ter depth and breadth of knowledge, skill, and general competenci

Mel Edwards Purdue University

Introduction

Course Design

An Outline For The Instructional Design Document

Course Design Document This is one of the more important deliverables for an ID project as it outlines in detail what the final course package will look like

Agree upon metrics for measuring project outcomes

Get key sponsors onboard early on in the project's life cycle

Clearly understand the learning challenges within the organization

Technologies are used creatively in ways that transcend traditional, teacher-centered instruction

UW-La Crosse Online Course Evaluation Guidelines

Here isa tutorialwith several idea

t writing measurable learning objectives.

with the same layout, content areas and activity types,

time management skills, expected hours required for course, deadlineawareness

valuative, predictive model that lets instructors and support staff—including instructional designers and courseware developers—evaluate technologies for their appropriate fit to a course's learning outcomes and classroom contexts.

ad hoc

the rude quantification of learning, the reduction of teaching to widgets and students to data points.

“Ceding authority is an active endeavor. Dichotomies of leaders and learners, teachers and students, are only helpful when they facilitate rather than frustrate dialogue, and when we acknowledge these roles are permeable, transparent, and flexible.”

bell hook

When students feel a note makes an important contribution to the collective knowledge base, they can propose the note for publication. An editorial group and the teacher then decide whether to publish the note. At the end of the school year the class may decide on a selection of notes to remain in the knowledge base for classes that come after them.

The central activity of the community is contributing to the communal knowledge base

Students can read through the knowledge base adding text, graphics, questions, links to other notes, and comments on each other’s work. When someone has commented on another student’s work, the system automatically notifies themabout it.

The model involves students investigating problems in different subject areas over a period of weeks or months. As students work, they enter their ideas and research findings as notes in an on-line knowledge base.

2) sharing what they learn with other students in their research group and in other groups, and (3) preparing for and participating in some “consequential task”

(1) carrying out research on the central topics in small groups where each student specializes in a particular subtopic area

overall structure

Her technique of asking students to explain other student’s ideas is particularly effective in making them listen to and respect other students.

For instance, social learning techniques such as cooperative learning and collaborative learning (Cohen, 1985; Damon & Phelps, 1989; Slavin, 1986)

chooling needs to construct a learning environment that fosters students’ abilities to work and learn with other people.

argues that children will learn to read and write if the people they admire read and write. That is, they will want to join the "literacy club" and will work hard to become members. Brown, Ellery, and Campione (1998) argue that there has been a change in the demand on schools, toward a goal of producing expert learners or "intelligent novices." This change has been brought on by (1) increasing knowledge, such that no one can absorb in school everything they will need to know in life, and by (2) the changing demands of work, where technology can carry out low-level tasks, requiring workers who can think abstractly and learn new skills.

connectivism (Downes, Siemens),written by Insung Jung community of inquiry model (Garrison, Anderson), written by Karen Swan extended spatial model of e-learning (Jung and Latchem), written by Mimi Miyoung Lee a pedagogy-andragogy-heutagogy continuum (Blaschke), written by Lisa Blaschke

Jung, I. (ed.) Open and Distance Education Theory Revisited

autonomy and independence (e.g. Knowles, Wedemeyer, Holmberg), written by Colin Latchem, who sadly died just after submitting his chapter industrialized teaching and learning (e.g. Peters), written by Olaf Zawicki-Richter,  transactional distance (Moore), written by Rick Shearer and Eunsung Park openness, written by Marcus Diemann,which includes a discussion of OER and MOOCs and their relationship to openness, but not any direct discussion of open pedagogy.

Learning through communities of practice in a digital age

 a step-by-step guide

Create a rhythm for the community: there needs to be a regular schedule of activities or focal points that bring participants together on a regular basis, within the constraints of participants’ time and interests.

Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex.

Figure 1 presents a density plot of the time students indicated that they would watch the first video after it was released (time as a continuous variable on the x-axis, the number of students who committed to watching at that time on the y-axis). We see consistent temporal patterns: Scheduled watching peaks the day after the video was released and then falls over time. There are distinct peaks in the evening of each day (we have labeled 9:00 p.m. each day). Among students who completed the survey and actually watched the first video, Figure 2 depicts the day and time at which students watched the first video relative to when they committed to watching it. The left histogram confirms that the majority of students watch the video on the day they scheduled with a significant number watching either a day early or late. The right panel shows that for students who watched on the day they scheduled to watch, the majority watched it within an hour of the time they scheduled. Students who commit to watching the video on a specific day and time are mostly adhering to their schedule.

Similarly, Macan, Shahani, Dipboye, and Phillips (1990) found that scores on a robust time management scale were positively related not only to higher college GPA but also to students’ self-perceptions of performance and general satisfaction with life.

It is also a reason why awarding grades for participation in discussion forums misses the point.

discussion forums are not an addition or supplement to core teaching materials, such as textbooks, recorded lectures, or text in an LMS, but are the core component of the teaching.

some instructors have focused heavily on the communication affordances of the Internet (see for instance, Hiltz and Turoff, 1978)

Pask, 1975

In the OCL theory, the teacher plays a key role not as a fellow-learner, but as the link to the knowledge community, or state of the art in that discipline. Learning is defined as conceptual change and is key to building knowledge.

OCL theory provides a model of learning in which students are encouraged and supported to work together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the conceptual knowledge needed to solve problems rather than recite what they think is the right answer

And, Mazur found, students read beyond what was required: The software showed students coming back to the text after it was no longer assigned.

So they drew on one of the lessons of Peer Instruction, a method that Mazur had developed in the 1990s to encourage students to discuss conceptual questions with one another during lectures.

Kelly Miller, by posting readings on an online platform. It allowed them to track how students read online.

Eric Mazur, a professor of physics and applied physics at Harvard University, started noticing issues with his students’ reading habits many years ago.

Hoeft found a possible old-school fix, the same one Burchfield and Sappington praised 12 years earlier: quizzes. By adding quizzes or graded assignments, like handouts and journals, she could improve their reading rate by double digits.

"We quickly realized that unless you actually assign a grade for the out-of-class component, students just won’t do it.”

“Students these days are not as capable as students were in previous generations as critical readers,” Jolliffe says. 

Reihmanusesbasicquestionsprompts,thenbeginstodigdeeper,involv-ingthestudentsinrecon-structingargumentsorleav-ingoutstepsonpurposetoletstudentsfillinthelogicgaps.Finally,studentsdemonstratetheirabilitytoidentify,reconstruct,andevaluateargumentsthroughshortpapers.

wantsstudentstobeabletoanalyzeandevaluatearguments

activelearning,problem-basedlearning,learner-centeredteaching,inquiry-basedteaching,andra-gogy,learningstyles,left-andright-brainedthinking,cooperativelearning,collaborativelearning,flippedclassrooms,aswellashybridandonlineteaching

Connectivism is the theory behind massive open online courses, MOOCs

earning is primarily online, open, learners engage within network Learning objectives are not pre-determined, emerge throughout the course, determined by learners’ needs Variety of content sources on web, extensive, accessible Learners are self-directed, independent, know how-to-learn Prerequisites not required Learning is often disorganized, chaotic

Tam, M. “Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning”, Educational Technology & Society 3(2) 2000 The Learning Design Framework, Online Learning Insights

Learning is not linear, often exploratory in nature Prerequisite knowledge not always required or considered Instruction emphasizes learning in experiential contexts Learning is social Assessment varies

Students generate knowledge through collaborative group work

Universal goals such as problem solving and critical thinking

Instruction is directive Instructors transmit body of knowledge/skills to learners Assessments: multiple choice, short answer tests, or essays and projects graded by rubrics or checklists Students require prerequisite skills for advancing through curriculum Instruction is sequential, linear, standardized Efficient

Cognitive psychology postulates that information is stored in long-term memory in the form of nodes which connect to form relationships; that is, in networks. So, information maps that show the major concepts in a topic, and the relationships between those concepts, should be included in the online learning materials.

Online learning strategies must present the materials and use strategies that enable students to process the materials efficiently. Since working memory has limited capacity

Online instruction must use strategies to allow learners to attend to the learning materials so they can be transferred from the senses to the sensory store and then to working memory.

, the three schools of thought can, in fact, be used as a taxonomy for learning. Behaviorists’ strategies can be used to teach the what (facts); cognitive strategies can be used to teach the how (processes and principles); and constructivist strategies can be used to teach the why (higher-level thinking that promotes personal meaning, and situated and contextual learning)

Some knowledge will reside in machines while some will reside in humans.

ccording to Siemens, connectivism is the integration of principles explored by chaos, network, complexity and self-organization theories

we can use a combination of theo-ries to develop online learning materials.

The development of effective online learning materials should be based on proven and sound learning theories.

For organizations and insti-tutions to make this often expensive move, there must be a perception that using online learning provides major benefits. Some of the benefits for learners and instructors are detailed below.

students gain significant learning benefits from audiovisual or computer media, as opposed to conventional instruction; however, the same studies also suggest that the reason for those benefits is not the medium of instruc-tion, but the instructional strategies built into the learning materials.

Clark (1983) claims that technologies are merely vehicles that deliver instruction, and do not themselves influence student achievement.

“Reasoned and validated theoretical eclecticism has been a key strength of our fi eld because no single theoretical base provides complete prescriptive principles for the entire design process.

As one moves along the behaviorist—cognitivist—constructivist con-tinuum, the focus of instruction shifts from teaching to learnin

Although the acquisition of “habits” is dis-cussed, little attention is given as to how these habits are stored or recalled for future use.

No attempt is made to determine the structure of a student’s knowledge nor to assess which mental processes it is necessary for them to use (Winn, 1990).

a third category, constructive, is added here because of its recent emphasis in the instructional design literature (e.g., Bednar, Cunningham, Duff y, & Perry, 1991; Duff y & Jonassen, 1991; Jonassen, 1991b; Winn, 1991).

behavioral, cognitive, and constructivis

Is it better to choose one theory when designing instruction or to draw ideas from dif-ferent theories?

Th erefore, as emphasized by Snelbecker (1983), individuals addressing practical learning problems cannot aff ord the “luxury of restricting themselves to only one theoretical position . . . [Th ey] are urged to examine each of the basic science theories which have been developed by psychologists in the study of learning and to select those principles and conceptions which seem to be of value for one’s particular educational situation” (p. 8).