EDET 674 Week 5 How do instructional design stages help us understand online teaching?
Instructional Design (ID) is the systematic process of developing instructional systems, “ID Roles and Responsibilities.” The content in distance education has to be structured in a form suitable for online learning, and prepared for delivery through the use of one or more technologies (Moore, et.al, page 97). The different stages and approaches to instructional design can help us understand online teaching.
ADDIE is an acronym that mirrors the Instructional Systems Design (ISD). It is a process that provides a systematic approach for designing training. It stands for Analysis, Design, Development, Implement, and Evaluate. In the analysis stage, the designers analyze the content, and identify the performance tasks used to demonstrate mastery of the content. The design stage is the structure of the learning objectives; what the learners should, and be able to do at the end of the lesson or unit. In the implementation stage the learners and instructor interact on building the content knowledge, and lastly the evaluation stage is how the students will be assessed (Moore, et.al, page 99).
Another aspect that helps us understand online instructional design, are the roles of the members involved. There are two types of Course Development Teams: the author-editor model, and the course team model. The author-editor development team consists of a small group. Some advantages of a small group are that courses can be created quickly and modified as needed (page 102). However, the teaching strategies are limited based on the instructor’s experience. Whereas, in the course team model the group size is large (20+), consisting of people with many different specialties, with a variety of teaching strategies (page 102). Another advantage of having a large group with people in many different specialties, is creating rigorous learning objectives, supporting a variety of learners, “How to Apply a Team Based Approach to Online Learning.”
Another aspect of instructional design that helps us understand online teaching, is the study guide. A typical study guide contains some of the following: introduction, goals and objectives, calendar of lessons and due dates, instructions on how to submit assignments, grading, reading materials and additional supplements, etc. The study guide is not the syllabus; it’s intended to communicate teaching. “The primary difference is that a syllabus provides information about a course while the study guide helps students learn the material,” (page 105). How the instructor creates the lessons and units also helps us understand ID. For instance, “it is a good idea to break the course down into a series of units or lesson segments because it makes it easier for the student to fit study into their adult life style,” (page 107). Also, it makes it easier for the instructor to catch the individual’s areas of weakness, if any.
The instructor’s writing style, layout, and web conferencing, are other important aspects of ID. How the teacher prepares for classes, teaches the lesson, allows for collaboration between peers and teacher both during and outside of class, grading and feedback, are all important components that help us understand online teaching.
Online teaching definitely takes training, preparation, and practice. There are a lot of components instructors need to consider when teaching an online class. I now understand what it’s like “behind the scenes” of online instructional design.
Gordon, Ann. “Instructional Design Roles and Responsibilities.” Instructional Design Roles and Responsibilities. N.p., 2003. Web. 04 Oct. 2016.
Moore, Michael G., and Greg Kearsley. Distance Education: A Systems View of Online Learning. Belmont, CA: Wadsworth Cengage Learning, 2012. Print.
Morrison, ~. Debbie. “Online Learning Insights.” Online Learning Insights. N.p., 5 June 2014. Web. 04 Oct. 2016.