Best Practices in Instructional Design A Framework of Strategies

Best Practices in Instructional Design A Framework of Strategies Our goal is to identify the best practices in our instructional design by evaluating current course procedures and curriculum.

Best Practices in Instructional Design A Framework of Strategies

Based on Badrul Khan’s E-Learning Framework (2001) Badrul, started the e-Learning Framework because he asked the question: “What does it take to provide the best and most meaningful, flexible learning environments for learners worldwide?” For more information, visit Best Practices in Instructional Design A Framework of Strategies

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A Framework for Best Practices

PEDAGOGICAL TECHNOLOGICAL INTERFACE DESIGN ETHICAL INSTITUTIONAL EVALUATION RESOURCE SUPPORT A Framework for Best Practices

PEDAGOGICAL TECHNOLOGICAL INTERFACE DESIGN EVALUATION RESOURCE SUPPORT ETHICALINSTITUTIONAL Instructional Design Strategies

PEDAGOGICAL Who are your learners? How do you gather learner demographics? Do you assess prior learning? Does the course provide clear expectations of what the student is required to do? Is there alignment between outcomes, activities and assessments? Is the instructor’s role facilitative or didactic? Does the course provide a sense of continuity? (e.g., each unit of the lesson builds on the previous unit, etc.) Instructional Design Strategies

PEDAGOGICAL TECHNOLOGICAL Do you have personnel who can assist the techno- challenged? Are the hardware requirements for the course clearly stated? Does the course use multi-platform versions of technology components? How are you maximizing technology for what it can do? Are course goals and outcomes driving technological decisions, or visa versa? What are you doing with emergent technologies? Instructional Design Strategies

PEDAGOGICAL TECHNOLOGICAL INTERFACE DESIGN Instructional Design Strategies Does the course design have internal continuity? Does the course provide structural aids or a roadmap to guide learner’s navigation? How quickly can users find answers to the most frequently asked questions? Are supplemental materials educationally beneficial and worth the learner’s time / expense? How is the “look and feel” of the course maintaining a consistent presentation? Is effort made to make the instructional format motivational to the learner?

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PEDAGOGICAL TECHNOLOGICAL INTERFACE DESIGN E V A L U A T I O N Are there formal and informal (self) assessments? Do assessment methods measure the stated goals and objectives? How do you evaluate your courses/programs? What do you do to evaluate student’s experiences? Online or paper evaluations? Is there a variety of ways to assess students? Do you pilot or field test courses or programs before offering them? Instructional Design Strategies

PEDAGOGICAL TECHNOLOGICAL INTERFACE DESIGN EVALUATION R E S O U R C E S U P P O R T Instructional Design Strategies How do you handle troubleshooting technical problems? Is there assistance or a help line? Does the course provide student samples? How are you assisting student through self- service? Are things like grades, syllabi, and updates accessible online? Are bibliographies and other resources are included to encourage further learning? Can students access help on basic study skills?

PEDAGOGICAL TECHNOLOGICAL INTERFACE DESIGN EVALUATION RESOURCE SUPPORT Is the academic quality similar to traditional counterparts? Do your students feel adequately orientated for learning at a distance? How do you make up for the digital divide? Is the course designed to have patience for learners who adapt to individualized distributed learning environments slower than others? What do you do to improve cross-cultural verbal communication and avoid misunderstandings? Instructional Design Strategies INSTITUTIONALETHICAL

PEDAGOGICAL TECHNOLOGICAL INTERFACE DESIGN E V A L U A T I O N R E S O U R C E S U P P O R T ETHICALINSTITUTIONAL A Framework for Best Practices God’s Design Principles: Psalm 127:1

A Framework of Strategies student centered user friendly follow Gods design principles blended learning design outcome based - alignment b-t outcomes, activities, and assessments Wikis, Blogs, Podcasts, Google scholar student centered user friendly follow Gods design principles blended learning design outcome based - alignment b-t outcomes, activities, and assessments Wikis, Blogs, Podcasts, Google scholar Best Practices in Instructional Design

BLENDED LEARNING THEORY Vygotsky Piaget Gery Bloom Merrill Gagné Clark Keller Blended Learning Design Best Practices in Instructional Design Retrieved 1/25/06 from

Long developmentShort development TIME TO IMPLEMENT stable volatile CONTENT STABILITY Simulations Scenarios Workshops Web learning modules Video & Audio CD/DVDs Online communities Live e-learning Mentoring E-mentoring Online resource links On-the-job training Online bulletin boards Print job aids Workbooks Role modeling Collegial connections Live e-learning Documentation Blended Learning Design Best Practices in Instructional Design Retrieved 1/25/06 from

HighLow COSTS TOUCHES Human System On-the-job training Coaching Online communities Role modeling Mentoring Instructor-led classroom Workshops Live e-learning Workbooks Online knowledge databases Video & Audio CD/DVDs Online resource links Simulations Web learning modules Scenarios Performance support tools Online help systems Blended Learning Design Best Practices in Instructional Design Retrieved 1/25/06 from

IndependentSocial EXPERIENCE Instruction Extensions LEARNING RESOURCES Live e-learning Live simulations On-the-job training Workshops Workbooks Documentation Scenarios Video & Audio CD/DVDs Web learning modules Coaching Mentoring Listservs Online communities Work teams Print job aids Online help systems Online resource links Online self- assessments Blended Learning Design Best Practices in Instructional Design Retrieved 1/25/06 from

Manual for DE Best Practices Best Practices in Instructional Design Retrieved 1/25/06 from 1.Distance education historyDistance education history 2.Distance education issuesDistance education issues 3.Global diversity issuesGlobal diversity issues 4.Domestic diversity issuesDomestic diversity issues 5.Learning objectivesLearning objectives 6.CommunicationCommunication 7.Technological modesTechnological modes 8.Learner attributesLearner attributes 9.Theoretical frameworkTheoretical framework 10.Students' perspective issuesStudents' perspective issues 11.Teachers' perspective issuesTeachers' perspective issues 12.Administrative and staff issuesAdministrative and staff issues 13.CopyrightCopyright 14.Handouts, study guides and visualsHandouts, study guides and visuals 15.Internet communication toolsInternet communication tools 16.The Web as a teaching toolThe Web as a teaching tool 17.Assessment issuesAssessment issues 18.Evaluation issuesEvaluation issues 19.ReferencesReferences 20.Useful linksUseful links The Distance Education: Best Practices Manual was a collaborative learning project for E-Education in the Global Environment, a University of Phoenix course. The course (EDTC 575) fulfills the requirement for the university's Master of Arts in Education: Adult Education and Distance Learning.

Manual for DE Best Practices Best Practices in Instructional Design Retrieved 1/25/06 from