Effective Strategies for Online Course Development
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.
- Online course development
- Instructional design
- Learning outcomes
- Technology impact
- Effective strategies
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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]
