Instructional Design: Big Picture to Student's Needs

Instructional Design: Big Picture to Student's Needs

Instructional Design: Big Picture to Students Needs Designing for Instructor Presence R. Diane Kasselhut, M.A. Ed. Tech. David T. Bentz, Ph.D. How much designing do Instructional Designers really do? Models ADDIE Process Model Analysis Phase Design Phase Development Phase

Analysis Design Evaluation Implementation Phase Evaluation Phase Development Implementation Other Models? Kemps Instructional Design Model

Dick & Carey Model Gagns Nine Events of Instruction Blooms Learning Taxonomy Principles Clark & Mayer Multimedia Principle: Include Both Words & Graphics Contiguity Principle: Place Printed Words Near Corresponding Graphics Modality Principle: Present Words as Speech Rather than Onscreen Text Clark & Mayer cont Redundancy Principles:

#1. Avoid Presenting Words as Narration and Identical Text in the Presence of Graphics #2. Consider the Narration of Onscreen Text in Special Situations Coherence Principles: #1. Avoid e-Lessons with Extraneous Sounds #2. Avoid e-Lesson with Extraneous Pictures Personalization Principle: Use Conversational Rather Than Formal Style Theories Cognitive Load Workin g Memor y

LongTerm Memory Input Stimul us What happens when we have too much input stimulus? Design Theories Principles

Models Discussion Community of Inquiry Supporting Discourse Social Presence Cognitive Presence EDUCATIONAL EXPERIENCE Setting

Climate Selecting Content Teaching Presence (Structure/Process) Communication Medium A Study: What We Wanted To Know What are the differences in the importance of various instructor behaviors for graduate and undergraduate students enrolled in online courses?

What instructor behaviors do graduate and undergraduate students consider to be the most important for their success in online course? Sheridan, Kelly & Bentz (2012) Tell us the five (5) most important instructor behaviors for your success in an online class? (N = 245) (N = 245) Survey Says!

The 10 Instructor Behaviors Most Important to Students (Open Ended) All Student s Item Rank 1. Communication N= 1094 224 Undergrad . Item Rank

N = 809 Grad. Item Rank 1. Communication 158 1. Communication N= 261 61 2. Instructor Disposition

161 2. Instructor Disposition 124 2. Instructor Disposition 36 3. Materials 134 3. Materials 110

3. Feedback 33 4. Clarity 128 4. Clarity 94 4. Clarity 31 5. Feedback

64 5. Facilitation 43 5. Discussion Participation 28 6. Facilitation 54 6. Course Structure and Navigation 40

6. Materials 18 7. Discussion Participation 51 7. Availability 36 7. Facilitation 11 8. Course Structure and

Navigation 49 8. Feedback 27 8. Availability 9 8. Course Structure and Navigation 9 9. Availability

46 9. Understandable 22 9. Individual Reply 6 10. Sends Reminders 23 10. Sends Reminders 20

10. Sends Reminders 3 20 3 All Student s All Students (Open Ended) Item Rank

N= 1. Communication 934 224 2. Instructor Disposition 161 3. Materials 134 4. Clarity

128 5. Feedback 64 6. Facilitation 54 7. Discussion Participation 51 8. Course Structure and Navigation 49

46 Groups All Student s Item Rank 1. Communication How do we design 2. Instructor Disposition or these responses? Assume youre designing for a course delivered via LMS

N= 934 224 161 3. Materials 134 4. Clarity 128 5. Feedback 64 6. Facilitation

54 7. Discussion Participation 51 8. Course Structure and Navigation 49 46 Group Summaries

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