Work in Progress*:
Instructional Design in Online Learning
In keeping with the theme of revolutionizing the education system, let's take a look at online learning, specifically the idea of blended learning. When I first started thinking about online learning in relation to my own high school English classroom, I went through a few mindsets. The first was "there is no way I can translate what I do in my classroom to an online platform." Okay. I took a step back and realized I needed to shift my thinking. But I was right. Sort of.
While going through the design process of my first online unit it became clear that I would not simply be able to replicate what I do in my own classroom. Sure I could have the same goals, but how I would I get my learners to reach that goal?
Understanding multiple Design Theories is essential but so is utilizing learning theories. As a teacher, I am lucky enough to be surrounded by individuals from all walks of life who have so much to offer. It has always been my goal to create a classroom where I am more of a facilitator and
learning can happen organically. When creating a classroom that is learner-centered, it becomes clearer that there is no easy answer to how people learn. With no quick fix, we must embrace what we do know: students are inquisitive, eager, passionate, and knowledgeable. Constructivist theory, with roots going back to John Dewey and Jean Piaget, embraces all of these things. I am a firm believer that everyone and everything has within them/it a lesson to be shared. It is on us as learners to find that out. With this in mind, I set out to create a unit for my students to have the freedom to explore the world around them.
I went back to my UbD model and revisited by 3 column table as a starting point to better understand what my students would need to be successful. Wiggins and McTighe's (2005) UbD template helped me sort through my learning standards as well as figure out what activities would guide my students to be to reach the main objectives of the unit. While keeping the needs of my students in mind, I made sure to vary the delivery and the activities throughout the unit. It is not enough to simply provide the information in an online setting; just like a traditional classroom, learning still needs to be personalized for each student.
With a rough outline in mind, I then turned my attention to online design theories. Tony Bates (2015) a guru in e-learning and distance education, provides resources for those of us who need some more guidance in developing an online course or for those interested in learning something new. His free e-book is a wealth of information proving invaluable tips for success. Like any learning environment, instructional design is essential in creating a place to learn. Bates (2015) discusses ADDIE as a possible design theory. The five steps consist of analysis, design, develop, implement, and evaluate. I found this theory to work perfectly with the UbD model. I started with a thorough analysis of my goals and expectations, moved through the process of design and implementation, and end with evaluation. Because online learning moves learning away from the classroom to anywhere, instructional design is essential.
Online learning is not new, by any means. The difference today compared to 40 years ago is the new technology and the readily available internet. Colleges and universities are providing more and more online learning opportunities, TV commercials target busy adults who want a degree but don't have time or money. This is where education seems to be heading, so why wouldn't we prepare our students for this? I don't want to walk into my classroom and see the tops of my students' heads as they pound away on a keyboard, but I do value providing multiple learning experiences. Providing blended learning knocks down the walls of the classroom and lets the learning take place anywhere anytime. But the real beauty of online learning is that it is accessible for all learners - disruptive innovation at its finest.
While I've always tended to a more learner-centered classroom, online learning forces the issue. A "good" online course must shift the attention away from the teacher and put the responsibility of learning on the students. This shift gives learners control over their learning, makes learning more authentic, and therefore more enduring. No matter the learning environment, we must always come back to the same thing - our learners. Knowing and understanding the needs of our learners (and then meeting those needs) should be at the forefront of any course.
A quick Google search of online learning provides over 6 billion hits. Successful models are out there, but some discretion is advised. In addition to investigating successful online programs, I've also looked into different LMS platforms. To develop my first online course I used Schoology. Schoology is easy to use and provides plenty of tips for newbies. As a Google school, I also have access to Google Classroom and plan to create more hybrid units to enhance my learners' experiences.
As a learner myself, my goal is to never stop learning. What better way to do this than participate in my own online learning journey? Lamar University has provided an exemplary model of what online learning can look like. Through collaboration with other learners in the DLL program, I found out about two awesome resources for continued professional development. Bloomboard and ed2go provide learning experiences and collaboration for educators who want to grow. Continuing my own growth as an educator allows me to provide much more for my students. As always, they're my "why."
References
Bates, A.W. (2015) Teaching in a digital age: Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
*When I first started this course 5 weeks ago, I titled this page "Work in Progress" with the intent of deleting it once everything was complete. I've decided to leave it as is because, for me, online learning and course design is just that - a Work in Progress.