Instructor(s): This course is taught by various adjunct and full time professors who are very familiar with the content who have differing degrees of tech skills and online teaching experience. The same class has to serve for all instructors.
Students: All students in this course are college freshman and sophomores with good technology skills and each has successfully taken an online orientation to online learning course.
Content : This class should be conducted by convergent type to solve the problem. And it is the class for beginners so the instructor has to teach from the basic. And content should be explained concretely the beginner learners could understand well.
Instructor : The instructor needs to consider his preferences such as a tolerance. And adjunct professor usually does not stay in their office so it will be hard to interact between the instructor and student each other. Also, because all instructors teach same class, instructors need to communicate each other about what students learned and the progress.
Student : I think that students characteristic is major issue in this course because students’ level is beginner. Not only instructor but also content should start to teach from the algebra of beginning level. And college students tend to less self-regulated and self-motivated than graduate students so the instructor should carefully design the online program which includes something interesting factors which can motivate learners. Students feel comfort toward technology because they have good technology skills. Students can follow the direction of the online instruction.
Content: The course is a philosophy of leadership class.
Instructor(s): The instructor is an experienced face-to-face instructor with good tech skills and prior online teaching experience. This instructor prefers lecture and discussion classes.
Students: Graduate students who are well motivated and with a broad range of technology skills, from average to very advanced.
Content : This class should be holistic and divergent which means there does not exist a correct answer and conducted discussion teaching style. Textbook includes more deep content for graduate students, but also explains well to understand easily.
Instructor: I think that content’s characteristic is important issue in this class because the philosophy class is more fuzzy and requires discussion between instructor and students.
The instructor can lead students well in this course because the instructor’s preference is to enjoy discussing with students, which mean that this type of interaction could deliver to students much clear information.
Student: Graduate students can deal with technology easily.
Content: This course is an introduction to college success. It teaches study skills, communication skills, and tries to help students learn how to fit into the college community.
Instructor(s): This course will be taught by various instructors all with good tech skills and prior online teaching experience but who have never taught this content before.
Students: Students are incoming freshman who have been identified by advisors as high risk for drop out.
Content: This class should be conducted by a divergent type due to the way to success in college life does not have a correct answer and each individual has a different standard in success. Also, content should be focused practically which can apply to their actual college life and holistic. textbook or material should offer interesting contents which can excite their interests.
Instructor: The instructor has a prior online teaching experience but he has never taught an introduction to college success. Thus, this instructor needs to catch such as what the instructor wants to teach(goal) or what is students’ needs in this class. The instructor should actively interact with students not only in class but also after class because students have a problem their school life.
Students: I think that students’ characteristic is major issue in this course because they are students who have some problem in their life, so the instructor could be hard to lead students. Thus, communication between the instructor and students is really important element in this class. Considering students’ characteristics, the instructor designs something which be able to communicate each other such as chat or providing an office hour to students. This class could be challengeable.
2. Now, think about an online learning experience that you might someday create. Describe in detail the content, instructor and student characteristics. What are the design issues or features that these suggest? Explain your answers.
Content: I am interested in industry and business education. Most companies teach various subject to their employees to improve company’s performance, for example, service, marketing, or self-development education. All students are adult learners so contents offer practical information which can apply to their real career field.
Students: All students could not have enough time to study and learning efficiency could be decreased because they work from early morning to night. Thus, instructor should consider students’ life patterns, students’ degree of motivation, and background knowledge.
Instructor: The instructor teaches students to arouse motivation to improve company’s efficiency. Because a range of age is 20-30 years old, it would be better to offer two way communication such as email or chat than one way knowledge.
3. List the 11 instructional design steps presented in chapter 1 of the text (Design Quickly and Reliably).
①Identify your underlying goals
-For your organization, what is the single most important measure of success?
-How will your project help accomplish that goal?
②Analyze learners’ needs and abilities
-motivate for learning
-attitude and mindset
-background knowledge and experience
-style of prior education
-talents and intelligences
-locus of control
③ Identify what to teach
-test to identify essential
-analyze the gap between real and ideal performance
-analyze how work is done
-ask those who should know
-analyzing critical incidents
-do not let the content committee decide
④Set learning objectives
-write your learning objectives
-what makes a good objectives; 1)clear 2)precise 3)worthy
-six type of objectives : primary-create, decide, do/ secondary-know, believe, feel
⑥Price the approach to meet each objective
⑦Decide the teaching sequence of your objective
⑧Create objects to accomplish objective
⑩Select learning activities
Then redesign again and again