I. Instructional Design | II. Communication, Interaction, & Collaboration | III. Student Evaluation & Assessment IV. Learner Support & Resources | V. Web Design | VI. Course Evaluation
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Instructional Design refers to the analysis of learning needs and the systemic approach of developing an online course in a manner that facilitates the transfer of knowledge and skills to the learner through the use of a variety of instructional methods, which relate to multiple learning styles, strategies, and preferences.
Content is sequenced and structured in a manner which enables learners to achieve the stated goals.
For this section, the course should sequences information based on when a student will need information and how often he/she will need to access it. Good sequencing should be apparent in the navigational structure on both the navigation bar and within each chapter, topic, or module's content area.
Consider a "Start Here! button that the students see immediately upon entering the virtual classroom. Within this section, consider adding important orientation information such as a welcome address, navigational tips, resources, first steps, etc. Also, consider organizing subsequent information based on importance, frequency, and timing. For example, consider adding a static content area where important documents that student need to access multiple times throught the course at the top. Document include your course syllabus, instructor information, assessment crtieria, calendar, etc. Following that information consider organizing based on time. For example, create a content area for Chapter 1, then one for Chapter 2, and so on so that it visually matches the order students will need to retrieve the information in.
Sorry, there are no research articles available at this time.
McCormack, C. and D. Jones (1998). Building A Web-Based Education System. New York, Wiley Computer Publishing.
Instructional Design Tips A list of tips from Blackboardhttp://its.sdsu.edu/blackboard/instructor/docs/handouts/InstructionalDesignTips.html
Information is "chunked" or grouped to help students learn the content.
Sorry, no overview information is available at this time.
Consider creating a course structure that separates course content by type. For example, create link titles such as Announcements, Faculty, Course Materials, Resources, etc. Then, within those content areas, create sections and subsections where appropriate. For example, inside a "Course Materials" content area, you might create a separate content area/folder for each chapter or module of your course. Inside those content areas/folder you could then add links for assignments, lectures, and tests relative to the each chapter/module. To help illustrate what this might look like, you can reference the example course outline below. For this illustration, all bold titles represent navigation buttons, bold/italicized words represent folders, and bulleted text represents actual content. Announcements Faculty - Video Welcome - Office Hours - Biography Communication Center Course Documents - Syllabus - Assessment Criteria - Technical Support - Glossary of Terms Course Materials Orientation - Orientation Overview - Ice Breaker Activity - Orientation Wrap Up (Transition to Chapter 1) Chapter 1 - Chapter Overview - Discussion Activity - Quiz - Chapter 1 Wrap Up (Transition to Chapter 2) Chapter 2
Chunking Information This article supports chunking information to help readers and web users find information quickly and efficiently.
Purpose of learning activities is clearly presented.
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Course Goals and Objectives/Outcomes are present and explicitly stated to the learner.
Module Objectives / Outcomes are clearly presented to the learner and are aligned with the larger course objectives.
A course description is provided.
Instructor information is available to student with contact, biographical, and availability information, and picture.
Students are provided with a list of supplies such as textbooks and other instructional materials needed for the course.
Course provides information regarding number of Credit Hours earned for successful completion.
Credit Hours refers to the number of credits a student will receive for successfully completing a course for credit. This information may be found in the course catalog, etc; however, the more information you can provide in the one location, the easier it is for the student to find.
A clear, concise list of modules and activities that will be completed within each of the course modules/chapters/topics is provided.
Grading policy is provided, including grading scale and weights.
Calendar of due dates and other events is provided.
A Course Calendar refers to any compiled list of dates and deadlines that students can easily refer to. This list of dates should include course assignment benchmarks and deadlines, program events, along with department/campus dates such as drop dates, enrollment start and end dates, and sports/special event dates.
A list of technical competencies necessary for course completion is provided.
Technical Competencies referes to the skills each student needs to have in order to be more successful in the class. Skills include abilities to read/send E-mails with attachments, navigate the Internet, and be able to install necessary software requirements.
A list of technical requirements such as connection speed, hardware, and software is provided.
Technical Requirements refers to necessary hardware and software needed to be more successful in the course. Items include, required bandwidth, CPU Speed, Memory Size, Disk Space, audio/video players, Application Plugins (e.g. Java), sound card, microphone, speakers, etc.
A variety of instructional delivery methods, accommodating multiple learning styles, are available throughout the course.
A variety of ways for learners to demonstrate knowledge is provided.
At the beginning of the course, students and the instructor are provided with an opportunity to introduce themselves to each other as a way of encouraging synergy within the course.
The selected tool for each activity is appropriate for effective delivery of the content.
Course abides by copyright and fair use laws.
A Code of Conduct, including netiquette standards and academic integrity expectations, is provided.
Audio files have a specific purpose that does not distract from course goals and objectives.
Video files have a specific purpose that does not distract from course goals and objectives.
Communication, Interaction, and Collaboration addresses how the course design, assignments, and technology effectively encourage exchanges amongst the instructor, students, and content.
Learning activities and other opportunities are developed to foster Student-Student communication and/or collaboration.
Learning activities and other opportunities are developed to foster Student-Instructor communication and/or collaboration.
Learning activities and other opportunities are developed to foster Student-Content interaction.
Course offers separate forums for Community, Course Questions, and Content.
Discussions are organized in clearly defined forums and/or threads.
Access is available to individuals and groups based upon discussion's purpose, such as private conversations between student and instructor, group work, and class interactions.
The instructor's role in discussion activities is clearly defined.
A statement of the group's overall task is provided, with clear and concise outcomes that are appropriate, reasonable, and achievable.
Rules for forming groups and assigning roles within each are clearly stated.
Benchmarks and expectations of group participation are clearly stated.
A statement of how, when, and where the final product will be delivered is provided.
Student Evaluation and Assessment refers to the process your institution uses to determine student achievement and quality of work, including the assigning of grades.
Assessment and evaluation are aligned with learning objectives.
Assessment and evaluation goals are clearly communicated.
Assessments and evaluations use multiple methods, such as quizzes, tests, discussion, essay, projects, and surveys.
Assessments and evaluations are conducted on an ongoing basis throughout the course.
Assessment and evaluation tools are appropriate for measuring stated outcomes.
A tool/reporting mechanism is provided to help determine student's readiness for course.
Assessments and evaluations are designed and administered to uphold academic integrity.
Explicit rubric, rationale, and/or characteristics are provided for each graded assignment.
Defined course procedures for reporting grade information complies with FERPA and institutional regulations on reporting grade information to students.
A grading scale that defines letter grades and/or weights, if applicable, is provided.
Penalties assessed to grades, if applicable, are provided.
Student participation is defined, and a mechanism for measuring quality and quantity is provided.
A statement describing whether or not Extra Credit is available is provided, and any extra credit assignments are described in detail, including where, when, and how any extra credit will be administered and submitted.
A statement explaining when students should receive feedback is provided.
A statement explaining what type of feedback students will receive is provided.
A statement explaining how feedback will be given is provided.
A statement of the time allocated for each assessment is provided.
A deadline for each activity is provided.
A date/time when each assessment will be available is provided.
A statement indicating whether or not the assessment can be retaken is provided.
A description of the assessment delivery method is provided.
Instructions for completion and submission are provided.
Learner Support and Resources refers to program, academic, and/or technical resources available to learners.
Links to institutional/program information and/or policies and procedures are provided.
Links to tutorials and other CMS Support sites are provided.
Links, E-mail Addresses, and/or phone numbers for technical support are provided.
Statement of ADA Compliance and procedure for requesting special services is provided.
A glossary of terms is available.
Opportunities for program and course orientation are provided.
A list of academic resources with links to the institution's library, tutoring center, counseling services, and other resources is provided.
A gradebook is available for checking progress.
Web Design refers to the use of Web pages, graphics, multimedia, and accessibility standards in the web pages of a course which are under the course developer's control.
Scrolling is minimized or facilitated with anchors.
Consistent layout design orients users throughout the site.
Font type, size, and color are readable and consistent throughout the site.
Use of Pop-up windows (windows with specific information, no scroll bars, and no menus) is appropriate.
Windows open in appropriate frames that do not confuse users. The use of additional frames, other than those within the CMS, is avoided.
Audio/Video hardware requirements do not extend beyond the basic sound cards, speakers, and video players unless appropriately needed to meet course goals and objectives.
Audio files meet minimum standards in the following areas: 1) Audio is clear; 2) Audio file length is adequate to meet the goals of the activity without being too large to restrict users' ability to download the file on computers with lower bandwidths; 3)
Video files meet minimum standards in the following areas: 1) Video quality is clear; 2) Video file length is adequate to meet the goals of the activity without being too large to restrict users' ability to download the file on computers with lower bandwi
Images are clear
Image files are optimized for efficient loading.
Use of animated GIFs is limited to only those that contribute to the learning experience or support the course content.
Navigation aids are located in the same location; graphics used as links are consistent.
Navigation cues are present, clearly identifiable, offered in text and graphic formats, and are obvious links based on visual cues such as color, underlining, and text directives (e.g., Start here).
Course has no broken links.
Hyperlinks open in appropriate windows or frames.
Course design indicates a conscious effort to comply with or exceed Level 1 of Accessibility standards: 1) A text equivalent for every non-text element is provided (e.g. Alt Text, Transcripts, etc.); 2) Captioning options is available for audio portions o
Course Evaluation refers to the processes and mechanisms used to elicit feedback from learners for the purpose of course improvement.
Opportunities for learner feedback throughout the course on issues surrounding the course's physical structure (e.g. spelling mistakes, navigation, dead links, etc.) are provided.
Opportunities for learners to offer feedback to instructor on instructional strategies are provided.
Opportunities for learners to offer feedback on course content are provided.
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