Lesson 9 Instructional Design in Online Course Development

Learning Activity 1: “What is Instructional Design”

https://www.yoututbe.com/watch?v=w0iQgStGND4

 What is Instructional Design?

Instructional design (ID), also known as instructional systems
design (ISD), is the practice of systematically designing, developing
and delivering instructional products and experiences, both digital
and physical, in a consistent and reliable fashion towards an
efficient, effective, appealing, engaging and inspiring acquisition of
knowledge. The process consists broadly of determining the state and
needs of the learner, defining the end goal of instruction, and
creating some "intervention" to assist in the transition. The outcome
of this instruction may be directly observable and scientifically
measured or completely hidden and assumed

 3 major components of Instructional Design

Basic Components of Instructional Design
While there are a number of instructional design models and processes,
many of their components are similar. They include analysis, design,
development, and evaluation.
o Analysis
Analysis typically includes understanding the needs and learners
including why a training or learning solution is required. It may be
the case that training is not the solution and some other type of
performance improvement or non-training solution will be recommended.
In this stage, you’ll also begin to develop the goals of the training,
including learning objectives, and determine how the training will be
delivered.
o Design & Development
Design and development includes the actual design and development of
the instructional materials or determining the delivery methods to be
used. It often includes drafting curriculum and lesson plans,
developing any instructional materials including presentations, e-
learning, job aids, participant guides, and anything else to be used
in the training.
o Evaluation
Evaluation looks at how you determine if your training or learning
solution was successful. Did it create a measurable impact on the
learner’s behavior and did that lead to the desired results back on
the job? There are a number popular evaluation models to consider,
including:
Kirkpatrick’s Four Levels of Training Evaluation
Brinkerhoff’s Success Case Method
Philips ROI Methodology
Learning-Transfer Evaluation Model (LTEM)

 Tools necessary in Instructional Design

o Video Creation Software

Video lessons are thought to be engaging and more capable of bringing

life to a situation that leaves learners with visual images and
animation. Technology has come a long way and video creation software
now allow users to annotate, do voice overs, mix an array of media,
and many other things

 Panopto

Panopto is a video platform for business and universities. This tool

can be used for video management, recording, and live streaming. Many
presenters and instructors also use this tool to record, edit, and
share their own recordings. Another good aspect of this tool is that
one can also upload PowerPoint decks directly into the platform and
edit video and audio to accompany the slides.

 CloudApp

CloudApp is a screen recorder that is very simple to use. With this

tool one can record video, webcam, GIFs, capture your screen and share
it within seconds to the cloud. This tool integrates with apps like
Slack and Trello so that people can quickly share content specific to
any question.

 Movavi

Movavi Video Editor is great for making videos. It offers a variety of

audio editing options like audio frequency adjustments, noise removal,
special editing effects, and so much more. Many instructional
designers use this software to create videos with images, text, and
audio. An individual can easily import images or videos, add filters,
transitions, and audio. 
  Screen Capture Software

Screen Capture Software help when doing documentation or answering the

“how to” and “how can I.” This type of software helps the designer to
capitalize or emphasize on a certain element of a screenshot. In
addition, this type of software allows designers to record movement as
videos and GIFs to show how exactly the application works.

 Snagit

Snagit is used for creating quick, spontaneous videos to setup

instructions as eLearning lessons. With this, capture any part of the
screen, record actions, annotate the captured elements, and make real-
life screens part of the eLearning courses.

 Screenflow

Screenflow can be used on Mac products. It is also a screen recording

and editing software. One thing I like about this software is that it
captures your screen and your audio. Also, Screenflow can exports the
videos directly to YouTube, Vimeo, Google Drive, and many other
platforms. Screenflow also allows users to turn whatever they have
captured into animated GIFs.

 ShareX

ShareX is a free/open source tool that for screen capture, file

sharing, and productivity that can also help in creating quick videos.
This is useful when you need to create how-to video elements for your
eLearning courses.

 Course Authoring Software

Course Authoring Tools allow instructional designers to put together

different types of media to create engaging and interactive course
content. Using authoring tool can be used to develop new
courses or bring enhancement to courses that may need to be revised.
In a nutshell: this type of software allows designers to create
courses that are engaging, interactive, and filled with rich content.

 Articulate Storyline

Articulate Storyline is a tool used to create online instruction

modules using built-in templates, characters, a library of themes, and
other graphics. This can be used by anyone from skilled course
designers to regular subject matter experts to create slideshows,
screencasts, software simulations, interactive timelines, and more.
Storyline’s interface is almost similar to Microsoft PowerPoint but
has a lot more to offer in terms of branching, interactivity,
triggers, transitions, screen and video capture, and more.

 Whatfix

Whatfix is primarily used in corporations. It is a performance support

platform that helps trainers create interactive training content in
the form of real-time in-app guidance. This in-app guidance engages
the employees step-by-step and prompts them to perform specific tasks
on the platform. Whatfix interactive walkthroughs are easy to create.
For instance, creating a 10-step walkthrough would typically take
about 10 minutes. The Self-Help widget provides relevant in-app
guidance to the employees. The interactive walkthroughs created are
auto-converted into multiple formats which can be downloaded and
shared with the employees.

 Adobe Captivate

Adobe Captivate is an instructional design software that helps you

create responsive eLearning content and transform non-mobile courses
to mobile learning content. Usually users experience some sort of
difficulty when trying to view or complete assignments in their online
course when using their mobile devices. In many instances online
courses aren’t designed to be fully responsive and mobile friendly.
Captivate solves that problem and can be used to create courses, tests
over LMSs, presentations, etc. There are a huge number of design
options available on Adobe Captivate that can cater to non-tech savvy
users to advanced instructional designers.
Learning Activity 2: “Dick and Carey Instructional Design Model
Write the differences and similarities with the other ID model
ADDIE Model and Dick and Carey Instructional Design model
ADDIE Model Dick and Carey Model
 Is the most frequently used  Designed by Walter dick, Lou
Instructional Design System Carey and James Carey
 Most popular in business and  Is also known as the System
organization environment Approach Model
 Most popular in Schools and
Educational Environment

SIMILARITIES

 Both AADIE and the Dick and Carey are ID models that focuses on
the following three (3) key elements:
1. Input
2. Output
3. Process of designing the Curriculum
DIFFERENCES
ADDIE Dick and Carey
 More flexible  More detailed and straight
forward
 Has five phases  Has ten phases
 An evaluation is done at the  An evaluation is conducted
final phase at very phase and a second
evaluation is conducted to
revise the instructions to
ensure that it achieves the
goal

CONCLUSION:
While there are similarities and differences between ADDIE and the
Dick and Carey Models, it is clear that both models are exceptional
tools that can be utilized by training designers to create more
concise, engaging, efficient and deliberate training materials.

Learning Activity 3: Instructional Plan for Online Delivery

Vital Information
Author Comeleeta Polley
Instructional topic Effective Strategies for Special
Education Teacher for online
class
Training Plan Title Lecturing via online application
for studying, videos, special
education, software, Camtasia
relay
Learning setting An educational setting
Audience A diverse group of educators
seeking additional training in
special education that will
enhance their professional
development
Delivery Modality (online, Online
hybrid, face-to-face …)
Total time Allotment Two hours every Tuesday and
Thursday (every week)
Instructional Module Design lesson plan that are
 flexible, and can be modified to
the fit of the students. Add
creativity to the lessons.
Diversify the process of
instruction so that the learners
think differently from one
activity to another. Students
will understand better how the
parents and teachers affect the
student motivation.
Two Performances – Based on At the end of Tuesday or Thursday
Objectives lesson the participant will be
able to identify approach of
education using technology. The
21st century demands us to
challenge, develop and prepare
students and teachers to the
opportunities of today and
tomorrow that will provide long-
term students and teachers
success.

Lesson 10 The Pedagogy in Technology

Learning Activity 1: “Puzzle”
S U O N O R H C N Y S A
G N I K N I H T T O U R
B L E N D E D N O O L E
S Y N C H R O N O U S T
Y G O L O N H C E T K U
 N O I T C A R E T N I P
J Y E G N I N R A E L M
I N S T R U C T I O N O
P E D A G O G Y B L D C
P F W G I N T E R N E T

Lesson 11 Technology in Teaching for Understanding

Learning Activity 1:” Learning Theory: constructivism”
https://www.youtube.com/watchh?v=Xa59prZC5gA

 Constructivism is a learning theory found in psychology which

explains how people might acquire knowledge and learn. It
therefore has direct application to education. The theory
suggests that humans construct knowledge and meaning from their
experiences.
 Learners communicate with each other, and share their
understandings, feelings, knowledge and experience, to come up
with new knowledge
 The teachers become the facilitator, and the learners are
encouraged to interact, exchange views and experience, and co-
construct meaning and knowledge that is based on their needs
(still with the teacher’s intervention).
Sample of Constructivism:
Practical applications of Constructivism in the online classroom

So, we know that online learning — far from being an isolated learning
activity where students simply engage with screens — is in fact a
multi-dimensional platform that gives students a host of tools with
which to build on and further explore what they already know and what
they are curious about. So, what can we do to facilitate guided
discovery in the online or flipped classroom?

 The Jigsaw sClassroom

The Jigsaw Classroom is a teaching approach that essentially involves

students teaching each other, and can also work well in the flipped
classroom environment. Typically, the teacher divides students into
groups (try to group students of different cultures, abilities and
genders together). A key component of Jigsaw is the ability to cover a
broad topic, in detail, in a shorter amount of time.
Let’s look at an example of a teacher who has two sessions to cover
Renaissance painting.

A normal flipped approach may be to ask students to research and look

at a number of paintings and sculptures, and then research and write a
biographical essay on a painter of their choice in class the following
day.

The Jigsaw option would involve giving every member of the Jigsaw
group a different artist to study. Students return home to research
“their” artist, understanding they will need to present to their group
the following day. In this way you can cover more Renaissance artists,
and create a wider understanding of the era, in the same amount of
time.

There are a number of great ideas on designing Jigsaw lessons here.

 Mind mapping

There are a number of studies that have shown that using visual and
graphic representations of complex learning material helps students to
better organize their ideas, and significantly increases the uptake
and retention of information.

Mind maps are a recognized example of constructivist teaching methods

because they enhance the learning process of pattern-making.

Mind maps help students visualize what they already know, then help

them to organize and build that “picture” with new ideas. Learning is
further enhanced and enriched when students collaborate on creating
mind maps, where each is responsible for investigating and populating
a different area of the mind map.

There are a number of great collaborative mind map tools online, find
a good introduction to a number of programs here.
  Field learning

Experimentation and discovery “in the field” is a further technique of

constructivist teaching that again allows for guided and active
discovery, enhancing uptake and retention of new facts and ideas.
There are a number of ways teachers can enhance field study using
online tools.

These will encourage collaboration, assist with data-retrieval and

recording and enable better organization of information once the in-
field portion of the project is completed. Combining augmented reality
with mobile applications can create an immersive, exciting environment
for students in a number of educational settings and from across a
wide age-range.

Conclusion

Constructivist teaching is different from more traditional teaching

methods in the ways that it characterizes learning: Knowledge is not
“stuff” to be inserted into an empty vessel (the mind) where students
simply need to be still and receptive while the knowledge is
“inputted”. The brain doesn’t really work that way.

Constructivist teaching accepts that learning is the act of building

constructs around what we already know, through trial, error and
experience.

Many teachers will no doubt discover that they have been practicing
constructivist teaching in a number of ways, without necessarily
labeling it as such; speaking as much to the sharp intuitions of many
teachers, as to the natural fit constructivist theory has in day-to-
day teaching.