improving the instructional design principles of distance education

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Improving the Instructional Design Principles of Distance Education. Kathleen C. Rich Grand Canyon University: TEC 571 April 27, 2011. By PresenterMedia.com. - PowerPoint PPT Presentation

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Page 1: Improving the Instructional Design      Principles of Distance Education

Improving the Instructional Design Principles of Distance Education Kathleen C. Rich Grand Canyon University: TEC 571 April 27, 2011

By PresenterMedia.com

Page 2: Improving the Instructional Design      Principles of Distance Education

“Instructional Design is the systematic and continuous

application of learning principles and educational

technology to develop the most effective and efficient

learning experience for students” (UMSL, pg. 1).

Page 3: Improving the Instructional Design      Principles of Distance Education

Instructional Design Model - ADDIE

ADDIE is both a component and a phase model as shown by the Nicolas Tsapatsoulis' drawing:

Page 4: Improving the Instructional Design      Principles of Distance Education

Instructional Design Principles

This study will focus on three of the principles:

• Analysis –the first phase that asks questions in order to determine the components needed for effective instruction

• Development – the methods and tools used to ensure the entire learning experience will lead to the desired outcome

• Evaluation – the process that evaluates the effectiveness of the instructional design

Page 5: Improving the Instructional Design      Principles of Distance Education

An important part of the Analysis phase is knowing the

learner. In distance education there is a separation

between learner and instructor. Unlike the traditional

classroom the learner is not sitting in front of the

instructor, therefore making visual assessment

impossible.

Analysis

Page 6: Improving the Instructional Design      Principles of Distance Education

• Avoids erroneous conclusions (i.e. The ESL student who appears being lax on assignments when it is really a comprehension problem due to a language barrier)

• Prevents isolation Gives the student a sense of community and the ability to share ideas and concerns with other classmates and the instructor (Bender, 2003)

• Helps to determine which teaching styles are needed to accommodate all learners

• Engages the learner

Analysis - Importance of Awareness

Page 7: Improving the Instructional Design      Principles of Distance Education

What the instructor needs to know:

• What the learner wants to gain from the course

• How the learner learns

• Learners background

• Learning styles and previous knowledge

• Availability of resources (e-Learning, 2010)

Analysis - Understanding the Learner

Page 8: Improving the Instructional Design      Principles of Distance Education

Below are tools that would make online socialization more interactive:

• Virtual Lounge – a text chat room that allows students to chat synchronously

• Video Conferencing – students become acquainted by chatting and seeing classmates

Benefits:• Reduces chance of student feeling they

are sending responses to the unknown• Gives students practice before they are

graded• Helps get acquainted with personality

of instructor and classmates (Bender, 2003)

Analysis - Technology Tools

Page 9: Improving the Instructional Design      Principles of Distance Education

• Skype – a free program that allows a person to place video calls,

phone calls and instant messaging

• Elluminate – a program that allows the class to meet in real-

time to talk and see one another (TJC, 2011)

Analysis - Technology Software

Page 10: Improving the Instructional Design      Principles of Distance Education

The Development phase is important as the layout will have a big impact on

student involvement and the chance for deep learning to occur.

Once the performance objectives and instructional method has been

determined in the Design Phase it is important to decide what mediums will

be used to deliver the lesson. In distant education the “look” of how materials

are presented can be just as important as the content

(UMSL, 2004).

Development

Page 11: Improving the Instructional Design      Principles of Distance Education

TOOLS• Online Chat – text based group

chat• Online Guest Lecturer -

synchronized online conversation with a speaker

• Virtual Field Trips - takes students to places of interest

• Online lecture – notes placed on web page (audio/video)

• Games - where 2 or more groups compete while attempting to meet a set of objectives

(ION, 2011)

• Post personal introductions and become acquainted

• Real conversation with real experts

• Relevant to course. Helps student comprehension

• Can revisit notes as many times as needed• Reflect typical real life situations

BENEFITS

Development-Technology Tools

Page 12: Improving the Instructional Design      Principles of Distance Education

• Enhances learning objectives

• Simplifies content

• Demonstrates concepts

• Supports different learning styles

• Enhances reflective thinking

• Challenges students to greater heights

Development-Importance of Supporting Materials

Page 13: Improving the Instructional Design      Principles of Distance Education

• Impatica – a program that does PowerPoint compression (shrink the size so it can be posted on the web

• Camtasia Studio – a program that allows you to create podcasts (audio) and screencasts (voice video)

• Panopto – a program that allows you to capture a lecture and make it available to students (TJC, 2011)

Development-Technology Software

Page 14: Improving the Instructional Design      Principles of Distance Education

• SoftChalk – a program you can use to create engaging web-based lesson by using your word processing (No HTML)

• StudyMate Author – a program that allows you to create flash based activities and games using four simple templates • Snagit – a program that allows you to copy images from the

computer screen and place them in your own documents (TJC, 2011)

Development-Technology Software

Page 15: Improving the Instructional Design      Principles of Distance Education

The Evaluation phase measures the effectiveness and efficiency of

instruction (e-Learning, 2010). This phase occurs both during and

after the lesson. Formative evaluation is used during the lesson to

foster development and improvement. Summative evaluation

takes place after the lesson is designed

to assess whether the stated objectives were met

(Clark, 2010).

Evaluation

Page 16: Improving the Instructional Design      Principles of Distance Education

FORMATIVE

• Determines how students use materials

• Allows for corrective measures• Considers application for

learners with disabilities• Assess success and failures of

support systems (Clark, 2010)

SUMMATIVE

• Determines effectiveness of

instruction as a whole

• Determines learners attitude

• Addresses quality assurance (Lockee, Moore &Burton, 2002)

Evaluation- Importance of Measurement

Page 17: Improving the Instructional Design      Principles of Distance Education

• Audio Conferencing – interview between instructor and student

• Surveys – consisting of questions requiring bubbling or short answers

• Polling – similar to surveys consisting of short question/answer

options and instant feedback

• Chat Rooms– where students can answer instructor lead

questions synchronously (AU, 2011)

Evaluation-Technology Tools

Page 20: Improving the Instructional Design      Principles of Distance Education

ADDIE Instructional Design Model. (2010). Retrieved April 28, 2011, from http://www.about-elearning.com/addie- instructional-design-model.html

Bender, T. (2003). Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment. Sterling, VA: Stylus

Centre for Distance Education. (2011). Retrieved April 19, 2011, from Athabasca University, Collaborative Tools Evaluation Project: http://cde.athabascau.ca/softeval/index.php

Works Cited

Page 21: Improving the Instructional Design      Principles of Distance Education

Clark, D. R. (2010), Types of Evaluations in Instructional Design. Retrieved April 29, 2011 from http://nwlink.com/~donclark/hrd/ahold/isd.html

Distance Education Faculty Handbook. (2011). Retrieved April 21, 2011. Tyler Junior College, Software Resources: http://www3.tjc.edu/de/faculty/DEFacultyHandbook.pdf

Illinois Online Network. (2011). Retrieved April 22, 2011, from University of Illinois, Instructional Strategies for Online Courses: http://www.ion.uillinois.edu/ resources/tutorials/pedagogy/instructional- strategies.asp

Works Cited

Page 22: Improving the Instructional Design      Principles of Distance Education

Instructional Design Principles. (2010). Retrieved April 19, 2011, from http://www.about-elearning.com/instructional-design- principles.html

Lockee,B., Moore, M., & Burton, J. (2002). Measuring Success: Evaluation Strategies for Distance Education. Educause Quarterly, 25, 7. Retrieved April 26, 2011, from http://net.educause.edu/ir/library/pdf/eqm0213.pdf

Roadmap to Effective Distance Education Instructional Design. (2004). Retrieved April 17, 2011, from University of Missouri-St. Louis, Instructional Design in Distance Education: http://www.umsl.edu/ services/ctl/DEID/destination3deid/deid.pdf

Works Cited