best practices in instructional design a framework of strategies

Best Practices in Instructional Design

A Framework of Strategies



Our goal is to identify the best practices in

our instructional design by evaluating current

course procedures and curriculum.

• Based on Badrul Khan’s E-Learning Framework (2001)

• Badrul, started the e-Learning Framework because he asked the question:

“What does it take to provide the best and most meaningful, flexible learning environments for learners worldwide?”

• For more information, visit http://bookstoread.com/framework/



A Framework for Best Practices

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ETHICAL

INSTITUTIONAL

EVALUATION

RESOURCE SUPPORT


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Instructional Design Strategies

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• Who are your learners? • How do you gather learner demographics?• Do you assess prior learning? • Does the course provide clear expectations of

what the student is required to do?• Is there alignment between outcomes, activities

and assessments? • Is the instructor’s role facilitative or didactic?• Does the course provide a sense of continuity?

(e.g., each unit of the lesson builds on the previous unit, etc.)


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• Do you have personnel who can assist the techno-challenged?

• Are the hardware requirements for the course clearly stated?

• Does the course use multi-platform versions of technology components?

• How are you maximizing technology for what it can do?

• Are course goals and outcomes driving technological decisions, or visa versa?

• What are you doing with emergent technologies?


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• Does the course design have internal continuity? • Does the course provide structural aids or a

roadmap to guide learner’s navigation?• How quickly can users find answers to the most

frequently asked questions?• Are supplemental materials educationally

beneficial and worth the learner’s time / expense?• How is the “look and feel” of the course

maintaining a consistent presentation?• Is effort made to make the instructional format

motivational to the learner?

On using good writing style. . . . .PLEASE NOTICE: You may have noticed the increased amount of notices for you to notice. Some of our notices have not been noticed. This is very noticeable. It has been noticed that the responses to the notices have been noticeably unnoticed. This notice is to remind you to notice the notices and respond to the notices because we do not want the notices to go unnoticed. The Department of Notification

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• Are there formal and informal (self) assessments?• Do assessment methods measure the stated goals

and objectives?• How do you evaluate your courses/programs?• What do you do to evaluate student’s

experiences? Online or paper evaluations? • Is there a variety of ways to assess students?• Do you pilot or field test courses or programs

before offering them?


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• How do you handle troubleshooting technical problems? Is there assistance or a help line?

• Does the course provide student samples?• How are you assisting student through self-

service?• Are things like grades, syllabi, and updates

accessible online?• Are bibliographies and other resources are

included to encourage further learning? • Can students access help on basic study skills?

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• Is the academic quality similar to traditional counterparts?

• Do your students feel adequately orientated for learning at a distance?

• How do you make up for the digital divide?• Is the course designed to have patience for

learners who adapt to individualized distributed learning environments slower than others?

• What do you do to improve cross-cultural verbal communication and avoid misunderstandings?


INSTITUTIONAL ETHICAL

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God’s Design Principles: Psalm 127:1


• student centered• user friendly• follow Gods design

principles• blended learning design• outcome based - alignment

b-t outcomes, activities, and assessments

• Wikis, Blogs, Podcasts, Google scholar

• student centered• user friendly• follow Gods design

principles• blended learning design• outcome based - alignment

b-t outcomes, activities, and assessments

• Wikis, Blogs, Podcasts, Google scholar


BLENDED LEARNIN

G THEORYVygots

ky

Piaget

Gery

Bloom

Merrill

Gagné

Clark

Keller

Blended Learning Design


Retrieved 1/25/06 from http://css.uni-graz.at/courses/TeLearn/SS05/Presentations/Blended_Learning.ppt

Long development

Short development

TIME TO IMPLEMENT

stable

volatile

CONTENT

STABILITY

Simulations

Scenarios

Workshops

Web learning modules

Video & Audio CD/DVDs

Online communities

Live e-learning

Mentoring

E-mentoring

Online resource links

On-the-job training

Online bulletin boards

Print job aids

Email

Workbooks

Role modeling

Collegial connections

Live e-learning

Documentation




HighLow

COSTS

TOUCHES

Human

System

On-the-job training

Coaching

Online communities

Email

Role modeling

Mentoring

Instructor-led classroom

Workshops

Live e-learning

Workbooks

Online knowledge databases



Simulations


Scenarios

Performance support tools

Online help systems




Independent

Social

EXPERIENCE

Instruction

Extensions

LEARNING

RESOURCES Live e-learning

Live simulations

On-the-job training

Workshops

Workbooks

Documentation

Scenarios



Coaching

Mentoring

Listservs

Online communities

Email

Work teams

Print job aids

Online help systems


Online self-assessments




Manual for DE Best Practices


Retrieved 1/25/06 from http://rdnewman.com/manual/index.html

1. Distance education history 2. Distance education issues 3. Global diversity issues 4. Domestic diversity issues 5. Learning objectives 6. Communication 7. Technological modes 8. Learner attributes 9. Theoretical framework 10.Students' perspective issues 11.Teachers' perspective issues 12.Administrative and staff issues 13.Copyright 14.Handouts, study guides and visuals 15. Internet communication tools 16.The Web as a teaching tool 17.Assessment issues 18.Evaluation issues 19.References 20.Useful links

The Distance Education: Best Practices Manual was a collaborative learning project for E-Education in the Global Environment, a University of Phoenix course.

The course (EDTC 575) fulfills the requirement for the university's Master of Arts in Education: Adult Education and Distance Learning.

http://rdnewman.com/manual/history/index.html

http://rdnewman.com/manual/de_issues/index.html

http://rdnewman.com/manual/global/index.html

http://rdnewman.com/manual/diversity/index.html

http://rdnewman.com/manual/objectives/index.html

http://rdnewman.com/manual/communication/index.html

http://rdnewman.com/manual/technology/index.html

http://rdnewman.com/manual/learners/index.html

http://rdnewman.com/manual/theory/index.html

http://rdnewman.com/manual/students/index.html

http://rdnewman.com/manual/teachers/index.html

http://rdnewman.com/manual/admin/index.html

Manual for DE Best Practices



best practices in instructional design a framework of strategies

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