Improving the Instructional Design Principles of Distance Education Kathleen C. Rich Grand Canyon University: TEC 571 May 3, 2011 By PresenterMedia.comPresenterMedia.com

“Instructional Design is the systematic and continuous application of learning principles and educational technology to develop the most effective and efficient learning experience for students” (UMSL, pg. 1).

Instructional Design Model - ADDIE ADDIE is both a component and a phase model as shown by the Nicolas Tsapatsoulis' drawing:

Instructional Design Principles This study will focus on three of the principles: Analysis –the first phase that asks questions in order to determine the components needed for effective instruction Development – the methods and tools used to ensure the entire learning experience will lead to the desired outcome Evaluation – the process that evaluates the effectiveness of the instructional design

An important part of the Analysis phase is knowing the learner. In distance education there is a separation between learner and instructor. Unlike the traditional classroom the learner is not sitting in front of the instructor, therefore making visual assessment impossible. Analysis

Avoids erroneous conclusions (i.e. The ESL student who appears being lax on assignments when it is really a comprehension problem due to a language barrier) Prevents isolation Gives the student a sense of community and the ability to share ideas and concerns with other classmates and the instructor (Bender, 2003) Helps to determine which teaching styles are needed to accommodate all learners Engages the learner Analysis - Importance of Awareness

What the instructor needs to know: What the learner wants to gain from the course How the learner learns Learners background Learning styles and previous knowledge Availability of resources (e-Learning, 2010) Analysis - Understanding the Learner

Below are tools that would make online socialization more interactive: Virtual Lounge – a text chat room that allows students to chat synchronously Video Conferencing – students become acquainted by chatting and seeing classmates Benefits: Reduces chance of student feeling they are sending responses to the unknown Gives students practice before they are graded Helps get acquainted with personality of instructor and classmates (Bender, 2003) Analysis - Technology Tools

Skype – a free program that allows a person to place video calls, phone calls and instant messaging Elluminate – a program that allows the class to meet in real- time to talk and see one another (TJC, 2011) Analysis - Technology Software

The Development phase is important as the layout will have a big impact on student involvement and the chance for deep learning to occur. Once the performance objectives and instructional method has been determined in the Design Phase it is important to decide what mediums will be used to deliver the lesson. In distant education the “look” of how materials are presented can be just as important as the content (UMSL, 2004). Development

TOOLS Online Chat – text based group chat Online Guest Lecturer - synchronized online conversation with a speaker Virtual Field Trips - takes students to places of interest Online lecture – notes placed on web page (audio/video) Games - where 2 or more groups compete while attempting to meet a set of objectives (ION, 2011) Post personal introductions and become acquainted Real conversation with real experts Relevant to course. Helps student comprehension Can revisit notes as many times as needed Reflect typical real life situations BENEFITS Development-Technology Tools

Enhances learning objectives Simplifies content Demonstrates concepts Supports different learning styles Enhances reflective thinking Challenges students to greater heights Development-Importance of Supporting Materials

Impatica – a program that does PowerPoint compression (shrink the size so it can be posted on the web Camtasia Studio – a program that allows you to create podcasts (audio) and screencasts (voice video) Panopto – a program that allows you to capture a lecture and make it available to students (TJC, 2011) Development-Technology Software

SoftChalk – a program you can use to create engaging web- based lesson by using your word processing (No HTML) StudyMate Author – a program that allows you to create flash based activities and games using four simple templates Snagit – a program that allows you to copy images from the computer screen and place them in your own documents (TJC, 2011) Development-Technology Software

The Evaluation phase measures the effectiveness and efficiency of instruction (e-Learning, 2010). This phase occurs both during and after the lesson. Formative evaluation is used during the lesson to foster development and improvement. Summative evaluation takes place after the lesson is designed to assess whether the stated objectives were met (Clark, 2010). Evaluation

FORMATIVE Determines how students use materials Allows for corrective measures Considers application for learners with disabilities Assess success and failures of support systems (Clark, 2010) SUMMATIVE Determines effectiveness of instruction as a whole Determines learners attitude Addresses quality assurance (Lockee, Moore &Burton, 2002) Evaluation- Importance of Measurement

Audio Conferencing – interview between instructor and student Surveys – consisting of questions requiring bubbling or short answers Polling – similar to surveys consisting of short question/answer options and instant feedback Chat Rooms– where students can answer instructor lead questions synchronously (AU, 2011) Evaluation-Technology Tools

Surveys: SNAP SurveyGizmo Zoomerang Audio Conferencing: GoToMeeting FreeConference Evaluation-Technology Software

Polling: misterpoll twiigs ProProfs Chat Rooms: AOL Instant Messenger YAHOO Messenger Evaluation-Technology Software

ADDIE Instructional Design Model. (2010). Retrieved April 28, 2011, from instructional-design-model.html Bender, T. (2003). Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment. Sterling, VA: Stylus Centre for Distance Education. (2011). Retrieved April 19, 2011, from Athabasca University, Collaborative Tools Evaluation Project: Works Cited

Clark, D. R. (2010), Types of Evaluations in Instructional Design. Retrieved April 29, 2011 from Distance Education Faculty Handbook. (2011). Retrieved April 21, Tyler Junior College, Software Resources: Illinois Online Network. (2011). Retrieved April 22, 2011, from University of Illinois, Instructional Strategies for Online Courses: resources/tutorials/pedagogy/instructional- strategies.asp Works Cited

Instructional Design Principles. (2010). Retrieved April 19, 2011, from principles.html Lockee,B., Moore, M., & Burton, J. (2002). Measuring Success: Evaluation Strategies for Distance Education. Educause Quarterly, 25, 7. Retrieved April 26, 2011, from Roadmap to Effective Distance Education Instructional Design. (2004). Retrieved April 17, 2011, from University of Missouri-St. Louis, Instructional Design in Distance Education: services/ctl/DEID/destination3deid/deid.pdf Works Cited