Essential Question: How do instructional design stages help us understand online teaching?
Week Five Objectives:
The reading and activities this week will assist you in:
- 3.c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning.
Week Six Preparation:
- Read Chapter Five in Distance Education: A Systems View of Online Learning, 3rd Edition
- Read Instructional Design Team Roles
- Read How to Apply a Team-Based Approach to Instructional Design
About the Week
We’ve spent a lot of time thinking about the underpinnings of online courses. We’ve thought about the way our philosophies will inform, to some extent, our design. We’ve thought about both old and new paradigms in distance learning, and (assuming you’ve done the reading) we’ve thought about the need to make our courses universally accessible.
This week, we’ll get down to the “down and dirty” of instructional design.
Most instructional design models are built (whether tightly or loosely) around ADDIE. In short, Addie stands for:
However, these stages of design are not self-contained or straightforward, as described on pg. 98 of your text. After we analyse, we must then, with our stakeholders, and with the instructional design team re-analyse our recommendations. After we design, we must, with the input of stakeholders and other team members, re-design. After we develop the course, we must (after feedback from others) re-develop. After we implement, we must intervene when things do not go as planned (and things will always in some way not go as planned) and finally, we evaluate the course…and the stages begin over again. Instructional design is cyclical, and never ending if a course is to remain in use.
For an instructional designer, knowledge of content, knowledge of technology or knowledge of the population is not most important. The most important quality of an instructional designer is the ability to communicate with others so that he or she can understand the content which is required, the population being served, and the needs of the other stakeholders in the project. The instructional designer adjusts according to feedback, and presents information anew. Again, we must be willing to communicate and listen in order to create the course which will best meet the needs of the population and the client we are serving, whether this client is our school district, an outside contractor, or a for-profit university.
According to your text,
Course designers must invest in an exhaustive effort to articulate what they
believe their students should learn and how that learning will be demonstrated,
as a result of their study in every module … every unit, every lesson, and every part of each lesson. (p.98)
This reading is quite timely for us.
Please read this section carefully. This is the most important section, and the most relevant section for you to this point. If you need a copy of the chapter because you haven’t bought the book let me know. Remember you can get a 30 day free trial of the book at http://coursesmart.com. If you aren’t reading the book, you are missing the content of the course.
Please create your initial blog entry, due on Thursday.
Interact with others from Thursday through Sunday to extend their understanding. It is important that you share resources and ideas that will influence the learning of others.
Finally, on Sunday, create a reflection of the week, focusing on the new ideas you have encountered and the way you might implement these ideas in practice. Be certain to also note the way that you impacted the learning of others in the class.