Course design for online learning ─ what’s gone wrong? Quentin Whitlock Reference Book: In J. Stephenson (Ed.) Teaching & learning online: Pedagogies for new technologies. London: Kogan Page. Reporter: 吳淑鈴 Date: 7/21/2004

Outline Issues Editor’s introduction Three models of online learning Criteria for good course design Key design skills The need for a model

Editor’s introduction Whitlock’s experience ranges from the early days of programmed learning to current Web-based learning environments. Argues for more effective training for materials designers and a greater understanding amongst both designers and commissioners of the underlying pedagogy for Web-based instructional materials.

Issues A 50-year quest →Technology (film, radio, tape recording and coping machines) Teacher-centred →Learner-centred (new technologies to threaten the individual student…) Two approaches to innovation One approach is driven by a new idea or theory that suggests a course of action. The other approach is to explore ways in which a new tool or technology may be adapted to applications that are totally different from those for which it was originally designed.

Three models of online learning The first model is what one might call CBT on the Web or Web-based training. The second model entails using technology for example video-conferencing ─ to transmit a classroom experience in real time to distant learners in different locations. The third model, sometimes known as the electronic classroom, entails engaging learners in a (largely) planned series of activities via the Internet. Course designers working on the development of any of these models need to acquire a new range of skills.

Criteria for good course design Merrill(1997) suggests three key principles that course designers should bear in mind: there are different kinds of knowledge and skill; The different kinds of knowledge and skill each require different learning strategies; Instructional strategy does include presentation, practice and learning guidance consistent with the knowledge or skill to be taught.

How do we recognize an online course of learning that is well designed? Clearly specified objectives; Attractive presentation; Clear signposting; Ease of use; Appropriate language; Modular structure; Variety of questions and problems; Feedback on progress; Testing (diagnostic and achievement); Logical sequence.

Key design skills Course development is done by a team. Generally they subdivide into four groups management, instructional design, programming and audio-visual skills And plus one skill that is in a category of its own ─ English language skill. The 40 skills identified by Arenicola Designs are shown in figure 15.1.

The need for a model Course-design skills for online and other forms of open and distance learning will be brought to bear more effectively when applied within a model and based on a worktable theory of instructional design. Designers believe that they need to enhance their understanding of how people learn. Reigeluth (1999) observes, such a theory of instructional design offers explicit guidance on how to better help people learn and development. goal directed, identifies methods of instruction and be broken down into more detailed component methods.

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