1. Instructional Design for Online Courses
Michael W. Lindeman Illinois Online Network

2. What is Instructional Design?
“Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.” --Sara McNeil, University of Houston

3. Instructional Development Process
Analyze
Design
Develop
Evaluate
Revise
Analyze
Design
Develop
Evaluate
Revise

4. Differences between planning a face-to-face and an online course
The degree to which the instructor must plan the components of the course prior to the first day of class.
The need to understand the impact that the technology has on the learning process.
The need to understand the impact that the technology has on the instruction process.

5. What to consider for online course development
Outcomes
Online Assessments
Learning Activities
Classroom Interaction
Technology
Evaluation

6. The importance of establishing outcomes
First decide what it is we want our students to know or be able to do when they finish our course.
Then look at the activities and tasks that will make the learning meaningful, fun and relevant.

7. A question to ask….
How do we stop asking ourselves, “How am I going to teach this topic” and instead ask, ourselves, “What are my students going to learn…?”

8. Instructional outcomes for three levels
Culminating Program Outcomes
Culminating Course Outcomes
Unit Level Outcomes

9. Writing instructional outcomes
Follow a process
Apply Bloom’s Taxonomy

10. Examples of learning outcomes
BAD: Students will understand theories of human communication processes.
GOOD: Students will demonstrate learning by applying theories of human communication processes to write a business proposal in the form of a letter to a prospective employer.

11. Creating online assessments based on current research
Constructivism
Multiple Intelligence Theory
Brain-Based Research

12. Examples of performance- based assessments (summative)
In an instructional unit on web design: A web page that demonstrates accessibility guidelines (visual/spatial)
In a science unit: An animation project that shows a volcanic eruption (visual, logical/mathematical
In a language course: A video that demonstrates public speaking skills (linguistic, body-kinesthetic, interpersonal)

13. Creating online assessments based on current research
Constructivism
Multiple Intelligence Theory
Brain-Based Research

14. Examples of performance-based assessments (summative)
In an instructional unit on web design: A web page that demonstrates accessibility guidelines (visual/spatial)
In a science unit: An animation project that shows a volcanic eruption (visual, logical/mathematical
In a language course: A video that demonstrates public speaking skills (linguistic, body-kinesthetic, interpersonal)

15. Examples of other alternative assessments
Portfolios
Learning contracts
Self assessments
Peer assessments

16. Importance or using rubrics
Describes how the student will be graded
Helps the instructor match learning outcomes with assessment instruments

17. Tips for designing rubrics
Make sure the assessment is congruent with outcomes
Brainstorm various ways a student can demonstrate outcome
List criteria for what counts as quality work
Divide the criteria into distinct categories
Use clear, concise language
Don’t use negative language
Give the rubric to the student prior to assessment

18. Examples of rubrics
Student Assessment in Online Courses sment/discussionRubric.html
ION Resources: Sample Rubrics es/assessment/rubric.html

19. Creating Learning Activities
Consider learner characteristics in instructional design
the-learner
Knowles theory of Andragogy
and-andragogy/
Gardner’s Multiple Intelligence Theory

20. Examples of learning activities
Discussions
Projects
Interviews
Research
Critiques
Peer review/reactions
View videos/presentations
Share and summarize
Design Web sites, animations, presentations

21. Creating classroom interaction
Create an online learning environment that is interactive, collaborative, and will help people connect in meaningful, personal ways.

22. Designing online conferences
Provide clear guidelines
Establish specific “conference rooms”
Elicit individual AND group postings
Encourage peer-to-peer communication
Use a combination of asynchronous and synchronous

23. Technology considerations
Clearly list minimum requirements
Provide training during orientation period
Anticipate problems
Provide technical support for students

24. Purpose of course evaluation
A course evaluation in an instrument designed to give you feedback on how well you have:
Enabled your students to meet the stated course outcomes
Created a viable and rich learning environment
Provided for quality instructor feedback, interaction and facilitation
Included relevant and meaningful resources and activities
Resulted in a rich successful learning experience

25. Course evaluation formats
Open forum evaluations using conferencing software
Mid-course evaluation form using web pages
Post-course evaluation form using web pages
Follow-up interviews using telephone

26. Conclusion
Review learning theories
Follow an instructional design process
Be creative

27. Resources
Schweizer, Heidi. Designing and teaching an on-line course Needham Heights, 1999.
University of Idaho, “Guide #3: Instructional Development for Distance Education.” Distance Education at a Glance, Aug [
University of Texas, Distance Education: A Primer. Aug [