1. INSTRUCTIONAL DESIGN & DEVELOPMENT Nick Vasiloff Kent State University

2. ID: ORIGINS o Mid-1900s: US Military utilizes ID to train large troop battalions in WWII. *Efficiency and effectiveness was key. o Mid-1900s: Bloom’s Taxonomy, the theory pervasive in ID, that learning progresses from remembering to understanding to applying to analyzing to evaluating to creating. o 1960s: Robert Gagne’s 9 Elements for Instruction: o 1. Gain students’ attention o 2. Outline objectives o 3. Recall prior learning o 4. Present the content o 5. Offer learning guidance o 6. Practice o 7. Give feedback o 8. Assessment o 9. Enhance retention and transferability

3. ID: ORIGINS CONT. o 1970s: Dick & Carey’s Instructional Design Model: o 1. Identify goals o 2. Analyze instruction o 3. Note learner characteristics o 4. List performance objectives o 5. Develop criterion test items o 6. Develop instructional strategy o 7. Develop instructional materials o 8. Conduct formal evaluation o 9. Conduct summative evaluation

4. ID: ORIGINS CONT. o ANALYSIS: The instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner's knowledge and skills are identified. o DESIGN: Oversees learning objectives, assessment instruments, exercises, content, and subject matter evaluation. o DEVELOPMENT: Instructional designers and developers create the content that were blueprinted in the design phase. o IMPLEMENTATION: A procedure for training the facilitators and the learners is developed. The training should cover the course curriculum, learning outcomes, mode of delivery, and testing. o EVALUATE: Review results and allow for user feedback. o ADDIE PROCESS MODEL: Process used by instructional designers and training developers.

5. ID: ORIGINS CONT. o OVERVIEW: Ideology of design mapping by beginning with the end goal in mind and then working backwards to effectively determine design path. o 3-STEP PROCESS: o 1. Identify desired end results o Big-picture ideas and skills o 2. Determine acceptable content o Culminating assessment task(s) o 3. Plan learning activities and instruction o Create synchronous and asynchronous experiences o BACKWARDS DESIGN: Grant Wiggins & Jay McTighe | “Understanding by Design”

6. ID: RUBRICS [WHAT/WHY/TYPES] o RUBRICS | WHAT & WHY: o WHAT? >Foundationally, rubrics are a scoring tool that outline the gradations of quality for each assignment criterion; providing students with clear expectations and instructors with tools for objective assessment. o WHY? >Sets clear expectations for students >Facilitates objective assessment >Lessens time instructors spend evaluating student work >Helps students become more thoughtful judges of the quality of their own work o TYPES? >Holistic Rubrics: Provide information on specific expectations for an assignment and give a point value for each possible criteria. >Analytic Rubrics: Possess a more narrow lens of evaluation by assigning a point value system and awarding either full credit or no credit for completed or incomplete assignments/assignment components.

7. ID: RUBRICS [CONT.] RUBRICS | QUALITY MATTERS PROGRAM: o WHAT? >A rubric based on national standards of best practice in online teaching and instructional design principles. It serves as a design and evaluation tool to ensure online courses promote student learning. The rubric has 8 general standards and 40 specific standards. o PROCESS 1. Course Overview and Introduction 2. Learning Objectives 3. Assessment and Measurement 4. Resources and Materials 5. Learner Engagement 6. Course Technology 7. Learner Support 8. Accessibility o ALIGNMENT >An important component unique to the QM Program. Learning Objectives, Assessments, Resources and Materials, Learner Engagement, and Course Technology work together to ensure that students achieve the desired learning objectives. When aligned, each of these course aspects is directly tied to and supports the learning objectives.

8. ID: ACCESSIBILITY & E-LEARNING ACCESSIBILITY IN ONLINE EDUCATION: o WHAT? >The goal is to ensure web content and multimedia are accessible and functional for people with disabilities (visual, auditory, motor, cognitive). o VISUAL DISABILITIES: o Blindness, low vision, color blindness Challenges: o Use of images/color to convey content o Pixelated text/images o Websites that cannot be read by a screen reader o AUDITORY DISABILITIES: o Varying degrees and types of hearing loss. Challenges: o Audio clips o Videos without captions/transcripts o Audio in multimedia that is not displayed via text

9. ID: ACCESSIBILITY & E-LEARNING ACCESSIBILITY IN ONLINE EDUCATION: o WHAT? >The goal is to ensure web content and multimedia are accessible and functional for people with disabilities (visual, auditory, motor, cognitive). o MOTOR DISABILITIES: o Motor limitations and impairments resulting from injury/disease. Challenges: o Inability to use a mouse o Lengthy content may be difficult to navigate o COGNITIVE DISABILITIES: o Difficulties with memory, problem-solving, and comprehension. Challenges: o Timed tests/quizzes o Assignments that lack clear and overt structure o Lack of clarify in directions

10. ID: OPEN EDUCATIONAL RESOURCES OER: o WHAT? >OER are teaching and learning resources that are open in the public domain for use and re-purposing. OER include: o Full courses o Course materials o Modules o Textbooks o Streaming multimedia o Software, and more o WHY? >OER offer a new model for disseminating information that takes full advantage of today’s digital environment. Users are free to share, copy, edit, and interact with content. o Students can access OER online for free. Teachers can collect and tailor OER to suit their curriculum. Entrepreneurs can build businesses around OER by offering products that add value. o In essence, OER can maximize the full benefit of the Internet to improve teaching, learning and access to education.

11. SUMMARY OF TERMS  Instructional Designer: The role held by those collaborating with faculty and institutions to convert courses and programs into an online format using creative and interactive eLearning content.  Backwards Design: A planning model that begins with the desired goal/learning outcomes and then works backwards to determine the learning design and initial steps.  Quality Matters Program: A nationally-used rubric/process for assuring the quality of online courses.  Alignment: The connectivity and cohesion of the critical course components.  ADDIE: ADDIE is an instructional design model that helps instructors and designers plan and craft online instruction.  Holistic Rubrics: Provide information on specific expectations for an assignment and give a point value for each possible criteria.  Analytical Rubrics: Possess a more narrow lens of evaluation by assigning a point value system and awarding either full credit or no credit for completed or incomplete assignments/assignment components.  OSM Approach: Objectives-Row headings and criteria; Standards-Column headings and achievement levels; Measurement-Cell descriptions and grade assignment.  Descriptors: Written components of a rubric that delineate what is expected of students at each level of performance for each criterion.  OER: ‘Open Educational Resources’-teaching and learning resources that are open in the public domain for use and re-purposing.