Jesuit University located in Denver, Colorado. ⢠Comprised of ... ¼ of all high school courses (ages 14-17) will be online by the year. 2016. â ½ of all high school ...
INSTRUCTIONAL DESIGN: THE IMPACT OF ONLINE LEARNING Dr. Carole Hruskocy, Regis University Dr. Tina Parscal, University of the Rockies
AGENDA
• Introductions • Online Learning • Instructional Design • Learning Theory • Impact of Online Learning • Dialogue and Questions
REGIS UNIVERSIT Y
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Jesuit University located in Denver, Colorado
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Comprised of traditional Regis College, Rueckert Hartman College for Health Professions, and College for Professional Studies
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Offer an 8-week accelerated course model
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Involved with Distance Learning for 25 years
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Online programs include: 4 graduate degrees, 4 undergraduate majors, and several master’s degrees in Teacher Education
UNIVERSIT Y OF THE ROCKIES
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Graduate school of the behavioral and social science in Colorado Springs, Colorado Founded in 1993 as the Colorado School of Professional Psychology. Changed name to UoR in 2007. Offering masters and doctoral degrees in Psychology, Organizational Development & Leadership, and Human Services on-campus and online
ENTERPRISE MODEL OF COURSE DEVELOPMENT • • • •
Centralized system of developing curricula and courses Faculty -driven curriculum development Team of learning designers and faculty partner to develop master course guides and syllabi Consistent course structure across all instructors and course sections
WHAT IS ONLINE LEARNING? •
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Turof f and Hiltz (1995) asserted that online education involves learning that occurs in a computer -mediated environment in which instructor and learner are physically separated for the instructional process. Online learning dif fers from traditional correspondence learning or computer-based training
GROWTH OF ONLINE LEARNING • •
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In the fall term of 2008, over 4.6 million students took at least one online course (Allen & Seaman, 2010) 25% of college and university students enrolled in at least one fully online course in 2008 Looking ahead: – ¼ of all high school courses (ages 14-17) will be online by the year 2016 – ½ of all high school courses will be online by 2019 – K-12 (ages 5-17) enrollment in online courses will approach 5 -6 million students or about 10% of the total K -12 population (Christensen, Horn, & Johnson, 2008)
WHAT IS INSTRUCTIONAL DESIGN (ID)? • Instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation (Smith and Ragan, 2004). • Instructional designer’s job is to answer three major questions (Mager, 1984): 1. 2. 3.
Where are we going? How will we get there? How will we know when we have arrived?
INSTRUCTIONAL DESIGN MODELS Instructional design models include a systematic, iterative approach to design of instruction that commonly include phases such as: Analysis, Design, Development, Implementation, and Evaluation (ADDIE) Models include:
– Dick and Carey – Hannifin and Peck – Kemp – Rapid Prototyping
EDUCATIONAL THEORIES THAT GROUND INSTRUCTIONAL DESIGN
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Behaviorist Theory Cognitive Learning Theory Constructivist Theory Social Constructivist Theory Adult Learning Theory
BEHAVIORIST THEORY • •
A change in behavior caused by external stimuli or feedback “The what” or the facts ( Ertmer and Newby, 1993)
Evidence in online learning: listed outcomes, assessment, feedback
COGNITIVE LEARNING THEORY •
Centers on information processing, memory, motivation, thinking, reflection, metacognition
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“the how” or processes and principles (Ertmer and Newby,
1993)
Evidence in online learning: advance organizers, questioning to activate existing knowledge, organization/chunking of material, transfer of learning to long term memory, concept mapping, active learning strategies to promote transfer, retention, and retrieval
CONSTRUCTIVIST THEORY • •
Grounded in construction of knowledge, active learning, application, and personal meaning “The why” or higher-level thinking that promotes personal learning and situated or contextual learning (Ertmer and Newby, 1993)
Evidence in online learning: active learning, applied learning, social interaction, student to student/student to facilitator, reflection, learning journals, real world examples, choice in format of projects, interaction, self -selected sequence of learning
ADDITIONAL THEORIES Social Constructivist Theory • Emphasizes the critical importance of culture and the importance of the social context for cognitive development Adult Learning Theory • Centers on application of real world experiences, self directed, relevancy, transferable learning
IMPACT OF THE ONLINE GROWTH • •
Redefine what it means to teach and learn online (Sims, 2006) Demands that designers of online learning, re -examine the foundations of the practice of instructional design (Collis,1998) .
IMPACT ON INSTRUCTIONAL DESIGN The mainstreaming of online education has resulted in a growing need to examine:
Instructional design process Competencies Heuristics Roles of the instructional designer, particularly as related to instructional technology and media.
IMPACT OF ONLINE LEARNING ON INSTRUCTIONAL DESIGN •
Learning theory
LEARNING THEORY TRANSACTIONAL DISTANCE •
Transaction occurs between instructors and learners in an environment in which they are geographically separate (Moore, 1983, 1990, 1993).
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“It is the physical distance that leads to a communication gap, a psychological space of potential misunderstandings between the behaviors of instructors and those of the learners, and this is the transactional distance” (Moore & Kearsley, 1996, p. 200).
TRANSACTIONAL DISTANCE • •
The nature of the transactional distance leads to specific teaching and learning behaviors Moore’s concept of “special teaching procedures” fall into three clusters of variables: 1. 2. 3.
dialogue structure learner autonomy (Moore, 1993)
DIALOGUE Dialogue is influenced by
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existence of a learning group, size of a learning group, language, frequency of communication, communication medium, educational philosophy of the instructor, characteristics of the learners subject matter.
Dialogue is enhanced
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between the learner and instructor than between learners in a learning group. Among learners who share a common language with the instructor When communication media enable frequent opportunities for two -way communication. Asynchronous communication in particular fosters more thoughtful and reflective communications between the learner and instructor (Moore, 1993; Moore and Kearsley, 1996).
STRUCTURE Structure is the design of the learning engagement Structure is influenced by:
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communication media Instructional media educational philosophy of the instructor, the learner characteristics constraints imposed by the education institution
LEARNER AUTONOMY •
Learners used teaching materials to the stated learning outcomes
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Moore (1996) hypothesized an inverse relationship between transactional distance and learner autonomy. •
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Learners that demonstrated a high degree of learning autonomy were comfortable with distance courses with low dialogue and low structure. Learners with less learner autonomy preferred distance learning courses with more structure, more dialogue, or both.
COMMUNIT Y OF INQUIRY MODEL
Social Presence Supporting Discourse
Setting Climate
Educational Experience
Cognitive Presence
Selecting Content
Teaching Presence
LEARNING THEORY CONNECTIVISM •
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Dominant learning theories (behaviorism, cognitive, and constructivism) insufficiently describe how we learn in the new digital environment Siemens, 2004) The principles of connectivism include the notion that learning is a process of connecting information sources. The ability to see connections between concepts and ideas is a core skill of learning Connectivism also stresses that decision -making itself is a learning process and is fostered by a diversity of opinions (Siemens, 2004) Critics contend that connectivism is not a learning theory, but rather a pedagogical viewpoint driven by the affordances of current technology tools ( Verhagen, 2006)
IMPACT OF ONLINE LEARNING ON INSTRUCTIONAL DESIGN • •
Learning theory Delivery models
DELIVERY MODELS • •
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Distinction between online and classroom is becoming blurred Classroom courses use learning objects originally intended for the online environment Online courses are evolving to include audio/visual tools to provide “face to face” connection Boundaries of different instructional models are becoming less obvious. Classroom teaching is utilizing technologies (clicker, mobile technology, internet, etc) as well as learning objects developed for online courses more of ten. Sur vey response
Challenges for instructional designers • Development for all formats • Knowledge of media and use of media
IMPACT OF ONLINE LEARNING ON INSTRUCTIONAL DESIGN • • •
Learning theory Delivery models Audience
AUDIENCE • • • •
Online learning provides for access to education to a wider audience The “non-traditional” adult learner is now common Rural areas and the rural learner can be reached Online learning provides for an international audience
Challenges for instructional designers • Design for diverse audience • Design for multiple cultures • Design for various generations •
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Recently, theorists have argued for a cultural dimension in the design process and the need to provide culturally sensitive learning environments (Reeves & Reeves, 1997; Collis, 1999; McCahill, 1998 as cited in McLoughlin and Oliver, 2000). Despite the internationalisation of curricula, not enough is known about the ramifications of cultural inclusivity for cognitive design of learning resources ( McLoughlin and Oliver, 2000).
IMPACT OF ONLINE LEARNING ON INSTRUCTIONAL DESIGN • • • •
Learning theory Delivery models Audience Traditional teaching and learning
TRADITIONAL TEACHING AND LEARNING • • • • •
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Change in interaction Boundaries are blurred Collaborati on is absolute Shif t in instructor -student relationship Now you can expect students to engage at an interactive and self directed level with faculty guidin g the learnin g. Students now expect border s and boundarie s to drop and the collective knowled ge of the world to become instanta neously accessible. Group learnin g and collabor ation has gone global with learner s also informing and designing the content. Sur vey response Increased per formance expectations and class per formance Transparency of cour se design and faculty … having a cour se online exposes the cour se to much more scrutiny than before. Previously, cour se evidenc e was a syllabu s, textbook , assignments, and tests. An online cour se is composed of much more documentation including numerous discussion topics, websites, videos, and mini lectures. It require s more forethought in alignme nt of learnin g objectives, activities, and assessments. Sur vey response
TRADITIONAL TEACHING AND LEARNING Challenges for Instructional Designers • Providing learners with choice: • Knowledge of diverse and interactive methods for content delivery • The same learning theories still apply to my instruction but with the current Learning Management Systems I can incorporate diverse and interactive methods for content delivery. Survey response
IMPACT OF ONLINE LEARNING ON INSTRUCTIONAL DESIGN • • • • •
Learning theory Delivery models Audience Traditional teaching and learning Instructional design
INSTRUCTIONAL DESIGN • • •
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Design for a global audience, variety of cultures, and multiple generations “The design must allow for the learner to adapt and contextualize the content and outcomes to their own environment (Sims, 2006, p. 3).” Course development for online learning can be more deliberate and purposeful (Enterprise model; Quality Matters) Instructional design is moving away from providing learners with lectures and fact-based knowledge. Instead, it prepares a learning package to the learners which explains why the materials are important and relevant, what resources you will need, how to get these resources, how to use the resources available to you to solve problems. Survey response
INSTRUCTIONAL DESIGN • • • • •
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New development processes Learning outcome alignment to assessments and activities (mapping) Cognitive activity/active learning must be inherent in online course design Greater emphasis on critical questioning skills “It is not a case of designing for an assumed learner predisposition, but ensuring that the learner is able to use their personal preferences to contextualize their experience (Sims, 2006, p. 3).” Instructional designers play an impor tant role of providing structure to teaching and learning, but we don’t create nearly as much content any more. Learning has become more activity -driven rather than content -driven. Sur vey response
INSTRUCTIONAL DESIGN • •
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Developing partnerships between instructional designers and faculty Instructional design practices are now being accepted on college campuses. Before online courses, many college professors did not know anything about instructional design. Because of the technology involved in putting a course online, college faculty have accepted help from instructional designers. Sur vey response Faculty come to instructional designers mainly for the technology but walk away with ideas that improve not only the online classrooms, but the traditional ones. Sur vey response
INSTRUCTIONAL DESIGN Challenges for instructional designers • Continued exploration of new design processes • Awareness of emerging theories; application of such theory • Must consider added interactions: learner to interface; community • Design for generational dif ferences • Develop a working relationship with faculty
IMPACT OF ONLINE LEARNING ON INSTRUCTIONAL DESIGN • • • • • •
Learning theory Delivery models Audience Traditional teaching and learning Instructional design Media
MEDIA • •
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Web 2.0 technologies “Web 2.0 offers educators new teaching and learning tools. Web 2.0 can change the way teachers interact with students and how students interact among themselves” (Thompson 2008, p. 22). I can reach students in multimodal ways. This ability addresses visual, auditor y and kinesthetic learners. Sur vey response
Challenges for instructional designers • Evaluation of existing media relative to when, why, or how to integrate the media into the course • Integration of existing media versus creation of new media/learning objects • Design for various learning styles and disabilities
SUMMARY Online learning has • Resulted in exploration of new learning theory • Provided for a closer examination of traditional methodologies and teaching strategies • Enhanced student-centered learning, problem solving, higher-order thinking • Increased community development • Shifted traditional instructor -learner roles and relationships • Resulted in increased use of instructional designers • Advanced the field of instructional design
“We operate in a learner -centered collaborative context and yet our design models are too often predicated on face -to-face and teacher-centered paradigms. If we are to achieve the full potential and benefits that an online environment af fords then we must rethink the philosophies and practices that we bring to the design environment (Sims, 2006, p. 5).”
REFERENCES • An de r so n, T. ( 2008). Fo un da t ions o f e duc a t i o nal t h e o r y fo r o n lin e l e a rn ing. M . Al l y ( e di tor, 2 nd e di t i on) In M . Al l y ( E d. ) , T h e t h e o r y a n d p r a c ti ce o f o n l i n e l e a rn i n g ( pp 4 5 - 71 ) . AU P re s s : At h a ba sc a Un i ver sit y. • E r t m e r, P. & N ew by, T. ( 1 9 9 3 ). B e h aviorism, c o g n it ivism , c o n st ruc t ivism: Co m pa ring c ri t i c al fe a t ure s fro m a n i n st ruc t io nal de s i gn pe r s pe c t ive. Pe r fo rm anc e Im prove ment Qua r te rl y, 6 ( 4 ): 5 0 - 7 2 . • M a g e r, R. F. ( 198 4). P re pa ri n g i n st ruc t io nal o bj e c t ives ( 2 nd e di ti on). B e l m ont, CA: Fe a ro n - Pit man . • M c Lo ug h lin , C. a n d Ol i ver, R. ( 2 0 0 0 ). D e s i gning l e a rning e nv iro nment s fo r c ul t ura l i n c lusivit y : A c a s e s t udy o f i n di genous o n l ine l e a rning a t te r t i a r y l evel. Aus t ra lia n Jo urn a l o f E duc a t i o nal Te c h n ology 16 ( 1 ) : 5 8 - 7 2 . Ret ri eved fro m h ttp: / / ascilite .org .a u/ajet /ajet 16/mc loughlin. ht ml . • P i c c i ano , A . G . , Se a m a n, J. , a n d Al le n, I. E . ( 2 010) E duc a t i o nal t ra n s format ion t h ro ug h o n l ine l e a rning: To be o r n ot to be . Jo urn a l o f As y n c hro nous Le a rn in g N et wo rk s , 14 ( 4 ) , 17 - 3 5 . • Qui t a m ado , I. J. a n d B row n , A . ( 2 0 01). E f fe c t ive te a c h ing s t y l es a n d i n s t ruc t ional de s i gn fo r o n lin e l e a rn ing e nv ironme nt s, N a t i o nal E duc a t i on al Co m puti ng Co n fere nce, “ B ui l ding o n t h e Fut ure ” Jul y 2 5 - 27, 2001 , Ch i cago, IL.
REFERENCES • Sims, R. (2006). Beyond instructional design: Making learning design a reality. Journal of Learning Design , 1(2), 1 -7. Retrieved from: http://www.jld.qut.edu.au/ . • Smith, P. L. and Ragan, T. J. (2004). Instructional Design (3 rd edition). Wiley Publishing. • Whitmyer C. (1999). Instructional design for online learning. San Francisco, CA: FutureUPress . Retrieved from http://buildyourcour seonline.net/ar ti cles/instructi onal_design_for_ online_ learning.pdf
