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
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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
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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