Instructional Design and Development of Online

CoursesDr. Marie Lasseter

Office of Faculty Development

Department of Faculty Affairs

University System of Georgia

Teaching the course involves one set of skills

Designing and developing the course involves an entirely different set of skills

Planning ahead is required Must have course ready to go at first day

of class Take into consideration how technology

affects teaching and learning

Key Points

Guidelines to help organize and structure the process of developing instructional activities

Informed by learning theories and pedagogical experience

Many models exist

Instructional Design Process

Addie Model◦Analyze◦Design ◦Develop◦Implement◦Evaluate

Course Design Considerations

• Evaluate

• Analyze

• Design

• Develop

• Implement

Analyze◦ Learner needs, existing knowledge, skills◦ Intended outcomes/goals◦ Delivery options◦ Issues in transitioning to new type of learning environment◦ How your materials accommodate various learning styles

Design (Plan)◦ Identify specific learning objectives◦ Design assessments◦ Identify learning strategies, resources, & activities◦ Outline scope and sequence of content delivery◦ Identify and select technologies & tools to support course delivery

Develop◦ Create learning activities◦ Develop or acquire content◦ Develop course layout

Teach Evaluate

Course Design & Development Process

Create the Blueprint Identify and write instructional objectives Design assessments Identify content/resources Identify instructional strategies Plan sequence and structure

◦ Logical modules, units, lessons Plan student workload Course management plan Consider

◦ Copyright◦ Open education resources◦ Accessibility◦ Learning styles◦ Interaction and collaboration

Design – The Planning Stage

Goal: A general statement of what the instructor hopes the course will achieve

It does not specify exactly all of the components or how each step will be achieved

Objectives: Specify in measurable terms what a learner will be able to do as a result of the instruction

Identify Goals and Objectives

Course objectives – Course objectives reflect desired learning outcomes for the course

Lesson objectives – Lesson objectives reflect the desired learning outcomes for the lesson

Objectives should be clearly stated in Syllabus and in the learning module

Write Course & Lesson Objectives

Each learning objective has three parts: Behavior – describes what a learner is

expected to be able to do Conditions – describes the environment

under which the performance occurs Criterion/Standard – describes how well

the learner must perform for it to be considered acceptable◦ Mager, R.F. (1984) Preparing Instructional Objectives (2nd ED). Belmont, CA: Lake Publishing

Company.

Writing Objectives

When listening to a CD of classical music of various composers, students will be able to identify the three Mozart compositions after listening to the CD one time.

(Condition) When listening to a CD of classical music of various composers,

(Behavior) students will be able to identify the three Mozart compositions

(Standard) after listening to the CD one time.

Objective Example

Assessments should align with stated objectives

Clearly state instructions and expectations of deliverables

Consider using rubrics Create opportunities for self-assessment

Assessments

Exams Quizzes Self-assessments Written papers Role play Discussions Group work Portfolios Projects Other

Types of Assessments

Describes how the student will be graded Helps the instructor match learning

outcome with assessment instruments Example rubric for lesson discussions

Using Rubrics

Identify content/resources Identify instructional strategies Plan sequence and structure

◦ Logical modules, units, lessons◦ Structure on a weekly timeline

Consider ◦ Textbook◦ Copyright◦ Open education resources◦ Accessibility◦ Learning styles◦ Interaction and collaboration

Plan student workload Think about course management plan

Design – The Planning Stage

Student Workload Realistic Expectations for Students

◦ What is the quantity of work that is reasonable to expect?

◦ 3 hr course = 12 hours/week◦ 2 hr course = 8 hours/week◦ 1 hr course = 4 hours/week

Course Design Considerations

Lesson Readings

Online Activities

DiscussionActivities

Exercises

MajorAssignments

Quizzes

Exams

1.

2.

Does it affect course structure and layout?

Avoid hard coding references to textbooks

Issues with revisions, updates, changing texts, repurposing content

Open textbook options

Textbook Decision

Focus is on creating/producing the course based on the plan

Develop or find content◦Use a variety of formats to address multiple learning

styles◦Develop modular units that can be reused in other

contexts Develop student-centered learning environment

to foster active learning◦Social media tools are designed to promote social

interchange◦Create assignments that take advantage of social

media tools

Development Stage

Develop course environment in LMS Use logical layout - units, lessons Develop structure in file manager to map

to course structure Upload content Build learning modules Take advantage of LMS tools

Development Stage

Employ a variety of types of interaction and active learning strategies including:

◦ student/content ◦ student/instructor ◦ student/student

Take advantage of social media tools

These types of interactions foster community building, critical thinking skills, collaboration and opportunities to understand and apply learning materials and concepts.

Interaction and Collaboration

Readings Written papers Discussion assignments Role play- write from perspective of characters in

readings Journal writing Videos Games Blogs Use a Wiki to allow students to create and share

related materials TED Example

Student-Content Interaction

Get acquainted by posting introduction and information about yourself

Email Announcements Post thought provoking & open ended

questions on discussion boards Hold office hours Create social networking site for course Blogs Wikis Twitter

Student-Instructor Interaction

Get acquainted introduction activities Discussion activities Collaborative projects

◦ Active work groups ◦ Problem based learning◦ Students collaborate to solve problems and

reflect on their experiences Encourage social media tools to

promote social interchange ◦ Blogs◦ Wikis◦ Twitter

Student-Student Interaction

Addressing Accessibility Issues and W3C Recommended Guidelines

Consider implementing Priority 1 accessibility guidelines as outlined by W3C World Wide Web Consortium http://www.w3.org/TR/WAI-WEBCONTENT/

Accessibility Issues and Guidelines

Have consistent course policies and information available◦ Calendar, syllabus, discussion postings

Orientation – first few days of week 1 Formative & summative evaluation Want to know what works well and what doesn’t Provide means for students to provide feedback about

course content, processes, and procedures◦ Formative: an anonymous survey to collect periodic feedback

from students◦ Summative: course evaluations, final exams, and final projects

Important: Use the feedback◦ Make improvements and revisions to the course where you can◦ Formative: Discuss why you can or can't modify the class based

on the results

Implement, Evaluate, Revise

Example of a course illustrating these and other design criteria

History 2111

Advanced Organizer is the first page in each lesson

Contains information listing the lesson objectives, goals, student tasks, and resources needed to complete the lesson

Provides students with a focus for study, length of the unit, how to allocate their time, and expectations for completing the unit -- assignments, tests, etc.

Advanced Organizer

Resources

24 eCore CoursesCopyrighted materials removedTemplates are adaptableCampus Vista Institution Administrators can provide access the adoptable templates

Adoptable Courses

Principles of Chemistry I

Principles of Chemistry II

Human Communications

English Comp. I English Comp. II World Literature

American Literature

Electronic Technology in Education

Intro. Geosciences I

World History I US History I Integrated Science

Adoptable Courses

Mathematical Modeling

Algebra Pre-Calculus Intro. to

Statistics Calculus Intro. To

Philosophy

Prin. of Physics I American

Government and Politics

Intro. to Psychology Intro. to Sociology Intermediate

Spanish I Intermediate

Spanish II

Adoptable Courses

Adoptable Courses– American Literature

Adaptable TemplateTraining Materials

Vista 8 Adaptable Template and Training Materials

Vista 8 Adaptable Template and Training Materials

Vista 8 Adaptable Template and Training Materials

Vista 8 Adaptable Template and Training Materials

Vista 8 Adaptable Template and Training Materials

GSW - GaView Orientation for Online Courses

Faculty Orientation

Analyze◦ Identify overall goals and define purpose

Design (Plan)◦Scope and Sequence◦Learning strategies & activities◦Design assessments

Develop◦Select/create learning strategies & activities◦Develop or acquire content◦Develop course layout◦Visual and navigational aspects

Teach Evaluate

Recap