Instructional Design and Distance Education

Instructional Design and Distance Education

AgendaAgenda

One-TimeOnly EventsOne-Time

Only EventsMultiple Session

EventsMultiple Session

Events

Distance EducationDistance Education

A Basic ID Model for Distance Education

A Basic ID Model for Distance Education

• Conduct assessment of needs• Conduct assessment of needs

A Basic ID Model for Distance Education

A Basic ID Model for Distance Education

• Conduct assessment of needs• Formulate broad goals and

observable subgoals (objectives)

• Conduct assessment of needs• Formulate broad goals and

observable subgoals (objectives)

• Goal: Improve farm management through use of Internet resources

• Objective #1: Locate and use online USDA databases

• Objective #2: Determine the status of current ag-related legislation in Congress

• Goal: Improve farm management through use of Internet resources

• Objective #1: Locate and use online USDA databases

• Objective #2: Determine the status of current ag-related legislation in Congress

A Basic ID Model for Distance Education

A Basic ID Model for Distance Education

• Conduct assessment of needs• Formulate broad goals and observable

subgoals (objectives)• Develop clear understanding of target

student/audience group

• Conduct assessment of needs• Formulate broad goals and observable

subgoals (objectives)• Develop clear understanding of target

student/audience group

Student CharacteristicsStudent Characteristics

• Time availability• Access to delivery systems• Knowledge of topic/prerequisites• General experience level• Competing demands on time

• Time availability• Access to delivery systems• Knowledge of topic/prerequisites• General experience level• Competing demands on time

A Basic ID Model for Distance Education

A Basic ID Model for Distance Education

• Conduct assessment of needs• Formulate broad goals and observable

subgoals (objectives)• Develop clear understanding of target

student/audience group• Identify required subject matter

• Conduct assessment of needs• Formulate broad goals and observable

subgoals (objectives)• Develop clear understanding of target

student/audience group• Identify required subject matter

A Basic ID Model for Distance Ed (cont.)

A Basic ID Model for Distance Ed (cont.)

• Consider alternative delivery technologies and select the most appropriate

• Consider alternative delivery technologies and select the most appropriate

A Basic ID Model for Distance Ed (cont.)

A Basic ID Model for Distance Ed (cont.)

• Consider alternative delivery technologies and select the most appropriate

• Make arrangements for required student support elements

• Consider alternative delivery technologies and select the most appropriate

• Make arrangements for required student support elements

Student Support NeedsStudent Support Needs

• Registration/records• Bookstore services• Library services• Computing services• Interaction with you• Advising• Counseling/assistance

• Registration/records• Bookstore services• Library services• Computing services• Interaction with you• Advising• Counseling/assistance

Counseling/AssistanceCounseling/Assistance

• Improving study skills• Managing home/work/course• Need for tutoring• Overcoming concerns of isolation

• Improving study skills• Managing home/work/course• Need for tutoring• Overcoming concerns of isolation

Personal Contact With Distant Learners Is

Imperative

Personal Contact With Distant Learners Is

Imperative

A Basic ID Model for Distance Ed (cont.)

A Basic ID Model for Distance Ed (cont.)

• Consider alternative delivery technologies and select the most appropriate

• Make arrangements for required student support elements

• Develop student assessment measures

• Consider alternative delivery technologies and select the most appropriate

• Make arrangements for required student support elements

• Develop student assessment measures

Evaluating Remote Site Students

Evaluating Remote Site Students

• On-site exams• Take-home exams• Homework assignments• Term papers and group projects• Class presentations• Class participation• Testing by Internet

• On-site exams• Take-home exams• Homework assignments• Term papers and group projects• Class presentations• Class participation• Testing by Internet

A Basic ID Model for Distance Ed (cont.)

A Basic ID Model for Distance Ed (cont.)

• Determine instructional methods and develop lesson plans

• Determine instructional methods and develop lesson plans

Moving Toward aLearner-Centered Paradigm

Oblinger (1994)

Moving Toward aLearner-Centered Paradigm

Oblinger (1994)

Current

LecturingTaking AttendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learning

Current

LecturingTaking AttendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learning

Transformed

CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learning

Transformed

CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learning

Moving Toward aLearner-Centered Paradigm

Oblinger (1994)

Moving Toward aLearner-Centered Paradigm

Oblinger (1994)

Current

LecturingTaking AttendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learningTextbooks

Current

LecturingTaking AttendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learningTextbooks

Transformed

CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learningCustomized materials

Transformed

CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learningCustomized materials

Teaching StrategiesTeaching Strategies

• Maximize student involvement in learning process

• Be liberal in use of examples, illustrations, visualization

• Provide students opportunities to apply course material

• Teach in “chunks”• Use media to perform specific missions

• Maximize student involvement in learning process

• Be liberal in use of examples, illustrations, visualization

• Provide students opportunities to apply course material

• Teach in “chunks”• Use media to perform specific missions

A Basic ID Model for Distance Ed (cont.)

A Basic ID Model for Distance Ed (cont.)

• Determine instructional methods and develop lesson plans

• Obtain or develop required visual support materials

• Determine instructional methods and develop lesson plans

• Obtain or develop required visual support materials

A Basic ID Model for Distance Ed (cont.)

A Basic ID Model for Distance Ed (cont.)

• Determine instructional methods and develop lesson plans

• Obtain or develop required visual support materials

• Conduct formative evaluation and revise as necessary

• Determine instructional methods and develop lesson plans

• Obtain or develop required visual support materials

• Conduct formative evaluation and revise as necessary

Q’s for In-Course EvaluationQ’s for In-Course Evaluation

• How am I doing?• Are you learning what you hoped you

would learn in this course?• What course content has given you

trouble, and what can I do to make it more clear?

• Have you had trouble completing the course assignments?

• How am I doing?• Are you learning what you hoped you

would learn in this course?• What course content has given you

trouble, and what can I do to make it more clear?

• Have you had trouble completing the course assignments?

Q’s for In-Course Evaluation (cont.)

Q’s for In-Course Evaluation (cont.)

• Have you had problems contacting me?• Have you encountered trouble with [the

course delivery system]?• Have you had problems with support

services?• How can I make this course more

effective for you?

• Have you had problems contacting me?• Have you encountered trouble with [the

course delivery system]?• Have you had problems with support

services?• How can I make this course more

effective for you?

A Basic ID Model for Distance Ed (cont.)

A Basic ID Model for Distance Ed (cont.)

• Determine instructional methods and develop lesson plans

• Obtain or develop required visual support materials

• Conduct formative evaluation and revise as necessary

• Conduct summative evaluation

• Determine instructional methods and develop lesson plans

• Obtain or develop required visual support materials

• Conduct formative evaluation and revise as necessary

• Conduct summative evaluation