There are several instructional design theories. These theories work by matching learning experiences with how the brain works (Culatta & Kearsley, 2019). The purpose is to match the learning goals with the development of experiences that enhance the learning. One that is very common is the backward design. With this design, the instructor or teacher starts with the desired results first. Then, they develop a plan with activities that get to the specific goals for that class. There are some retractors to this theory that criticize that this model motivates teaching to the test. If this model is used how it should be, it will take the learners to the end with the knowledge they need to have.
It is important to plan and design ahead of the class that you want to implement so that you have an overview and a path to follow. A learning plan has different models and you can use the one that gives you a better idea of what you want. Some examples of models are the Learning Outcomes 3 Columns Table and the UbD. Harapnuik (2016) explains how the Learning Outcomes 3 Columns Table is like using a map to move from one point to another. It helps you clarify the goals and activities. Wiggins and McTighe (2005) help you to understand the process to complete the UbD for your class. It consists of three stages: Desire Results, Assessment Evidence, and Learning Plan. With the first stage you establish goals, understandings, and essential questions. With the Assessment Evidence stage you define your performance tasks and other evidence. Finally, with the Learning Plan you create a set of steps to follow to achieve your goals. Once you have a plan you can start implementing your class because you know where you want to get to at the end of the road and the path you want to follow to arrive there.
Online learning opens opportunities to students for better learning. Even if the class is online, blended, or web enhanced it gives students the chance to learn from different sources and with other resources. Furthermore, online learning gives them the possibility to access the learning from everywhere and whenever they can. Even though the basic plan for the class might be the same, there are some differences that are important. Online Learning Consortium (n.d.) gives you a good idea of what to include in your online class. It includes a lot of information about how things work for the class. Bates (2015) is a very good source for implementing an online course. It is nine very specific steps you need to have in mind to have a successful class. 1. Reflect on how you want to teach. 2. Think about how you want to deliver the class. 3. Work in a team so every person contributes with their strengths. 4. Use existing resources. 5. Master the technology so you know how to use it in the most effective way. 6. Set appropriate learning goals. 7. Design course structure. 8. Communicate and communicate. 9. Evaluate and innovate to make improvements to the class. The original thinking might be that implementing an online course has the same steps as a face-to-face class. They cross their paths in some ways, but they have big differences that you have to have in mind to have a strong class for the students.
You can use online learning to enhance your class. It gives you the opportunity to open doors to more people and to enhance the learning with more and varied resources. Meyer and Gordon (2014) talk about the three different learning networks: affective, recognition, and strategic. The affective is the why, the recognition is the what, and the strategic is the how. A face-to face or online class design should include these networks to give students a whole experience of learning. This is achieved by providing multiple means of engagement, representation, and expression. It is important that we include assignments where learners can develop high-order thinking and problem solving skills (OLC, n.d.). Furthermore, learners need to develop their creative thinking, strategizing abilities, and planning abilities (Bates, 2015).
References:
Bates, A.W. (2015) Teaching in a digital age: Guidelines for designing teaching and learning. Retrieved from: https://opentextbc.ca/teachinginadigitalage/
Culatta, R., Kearsley, G. (2019). Instructional design. Retrieved from: https://www.instructionaldesign.org/
Harapnuik, D. (2016, June 16). Mapping your learner’s journey. Retrieved from: http://www.harapnuik.org/?p=6420
Meyer, A., Rose, D.H., Gordon, D. (2014) Universal design for learning – Theory and practice. Retrieved from
Online Learning Consortium (n.d.) OSCQR course design review. [PDF file] Retrieved from: https://s3.amazonaws.com/scorecard-private-uploads/OSCQR+version+3.1.pdf
Wiggins, G. P., McTighe, J. (2005) Understanding by Design, Expanded 2nd Edition. [Kindle version]. Retrieved from Amazon.com
