric.html
•
ION Resources: Sample Rubrics
http://illinois.online.uillinois.edu/IONresourc
es/assessment/rubric.html
Creating Learning Activities
•
Consider learner characteristics in
instructional design
•
https://canvas.instructure.com/courses/803402/pages/lesson-2-context-analyzing-
the-learner
•
Knowles theory of Andragogy
•
http://www.instructionaldesign.org/theories/andragogy/
•
http://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-
and-andragogy/
•
https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf
•
Gardner’s Multiple Intelligence Theory
•
https://www.edutopia.org/multiple-intelligences-research
Examples of learning activities
•
Discussions
•
Projects
•
Interviews
•
Research
•
Critiques
•
Peer review/reactions
•
View videos/presentations
•
Share and summarize
•
Design Web sites, animations,
presentations
Creating classroom interaction
Create an online learning environment that is interactive, collaborative,
and will help
people connect in meaningful, personal
ways.
Designing online conferences
•
Provide clear guidelines
•
Establish specific “conference rooms”
•
Elicit individual AND group postings
•
Encourage peer-to-peer communication
•
Use a combination of asynchronous and
synchronous
Technology considerations
•
Clearly list minimum requirements
•
Provide training during orientation period
•
Anticipate problems
•
Provide technical support for students
Purpose of course evaluation
A course evaluation in an instrument designed to give you feedback on
how well you have:
•
Enabled your students to meet the stated course
outcomes
•
Created a viable and rich learning environment
•
Provided for quality instructor feedback, interaction and facilitation
•
Included relevant and meaningful resources and
activities
•
Resulted in a rich successful learning experience
Course evaluation formats
•
Open forum evaluations using conferencing
software
•
Mid-course evaluation form using web pages
•
Post-course evaluation form using web pages
•
Follow-up interviews using telephone
Conclusion
•
Review learning theories
•
Follow an instructional design process
•
Be creative
Resources
•
Schweizer, Heidi.
Designing and teaching an on-line
course
Needham Heights, 1999.
•
University of Idaho, “Guide #3: Instructional Development for
Distance Education.” Distance
Education at a Glance, Aug. 2000.
[http://www.uidaho.edu/evo/dist2.html]
•
University of Texas,
Distance Education: A Primer.
Aug. 2000
[http://www.utexas.edu/cc/cit/de/deprimer/instructional.html]
Instructional Design for Online Courses by Michael W. Lindeman presents valuable insights into the systematic process of translating learning principles into instructional materials. It covers differences between face-to-face and online course planning, considerations for online course development, establishing outcomes, writing instructional outcomes, and examples of effective learning outcomes.
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Presentation Transcript
Instructional Design for Online Courses Michael W. Lindeman Illinois Online Network
What is Instructional Design? Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning. --Sara McNeil, University of Houston
Instructional Development Process Analyze Design Develop Evaluate Revise Revise Analyze Evaluate Design Develop
Differences between planning a face-to-face and an online course The degree to which the instructor must plan the components of the course prior to the first day of class. The need to understand the impact that the technology has on the learning process. The need to understand the impact that the technology has on the instruction process.
What to consider for online course development Outcomes Online Assessments Learning Activities Classroom Interaction Technology Evaluation
The importance of establishing outcomes First decide what it is we want our students to know or be able to do when they finish our course. Then look at the activities and tasks that will make the learning meaningful, fun and relevant.
A question to ask. How do we stop asking ourselves, How am I going to teach this topic and instead ask, ourselves, What are my students going to learn ?
Instructional outcomes for three levels Culminating Program Outcomes Culminating Course Outcomes Unit Level Outcomes
Writing instructional outcomes Follow a process Apply Bloom s Taxonomy
Examples of learning outcomes BAD: Students will understand theories of human communication processes. GOOD: Students will demonstrate learning by applying theories of human communication processes to write a business proposal in the form of a letter to a prospective employer.
Creating online assessments based on current research Constructivism Multiple Intelligence Theory Brain-Based Research
Examples of performance- based assessments (summative) In an instructional unit on web design: A web page that demonstrates accessibility guidelines (visual/spatial) In a science unit: An animation project that shows a volcanic eruption (visual, logical/mathematical In a language course: A video that demonstrates public speaking skills (linguistic, body-kinesthetic, interpersonal)
Creating online assessments based on current research Constructivism Multiple Intelligence Theory Brain-Based Research
Examples of performance-based assessments (summative) In an instructional unit on web design: A web page that demonstrates accessibility guidelines (visual/spatial) In a science unit: An animation project that shows a volcanic eruption (visual, logical/mathematical In a language course: A video that demonstrates public speaking skills (linguistic, body-kinesthetic, interpersonal)
Examples of other alternative assessments Portfolios Learning contracts Self assessments Peer assessments
Importance or using rubrics Describes how the student will be graded Helps the instructor match learning outcomes with assessment instruments
Tips for designing rubrics Make sure the assessment is congruent with outcomes Brainstorm various ways a student can demonstrate outcome List criteria for what counts as quality work Divide the criteria into distinct categories Use clear, concise language Don t use negative language Give the rubric to the student prior to assessment
Examples of rubrics Student Assessment in Online Courses http://illinois.online.uillinois.edu/online/asses sment/discussionRubric.html ION Resources: Sample Rubrics http://illinois.online.uillinois.edu/IONresourc es/assessment/rubric.html
Creating Learning Activities Consider learner characteristics in instructional design https://canvas.instructure.com/courses/803402/pages/lesson-2-context-analyzing- the-learner Knowles theory of Andragogy http://www.instructionaldesign.org/theories/andragogy/ http://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction- and-andragogy/ https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf Gardner s Multiple Intelligence Theory https://www.edutopia.org/multiple-intelligences-research
Examples of learning activities Discussions Projects Interviews Research Critiques Peer review/reactions View videos/presentations Share and summarize Design Web sites, animations, presentations
Creating classroom interaction Create an online learning environment that is interactive, collaborative, and will help people connect in meaningful, personal ways.
Designing online conferences Provide clear guidelines Establish specific conference rooms Elicit individual AND group postings Encourage peer-to-peer communication Use a combination of asynchronous and synchronous
Technology considerations Clearly list minimum requirements Provide training during orientation period Anticipate problems Provide technical support for students
Purpose of course evaluation A course evaluation in an instrument designed to give you feedback on how well you have: Enabled your students to meet the stated course outcomes Created a viable and rich learning environment Provided for quality instructor feedback, interaction and facilitation Included relevant and meaningful resources and activities Resulted in a rich successful learning experience
Course evaluation formats Open forum evaluations using conferencing software Mid-course evaluation form using web pages Post-course evaluation form using web pages Follow-up interviews using telephone
Conclusion Review learning theories Follow an instructional design process Be creative
Resources Schweizer, Heidi. Designing and teaching an on-line course Needham Heights, 1999. University of Idaho, Guide #3: Instructional Development for Distance Education. Distance Education at a Glance, Aug. 2000. [http://www.uidaho.edu/evo/dist2.html] University of Texas, Distance Education: A Primer. Aug. 2000 [http://www.utexas.edu/cc/cit/de/deprimer/instructional.html]
