Lim Li Siong

Manager, Centre for Teaching Excellence

Singapore Management University

Outline 1. Design an online course – ADDIE model

2. Understand your learners

3. Design and align • Learning Objectives

• Assessment

• Instructional Strategies

4. Improve motivation, engagement and retention

5. Manage online discussion forums & synchronous online delivery

6. Flipped Classroom and Peer Instruction

7. Deal with copyright issues

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A Model to Facilitate the Instructional Design Process : ADDIE

the process of

defining the

learners and what

is to be learned

the process of

specifying how it

is to be learned

the process of

authoring and

producing the

materials

the process of

testing/conducting

the course in an

actual setting the process of

determining the impact

of instruction

ADDIE model Stage Activities

Analysis 1. Perform front-end analysis • Identify learners’ profile, learning contexts and needs • Identify problem and set goals of the instructional intervention • Identify constraints • Identify topics to cover (Task analysis)

Design 2. Plan specific learning objectives and the sequence to meet these objectives

3. Plan assessment guidelines for each objective 4. Plan instructional strategies / activities for each objective 5. Determine tools needed/ delivery methods

Develop 6. Build content, instructional strategies, assessments, navigations, interactions and engagements

Implement 7. Deliver courseware/ Field testing /Moderate learning activities 8. Conduct training on usage (Students and teachers)

Evaluate 9. Evaluate whether goals were met / learning was achieved (Formative and summative)

Analysis - Perform front-end analysis 1. Personal characteristics 2. Social characteristics 3. Cultural background and

beliefs 4. Disabilities 5. Time zones 6. Learning/Cognitive styles 7. Technical skill level 8. Knowledge level • The more you can describe,

the more likely to develop relevant online courses

• E.g. of questionnaire Analysis Design Develop Implement Evaluate

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Perform front-end analysis

Understand Learners’ characteristics

Understand Context - Identify constraints

• E.g. different time zones, language barriers, diversity

Define Learning goal or Performance problem

• What do they need to know or do (but do not know / cannot do)?

Identify general topics to cover to achieve the learning goal (i.e. do a

task analysis)

Analysis Design Develop Implement Evaluate

Design

Design and align the following:

Learning objectives

Assessment Instructional

Strategies

Analysis Design Develop Implement Evaluate

What the students will be able to do at the end (Cognitive, Affective, Psychomotor)

1

2 2 Measure whether the students has met [1] (Formative, Summative)

Methods to bring students to learn [1]

Alignment

(Direct, Indirect, Experimental, Interactive, Independent)

Design

Analysis Design Develop Implement Evaluate

Learning Activities

(Instructional Method; Assessment Method)

Topic

(with Learning Objectives)

Unit / Week

(with Learning Objectives)

Module (Learning Goal)

Marketing

Product

Product cycle

Learn Guide/ Practice

Feedback Assess

Product development

Price

Pricing Strategy

Chunking and Sequencing

1

2

Determine Learning Objectives

• By the end of the lesson, participants will be able to identify the 5 phases of the ADDIE model with 100% accuracy (in an individual closed-book fill-in-the-blank test).

Audience i.e. your learners Behaviour i.e. what A is supposed

to do (use Bloom’s taxonomy);

Conditions

under which B is to occur

the minimum Criteria the students must

meet in order for B to be acceptable

Analysis Design Develop Implement Evaluate

Determine Assessment Guidelines

Assessment instruments: Essays, Projects, Forums…

Alignment to Learning Objectives

Rating or marking system: Rubrics?

Auto or manual marking? Cheating / Plagiarism:

Verify identity of the students

Track student’s learning? If so, which aspects?

Analysis Design Develop Implement Evaluate

Determine Instructional Strategies

• E.g. Simple to Complex, General to specific, Linear or Non-linear/Branched?

Further Chunking and Sequencing of content

• Fact, Concept, Process, Procedure or Principle

Content Type

• Direct, indirect, experiential, interactive/collaborative, self-directed

• E.g. Lecture and practice, Guided exploration, Games, Discussions, Interactive Demo

• Asynchronous or Synchronous (Real-time)

• Consider constraints e.g. group size and learning environment, preferences

Learning activities and methods

• Low level recall (e.g. lectures), application or synthesis level?

Alignment with learning objectives

Analysis Design Develop Implement Evaluate

Determine Instructional Strategies – ICARE (Hoffman & Ritchie, 1998)

• Introduction: Put the module in context, e.g. learning outcomes

• Connect: Introduce content or activities/scaffolding for students to discover themselves. – Provide concise and clearly organised online materials

• “Chunk” multi-page documents into sections of no more than two pages long. Video or audio segments should be 20 minutes or less.

• Introduce resources slowly and over time

– Provide opportunities to construct own knowledge e.g. projects (problem solving opportunities) because we learn in different ways.

Analysis Design Develop Implement Evaluate

Determine Instructional Strategies – ICARE

• Apply: Provides challenges and activities that allow students to apply the knowledge gained to real-world tasks & give timely feedback – It’s not just about the content as students can find

content on their own.

• Provide opportunities for Reflection

• Extend: Give students opportunities to rework and improve on their ideas or prototypes. That’s when real value begins.

Analysis Design Develop Implement Evaluate

Designing and Managing Online Discussion Forums

1. Provide clear guidelines

2. Establish specific discussion threads

3. Elicit individual AND group postings

4. Encourage peer-to-peer communication

5. Use a combination of asynchronous and

synchronous

6. Encourage student analysis of discussions

7. Provide early and extensive inputs to

model effective discussion, analysis, communication skills

8. Include examples of good posts from past

classes

9. Plan for regular, reasonable and

predictable proper communication

Analysis Design Develop Implement Evaluate

Determine Instructional Strategies – “Newer” methods

Analysis Design Develop Implement Evaluate

Instructional Strategies – Flipped classroom

Analysis Design Develop Implement Evaluate

Design - Determine Instructional Strategies

Instructional Strategies – Peer Instruction

Analysis Design Develop Implement Evaluate

Brief presentation of concept

Select and Develop Learning Resources

Determine what COPYRIGHTS are attached to the resources • General rule of thumb: “If by making a copy and showing

such a copy, we are likely to deprive the owner of some form of revenue, it would generally could become an issue.”

• Copying the entire news article – Use of whole articles need to be paid for (OCCM manages this). – Use of extract of article (which would come under “fair use”). – Can refer students to the actual online article with a link (if

available)

• Advertisements – Generally, advertisements are meant to be distributed, so a

photograph to illustrate a point should be fine.

Analysis Design Develop Implement Evaluate

Select and Develop Learning Resources

• Arrange for copyright clearance (Library) or adhere to Fair Use guidelines, if you plan to post materials that are not your own

• Use Open Educational Resources (OER) and media (such as images, videos, audio etc) under a Creative Commons license

Analysis Design Develop Implement Evaluate

Implementation – “Field testing”

• Moderate learning activities – Make sure workload is reasonable for both yourself

and the students

• Train students and other faculty on usage – Know what current help available (e.g. IITS with

eLearn)

– Conduct an orientation to your course and the online tools employed

– A FAQ page can save you from answering the same question numerous times

Analysis Design Develop Implement Evaluate

Evaluation

Get feedback on:

1. Reactions: How students felt

2. Learning: Goals were met; learning was achieved

3. ROI: Is it worth it?

Analysis Design Develop Implement Evaluate

Summary

1. Analyse: – Characteristics of the learners,

learning environment and learning context

2. Design: – Goals and objectives that need

to be taught – Online Assessments strategies

to determine if they mastered the objectives

– Learning Activities and strategies most effective for the learners to master the objectives

– Chunking and Sequencing

– Interactions, feedback and communications (Student, Peer, Instructor)

– Content delivery systems and tools

– Technology and other constraints

– Course management and student support

3. Develop: Appropriate learning resources – Copyrights

4. Implementation strategies 5. Evaluation strategies

Planning for online course development begins with key considerations regarding:

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