Instructional Design Project Analysis
Members:
1) Lisa Donaldson
2) Keith Whitman
3) Pat Walsh
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Aim of project:
To create a resource for educators which explains the key concepts of cloud computing and explores a number of cloud applications which would have a particular resonance within the field of education. Our goal is to produce an interesting and collaborative learning experience utilising text, graphics, video, screencasts, interactive features and community participation which will engage learners and ensure that the learning outcomes are met.
Pedagogy and Methodology:
The team are approaching this instructional design project from a social constructivism point of view. We propose to include learning activities that help create a sense of community necessary to preserve student engagement. To follow constructivist principles in the design of the module, we must keep in mind that “the design task is to create an environment where knowledge-building tools (affordances) and the means to create and manipulate artifacts of understanding are provided, not one in which concepts are explicitly taught” (Hannafin et al). We will develop a discussion forum to help develop this sense of community and collaboration.
This will need to be tempered by the fact that our learners are novices with little experience as they commence the course so early course content will feature more behaviourist principles where skills should be learnt one at a time with each new skill building on previously acquired ones. To facilitate our novice learners, we will provide advance organisers where possible with recommendations for readings prior to the module and pre-module quizzes. To reduce extrinsic cognitive load, information will be simply presented in small amounts to aid both processing and retention. So in essence, we will using multiple pedagogical approaches to best aid learning for our users.
We will be following the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) as a framework to scaffold our design efforts. Additionally, we will utilise the ICARE methodology as we develop the content for the module. This is based on the Dick and Carey model which has been widely adopted in UK higher education. We will pay particular attention to Apply and Reflect sections of the ICARE model as feedback will be critical to our learners as they absorb new skills and knowledge. We propose to offer the learner feedback through many modes including automated, instructor and peer.
Target Audience:
The resource is designed for learners who are computer literate but with no prior experience of cloud computing or its potential application within the education field. We are assuming that the learner will bring with them their expertise in the field of education.
Learning Outcomes:
On completion of this course learners will be able to:
Key Technologies
The course will be designed as a Massive Open Online Course (MOOC) which will allow maximum number of learners to participate in this collaborative cloud based programme. The technologies which will support the MOOC are Wikis and Google Groups. Additionally, we will utilise Prezi, Articulate and other elearning tools to create learning content.
Assessment Strategies:
Formal assessment will take place at the end of each module in the course. Built into the course structure will be project work which may be shared via the discussion forums and formative feedback may be given by instructors and peers. Discussion forums will also be utilised throughout the course where students will be expected to make contributions on specific topics. Some students may be assigned to moderate these discussions as appropriate.
Constraints:
Our learners may be considered digital immigrants and as such may have a fear and/or reluctance to embrace cloud based technologies. Users will be required to use IT to access course content. We have minimised the requirements on the learner by utilising a wiki based structure so having access to an internet browser should be sufficient to engage with the course.
Project Timescale:
The course design storyboard is required to be submitted on December 4th. Final project submittal deadline is December 21st.
Instructional Design Project
ADDIE – Design Stage
As referenced in the teams Analysis document, we are following the ADDIE model to guide our overall project plan for the development of an elearning course. In conjunction with this, the team is utilising the ICARE (Introduction, Connect, Apply, Reflect, Extend) model as included by Anagnostopoulo (2002) in her overview of instructional design models paper, to inform our design process. This model affords numerous pedagogical approaches and will best ensure that our learners achieve the course learning outcomes. At different points during the course, we will be emphasising distinct sections which will allow for a range of learning experiences. Focus on the ‘connect/content’ section will support a more behavioural approach whilst more emphasis on the Apply and Reflection sections will be appropriate to build modules with more constructivist leanings.
In line with Clark’s summary of Cognitive Load theory (Clark, 1999), to minimise the extraneous cognitive load, and make the intrinsic cognitive load manageable screens will be simple and uncluttered with information being presented in small chunks whilst avoiding multiple information streams. Referencing Clark’s concerns about seductive details, distractions, additional features and seductive details (Clark, 2004) will be minimised to maximise long term memory encoding opportunities.
A standard template will be developed for use in all modules of the course for consistency. Chunking of information and repetition via activities will play an important role as learners assimilate knowledge in basic tasks. This behaviourist approach for basic skills will ensure the competency of students freeing up cognitive resources in later modules to focus on new information (Clark, 1999, Driscoll 2005).
The team embraces the constructivist opportunities that wikis offer and will include many activities that involve self-introduction via discussion boards, group discussions, posting of projects, setting up circles of peer groups based on wiki interactions to utilise software functionality and peer evaluation of student work. The success of using wikis as a platform is highlighted in Su and Beaumont’s (2010) case study and the high percentage of students that engaged with the wiki is very positive. Equally important was the concerns regarding plagiarism and vandalism so our group is recommending that we don’t utilise a public wiki but instead students will initially need to request access to the course.
The use of widgets within our wiki such as Skype, instant messenger and private discussion forums will facilitate the mentoring process in a secure and private setting. These widgets will also serve to promote online group work and participation through communities of practice as well as whole group discussions. McLoughlin & Marshall (2000) assert that learners “ first need learning how to learn skills” to be effective online learners. In line with these findings we will be utilising the above tools to facilitate the mentoring process in a secure and public or private setting, whilst also serving to promote online group work and participation through communities of practice and whole group discussions. The formulation of these online communities will support learners in their collaborative effort to develop greater skills, knowledge, understanding and problem solving abilities. (Grabinger et al, 2007). This approach will be coordinated across the three modules in the course.
We recognise the importance of advance organisers, and Ausubel’s meaningful reception theory (Driscoll 2005) to support our learners who may have differing levels of prior knowledge. To reduce cognitive load and will provide ample supporting files that students may make use of prior to, during or after the course. Recent work (Seery and Donnelly, 2012) indicates clear learning gains for learner’s with no prior knowledge of subjects, and we consider the provision of such support on an elective basis, and the consideration of differing learning histories, and prior knowledge levels, to be highly desireable. This furthers our constructivist approach to the course design.
Our learners will have the opportunity to tackle this module as best suits their personal learning preference. There is no prescribed route and learners have the opportunity to control what, how and when they learn. This approach, in addition to providing a variable and self-selected challenge and guidance level, will aid motivation and engagement.
Course, question and quiz feedback will be based on Bangura’s ideas of self-efficacy (Clark, 1999, Clark, 2004) , and will be formulated to be meaningful, targeted, and to emphasise student ability, capability, and capacity to reach and attain learning goals.
The team will personally introduce the course and each individual module. The function of this is to display our competency, expertise and passion but it will also to demonstrate our similarity to the student in a bid to increase motivation and self-efficacy, in line with Bandura’s guidlines for model and presenter characteristics that increase motivation and persistence. (Clark, 2004)
In summary, we aim to create an engaging student-centred course, simply delivered via a wiki with many activities to aid the learning process
References
Anagnostopoulo, K. (2002) Designing to Learn and Learning to Design: an overview of instructional design models. Middlesex University: LTSN Generic Centre.
Clark, R. E. (1999). Yin and yang cognitive motivational processes operating in multimedia learning environments. In J. van Merrienboer (Ed.) Cognition and multimedia design. Herleen, Netherlands: Open University Press
Clark, R. E. (In Press for 2004). What Works In Distance Learning: Motivation Strategies. In, O’Neil, H. (Ed.) What Works in Distance Learning: Guidelines. Greenwich, Connecticut: Information Age Publishers. P. 89 – 110.
Driscoll, P. M. (2005). Psychology of learning for instruction, Boston : Pearson Allyn and Bacon
Grabinger, S., Aplin, C., & Ponnappa-Brenner, G. (2007). Instructional Design for Sociocultural Learning Environments. e-Journal of Instructional Science and Technology , Vol. 10 (No. 1,).
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. Computer Supported Collaborative Learning.
McLoughlin, C., & Marshall, L. (2000). Scaffolding: A model for learner support in an online teaching environment. Retrieved Nov 2013, from The Center for Lifelong Learning:http://www.c3l.uni-oldenburg.de/cde/support/readings/loughlin2.htm
Seery, M., & Donnelly, R. (2012). The implementation of pre-lecture resources to reduce in-class.British Journal of Educational Technology, pp. 667-677.
Su, F. & Beaumont, C. (2010): Evaluating the use of a wiki for collaborative learning, Innovations in Education and Teaching International, 47:4, 417-431
