Leveraging Expert Instructional Design Strategies to Develop Quality Online Courses
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1 Leveraging Expert Instructional Design Strategies to Develop Quality Online Courses Kevin Hulen Assistant Director, Online Course Development Center for Instruc7on and Research Technology University of North Florida 1 UNF Drive Jacksonville, FL
2 Presenta/on Introduc7on AGENDA Quality online courses and programs ARPC Workshop Ac/vi/es Construct an ARPC Iden7fy instructor- student interac7ons Manage the ARPC Recommenda/ons Using ARPC s to inform ins7tu7on- wide decisions on quality course design and delivery.
3 INSPIRATION At the NMC Conference 2012 Malcolm Brown discussed two great concepts: (1) Wicked Problems Problem that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are o;en difficult to recognize. wikipedia.org (2) Design Thinking (DT) hzps:// ideo/change- by- design
4 IDEATION As described in the ar7cle Theory of Transac7onal Distance by Moore (1993), the par7cular types and quan7ty of instruc7onal media you put into an online course can poten7ally increase or decrease the level of autonomy required of the learner. It is obvious that the nature of each medium has a direct impact on the extent and quality of dialogue between instructors and learners. For example, an educa@onal programme in which communica@on between teacher and learner is solely by one- way television, an audiotape, or a teach- yourself book, will have no teacher- learner dialogue simply because these media cannot carry messages back from the learner to the teacher.
5 IMPLEMENTATION What one has not drawn, one has not seen. - Julius V. Sachs (the Father of Experimental Plant Physiology)
6 QUALITY ONLINE COURSE Ingredients 1 whole subject mazer expert 4 best prac7ces 1 pack of course templates ½ pound of all- purpose quality standards 1 bug- free learning management system
7 Subject Matter Expert
8 Best Practices Acquired from Research and publica7ons Community Forums, Webinars AZending OLC Conferences Instruc7onal Design Experts Such as: Alignment and Content Chunking (modules) Online Course Templates Accessibility & UDL Rubrics
9 Course Templates Wagner, D.L., Hulen, K.G. (2016). Collabora7ng with an instruc7onal designer to develop a quality learner- engaged online course. Journal of Nursing Educa7on and Prac7ce. 6(4),
10 Quality Standards and Processes
11 QUALITY ONLINE PROGRAM Na/onal Reviews Quality MaGers OLC Quality Scorecard We are now considering this op7on.
12 Compare courses within a program
13 Comparisons across programs
14 ARPC Actual Representa7on of the Planned Curriculum The planned curriculum is the curriculum the instructor planned to deliver online and the actual representa/on is the collec7on of methods, teaching strategies, and technology tools that will actually be used to deliver that curriculum.
15 PC versus AR
16 Why Bother Constructing an ARPC? Why? Alterna7ve to standard checklist Provides non- linear perspec7ves What one has not drawn, one has not seen Promotes more realis7c conversa7ons about course design, development, and delivery. Who benefits? Course Instructor, Instruc7onal Design Experts Program Coordinators, Departments Chairs Students
17 WORKSHOP ACTIVITIES Ac/vity 1 Construct a simple ARPC of an online course that can be used to iden7fy and evaluate instructor- student interac7ons. Ac/vity 2 Iden7fy instructor- student interac7ons within the ARPC that can be compared with other courses within the program. Ac/vity 3 Iden7fy best prac7ces for managing the ARPC
18 Ac/vity 1: Construc7ng an ARPC Form groups or work independently Use handouts provided Describe the planned curriculum for a hypothe7cal or real course (face- to- face, blended, or online)
19 Ac/vity 1: Construc7ng an ARPC cont Iden7fy essen7al pieces of the course Examples: LMS tools, External Tools, Publisher Sites Illustrate connec7ons (strong or weak) between pieces by drawing lines between them Pieces can be isolated if necessary
20 Ac/vity 1: Discussion Topics Which pieces are essen7al? How many pieces in a typical online course (design poten7al vs. instructor effort) How does individual perspec7ve influence the actual representa7on of the online course? Should certain pieces be included in all programma7c- courses? Conclusion You should have a simple schema7c representa7on of an online course that can be used to iden7fy and evaluate instructor- student interac7ons.
21 Ac/vity 2: Iden7fying Instructor- Student Interac7ons Iden7fy instructor- student interac7ons that occur between the pieces you iden7fied in Ac7vity 1. Example: Weekly announcements
22 Ac/vity 2: Discussion Topics How many interac7ons in a typical online course? Which par7cular interac7ons are cri7cal and how should they should be managed? (Opportunity to discuss scaffolding, transac7onal distance, and instructor presence) Conclusion At this point the ARPC is complete. Next step is to document how par7cular instructor- student interac7ons will be managed.
23 Ac/vity 3: Managing the ARPC Iden7fy best prac/ces for managing instructor- student interac7ons.
24 Ac/vity 3: Discussion Topics Should all instructors teaching programma7c- courses adhere to the same best prac7ces for effec7ve course delivery? What sorts of analy7cs within the LMS can be used to evaluate student par7cipa7on and instructor presence? Conclusion The resul7ng list of best prac7ces can be used to develop course facilita7on plans that guide/remind instructors how to effec7vely deliver the course as it was ini7ally design.
25 Comparing ARPC S What to look for? Missing essen7al pieces Weak connec7ons or lack of Few instructor- student interac7ons
26 RECOMMENDATIONS ARPC s could be used to substan7ate the quality standards for many of the OLC Quality Scorecard indicators. ARPC s could be used to improve internal course development processes. ARPC s could be called something other than ARPC s. These schema7c drawings could inform discussions concerning ins7tu7on- wide policies on online course design and delivery.
27 THANKYOU!
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