Designing and Managing Online Courses Instructional Strategies
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The document discusses key aspects of designing and managing online courses, including establishing a culture of learning, using Kemp's instructional design model, and addressing instructional problems, objectives, strategies, and delivery. It emphasizes defining learning outcomes and objectives, using evidence-based practices and formative assessment, and creating an engaging experience for students while reducing isolation. Examples are provided for each section to illustrate concepts. The overall message is that instructional designers should carefully consider factors like pedagogy, communication, and student experience when planning online courses.
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Designing and Managing Online Courses Instructional Strategies
- 1. Designing and Managing Online Courses Instructional Designer Apple Distinguished Educator Apple Professional Developer @digitalemerge
- 2. Looking at Education: Some Comparisons
- 7. There’s a CULTURE in each but in each there’s a DIFFERENCE
- 8. …but we’re here for online learning?
- 10. http://therealtimereport.com/wp-content/uploads/2013/06/03_LiveEvent_MemberView_GPlusHangout.jpg
- 12. What type of learning culture do you want to design, develop, and manage?
- 14. • Culture of Learning • Kemp’s Instructional Design Model • Design and Manage: • Instructional Problems • Instructional Objectives • Instructional Strategies • Instructional Delivery • Conclusion Outline http://static.ivoclarvivadent.com/website/uploads/images/07/933x/iv_onlinelearning.jpg?v=1
- 15. http://www.greatoutdoors.com/files/imagecache/display/files/tdf-2009/switchback-mountain.jpg My struggle with this workshop
- 16. Learning Outcomes By the end of this session, you will be able to: • Define your intended culture of learning • Describe the key stages in Kemp’s ID model • Analyse your course for _____ (key areas) • Identify best practice to design and manage online courses
- 18. Kemp, Morrison, Ross, Kalman (2011). Designing Effective Instruction. 6th Ed. Hoboken, NJ: John Wiley & Sons
- 21. Identifying • a need for the online course and • needs for students and the course Instructional Problems
- 22. • Overarching goals Needs analysis Students Course Content Design http://lifeannotations.files.wordpress.com/2013/07/preflight-checklist.jpg?w=529&h=352
- 23. • Needs analysis Ongoing evaluation Formative feedback Motivation Interpersonal activities Keep on track Manage http://sacarfan.co.za/wp-content/uploads/2014/04/Ferrari-pitstop.jpg
- 28. Instructional Objectives Outcomes and objectives: being clear in what students will do within the online course
- 29. Learning Outcomes The end target https://anethicalisland.files.wordpress.com/2013/06/learningoutcomes.png?w=800
- 30. Learning Objectives The steps towards the outcomes https://anethicalisland.files.wordpress.com/2013/06/learningoutcomes.png?w=800
- 31. Learning objectives of activities, tasks, assignments guide students towards meeting the learning outcomes of the assessment and course.
- 32. • Outcomes vs objectives Instructional design process Quality checks Set expectations SMART Bloom’s Taxonomy Do it right the first time Design http://leanblitzconsulting.com/wp-content/uploads/2013/05/quality-control.jpg
- 35. • Ensure on-task behaviour Use formative assessment checks Be transparent Manage
- 36. Instructional Outcome: Example http://www.studlife.com/files/2012/02/homeless.jpg play active roles in a routine academic group discussion of 12
- 37. Instructional Objectives: Example I http://www.djmikebills.com/images/Charleston%20Wedding%20DJ%20-%20Speaking%20On%20The%20Mic.jpg articulate to defend and support a position/point of view on a
- 38. Instructional Objectives: Example II http://blogs.lse.ac.uk/impactofsocialsciences/files/2014/04/Citation_needed-.jpg n support opinions with at least 3 relevant input sources/resea
- 41. Instructional Strategies Design the learning and (intended) culture before students participate in online course and meet learning outcomes / objectives http://www.featurepics.com/online/Architectural-Plans-1734124.aspx
- 42. • Be creative Refer to Learning Outcomes Add Relevance Evidence Based Practice Design http://images.moviepostershop.com/chain-of-evidence-movie-poster-1957-1020460100.jpg
- 43. • Your role Build rapport Ensure practice is built on theory Build in communication Connect activities Manage http://4.bp.blogspot.com/-eWpD8mWXgoE/UchDHpA9fyI/AAAAAAAAMJ0/AOB3SDmQhGo/s1600/Green+tea.png
- 48. http://lighthouse8.com/wp-content/uploads/2012/12/myer-briggs-personality-test.jpg • Pedagogy vs technology Ensure a blend Formative Feedback Deliver your personality Accessibility and equality Design
- 49. • Reduce isolation Read online cues Be personable Manage http://hitenvyas.com/wp-content/uploads/2012/06/Improvisation-part-1.jpg
- 53. Culture of Learning ype of learning culture do you want to design, develop and ma
Notes de l'éditeur
- Compare classrooms
- Compare classrooms
- Difference being the culture that the teacher wants to design and manage. These are sometimes perceivable and we did this in the examples active vs. passive
- Instances of participation look different online The culture of learning can’t be automatically transferred from F2F to online. The learning culture manifests itself in very different ways to f2f classes.
- This is our essential question that throughout today you should reflect on and work towards answering.
- My struggle in deciding the format. Modeling my use and design of the LMS - schoology could have demonstrated some of the design in action but ultimately I would spend 10 mins at the beginning getting people over the technology barrier Could have done this online then could have showcased managing examples but ultimately this is a face-to-face workshop But end of the day, this is TESOL Arabia workshop, so must have content instruction, active audience critical thinking
- Or to model best practice and the way I want you to see learning (my intended culture of learning), at the end you will be able to Intended vs actual learning culture - two different things
- Talk about each area and the importance of the chosen 4. Note that learner characteristics is one area that is problematic (learner sytles debate) - and Ross said not as important as they thought it would be. Learner analysis, yes, but for purpose of learner styles, no.
- Use of ESL
- More for learning objectives than for outcomes, but not necessarily always the case.
- time based
- measurement