Parisa MehranMehrasa Alizadeh

Ichiro KoguchiHaruo Takemura

EUROCALL 2017

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Designing and Developing a Blended Course: Best Practices for Japanese Learners

Osaka University Global English Online (OUGEO)

Osaka University Global English Online

(OUGEO)

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Instructional Design for Online Course Delivery

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ADDIE Model

Analysis

Design

DevelopmentImplementation

Evaluation

Needs, Requirements,

Learners’ current capabilities

Learning objectives,

Delivery format, Activities and

tasks

Developing course materials,

Piloting

Measurement of performance,

Learning analytics

Training implementation,

Observation

Figure 1. ADDIE Model

Successive Approximation Model (SAM 1)

Figure 2. Basic iterative process in SAM 1

Successive Approximation Model (SAM 2)

Figure 3. Successive Approximation Model (SAM 2)

Designing and Developing an Online Course Using SAM

Checklists and Rubrics

Photo: https://community.articulate.com/articles/your-handy-e-learning-course-review-checklist

The Standards Checklist by Marjorie Vai and Kristen Sosulski (2011)The checklist contains items on:

• learning outcomes

• ease of communication

• pedagogical and organizational design

• visual design

• engaged learning

• collaboration and community

• Assessment

• Feedback

• evaluation and grading

• ease of access

Quality Matters Higher Education Course Design Rubric Standards, Fifth Edition (2014):

“A set of eight General Standards and 43 Specific Review Standards used to evaluate the design of online and blended courses”

1 Course Overview and Introduction

2 Learning Objectives

3 Assessment and Measurement

4 Instructional Materials

5 Learner Activities and Learner Interaction

6 Course Technology

7 Learner Support

8 Accessibility and Usability

Detailed Analysis of the Situation

Needs Analysis

e-learning Readiness

Needs Analysis Survey

• 278 Japanese undergraduate students

• 12 instructors

Listening

Speaking

Pronunciation

Course Design implications

Placing emphasis on EGAP ESP courses

Having three levels based on CEFR (Common European Framework of Reference)

Integrating all four skills

Focusing on pronunciation training

Willingness

e-Learning Readiness Survey

• 299 Japanese undergraduate students

• The study focused on:

Educational Use

Personal Use

AccessOwnershipComputer

Literacy

Learning/Teaching Implications

• Digital literacy training (e.g., typing)

• Desktop computers and mobile devices

• Edutainment and gamification

What to do?

• Determining the course overall goals, learning objectives, and learning outcomes

• Designing a multidimensional syllabus: skill-based and task-based

• Increasing motivation and global awareness among Japanese learners of English

• Addressing copyright issues

• Writing the course calendar

• Designing tasks, activities, and quizzes

• Preparing tutorials and rubrics for writing and speaking assignments

Global Themes

• Speaking and Writing Tasks:Global understandingCritical thinkingCollaborationCommunicationCreativity

• Final project: poster presentationDelivered face to face Team projectBroaden global perspectives Develop digital literacy by exploring augmented reality

Example of an Online Syllabus

Prototyping

• Creating a sample for demo at the Osaka University FD Seminar

• Uploading the course content on CLE

• Checking the quality of the content on Blackboard mobile applications

• Iterative review cycles to evaluate, refine, and modify the previous process Course labeling

• Modifying course learning objectives and materials Adding global concerns and issues

e-Learning Authoring Tools

Adobe Captivate iSpring Suite

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#OUGEO