3.0: Instructional design for online courses

A link on IT Forum pointed to "An Instructional Strategy Framework for Online Learning Environments [PDF]"available from the University of Southern Mississippi. The article is, apparently, from New Directions for Adult and Continuing Education 100, 2003, pp.31-43 (incidentally, I have two booklets in the series assoicated with my PhD studies relating to spirituality in higher education).

The article points out, quite correctly, that instructional design - well-established in distance education circles - must underpin e-learning design. The authors (Johnson & Aragon) also point out that the 'no significant difference' phenomena established by Thomas Russell cuts both ways; while e-learning and distance education have similar outcomes to on-campus education, there is no significant advantage to them (but note recent evidence Becta). This quote from the article is key:

The obvious conclusion from many studies in this field is that the technology used to support instruction has little impact on students’ attainment of educational outcomes. The primary factor in any instructional initiative, regardless of format or venue, is the quality of the instructional design that is ultimately implemented (2003, p.32).

I remember well when an e-learning colleague from another instution first discovered instructional design; [s]he recognised its importance straight away, even though it was a singnificant length of time after they became involved in e-learning!

Johnson & Aragon argue that effective e-learning practice begins with identifying and adopting "a philosophy of teraching and learning that is appropriate for online instruction", consisting of matching "their desired learning goals and instructional methods to the appropriate learning theories" (p.33). They suggest NOT becoming an avowed social constructivist, but rather a flexibel practitioner who is able to exploit whatever approach will meet the learning objectives.

Nice one.

Johnson & Aragon proceed to offer seven principles for "powerful online learning environments", as follows:

1. Address individual differences.
   
2. Motivate the student.
   
3. Avoid information overload (follow 'The Rule of Seven').
   
4. Create a real-life context.
   
5. Eencourage social interaction.
   
6. Provide hands-on activities.
   
7. Encourage student reflection.
   

Grab the article and have a careful read. It's excellent.

3.0: A designer's log

The latest eBook from AU (Athabasca University) Press is "A designer's log: Case studies in instructional design", by Michael Power. It's a very readable and insightful volume, and there is a free PDF download available... an excellent glimpse into an instructional designer's world!

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3*: Reflective journals - helping students to 'dig deeply'

An article by Hume in the latest Higher Education Research & Development 28(3),"Promoting higher levels of reflecting in student journals" caught my attention. The power of reflection is widely acknowledged in adult education literature and practice however it is also done so appallingly by many students, who tend to treat reflection assignments as a chance to say what they always knew. This, of course, makes it a pointless exercise for both them and their reader. Hume (2009, p.247) describes this sort of reflection as "shallow... [and] often trivial", with the student focus tending to be on "descriptive rather than evaluative thinking" (p.251). How, then, can we unleash the true potential of reflection in our students?

Hume has been action researching (and no doubt reflecting!) on her own teaching practice as it relates to introducing and evaluating a student reflective journal assignment for the last few years. She reports that we can make a great deal of difference to the depth of student reflection with some easy interventions.

• Don't make guidelines too broad, or too open-ended. Hume uses a framework or model to help focus student reflection. Related to this is the point, don't assume that students 'know' how to reflect. Provide effective scaffolds.
• Develop deliberate activities designed to encourage reflection - problem-solving, group discussion, ideas from professional readings, time put aside in class for reflective writing.
• Make exemplars available, and 'pre-teach' the skills required for reflection.
• Provide effective feedback (even based on peer-exchange).

Hume's approach includes "the use of timetabled slots solely for reflective writing early in the programme, exemplars of reflective writing, reflective frameworks and regular written feedback and feedforward comments from myself about their writing" (p.258). She notes that effective reflection activities in formal education can prompt ongoing practice for students.

As with most educational interventions (technology firmly included), the technique of reflection must be properly scaffolded and purposefully applied if it is to be successful. Also explicit in Hume's approach is the fact that her role as teacher is an important part of its success for students. Teaching the skill, focussing subsequent activity and providing feedback are, surely, timeless princples of effective education.

[Image "Reflection_3850"Uploaded on May 6, 2007 by mtbjohn]

New versions available

New versions of the E-Primers are now available through the Ako Aotearoa Web site. The new versions include a numbering system (which will be keyed to future blog entries) and CC licensing.

The series of E-Primers to date includes:

#1 - E-learning in context - An introduction to e-learning and the international experience; definitions of terms; a theory for e-learning; technologies; benefits

#2 - E-education and faculty - Education theory and e-learning; the changing role of faculty; workload issues; quality

#3 - Designing for e-learning - Instructional design; learning objects; constructing a hybrid course

The following two e-Primers are being written under funding from Ako Aotearoa's Northern Hub Fund:

#4 - Online discourse Synchronous and asynchronous communications; designing online discourse; online facilitation.

#5 - E-xtending possibilities Web 2.0; ePortfolios; virtual worlds; lifelong learning.

#4 is progressing well, though I am very self-conscious about how discussion forums seem passe in an age when wikis, blogs and additional forms of Web 2.0 interaction are the rage. Given the widespread use of discussion forums (and their centrality for most forms of distance and online educaiton at the moment) I have foucssed on these in particular in the draft for E-Primer 4 to date. Wikis, blogs, ePortfolios and additional elements will appear in E-Primer 5, as initially planned.