Session 4 - Instructional Design For Online Learning
In this set of activities we were to work either
individually or in a small team of our choice to conduct an analysis for
developing an online class. This would be a quasi-simulation in which we were
to develop a course plan using the 11 instructional design steps presented in
chapter 1 of the text (Design Quickly and Reliably).*
*11 step instructional design process as presented in the
text
For this process I decided to work individually and attend
the synchronous planning session with the Dr. Newberry via Skype. I have designed
and taught a face-to-face courses in accounting in the past and was planning to
use this material as a resource for this assignment. However, during the
planning session I realized that the content of the courses I developed was usually
based on a textbook given to me by the educational institution’s
administration. I decided that a better learning tool for me was to start from
scratch and prepare a development plan for a vocational accounting course using
the 11 instructional design steps presented in chapter 1 of our text E-Leaning By Design by William Horton. However, this same plan could be used for many
vocational training courses. Page 8 of the text provided us with the following
institutional design aid to be used as a guide through this process.
Figure 1:
Instructional Design Aid
2.
Analyze
learners' needs and abilities: Through surveys focused on potential
students and interviews with other similar educational institutions, determine
what type of student is more likely to enroll at this institution, traditional or
nontraditional students. Determine what learning skills they already possess and
the likelihood of student’s success in an online course. Faculty should have
on-hand experience in the vocational field in which they are teaching. They
should also be able to add exhilaration and enthusiasm to the course.
3.
Identify
what to teach: Determine what skills and knowledge do potential employers
expect student process prior to employment. Create a Program Advisory Committee
made up of potential employers and professionals in the vocational field to
provide input on curriculum development and what skills graduates need to be
successful on the job. Members are not subject-matter experts but individuals
who are active members of the vocation being considered. This committee meets
periodically to discuss any chances curriculum might need to emulate changes in
the vocational field. Since the vocation course I have choose to design for online
learning is accounting, members may include private accountants working
internally for a company or public accountants working independently.
4.
Set
learning objectives: Based on information supplied by the Program Advisory
Committee as to skills needed to be successful in the chosen vocation, set what
student will be able to do once the course is completed. Learning objectives
will initially be based on vocational entry level skills and what will be
needed to maintain and advance within the chosen vocation. For accounting
objectives may be, 1) Perform steps
to analysis business transaction, 2) Prepare
journal entries, or 3) Reconcile
general cash accounts.
5.
Identify
prerequisites: There are going to be initial skills and knowledge student
will need to navigate through the course. These would be basic reading and
writing skills, the ability to work in groups, and comfortable with computers. For
an accounting course it may be that students need to be able to have some math skills.
Basic skill testing of students is advised before starting class to determine
if student has the ability to succeed and benefit from the instruction.
6.
Pick the
approach to meet each objective: Depending on the vocation that a course
represents, objectives and interaction will vary. Objectives will always
include an understanding of the terms use within the vocation. Objectives that
includes the development of skills, hands-on projects may be required with hands-on
interaction such as the preparation of journal entries and recording them in a
general journal.
7.
Decide
the teaching sequence of your objectives: As stated above in #6 an
understanding of terms use in a vocational field is a good place to start. Each
objective lesson thereafter will build on what was learned in the previous
lesson.
8.
Create
objects to accomplish objectives: There are a number of sources available
to support accounting objectives on the internet and through textbook support
pages. I plan to create a number of learning objects using PowerPoint, and
online demonstration such as CamStudio http://camstudio.org/.
9.
Create
tests: As objectives increase in complexity, each one building on the
previous objective, tests will become more complex. Earlier tests on
understating accounting terms will be identification consisting of matching and
multiple choice questions.
10.
Select
learning activities: Learning activity will be designed to promote the
absorption, understanding, and application of the material presented. This will
be accomplished through a sequence of projects each one become more intricate
as the course and the student skills progress.
11.
Choose
Media: Sometimes the media selected is based on what the educational
institution has made available. There
may be budget or policy issues that regulate what an instructor can or cannot
use. If instruction is required to be on a private network there may be
restriction of what can be accessed on the internet directly. There also may be
a restriction of what hardware and software a student can access. These are at
least issues that need investigating. The accounting course media can be completed
with a system as simple as free email, such as Goggle Mail, not unlike the by
mail correspondence course or asynchronous or it can also be a face-to-face
course using Skype or a webinar platform.
I think you are on the right track, but you may have to reduce the scope of your project at this point to be sure you can get this project done for the class!
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