Scribd
Upload
36 views18 pages

Distance Learning: Design and Development Draft

This document discusses strategies for designing and developing effective distance learning courses. It recommends focusing on instructional design, using multimedia like narrated animations, incorporating active learning techniques like note-taking and self-testing, and assessing students in a way that is tied to course objectives. It also stresses the importance of clear management policies, technical support for students, and an intuitive course layout with modules containing objectives, content, and assignments.

Uploaded by

Luka Koloski
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
36 views18 pages

Distance Learning: Design and Development Draft

This document discusses strategies for designing and developing effective distance learning courses. It recommends focusing on instructional design, using multimedia like narrated animations, incorporating active learning techniques like note-taking and self-testing, and assessing students in a way that is tied to course objectives. It also stresses the importance of clear management policies, technical support for students, and an intuitive course layout with modules containing objectives, content, and assignments.

Uploaded by

Luka Koloski
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 18

Distance Learning

Design and Development

DRAFT
Concept
• Designing and developing distance learning is
critical to training all personnel, effectively,
economically, and to standard.
• The previous presentation discussed planning,
now we want to talk about
– What will my course look like?
– What details will my students be taught?
– How do I build a course?
Objectives
• Development strategies
– Assist students learning
– Support objectives
– Provides grounded approach
• Design and layout
– Physical design
– Facilitate use
Strategies for Development
• Instructional
• Multimedia
• Learning
• Assessment
• Management
Instructional (1 of 3)
• Instructional navigation
– Ease of use and intuitive
• Think about a time you’ve used a website and couldn’t find something
you know is there
• Place like items together
– Lessons
– Blog
– Frequently Asked Questions (FAQ)
– Limit user control over pacing
• Many studies show standardization of pacing benefits the most users
– Inexperienced users get a sense of structure and time to synthesize material
– An experienced/knowledgeable user may be inconvenienced but learning is
not inhibited
• Prevents users from skipping to the end and missing key points
Instructional (2 of 3)
• Provide examples and practice
– Worked examples or “step-by-step” are most effective
– As students progress add more problem solving
– This approach leads to effective learning even after the
course is over
• Give good feedback
– Not all learners respond to “good/bad”
– Link feedback to goals and learning objectives
– Tie-in with working environment
Instructional (3 of 3)
• Motivate students
– Explain why the course is important
– What are the consequences of learning/not
learning the material
– Tie-in with personal goals
• Teach concepts and knowledge
– Provide clear descriptions and visual models
– Cause and effect or task and purpose
Multimedia
• People learn better from words and graphics
than words alone
• Simple is better (or less is more)
– Stay on message
– Leave out unnecessary bells and whistles
• Crashing sounds, background music, graphic pictures
• Side stories also distract, stick to the lessons not the “There I
was…” videos
• Support animation with narration, not text
– Narration should be conversational rather than formal
– Use of words in graphics can emphasize narration
Learning
• Note taking
– Annotation while reading
– Notes during animations
– Build an outline, based on objectives, and expand during the lesson
• Time management and goal setting
– Efficient use of time to meet deadlines
– Make goals specific and challenging
• Elaboration
– Students answer questions based upon the material
• Written or oral
• Use short answer rather than one word
– Markedly increases comprehension
– Works back to the pacing issue from earlier to keep a student from
skipping over a key concept
Learning (cont.)
• Summarization
– Key for distance learners
– Helps student generate meaning by connecting knowledge
and experience
– Shows a student what they understand and do not
understand from the lesson
– Methods for seeking help or further explanation must be
made clear
• Test preparation
– Course must clearly state the type of testing used to
prepare the student
– Is the test memory-based, application-based, practical?
Assessment
• Testing must be tied directly to the objectives
and material
– Is the question within the stated goals of the
course?
– Are all of the goals tested?
– Do all students have the same opportunities to
meet the goals
• Ensure students know the test purpose,
intellectual skills necessary, and the format
Assessment (cont.)
• Explain thoroughly how the test is scored
• Ensure the test is reliable
– Does it provide standard assessment of student ability
regardless of subject?
– How do individual questions perform across multiple
learners?
• The test is just another tool to reinforce learning
• Results must be reportable
• Utilize results and analysis to improve both
content and method
Management
• Clear policies across all courses
• Provide support
– Technical
– Administrative
• Quality assurance
– Ongoing self-assessment
– Outside evaluation of program
• Ensure the availability of equipment and facilities
– How will students access the content?
– Is there a library with relevant information
Management (cont.)
• Content
– Where is the authoritative/master copy?
– How does the content get updated?
• Instructor management
– Currency
– Competency
• Specify audience
– Required personnel
– Capable learners
Design and Layout (1 of 3)
• Basic information
– Create a place for announcements
– Provide a biographical sketch, with photo
– Put together a “getting started” guide
• Support area
– Discussion board
– Communications, email and voice
– External links
– Grade book
– Media library
Design and Layout (2 of 3)
• Course document area
– Syllabus
• Policies
• Goals and objectives
• Schedules and testing
– Technical requirements
• Hardware and software
• Links to application downloads
Design and Layout (3 of 3)
• Course modules
– Organize logically
• Time or topic
• Use folders with clear labels
– Each module should contain
• Objectives
• Lectures, presentations, assignments
• Supporting graphics, podcasts, videos
– Schedule with due dates
• Be creative but conservative
Summary
• Development
– Instructional
– Multimedia
– Learning
– Management
– Assessment
• Design and Layout
– Basic information and support area
– Course modules and documents

You might also like