This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Blended Learning: Strategies for Course Design and Delivery By Mahfuja Mali...digitallearningSHU
This document provides an agenda and overview for a presentation on blended learning course design and delivery. The presentation defines blended learning as courses that combine both traditional face-to-face instruction and online learning. It discusses best practices for course design, including aligning course structure and assessments with learning objectives and integrating meaningful online and face-to-face content. The presentation also reviews examples of blended accounting courses and engages attendees in a discussion of challenges and considerations for blended course design.
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
This document outlines a professional development plan for the Persian-Farsi Department at the Defense Language Institute. It includes three goals: 1) effectively using technology as an integrated tool for teaching and learning, 2) providing educational opportunities and resources through technology, and 3) ensuring access to appropriate technology infrastructure. An assessment was conducted to determine technology proficiency, attitudes, needs, and interests. Learning activities like using ScribeZone software are proposed to meet the goals. Resources on language learning and technology are shared. The evaluation plan involves collecting data from observations, surveys and EdTech profiles to analyze and modify professional development accordingly.
EDTECH 554 - Providing professional development for teachers copyTeresa Froehlke
The document outlines a proposed professional development workshop for teachers on project based learning. The workshop will be conducted over 1.5 days by an outside organization. It will teach teachers the pedagogical underpinnings of project based learning and how to apply it across disciplines while integrating standards. Learning will be measured through pre/post assessments and surveys. The goals are for teachers to adopt a project based approach in their classrooms and move to tier 3 technology integration, with students actively engaged in individual and collaborative technology use. This workshop aims to improve teacher effectiveness and differentiate instruction to better serve all learners.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
Blended Learning: Strategies for Course Design and Delivery By Mahfuja Mali...digitallearningSHU
This document provides an agenda and overview for a presentation on blended learning course design and delivery. The presentation defines blended learning as courses that combine both traditional face-to-face instruction and online learning. It discusses best practices for course design, including aligning course structure and assessments with learning objectives and integrating meaningful online and face-to-face content. The presentation also reviews examples of blended accounting courses and engages attendees in a discussion of challenges and considerations for blended course design.
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
This document outlines a professional development plan for the Persian-Farsi Department at the Defense Language Institute. It includes three goals: 1) effectively using technology as an integrated tool for teaching and learning, 2) providing educational opportunities and resources through technology, and 3) ensuring access to appropriate technology infrastructure. An assessment was conducted to determine technology proficiency, attitudes, needs, and interests. Learning activities like using ScribeZone software are proposed to meet the goals. Resources on language learning and technology are shared. The evaluation plan involves collecting data from observations, surveys and EdTech profiles to analyze and modify professional development accordingly.
EDTECH 554 - Providing professional development for teachers copyTeresa Froehlke
The document outlines a proposed professional development workshop for teachers on project based learning. The workshop will be conducted over 1.5 days by an outside organization. It will teach teachers the pedagogical underpinnings of project based learning and how to apply it across disciplines while integrating standards. Learning will be measured through pre/post assessments and surveys. The goals are for teachers to adopt a project based approach in their classrooms and move to tier 3 technology integration, with students actively engaged in individual and collaborative technology use. This workshop aims to improve teacher effectiveness and differentiate instruction to better serve all learners.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
This document discusses instructional design and the ADDIE model. It defines instructional design as the systematic process of translating learning principles into instructional plans and materials. The ADDIE model is introduced as a five-step process used by instructional designers: analysis, design, development, implementation, and evaluation. Each step of the ADDIE model is then defined in more detail. The document also discusses how the ADDIE model can be applied to distance education by using technology to bridge the gap between instructors and students separated by space and time.
This document discusses how technology can support deeper learning aligned with the Common Core standards. It notes the changing education landscape including Common Core, assessments, and shrinking budgets. The Horizon Project examines emerging technologies and how they can support real-world problem solving and active learning. Challenges include the need for digital literacy training and innovating pedagogy. PISA test results show top nations emphasize critical thinking over rote memorization. The document contrasts two schools' technology use and emphasizes the importance of clear learning expectations over spending on technology alone. It provides examples of how Google tools can support deeper learning and 21st century skills development.
This training aims to improve student learning and teacher effectiveness by teaching language teachers how to use the video editing program ULead Video Studio. It will allow teachers to take online videos and audio and edit them into formats suitable for classroom use. The training will cover skills like adding music, titles, effects and displaying multiple images. Evaluations will include a project applying the objectives and surveys to determine if the goals of improving teaching and student learning through expanded access to media were achieved.
The OPAL Project aims to improve student academic performance through technology-infused instruction and professional development for educators. The project will provide blended professional development for teachers to develop technology-rich, project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state assessments, especially for English language learners and students with disabilities, and provide sustained, high-quality technology training for educators. Participating schools and educators are expected to fully support and collaborate with the project.
The document discusses integrating technology and the Common Core standards in math classrooms. It explains that the standards emphasize real-world applications to prepare students for college and careers. The standards also focus on fewer concepts but require deeper understanding. The document provides examples of Common Core math standards and the standards for mathematical practice. It discusses how assessments are shifting to be more like PARCC assessments and emphasizes the importance of backward design when planning lessons.
Evaluating the Role of Faculty Development on Online Learningbarbaracbrowning
The document describes how the Instructional Services and Online Learning Department at A-B Tech Community College used the ADDIE model to develop a faculty development course to improve online learning. It outlines each stage of the ADDIE process - analysis, design, development, implementation, and evaluation. Key aspects included determining learning outcomes, creating a storyboard, developing course content and assessments, delivering the course, and evaluating its effectiveness through assessments and feedback. The course was successful in meeting its learning outcomes, though the analysis identifies challenges around setting clear outcomes and managing scope during the process.
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
The document summarizes a grant program called Leadership Innovation for Education (LIFE) that aims to improve student academic performance in core subjects through effective technology use. It provides details on professional development for educators, including workshops, online courses, and coaching/mentoring. It also outlines goals of developing student e-portfolios and online courses. Evaluation of the program will include surveys, observations, interviews and assessments of technology/literacy skills and student e-portfolios.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
The OPAL Project is a 3-year Title II Part D competitive grant that aims to improve student academic performance in core subjects through effective technology integration and professional development for educators. The project will provide blended professional development for teachers to develop project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state exams and provide sustained, high-quality professional development for educators to infuse technology into instruction. Participating schools must work collaboratively with project staff to support the goals of improving instruction with technology.
This document discusses outcome-based education with soul. It addresses common questions around employment opportunities for graduates, teaching industry-specific skills, and engaging weak students. The responses emphasize that a CGPA of 3.0 shows mastery, graduates are trained with soft skills for private sector jobs or entrepreneurship, and teachers provide basic knowledge while cultivating lifelong learning. Weak students in higher education have their own commitments; teachers should use student-centered learning to engage them. Continuous quality improvement involves assessing course and program learning outcomes to ensure goals are met.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Applying Gamification Principles to Online Faculty Professional DevelopmentMichael Wilder
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
Valerie Shapko is seeking an online instructional designer position. She has over 15 years of experience in instructional design, online course development, and training. She holds advanced degrees in communication and instructional technology. Currently she is a senior instructional designer at Texas Woman's University, where she designs and develops online training programs and courses using the ADDIE model. She is proficient in various learning management systems and has received several instructional design certifications.
What's New at NROC: A Focus on MathematicsJonathan Lopez
The document summarizes the work of the National Research Center (NROC) project to develop open educational resources to improve student success in developmental mathematics courses. The 3-year project aims to (1) develop new online learning content and interventions, (2) engage students, instructors, and administrators in the design process, and (3) create an enterprise for sustainable national distribution. NROC is developing a range of introductory and developmental mathematics content using adaptive learning approaches including tutorials, worked examples, and collaborative projects. It is also creating professional development resources to support implementation.
CHAMP Advisory Committee Meeting Feb 24 2014cccscoetc
This document provides guidance for compiling an open educational resource (OER) course containing all elements from a CCNS course that addresses all CCNS competencies and topic areas. The compiled OER course should be organized by competencies and topics rather than units or dates. It should include all relevant course elements such as syllabus, readings, assignments, assessments, and feedback mechanisms. The goal is to share this expertise and experience within the consortium and beyond to help other practitioners.
Instructional design and development 7.02.14jilllove1
Instructional design aims to create effective and efficient learning experiences. The ADDIE model is a common instructional design process that includes analysis, design, development, implementation, and evaluation phases. Backwards design, also known as understanding by design, begins with identifying desired learning outcomes and then creating assessments before developing learning activities. Quality assurance frameworks like Quality Matters provide rubrics to help ensure online courses are accessible, engaging, and promote learning and understanding.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
This document discusses instructional design and the ADDIE model. It defines instructional design as the systematic process of translating learning principles into instructional plans and materials. The ADDIE model is introduced as a five-step process used by instructional designers: analysis, design, development, implementation, and evaluation. Each step of the ADDIE model is then defined in more detail. The document also discusses how the ADDIE model can be applied to distance education by using technology to bridge the gap between instructors and students separated by space and time.
This document discusses how technology can support deeper learning aligned with the Common Core standards. It notes the changing education landscape including Common Core, assessments, and shrinking budgets. The Horizon Project examines emerging technologies and how they can support real-world problem solving and active learning. Challenges include the need for digital literacy training and innovating pedagogy. PISA test results show top nations emphasize critical thinking over rote memorization. The document contrasts two schools' technology use and emphasizes the importance of clear learning expectations over spending on technology alone. It provides examples of how Google tools can support deeper learning and 21st century skills development.
This training aims to improve student learning and teacher effectiveness by teaching language teachers how to use the video editing program ULead Video Studio. It will allow teachers to take online videos and audio and edit them into formats suitable for classroom use. The training will cover skills like adding music, titles, effects and displaying multiple images. Evaluations will include a project applying the objectives and surveys to determine if the goals of improving teaching and student learning through expanded access to media were achieved.
The OPAL Project aims to improve student academic performance through technology-infused instruction and professional development for educators. The project will provide blended professional development for teachers to develop technology-rich, project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state assessments, especially for English language learners and students with disabilities, and provide sustained, high-quality technology training for educators. Participating schools and educators are expected to fully support and collaborate with the project.
The document discusses integrating technology and the Common Core standards in math classrooms. It explains that the standards emphasize real-world applications to prepare students for college and careers. The standards also focus on fewer concepts but require deeper understanding. The document provides examples of Common Core math standards and the standards for mathematical practice. It discusses how assessments are shifting to be more like PARCC assessments and emphasizes the importance of backward design when planning lessons.
Evaluating the Role of Faculty Development on Online Learningbarbaracbrowning
The document describes how the Instructional Services and Online Learning Department at A-B Tech Community College used the ADDIE model to develop a faculty development course to improve online learning. It outlines each stage of the ADDIE process - analysis, design, development, implementation, and evaluation. Key aspects included determining learning outcomes, creating a storyboard, developing course content and assessments, delivering the course, and evaluating its effectiveness through assessments and feedback. The course was successful in meeting its learning outcomes, though the analysis identifies challenges around setting clear outcomes and managing scope during the process.
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
The document summarizes a grant program called Leadership Innovation for Education (LIFE) that aims to improve student academic performance in core subjects through effective technology use. It provides details on professional development for educators, including workshops, online courses, and coaching/mentoring. It also outlines goals of developing student e-portfolios and online courses. Evaluation of the program will include surveys, observations, interviews and assessments of technology/literacy skills and student e-portfolios.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
The OPAL Project is a 3-year Title II Part D competitive grant that aims to improve student academic performance in core subjects through effective technology integration and professional development for educators. The project will provide blended professional development for teachers to develop project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state exams and provide sustained, high-quality professional development for educators to infuse technology into instruction. Participating schools must work collaboratively with project staff to support the goals of improving instruction with technology.
This document discusses outcome-based education with soul. It addresses common questions around employment opportunities for graduates, teaching industry-specific skills, and engaging weak students. The responses emphasize that a CGPA of 3.0 shows mastery, graduates are trained with soft skills for private sector jobs or entrepreneurship, and teachers provide basic knowledge while cultivating lifelong learning. Weak students in higher education have their own commitments; teachers should use student-centered learning to engage them. Continuous quality improvement involves assessing course and program learning outcomes to ensure goals are met.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Applying Gamification Principles to Online Faculty Professional DevelopmentMichael Wilder
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
Valerie Shapko is seeking an online instructional designer position. She has over 15 years of experience in instructional design, online course development, and training. She holds advanced degrees in communication and instructional technology. Currently she is a senior instructional designer at Texas Woman's University, where she designs and develops online training programs and courses using the ADDIE model. She is proficient in various learning management systems and has received several instructional design certifications.
What's New at NROC: A Focus on MathematicsJonathan Lopez
The document summarizes the work of the National Research Center (NROC) project to develop open educational resources to improve student success in developmental mathematics courses. The 3-year project aims to (1) develop new online learning content and interventions, (2) engage students, instructors, and administrators in the design process, and (3) create an enterprise for sustainable national distribution. NROC is developing a range of introductory and developmental mathematics content using adaptive learning approaches including tutorials, worked examples, and collaborative projects. It is also creating professional development resources to support implementation.
CHAMP Advisory Committee Meeting Feb 24 2014cccscoetc
This document provides guidance for compiling an open educational resource (OER) course containing all elements from a CCNS course that addresses all CCNS competencies and topic areas. The compiled OER course should be organized by competencies and topics rather than units or dates. It should include all relevant course elements such as syllabus, readings, assignments, assessments, and feedback mechanisms. The goal is to share this expertise and experience within the consortium and beyond to help other practitioners.
Instructional design and development 7.02.14jilllove1
Instructional design aims to create effective and efficient learning experiences. The ADDIE model is a common instructional design process that includes analysis, design, development, implementation, and evaluation phases. Backwards design, also known as understanding by design, begins with identifying desired learning outcomes and then creating assessments before developing learning activities. Quality assurance frameworks like Quality Matters provide rubrics to help ensure online courses are accessible, engaging, and promote learning and understanding.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
The SEGUE project at UMUC aimed to redesign the curriculum to provide more consistent learning experiences for students and a seamless pathway for completing programs worldwide. It involved aligning courses and programs using Program Outcome Groups (POGs) and Course Outcome Groups (COGs) to maximize student success. This large collaborative effort across departments required communicating changes, addressing scale and standardization issues. Lessons learned included benefits of sharing resources and embedding skills across courses. It impacted instructional services, course development processes and templates, and faculty training. Keys to successful management included planning, resource allocation, flexibility and measuring success.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
This document discusses transforming education through online learning. It outlines essential elements of effective online learning such as quality measures, professional development, and learning management systems. The document then summarizes Poway Unified School District's online learning program, which includes developing an online course rubric based on national standards, providing professional development training for teachers, and growing their course offerings from 21 to over 30 courses through continual expansion. While implementation challenges such as unclear teacher expectations and lack of course development support occurred, the program experienced growth through refined processes and support structures.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
What skills are required of today’s instructional designers in higher education? Whether working as part of an academic department, centralized online education group, or faculty development office, the role is increasingly complex and varied to meet the needs of different faculty members, courses, programs, students, and administrators. This session addresses setting realistic expectations for the current work of instructional designers in higher education, and offer a look at how these jobs are being advertised.
Evaluating Educational Technology and Integration Strategies provides guidance on evaluating technology for classroom use, integrating technology into lessons, and finding funding to support technology. Key points include evaluating technology appropriateness before, during and after use; using strategies like project-based learning in one-computer classrooms; integrating technologies across subjects; and seeking grants or partnerships to increase classroom technologies.
Arlene Westphal has over 20 years of experience in education, including 15 years working in public schools and 8 years in higher education. She has a broad range of skills in curriculum development, instructional design, educational technology, and professional development. Currently, she is an Instructional Designer at Arizona State University where she assists faculty with online course design and trains them on educational technology tools.
There are a number of occupational roles, positions, and career paths into learning design. This is an introduction to a few ways learning/instructional design careers are evolving in education and industry today.
Madeline Cardona-Lebron has over 20 years of experience in academia as a full-time faculty member and instructional designer. She holds a Master's degree in Educational Computing and a Bachelor's degree in Computer Programming. Currently, she is a full-time faculty member and instructional designer at Plaza College, where she teaches various computer science and IT courses, develops online course material, and mentors new instructors. Previously, she held faculty and administrative roles at LaGuardia Community College and Inter-American University of Puerto Rico, where she taught courses in programming languages, databases, operating systems, and more. She is Microsoft certified in various applications and holds additional instructional design and online teaching certifications.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Can Existing Quality Guidelines Inform Faculty Participation in Online Course...Melissa A. Venable
This document discusses how existing quality guidelines can inform faculty participation in online course design. It presents two major approaches to defining quality in online learning - Quality Matters and Quality Scorecard. Quality Matters focuses on course-level standards, while Quality Scorecard examines program-level indicators. The document advocates involving faculty in discussions about quality standards and providing them with training and support throughout the course design process. This will help address common faculty concerns around time, buy-in and technical skills when creating online courses.
The document summarizes key principles for designing effective online courses and supporting faculty in online course development. It discusses:
1. The role of the instructional designer in creating instructional materials and ensuring quality using tools like instructional theory and the LMS platform.
2. Important considerations for online course design including establishing timeframes and goals, using solid pedagogical principles, mapping courses and modules, setting learning objectives, and aligning assessments.
3. Tips for building quality online courses such as looking at sample courses, identifying aligned content, applying universal design, and using the learning management system.
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
This document discusses project-based learning (PBL), describing it as an instructional approach where students work in teams on real-world problems and create presentations to share what they've learned. The benefits of PBL for students include deeper subject knowledge, increased self-direction and motivation, and improved research and problem-solving skills. As a teacher's role shifts to that of a coach and facilitator in PBL, they must help students design projects aligned to standards and allow for varied assessments.
Similar to Instructional design: What It Is, What It Isn't (20)
This document discusses supporting faculty who want to develop engaging online and blended course content. It begins by outlining some common questions and barriers faculty may face, such as where to learn strategies, finding time to develop courses, and supportive policies.
It then describes one institution's journey in establishing an online teaching certification program through their Center for Teaching and Learning. The program provides training on using the learning management system at different skill levels over 5 years.
Barriers discussed include how to integrate technology into academic conversations, how faculty can develop engaging content, finding time for course development, and policies around faculty distributing their own content. Overall it advocates for supporting faculty with technologies, policies, and conversations that acknowledge both teaching effectiveness and scholarship
OLC Innovate - Keynote Lightning Round
New Orleans 2016
If the gold standard is peer-reviewed publications – how do we use potential to distribute and reuse course content to increase the validity of the content and the efficacy of it’s the author?
Today's the Day: Balancing the Reality of Faculty Scholarship with Innovation...Noreen Barajas-Murphy
This document discusses barriers to establishing instructional design and faculty authorship of digital course content at institutions. It describes one faculty developer's experience starting an instructional design program that met resistance from faculty accustomed to optional professional development. Strategies are proposed for overcoming barriers, including establishing expectations, incentivizing course redesigns, and recognizing faculty authorship as a form of teaching and scholarly activity. The document advocates for institutional policies that honor the time needed to develop high-quality digital content, such as course releases or sabbaticals, to fuel innovation in this area.
The presenters, Nori Barajas-Murphy and Erin Gratz, will share an eAuthoring model that pairs instructional designers and librarians with faculty subject matter experts to create professionally designed, innovative course materials. Participate in the discussion on how innovative eAuthored content minimizes student costs and promotes student engagement and learning.
1. The document discusses how collaboration between faculty, instructional designers, and librarians can reduce college costs through innovative eAuthoring of course content.
2. An eAuthoring taxonomy is presented that ranges from custom textbooks to responsive eAuthored content.
3. Data suggests that eAuthored course content can significantly reduce textbook costs for students while improving learning outcomes compared to traditional textbooks.
The University of La Verne used multiple sources of data to redesign its liberal studies teacher education program to better integrate technology. Data from student and faculty surveys informed changes to course content and delivery, including increasing the use of mobile technologies, online resources, and blended learning. Courses were redesigned over three years to align assessments with learning outcomes, develop online materials like interactive eBooks, and require skills like video creation. Faculty development introduced skills like screencasting and supported consistent technology integration. The redesign aimed to improve student and instructor technology literacy for teaching.
The document outlines goals and challenges for the Educational Studies program, and a plan to address them through faculty development and instructional design over 3 years. The goals are to improve technology literacy of future educators, and graduation rates of underrepresented groups. Challenges include low student technology skills, lack of e-portfolios, and reliance on traditional teaching. The plan provides ongoing training and resources to help faculty integrate learning technologies like screencasting, e-portfolios, and digital textbooks into their courses to improve student learning. Progress will be evaluated each year through course assessments and content redesign.
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Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
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Environmental science for Degree ,Engineering and pharmacy background.you can learn about multidisciplinary of nature and Natural resources with notes, examples and studies.
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2. Explain about multidisciplinary of nature.
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Cross-Cultural Leadership and CommunicationMattVassar1
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2. Three Things
1. What design teams typically do
2. Snapshot of other local design
teams and design teams around
the nation
3. Lessons learned from the PT5
Design Team
3. Instructional Design is an
organized approach to
developing, designing, and
delivering course content.
4. Design projects begin with an
identified problem.
A solution to the problem is
addressed in the project scope.
Success is measured by
predetermined variables.
8. Design projects begin with an
identified problem.
A solution to the problem is
addressed in the project scope.
Success is measured by
predetermined variables.
10. Navigation
Students complain
materials are hard to
locate or course
looks outdated?
• Redesign course
navigation and create
consistent content
structure
• Redesign all
presentation materials
with consistent
template
• Build complete course
in a Bb sandbox to zip
for reuse
11. Multimedia
Course media comes
from various
locations and needs
better organization?
Instructor wants to
flip course instruction
and activities?
• Create a branded
location for course
media – YouTube,
Vimeo, or iTunesU
• Script essential
instruction, create a
recording timeline, edit
and produce, organize
on a course channel
(above)
12. Digital Resources
Digital course texts
come from various
locations?
Digital content curated
from Open Educational
Resources?
Faculty author their own
content?
• Collect digital files and
produce a single course
publication
• Curate OER content
into a single course file
or publication
• Design and publish a
digital companion to
their course
13. Assessment
Students consistently fall
short of specific learning
outcomes?
Textbook assessment
cartridge has more
capability than is being
used?
Assessments are ready
for review?
• Create interactive
benchmark assessments
for key learning outcomes
• Review assessment
cartridge options for
creating quiz and test
banks
• Curriculum map the
course content alignment
to assessment
14. Pedagogical
Procedural course –
mastery of skills
Case study course –
application of skills
Conceptual course –
instruction of concepts
• Audit content for depth
of procedural rehearsal
and feedback prior to
mastery
• Build media rich case
study materials and
authentic assessments
• Appraise instructional
content and develop
aligned teaching
material
17. University of Wisconsin-Stout
Purdue
San Diego State University
Roosevelt University
Montana State University - Billings
Duke University School of Nursing
Weber State University
University of Illinois at Urbana Champaign
Kent State
California Baptist University
Middle Tennessee State University
Brown Wisconsin - Madison
University of Wisconsin-Milwaukee
Penn State
Chatham University
Rio Hondo College
Baker College
Loyola Marymount College
Tulsa Community College
University of Maryland – Baltimore County
Baldwin Wallace University
University of Arkansas – Fort Smith
Western Wyoming Community College
University of Redlands
Iowa State University
Azusa Pacific University
Cal Poly - Pomona
Auckland University of Tech
18. Instructional Design Snapshot
1. What is the reporting structure of your
design unit?
2. What best describes how design projects
are selected at your institution?
3. Which roles comprise your Design Team?
4. What best describes who completes the
design project?
5. Describe the breadth of your design team's
support.
6. How many total members are part of your
design team staff?
24. Azusa Pacific
Loyola Marymount
Cal Baptist
Cal Poly - Pomona
University of
Redlands
San Diego
State University
Online Course Development: We work
with subject matter experts to design and
develop 100% online courses.
Faculty Support: We assist faculty who
want to integrate technology into their
face-to-face or blended courses.
Instructional Design is still fairly new however
our School of Education (SOE) has pushed
forward with many hybrid and online courses.
Because our campus is at 2 different places
(SOE and everyone else), the support is also
split. SOE is focused on creating standards
and implementing Quality Matters, keeping
the Instructional Designer in a consulting
role. We also have Instructional
Technologists who will facilitate training. The
goal is for this to be a faculty directed and
owned process for the University with
training/consultation from Instructional
Technologists and Designers.
Cal State
San Bernardino
The entire university and extended
university are supported by our design
team.
As part of the instructional technology (IT)
team, I provide professional development
(face to face, blended, and fully online),
individual consultation, and collaborative
instructional design services to faculty within
the division.
I personally support a specific college
80% of my time and the entire
university 20% of my time. The majority
of instructional designers on my
campus support the entire university.
Our department supports the entire university
and as the instructional designer I work
mainly with faculty but will try to gather data
from students to better help in the designing
process.
Faculty submit a request for Instructional
Design services, 2 team members receive
the requests and bring the info to a weekly
meeting of the eLearning team. The team
evaluates workloads and determines who
will take on each request. (In addition to
current workload, individual colleges, faculty,
type of request, etc...are all considered when
assigning new requests.)
26. 1. To improve the technology literacy of
future educators by modeling exemplary
use of learning technologies in their
teacher preparation program
2. Improve program completion and
graduation rates of future teachers from
community college to 4-year college
PT5 • Title V • HSI • Part A
27. Grant
Objective5
This goal has been
addressed with a 2-prong
approach:
1. Instructional
Designers paired with
with Lead Instructors
2. Professional
Development with all
Educational Studies
Instructors & Curriculum
Lab Specialists
by 2016, a
minimum of 11
Educational
Studies courses
will be redesigned
to include
technology rich
course content in
both on ground
and hybrid
delivery.
28. Budget
Year 1 Year 2 Year 3 Year 4 Year 5 Total
Personnel $156,578 $169,810 $183,350 $185,750 $196,663
Non
Personnel
$43,422 $55,190 $41,650 $39,250 $28,337
Total $200,000 $225,000 $225,000 $225,000 $225,000 $1,200,000
29. #1 Problem Identified by ID Team
Leads:
Faculty SME’s meeting
project timelines.
Instructional design is
intensive work which
requires time
The project moves at
the pace of the SME
----- Meeting Notes (1/26/15 13:14) -----
DLC under provost under newly organized regional campuses- specifically to Bb LMS and online programs that used it
“(Solve)…the issue of poor student success [as evidenced] in teacher education completion rates and inadequate technology integration by faculty, and inadequate student technology literacy, emerged as one of the top priorities.” Grant Proposal
An instructional design team has worked in partnership with Faculty Content Experts to redesign courses to include interactive mobile content, and technology and media rich