Session 10: Process Overview

Standard

1) Identify five key concepts or themes related to eLearning Design and Development and explain what you know about each.

  1. The eStudent- Everything designed and developed should be done with the student in mind. Always consider the following about your audience:
    1. Expectations
    2. Learning abilities (prerequisites)
    3. Available hardware/software
    4. Learning Environment
    5. Responsibilities
    6. Preferences

2) Course Objectives

  1. What are the learning Objectives?
  2. Can the objectives be met in an online environment?
  3. How will the objectives be met in an online format?

3) Course Structure- The way the course is instructionally designed so that sequencing of learning is presented in a logical order:

  1. Group content into logical modules
  2. Incorporate interactive concepts
  3. Use pictures/graphics to help explain ideas, concepts, or statements
  4. Navigation must be intuitive
  5. Appearance must not hinder the learning process.
  6. Balance between text and graphics is critical
  7. White space is good
  8. Consistency is golden (includes fonts, layouts, and pop-ups
  9. Ease of scanning information is imperative
  10. Chunking information is crucial

4) Engagement & Tools/ Student-Student & Student-Instructor Interaction-

  1. Use hyperlinks for additional concepts, explanations, or definitions. Incorporate interactive graphics such as animations or simulations
  2. Create fun activities such as games or other educational methods of interactive learning
  3. Keep activities focused on the course objective.
  4. Avoid letting the technology overshadow the course objectives
  5. Teachers interact with students via email, discussion board, and assignment feedback
  6. Student interaction via discussion board, small groups, peer review.

5) Testing/Usability

  1. Verify that all links work properly
  2. Ensure that activities function as designed
  3. Inspect content to ensure that grammar and spelling are correct
  4. Ensure that graphics are visible
  5. Verify that the course works appropriately in all applicable server environments
  6. Verify that screen resolution works for the intended audience
  7. Verify that course objectives and expectations are met
  8. Evaluate ADA

The Five eLearning Components (n.d.). Instructional Design Expert. http://www.instructionaldesignexpert.com/eLearning_Components.html#.VWzOqEvA4ds

  1. Speculate on the future of eLearning and what your role in that future might be.

I think elearning will grow in leaps and bounds in the coming years. I would expect that this area will exceed face-to-face classes within the next five years, and I anticipate that online programs will exceed f2f for graduate studies. I’m really curious as to whether brick and mortar schools will continue to hold a higher reputation than fully online programs? I hope that schools will begin to refine their evaluation process for online classes. This year I have seen the full spectrum from great to horrible of online classes at CSUSB. I don’t consider a sole biweekly sentence on BB stating “read chapter X and answer Y question on discussion board” to be an actual online class.

For myself, I honestly don’t know. I like being in the classroom; I enjoy the interaction. I’m teaching two hybrid classes next fall because I want to test whether this is a viable option for my area. Whether I expand offerings in the future or stick with f2f remains to be seen.

  1. Revise the eLearning development template/instructional design process you developed earlier for yourself. Be sure to:

a) List all of the roles of people who will be involved in the typical development.

  • Me
  • Blackboard Coordinator to test/review
  • Distance Education Subcommittee to test/review
  • Eventually adjunct teachers who may teach the course

b) Identify your role.

  • Instructional Designer

c) Explain the type of courses or other eLearning development the template is for (higher education course, corporate training etc.)

  • Community college- pre-collegiate basic skills ESL and English

d) Provide a clear label for all included elements.

  1. Understanding the Online Student
  2. Meeting course Objectives in an online format
  3. Structuring the Online Course
  4. Engaging student/content, student/student and student/instructor interaction
  5. Testing/Usability

e)  Provide a clear description of each included element.

  1. The eStudent- Everything designed and developed should be done with the student in mind. Always consider the following about your audience:
    1. Expectations
    2. Learning abilities (prerequisites)
    3. Available hardware/software
    4. Learning Environment
    5. Responsibilities
    6. Preferences
  2. Course Objectives
    1. What are the learning Objectives?
    2. Can the objectives be met in an online environment?
    3. How will the objectives be met in an online format?
  3. Course Structure- The way the course is instructionally designed so that sequencing of learning is presented in a logical order:
    1. Group content into logical modules
    2. Incorporate interactive concepts
    3. Use pictures/graphics to help explain ideas, concepts, or statements
    4. Navigation must be intuitive
    5. Appearance must not hinder the learning process.
    6. Balance between text and graphics is critical
    7. White space is good
    8. Consistency is golden (includes fonts, layouts, and pop-ups
    9. Ease of scanning information is imperative
    10. Chunking information is crucial
  4. Engagement & Tools/ Student-Student & Student-Instructor Interaction-
    1. Use hyperlinks for additional concepts, explanations, or definitions. Incorporate interactive graphics such as animations or simulations
    2. Create fun activities such as games or other educational methods of interactive learning
    3. Keep activities focused on the course objective.
    4. Avoid letting the technology overshadow the course objectives
    5. Teachers interact with students via email, discussion board, and assignment feedback
    6. Student interaction via discussion board, small groups, peer review.
  5. Testing/Usability
    1. Verify that all links work properly
    2. Ensure that activities function as designed
    3. Inspect content to ensure that grammar and spelling are correct
    4. Ensure that graphics are visible
    5. Verify that the course works appropriately in all applicable server environments
    6. Verify that screen resolution works for the intended audience
    7. Verify that course objectives and expectations are met
    8. Evaluate ADA

Provide a narrative explaining how the template would be used.

While on some levels I appreciate the detail of the instructional design template in our textbook, I also felt that several areas didn’t fit with my college. Specifically, I eliminated the course design and objective writing, etc. because this process is part of our Curriculum process and is determined well before the instructional design phase comes into place. I tried to streamline my template based on what I felt like I had really focused on in my own design. This “testing” phase is the biggest bear of the process. I find myself changing and redoing things over and over. I get frustrated that my CMS won’t cooperate and do exactly what I have designed in my head. I think the template is a good reminder of what the process should look like.

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2 thoughts on “Session 10: Process Overview

  1. Christen!

    It is over. I really gained a lot from your discussion in this class. It was nice having you. The way you posted your discussion early encouraged me to complete my work too.

    I do not know if we will ever meet f-2-f, but until then Ciao!
    Carolyne

    Like

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