OnCourse Instructional Design Model for the Development of Online Courses Presented by Heather D. Mendoza and Linda Barril Additional authors: Tatiana Abras Brian Ditmer Scott Slaton

Why the OnCourse model? Who needs it? Instructors without online teaching experience Why? Growing demand for online courses Targeted specifically at instructors of sequential introductory courses (Biology I & II, Algebra I & II)

Purpose Provide a guide for faculty to use in moving their lecture-based, face-to-face courses to an online environment.

OnCourse Model Teacher Training Provides online instructional materials that explain how to adapt traditional classroom curriculum for the online environment; Provides these instructional materials as both self-contained learning modules, and as just-in-time job aids; Provides tools and resources for creating pedagogically sound online curriculum; and Provides tools and resources for developing alternative learning objects from existing classroom materials.

OnCourse Model

OnCourse Learning Activity Cycle

Theoretical Framework Cognitive Apprenticeship Multimedia Theory

Cognitive Apprenticeship Traditional Master-Apprentice Relationship Situated Cognition Instructional Methods in Cognitive Apprenticeship Vygotsky’s Zone of Proximal Development

Multimedia Theory Modality Principle Dual-coding Theory Split-Attention Principle Redundancy Principle (Mayer & Moreno, 1998)

Applying the OnCourse Model Examination of: Course Objectives Chapters Presentation Modules

Sample Application of OnCourse Model

Modeling Instructor or computer acts as model Presentation, Explanation, Demonstration Facts, Concepts, Procedures, Processes Narrated presentations, animations, simulations, videos, podcasts, multimedia tutorials, etc.

Modeling Develop Solutions for Online Modeling Multimedia Presentation Abbreviated Lecture Text Embedded Video Key Ideas Study Guide

Modeling

Coaching Instructor or computer guide student practice Scaffolding Fading Online Learning Tools Intelligent Tutoring Systems Interactive Simulations Digital Game-Based Learning

Coaching Intelligent Tutoring Systems Interactive Simulations Digital Games Source: http://www.youtube.com/watch?v=rTz-1T9sntY

Coaching

Exploration Independent Student Practice Projects Experiments Research Learning by Doing

Exploration Case studies Experiments Projects

Exploration

Formative Assessment Measures students attainment of knowledge Exposes areas that need improvement Traditional Assessment Multiple-choice quizzes Authentic Assessment Interactive simulations

Formative Assessment

Formative Assessment Guidelines for Multiple-Choice Quizzes Compare student progress to expected outcomes Offer retake to evaluate improvement after study Let students test at their own pace Prove links to the course content on missed items Give instant feedback (Buchanan, 2000, p.194).

Summative Assessment Assesses students’ application and synthesis of information covered over the course of the entire semester Multi-choice Exam Final Project

Ways to Blend Traditional and Authentic Assessment in Online Courses Visual diagrams to evaluate students’ “understanding of specific concepts”; Team problem-solving projects to determine “collaborative processes”; Discussion forums to assess participation; Creation of authentic products to evaluate “research and design processes”; Online fixed-choice tests to determine “factual knowledge”; Performance task such as solving a real life problem to demonstrate the application and synthesis of knowledge; Portfolio of completed course activities to measure achievement of learning goals; Visual presentations such as concept-maps to demonstrate skill or knowledge acquisition; Self-Assessments to foster individual student analysis and reflection of learning attainment; Written product to express content knowledge; and Unit test for factual content mastery. (Hallas, 2008, pp. 378-379).

Implementation Evaluation of OnCourse Model Graphic by: Tatiana Abras

Implementation Evaluation of OnCourse Model Graphic by: Tatiana Abras

Evaluation Questions How well did instructors understand the OnCourse model? In what ways did instructors use the OnCourse model strategies after the training? What are the implementation effects of the OnCourse model? What are the information needs of instructors using the OnCourse model? Have instructors transitioned a greater number of face-to-face courses online because of the training?

Evaluation Approach Participatory/Collaborative Evaluation Approach Stakeholders Assessment

Conclusion ?’s