Designing & Developing Interactive Instructional Concepts

1. Northwest Missouri State University Designing & Developing Interactive Instructional Concepts Ms. Darla Runyon Dr. Roger Von Holzen

2. New Teaching Strategies • Online instruction has sparked new teaching strategies for faculty to incorporate • Strategies evident in • online courses • web-augmented course sites • campus-based courses*

3. New Teaching Strategies • A key element in this new teaching strategy is the integration of interactive, instructional concepts • The goal of this strategy is to more effectively engage students in the learning process*

4. Course Redesign • When preparing to teach online, many instructors look at the campus-based model and try to design their online course based on this model • In order for online delivery to be a successful learning medium for the student, though, a major redesign must take place*

5. Instructional Design • The foundation for any course is based on good instructional design which begins with the development of clear, concise learning outcomes • determine critical course content • discern what the students should know or accomplish based on the critical content • What must the student know in order to function in authentic or real world situations? • Example*

6. Instructional Design • Decide what evidence is acceptable as proof of knowledge or accomplishment of the learning outcome • should be measurable through an applicable assessment of that outcome • should provide evidence of mastery of the learning outcome through student performance*

7. Instructional Design • Learning outcomes should be communicated to the student • include in syllabus • list in course introductory module • list for each individual module or unit • convey in related activities, instructional concepts and assignments*

8. The Learning Cycle • Learning outcomes provide the framework for the instructional plan of the course which includes • an assessment plan based on learning outcomes • course activities and assignments based upon learning outcomes • a plan for progressing through the learning cycle*

9. The Learning Cycle • The learning cycle is based on the student moving in and out of the activities, assignments, and assessments within the course • Best if based upon a mastery learning concept • motivates the learner to focus upon learning and not the score/grade*

10. Course Redesign • The redesign process fosters the emergence of a teaching strategy, which facilitates students engaging themselves in their individual learning cycle • This strategy is the integration of instructional concepts into the learning cycle for a particular module of content*

11. Instructional Concepts • Instructional concepts are the application components of the critical content of a course or module • provides the student with the opportunity to apply what they have learned • These instructional concepts may be 1) concepts that have been historically difficult for students 2) critical course concepts, which students must know to function in real-world situations*

12. Integrated Learning Experience • Once developed, these instructional concepts can become a part of an integrated learning experience • Students should have gone through some critical content learning activities prior to using the concept • Needed to build a foundation for applying the instructional concept • awareness of related learning outcome • readings from the textbook • content and concept lectures • threaded discussions • brief, formative content assessments • Example: Medical Terminology—Word Building*

13. Integrated Learning Experience • Student use of the instructional concept • complete the concept tutorial • complete the activities included in the concept • complete the formative assessments associated with the concept • Students are given the opportunity to work with the concept as many times as needed before completing a performance assessment • this may lead the student back into the learning cycle for supplemental relearning and reassessment • cycle back through the concept if the formative assessment indicates the need for relearning • Electronegativity*

14. Integrated Learning Experience • Additional content and/or concept related activities should follow the use of the concept • threaded discussions • activities and assignments • To close the learning cycle the student completes some type of summative assessment • Multiple learning cycles and their instructional concepts should occur within the course*

15. Design and Development • The curriculum specialist works with a faculty member to identify an appropriate instructional concept • Simple storyboarding techniques outline the basic project • Sample drawing • Students employees and/or interns are assigned to a project • Appointment is scheduled with a project development team • Faculty, student employee/intern, computer specialist, and curriculum specialist*

16. Design and Development • The project is discussed in detail with the project development team and a plan is put in place to manage the project • Project plan*

17. Student employee/intern becomes main coordinator of project with faculty Design and Development • Set up meetings as the project progresses • Project outline • Make sure the project is on target with the instructor’s expectations • Final project*

18. Template • A template is used to plan the instructional concept • The parts of the template include • Related learning outcome(s) • Press release • Related critical content • Timeline • Concept tutorial • Includes text, graphics, animation, and narration of process • Includes ability to replay the tutorial • Tutorial example*

19. Template • Incorporate multiple learning modalities • Text and graphics • Animation with narration • Change Demand • Script of the narrations • Be aware of ADA compliance issues • Group Communication • Build in the functionality to complete multiple applications/examples of the concept • Equilibrium • Include formative assessment of the concepts with immediate feedback • Provide the opportunity for working through the concept multiple times*

20. Delivery Format • Determine the appropriate delivery format • As multimedia software—Flash • Utilizing productivity software—Word, Excel, PowerPoint • Calculating Net Percent Value • As an HTML file • Content creation software—Tegrity • Scatterplot Session • http://www.Tegrity.com • Game creation software—The Game Creation System • http://www.pieskysoft.com/products.html • http://www.ambrosine.com/resource.html*

21. Student Training • Begin student training by having them rebuild a completed project • Flash resources • http://www.flashkit.com • FLASH MX Action Script Bible • Examples from previous students employees/interns • http://cite.nwmissouri.edu:2000/morc*

22. Project Costs • Student employee/intern labor • Intern labor is free • Estimated hours on Medical Terminology instructional concept • Approximately 40 hours for design and development of template • Approximately 40 hours for tutorial and remaining duplicate concepts • Student labor per hour = $6 • Estimated total cost for project: $480*

23. Project Costs • Additional costs that could be included • Faculty time • Student employee training time • Curriculum Specialist • Computer Specialist*

24. Resources • Building a library of resources available to faculty campus-wide • many of these instructional concepts can be used in a variety of content areas • template • web site to access resources • Northwest Online Resource Center*

25. Ms. Darla Runyondrunyon@mail.nwmissouri.eduDr. Roger Von Holzenrvh@mail.nwmissouri.eduhttp://cite.nwmissouri.edu:2000/presentations/