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Instructional Design
OIT offers workshops that promote the use of well-known instructional design principles. Dick and Carey (1996) offer a highly-respected model of instructional design. Faculty are given in-depth instruction in this design model as they complete faculty development workshops to become certified online instructors.
Identify instructional goal
What will learners be able to do when they have completed the instruction?
Will the goal require the learner to utilize the psychomotor, verbal,
intellectual, or attitude domain to construct learning?
Analyze the instructional goal
List all skills needed to complete task, including subordinate skills
(task analysis).
Analyze
the needs of your audience
What are the factors that affect the learner? Utilize surveys, questionnaires,
observations, and existing records to gather information.
Write performance objectives
Specific behavior skills to be learned, the conditions under
which they must be performed and the criteria for successful performance
Develop assessment instruments
Develop assessment based on specific objectives - test what has been taught.
Develop instructional strategies
Identify strategy to achieve the terminal objective; emphasis on presentation
of information, practice and feedback, testing. e.g. Gagne's Nine Events
of Instruction
Develop and select instruction
Produce instruction that mirrors the narrative you would give students in the face-to-face classroom. Don't forget to consider:
Design and conduct formative evaluation
Elicit feedback on instructional materials to determine clarity of the instruction prior to implementation.
Revise instruction
Identify and correct instruction that is unclear or unsupportive of course objectives.
Summative evaluation
Consider asking students for mid-course and end-of-course evaluations in order to revise and improve instructional narrative.
Dick, W. and Carey,
L. (1996). The Systematic Design of Instruction, 4th ed. New York: Harper
Collins Publishing.
Gagnè,
Robert M.(1985). The Conditions of Learning.Holt, Rinehart and Winston,
Inc. Sunders College Publishing.
Additional Design Tips
Identify Your Resources
Create a Flowchart of Your Online Course
Map out graphically the flow of your course. Begin with the splash page - the first page of the lesson - and draw it on a piece of paper or create it in Word or use a flowchart software. Then, create the subordinate, connected pages that support that lesson, including goal objectives, content interaction, assignments, and assessments. This visual will help you as you link together and upload the actual files of the web site.
Course Look and Feel
The home page of your course
should be a reflection of:
Usability Testing
If you have the time, ask a student or co-worker to view the Web site before releasing it to students in a course. Make changes based on the feedback given. Then, get feedback from students on which lessons need clarification or expansion and make more revisions.
