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3) The strategy overview discusses suitable blended and online approaches, infrastructure needs, capacity building, delivery plans, and tools for effective eLearning implementation in design programs.
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This professional development module focuses on Standard I of the iNACOL quality standards for online teaching. The module contains 6 principles related to Standard I and objectives for learners to meet upon completion. Learners will demonstrate competencies like incorporating time management, using online course management tools, assessing student readiness, understanding the importance of student success and self-assessment, and fostering student empowerment in online learning. Activities include reading articles, completing tasks in an e-learning toolkit, designing assessments, and discussing strategies for online teaching and learning.
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The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
This document outlines the design of a training module for employees of Gallup McKinley County Schools to learn how to use SharePoint. The training will include a series of video modules accessible online covering navigating and using SharePoint. Employees will practice skills on a training SharePoint site and discuss their learning on a Ning site where their responses will help build a knowledge base wiki. The goal is for all employees to learn how to access and collaborate on SharePoint for knowledge management and sharing.
Student Hand Book Rai University Online LearningRai University
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Download here: http://uol.raiuniversity.edu/student-support/student-hand-book/
There are many e-learning development models that can be used for instructional design and program management. Broadbent (2002) suggested an eight-step model that includes scoping the project, analyzing needs, designing curriculum and objectives, developing materials, pilot testing, delivering instruction, evaluating outcomes, and maintaining the program. To manage a successful e-learning project, it is important to have strong project management skills, obtain necessary background information, carefully write contracts, allow time for reviews, track time spent on tasks, use project management software, formally approve any revisions, create status reports, and keep records. E-learning programs can effectively support teaching and learning when a well-developed model is followed and continuously improved.
1. The document provides guidance on designing online courses and outlines several key elements that should be considered, including setting clear objectives, understanding your audience, integrating instructional and audience analysis, focusing on people, processes, technology, and administration.
2. It recommends using Mager's theory of behavioral objectives to write clear, measurable learning objectives for the course.
3. Several principles are discussed for each element, such as conducting needs analyses, centering course design around instructors and students, and carefully considering whether to build your own platform or use an existing one.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This document describes a web portal for an online student and tutor management system. The system was created to provide easy, user-friendly access for students and tutors to interact virtually. It uses PHP, CSS, SQL database, and was built using XAMPP on Windows operating systems with at least 256MB RAM and 40GB hard drive. The 5-person team spent 2 days developing modules for registration, participant access to courses, and a guide interface to support students. Benefits included reduced costs and paperwork compared to physical tutoring.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
The document discusses the key elements of designing integrated hybrid and online courses, including determining course competencies and learning objectives, developing assessments to measure student progress, creating instructional materials and learning experiences to engage students, and synthesizing these elements into a course syllabus that incorporates interaction and technology. Faculty are provided with sample materials and resources to help with course planning, development of assessments and activities, and creation of an accessible online course.
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
This document outlines a faculty development plan for collaborative learning at IHC for the 2013/14 academic year. It discusses establishing a baseline for best teaching practices using active learning strategies and ongoing instructor evaluations. Resources for faculty development include an online workbook, technology support, and training in instructional design. Faculty are expected to submit professional development plans outlining their courses, teaching methods, use of technology, and goals for the year.
Transformational online and hybrid teaching module overviewprennertariev
This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
The document provides details about designing an online training program on cybersecurity threats for employees. It includes an analysis of learning needs, learners, and content. The design section outlines learning outcomes, instructional methods using computers, and assessments involving software installation and testing. The document also discusses the delivery method, timeline, and resources needed for the virtual and physical training sessions.
This professional development module focuses on Standard I of the iNACOL quality standards for online teaching. The module contains 6 principles related to Standard I and objectives for learners to meet upon completion. Learners will demonstrate competencies like incorporating time management, using online course management tools, assessing student readiness, understanding the importance of student success and self-assessment, and fostering student empowerment in online learning. Activities include reading articles, completing tasks in an e-learning toolkit, designing assessments, and discussing strategies for online teaching and learning.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
This document outlines the design of a training module for employees of Gallup McKinley County Schools to learn how to use SharePoint. The training will include a series of video modules accessible online covering navigating and using SharePoint. Employees will practice skills on a training SharePoint site and discuss their learning on a Ning site where their responses will help build a knowledge base wiki. The goal is for all employees to learn how to access and collaborate on SharePoint for knowledge management and sharing.
Student Hand Book Rai University Online LearningRai University
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Download here: http://uol.raiuniversity.edu/student-support/student-hand-book/
There are many e-learning development models that can be used for instructional design and program management. Broadbent (2002) suggested an eight-step model that includes scoping the project, analyzing needs, designing curriculum and objectives, developing materials, pilot testing, delivering instruction, evaluating outcomes, and maintaining the program. To manage a successful e-learning project, it is important to have strong project management skills, obtain necessary background information, carefully write contracts, allow time for reviews, track time spent on tasks, use project management software, formally approve any revisions, create status reports, and keep records. E-learning programs can effectively support teaching and learning when a well-developed model is followed and continuously improved.
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1. Creating and Implementing Online Courses
ADDIE Model of Instructional
Design for Online Courses
By:
Rahman Nazar Farhad, Country Head of
SPCE AFG
Digital Pedagogist and Certified ADDIE Model
Instructional Designer
03.03.2024
2. GLOSSA
RY
1. MOOC: Massive Open Online Course
2. GOC: Global Online Course
3. LMS: Learning Management System
4. Certificate and Badges: Electronic documents as proof of students
success
5. Support: Technical support
6. Diversity: Considering context/local or global
7. Online Essentials: Capacity to browse, search, sign up, sign in, and
explore toolbars.
8. Synchronous
9. Asynchronous: involving students working separately at different
times, for example using recorded lessons or the internet
10.Blended/Hybrid Design: a course plan that combines in-person and
online teaching
11.BRIDGE Checklist: a list of criteria for evaluating how well an online
tool will work in your online course
3. GLOSSA
RY
12. Hybrid Module Framework: a plan for a typical module that includes
asynchronous and synchronous parts
13. Learning Asset: any clickable item within an online course that a learner must
respond to. These might include readings, videos, quizzes, or discussion
boards.
14. Module Framework: a plan for a typical module in an online course
15. Multimedia: using sound, pictures, film, and/or text
16. Multimedia Principles: a rule or idea to guide you in using spoken or written
words and visuals in online learning assets
17. Online Tools: programs, websites, or other online resources that can help
students to learn and work together
18. Video Scripts: The words people say in a video
19. Visuals: The pictures, charts, or graphs in a learning asset.
20. ADDIE Model: a commonly used structural framework that allows you to plan a
course in an organized and methodical fashion. ADDIE is an acronym that
stands for analyze, design, develop, implement, and evaluate.
21. Offline Features: students can access when offline
22. Mobile Friendly Tools and Applications: accessibility through mobile data, and
mobile applications.
23. Internet Efficient Apps: Limited data, internet, app work in limited internet.
5. ANALYSIS (NEED ANALYSIS)
1. Data gathering tools: Diagnostics, Pre-test, Placement test,
survey, interview, focus groups,
2. Data and analysis: Demographic information, abilities, skills with
technology, attitudes, interests, expectations, goals, motivation
for learning, preferences, learning styles, or strategies, and
current level of knowledge. Creating Learners’ Story
3. Based on the learners story write SMART Course Objectives.
4. Analysis of the need of technology for the course, multimedia,
videos, audio, online tools, visuals, graphics
5. Frame the problem/challenge
6. Budget
7. Other Resources
6. DESIGN
1. Blueprinting stage
2. Module framework; describing parts of a module framework, a general framework for a module, it includes a
number of learning assets.
3. Create the Course Outline: Themes will be specified, a general overview of the course,
4. Course description, objectives, course schedule, assessment plan, list of required materials
5. Even Distribution of the course content into models
6. Scaffolding/framing the outside of the wall in the ADDIE Model
7. Big tasks, presentations, Assignments, the frame how it move will be created.
7. DESIGN
1. Hybrid Module Framework
2. Defining LMS, learning
assets.. Videos, readings,
quizzes, discussion boards
for all modules.
3. Deciding and dividing
course into synchronous,
asynchronous and Hybrid
Designs
8. DEVELOPMENT
1. Materials production
2. Identify how multimedia principles work in developing videos,
readings, and other learning assets.
1. 10 principles: Personalization, voice principle, signaling principle,
interactivity principle, pre-training principles, multimedia principles
(Engaging), contiguity principle (closeness of content and visuals), Coherence
Principle, (removing extra words and content), Modality Principle (visuals and
spoken etc), Segmenting principle (dividing to small parts).
3. Develop the learning assets (video scripts) using multimedia
principles.
4. Cascade new knowledge by sharing with peers.
5. Pilot testing
9. IMPLEMENTATION
1. Content is delivered: identify ways to introduce and engage students in the
teaching and learning of the online course.
2. Bring SMEs and Technical professional experts together to ensure that the
designed implementation plan works.
3. Pilot testing the program.
4. Sending out announcements, registration, enrollment, Provision of syllabus to
students
5. Provision of Glossary of the Course Content
6. Creating operational steps for an implementation having the designer steps in
mind.
7. Creation of timelines from delivery to mid, and final assessment.
8. Evaluation is used in this stage to gauge the degree in which learners meet
objectives
9. Identification of appropriate actions through an action plan to implement the
online course.
10. Does the implementation Online Tool Meet the Criteria of BRIDGE
Implementation Evaluation Form.
11. EVALUATE
1. How to know that the course has been helpful and has had an
impact on students?
2. How do you measure that you have reached the main goal?
3. Reflection on the course from learners’ story to course
objective and
4. Evaluation means to find out what really works, what is
working, and what needs to be changed or replaced.
5. Using evaluation tools to check with stakeholders, to see if
they benefited from the course and overall, it was effective.
Why do we evaluate?
1. To restart analysis, design, development, implementation, and
evaluation, with continuous change based on continued
development and change in the target beneficiaries and
context.
12. THANK YOU!
RAHMAN NAZAR FARHAD
COUNTRY HEAD SPCE UCA, AFGHANISTAN
rahmannazar.farhad@ucentralasia.org
+93797002535
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