Strategies for Online Instruction

Old and New

Background

Instructional Designer (efficient, effective instruction) Theories: Communication, Systems, Learning

Faculty Development, online instruction Online Instructor (Blended Environment, computer science)

QuickTime™ and a decompressor

are needed to see this picture.

Instructor Choices

Learning Outcomes

Skill development & practice, (Feedback, Scaffolding)

Passive, Procedural knowledge

Active, Inquiry

Constructed, Collaborative

Integrated, Applied

Reflective

Delivery/Presentation/Media Preferences

Face to Face. synchronous. lecture, lab, seminar

Asynchronous, podcasts, videos

Collaborative. games, MUVEs

Social, blogs, wikis, discussion, role play

Results

Example of Instructor Preferences

Case Studies

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

Learning Objectives

Administration’s Objectives

Performance, Measurable, Student will be able to do...

Instructor’s Goals

Values for student learning in course and curriculum

Students’ Needs

Students will value and use in life

Goals, Objectives, Needs

Administration Objectives, (what will students be able to do and how will it be assessed) course syllabus

Instructor Goals, (values, what students need from this experience) course syllabus

Students Needs, Hardest

• Ask questions, listen, make assumptions, check assumptions

• Perceived value comes from user's experience innovation firm Method. Co=Design, Sept 9, 2010

Examples

Admin: Identify and critically evaluate the strategy and tactics needed to leverage social media in business; Design a usability experiment for a product

Instructor: values new ideas and creative possibilities of emerging

technology tools used by business organizations and other environments; also concerned with exposing the students to ideas from academic areas outside of computer science—displaying how other disciplines adapted technology; valued accessibility and simplicity for interface design and wanted students to expand their experiences to include all users (Universal Design).

Student: Wants to get ahead in job market, integrate with work life

(Hates school, get out asap), make a difference; OR is exploring, discovering (re-discovering); Wants exposure, experience, success; Do something relevant; “Before this class, I never thought I could do something like that!”

Integrating Goals, Objectives, Needs

Admin (what will Admin (what will student be able to student be able to

do?)do?)

Instructor (what Instructor (what learning is learning is valuable?)valuable?)

Student (what can I Student (what can I use this for?)use this for?)

Assignments, Assignments, ActivitiesActivities

Integrating Goals, Objectives, Needs

Research relevant Research relevant literatureliterature

Use alternative and Use alternative and new media new media

presentationpresentation

What I really want to What I really want to do is work for my do is work for my

churchchurch

Online Online presentations, presentations, Personal Blogs Personal Blogs

related to related to organizationsorganizations

SamplesSamples

My Window

Things I Have Learned

Match goals, objectives and student needs to delivery and assignments

Be flexible; when valid, make changes as you go

Be specific and provide details (requirements) and examples

Repeat important information in more than one place

Organize your own system for labeling assignments, grading, version control

Provide Presence (text, audio/video, virtual) several times a week.

More

• Early Bird/Warnings (early submittals get early feedback)

• Keep copies

• Keep up-to-date

• Some students are always on (blackberries, etc.)

Author Contact

• Anne-Marie Armstrong, PhD• Colorado Technical University• aarmstrong@coloradotech.edu,

gypsieannemarie@gmail.com, • twitter: @gypsieanne, • http://5ddigitalcomm.wordpress.com/ 

Integrating Goals, Objectives, Needs

1. Instructor’s learning goal of providing alternative means of both instruction and presentation in the classroom and with exposing the students to ideas from academic areas outside of computer science—and the administrative objective of Research the relevant literature in the field and investigate the current best practices in social networks and Web media were integrated by an assignment of literature reviews and annotated bibliographies that included posting on the web as a presentation using a “cloud tool” and on an individual blog dedicated to the student’s project (chosen for personal interest).

2. An additional assignment related to the same goal and objective required the students to describe a procedure for enhancing media literacy among their colleagues and friends and to present it in the form of a metaphor. This assignment was only 5% of the total grade, but produced poems, haiku, charts, cartoons and videos. It also illustrates a means of meeting the learning needs of the students, themselves.