Introduction to the Instructional Design Process

INTRODUCTION TO THE INSTRUCTIONAL DESIGN PROCESS

Instructional Design for Online Instructors

by Granite State College’s ID Team

Version 1 – Updated: February 6,2019

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Contents

Introduction 1 User’s Guide for Instructors v

Part I. The Instructional Design Process

The Instructional Design Process Model

Steve Covello 1. 9

Working with an Instructional Designer

Steve Covello 2. 13

The Kickoff!

Steve Covello 3. 17

Syllabus Development

Steve Covello 4. 19

Course Design

Steve Covello 5. 23

Course Development, QM Review and Final Revisions

Steve Covello 6. 27

Part II. Instructional Strategies

Universal Design for Learning (UDL) and ADA Compliance

7. 33

Assignment Scaffolding 8. 35 Discussion Forum Design and Engagement

Steve Covello 9. 37

vii

Using Social Media

Steve Covello 10. 45

Rich Media: Teaching Beyond Text


Facilitating a Zoom Video Conference


Assessment Strategies


Part III. About Teaching Online

About Adult Learners


Open Education: OER & Open Pedagogy 15. 67 Managing Your Course 16. 69 Instructor Presence

How can an online instructor cause learners to feel engaged? Steve Covello

71

Lessons Learned! 17. 79

Appendix A 81 About the Authors: Steve Covello 83 About the Authors: Tara Treichel 85 About the Authors: Reta Chaffee 87 Glossary 89

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“My mother still doesn’t really know what it is that I do. She thinks I’m a teacher.” – Steve Covello, Instructional Designer

What is instructional design? Instructional design is a relatively new phenomenon within higher education. Historically, instructional design has been associated with corporate and military training.

However, new modes of course delivery and emerging technologies have put pressure on both higher education institutions and instructors to design courses that are optimized for new forms of instructional communication and interaction. More courses are being delivered online or in hybrid form, and today’s students expect to be engaged in instruction using the same channels of communication as they use in their daily lives.

This calls for a more structured approach to course design, development, delivery, engagement, and assessment.

And this is where today’s instructional designers add value to the challenges of today’s higher education experience.

Think of an instructional designer as an architect for learning. IDs think about teaching and learning much like the way an architect thinks about the needs and use of a building:

An architect is concerned with how the completed building will satisfy all the stakeholder’s needs. IDs want to know what students are expected to know or do at the completion of the course, and how it all fits into a given degree program.

An architect looks at the larger environment of the structure such as its relation to other buildings, its community, and function.

1

“Architect” Photo by Daniel McCullough on Unsplash

IDs want to know how the learning experience fits into a larger educational environment: Is it driven by theoretical research or workforce

readiness? How does the learning relate to standards in the community of practice?

An architect wants to know who will be using the building and what their needs or limitations might be.

IDs want to know who will be taking the course: What do they already know? Are they adequately prepared to participate in an online course?

An architect wants to know what people will be doing in the building so that its design can be optimized for what they will be doing: Is it for manufacturing? Computing? Team based design? Residential?

An ID wants to know what the nature of the learning will be: Is it procedural? Conceptual? Creative?

2 Introduction to the Instructional Design Process

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An architect wants to know how people will feel about being in the building so that they will like being in and around it.

IDs want to know what factors will contribute to learners feeling connected to the instructor and other students so that it doesn’t feel like a

correspondence course.

An architect wants to know how people interact within the building so that it is easier to achieve their goals.

IDs want to know how instructors can interact in an online course with teaching, social, and cognitive presence so that learners can get the greatest benefit of their instructor’s and fellow students’ knowledge and experience.

An architect wants to know what kinds of infrastructure are available to support the purpose, needs, and goals of the building with the least impact on its occupants and financial limitations.

IDs want to know what tools and systems are available to facilitate learning with the least imposition or friction upon learners and instructors.

As you can see, architects and instructional designers need to see their projects from the perspective of the big picture and from within the intricate details in a prescribed situation. They must then translate this information into a plan for constructing a product that works for the stakeholders’ needs.

This handbook will describe the foundation principles of the instructional design process so that you and your ID partner can produce the best possible learning experience.

Introduction 3

User’s Guide for Instructors

How to use an e-book: Using an e-book for learning is similar to studying from a traditional paper e-book. Using an e-book reader, you can select any text in this e-book and add annotation to capture your immediate impressions of the readings and media.

You can keep this e-book for future reference in your scholarly or professional work.

You will frequently see text in this e-book in a blue color. These are hyperlinks just like you would see in a Web page in typical Web browser. If your e-book device is connected to the Internet, you will be taken to the resource by clicking or tapping on the hyperlink.

v

PART I

The Instructional Design Process

1

The Instructional Design Process Model Steve Covello

Below is an at-a-glance visualization of a typical course design and development process. This handbook will describe what happens in each major phase of the ID process.

The Instructional Design Process Model

Key terms:

Weekly Check-ins: The recommended method for the course design and development process is to establish a regularly scheduled working session each week so that the faculty expert and the instructional designer can maintain continuity and reach milestones. The intent is to express that the working relationship is collaborative rather than in isolation.

Course Inception: This is the preliminary phase that precedes

9

syllabus, design, and development work. It is most often conducted by a group comprised of members of Academic Affairs, subject matter experts, program directors, hiring administrators, and lead faculty. The outcome of this work is a charter for a new course (or revision of an existing course), establishment of the Learning Outcomes, a course description, and the list of people who will be involved in the work.

Syllabus Development: This is the stage where the scope of the course, sequence of topics, textbook selection, OER research, and assessment strategy are sketched into a document that can be evaluated at a glance before any actual course development work is begun.

Course Design: This is the stage where the approved syllabus is extrapolated into the blueprint for the actual course. The design phase is still “on paper” – no work is done in the online course shell yet. This is intended to retain decision making flexibility about the overall learning experience, specific instructional activities, balance of engagement, selections of readings and media, rubric design, and any proposed technology integration requirements. A course design also helps evaluate whether there are any accessibility issues so that they can be addressed while decisions are still being made.

Course design also involves composing and editing all of the original instructional material that will be needed as part of each module of instruction, including Overviews, assignment briefs, assignment/discussion prompts, rubric matrices, and any other original content students will need within the course. Draft instructional content can be created in any variety of systems (MS Word, Google Drive, etc.) that works well for the partners to share access, annotate, and edit effectively.

Course Development: This is the stage where the course design blueprint is put into action within the actual online course shell. If the design calls for a discussion forum, this is where the development process places the forum as designated. Course development or mostly


a mechanical process of “plugging in” the content that had already been created in the course design.

“QM” Review: This is a quality review process conducted by a neutral person who evaluates the course according to course quality standards, then produces a document that lists each standard with comments related to the course elements. “QM” stands for Quality Matters, a standards bearing organization that provides the research-based criteria for evaluating online courses for readiness.

Final Revisions: This is the last stage before course launch. Final revisions reflect recommendations from the QM review as well as edits proposed by other stakeholders.

Launch/Debrief: This is when the course actually launches, including in-progress check-ins as needed and a debrief session after the term concludes. It is intended to gather information from the teaching instructor(s), students, and other individuals so that the course can be reviewed for improvements.

The Instructional Design Process Model 11

2

Working with an Instructional Designer Steve Covello

Before going into details about each phase of the design and development process, let’s describe some details about the kind of collaboration you can expect from your ID partner.

As described in the Introduction, think of your ID partner as an architect for a learning experience. Your ID partner is an expert at describing what is possible when conceptualizing how students will learn a skill, a body of knowledge, how to apply knowledge in a situation, or how to change their attitude or disposition about an issue or relationship.

IDs are also skilled in the use of language in instructional messaging. Since online learning does not provide learners with the benefit of an in-person teacher to ask questions about an assignment, the instructional messaging in your online course needs to be crafted to reduce the possibility of it being misunderstood. An ambiguously written prompt or assignment brief can be misinterpret in an infinite number of ways.

Your ID partner will work with you to identify areas of instructional writing that could present a problem to students as well as suggest phrasings that will orient the student’s efforts according to the instructional goals.

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While a faculty expert is the leader in subject matter, the ID is the leader in proposing strategies for students to learn it.

Here are some additional ways that you can rely on your ID partner for advice and inspiration:

• What kinds of engagement and interaction are optimal for the kind of learning in the course?

• How can the learning experience foster workforce readiness? • What kinds of rich media would be advantageous for

conveying information or supporting interaction? • How can students connect to the community of professional

practice? • How can you construct a discussion forum prompt that will

produce the kinds of responses and interaction you want to see?

• How can you construct a feedback strategy and assessment rubrics that are useful for students in their learning?

• How can you configure the Moodle system to reflect how you want students to be engaged with each module of content?

• How can the learning experience best reflect the personal interest, goals, and identity of your students?

What are some of the typical interactions you can expect with your ID partner? In course design project, there will be periods of time where each person will be working independently and other times where you will be working together. For example:

When a course design project kicks off, the first meeting will likely be highly collaborative with lots of exchanges of ideas

When the faculty expert puts together the initial syllabus, that will be done mostly independently.


When the ID is tasked with exploring what is possible with a particular instructional technology, communication system, or social media, that will be doe mostly independently.

When the syllabus and course design is being put together, that will be done collaboratively and most likely in incremental stages until completed.

Faculty experts and the ID partner can work together in whatever way works best for the project to move forward effectively. For example, collaborators can work together using:

• Regularly scheduled weekly check-in meetings, with flexibility as needed.

• Face-to-face meetings, if feasible. • Zoom video chat meetings with screensharing. • Asynchronous communication via email or shared documents

(like Google Drive). • Slack virtual workspaces. • Asana project management software.

The key factors in a collaborative project’s success will be regular communication with clearly set goals.

Working with an Instructional Designer 15

3

The Kickoff! Steve Covello

Once a course has been chartered for creation or revision, you and your ID partner will begin the design and development process together for a period of several weeks.

And it all begins with the kickoff meeting….

As with all project kickoff meetings, the collaborators will set aside enough time to get to know each other, get a feeling for each other’s style of work, and agree on some basics:

• What would be the best time/day to set aside as the weekly check-in time?

• What are the best methods of communication? Which methods should be used for different kinds of communication, i.e. Zoom, F2F, shared documents, or email, depending on the nature of the task?

• What is expected at each milestone along the way and who will review it: syllabus completion, course design completion,

17

course development, QM review, final revisions, and the final presentation of the course.

Once the mechanical aspects of the working relationship are set, the kickoff meeting should touch upon the following:

• What are some of the “big ideas” that reflect a vision for the learning experience as a whole?

• What are some of the ways the subject matter can be brought more to life for students, such as direct connection to the community of practice, use of innovative communication systems or social media, openly published student work (Open Education), or workforce readiness?

• What are some ideas for signature assignments that go beyond the usual options?

Finally, you and your ID partner should set some goals for the next meeting:

• First draft of the syllabus (in whole or in part, as agreed). • Setting each person’s action items for the following check-in. • Sharing resources, if needed, in order to move the project

forward. • Affirming the next meeting date/time.

The next chapter is about Syllabus Development.


4

Syllabus Development Steve Covello

When you first receive your course design assignment, you will also receive a syllabus template that includes all of the official GSC boilerplate content (student support services information, various policies, etc.) plus the pre-established Learning Outcomes and Course Description.

The first stage of the project is for you to sketch out a completed syllabus that describes the following:

• The topics to be covered each week – preferably in the optimal sequence.

• Textbook or OER selection. (Note: the choice to use OER may require working with Library staff).

• Major assignments and assignment descriptions. • Assessment strategy.

While the first three items may be familiar, “assessment strategy” might

19

be new to you. In short, since you are the expert in the subject matter, you would be the person who would propose the criteria upon which student work would be assessed. Establishing the basis of assessment is a critical part of the learning experience since it informs how students will approach the work they will create. There are a variety of ways you can think about your assessment strategy:

• How does student work reflect the body of knowledge studied in the readings and media?

• How does student work compare against professional standards?

• How does student work show reflective thinking? • How does student work demonstrate application of

knowledge, skills, or attitude in a given situation?

There are no hard-and-fast rules about which assessment strategy you must adopt, but there may be certain approaches that are more aligned to the philosophy of the course or degree program than others. For example, graduate courses tend to be assessed against professional standards whereas lower level undergraduate courses may be assessed on indicators of foundation knowledge.

Your overall goal in developing your syllabus is to establish a holistic concept of the course as a learning experience.

How can your instructional design partner help in this phase? Since you are the faculty expert, your ID partner would not serve as an advisor about subject matter. However, your ID partner will be able to

deconstruct the nature of the learning itself to advise how certain topics can be connected. For example:

• Some subject matter may require mastery of terminology before elaboration on a process that refers to those terms.

• Some skills may require a certain amount of practice and


feedback before moving on to another topic that is dependent upon application of those skills in a situation.

• Some topics connect with adjacent topics more smoothly than other topics.

• Some topics may require reviewing much more instructional media than others which may factor into overall course workload balance.

As described in the Kickoff chapter, your ID partner can listen to your ideas about the course and offer some feedback about what “big ideas” may be possible, which forms of interaction or engagement may be useful, or which unforeseen limitations that may arise from the proposed concept.

What should you NOT spend too much time on while developing your syllabus? There is a temptation to sketch out the entire course design down to the specific discussion questions or other details. This is OK if the moment of inspiration strikes you, but the focus of your work should be on creating a document that will provide stakeholders (your hiring supervisor, lead instructor, or program director) with an easily

digestible snapshot of the course as a whole: What are the major assignments? What is the overall learning experience? What is the narrative of course topics? How will students be assessed?

The ideal outcome of your syllabus development is a green light to move forward into the course design phase. The approved syllabus will be used as an outline for creating the conditions that will enable students to successfully achieve the Learning Outcomes.

Syllabus Development 21

5

Course Design Steve Covello

“Course design” is a term that could easily be misinterpreted since it is often used to connote different things depending on who you ask. In the context of the process model above, course design refers specifically to the process of taking the approved syllabus and extrapolating it into a blueprint for the actual course. Course design, like the syllabus, is still “on paper,” meaning that nothing will be added here to the actual Moodle course shell yet (that’s the Course Development phase).

The purpose of the course design phase is to produce a document that will be used as a basis of creating the actual instructional media in the Moodle course shell. Since the design is still “on paper,” there is a natural flexibility in the design process that can accommodate changes with a minimum of time wasted creating objects in Moodle that end up being tossed.

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What is “backwards design”? You may have heard the term “backwards design” in discussions about how courses are made. This is the phase where backwards design becomes a useful technique for producing your course design.

The basic principle of backwards design is this: When you know what the final outcomes are supposed to be for students in your course (in terms of knowledge, skills, attitudes, etc.), you can think backwards from those outcomes to produce the conditions for students to achieve them.

For example, if an outcome of the learning experience will be for students to demonstrate the ability to apply a conflict resolution strategy to a given situation, what could you design into your course that would enable them to be successful according to your assessment criteria? You would have to include the following components in your course so that students can:

• Learn about the strategies for conflict resolution from the body of knowledge.

• Practice applying them in a situation. • Get useful feedback from peers and the instructor. • Evaluate others’ use of conflict resolution strategies.

Given these prior learning experiences, a student is likely to be successful in a summative-level assignment that could be used as evidence of having achieved the Learning Outcome. And as you can see in the list above, the assignments and activities emerge from deconstructing the outcome “backwards” into the basic ingredients of a learning experience.

The question then becomes how you organize these assignments and activities in a course narrative that feels coherent. It’s not always easy to do, which is why designing a course “on paper” is a good idea with the assistance of your ID partner.


What is in a course design? What does it look like? A course design should include everything that you intend to be in the actual course, but in a format that can be easily edited and shared – there will be a lot of changes along the way. The document should include the following:

• Module-level objectives. • Overview content. (Note: see additional information below

about Overview formats) • Designation of assigned readings and media. • Assignments (submission assignments, discussion forums, etc.),

assignment briefs, and each assignment prompt. • Rubrics for assessment.

The course design can be assembled in any document format as long as it can be understood coherently and shared. Some faculty experts may prefer using Word, Excel, Google Docs, Trello, or some other combination of these. What matters most is that the final product can be used to post instructional content in the actual Moodle course shell without any difficulty trying to figure out what goes where.

What does the faculty expert do in course design? Since you are the person who developed the syllabus and the concept of the course, you will be the point person for writing out the instructional material (as needed), curating the readings and media, and writing the assignment briefs.

While most of this work can be done independently, it is important for you to include your ID partner in the writing process because:

• Writing instructional content is different than other forms of writing. An ID partner will be able to advise how your content can be shaped to work effectively as instructional media – and especially as instructional media in an online course. Some verbiage may make sense to you, but may come across ambiguously to someone else.

Course Design 25

• An ID would be able to surface any questions about alignment and consistency.

• An ID can help to shape the overall communication in your course so that students will be best prepared for completing the assignments as you intended.

• Having a proofreader will catch any mechanical errors.

What does the ID do in course design? Your ID partner is an expert in the science of teaching and learning online. (Your ID partner may also be a part time online instructor too)! They will contribute to the course design process in a number of ways:

• Presenting ideas for interaction, engagement, rich media, and other ways to “teach beyond just text.”

• Advising how to write instructional media so that students are certain about course and assignment expectations.

• Helping to shape the assignments to be oriented to broader course or programmatic goals, such as workforce readiness, professional proficiency, etc.

• Checking the balance of workload for both the instructor and students so that the proposed design is feasible.

• Coordinating with Library and Student Disability Services staff to consider potential OER, copyright, and accessibility issues.

• Advising about issues that would be relevant when the course is reviewed by a Quality Matters course reviewer.

What happens after course design? Once you and your ID partner complete your course design, the next step will be to present it to the Academic Affairs team (program director, hiring supervisor, lead instructors, etc.). Upon review, the course may undergo further editing, and then it will be greenlighted for course development.


6

Course Development, QM Review and Final Revisions

Steve Covello

The Course Development phase in this model represents the stage where the approved course design is input into the Moodle course shell.

While this process is mostly mechanical, the process of posting course content into the Moodle shell often reveals issues that had not been noticed in the Course Design phase such as a spelling or usage inconsistencies, an element that was changed in one place but not in another, or a reference to something in an assignment prompt that was changed but not updated in the syllabus or assignment brief.

At GSC, we have established a course template that designates how content is organized. The basic elements of an online course will fall into either the Course Resources area or within one of the weekly modules for the course. Below is an example of a course with content posted into the Course Resources area:

27


Module-level content will be posted in each module according to the standard template organized by Overview; Read, Review, Watch; and Activities sections (see image at right).

The logic of this scheme is that students will review the Overview of the module first, then go over the assigned readings, media, and other resources, and then complete the assigned Activities. There are some exceptions to this setup, but this is the general layout template found in all courses.

What is the faculty expert’s role in Course Development? Each course project may have its own method of course development. Some faculty experts will build out the entire course content; other projects might have that task assigned to others.

Course Development, QM Review and Final Revisions 29

Generally, the expectations are that the faculty expert will always play a part in course development on some level, whether it is in posting all of the content, some of it, or revising content as needed according to feedback.

What is the IDs role in Course Development? Just as above, the role of the ID may vary according to the project.

What is a QM Review? Once course development is completed, it will be submitted for a Quality Matters review, or “QM Review”. Quality Matters is a non-profit standards-bearing organization that provides research based criteria for evaluating online course quality.

The QM review will be done by a third person (someone other than the faculty expert and the ID) so that a neutral opinion can be offered as well as a fresh impression of the course.

The result of a QM review will be a document that includes comments next to each criterion in the QM standards where additional editing may be needed. The faculty expert and the ID will then share these findings and discuss how to address anything that is indicated. Once completed, the course will be ready to present.


https://www.qualitymatters.org/

PART II

Instructional Strategies

7

Universal Design for Learning (UDL) and ADA Compliance

What is yadda yadda?

It kinda like…

• stuff

An H2 subheading An H2 subheading Stuff

InsetInset stuff

Why is yadda yadda important?

Because.

How to teach with yadda yadda

Like this.

What do you need to know?

33

A few things.

References

Daft, R.L., Lengel, R.H., & Trevino, L.K. (1987). Message equivocality, media selection, and manager performance: Implications

for information systems. MIS Quarterly, September, 355-366.


8

Assignment Scaffolding


It kinda like…

• stuff


InsetInset stuff


Because.


Like this.


A few things.

35

References




9

Discussion Forum Design and Engagement Steve Covello

In typical online courses, discussion forums serve as the equivalent of in-class discussion.

This chapter will describe some of the basics about discussion forums and the role an instructor can play in the interaction.

What is an online discussion forum?

An online discussion forum, from an academic perspective, is where the instructor posts a discussion prompt that students reply to, read other students’ posts, and interact among themselves and the instructor. Unlike a classroom discussion, an online discussion is asynchronous – each participant is engaged in the discussion at different times.

Conceptually, online discussions are an academic exercise. This means that the intent of the discussion is for inquiring about a topic with an educational purpose (as opposed to a discussion for purely social purposes).

37

Online discussion forums are pedagogically strong in the following ways:

• There is no “back of the room” for students to hide. All must participate.

• Online discussions alleviate the kinds of stress some students experience in F2F in-class discussions caused by:

social or cognitive disabilities dominance of certain students in a classroom environment time constraints pressure to respond coherently in realtime

• Online discussions enable participants to deliberate over a period of time before responding.

• Students can repeatedly review the discussion prompt and other students’ responses as part of formulating a response.

• Discussion threads can sometimes take on a life of their own in ways that the instructor would not expect.

• Online resources can be shared easily with hyperlinks.

What role do they play in the learning narrative?: Discussion forums in an online course are typically designed to be a central point of interaction on a specific topic among students and the instructor. Almost all weekly modules include at least one discussion forum activity. While instructors have flexibility in how they wish to design their discussions, the most common structural format for a forum discussion involves the following:

1. Students complete the assigned readings and media assigned for the module. 2. Students access the discussion forum. 3. The discussion prompt sets up the discussion, includes instructions on how to participate, and describes any other required tasks. 4. Students respond to the initial prompt over a period of several days (usually by mid-week). The instructor and students reply to posts in each thread until the end of the module (usually Sunday night).


5. At the end of the week, the instructor leads a summary of the interaction as it pertains to the subject matter or topic.

How are online discussions useful?

From a pedagogical perspective, online discussion forums provide the deliberative “space” where learners can present their positions on a topic or their findings as described in the prompt. In turn, the instructor and other students can inquire further in the discussion to produce deeper thinking, alternative views, and additional resources.

Second, discussion forums can be employed as a place to construct a building block related to a larger signature assignment.

Last (though still critically important) is the effect of your interaction

to create a sense of presence for yourself and students. Teaching and learning presence has positive effects on student motivation, enables instructors to demonstrate their subject matter expertise, and permits them to inject their professional experience into discourse. More on Instructor Presence can be viewed here.

What makes a good online discussion forum?

Certainty: To any instructor, facilitating a discussion is second nature. However, in the online environment, the conditions are different. Unlike a F2F course, you will not be available in realtime for interacting with students if they need a clarification, such as what a certain assignment means or what the expectations are. For example…

• Your discussion forum prompt needs to be written so that students – on their own – can comprehend the assignment in the way that you intended, and then produce a contribution to the discussion that shows you evidence of learning.

• If you do not make it explicitly clear what the assignment is in

Discussion Forum Design and Engagement 39

the discussion, students will guess what they think it is (which may often be incorrect).

• If you do not make it explicitly clear why they are having the discussion, students may be confused about the purpose, the intended outcome, or how it relates to any other aspect of the course.

Coherence: In designing a discussion forum prompt (and in the anticipated responses to it), you should be able to answer the following rhetorical questions:

What will students get out of this discussion? Discussion

in any form is inherently about cognitive movement – moving individuals from one state of knowing to another, through dialogue. Much has been published about social learning theory, but it is simpler than that. Discussion is about engaging people

who have a differential of experience: the value of each other’s differing knowledge, experience, and cultural background

contributes to what is knowable about any given subject or topic. As you develop your discussion forum prompt, imagine your

students asking, “Why are we having this discussion?“

How will this discussion help students to achieve the learning objectives? As you refine the purpose of your discussion forum, be sure to check: Does this discussion relate to the module-level objectives or the course-level Learning Outcomes? It is possible to create a terrific discussion forum and then find that, as written, it is not relevant to the course Learning Outcomes.

Purpose: For learners, the outcome of the discussion should produce one or more of the following:

• A stronger understanding, sense of centeredness, or refinement about the knowledge and its application in an authentic context.


• A sense of how the topic is perceived by individuals with differing points of views, experience, or entry points into the subject matter.

• A pathway for approaching the challenges of another assignment.

• Connections with resources, individuals, or organizations. • A sense of connectedness with the course community.

Connection to assigned readings and media: How would you know whether the assigned readings and media are meaningful to students in the discussion? How do you know they are actually using the assigned readings and media as part of their responses?

One of the best ways to address these questions is to always include some part of your discussion prompt with a variation of the

question, “How have the readings and media influenced your position?”

When you ask this question, it produces several benefits for you, as the instructor:

• You will know immediately what assigned readings and media were reviewed. (They should be citing the resources in the body of their responses).

• You will know from the patterns of responses how students used assigned readings and media in formulating their positions or understandings. This is also useful in case there appears to be a pattern of students misapplying information or misinterpreting a key concept.

• You will know which readings and media are never mentioned and are least relevant.

Interactive engagement in online discussions

The most important notion to dispel is that online discussion forums are simply a space for students to “talk amongst themselves”. While


there may be a perfectly good context for a student-only forum, the general expectation is for online instructors to be involved in the discussion.

The role of instructors:

• Instructors should function as a facilitator to elicit deeper thinking, elaboration, contextual relevance, and social cohesion to the activity.

• Instructors should monitor the course of discussion thread to keep them on-track and within academic standards of engagement.

• Instructors should recognize exemplary student work.

The role of students in peer-to-peer engagement: Comments to peers should include:

• Share and/or compare a connection. • Explore a difference of opinion. • Exchange resources and information. • Generate a solution to a problem.

Exceptional use cases

There are exceptions to the general use of discussion forums in online courses.

Student collaboration centers: A forum for students to use as a central point of collaboration on a project where the communication is not related to specific subject matter nor assessed.

Course introductions: At the beginning of courses, it is standard practice to include an Introduction forum for the sole purpose of providing informal introductions. Introduction forums should not be assessed since they do not pertain directly to Learning Outcomes.


Course feedback or reflections: Sometimes an instructor will ask for feedback from students about the course or offer a chance for students to reflect on the learning experience. These, too, would not be assessed.


10

Using Social Media Steve Covello

Social media has been given a bad reputation for being a place where people post pictures of their lunch and argue with each other. While it there is some truth to this impression, it is fair to say that there are instances where using social media can provide a valuable experience for learning.

Why is using social media useful?

Whether you have personal feelings one way or the other about social media, the reality of contemporary discourse is that social media is being used by influential individuals, organizations, and events all around the world.

For example:

• danah boyd is a leading figure in the research and presentation of insights related to media literacy. She can be contacted directly through her Twitter account.

• Granite State College’s School of Education has created a peer network on Facebook and a hashtag on Twitter.

• The Conference on Fairness, Accountability, and Transparency posts their conference presentation videos on YouTube.

• Artists share their work and connect with other artists, galleries, critics, and collectors on Instagram.

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https://twitter.com/zephoria

https://www.facebook.com/groups/1703916273243099/

https://twitter.com/search?q=%23GSC_OCP

https://fatconference.org/

https://fatconference.org/

https://www.youtube.com/channel/UCs16j6ot-CYq-ZqYpO-vqMg

• Futurist, educator, and researcher Bryan Alexander publishes articles about the future of higher education on his blog.

• Using the Hypothes.is browser plugin (see below), Web-based resources can be annotated by individuals and groups as part of a class-based project.

Where do you begin to teach with social media?

Teaching with social media begins with identifying a need. Some needs emerge because of a gap or deficiency; some emerge because of a lost opportunity. Here are some examples:

• Students need an opportunity to connect with a community of practice that will be vital for them to be part of as a professional.

• Students need experience using social media as a tool for finding people, organizations, events, or resources.

• Students need experience producing information on the open Internet rather than just being a consumer of it.

• Students need to cultivate their online identity as part of their preparation for the workforce.

The needs described above will more likely be secondary to the regular


https://bryanalexander.org/

course subject matter. However, some disciplines of subject matter have such a strong presence on social media that it is incumbent on the College to offer an opportunity for students to connect with it.

Since using social media involves using systems outside of the College’s regular online systems, you should reach out to your hiring supervisor, program director, lead faculty, or instructional design partner to discuss what is possible, how much time and effort it would take to setup, what students would need to participate, and how you believe students would benefit from the experience.

Using Social Media 47

11

Rich Media: Teaching Beyond Text Steve Covello

If you have ever tried to convey information to someone just by describing it verbally, and then said, “Y’know, it would be easier if I just show what I mean rather than explain it,” then you understand that some kinds of information are more easily understood when presented in a richer medium.

This chapter describes rich media in the context of teaching and learning online.

What is Rich Media?

If you were to Google “rich media”, you would probably find results related to multimedia used in advertising, with no top-level results related to its use in online instruction. Yet, rich media offers affordances that are useful in addressing the communication challenges inherent to online education.

In this chapter, we present our own definition of rich media as it applies to teaching and learning online:

Rich media is a set of systems and resources with unique capabilities to convey or organize information beyond the affordances of text alone. These include:

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• Multimedia • Social network systems (social media) • Web-based tools

What makes rich media “rich”? What makes rich media “rich”? Daft, Lengel & Trevino (1987) described the richness of media across a spectrum ranging from face-to-face at its highest level to plain documents at its lowest level (see the image at right).

The context of their research was to determine which level of media richness was needed under certain conditions. Each medium is best suited for a purpose, with rich media used in situations with complex subject matter or high potential for ambiguity or conflict (such as gathering a group to agree on the goals of a project). Lean media, like email, are best suited for communicating operational activities (Heeren, E. and Lewis, R., 1997).

In a nutshell, rich media can convey or organize information to make ideas, principles, concepts, or causal relationships easier to understand than using text media alone.

Classifying rich media Rich media can be classified into three main types:

MultimediaMultimedia is text, audio, still images, animated images, and sometimes interactive media presented simultaneously. A simple example would be an interactive online animated video with spoken narration that describes how lightning strikes. Multimedia has optimal characteristics to stimulate sensory experiences and cognitive activity that are analogous to real world experiences and


phenomena. Learners benefit when the media helps them to form mental models that are similar to that which is portrayed.

Social Media Social Media provides users access to and connections with communities, organizations, and individuals, and fosters encounters with multiple perspectives of knowledge.

Web-based Tools Web-based Tools are cloud-based tools used to access information, organize it, collaborate with others, manage projects, share resources, create and publish media.

Why is using rich media important?

The motive for employing rich media is driven by a simple desire

to make it easier for information to be understoodmake it easier for information to be understood. For example, how do instructors…

• present complex sensory, causal, situational, interpersonal, or spatial information in the most advantageous way for learners to form mental models?

• facilitate multiple perspectives on a topic from a variety of sources?

• provide learners with opportunities to organize or present meaningful information that is most advantageous for their academic and professional needs?

Rich media can be employed to serve these needs.

This is not to suggest that rich media is better than text-based media or that text-based media should be discarded. Rather, rich media is

intended to be one element among several instructional communication methods in a given instructional challenge.

Rich media are useful simply because of their inherent advantages to convey information in ways that text media alone cannot. From

Rich Media: Teaching Beyond Text 51

the online learner’s perspective, courses must offer the forms of communication that best support the formation of meaning, mental models, and interpersonal connections.

How to teach with rich media

The simplest way to describe the use of rich media would be to think of it as being immersed in a “pedagogical wrapper” – surrounding rich media with instructional narrative before, during, and after learners engage with it:

1. Prior to engagement: Write an introduction to the resource to describe its relevance and credibility: Who produced it and what are their affiliations? Why does this media matter to the focus of inquiry? 2. During engagement: Include tasks for learners to do while engaged with it: Describe what to look for, thematically; list rhetorical questions; offer directions to take notes while their impressions are fresh. 3. After engagement: Write interactive engagement and reflection that draws upon their observations and experiences. (Otherwise, why did they spend the time engaged with it?).

The key phrase to use in assignment instructions should be a variation of the following:

“How have the readings and media influenced your position?”

This method holds benefits for both the instructor and learners.

• Motivates learners to actually engage with the assigned readings and media since the inquiry will be based upon them.

• Enables instructors to easily identify instances when learners are “improvising” because they did not do the assigned readings and media.


• Enables learners to refer to real experiences as a basis of supporting their position in a given area of inquiry.


Teaching with rich media begins with a conversation about your course with your instructional design partner.

Some forms of rich media are simple enough to use “off the shelf” with only some pedagogical guidance on how to make best use of it. Some forms of rich media are more complex and require some customized development.

There are three basic levels of proficiency in teaching with rich media.

LEVEL I: Curating – The instructor can locate and place existing rich media content into the course and surround it with pedagogically sound context, engagement, and assessment.

LEVEL II: Curating + Editing – The instructor can remix and revise existing content to change or enhance it, place it in the course and surround it with pedagogically sound context, engagement, and assessment.

LEVEL III: Creating – The instructor can use applications to create content and place it in the course, and surround it with pedagogically sound context, engagement, and assessment.

From the learner’s perspective, it is possible for them to enjoy the affordances of rich media even when the instructor has only a minimal level of experience working with rich media resources.

References

Rich Media: Teaching Beyond Text 53



Heeren, E. and Lewis, R. (1997), Selecting communication media for distributed communities. Journal of Computer Assisted Learning, 13: 85–98. doi: 10.1046/j.1365-2729.1997.00011.x


12

Facilitating a Zoom Video Conference Steve Covello

What is a Zoom video conference?

Zoom is the name of the video conferencing tool that is sanctioned and supported by GSC. Participants can use their PC, Mac, or mobile device to connect to a video conference sessions.

Every instructor has their own Zoom account through GSC for use in teaching, but you will need to request assistance from GSC’s IT staff to activate it before you can use it. Once your account is activated by IT staff, you will receive an automated email to your @go.granite.edu email.

Faculty will need their own account in order to host a Zoom session, but students do not need one. However, all participants are required to install the Zoom software in order log in to a session, no matter who is hosting it.

Before you begin planning to use Zoom, please review the technical requirements on the GSC IT website.

How are Zoom conferences useful?

GSC does not require instructors to use Zoom for any particular

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https://it.granite.edu/technical-requirements-best-practices

https://it.granite.edu/technical-requirements-best-practices

purpose, with the exception of hybrid synchronous courses that are designed specifically around scheduled video chat sessions (which are rare).

Instead, the use of Zoom in your course should be driven by what you believe your students will need to be successful. Zoom conferences are about as close you can get to a F2F interaction, so imagine how that kind of engagement would be useful in an educational context.

For example, if your course includes a signature project that requires students to propose a project, you may wish to host a non-required/non-graded Zoom session for students to discuss their preliminary ideas, get them centered on the expectations for the assignment, and answer any concerns.

One-on-one Zoom conferences are useful for helping students address specific concerns much in the same way if you had office hours at a campus based college.

Some instructors will host a Zoom session to demonstrate a process such as a mathematical problem.

Teaching with Zoom

Using Zoom as a realtime video chat tool can be very simple, or you can use the on-board breakout rooms for students to convene together separately. From a teaching perspective, this capability is similar to how you would conduct instruction in a F2F environment.

One of the advantages of using Zoom, however, is that you can record your sessions and then upload them to your class for others to view.

Teaching with Zoom also entails learning some techniques that make the conference experience streamlined and less chaotic –


especially since technologies do not always work perfectly for everyone.

GSC has created a resource page for faculty that includes illustrated orientation, how-to steps, and moderator tips. Try a dry run test with your ID partner to get familiar with how it works.

Using Zoom in Moodle

There are two ways you can use Zoom in your Moodle course.

The first method is using the built-in Zoom tool that is part of the Moodle “Add an activity or resource” toolkit. You can use the built-in option only after you have activated your account. Here are the step-by-step illustrated instructions.

The second method is to use the personal URL that comes with your teaching account which you can obtain by logging in to your Zoom account settings. Below is an example screenshot from a Zoom account that shows where your personal meeting URL is located.

Facilitating a Zoom Video Conference 57

https://it.granite.edu/zoom-faculty

https://it.granite.edu/create-zoom-session-moodle

https://it.granite.edu/create-zoom-session-moodle

https://granite.zoom.us/

https://granite.zoom.us/


13

Assessment Strategies Steve Covello

In the Instructional Design model, the Course Design section includes consideration of assessment strategies as an integral part of the overall course concept.

There are large bodies of educational research that describe different philosophical approaches to assessment, and there are innumerable models of assessment that you could embrace as the basis of your instruction.

Rather than trying to cover everything that is possible in domain of assessment strategy, this chapter will provide an overview so that you can be prepared for a meaningful discussion with your ID partner that is tailored to your course’s needs.

What is an assessment strategy?

There is a difference between gradinggrading and an assessment strategyassessment strategy. Before you can grade student work, you will need to determine the overarching perspective by which student work would be judged. There are a variety of ways that student work can be assessed depending on a few factors:

• The purpose or role of the course within a degree program

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• The philosophy of the degree program itself (academic advancement or competency)

• The mission of the college (research or workforce readiness)

For example, a student can produce a project plan comprised of a paper, an oral presentation, and an accompanying slideshow. Overall, this work could be assessed according to:

• Standards for professional proficiency, such as indicators as described in performance statements in a set of competencies.

• The criteria set by the Program Director/Department, lead faculty, or the instructors themselves.

• A set of ideals of the embodied learner, such as in Jesuit eduction.

• The criteria created, curated, and agreed to by students.

In simplest terms, an assessment strategy reflects a decision (or a set of decisions) that identify what is important in student work worth making judgments about.

These decisions invariably reflect the values of the professional field, college, program, or instructor as well as the values that are associated with each individual discipline or area of subject matter. For example, the values and assessment criteria for social services programs may be different from project management or leadership programs.

Why does an assessment strategy matter?

When you are in a position to present the basis of assessment for your course, you are making a statement to your students about what matters in their work and, in a way, modeling what you believe matters in the community of professional or scholarly practice.

Your syllabus and assignment briefs should explain the basis of your assessment strategy so that students are certain about how their work will be judged and the perspective of your feedback.


https://www.regis.edu/About-Regis-University/JesuitEducated/Key-Jesuit-Values.aspx

https://www.regis.edu/About-Regis-University/JesuitEducated/Key-Jesuit-Values.aspx

https://inquiry.galileo.org/ch3/involving-students-in-creating-assessment/

Approaches to developing an assessment strategy

Some academic programs already include guidelines for how student work will be assessed.

If you have the liberty to design your own assessment strategy, then think about the following guiding principles:

What are the criteria that matter according to the scope of the assignment? While there may be many possible criteria you could use, be certain that the ones you select can actually be

demonstrated or indicated within the scope and expectations of the assignment.

What are reasonable levels of assessment? For each criterion, you will need to determine how many levels there ought to be (usually no more than four or five) and what ought to be the verbiage you use to differentiate between one level and another. (See the chapter on Rubric Development).

What are the indicators associated with an exemplary assignment submission? Some subject matter can be more complex to assess than others. For example, assessing a student’s watercolor painting can be more challenging than assessing a mathematics exercise since there is no particular “solution” in creating a work of art. This is why assessing certain kinds of subject matter may need a list of well-crafted indicator statements that can be used to seek the presence or absence of them in assessing student work.

Assessment Strategies 61

PART III

About Teaching Online

14

About Adult Learners Steve Covello

GSC’s mission is “… to expand access to public higher education to adults of all ages throughout the state of New Hampshire and beyond.”

GSC has historically served adult learners in service to our continuing education role within USNH. While it is true that we serve typical age college students (18-22), the majority of GSC’s students fit the profile of a continuing education adult learner: average age of about 35, working fulltime, caring for family members (young and old), some are in the military (veterans or active duty), some are in corporate environments where a degree enables them to advance in their career.

Serving these students requires consideration of their unique needs, experiences, attitudes, and expectations.

What makes teaching adults different?

Adult learners typically bring with them a set of life and professional experiences that instructors can draw from in the design of course interaction. Adults also expect more from their learning experiences in terms of how they will apply to their goals. This also drives their motivation to learn more so than learning for its own sake.

One of the strategies employed in designing courses for adult

65

learners is to find ways for adult learners to “put some skin in the game”, or to drive the learning experience through each learner’s personal interests, experience, or goals.

One of the other distinctions with teaching adult learners is the reality that the commitments in their lives may compete with the attention and time required to complete a degree or course. Building a trusting relationship with your students is a critical part of enabling them to succeed since there may times where family needs will supersede the commitments to course work. That is why we encourage up-front communication with students about how to communicate with you, the instructor, and to maintain open channels of communication with GSC’s advisers and academic coaches.


15

Open Education: OER & Open Pedagogy


It kinda like…

• stuff


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Because.


Like this.


A few things.

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References




16

Managing Your Course


It kinda like…

• stuff


InsetInset stuff


Because.


Like this.


A few things.

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References




Instructor Presence

How can an online instructor cause learners to feel engaged?

Steve Covello

What is Instructor Presence?

In educational research, an often cited model for online course-based learning is the Community of Inquiry model (Garrison, Anderson, & Archer, 2000). Within this model, importance is placed on how the instructor (and learners) assert their presence in the course and how presence affects learning.

In short, instructor presence is a set of behaviors that cause learners to feel connected to you (the instructor), the subject matter, and other students in the course.

Instructor presence is classified into Social, Teaching, and Cognitive presence.

While definitions vary for each, core similarities can be summarized as follows:

Social PresenceSocial Presence can be defined as “… establishing personal and purposeful relationships with both peers and the instructor,” (Swan, K., Shih, L. F., 2005), or “the ability of participants to identify with the [course] community, communicate purposefully in a trusting environment, and develop interpersonal relationships by way of projecting their individual personalities” (Garrison,

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https://coi.athabascau.ca/coi-model/

2009). Indicators of social presence include comments that are supportive, build a sense of course cohesion, and are motivating.

Teaching PresenceTeaching Presence is associated with how you design your course to provide direct instruction, to monitor interaction, and to contribute your knowledge and experience. Cumulatively, these design features enable learners to realize meaningful outcomes (Anderson, T., 2004; Anderson, Rourke, Garrison, & Archer, 2001).

Cognitive PresenceCognitive Presence is “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Garrison, Anderson, & Archer, 2000). Simply put, cognitive presence is expressed through online interaction in ways that cause learners to think more deeply, or to elaborate upon a statement or claim.

Why does instructor presence matter?

Measuring the absolute effect of instructor presence is imperfect, but a number of studies have indicated that learners benefit from instructor presence. Each person experiences instructor presence in their own way.

One study, though small in scale, indicated that it wasn’t so much the overall quantity of instructor presence in an online course that

made a difference, but the balance of all three forms of presence – Social, Teaching, and Cognitive – that positively affected students’ learning experiences (Swan, K., Shih, L. F., 2005).

How to teach with presence

Instructor presence is felt by learners through timely and meaningful feedback, and availability to answer questions. Another common area


where presence can be felt is in online or in-class discussions. The table below describes some of the ways you can inspire different kinds of interaction in your discussion forums.

The content is adapted from research conducted by Lane Whitney Clarke and Audrey Bartholomew

Their findings suggest that striking an even balance of cognitive, teaching, and social communication in discussion forums results in students feeling that the instructor is highly engaged and supportive of higher-level thinking.

Instructor Presence 73

Cognitive Interaction: Exploration, construction, resolution, and confirmation of understanding through

collaboration and reflection

Technique Purpose Do your Do your comments… comments… Example

Challenging/Probing

Challenging or probing students to think deeper about a topic/issue.

Use signal words like: I wonder, what do you think, usually followed by a question?

“One thing I wonder though is the balance between the texts that we give to kids at their instructional level and the complex texts that we need to use. What have you found to be the right balance?”

Student Elaboration

Exploring a topic deeper.

Asking students to elaborate on a topic or idea the student mentioned in their post with the intent of having them think deeper on the topic?

“I am curious what your colleagues say about building background knowledge and the role it plays in comprehension instruction?”

Questioning Extending thinking around a topic or issue.

Asking students a question but the answer does not require an elaboration?

“I assume you find this effective?”

Teaching Prompts: Design, facilitation, and direct instruction of learning



Pulling Together

Summarizing or pulling together a student or multiple students’ ideas.

Refer directly to one or more student ideas to make a point?

“I think what you are trying to say is echoed in (another student’s) post.”

Providing Resources

Adding information or details to a discussion.

Provide a tangible link or resource to elaborate on a topic?

“Here is where you can go for more information….”

Sharing Ideas

Directing students to provide more information by sharing with them your thoughts.

Provide an idea for the student to do in their own practice?

“Maybe you can take photos of what active reading does NOT look like-that might be powerful too!”

Teacher Elaboration

Expanding on an idea to make a point. Goes beyond confirmation of the student response and typically uses an example to illustrate the point.

Build on students comments but provide illustrative examples or ideas in order to teach a concept?

“One thing that caught my attention was what you said about resiliency. I just read a great article on the importance of giving our kids texts that they struggle with. We do so much modeling, and background knowledge building, and vocabulary scaffolding that sometimes we don’t let our students wrestle interdependently with tough texts and perhaps we are doing them a disservice by not helping them build up their resiliency.”


Technical Assistance

Helping with technology.

Address technology or computer issues?

“Have you tried using a different browser?”

Connections

Deepening understanding by making connections between new knowledge and established understandings, experiences, or knowledge.

Make a connection within the course (e.g., between two posts, a post and the text, a post) and a larger issue in the field)?

“As to your question about background knowledge – this is one that has been brewing in the literacy world as a result of the CCSS.”

Social Strategies: Build a learning community by establishing personal and purposeful relationships


Encouragement

Trying to get a student to do something through positive reinforcement.

Use a positive tone, celebrate, provide supportive ideas, use emoticons or explanation points?

“Maybe you can take photos of what active reading does NOT look like- that might be powerful too!”

Drawing in participants

Trying to get others involved in the discussion – really only refers to a statement that specifically asks for more students to offer their response. Words to look for: we, us, you, all.

Address others in the class? Ask questions to more than one person?

“How do you all ensure that this follow up/reflective part actually happens. Are there any classroom strategies that you all have used?”


Compliment – Social

Providing a compliment with the goal of praising, inspiring intimacy, validating, naming the student, and/or drawing student into the learning community.

Address others in the class? Ask questions to more than one person?

“How do you all ensure that this follow up/reflective part actually happens. Are there any classroom strategies that you all have used?”

Compliment – Teaching

Providing a compliment to set up for a more instructive statement with a teaching point and/or bringing some content from the course.

Start with I, is positive in tone, celebrates a specific point or idea but then launch into a topic or idea connected to the content?

“You raise a great point about how difficult it is to find those comfortable texts as oral reading and silent comprehension do develop at different rates.”

Social Information

Giving personal and/or social information in effort to be part of a learning community.

Use I, share something from your life that may or may not be attached to the course content?

“This winter is killing me too. I just can’t seem to get warm. I think we are all in the same boat!”

Personal Experience

Using an example from your life – more specific level elaboration.

Use I, share something from your life that is attached to the content?

“There are so many times that I have run out of time and then don’t get to debrief too!”

Adapted from: Clarke, L., & Bartholomew, A. (2014). Digging Beneath the Surface: Analyzing the Complexity of Instructors’ Participation in Asynchronous Discussion. Online Learning: Official Journal Of The Online Learning Consortium, 18(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/414

References


Anderson, T. (2004). Teaching in an online learning context. In Anderson, T. and Elloumi, F. (Eds.) Theory and practice of online learning (pp. 273–294). Athabasca, AB, Canada: Athabasca University.

Clarke, L., & Bartholomew, A. (2014). Digging Beneath the Surface: Analyzing the Complexity of Instructors’ Participation in Asynchronous Discussion. Online Learning: Official Journal Of The Online Learning Consortium, 18(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/414

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Gunawardena, C. and F. Zittle. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education 11(3): 8–26.

Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence and performance in an online course. Journal of Asynchronous Learning Networks 6(1): 24, 2002.

Rourke, L., T. Anderson, D. R. Garrison, and W. Archer. (2001). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education 14(2): 50.

Short, J., E. Williams, E and B. Christie. The Social Psychology of Telecommunications, 65. Toronto: Wiley, 1976.

Swan, K., Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115-136.


http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/414

http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/414

17

Lessons Learned!

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Appendix A

This is where you can add appendices or other back matter.

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About the Authors: Steve Covello

Steve Covello is an instructional designer with a professional history of working in TV commercial advertising and Web design.

Steve uses Social Media as a communication and learning strategy in the design of online courses.

http://idmodule.com/

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http://idmodule.com/

About the Authors: Tara Treichel

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About the Authors: Reta Chaffee

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Glossary

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Documents

Introduction to the Instructional Design Process