Welcome! On an index card, jot down 1-3 questions that you would like answered by the end of this workshop

What are some benefits to web-based instruction?

Benefits to Web-based Instruction Geographically unlimited Flexible instruction Increase access to faculty Self-paced learning Variety of communication opportunities Increase access to faculty Flexible instruction/access to course materials (24/7 on-demand coursework and communications) Reusable digital components build over time Geographically unlimited-- allowing users to participate while keeping their present work/living) Augmentation of physical class (extends the learning environment) Self-Paced Learning Variety of Communication opportunities

Challenges to Web-based Instruction For Faculty? For Students?

Challenges to Web-based Instruction for Faculty Media production can be labor intensive Learning curve to master technology Time required for additional communication components Anticipate user needs Media production is labor intensive Steep learning curve to master technology Design must anticipate user needs Technical challenges

Challenges to Web-based Instruction for Students Learner has to be self motivated Feelings of isolation if communication is limited Technology requirements may be overwhelming if not planned appropriately Learning curve for new users Learner has to be self motivated Feels of isolation if communication limited Technology requirements may be overwhelming if not planned appropriately Technical challenges

What should we consider as we design for the Web? Level of Interaction Learning Styles User Technology Requirements User Centered design Make sure the course has a strong instructional design

Designing Web-based Training Goals and Objectives Students/Learners Instructional Strategies Evaluation

Objectives Shape the content of the training Lets students know what is expected of them. Improves efficiency Makes the evaluation process more measurable

Writing Objectives Who are the learners? What will instruction accomplish for them? How will they apply what they learn? What degree of success will they accomplish?

Ingredients of Effective Learning Objectives Performance-- What will the learner do? Condition-- under which the learner will perform Criteria-- level of success Every learning objective should have 3 ingredients: 1/ Condition: What are the conditions under which the learner will perform when training is complete 2/ Performance: The performance is the core of the objective. What specifically will the learner do? 3/ Criteria: By what standard will we ascertain whether the learner has achieved the objective? For example, “within ten minutes” Ex: “Given an instructional problem (condition), the learner will be able to solve the problem (performance), at an 80% success rate (criteria).

Performance-- What will the learner do? Don’t Use: To know To understand To see To apply Use This: To write To solve To sort To identify

Condition-- can be identified by asking: What will the learner be allowed to use? What will the learner not be allowed to use Under what conditions should the performance occur?

Criteria-- desired performance may be expressed in terms of: Speed Accuracy Quality

Students / Learners Pre-course communication Online Student Profile Learning Styles Learning Environment Get to know your students Establish Rapport Background Prerequisite Skills and Experiences Online Student Profile What would you like to know about students? What are the student’s needs? Keep human contact Learning Environment office home line access night/day (chats) Learning Styles: Visual Auditory Linear (step by step instruction) Spatial (flat structure with all components mapped out).

Pre-Course Survey Get to know your students Get answers to your unknowns Determine Student expectations

Build a Community instructor to student student to instructor instructor to class student to class student to student Keep human contact.

Designing Instruction Gain attention Communicate Objective Establish relevance Pace instruction Involve learners Provide feedback Assess performance Retention/Transfer

Instructional Strategies Variety! Use Examples Use Visuals Level of Learner Participation Collaborative Events Communication/Discussion Students learn best when they take ownership of the learning process Level of Learner Participation Involve students / Motivate students to learn Variety! Communication/Discussion

Activities student centered group centered instructor feedback v.s. stand alone

Evaluation Pre-test/Post-test Student Satisfaction Survey

Building a Course Framework The course framework are the are parts of the course that hold the course together and give it structure. It’s also sometimes called the shell because it protects and contains the valuable core. They are the pages that describe and introduce the course, register learners, help administer the course, gather feedback, supply technical and administrative support, make individual topics easily accessible, and provide access to additional learning materials.

Design Considerations Graphics Color Symbols/Icons Be Consistent!

Think Accessibility! Page Organization Links and Tables Images & Animation Color www.w3.org/WAI www.w3.org/WAI/wcag-curric

Pre-Course Considerations Pre-course survey Pre-test Print Packets to be mailed in advance Technology requirements Course Instructions Start establishing a rapport Pre-survey--determine level of understanding prior to starting Meet the students/What are their expectations of the course? Are they realistic? Print Packets to be mailed in advance Instructions of how to take the course Pre-course Development: technology profile of users Bandwdth-- 28.8/56.6/network access Operating System issues-- PC and Mac Platforms Comfort level with technology

Starting your Online Course Introductions Introduce the technology Set ground rules Explain the course structure Get them engaged from the beginning

Post-Course Considerations Post-test Post Course Communication for Participants (ListServ) Follow-up on longer term outcome measures

Don’t focus so much on the “box” that you forget to look outside it.

Thank You! Heidi Greer Distance Learning Coordinator Southern Illinois University Carbondale E-mail: hgreer@lib.siu.edu Phone: 618/453-1018