Feedback and Updates on Creating the Transformative Digital Vision Course

I have received feedback from two of my classmates on the course I’m designing in Canvas. First, I used a program called Canva, www.canva.com, to create the graphics in the course. The splash page contains a graphic listing all of the modules that will need to be completed throughout the duration of the course. On my computer, the text on the graphics was very easy to read. However, when viewed on other computers it was more difficult.  So, I redesigned the graphic so that the text is easier to read. In the next peer review, I hope my peers find it easier to read.

When I click through the course, it is hard to believe that it took the amount of work and time that has gone into creating the project so far. For example, as I work on each module, it takes quite an amount of time to ensure that all of the details in one module are consistent with the other modules. I get extremely frustrated when I am participating in an online class, and the information in the various areas such as the syllabus, assignments, and modules are reporting due dates or other requirements that are inconsistent.  

I find the course content easy to produce because I work with the subject matter each day. I know that if I was designing a course in a subject that I am not so familiar with that it might take even longer to create the course. Fortunately, there are many videos on YouTube that can supplement the course materials. However, I have had to produce content so it is tailored to the expected outcomes of the course. And that definitely takes more time to complete.

In addition, as I build the activities for each module, I reflect to see if it is the best online pedagogy for the student task. For example, does the task allow for active learning, interactivity, or collaboration? These specific pedagogies promote and enhance the online learning environment and ensure that students are engaged in the course (Ukpokodu, 2008). In this course, I also want to ensure that the activities and the applications chosen model transformative learning. So, as I build each module, I double check to see if the web applications or resources I have provided are conducive to achieving this task. Again, this takes more time to research; therefore, the timeline becomes hard to meet when you are focusing on the quality of the course.

Reference

Ukpokodu, O. N. (2008). Teachers’ reflections on pedagogies that enhance learning in an online course on teaching for equity and social justice. Journal of Interactive Online Learning, 7(3), 227-255.

Online Instructional Design and Considerations

The instructional design document is the roadmap for creating the course in the Canvas learning management system (LMS). As I have begun building the modules in the LMS, some activities in the design document have been tweaked as well as enhanced along the way.

For example, I am using social media applications in my course to demonstrate to administrators how they can connect with other experts in their field. I discovered that you can embed a twitter handle or hashtag into a Canvas page, so participants can view the conversations within the LMS. Basically this works off of the Learning Tools Interoperability (LTI) technology. You can find the application collections in EduAppCenter.com, which is managed by Instructure, the creator of Canvas. Any application on the EduAppCenter page can be embedded into the LMS for a seamless experience for the user. The only downside is that many of these applications use a key or secret in order to be installed. This represents that a fee is associated with the application. However, I noticed many free applications that could be integrated such as Educreations, Youtube, Dropbox, Quizlet, Wikipedia, Vimeo, and Slideshare.

I have also noticed that I left out some details in the design document and a few areas need minor revising to ensure the participant has a clear understanding of the concepts being introduced. In my third module, I forgot to create an assignment or assessment for brainstorming a personal learning network. In my design document, I only listed an assignment dropbox for the final product; however, the task could be quite difficult for people not familiar with personal learning networks (PLNs). So, I added a monitoring or checkpoint assignment. This assignment will provide an opportunity for the instructor to offer feedback or redirection if the participant is struggling with the newly introduced concept. The assignment has little weight in the overall course, but it will provide insight into the overall understanding of the concept before the participant begins to construct their own PLN. Research has shown that providing feedback guides the learner’s performance and is positively related to their achievement (Reigeluth, Watson, Watson, Dutta, Chen, & Powell, 2008).

The design model is working well so far, as I am constantly referencing the instructional design document as I build the modules. There are so many details to consider when you begin placing instructional content online versus a face to face course. The pedagogy that is selected for the online course must be carefully considered and revised to ensure it meets the needs of the learner in the LMS format.

Reference

Reigeluth, C. M., Watson, W. R., Watson, S. L., Dutta, P., Chen, Z., & Powell, N. D. (2008). Roles for technology in the information-age paradigm of education: Learning management systems. Educational Technology, 48(6), 32. 

Reflection on Developing a Course in the Canvas Learning Management System

So far, I have been pleasantly surprised by the intuitiveness of how to build a course in Canvas. Before you begin creating your course, it is important to map out how you want to organize your instructional materials, assignments, discussions, pages, syllabus, and modules. I plowed right in to the program and quickly discovered that it would be worth my time to map out the overall navigation of the course. Once I decided on organizing the materials into weekly modules and accessing the modules from a home page or landing page, the organization of the course began to flow.

One item that has been rather challenging is the use of the rubric feature. I am a firm believer in the use of rubrics to establish assignment expectations. And the rubrics are fairly easy to build within Canvas. The only problem is that it drives me crazy that I have three areas in each criteria of the rubric, however, the lines will not align. In addition, the rubrics are managed under the outcome section. I would suggest to Canvas that rubrics have a section of their own. Furthermore, you can’t clone a rubric and make minor adjustments to it for a similar assignment. Instead, you must completely re-type it. Last, the student must select the gear button in the upper right hand corner to view the rubric, or you must hyperlink it to its URL, which seems much more difficult than it should be.

I have just about completed 25% of my course and have received feedback from a peer. The feedback was helpful, and I always welcome input from a second opinion. In addition, I did glance through his course and found them to be very similar in structure, so I must be on to something. I have created my own graphics and discovered that the main graphic on the landing page displays a little too dark for some monitors compared to how it appears on mine. Another note is to always check your work on various computers, browsers, and on a variety of settings. And I don’t want to forget to check it on a mobile device. Although, I think I read that Canvas doesn’t fully support the iPad application just yet.

Finally, I provided feedback to another classmate today. The best advice that I could give her was to consider how the participant would navigate through the course and what the most logical manor is without missing any important instructions or assignments. Along with this, is ensuring that you are also considering how the students will learn. For example, what are the pedagogical principles being used in the LMS, so students are successful learners (Suddaby & Milne, 2008). I feel these are truly the first big obstacles that the course designer must tackle after a strong instructional design document has been created.

What have I learned from the process of developing instruction in an LMS? I can conclude that it is very time consuming although once it is completed may look very simple to accomplish.  Perhaps that is what a good instructional designer does for the learner? They make everything very easy to navigate and provide explicit instructions, so the learner has a clear understanding of the course expectations.

Reference

Suddaby, G., & Milne, J. (2008). Coordinated, collaborative and coherent. Campus - Wide Information Systems, 25(2), 114-122. doi:http://dx.doi.org/10.1108/1065074081086660

Instructional Design Model

An instructional design model in which I was not currently familiar with is the ASSURE model. In summary, this module emphasizes analyzing the learners, developing a clear understanding of the expectations of the learning outcomes, and then reflecting on the data that was gathered about the learning outcomes. In a discussion about the ASSURE module, Sharon Smaldino (2013) stresses the importance of the evaluation process and including time to reflect on the learner outcomes with the intent of improving the instructional design for future learning opportunities.

The attraction about the ASSURE module is that it includes the use of technology in the instructional design of the lesson.

A—Analyze the learners

S—State the standards & objectives

S—Select strategies, technology, media and materials

U—Utilize technology, media and materials

R—Require learner participation

E—Evaluate and revise

I like the idea of the integration of technology being part of the framework when designing a lesson. So many times it seems that teachers force the use of technology just for the sake of using technology because it is a district expectation. In this model, instructional designers would consider the technology integration as part of the instructional design process and not as an element added as an additional activity or task. Instead, the use of technology is considered as a tool to use to meet the identified standards and objectives of the lesson.  

The model also has several elements which are similar to the ADDIE module which we have utilized in previous instructional design projects. For example, objectives and standards are clearly established in both, an analysis is part of the framework, and evaluation of the instructional design is the last step in the process.

The ASSURE model reinforces the idea of using technology to improve student learning. I am already applying this to my instructional design project for this course. Administrators will learn how to use technology to transform the learning in their district; therefore, the course will include activities and resources that model the use of practical web-based applications they can implement to achieve this goal. 

The instructional design model is not to be confused with a theoretical model. Both are important components for establishing student learning and are seamlessly intermingled within a quality instructional design. In addition, the learning theory should be considered when the instructional designer is deciding what method is best for how the learning will be processed or acquired by the learner. For example, once this is established, then the learning theory will guide the instructional designer on what type of student activities might be chosen during the select, utilize, and require stages of the ASSURE framework.  The distinction between the two are relevant since each are dependent on one another for creating lessons that are instructionally sound and achieve the learning objectives outlined in the instructional design.

The client is focused on the student learning outcomes and depends on the instructional designer to design instruction so the content is delivered in a meaningful way, meets the needs of the participants, and achieves the desired learning outcomes. The methods to achieve this is more important to the designer.

Reference

Culatta, R. (2013). Instructional Design Modules. Instructional Design. Retrieved from http://instructionaldesign.org/models/

The Power of Peer Review

My peer review group got off to a chaotic start, but in the end, I was lucky enough to receive feedback from both Benny and Neethu on my instructional design document (IDD). The peer review experience did help me to improve the content in my document. Simply reading through my peer’s document enlightened me on some requirements and formatting that needed my attention.  For example, I did not fully understand the requirements outlined in the rubric for the section on learning theory. So, I searched and found several peer reviewed journal articles and included them as references to strengthen and support why I chose the constructivist learning theory. I included the statement that constructivism is the foundation of project-based learning in which students are approached with a problem and engage in activities that allow and lead to real world problem-solving (Almala, 2005). Then, I linked the learning activities in my project to the constructivist learning theory. Now, I feel the paragraphs on learning theory meet the expectations outlined in the rubric. 

Next, there was information in the environmental resources that needed more detail in which I assumed the reader would understand. So, I added the specifics of items such as naming the particular learning management system participants would be utilizing. Towards the end of the document, the reviewers restructured a few sentences and added and deleted words.  I made all of these changes based on their suggestions. In addition, a great resource was shared that explains the levels and adoption of technology integration into the classroom. Although, I didn’t use the resource in my design document since the analysis was already conducted, it is a website that I will introduce in our district as we look at teacher levels of technology integration.

Another suggestion that I considered was changing how I numbered my goals and objectives. In the first instructional design course I completed, we did not use the format that Benny suggested. However, when I looked at how the goals and learning objectives for this course were formatted, I noticed that it was the format in which Benny referenced. So I used the G.1 and O.1.1 format when listing goals and objectives. I have noticed there are several inconsistencies with how things were presented in our previous instructional design course versus this instructional design course. So, I will need to ensure that I read the directions and rubrics carefully as not to assume I already know the expectation.

My design document was similar to one of my peers, so that reassured me I was on the right track. I know that the instructional design document needs to be well thought out because the course in which I will be building the next twelve weeks will be based on the information outlined in it.  Therefore, I appreciate having a peer from the class review the IDD and make suggestions as it only strengthens the content of the document. 

Reference

Almala, A. H. (2005). A constructivist conceptual framework for a quality e-learning environment. Distance Learning, 2(5), 9-12. Retrieved from http://search.proquest.com/docview/230696773?accountid=7113

Strengths and Weaknesses of Pedagogies Underlying Online, Blended Learning, and MOOC's

          Advanced technologies and media have rapidly increased the progression of online, blended learning, and massive open online course (MOOC) learning formats. Self-directed learning, collaborative inquiry, instructor and peer feedback, and development of social presence are all pedagogical methods when utilized in e-learning formats can improve student learning outcomes when applied to fitting content and needs of students.

Self-directed learning has become important with the exponential growth in information and ever changing technologies. People are challenged with continuously developing skills and knowledge in order to be competitive in the work force. For example, distance learning has increased in popularity as it offers flexibility of scheduling and educational opportunities that might not otherwise be available. However, self-directed learning sounds like an easy strategy to implement, but in reality, people often are not motivated or need the social support of community to help them engage in the learning process (Lin, 2008).

Collaborative inquiry is a design that recognizes exploring issues and determining solutions through questioning, reflection, and dialogue. Learning is achieved by participating in dialogue through interactions and basing new learning on prior experiences (Lin, 2008). The learner can reach out to peers to collaborate, share knowledge with others, build on each other’s knowledge, or co-create knowledge. Forms of collaborative inquiry include participating in discussion forums, blogs, and wiki spaces. These technologies help users create online communities where they can connect with others who have the same interests or expertise. Through the use of these online tools, students have more opportunities to an increasing knowledge base. However, learners must be willing to actively seek communications with others who have the same aspirations instead of depending on the educator to find answers to their questions or provide the knowledge they are seeking (Lin, 2008).

Providing feedback that accesses the quality of work or student performance can help guide a student’s learning throughout an online course and establish teaching presence (Getzlaf, Perry, Toffner, Lamarche, & Edwards, 2009). Feedback can include encouragement and direction, so students can expand their ideas and reach specific learning goals or outcomes. Feedback from peers can be utilized to critique student artifacts, while feedback from instructors can provide both guidance and motivation to the learner. In addition, when students participate in providing feedback to peers, students receive practice at critically examining a concept. However, if feedback is not constructive or provided in a timely manner, then the feedback may not be beneficial to the student. 

Students establish social presence when they have a sense of belonging and ownership in their own learning (Swan & Shih, 2005). Social presence can be developed in online discussions using textual cues which indicate satisfaction during interactions between students. In addition, the development of relationships between students during online discussions increases student social presence; and in return, students present more social presence in responses to their peers. However, research found that online discussions that focused on readings that were provided for students did not produce personal responses that led to having a social presence. Instead, discussions based on a student’s own personal experience led to a higher social presence in the course. The use of online discussions which focus on personal experiences can increase the student’s social presence in the discussion or interactions with peers (Swan & Shih, 2005).  

          Online, blended learning, and massive open online course (MOOC) learning formats provide new learning opportunities when course design includes proven online pedagogy.

References

Lin, L. (2008). An Online Learning Model to Facilitate Learners' Rights to Education. Journal of Asynchronous Learning Networks, 12(1), 127-143.

Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective Instructor Feedback: Perceptions of Online Graduate Students. Journal of Educators Online, 6(2), n2.

Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136.

What have I learned so far in my Technology-based Learning Environments course? How can I apply what I have learned? or What do I need to know more about when designing my own instructional design project in Canvas?

The teacher's role is to be an instructional designer that can
implement effective online technology that elicits the
desired student outcomes.

I found the article by Savery and Duffy (1995) to be beneficial and timely since our district is implementing a blending learning pilot program at our high school campus, and I will be designing an online class for my project. In a blended approach, instructional design is based on problem-based learning and a constructivist learning theory. In addition, my classmate Kelly Kelsoe also had an article posted about several factors that must be in place for students to grasp the benefits of a blended learning instructional design approach (Francis and Shannon, 2013). And I found an article that addresses the challenges and experiences of transforming a traditional classroom into a social constructivist approach (Dalsgaard and Godsk, 2007).

Some people might think that I am a little crazy, but I actually enjoy the opportunity to design instructional projects. And all of the articles above have certainly given me some new aspects in online instructional design to think about. First, let’s consider key factors that will transform an online course and engage students. Effective online tools need to be included in the design to take advantage of the affordances that technology can offer. This will mean creating activities in which students can interact and receive feedback from their peers. In addition, reflective activities will need to be included in order to give students time to think about their own thinking. We all know that reflection has a big effect size on student learning. So, discussion forums and blogging are activities to consider during the design and development phase of the ADDIE model.

Next, what have I learned about the constructivist learning theory and the social constructivist learning theories? How can I apply them to my design? I focused on the idea of “puzzlement is the stimulus for learning” when reading the Savery and Duffy (1995) article. I will need to consider how to organize the online course so that authentic learning is taking place and students are the center of the learning. In addition, I will need to create a stimulus puzzlement that stimulates the new learning opportunities.

The Savery and Duffy (1995) and the Dalsgaard and Godsk, (2007) articles both highlighted that knowledge evolves through social interactions which lead to individual understandings of knowledge. I will need to research which social media and Web 2.0 programs could be implemented to elicit the desired student outcomes in the project.

And the biggest challenge will be designing the course with a scenario or problem and also ensuring that the activities the students complete will cover the intended goals and objectives of the course. But first, I must draw a conclusion to what the subject of the instructional design might be. Digital Leadership? Implementing Blended Learning? iPads in the Classroom? So many interesting choices to select from.

References

Dalsgaard, C., & Godsk, M. (2007). Transforming traditional lectures into problem‐based blended learning: challenges and experiences. Open Learning, 22(1), 29-42.

Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-369.

Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.