Design Discovery

As we have continued through the discovery process called the “Certificate in Online Learning” program, I have learned that what looks so simple is not easy! Designing a good course requires a great deal of planning. It’s not enough to make the site look pretty; designers have to be aware of learners’ issues, the constraints involved in the online environment, types of assessment, instructional strategies, and how to engage the student with the content, with the instructor, and with one another.

Not everyone is a good candidate for learning in an online environment. Students need to be self-motivated, disciplined and well-organized in order to keep up with reading and assignments. In addition, there are technological prerequisites that will influence success. These include having a regular access to computer with an Internet connection (preferably high-speed) and a basic competence in using computers

Online courses have to include a variety of learning activities to address different learning styles. Delivery can be in the form of short lectures, links to online resources, video demonstrations, small online group discussions and projects, readings and writing papers. Courses must be designed to avoid jargon and slang that may not be understood by all students. International students, for whom English is a second language, may access online translation systems to assist when necessary.

I was particularly interested in considering the type of assessment one would choose for an online class. I am a believer in using real world information in classes. This is relevant for students and will help them to generalize their learning to their profession. Authentic assessment in the form of case study application and discussion can be used to teach students how to apply coursework in "real world" applications. For example, in counseling it is not enough to be able to talk about doing counseling. Students need to see it done and practice it themselves with feedback so they can continue to improve.

On the other hand, objective testing is helpful in measuring students' knowledge about the topic being studied. An advantage of this kind of testing is that it is not subjective. There is a right or wrong answer. This kind of testing eliminates some of the disagreements that an instructor might experience when giving feedback on authentic assessment.

Learning how to use new software often feels like a daunting challenge. In our section on instructional strategies, however, I was introduced to several new options for use in online learning. I am particularly interested in Captivate, which is a software program that can produce simulations, scenario-based training, and quizzes. Source: http://www.adobe.com/products/captivate/

As we approach the midpoint of the course, we are beginning to focus on the student-content interaction that must be considered in design. I like this quote from Interaction ELearning: “The goal of interaction is to lead students to a point of reflection that causes them to evaluate existing assumptions and then choose to integrate or discard the new information.”
Source: Interaction Elearning Course http://www.elearnspace.org/Articles/Interaction.htm

When I read this I was excited and stimulated. I hope that I can create a course that will facilitate this kind of process in my students!

Graphics Sources:

Spaceship:www.deptford.k12.nj.us
English as second language: www.storyboardtoys.com
Rubric: edtech.kennesaw.edu
Learning Model: engandcompscicoop.dal.ca