This Gasta aims to dispel the myths around the complexity of designing online courses. When academics and instructional designers work collaboratively through an instructional design process, they identify the most appropriate instructional framework for an online programme. This framework is then used to identify the most appropriate digital learning activities and resources for effective learning online.
A learning theory, or a descriptive theory, explains how people learn. An instructional design theory, or a prescriptive theory, tells us how to create conditions that will most likely increase the probability of learning. When we create an instructional design model, we are linking the descriptive and prescriptive theory. As instructional designers, we provide the "blueprint" or guide to the use of specific instructional methods and strategies depending upon the context. The instructional design model provides us with (a) the steps to go from analysing a situation to (b) identifying an instructional need to (c) evaluating the success of our instructional intervention.
This presentation will show how mind mapping tools can help to simplify these relationships in a visual way. The "connecting" tissue helps us choose which approach is appropriate. When characteristics of a theory are mapped to the instructional design methodology, we can see the positive implications for course design. Technology gives us the opportunity to overcome the super complexities by clarifying instructional design strategies and frameworks to maximise the enhancement of teaching and learning.
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Topics: Innovations and design in online & blended learning , Topics: TEL Policy & Strategy
