Course design not monopoly

transcript

Course Design is NOT Monopoly

How the A.D.D.I.E Process Works in Instructional Design

Chrisanne N. Garrett, MAED

chris.garrett@ucsf,edu

Course Design Not Monopoly by Chrisanne N Garrett, MAED is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

TURN THE CORNER

GO TURN THE CORNER

CHANCE

YOUR COURT

WE MEET

MY COURT

OTHERS

Avenue “A”

Avenue “

Avenue “I”

Avenue “

COURSE

IGN IS

COURSE

IGN IS

MONOPO

OK – Let’s GO!

• We are entering into a partnership to design, develop, implement, and evaluate an online course.

• We agree that this is a collaborative endeavor and that we are responsible and accountable to each other.

• We pledge to persevere through the good and the challenging times.

Course Design is NOT Monopoly!

• None of us can create an awesome online course in a vacuum.

• We need the perfect blend of subject matter expertise, design expertise, development expertise, and others who we engage to make up for our skill gaps.

• The ideal team for course development includes the end users – the students – and other key stakeholders.

Your CourtYour Court

• These are the things only YOU can do:– Define the project– Review and approve the mock-up– Provide the content – be the SME!– Review and approve the design– Teach the course

We MeetWe Meet

• These are the GOLDEN MOMENTSGOLDEN MOMENTS:– We talk about the project at its inception– We talk during the assessment process– We talk OFTEN during the design and

development process– We talk during the evaluation process– We talk and talk and talk– And I ask a LOT of questions!!!!! (How

else will I know?)BACK

My CourtMy Court

• These are the thingsthings I and my staff doI and my staff do::– Listen to your ideas– Ask a lot of questions – Create an initial mock-up– Listen to and incorporate your feedback– Build the mock-up into a storyboard– Listen to and incorporate your feedback– Revise the storyboard– Incorporate your content– Build or obtain special features– Listen to and incorporate your feedback– Load the course to the LMS

My CourtMy Court

• These are the thingsthings I and my staff I and my staff dodo::– Create an initial mock-up– Listen to and incorporate your feedback– Build the mock-up into a storyboard– Listen to and incorporate your feedback– Revise the storyboard– Load the storyboard to the LMS– YOU incorporate your content

OthersOthers

• Others who are critical to the process are:– Potential and real students– Other stakeholders– Consultants

What’s the BIG IDEA?What’s the BIG IDEA?

• Describe this course• Who is it for?• When is it needed?

Describe it!Describe it!

How do you think your course should be described – you know, like in a course catalog?

Hmmmmm … 25 words or less?!?

BACKNEXT

Who is this Who is this course for?course for?

• What’s your audience? • Undergrad or grad?• What program?• What prerequisites?• How many participants per course?

Oh PUH-LEASE! Who doesn’t need this?

BACKNEXT

When is When is this course this course

needed?needed?

When does this course go live?We’ll work back from that date to create the project plan.

Yesterday, of course!

Our First MeetingOur First Meeting

• Prepare to TALK and ANSWER a lot of QUESTIONS!!!

• Don’t worry if you don’t have all the answers – you can get back to me!

Mock-UpMock-Up

• My turn!• I prepare a

mock-up (plan, storyboard, concept!)

I hope they like it!

Needs Needs AssessmentAssessment

• Ask the audience!

• What do you need from this course?– Survey– Focus groups– Interviews

What do they need?

Needs Needs AssessmentAssessment

• Who does the needs assessment?

• How is the needs assessment done?

• Who do we include?

Who is ADDIE?Who is ADDIE?

•A•D•D•I•E

ANALYSISANALYSIS

DESIGNDESIGN

DEVELOPMENTDEVELOPMENT

IMPLEMENTATIONIMPLEMENTATION

EVALUATIONEVALUATIONBACK

•A is ANALYSIS– What are the needs driving this project? – What are the goals and objectives for this project? – How will you define success for both the learner

and the project? – How will you measure that success? – Who is the intended audience? – What do the members of the learning audience

already know? – What do they need to learn?

– What resources are already available? BACK

Who is ADDIE?Who is ADDIE?•DD is DESIGN & DEVELOPMENT

– Design is the plan• Objectives defined in terms of specific measurable

objectives or learning outcomes. • Skills, knowledge and attitudes to be developed. • Resources and strategies to be utilized. • Structuring, sequencing, presentation, and

reinforcement of the content. • Assessment methods matched to the learning

objectives to ensure agreement between intended outcomes and assessment measurements.

– Development is the buildBACK

•I is IMPLEMENTATION–We TEST it–We FIX it–We LAUNCH it–We DELIVER it

•E is EVALUATION–We evaluate as we design–We evaluate as we develop–We evaluate as we deliver–We evaluate the results–We evaluate the process

Turn the First CornerTurn the First Corner

•OK – we’ve finished the assessment phase – let’s CELEBRATE!

•Now we move to design and development – the real work begins!

We Meet Again!We Meet Again!

•The real work is about to begin.

•We meet to discuss the next steps:–Design & Content Integration

–Development BACK

Back in YOUR Court!Back in YOUR Court!

•Review the needs assessment data

•Review the Mock-Up•Provide feedback•Identify where you need to provide content!

BACKNEXT

You are the SME!What are you waiting for?!? Start writing / inserting content!!!

BACKNEXT

What in the HECK is a SME and WHY would I want to be one?!!?

A SME is a

SSubject ubject MMatter atter EExpertxpert

BACKNEXT

You can write your content in:• Word• PowerPoint• ExcelYou can record your content

with:• Audio• Video BACKNEXT

•You can enter your content directly to the LMS–We are happy to do it for you–Or you can do it yourself

Back in MY Court!Back in MY Court!

•Recommend and design engaging and compelling learning elements

•Create or find resources to create interactive / audiovisual elements.

•Work with you to make the best decisions. BACK

Speaking of Courts.Speaking of Courts.We’re Really Playing now!We’re Really Playing now!We’re We’re volleyingvolleying back and back and

forthforth..

• This is perhaps the most critical element of the course design process.

• The designer and the SME(s) must be in continuous communication during this period.

• This period is give and take until complete.

OthersOthers

•Videographers to film•Sound people to record•Graphic designers to design•Programmers to program•Other experts to do their

things

We Continue to We Continue to CommunicateCommunicate

•Need I say more?

Go To Jail – Go Directly To Go To Jail – Go Directly To Jail – Do Not Pass Go – Do Jail – Do Not Pass Go – Do

Not Collect $200Not Collect $200• Shame on us if:

– We skip steps irresponsibly– We fail to communicate– We fail to give each other

constructive feedback– We fail to provide the best

possible product to our students

Teach Your CourseTeach Your Course•You know how to teach •And - OK – we need a whole

new course on online teaching

•And I offer a course on online teaching – hope you participate!

Students Take the Students Take the CourseCourse

•OK – we need a whole new course on this, too

•And I offer a course on online learning.

D/D Makes RevisionsD/D Makes Revisions

•Design / Development is at your service to make sure the course is working

•This is an iterative process – revisions can be made at any time.

We Continue to We Continue to CommunicateCommunicate

•We need to keep talking! •Design / Development is at

your service to make sure the course is working.

We Turn the Next CornerWe Turn the Next Corner

•YAY! We have completed our course!

•Let’s CELEBRATE!•We feel really good about it – as we should – BUT …

•Did we meet our objectives?

BACKNEXT

EvaluationEvaluation

•Student assessment•Faculty evaluation•Design evaluation

–Formative–Summative

•Process evaluationBACK

Student AssessmentStudent Assessment

• We assess student participation• We assess student assignments /

projects• We assess student exams• We assess whether students achieve

learning objectives• We assess whether students transfer

learning to their real lives

Faculty EvaluationFaculty Evaluation

•We evaluate faculty performance

Design EvaluationDesign Evaluation

•We evaluate the efficacy of the design

Process EvaluationProcess Evaluation

•We evaluate our collaborative process

Chance• Take a walk through course design sites:

– http://www.tc-library.org/BestPractices.asp#use– http://www.tn.regentsdegrees.org/faculty/

pedagogy.htm– https://courses.worldcampus.psu.edu/facdev101/

student/index.shtml– http://www.csuchico.edu/celt/roi/index.html– http://www.fastrak-consulting.co.uk/tactix/Features/

etrainer.htm– http://training.ifas.ufl.edu/deft/index.htm– http://www.itrc.wvu.edu/webct/faq20.html

Course design not monopoly

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