Key Considerations

for

Designing Content for Online Learning

Presented in Partial Fulfilment

Of

Edid 6510 – Learning and Knowledge Management Systems

Submission Date: July 15th 2017

Student: Stephanie Jasmain Lionel

Course: EDID 6510 - Learning and Knowledge Management Systems

Institution: University of The West Indies Open Campus

Course Coordinator: Dr. Laura Gray

Key Considerations for Designing Content for Online Learning

Flexibility, comfort, convenience, and improvement of technical skills (Open

Education Database, 2013) are just a few of the many advantages that lure students to

online learning or eLearning. For eLearning to remain a viable option, however,

instructional design teams must design online learning courses, with an understanding

of learning theories, instructional theories, instructional design models, and even

models of motivation. More importantly, their courses must reflect superior application

of sound pedagogical principles, that cultivate effective, efficient, and optimal learning

of the course content, regardless of the diversity among students accessing their courses.

This means therefore, that they must design learning management systems (LMS) using

content which is relevant, suitable, and engaging.

Certainly, there are many guidelines to follow during the design process.

However, the top four, the most critical considerations, which every instructional design

team must examine and use, are a) goals and objectives, b) active learning, c) eLearner

diversity and d) assessment. The purpose of this paper is to examine these four

considerations, and their contribution to the development of an online course which was

prepared for a group of Grade Six students who are preparing for the Primary Exit

Examinations.

The whole purpose of the course Resources in the Caribbean, was to respond to a

need for a flipped classroom approach. This strategy would help teachers more

efficiently, maximize use of class time, and learning of the Social Studies content, during

the examination preparation period. Thus, before anything else, the teachers’ articulated

goals and the curriculum were examined. The students being targeted have access to the

technology, not only in school but at home, and while this is not the typical age for

online learning, the guidelines and considerations applied here, should be applied to

eLearning content design for all ages.

Goal and Objectives

Benefits

The development and delivery of eLearning content are based on learning

objectives (Ghirardini, 2011). Objectives a) are a sure method of providing learner

guidance throughout the course and to maintain their alignment with the desired

results, b) facilitate alignment of content thereby reduce probability of irrelevant

content c) help determine content, methodology, duration and assistance provided in the

course (Kolagani, 2013). Without the objectives, it is entirely possible particularly with

novice designers, that a module can be designed and not assist learners in meeting the

objectives.

Goals and objectives are key to any learning and should be clearly stated in ways

learners can understand. When learners know what is expected of them, they can better

navigate the LMS and the prescribed activities. They can better direct their mental

resources to the accomplishment of a distinct level of thinking. For example, if the

behaviours stated in the objectives are ‘draw’ and ‘judge’, students can focus the right

amounts of mental resource accordingly as clearly these are two different levels of

thought. Instructional design teams or etutors benefit as the objectives help with the

appropriation of suitable accompanying activities. Guatam & Tiwari (2016) advise that

activities selected be focused on the objectives of the course being designed – they

should be complimentary.

Strategy

Objectives should be of various levels to engage higher levels of thought in

learners. They should also be measurable, and stated using the ABCD model – audience,

behaviour, condition and degree, or who, what, how, and how much. Blooms taxonomy

of thinking skills is a very useful tool which instructional designers can use to help them

with the process of clarifying objectives for their elearners.

Evidence in the Course Designed

In designing the Resources in the Caribbean course, objectives were articulated

based on Bloom’s taxonomy, using the ABCD model, in the Welcome (see Appendix A).

They move from ‘define’ and ‘identify’ to ‘classify’ and ‘propose’ objectives, which

mirror the objectives in the Social Studies syllabus, and the objectives in the

examination blue print presented to teachers at the beginning of the academic year.

Based on Writing Objectives Using Bloom's Taxonomy (n.d) it is clear, that there is a

hierarchical arrangement of the objectives, with ‘defining’ being a knowledge level

objective, ‘classifying’ being comprehension level objective, and ‘suggesting’ or

‘proposing’ being synthesis level objectives.

The articulation of these objectives in a face-to-face classroom, sets the tone and

direction for student learning and even facilitates self-assessment and reflection in the

end. These benefits should be sought more earnestly in an online setting, where the

teacher is not physically present, and when the teacher wants to use a flipped classroom

approach.

Active Learning

Benefits

Directly aligned to the statement of objectives, is the infusion of active learning

activities in the development of online learning – a second idea to consider in developing

course content. It is compulsory that modern education highlight active learning,

engaging learning, customized and individualized learning (Cardullo, Wilson &

Zygouris-Coe, 2018, p. 400).

Through active learning, students are engaged in the learning process through

meaningful activities that enable them to think about their actions. Problem solving

skills and strategies for within, and beyond the learning setting, are therefore developed

(Cardullo, Wilson & Zygouris-Coe, 2018, p. 400). Thus, the higher levels of Blooms

taxonomy of thinking, are accessed and nurtured by this level of activity. Instructional

design teams must apply the activity theory principle in developing the online learning

content, thus facilitating learning through participation in purposeful activity. Without

opportunities for active learning in the online setting, eLearning is likely to lose its

advantage over face-to-face instruction.

Strategies

Instructional designers can use Ruben R. Puentedura’s SAMR model (2006) to

help them plan and engender active learning in their online learning modules

particularly, when they are migrating content to a blended course setting or a flipped

classroom setting (UNSW Sydney 2017) as is being done here. While it differs from the

Bloom’s taxonomy in term of number of levels, use of the SAMR model, will foster active

learning and higher order thinking through use of technology.

SAMR Model explained and Evidenced in the Course Designed

S – Substitution: the instructional designer can select technology or allow

learners to use technology which simply allows substitution of one activity for another

without a functional change or student engagement. This can be seen in activity one (see

Appendix B) – they would be using the forum at the knowledge level of Blooms

taxonomy to simply state the definition.

A - Augmentation: the instructional designer can select technology or allow

learners to use technology which allows substitution of one activity for another but with

a functional change. In the unit designed, students collaborate to create a list of

countries which share similar or different resources (see Appendix C). Additionally,

rather than face-to-face they use the Blackboard Collaborate (BBC) area to discuss the

course and concerns. The active learning is greater as students now must collaborate to

create content for future retrieval and use.

M - Modification: the instructional designer can select technology or allow

learners to use technology which allows students to redesign the learning activity. Thus,

in the unit developed, students were asked to create a collage, showing ways in which a

selected resource is misused (see Appendix E). Students therefore, would use the

internet and their own photos to create this collage in a word document, or a power

point presentation.

R - Redefinition: the instructional designer can select technology or allow

learners to use technology which allows for them to create what they would not be able

to create without the technology (see Appendix F). In the unit designed, students were

asked to propose an innovative way which they would have to illustrate, record and

upload to be shared with the class. Without the technology such as online movie makers

like Kizoa or offline Windows Movie Maker they would not be able to do so.

Application of this model in online learning will benefit not only the students but

the designer as well as it will help with the implementation of activities which tap into

higher order thinking skills, engage students in rich learning experiences and impact

student achievement (Commonsense education, 2014).

Active learning is also reflected when students are asked to access the computer

supported collaborative learning tool, realtimeboard.com (see Appendix G) to

collaboratively classify resources – students are mentally engaged. When students are

asked to use their atlases, and take pictures of the island being studied (see Appendix H),

then upload it and list the resources, that is not only mental engagement and activity,

but physical activity too. Students are mentally engaged in problem solving, in

strategizing to complete this activity for the classroom but they are using and developing

technical and 21st century skills too.

Diversity

Benefits

Having identified the objectives, and planned for active learning, instructional

designers must consider eLearner diversity. This means that they must ensure that the

content design, projects an appreciation of the diversity among learners in terms of

skills and their ways of learning (Dreon, 2013). Certainly, a good instructional designer

must ensure that the LMS is accessible to all learners. For example, the design ensures

for people with vision problems, that there is a vast contrast between background and

text colours; or that screen reading or screen maximizing tools are activated, or that

alternative texts for graphics is available to those who are working on data plans or are

working from a saved page offline. These must reflect the web standards articulated by

the World-Wide Consortium and the Universal Design of Instruction as it pertains to

perceptibility and equitable use.

Consequently, it is imperative that multimedia resources be used (Laskaris, 2014),

to not only present to learners but to allow them to present the knowledge that they

have created. In the same vein, students must be allowed options to access other

material which can aid in their understanding of the content that they are learning. A

survey conducted by Software Advice revealed that 73% of LMS users use a mixture of

internally developed and externally developed content and that was most effective in

ensuring retention (Westfall, 2014).

Collaboration and interactivity are other keys to online learning content design.

The lack of face-to-face does not mean that students do not want or need interaction.

Therefore, be it in forums (see Appendices C and E) or in group work, there must be

opportunity for group work as it will allow students to assist each other and understand

content in new ways. Additionally, with microlearning and nanolearning emerging as

trends suitable for mobile learning, instructional designers must ensure that

information is properly chunked to facilitate this for students who are always on the go.

Of additional benefits is that such chunking assists in learner retention (Instructional

Design Experts.com, 2009)

Strategies

To facilitate accessibility, the assessment tool was used to assess each section and

modifications were made (see Appendix I). Instructional designers can therefore make

use of Youtube.com and its many instructional videos and tutorials to ensure multimedia

use when they cannot create some themselves. Creative Commons which includes

soundcloud.com (audio) and pixabay.com (graphic) can also provide a wealth of

resources but instructional designers must ensure adherence to copyright laws and fair

use acts when hyperlinking, embedding or remixing files. Cellular phones now access a

variety of apps which allow instructional designers the capabilities for creating original

pieces and using them in their LMSs.

Evidence in the Course Designed

Bearing in mind the type of learners, children, it was necessary that suitable

methods and technology be accessed. Thus, graphics were used, videos were used and

text (see Appendices E and F). However, students too are required to use these methods

but also to use the technology to present the information (see Appendix E). They are

asked to present content using media. The multiple methods ensure adherence to the

Universal Standards For Instruction which prescribes an element of flexibility in the

learning environment; instruction should be designed to accommodate diversity,

utilizing a variety of methods (Scott, McGuire & Shaw, 2003).

Assessment

Benefits

Of course, despite all the best practices in implementation, without assessment,

of the learning or of the instructional process, there is no way to ascertain the

effectiveness, the efficiency of the learning and the instruction. Thus, assessment is a

guaranteed feature of instruction which instructional designers must consider when

developing content for eLearning. Laskaris (2014) suggests continuous assessment

throughout. These need to be both formative and summative. Assessment can be of the

content and of the course itself. Assessment can be self-assessment, group assessment. It

can be formal or informal. Assessment is closely tied to the objectives and without it the

learning cannot be determined to have been effective.

This unit facilitated several types. At the end of session one, students are asked to

engage in single answer forum discussion. This serves as assessment for the students as

well for after they have watched the video they will now construct their definition and

look back at the picture to find examples of resources. The teacher then can visit the

forum and give feedback on each student’s response. Students will not be able to see an

previous post unless they have submitted theirs.

Strategies

Instructional designers can use the LMS itself but they can also make use of the

variety on online interactive quiz makers such as flipquiz, quizizz.com and quizpro.

However, as with face-to-face instruction other forms can be used as well. These include

essays, projects, movies, and collages to name a few. The very strategies which are used

for instruction can be used for assessment.

Evidenced in the Course Designed

A formative assessment (see Appendix B) opens in a shared google document and

students can enter their responses after having completed an earlier activity. The both

the teacher and fellow students can provide scaffolding in this setting as students co-

create their knowledge. One of the final assessments is the interactive multiplayer game

on Quizizz (see Appendix J). Students will be able to compete against each other in

answering a variety of multiple choice questions on the topic. A rubric will be used to

assess their innovation after they had sought ideas on products which can be created

from what is normally regarded as garbage.

Having gone through this process it became even clearer, how crucial careful

planning is before designing an LMS. Knowledge of the needs and strengths of learners

is a requisite for designing learning. However, with that process determined, designers

must ensure that they use the tools available and increasingly accessible online, to create

LMSs which direct learning and assessment, through clearly stated and measurable

objectives. They must ensure that the design and the content engender active learning

and the development of problem solving skills for a diverse community of learners. They

must ensure that the assessments are both formative and summative, and match not

only the activities which learners engage in, but also the objectives which were used to

direct the learning. Without the implementation of those four considerations when

designing content in an eLearning setting, the flexibility, comfort, convenience, and

improvement of technical skills which lures people to online learning which barely exist.

References

Cardullo, V. M., Wilson, N. S., & Zygouris-Coe, V. I. (2017). Enhanced student

engagement through active learning and emerging technologies. In Student

Engagement and Participation: Concepts, Methodologies, Tools, and Applications:

Concepts, Methodologies, Tools, and Applications (pp. 399-417). IGI Global.

Common Sense Education. (2014, 10th October). Introduction to the SAMR Model. [Video

file]. Retrieved from https://www.youtube.com/watch?v=9aJsmWzCRaw

Dreon, O. (2013. 25 February. Applying the seven principles for good practice to the

online classroom. Faculty Focus. Retrieved from

https://www.facultyfocus.com/articles/online-education/applying-the-seven-

principles-for-good-practice-to-the-online-classroom/

Ghirardini, B. (2011). E-learning methodologies: a guide for designing and developing e-

learning courses. Food and Agriculture Organization of the United Nations.

Guatam, S. S., & Tiwari, M. K. (2016). Components and benefits of E-learning

system. International Research Journal of Computer Science, 3(1).

InstructionalDesignExperts.com. (2009). The Five eLearning Components.

Retrieved from

http://www.instructionaldesignexpert.com/eLearning_Components.html

Kolagani, S. (2013, July 26). Importance of Learning Objectives in eLearning [Web log

post]. Retrieved from http://blog.commlabindia.com/elearning-design/learning-

objectives-elearning

Laskaris, J. (2014, August 4). 8 Tips on developing an eLearning course in your LMS

[Web log post]. Retrieved from https://www.talentlms.com/blog/8-tips-

developing-elearning-course-your-lms/

Open Education Database. (2013, August 07). 10 Advantages to Taking Online Classes.

Retrieved July 16, 2017, from http://oedb.org/ilibrarian/10-advantages-to-taking-

online-classes/

Scott, S. S., Mcguire, J. M., & Shaw, S. F. (2003). Universal Design for

Instruction. Remedial and Special Education, 24(6), 369-379.

doi:10.1177/07419325030240060801

UNSW Sydney (2017). Tools for making digital design decisions. Introduction to

Educational Design in Higher Education. Retrieved from

https://www.futurelearn.com/courses/educational-design/0/steps/26429

Westfall, B. (2014). LMS Content War: Is In-house or Third-Party Content Best [Web log

post]. Retrieved from http://www.softwareadvice.com/resources/in-house-vs-

third-party-lms-content/?utm_campaign=elearningindustry.com&utm_source=

%2Ftrends-in-lms-content-how-are-we-creating-content-for-the-modern-

lms&utm_medium=link

Writing objectives using Bloom’s taxonomy (n.d). University of North Carolina at

Charlotte. Retrieved from http://teaching.uncc.edu/best-practice/goals-

objectives/writing-objectives

Appendices

Appendix A – Objectives

Appendix B

Formative Assessment – Question and Answer Forum

Appendix C

Collaboration and Active Learning

Opens to this:

Appendix D

Blackboard Collaborate Session

Appendix E

Forum Discussion

Appendix F

Proposal

Appendix G

Realtimeboard.com for Classification

Appendix H

Forum Activity – Upload a Map Activity

Appendix I

Accessibility Test

Appendix J

Summative Assessment