Adapted from "Training and Instructional Design",
Applied Research Laboratory, Penn State University
http://www.umich.edu/~ed626/define.html
--------------------------------------------------------------------------------
Instructional Design as a Process:
Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
Instructional Design as a Discipline:
Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.
Instructional Design as a Science:
Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.
Instructional Design as Reality:
Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion.
Instructional System:
An instructional system is an arrangement of resources and procedures to promote learning. Instructional design is the systematic process of developing instructional systems and instructional development is the process of implementing the system or plan.
Instructional Technology:
Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.
Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development.
Instructional Technology = Instructional Design + Instructional Development
Instructional Development:
The process of implementing the design plans.
Tuesday, December 4, 2012
Instructional Design in Elearning
By: George Siemens
September 30, 2002
Introduction
Elearning is the marriage of technology and education, and most often, the instructional designer's greatest role is that of "bridging" concepts between the two worlds. This vital role ensures that a subject matter expert's (SME) concepts are properly developed by graphic designers and programmers. Unfortunately, the role of instructional design (ID) in elearning is often misunderstood - due to the perceived complexity of the process and to poor understanding of the pedagogical requirements of elearning. To a large degree, ID is the process whereby learning, not technology, is kept at the center of elearning development.
The need for instructional design is being noticed in elearning - both in corporate training departments and education institutions. It is one of the fastest growing fields (Find Jobs): "Instructional design is one of the largest categories of e-learning jobs, and search engines produce better results with this specific keyword than the general term e-learning. There also are historical data for the job category of instructional design."
This article explores ID in terms of: definitions, models, and usage. Like many models, ID is simply naming a process that many instructors and course developers already utilize. Often, when instructors first encounter an ID model (like ADDIE), the response is..."Oh, I do that already".
What is Instructional Design?
Many definitions exist for instructional design - all of them are an expression of underlying philosophies and view points of what is involved in the learning process. Distinguishing the underlying philosophy of learning (in terms of: How does learning occur? What factors influence learning? What is the role of memory? How does transfer occur? What types of learning are best explained by the theory? Learning Theory) can help instructors and designers select the design model most congruent with their education philosophies.
The following is a listing of ID definitions:
■Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning. What is Instructional Design
■Instructional design is a systematic approach to planning and producing effective instructional materials. It is similar to lesson planning, but more elaborate and more detailed.
■Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. Definitions of ID
■In general, ID theory needs to move in the direction of flexibility and learner-empowerment if it is to allow ID to keep up with technological and institutional changes...."Like the chiropractor who realigns your spine, we might become healthier from a realignment of our theories. If we admit to and attempt to accommodate some of the uncertainty, indeterminism, and unpredictability that pervade our complex world, we will develop stronger theories and practices that will have more powerful (if not predictable) effects on human learning." What is ID Theory?
■Instructional design is the process by which instruction, computer-based or not, is created. Instructional design provides a framework for the creative process of design, and ensures the learners' needs are met. ID and Development
■Instructional design ("ID", also known as instructional systems design or "ISD") is a tested and proven methodology for developing instruction. It first gained popularity in World War II, where the Instructional design approach fared so well that it was quickly co-opted into corporate training. In the fifty years that followed, ID has become the standard for producing excellent training in both the military and corporate realms, as well as textbook authoring and development of computer-based learning material What is ID?
■Instructional design is a systematic approach to course development that ensures that specific learning goals are accomplished. It is an iterative process that requires ongoing evaluation and feedback. Instructional Design
■Instructional Design is the art and science of creating an instructional environment and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving. What is ID
Instructional Design Models
Instructional design, very loosely defined, is a system or process of organizing learning resources to ensure learners achieve established learning outcomes. As such, it is essentially a framework for learning. From a designers perspective, various models can be followed in the instructional design process. It is important to note that, at best, a model is a representation of actual occurrences and, as such, should be utilized only to the extent that it is manageable for the particular situation or task. Put another way, perhaps one model is more effective for designing a math course, and another model is more effective for designing soft skill courses (like managing people, customer service, etc.).
Instructional Design Models offers an excellent visuals depicting various models.
Here is an overview of some different models for instructional design:
■ADDIE - refers to Analyze, Design, Develop, Implement, Evaluate. This is possibly the best known design model, and is frequently used in academic circles.
■Algo-Heuristic - "The theory suggests that all cognitive activities can be analyzed into operations of an algorithmic, semi-algorithmic, heuristic, or semi-heuristic nature. Once discovered, these operations and their systems can serve as the basis for instructional strategies and methods. The theory specifies that students ought to be taught not only knowledge but the algorithms and heuristics of experts as well."
■Dick and Carey Model - "The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes."
■Robert Gagné's ID Model - "Gagné's approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagné proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. "
■Minimalism " The Minimalist theory of J.M. Carroll is a framework for the design of instruction, especially training materials for computer users. The theory suggests that (1) all learning tasks should be meaningful and self-contained activities, (2) learners should be given realistic projects as quickly as possible, (3) instruction should permit self-directed reasoning and improvising by increasing the number of active learning activities, (4) training materials and activities should provide for error recognition and recovery and, (5) there should be a close linkage between the training and actual system."
■Kemp, Morrison, and Ross Nine step instructional design model.
■Rapid Prototyping - "Generally, rapid prototyping models involve learners and/or subject matter experts (SMEs) interacting with prototypes and instructional designers in a continuous review/revision cycle. Developing a prototype is practically the first step, while front-end analysis is generally reduced or convereted into an on-going, interactive process between subject-matter, objectives, and materials " Thiagi - Rapid ID
■Epathic Instructional Design - 5-step process: Observe, capture data, reflect and analyze, brainstorm for solutions, develop prototypes
Why Use Instructional Design?
With a foundation of what instructional design is, and various models for implementation, we will now focus on the WHY of ID in elearning. Many classroom activities don't leave a "trail" that can be viewed by others (at least not directly - successes of graduates of a program can be evaluated and the relevance of courses assessed). Online learning is far more transparent. Classroom discussion is generally not archived (though certain lectures can be taped and shown to students)...whereas every aspect of elearning is transparent and can be used as a resources for subsequent courses.
Content, discussions, interactions, etc. can all be evaluated and reviewed by persons other than the instructor. As such, quality can be assessed more objectively in elearning. ID is a quality process. It seeks to ensure that critical concepts are explored through content presentation and learning activities.
Beyond quality and transparency issues, the greatest value ID offers is to students of online programs. The greatest objective of ID is to serve the learning needs and success of students through effective presentation of content and fostering of interaction.
Additional benefits instructional design offers elearning:
■"Distance learning courses are likely to fail if they are delivered as if they were traditional courses." (Smith, 1996)
■"Pedagogy must drive the choice of instructional technology, not the other way around." (Chizmar & Walbert, 1999)
■"Compared with a human instructor, technology is less adaptive. Once a plan of integration is implemented, it is less likely to change it according to student's reactions. This is why instructional design plays an important role in bridging pedagogy and technology. Subject contents have to be well organized and strategies for teaching via a chosen medium have to be well-thought-out. Instructional design can help educators making the best use of technology; therefore guarantee a successful integration." ID Approach for Integrating Pedagogy and Technology
■Provides consistency between various courses developed by various instructors/designers. The general look and process of content exploration is standardized.
■In a classroom, an instructor can adjust "on the fly"...if, during the design process, a concept was not communicated clearly, a classroom instructor can clarify. Online, this type of adjustment is usually not possible. The design process must anticipate and meet potential concerns/amibiguities...or put another way ID tries to do online what the instructor does in a classroom.
■ID focuses on the most effective way to present content
■ID begins with the learner and the learner experience
■Quality of course is ensured through ID - covers all the phases of good development
■ID gives structure to the student's process of working through course material
■Appropriate use of technology: "With e-learning and blended learning proving to be no more effective than traditional classroom methods, why are so few training professionals recognising this simple fact: Technology, no matter how advanced, cannot compensate for its misapplication. Here's why instructional design is - and always has been - the key to unlocking the true potential of available learning technologies." Leading edge training technologies
■Accelerate development. A current concern in elearning is development time. ID can speed up development time.
■Creates a transparent process - easier to track and utilize the experiences of development teams (a knowledge management issue)
■"Too much of the structure of educational technology is built upon the sand of relativism, rather than the rock of science. When winds of new paradigms blow and the sands of old paradigms shift; then the structure of educational technology slides toward the sea of pseudo-science and mythology. We stand firm against the shifting sands of new paradigms and "realities." We have drawn a line in the sand. We boldly reclaim the technology of instructional design that is built upon the rock of instructional science." Reclaiming ID
Conclusion
The growth and success of elearning is closely linked to the design of quality learning, enabled through the use of technology. Instructional designers play the pivotal role of bringing together these disparate fields - for the benefit of students, instructors, and organizations. Many of the concerns of online learning drop out rates, learner resistance, and poor learner performance can be addressed through a structured design process. The resulting benefits - reduced design costs, consistent look and feel, transparency, quality control, standardization - make organizational investment in ID a simple decision.
September 30, 2002
Introduction
Elearning is the marriage of technology and education, and most often, the instructional designer's greatest role is that of "bridging" concepts between the two worlds. This vital role ensures that a subject matter expert's (SME) concepts are properly developed by graphic designers and programmers. Unfortunately, the role of instructional design (ID) in elearning is often misunderstood - due to the perceived complexity of the process and to poor understanding of the pedagogical requirements of elearning. To a large degree, ID is the process whereby learning, not technology, is kept at the center of elearning development.
The need for instructional design is being noticed in elearning - both in corporate training departments and education institutions. It is one of the fastest growing fields (Find Jobs): "Instructional design is one of the largest categories of e-learning jobs, and search engines produce better results with this specific keyword than the general term e-learning. There also are historical data for the job category of instructional design."
This article explores ID in terms of: definitions, models, and usage. Like many models, ID is simply naming a process that many instructors and course developers already utilize. Often, when instructors first encounter an ID model (like ADDIE), the response is..."Oh, I do that already".
What is Instructional Design?
Many definitions exist for instructional design - all of them are an expression of underlying philosophies and view points of what is involved in the learning process. Distinguishing the underlying philosophy of learning (in terms of: How does learning occur? What factors influence learning? What is the role of memory? How does transfer occur? What types of learning are best explained by the theory? Learning Theory) can help instructors and designers select the design model most congruent with their education philosophies.
The following is a listing of ID definitions:
■Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning. What is Instructional Design
■Instructional design is a systematic approach to planning and producing effective instructional materials. It is similar to lesson planning, but more elaborate and more detailed.
■Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. Definitions of ID
■In general, ID theory needs to move in the direction of flexibility and learner-empowerment if it is to allow ID to keep up with technological and institutional changes...."Like the chiropractor who realigns your spine, we might become healthier from a realignment of our theories. If we admit to and attempt to accommodate some of the uncertainty, indeterminism, and unpredictability that pervade our complex world, we will develop stronger theories and practices that will have more powerful (if not predictable) effects on human learning." What is ID Theory?
■Instructional design is the process by which instruction, computer-based or not, is created. Instructional design provides a framework for the creative process of design, and ensures the learners' needs are met. ID and Development
■Instructional design ("ID", also known as instructional systems design or "ISD") is a tested and proven methodology for developing instruction. It first gained popularity in World War II, where the Instructional design approach fared so well that it was quickly co-opted into corporate training. In the fifty years that followed, ID has become the standard for producing excellent training in both the military and corporate realms, as well as textbook authoring and development of computer-based learning material What is ID?
■Instructional design is a systematic approach to course development that ensures that specific learning goals are accomplished. It is an iterative process that requires ongoing evaluation and feedback. Instructional Design
■Instructional Design is the art and science of creating an instructional environment and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving. What is ID
Instructional Design Models
Instructional design, very loosely defined, is a system or process of organizing learning resources to ensure learners achieve established learning outcomes. As such, it is essentially a framework for learning. From a designers perspective, various models can be followed in the instructional design process. It is important to note that, at best, a model is a representation of actual occurrences and, as such, should be utilized only to the extent that it is manageable for the particular situation or task. Put another way, perhaps one model is more effective for designing a math course, and another model is more effective for designing soft skill courses (like managing people, customer service, etc.).
Instructional Design Models offers an excellent visuals depicting various models.
Here is an overview of some different models for instructional design:
■ADDIE - refers to Analyze, Design, Develop, Implement, Evaluate. This is possibly the best known design model, and is frequently used in academic circles.
■Algo-Heuristic - "The theory suggests that all cognitive activities can be analyzed into operations of an algorithmic, semi-algorithmic, heuristic, or semi-heuristic nature. Once discovered, these operations and their systems can serve as the basis for instructional strategies and methods. The theory specifies that students ought to be taught not only knowledge but the algorithms and heuristics of experts as well."
■Dick and Carey Model - "The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes."
■Robert Gagné's ID Model - "Gagné's approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagné proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. "
■Minimalism " The Minimalist theory of J.M. Carroll is a framework for the design of instruction, especially training materials for computer users. The theory suggests that (1) all learning tasks should be meaningful and self-contained activities, (2) learners should be given realistic projects as quickly as possible, (3) instruction should permit self-directed reasoning and improvising by increasing the number of active learning activities, (4) training materials and activities should provide for error recognition and recovery and, (5) there should be a close linkage between the training and actual system."
■Kemp, Morrison, and Ross Nine step instructional design model.
■Rapid Prototyping - "Generally, rapid prototyping models involve learners and/or subject matter experts (SMEs) interacting with prototypes and instructional designers in a continuous review/revision cycle. Developing a prototype is practically the first step, while front-end analysis is generally reduced or convereted into an on-going, interactive process between subject-matter, objectives, and materials " Thiagi - Rapid ID
■Epathic Instructional Design - 5-step process: Observe, capture data, reflect and analyze, brainstorm for solutions, develop prototypes
Why Use Instructional Design?
With a foundation of what instructional design is, and various models for implementation, we will now focus on the WHY of ID in elearning. Many classroom activities don't leave a "trail" that can be viewed by others (at least not directly - successes of graduates of a program can be evaluated and the relevance of courses assessed). Online learning is far more transparent. Classroom discussion is generally not archived (though certain lectures can be taped and shown to students)...whereas every aspect of elearning is transparent and can be used as a resources for subsequent courses.
Content, discussions, interactions, etc. can all be evaluated and reviewed by persons other than the instructor. As such, quality can be assessed more objectively in elearning. ID is a quality process. It seeks to ensure that critical concepts are explored through content presentation and learning activities.
Beyond quality and transparency issues, the greatest value ID offers is to students of online programs. The greatest objective of ID is to serve the learning needs and success of students through effective presentation of content and fostering of interaction.
Additional benefits instructional design offers elearning:
■"Distance learning courses are likely to fail if they are delivered as if they were traditional courses." (Smith, 1996)
■"Pedagogy must drive the choice of instructional technology, not the other way around." (Chizmar & Walbert, 1999)
■"Compared with a human instructor, technology is less adaptive. Once a plan of integration is implemented, it is less likely to change it according to student's reactions. This is why instructional design plays an important role in bridging pedagogy and technology. Subject contents have to be well organized and strategies for teaching via a chosen medium have to be well-thought-out. Instructional design can help educators making the best use of technology; therefore guarantee a successful integration." ID Approach for Integrating Pedagogy and Technology
■Provides consistency between various courses developed by various instructors/designers. The general look and process of content exploration is standardized.
■In a classroom, an instructor can adjust "on the fly"...if, during the design process, a concept was not communicated clearly, a classroom instructor can clarify. Online, this type of adjustment is usually not possible. The design process must anticipate and meet potential concerns/amibiguities...or put another way ID tries to do online what the instructor does in a classroom.
■ID focuses on the most effective way to present content
■ID begins with the learner and the learner experience
■Quality of course is ensured through ID - covers all the phases of good development
■ID gives structure to the student's process of working through course material
■Appropriate use of technology: "With e-learning and blended learning proving to be no more effective than traditional classroom methods, why are so few training professionals recognising this simple fact: Technology, no matter how advanced, cannot compensate for its misapplication. Here's why instructional design is - and always has been - the key to unlocking the true potential of available learning technologies." Leading edge training technologies
■Accelerate development. A current concern in elearning is development time. ID can speed up development time.
■Creates a transparent process - easier to track and utilize the experiences of development teams (a knowledge management issue)
■"Too much of the structure of educational technology is built upon the sand of relativism, rather than the rock of science. When winds of new paradigms blow and the sands of old paradigms shift; then the structure of educational technology slides toward the sea of pseudo-science and mythology. We stand firm against the shifting sands of new paradigms and "realities." We have drawn a line in the sand. We boldly reclaim the technology of instructional design that is built upon the rock of instructional science." Reclaiming ID
Conclusion
The growth and success of elearning is closely linked to the design of quality learning, enabled through the use of technology. Instructional designers play the pivotal role of bringing together these disparate fields - for the benefit of students, instructors, and organizations. Many of the concerns of online learning drop out rates, learner resistance, and poor learner performance can be addressed through a structured design process. The resulting benefits - reduced design costs, consistent look and feel, transparency, quality control, standardization - make organizational investment in ID a simple decision.
What does an Instructional Designer do?
I found this post on a fellow designers' site and I wanted to share it and include it on my site. I found it clearly provides a basic understanding of what we as Instructional Designers do for our clients.
What does an instructional designer do?
http://christytucker.wordpress.com/2007/05/26/what-does-an-instructional-designer-do/
May 26, 2007
In the past few months, I’ve been asked by a number of different people what an instructional designer does and how to get into the field. I love instructional design because it is a field where I am constantly learning and I have a great variety in what I do. I use so many different skills—writing, web design, graphics, collaboration, planning, plus of course how people learn.
Since this question has come up more than once, I thought it would be useful to collect all the information I have emailed people privately and post it here. This will be a series of posts over the week or so. I have about five pages of emails to revise for this format, so it’s waaay too long to put into one post.
So without further ado, here’s the first installation:
What does an instructional designer do?: Design and develop learning experiences
I’m emphasizing “experiences” here deliberately, even though that isn’t always how others would describe the job. I think one of the crucial things instructional designers can (and should!) do is make sure that students have opportunities to actively practice what they are learning.
If all you’re doing is dumping content into PowerPoint slides or text to read, you don’t need an instructional designer. The Subject Matter Expert or whoever knows the content can just write it, and the students will be passive recipients of that content. What the instructional designer adds to the process is the experiences of learning and practicing; IDs know how people learn and have ideas on how to help them learn better. If you are looking for engaging learning activities or ways to make practice closer to real life skills, that’s when an ID is who you need.
How do we do that?
• Work with Subject Matter Experts to identify what students need to learn
• Develop objectives and ensure content matches those objectives
• Revise and rewrite content to shape it for learning needs
• Structure content and activities for student learning
• Create media to support learning (e.g., visual aids for face-to-face, various multimedia for e-learning and online)
• Develop assessments (note that this does not only mean tests)
• Adapt instructional materials created for one format to another format (usually this is adapting materials from face-to-face to e-learning)
Note: I don’t consider this to be a completely comprehensive description by any stretch of the imagination. This is intended to just be an overview.
What does an instructional designer do?
http://christytucker.wordpress.com/2007/05/26/what-does-an-instructional-designer-do/
May 26, 2007
In the past few months, I’ve been asked by a number of different people what an instructional designer does and how to get into the field. I love instructional design because it is a field where I am constantly learning and I have a great variety in what I do. I use so many different skills—writing, web design, graphics, collaboration, planning, plus of course how people learn.
Since this question has come up more than once, I thought it would be useful to collect all the information I have emailed people privately and post it here. This will be a series of posts over the week or so. I have about five pages of emails to revise for this format, so it’s waaay too long to put into one post.
So without further ado, here’s the first installation:
What does an instructional designer do?: Design and develop learning experiences
I’m emphasizing “experiences” here deliberately, even though that isn’t always how others would describe the job. I think one of the crucial things instructional designers can (and should!) do is make sure that students have opportunities to actively practice what they are learning.
If all you’re doing is dumping content into PowerPoint slides or text to read, you don’t need an instructional designer. The Subject Matter Expert or whoever knows the content can just write it, and the students will be passive recipients of that content. What the instructional designer adds to the process is the experiences of learning and practicing; IDs know how people learn and have ideas on how to help them learn better. If you are looking for engaging learning activities or ways to make practice closer to real life skills, that’s when an ID is who you need.
How do we do that?
• Work with Subject Matter Experts to identify what students need to learn
• Develop objectives and ensure content matches those objectives
• Revise and rewrite content to shape it for learning needs
• Structure content and activities for student learning
• Create media to support learning (e.g., visual aids for face-to-face, various multimedia for e-learning and online)
• Develop assessments (note that this does not only mean tests)
• Adapt instructional materials created for one format to another format (usually this is adapting materials from face-to-face to e-learning)
Note: I don’t consider this to be a completely comprehensive description by any stretch of the imagination. This is intended to just be an overview.
Saturday, October 27, 2012
My Reflection on Distance Learning
What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?
Distance learning has become a quickly growing industry. Competition has become the driving force behind the need for continued growth and expansion. With industries placing such importance on growth, it is becoming equally important for employees to stay current on technology and the evolution of the business world. As a result, the need for meeting company standards has forced employers and universities to provide access to learning. It has become extremely important for everyone to have the knowledge and skills to outperform each other. In order to do this there needs to be a form of distance learning that is available to everyone. The industry is evolving and so to must the methods we use to educate our learner. Very often, the learners schedule does not allow for traditional learning to take place. As such, distance learning provides the flexibility and convenience for such learning. “Cyberlearning advocates, on the contrary, argue that online education provides students with better and faster access to information, allows for more individualized instruction, accommodates different learning styles, and increases students’ satisfaction with their courses.” (Navarro & Shoemaker, 2000) I truly believe distance learning is going to change the world. I believe as money continues to be a concern, more and more schools will begin to access the use of distance learning as an alternative form of educating our society. I also believe as more individuals participate in distance learning they will want to incorporate this learning in their own workplace and individual lives. Distance learning forces the learner to take a more active role in their learning and as a result the more individuals that partake in distance learning the stronger a role this type of learning is going to take in our everyday lives, and not just the corporate world but also in k-12 and in higher education.
How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
As an instructional designer, it is my job to show the world how important interactive learning is to succeeding in the education world. I will be responsible for sharing what I have learned and how successful my experience has been with distance learning. The key for a designer is to create learning that supports the advantages for distance learning. As the designer, it will be important for me to incorporate all that I have learned in regards to learning styles, personalities and learning theories into the courses I design. Each course I design needs to support a variety of learning styles and theories so that my learners can walk away with a positive experience and share their learning with others.
How will you be a positive force for continuous improvement in the field of distance education?
I have participated in online learning for the past three years. I have taken courses at two different online learning environments, each school having a very different way of teaching. Experiencing both schools, the one thing that I will walk away with is the emphasis online learning puts on the learners roll in their own education. I believe, from my own experience, that online learning forced me to take an active role in my education. Distance learning encouraged me to focus and work harder to find the answers and put them into practice. Distance learning taught me how to gather information and create my own theories based on the information I found. My active role in my own distance learning has made me a better learner and as such a higher-level thinker.
Reference
Navarro, P., & Shoemaker, J. (2000). Performance and perceptions of distance learners in cyberspace. The American Journal of Distance Education, 14(2), 2. Retrieved 10 26, 2012, from www.irrodl.org/index.php/irrodl/article/view/313/494
Distance learning has become a quickly growing industry. Competition has become the driving force behind the need for continued growth and expansion. With industries placing such importance on growth, it is becoming equally important for employees to stay current on technology and the evolution of the business world. As a result, the need for meeting company standards has forced employers and universities to provide access to learning. It has become extremely important for everyone to have the knowledge and skills to outperform each other. In order to do this there needs to be a form of distance learning that is available to everyone. The industry is evolving and so to must the methods we use to educate our learner. Very often, the learners schedule does not allow for traditional learning to take place. As such, distance learning provides the flexibility and convenience for such learning. “Cyberlearning advocates, on the contrary, argue that online education provides students with better and faster access to information, allows for more individualized instruction, accommodates different learning styles, and increases students’ satisfaction with their courses.” (Navarro & Shoemaker, 2000) I truly believe distance learning is going to change the world. I believe as money continues to be a concern, more and more schools will begin to access the use of distance learning as an alternative form of educating our society. I also believe as more individuals participate in distance learning they will want to incorporate this learning in their own workplace and individual lives. Distance learning forces the learner to take a more active role in their learning and as a result the more individuals that partake in distance learning the stronger a role this type of learning is going to take in our everyday lives, and not just the corporate world but also in k-12 and in higher education.
How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
As an instructional designer, it is my job to show the world how important interactive learning is to succeeding in the education world. I will be responsible for sharing what I have learned and how successful my experience has been with distance learning. The key for a designer is to create learning that supports the advantages for distance learning. As the designer, it will be important for me to incorporate all that I have learned in regards to learning styles, personalities and learning theories into the courses I design. Each course I design needs to support a variety of learning styles and theories so that my learners can walk away with a positive experience and share their learning with others.
How will you be a positive force for continuous improvement in the field of distance education?
I have participated in online learning for the past three years. I have taken courses at two different online learning environments, each school having a very different way of teaching. Experiencing both schools, the one thing that I will walk away with is the emphasis online learning puts on the learners roll in their own education. I believe, from my own experience, that online learning forced me to take an active role in my education. Distance learning encouraged me to focus and work harder to find the answers and put them into practice. Distance learning taught me how to gather information and create my own theories based on the information I found. My active role in my own distance learning has made me a better learner and as such a higher-level thinker.
Reference
Navarro, P., & Shoemaker, J. (2000). Performance and perceptions of distance learners in cyberspace. The American Journal of Distance Education, 14(2), 2. Retrieved 10 26, 2012, from www.irrodl.org/index.php/irrodl/article/view/313/494
Sunday, October 21, 2012
Converting to a Distance Learning Format
What are some of the pre-planning strategies the trainer needs to consider before converting his program?
Before converting his training, the trainer has a few items that need to be addressed. Is he ready for the responsibility of an online course? Does he have all the material needed for the instruction? “Another important issue when teaching online is that of establishing the communications framework.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 164) Has he set aside a time for accepting appointments and dealing with student complaints or concerns? Has the instructor prepared a syllabus with a thorough explanation of the expectations, requirements and assignment due dates. The trainer also needs to ensure that he has the correct technology available for the course. “The instructor needs to consider the learning task, the instructional material and the teaching strategies, and also the role that the technology may have played in the instruction.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 165)
Main categories and subcategories of information that need to be considered are:
• Main decisions:
o Motivation for course conversion
o Modification of course content
o Form of content presentation
o Technology used for course development
o Technology used for course delivery
o Additions/modifications to pedagogical strategies
• Influencing factors:
o Institutional factors
o Players and roles
o Technology factors
o Other factors (Kampov-Polevio, 2010)
“Online learning is focused not only on the online contexts, but also includes a full range of computer-based learning platforms and delivery methods, genres, formats and media such as multimedia, educational programming, simulations, games and the use of new media on fixed and mobile platforms across all discipline areas.” (Keengwe & Kidd, 2010)
What aspects of his original training program could be enhanced in the distance learning format?
In redesigning this course, the trainer need not dispose of his current training material. The current course material can continue to be used with enhancements. The trainer needs to ensure that he adds a form of interactivity for the learner. “Content is organized and sequenced with an orientation toward prescribed outcomes.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 198) In fact, if the trainer follows Sorensen and Baylen’s instructional practice guidelines the learner will become more involved and gain a more enhance and fulfilling learning experience.
How will his role, as trainer, change in a distance learning environment?
Online courses change the role of the trainers. It will demand a more interactive role on the part of the trainer in relation to his students. Because online learners require a more interactive environment, the trainer will need to change how he addresses these needs.
“Online education demands that student become engaged in the learning process.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 195) Students need to feel as though they are in control of their learning. The learning needs to “transform” from teacher centered to student focused. To do this the following needs to consideration need to be adjusted in the teaching strategy:
• From lecturing to coaching
• From taking attendance to log on
• From distribution of requirements to connected learning
• From credit hours to performance standards
• From competing to collaborating
• From library collections to network connections
• From passive to active learning
• Form textbooks to customized materials. (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 196)
What steps should the trainer take to encourage the trainees to communicate online?
To encourage communication the trainer will need to provide opportunities for discussions and exchange of ideas. “Online teaching and learning environments are unbound and dynamic. Online learning environments include diverse range of pedagogical practices and are often characterized by active learning student-centered pedagogical techniques.” (Keengwe & Kidd, 2010) He will need to give ‘students opportunities to think about a topic and respond to actual hands-on manipulations of learning objects.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 201) These opportunities can include small group discussion, case studies, debates or virtual trips. “The key to active learning is to keep the learners involved in their own learning, not just keeping them busy.” (Simonson, Smaldino, Albright, & Zvacek, 2012)
My Generic Study Guide Outline:
Blended Learning
• Introduction
o Introduce yourself
o Have the class introduce themselves
Separate the large group into smaller groups and exchange
• Name
• Where they come from/live
• Why they took the class
• If they have any experience in the class topic
• Learning Objectives
o Discuss how the class will be broken down
Syllabus
Lesson structure
• Face to face
• Online learning
o Expectations:
What they can expect from the class
What is expected from them
How they can participate to add to their class experience
o Collaboration
Discuss how this will take place
• Online
o Possible webinars for a collaborative and synchronous exchange of information and ideas.
• During class time
o As a group or in sub groups
• Discussion boards
o Exchange and share research on assignments
o Discuss findings and ask questions of your peers that will challenge and extend your understanding of the discussion
• E-mails
o Assignments
Review main topic
Discuss what the assignments are going to be
Discuss due date
Review if there will be group projects
• Breakdown
• Requirements
• structure
Review the process for submitting the assignments
• E-mail
• blackboard
Discuss requirements for the assignments
• Online project
• essay
• presentation
• any possible use of media for the assignments
o Grading
Review how the grading is going to be structured
Review what each assignment is worth
Review deadlines and restrictions on late material
o Class Material, including assignments and handouts
Posted online
All material will be available for everyone at anytime
Since I was struggling a little with this assignment, I did some online research. I found a study guide online that I think would be very helpful once you know what your topic of instruction is going to be. I have attached the study guide template to my outline with some of my own modifications. I chose to use the topic for the online learning course from my course project “Project Management”, so that it would help me better prepare the study guide for this assignment. I did make some slight modifications to the project since this study guide is for a blended learning format.
The study guide is important to the educator because:“First, the use of handouts improves student note taking and makes it more efficient. Second, the ISG is a management tool that directs course activities before, during and after instruction. Finally, the ISG handout can be used in any classroom, including all categories of distance education systems.” (Simonson, Smaldino, Michael, & Susan, 2012)
References
Foote, K. E., & Sharron, L. C. (2009). Project Planning and Life Cycle. Retrieved from The Geographers Craft: http://www.colorado.edu/geography/gcraft/notes/lifecycle/lifecycl_f.html
Haughey, D. (2000-2012). Project planning a step by step guide. Retrieved from Project Smart: http://www.projectsmart.co.uk/project-planning-step-by-step.html
Kampov-Polevio, J. (2010). Considerations for supporting faculty in transitioning a course to online format. Online Journal of Distance Learning Admiistration, XIII(II). Retrieved 10 13, 2012, from http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html
Keengwe, J., & Kidd, T. T. (2010, June). Towards best practices in online learning and teaching higher education. Journal of Online Learning and Teaching, 6(2). Retrieved 10 13, 2012, from http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance Foundations of Distance Education (Vol. 5th Edition). Boston, MA: Pearson.
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
Study Guide for
(Assignment 7-Project Management)
www.adams.edu/extended_studies/img/general_instructions.pdf
(Project Management)
Review Page
On this page are listed the key points in short, easy to read statements. These key points can be concepts, facts, theories, etc.
1. Introduction to Project Management
• definition
• importance of project management
• project life cycle
2. Project Planning
• Project evaluation
• Estimation (cost, scheduling)
3. Project Management
• Demands on projects
• Selecting the right team
• Risk and quality Management
4. Project Leadership
• Developing your teams
• Management styles
Example:
1. There are four steps to Project Management Planning: http://www.projectsmart.co.uk/project-planning-step-by-step.html
• Project Goals
• Project Deliverables
• Project Schedule
• Supporting plans (Haughey, 2000-2012)
2. Project Planning: Life Cycle (Foote & Sharron, 2009)
(Liz McCrodden) Bio
School: NYIT
Background: BFA in Interior Design, MS in Instructional Design, I managed many small and large projects for a number of mill working firms. I have experience in both commercial and residential design. I have also worked in education for the last 5 years. I have worked in both the elementary industry and now the higher education online industry.
Content
(I really do not have a course developed so I kept the original integrity of the document in place. I felt it provides a good starting point for the beginning template of a study guide.)
Depending on how long this study guide is, the content can be structured in one of two ways.
1. If the study guide is relatively short, use this page to simply state what will be found in this study guide.
Examples:
• Background Information
• Practical Concepts
• Formulas
2. If the study guide is relatively long, use this page to create a full “Table of Contents.”
Examples:
Background Information Page 1
Roots in India Page 2
Uses in the 1800’s Page 3
Practical Concepts Page 4
Terminology Page 5
Formulas Page 6
Introduction
On this page, welcome the student to the course. Use this page to help the student understand what this material will help them learn, why they should know it, and how it is going to help them in the future.
Welcome to the Project Management Certification course. This course will be blended learning course in which you will learn at your own pace and together with the class. You interaction with your fellow classmates will be conducted via chartroom, discussion or the use of wiki or blogs. You are welcome to use twitter as another source for exchanging and sharing ideas throughout this course with your fellow classmates. This course will help better prepare you to manage not only the needs of your projects but also the needs of your teams.
The Project Management Certification course will introduce you to the steps and tools needed when dealing with the management of projects within your organization. You will learn how to facilitate your projects by learning how to manage timelines, budgets, team building, team management, and risks management.
(For this section I went back to my course project and pulled the information from there)
Learning Objectives
Add the learning objectives from the course on this page.
After completing this course, you will be prepared to take the PMI Certification exam and you will have the skills and training for better managing your projects.
Example:
Study of this material should provide a better understanding of these concepts and their application:
1. The importance of setting goals
2. The complexity of project management
3. The stages of project scheduling and deliverables
4. The necessity for risk management and quality assurance
5. The complexity of managing teams
Taking this Course
Use this page to give students a step-by-step instructions on the process of this course. For some courses, this will be longer than others.
Examples:
1. Read the following study material
2. Review the PowerPoint presentation online
3. Take the practice test
4. Review material
5. Take the exam
Set aside information that is particularly important by using a box or eye-catching images.
Examples:
How to Prepare for This Exam
Use this page to explain what study materials will be needed in order to prepare for the exam. Use a bulleted list to show any supplemental materials, software, or other exam preparation materials needed.
Examples:
• This study guide will provide you with the in-depth knowledge you will need in order to complete the exam.
• A PowerPoint presentation has been included in this study material and you will need the Microsoft PowerPoint software in order to view this material.
• The supplemental CD will expand your knowledge concerning this field.
• The sample questions and practice test at the end of this study guide will help you asses your knowledge before you take the examination.
• The book “________________” is not required to pass the exam; however, it will provide excellent additional information concerning this field if you choose to read it.
About this Study Guide
On this page let students know what is included in the study guide.
Examples:
• Terminology – A list of all the definitions and jargon that you will come across while studying this material.
• Study Material Information – The actual text/charts/graphs covering all the fields, topics, and information.
• Important Points – This bulleted list will give you a summarized version of all of the major topics covered in the section.
• Preparation Questions – At the end of each section there will be a list of walkthrough questions pertaining to the information you just covered, answers to these questions will follow immediately after.
• Citation – Name your sources
Prerequisites
Use this page to write out any prerequisites somebody should have, or needs to have, before sitting for the examination.
Examples:
• All applicants must have a current Certified Public Accountant license before qualifying to take this examination.
• Applicants should have a basic knowledge of all mathematical functions before sitting for this examination for they will not be taught in this study guide.
Section 1
(Insert title of section here)
Terms:
Place a bulleted list of the terms that students will need to know for this section. They do not have to be defined here; there will be a glossary at the end of the study guide for that.
Objectives:
Here list the different skills/techniques/knowledge that a student should know by the time they finish reading this particular section.
Body of Section
Now it is time to start filling in your study guide:
• Use clearly marked headings with a larger font or bold text
• Use bulleted list for easy to read, quick-fire learning and list
• Use charts, graphs, figures, illustrations, and screen shots to demonstrate meaning
• Give examples
• Don’t forget to use:
And
End of Section
Preparation Questions
At the end of each section have sample questions covering the objectives that were suppose to be learned in the section. These questions should be different then the questions that appear on the actual exam, but should still cover the same material.
After each question the answer should immediately follow along with an explanation on why that answer is the correct answer.
Example:
1) If a term is defined within the text of a section it does not need to appear in the glossary.
True
False
Correct Answer: False. A term needs to be in the glossary even if it has already been defined in order to provide the reader with a quick reference.
Citation
Cite all sources used for this section on this page. Proveide a list of sources to the reader should they wish to seek out extra information concerning a specific topic.
Stating at this point follow the template set up on pages 1-4 until you have completed all the sections you wish to include.
Glossary
In this section list (in alphabetical order), all the definitions to all terms, lingo, jargon, unusual wording and expressions found within the text.
Index
In this section list (in alphabetical order), important terms, names, places, events, and topics along with the page numbers where they are mentioned.
Examples:
Author, i, iii
course, v, vii
exam, vii, viii, 3
information, iii, vii, viii, ix, 4
Objectives, 1
PowerPoint, vii, viii
section, ix, 1, 3, 4, 6, 7
sections, 5
study guide, iv, viii, ix, x, 1, 2
Study Guide, i, ix
Title, i
Before converting his training, the trainer has a few items that need to be addressed. Is he ready for the responsibility of an online course? Does he have all the material needed for the instruction? “Another important issue when teaching online is that of establishing the communications framework.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 164) Has he set aside a time for accepting appointments and dealing with student complaints or concerns? Has the instructor prepared a syllabus with a thorough explanation of the expectations, requirements and assignment due dates. The trainer also needs to ensure that he has the correct technology available for the course. “The instructor needs to consider the learning task, the instructional material and the teaching strategies, and also the role that the technology may have played in the instruction.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 165)
Main categories and subcategories of information that need to be considered are:
• Main decisions:
o Motivation for course conversion
o Modification of course content
o Form of content presentation
o Technology used for course development
o Technology used for course delivery
o Additions/modifications to pedagogical strategies
• Influencing factors:
o Institutional factors
o Players and roles
o Technology factors
o Other factors (Kampov-Polevio, 2010)
“Online learning is focused not only on the online contexts, but also includes a full range of computer-based learning platforms and delivery methods, genres, formats and media such as multimedia, educational programming, simulations, games and the use of new media on fixed and mobile platforms across all discipline areas.” (Keengwe & Kidd, 2010)
What aspects of his original training program could be enhanced in the distance learning format?
In redesigning this course, the trainer need not dispose of his current training material. The current course material can continue to be used with enhancements. The trainer needs to ensure that he adds a form of interactivity for the learner. “Content is organized and sequenced with an orientation toward prescribed outcomes.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 198) In fact, if the trainer follows Sorensen and Baylen’s instructional practice guidelines the learner will become more involved and gain a more enhance and fulfilling learning experience.
How will his role, as trainer, change in a distance learning environment?
Online courses change the role of the trainers. It will demand a more interactive role on the part of the trainer in relation to his students. Because online learners require a more interactive environment, the trainer will need to change how he addresses these needs.
“Online education demands that student become engaged in the learning process.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 195) Students need to feel as though they are in control of their learning. The learning needs to “transform” from teacher centered to student focused. To do this the following needs to consideration need to be adjusted in the teaching strategy:
• From lecturing to coaching
• From taking attendance to log on
• From distribution of requirements to connected learning
• From credit hours to performance standards
• From competing to collaborating
• From library collections to network connections
• From passive to active learning
• Form textbooks to customized materials. (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 196)
What steps should the trainer take to encourage the trainees to communicate online?
To encourage communication the trainer will need to provide opportunities for discussions and exchange of ideas. “Online teaching and learning environments are unbound and dynamic. Online learning environments include diverse range of pedagogical practices and are often characterized by active learning student-centered pedagogical techniques.” (Keengwe & Kidd, 2010) He will need to give ‘students opportunities to think about a topic and respond to actual hands-on manipulations of learning objects.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 201) These opportunities can include small group discussion, case studies, debates or virtual trips. “The key to active learning is to keep the learners involved in their own learning, not just keeping them busy.” (Simonson, Smaldino, Albright, & Zvacek, 2012)
My Generic Study Guide Outline:
Blended Learning
• Introduction
o Introduce yourself
o Have the class introduce themselves
Separate the large group into smaller groups and exchange
• Name
• Where they come from/live
• Why they took the class
• If they have any experience in the class topic
• Learning Objectives
o Discuss how the class will be broken down
Syllabus
Lesson structure
• Face to face
• Online learning
o Expectations:
What they can expect from the class
What is expected from them
How they can participate to add to their class experience
o Collaboration
Discuss how this will take place
• Online
o Possible webinars for a collaborative and synchronous exchange of information and ideas.
• During class time
o As a group or in sub groups
• Discussion boards
o Exchange and share research on assignments
o Discuss findings and ask questions of your peers that will challenge and extend your understanding of the discussion
• E-mails
o Assignments
Review main topic
Discuss what the assignments are going to be
Discuss due date
Review if there will be group projects
• Breakdown
• Requirements
• structure
Review the process for submitting the assignments
• blackboard
Discuss requirements for the assignments
• Online project
• essay
• presentation
• any possible use of media for the assignments
o Grading
Review how the grading is going to be structured
Review what each assignment is worth
Review deadlines and restrictions on late material
o Class Material, including assignments and handouts
Posted online
All material will be available for everyone at anytime
Since I was struggling a little with this assignment, I did some online research. I found a study guide online that I think would be very helpful once you know what your topic of instruction is going to be. I have attached the study guide template to my outline with some of my own modifications. I chose to use the topic for the online learning course from my course project “Project Management”, so that it would help me better prepare the study guide for this assignment. I did make some slight modifications to the project since this study guide is for a blended learning format.
The study guide is important to the educator because:“First, the use of handouts improves student note taking and makes it more efficient. Second, the ISG is a management tool that directs course activities before, during and after instruction. Finally, the ISG handout can be used in any classroom, including all categories of distance education systems.” (Simonson, Smaldino, Michael, & Susan, 2012)
References
Foote, K. E., & Sharron, L. C. (2009). Project Planning and Life Cycle. Retrieved from The Geographers Craft: http://www.colorado.edu/geography/gcraft/notes/lifecycle/lifecycl_f.html
Haughey, D. (2000-2012). Project planning a step by step guide. Retrieved from Project Smart: http://www.projectsmart.co.uk/project-planning-step-by-step.html
Kampov-Polevio, J. (2010). Considerations for supporting faculty in transitioning a course to online format. Online Journal of Distance Learning Admiistration, XIII(II). Retrieved 10 13, 2012, from http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html
Keengwe, J., & Kidd, T. T. (2010, June). Towards best practices in online learning and teaching higher education. Journal of Online Learning and Teaching, 6(2). Retrieved 10 13, 2012, from http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance Foundations of Distance Education (Vol. 5th Edition). Boston, MA: Pearson.
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
Study Guide for
(Assignment 7-Project Management)
www.adams.edu/extended_studies/img/general_instructions.pdf
(Project Management)
Review Page
On this page are listed the key points in short, easy to read statements. These key points can be concepts, facts, theories, etc.
1. Introduction to Project Management
• definition
• importance of project management
• project life cycle
2. Project Planning
• Project evaluation
• Estimation (cost, scheduling)
3. Project Management
• Demands on projects
• Selecting the right team
• Risk and quality Management
4. Project Leadership
• Developing your teams
• Management styles
Example:
1. There are four steps to Project Management Planning: http://www.projectsmart.co.uk/project-planning-step-by-step.html
• Project Goals
• Project Deliverables
• Project Schedule
• Supporting plans (Haughey, 2000-2012)
2. Project Planning: Life Cycle (Foote & Sharron, 2009)
(Liz McCrodden) Bio
School: NYIT
Background: BFA in Interior Design, MS in Instructional Design, I managed many small and large projects for a number of mill working firms. I have experience in both commercial and residential design. I have also worked in education for the last 5 years. I have worked in both the elementary industry and now the higher education online industry.
Content
(I really do not have a course developed so I kept the original integrity of the document in place. I felt it provides a good starting point for the beginning template of a study guide.)
Depending on how long this study guide is, the content can be structured in one of two ways.
1. If the study guide is relatively short, use this page to simply state what will be found in this study guide.
Examples:
• Background Information
• Practical Concepts
• Formulas
2. If the study guide is relatively long, use this page to create a full “Table of Contents.”
Examples:
Background Information Page 1
Roots in India Page 2
Uses in the 1800’s Page 3
Practical Concepts Page 4
Terminology Page 5
Formulas Page 6
Introduction
On this page, welcome the student to the course. Use this page to help the student understand what this material will help them learn, why they should know it, and how it is going to help them in the future.
Welcome to the Project Management Certification course. This course will be blended learning course in which you will learn at your own pace and together with the class. You interaction with your fellow classmates will be conducted via chartroom, discussion or the use of wiki or blogs. You are welcome to use twitter as another source for exchanging and sharing ideas throughout this course with your fellow classmates. This course will help better prepare you to manage not only the needs of your projects but also the needs of your teams.
The Project Management Certification course will introduce you to the steps and tools needed when dealing with the management of projects within your organization. You will learn how to facilitate your projects by learning how to manage timelines, budgets, team building, team management, and risks management.
(For this section I went back to my course project and pulled the information from there)
Learning Objectives
Add the learning objectives from the course on this page.
After completing this course, you will be prepared to take the PMI Certification exam and you will have the skills and training for better managing your projects.
Example:
Study of this material should provide a better understanding of these concepts and their application:
1. The importance of setting goals
2. The complexity of project management
3. The stages of project scheduling and deliverables
4. The necessity for risk management and quality assurance
5. The complexity of managing teams
Taking this Course
Use this page to give students a step-by-step instructions on the process of this course. For some courses, this will be longer than others.
Examples:
1. Read the following study material
2. Review the PowerPoint presentation online
3. Take the practice test
4. Review material
5. Take the exam
Set aside information that is particularly important by using a box or eye-catching images.
Examples:
How to Prepare for This Exam
Use this page to explain what study materials will be needed in order to prepare for the exam. Use a bulleted list to show any supplemental materials, software, or other exam preparation materials needed.
Examples:
• This study guide will provide you with the in-depth knowledge you will need in order to complete the exam.
• A PowerPoint presentation has been included in this study material and you will need the Microsoft PowerPoint software in order to view this material.
• The supplemental CD will expand your knowledge concerning this field.
• The sample questions and practice test at the end of this study guide will help you asses your knowledge before you take the examination.
• The book “________________” is not required to pass the exam; however, it will provide excellent additional information concerning this field if you choose to read it.
About this Study Guide
On this page let students know what is included in the study guide.
Examples:
• Terminology – A list of all the definitions and jargon that you will come across while studying this material.
• Study Material Information – The actual text/charts/graphs covering all the fields, topics, and information.
• Important Points – This bulleted list will give you a summarized version of all of the major topics covered in the section.
• Preparation Questions – At the end of each section there will be a list of walkthrough questions pertaining to the information you just covered, answers to these questions will follow immediately after.
• Citation – Name your sources
Prerequisites
Use this page to write out any prerequisites somebody should have, or needs to have, before sitting for the examination.
Examples:
• All applicants must have a current Certified Public Accountant license before qualifying to take this examination.
• Applicants should have a basic knowledge of all mathematical functions before sitting for this examination for they will not be taught in this study guide.
Section 1
(Insert title of section here)
Terms:
Place a bulleted list of the terms that students will need to know for this section. They do not have to be defined here; there will be a glossary at the end of the study guide for that.
Objectives:
Here list the different skills/techniques/knowledge that a student should know by the time they finish reading this particular section.
Body of Section
Now it is time to start filling in your study guide:
• Use clearly marked headings with a larger font or bold text
• Use bulleted list for easy to read, quick-fire learning and list
• Use charts, graphs, figures, illustrations, and screen shots to demonstrate meaning
• Give examples
• Don’t forget to use:
And
End of Section
Preparation Questions
At the end of each section have sample questions covering the objectives that were suppose to be learned in the section. These questions should be different then the questions that appear on the actual exam, but should still cover the same material.
After each question the answer should immediately follow along with an explanation on why that answer is the correct answer.
Example:
1) If a term is defined within the text of a section it does not need to appear in the glossary.
True
False
Correct Answer: False. A term needs to be in the glossary even if it has already been defined in order to provide the reader with a quick reference.
Citation
Cite all sources used for this section on this page. Proveide a list of sources to the reader should they wish to seek out extra information concerning a specific topic.
Stating at this point follow the template set up on pages 1-4 until you have completed all the sections you wish to include.
Glossary
In this section list (in alphabetical order), all the definitions to all terms, lingo, jargon, unusual wording and expressions found within the text.
Index
In this section list (in alphabetical order), important terms, names, places, events, and topics along with the page numbers where they are mentioned.
Examples:
Author, i, iii
course, v, vii
exam, vii, viii, 3
information, iii, vii, viii, ix, 4
Objectives, 1
PowerPoint, vii, viii
section, ix, 1, 3, 4, 6, 7
sections, 5
study guide, iv, viii, ix, x, 1, 2
Study Guide, i, ix
Title, i
Sunday, October 7, 2012
The Impact of Open Source
Does the course appear to be carefully pre-planned and designed for a distance-learning environment?
For my open course site, I chose the Stanford University online open course site (http://itunes.stanford.edu/) “Developing Apps for the iOS”. This program begins with a video presentation to the class that reviews the content that is going to be covered throughout the course. The instructor gives a very thorough presentation for the syllabus and expectation for the course. He also addresses how the course is going to be covered during the online training and how the learning is going to be divided into segments. The presentation does a very good job of combining video along with PPT presentations to describe the topics discussed in class. The course did a very good job of providing a “correspondence study guide that would direct the learner to look at, listen to, or view various media, in addition to assigning more traditional readings.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 96) The instructor “used audiotapes to guide the distant learner through a series of learning events” (Simonson, Smaldino, Michael, & Susan, 2012) and he provided visuals to assist the learner in their understanding.
I feel for the experienced distance-learner this course did a very good job of informing the learner of their expectations and providing an outline of the program. However, for the novice or new learner I do feel the opening introduction did fail in providing a complete understanding of distance learning and the expectations that are associated with online learning.
Another issue with this online education is that it requires the learner to have access to iTunes. Although we are a society that has fully accepted the invention of the iPod, iPad and technology, not everyone has caught on to this phase.
One final comment about the initial presentation, there is too much one-way interaction. This course appears to be a face-to-face course that was recorded and then converted into a distance-learning course. It did not allow for any interaction between myself (the distance learner) and the class nor the instructor. I was just watching a prerecorded video of a live class.
I do not feel a thorough evaluation was conducted when creating this course. I do not believe the understood the concept of distance learning. “For successful learning to take place it is vital to determine what works and what needs to be improved.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153) The designers of this course did not take the time to evaluate how the course needed to be altered in order to meet the needs of the distance-learner. “Evaluation leads to revision of instruction, and revision of instruction helps secure the final outcome of helping students learn.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153)
Does the course follow the recommendations for online instruction as listed in your course textbook? Did the course designer implement course activities that maximize active learning for the student?
I chose this course in particular because of my inexperience with the development and creation of apps. I was curious to discover and learn what was involved with this process. After watching the first video for the course I cannot say that I understand the process any more than I did before I began the first presentation. I was never asked what level of experience or interaction I have had with iOS and the creation of apps. “Knowing the students and their interests or needs will help the instructor plan useful learning experiences to ensure transfer of learning.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 157) The form of instruction chosen did not allow for an exchange of ideas between the instructor and the students. The instructor did not consider that “courses previously taught in traditional classrooms may need to be retooled” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153) for the needs of online instruction.
The instructor did not provide the learners with some basic essential information to the course. There was no form of communication established for contacting the instructor. And, there was no calendar or syllabus provided with due dates on assignments
There was no consideration to the learner and the needs of the learner in this course. “By knowing more about students, the instructor can develop supporting materials to individualize instruction.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 155) There was no consideration to interactivity, with the learner, to the presentation. “It is important to remember that no matter which technological formats are used in distance education, the trend is to reduce the amount of information delivered and to increase the interactive value of the learning experience.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 157)
Reference
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance, foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
For my open course site, I chose the Stanford University online open course site (http://itunes.stanford.edu/) “Developing Apps for the iOS”. This program begins with a video presentation to the class that reviews the content that is going to be covered throughout the course. The instructor gives a very thorough presentation for the syllabus and expectation for the course. He also addresses how the course is going to be covered during the online training and how the learning is going to be divided into segments. The presentation does a very good job of combining video along with PPT presentations to describe the topics discussed in class. The course did a very good job of providing a “correspondence study guide that would direct the learner to look at, listen to, or view various media, in addition to assigning more traditional readings.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 96) The instructor “used audiotapes to guide the distant learner through a series of learning events” (Simonson, Smaldino, Michael, & Susan, 2012) and he provided visuals to assist the learner in their understanding.
I feel for the experienced distance-learner this course did a very good job of informing the learner of their expectations and providing an outline of the program. However, for the novice or new learner I do feel the opening introduction did fail in providing a complete understanding of distance learning and the expectations that are associated with online learning.
Another issue with this online education is that it requires the learner to have access to iTunes. Although we are a society that has fully accepted the invention of the iPod, iPad and technology, not everyone has caught on to this phase.
One final comment about the initial presentation, there is too much one-way interaction. This course appears to be a face-to-face course that was recorded and then converted into a distance-learning course. It did not allow for any interaction between myself (the distance learner) and the class nor the instructor. I was just watching a prerecorded video of a live class.
I do not feel a thorough evaluation was conducted when creating this course. I do not believe the understood the concept of distance learning. “For successful learning to take place it is vital to determine what works and what needs to be improved.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153) The designers of this course did not take the time to evaluate how the course needed to be altered in order to meet the needs of the distance-learner. “Evaluation leads to revision of instruction, and revision of instruction helps secure the final outcome of helping students learn.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153)
Does the course follow the recommendations for online instruction as listed in your course textbook? Did the course designer implement course activities that maximize active learning for the student?
I chose this course in particular because of my inexperience with the development and creation of apps. I was curious to discover and learn what was involved with this process. After watching the first video for the course I cannot say that I understand the process any more than I did before I began the first presentation. I was never asked what level of experience or interaction I have had with iOS and the creation of apps. “Knowing the students and their interests or needs will help the instructor plan useful learning experiences to ensure transfer of learning.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 157) The form of instruction chosen did not allow for an exchange of ideas between the instructor and the students. The instructor did not consider that “courses previously taught in traditional classrooms may need to be retooled” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153) for the needs of online instruction.
The instructor did not provide the learners with some basic essential information to the course. There was no form of communication established for contacting the instructor. And, there was no calendar or syllabus provided with due dates on assignments
There was no consideration to the learner and the needs of the learner in this course. “By knowing more about students, the instructor can develop supporting materials to individualize instruction.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 155) There was no consideration to interactivity, with the learner, to the presentation. “It is important to remember that no matter which technological formats are used in distance education, the trend is to reduce the amount of information delivered and to increase the interactive value of the learning experience.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 157)
Reference
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance, foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
Saturday, September 22, 2012
Selecting Distance Learning Technologies
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
As the instructional designer responsible for this program, one of the tools that I would implement in the development of this course is a Course Management System, like Course Site by Blackboard. CourseSite provides the instructor with the opportunity to create online courses where they have the ability to “add a web–based component to their courses, or even host an entire course on the Internet. You even choose your own URL, so students can find your page easily.” (Coursesites, 2012) It allows the instructor the option to create interactive e-learning platforms that allow for posting of course materials, videos, audio files, chat rooms, mobile learning access, lesson plans, collaboration and accessibility anytime and anywhere.
A second technology that I would incorporate into this program is the use of Adobe Captivate. Using this program would allow me the opportunity to incorporate simulated learning presentations, through virtual realities or prerecorded procedural videos, on the proper use of the equipment used throughout the plant. “The virtual worlds appear to have exciting potential for placing students in real-life applications of course content.” (Simonson, Smaldino, Michael, & Susan, 2012) My students could also watch videos that would present the proper safety procedures to follow on the plant floor, as well as watching videos that would present the procedures in the event of an accident. Adobe captivate could also create interactive assessments that would guide the student through the step-by-step process for completing and assuring they have mastered the skills needed for safely operating the machinery on the plant floor.
Finally, for this type of course the best teacher is a hands on program where the students can demonstrate, by doing, that they understand and have mastered the skills needed for successfully working the plant equipment.
References
Coursesites. (2012). Retrieved from Get the most powerful tools for your classroom: Week 3 Assignment
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
As the instructional designer responsible for this program, one of the tools that I would implement in the development of this course is a Course Management System, like Course Site by Blackboard. CourseSite provides the instructor with the opportunity to create online courses where they have the ability to “add a web–based component to their courses, or even host an entire course on the Internet. You even choose your own URL, so students can find your page easily.” (Coursesites, 2012) It allows the instructor the option to create interactive e-learning platforms that allow for posting of course materials, videos, audio files, chat rooms, mobile learning access, lesson plans, collaboration and accessibility anytime and anywhere.
A second technology that I would incorporate into this program is the use of Adobe Captivate. Using this program would allow me the opportunity to incorporate simulated learning presentations, through virtual realities or prerecorded procedural videos, on the proper use of the equipment used throughout the plant. “The virtual worlds appear to have exciting potential for placing students in real-life applications of course content.” (Simonson, Smaldino, Michael, & Susan, 2012) My students could also watch videos that would present the proper safety procedures to follow on the plant floor, as well as watching videos that would present the procedures in the event of an accident. Adobe captivate could also create interactive assessments that would guide the student through the step-by-step process for completing and assuring they have mastered the skills needed for safely operating the machinery on the plant floor.
Finally, for this type of course the best teacher is a hands on program where the students can demonstrate, by doing, that they understand and have mastered the skills needed for successfully working the plant equipment.
References
Coursesites. (2012). Retrieved from Get the most powerful tools for your classroom: Week 3 Assignment
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
Wednesday, September 5, 2012
Why do you feel the definition of distance learning is always changing and what factors drive that change? Do you think these changes are based on a person’s profession or by how much technical knowledge he/she has?
In our text Distance education is defined as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 32) I feel this statement does complete justice to the experience that I have had with distance learning. “Distance education is a method in education in which the learner is physically separate from the teacher.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 35) The learner is not sitting in a classroom working with the teacher and in group studies. Learners are researching, studying and examining assignments on their own. They are exchanging and sharing information. The learner enters the online classroom to share and discuss their findings.
Distant learning to me is a method of education, outside of the traditional classroom setting using technology, in which the learner is provided with the resources and materials needed to discover and explore the topics and assignments provided by the instructor on their own, thus providing the learner with the experience of learning to explore, and research a given topic. It is an education that provides the learner with the practice of exploring and researching. It provides the learner with much needed skills that become crucial tools in the individuals’ future success and career.
Distance learning affords individuals who do not have the flexibility to attend a traditional classroom with the opportunity to continue their growth and education in a non-tradition format. The beauty of distance learning is that the individual is forced to become actively involved in their learning. They cannot sit back and wait for another student to answer the question. The learner needs to provide their input and findings which they will share in the online classroom.
When I first began thinking about distance learning my thoughts automatically went to the college level learning. I thought of distance learning as a course or program you partake in to accelerate the completion of your college level course work. After reading the article “Implications for Instructional Design on the Potential of the Web” I was reminded of the corporate world. The corporate enterprise has a separate world of learning that takes place often in a distance learning environment. Unlike college level course work there are limited forms of evaluating the success of the distance learning provided. “Evaluation of any kind beyond the smile sheet is not planned, and, often, there is no provision for the measurement of learning outcomes or utilization.” (Moller, Foshay, & Huett, 2008, p. 70) As Instructional the article reminded me that we are an important part of elevating the importance of distance learning and the value that it can provide to any organization. The article also reminded me of how crucial it is for designers to become the individuals responsible for the course material development and not the instructors. “The shortage of trained people results in e-learning initiatives built by individuals who lack the expertise to produce effective products. The end result is a lack of sound e-learning instruction. ” (Moller, Foshay, & Huett, 2008, p. 71) “There is little evidence that traditional classroom models are all that effective to begin with. Moller points out that while traditional institutions can benefit from using electronic delivery methods, new ways of using technology have to be employed and understood by educators and merely recreating the present classroom experience in a more efficient manner seems wasteful when the status quo is of questionable effectiveness.” (Moller, Foshay, & Huett, 2008, p. 67)
It is equally important to try and standardize e-learning practices. There needs to be a consistency in how material and course work is evaluated and produced. The level of quality work needs to be uniform so as to provide the quality education that schools and enterprises are looking for. “Distance education could eventually be the point of leverage to develop and to propagate performance-based quality standards throughout post-secondary education.” (Moller, Foshay, & Huett, 2008, p. 67)
The definition of distant learning is constantly evolving because the needs of our society are constantly changing. In 5 years we will notice again how the definition for distance learning has changed. The world and the needs of colleges, employers and students is constantly changing and as a result the way in which we educate them will also adjust to accommodate their needs.
References
Moller, L., Foshay, W. R., & Huett, J. (2008). The evolution of distance education: implications for instructional design on the potential of the web. TechTrends , 70-76.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance foundations of distance education (Vol. 5th Edition). Boston, MA: Pearson.
Link to my mindmapping: http://prezi.com/vjqa-kna0w66/copy-of-my-desktop-template/
Sunday, April 29, 2012
Saturday, April 28, 2012
Wednesday, April 18, 2012
Thursday, April 12, 2012
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