Conceptual Map Online Communication and Instructional Design

Conceptual MapOnline Communication and Instructional DesignCECS 5510Scott Lindsey

Good day, and welcome to my concept map.1Overall Conceptual Map

I wasnt sure how to approach this assignment, but since references were made to the class wiki being helpful, I built my conceptual map from all of the wiki terms. This slide contains the overall concept map that I designed. I pulled information from all the class wiki entries into this design. From it, I was able to break our discussions down into five main areas.2Main ConceptsInteraction TypesDesign, Development, and Online Interaction TheoriesContentGeneral Categories of Online LearningTechnical Details

From looking at how my concept map evolved, I came up with these five buckets. Im sure there could be more, but this seemed to be a good breakdown.3Interaction Types

Some of the wiki terms fell into different types of interaction that we can have with learners. Face to face and synchronous communication can happen either online or in person, if you think about it. We have video chat, which allows us to be face to face, but not necessarily in the same place at the same time. Most of what we do online is asynchronous (emails, discussion boards). There are many more, but these were what I found on our wiki. Its amazing how much the quality of online communication affects the online learning experience. f one person is confused or unsure, there are probably many others in the online learning audience who feel the same way. 4Design, Development, Online Interaction Theories

I felt that these were the main areas where we had discussed Design, Development, and Online Interaction theories. Some of the wiki entries did focus on the Cognitive Learning Theory of online design. We have entries of the classic design & development model, ADDIE, but we have others. From class, we also have Salmons 5 stages of online interaction, and we have Bonk and Zhangs R2D2 model of online design. The ASSURE model is not one that we discussed in class, but its one that I came across. Its a six-step process (Analyze, State, Select, Utilize, Require, and Evaluate). From there, we can look at some learner characteristics and behaviors, such as social presence, learning style, automaticity, and metacognition. Learner characteristics and behaviors are what we want to affect and (hopefully) modify during instruction, so I thought these two areas connected very well.5Content

No matter how flashy the presentation, content is still the main determinant of quality. These wiki terms focused on elements of content design. These terms are either roles to be included or steps that should be performed when developing content. We dont have the full process here in our wiki, but we have a good start.

SMEs are so important, but Ive found them to be extremely busy and somewhat elusive, in some cases. Its rare that an instructional designer gets full unrestricted access to a SME. You learn to grab them when you can.

Content development ties, of course, to design, development, and online interaction theories.6General Categories of Online Learning

We had some different types of online learning discussed in the Wiki. Clark and Mayer discuss three types: guided discovery, directive, and receptive. I have never been lucky enough (or had the time) to develop a guided discovery course. These are courses that we usually contract from an outside provider.

We also had m-learning (mobile learning), which is starting to become more and more popular. One of the challenges with m-learning is getting results from the training. How do you record results?

E-learning and web-based training are sometimes used synonymously. 7Technical Details

Finally, we have the technical details that online instructional designers have to keep in mind.

Not only do we have multimedia choices (audio and graphics), but we have content delivery (LMS and FTP).

In class, weve discussed two popular learning management systems for educational institutions Blackboard and Moodle. There are many, many others available, with differing levels of functionality and scalability. Even though these terms sometimes receive short shrift, they are important and its best to think of them as early as possible. Otherwise, you spend time later trying to implement them. 8ReferencesBonk, C. & Zhang, K. (2008). Empowering Online Learning: 100+ Activities for reading, reflecting, displaying, & doing. San Francisco, CA: Jossey-Bass. Retrieved February 6, 2010, from CECS 5510 Blackboard site.Clark, R. & Mayer, R. (2003). E-learning and the science of instruction.San Francisco, CA: Pfeiffer.Gralla, P. (2004). How the internet works. Indianapolis, IN: Que Publishing.Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1993). Instructional media and technologies for learning. Columbus, OH: Merrill Prentice-Hall.Salmon, G. (2002). E-tivities: The key to active online learning . London: Kogan Page. Retrieved February 6, 2010, from CECS 5510 Blackboard site.

Thank you for viewing my presentation. I hope that this map made sense to you. In my blog post, you can also download a PDF version of the conceptual map.9