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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
