Introducing OTL 503

OTL 502 was a busy and complicated class. OTL 503 will be just as busy, but not so structurally complicated.

The set up is simple.

Here, you will use the knowledge, skills, and experiences you gained in OTL 501 and 502 and:

• Determine a Design and Development process
• Follow that process to create an online course with an introductory module and at least one completed content module
• Document that process.

Let's say that again. Document that process.

40% of your grade is what you do. 30% of your grade is documenting and reflecting on what you did.

You all have had experience with Learning Logs in 501 and Development Notes in OTL 502. Here, we put the two together. For this class, it is crucial that you document what you do, how you do it, and why you do it.

Now, what to do.

In large part, you determine that. The expectation is that you start the design and development (D&D) of a real class you intend to put online some time in the future. The kind of class you D&D is up to you. If you teach 4th grade math, you probably want to D&D a math class for 4th grade students. If you teach history in higher ed, then you probably want to put up a history class for a higher ed population. If you are a faculty trainer, then a faculty training course. In HR, an HR course, and so on.

The point is that the process we go through here should be useful to you in your working life.

Now, how to do it.

This, too, is in large part up to you. Some of you may have had an instructional design course and learned the ADDIE model (the five phases are Analysis, Design, Development, Implementation, &
Evaluation). This model, long used by instructional design teams, is pretty much a standard process for development teams. Most other design models seem to be spin-offs or some variation of ADDIE.

One strength of ADDIE is that it works very well for teams. One reason some think that ADDIE is not especially appropriate for the practicing faculty member is that there often is no team, and the structured phases seem a bit artificial. Further, ADDIE tends to be prescriptive. That's a plus in most training situations and in many "no-child-left-behind" political environments. It is often a negative in higher-ed environments, particularly graduate classes.

But if you work in a team environment and are comfortable with ADDIE (or want to learn more about it) by all means use it for this class.

There are others. Martin Ryder at the University of Colorado at Denver has long maintained (and kept up to date) a Web site of Instructional Design Models.

Did you look? That's a nice resource, but almost certainly more than you want to know.

And of course this is not a class in instructional design. This is a class where you simply select an appropriate design and development process, then carry it out.

Here we turn to Gillani. We selected Learning Theories and the Design of E-Learning Environments because we thought it adequately covered the theory, the technology, AND offered a simple design and development process we could use in OTL 503.

The process is outlined in Chapter 10. In essence, a simple Planning, Design, and Production model:

Planning

• Learner Analysis
• Educational Goal Analysis
• Identify Content
• Task Analysis
• Team Analysis (There may be no team, of course)

Design

• Site Architecture
• Page Layout and Visual Design
• Schedule of Time and Resources

Production

• Development
• Final Testing (This we do in Module 5)

You are welcome to use that simple model. If so, your Development Notes should follow how you Plan, Design, and Produce--answering most of those bullet points. Gillani's text gives appropriate details.

You have other options.

You can take Gallagher's Multiple Intelligences and Online Instructional Design and fashion a design process that focuses/features Multiple Intelligences (Learner Analysis in the Gillani model).

You can take Gallagher's Universal Design for Learning Theory: A Practical Application to Online Instructional Design for the Adult Learner and fashion a design process that focuses/features Universal Design for learning.

 

ARE YOU OVERWHELMED?

Just take a little time and think about what process makes sense for you; that is, what's most appropriate for your institutional situation, and, of course, your learners.

Once you have decided, let us know (in the D&D Discussion Board) what D&D process you intend to use. And tell us why. The sooner you do this the better. But you should make your D&D post by the end of this module.

Again, the point here is to follow a process you think that will work for your situation.

Overwhelmed? Do all the options make you nervous? Then select the Gillani model and structure your Development Notes around that.

ABOUT YOUR FACULTY BLACKBOARD ACCOUNTUNT

By the end of the first week, you will be given faculty access to your own Blackboard class.

Take a look at the Control Panel. If you are a manual reader, read the Teacher's Manual. If you prefer online tutorials, Blackboard.com offers a number of them.

If you have never taught on Blackboard before, our advice is to first learn how to use the Manage Course Menu tool under Course Options. We think you'll find the tools extremely intuitive. And of course if you get stuck, post a question in the Ask Steve discussion thread.

 

WHAT TO DO NEXT?

Say Hi in the OTL Cafe. Start the readings. Peruse some of the Web resources.

After you have read the Gillani Chapter, investigated ADDIE, glanced at some of the other Instructional technology design Web sites, and read both Gallagher articles, you should be able to fashion a design and development process that you can carry out in this class.

We will, of course, have Module One Discussion/Activity threads.

See you in class! :-)