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Designing & Developing Interactive Learning Objects for Online Courses

Ms. Darla RunyonDr. Roger Von Holzen

Presentation available at: http://cite.nwmissouri.edu:2000/presentations/

Northwest Missouri State University

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New Teaching Strategies

• Online instruction has sparked new teaching strategies for faculty to incorporate into their classes

• Strategies evident in– online courses– web-augmented course sites– campus-based courses*

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New Teaching Strategies

• A key element in this new teaching strategy is the integration of interactive, instructional concepts

• The goal of this strategy is to more effectively engage students in the learning process*

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Course Design

• When preparing to teach online, many instructors look at the campus-based model and try to design their online course based on this model– Trying to follow this practice can cause extreme

frustration…

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Course Redesign

• In order for online delivery to be a successful learning medium for the student, though, a major redesign must take place*

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Instructional Design

• The foundation for any course is based on good instructional design which begins with the development of clear, concise learning outcomes – determine critical course content

– discern what the students should know or accomplish based on the critical content

• What must the student know in order to function in authentic or real world situations?*

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Instructional Design

– should be measurable through an applicable assessment of that outcome

– should provide evidence of mastery of the learning outcome through student performance

• Example*

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Instructional Design

• Learning outcomes should be communicated to the student include in syllabus list in course introductory module list for each individual module or unit convey in related activities, instructional

concepts and assignments*

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The Learning Cycle

• Learning outcomes provide the framework for the instructional plan of the course which includes– an assessment plan– course activities and assignments – a plan for progressing through the learning

cycle*

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The Learning Cycle

• The learning cycle is based on the student moving in and out of the activities, assignments, and assessments within the course

• Best if based upon a mastery learning concept

– motivates the learner to focus upon learning and not the score/grade*

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Course Design

• The design process fosters the emergence of a teaching strategy which facilitates students engaging themselves in their individual learning cycle

• This strategy is the integration of instructional concepts into the learning cycle for a particular module of content*

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Instructional Concepts

• Instructional concepts are the application components of the critical content of a course or module– provides the student with the opportunity to

apply what they have learned

• These instructional concepts may be 1) concepts that have been historically difficult

for students

Equilibrium

2) critical course concepts, which students must know to function in real-world situations*

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Integrated Learning Experience

• Once developed, these instructional concepts can become a part of an integrated learning experience– Students should have gone through some critical

content learning activities prior to using the concept – Needed to build a foundation for applying the

instructional concept• awareness of related learning outcome• readings from the textbook• content and concept lectures• threaded discussions• brief, formative content assessments

– Example: Medical Terminology—Word Building*

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Integrated Learning Experience

– Student use of the instructional concept• complete the concept tutorial

• complete the activities included in the concept

• complete the formative assessments associated with the concept

– Students are given the opportunity to work with the concept as many times as needed before completing a performance assessment

• this may lead the student back into the learning cycle for supplemental relearning and reassessment

• cycle back through the concept if the formative assessment indicates the need for relearning

• Electronegativity*

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Integrated Learning Experience

– Additional content and/or concept related activities should follow the use of the concept

• threaded discussions

• activities and assignments

– To close the learning cycle the student completes some type of summative assessment*

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Design and Development

• The curriculum specialist works with a faculty member to identify an appropriate instructional concept – Simple storyboarding techniques outline the

basic project– Sample drawing

• Students employees and/or interns are assigned to a project

• Appointment is scheduled with a project development team– Faculty, student employee/intern, computer

specialist, and curriculum specialist*

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Design and Development

• The project is discussed in detail with the project development team and a plan is put in place to manage the project*

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Design and Development

• Student employee/intern becomes main coordinator of project with faculty– Set up meetings as the project progresses– Project outline– Make sure the project is on target with the

instructor’s expectations– Final project*

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Template

• A template is used to plan the instructional concept

• The parts of the template include– Related learning outcome(s)

• Press release

– Related critical content • Timeline

– Concept tutorial• Includes text, graphics, animation, and narration of

process• Includes ability to replay the tutorial• Tutorial example*

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Template

– Incorporate multiple learning modalities• Text and graphics• Animation with narration

– Change Demand• Script of the narrations

– Be aware of ADA compliance issues– Group Communication

– Build in the functionality to complete multiple applications/examples of the concept

• Micrometer--Tegrity• Micrometer--Flash

– Include formative assessment of the concepts with immediate feedback

– Provide the opportunity for working through the concept multiple times*

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Delivery Format

– Determine the appropriate delivery format• As multimedia software—Flash• Utilizing productivity software—Word, Excel,

PowerPoint– Calculating Net Percent Value

• As an HTML file--Library Tutorial• Content creation software—Tegrity

– Scatterplot Session– http://www.Tegrity.com

• Game creation software—The Game Creation System

– http://www.pieskysoft.com/products.html– http://www.ambrosine.com/resource.html

• The Computer Specialist assists in determining the most appropriate delivery format*

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Student Training

• Begin student training by having them rebuild a completed project

• Flash resources– http://www.flashkit.com– FLASH MX Action Script Bible– Examples from previous students

employees/interns• http://cite.nwmissouri.edu:2000/nworc/index.htm

• http://www.merlot.org*

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Project Costs

• Student employee/intern labor

• Intern labor is free

• Estimated hours on Medical Terminology instructional concept – Approximately 40 hours for design and

development of template– Approximately 40 hours for tutorial and

remaining duplicate concepts– Student labor per hour = $6

• Estimated total cost for project: $480*

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Project Costs

• Additional costs that could be included– Faculty time– Student employee training time– Curriculum Specialist– Computer Specialist*

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Resources

• Building a library of resources available to faculty campus-wide– many of these instructional concepts can be

used in a variety of content areas– template– web site to access resources

• http://cite.nwmissouri.edu:2000/nworc/index.htm

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Ms. Darla Runyondrunyon@mail.nwmissouri.edu

Dr. Roger Von Holzenrvh@mail.nwmissouri.edu

http://cite.nwmissouri.edu:2000/presentations/