Instructional Design 
in Online Learning

INTRODUCTION

Over the past several weeks I have spent time creating a course that will introduce students to building an eportfolio and how to start a blog. The course was designed as an advisory course that is versatile in that it could be converted into a shorter or even longer course if needed. In this course, students will gain basic knowledge of digital content while reflecting on their journey to become independent thinkers and problem solvers. Hopefully, by the end of the course, students will be able to understand ePortfolios in a wider capacity and in turn use them to expand their knowledge of how to be successful. As they begin they will choose a platform (Wix, Weebly, Bulb, Google Sites) and start building their ePortfolios. Throughout the process, they are learning how to blog as well so that they can reflect on their learning and give each other feedback on their work. Students will relate their academic and technology skills to their personal goals and future goals. With goal setting students will analyze and relate how having a growth mindset is crucial to achieving personal and future goals. Towards the end of the course, they will analyze how to use ePortfolios in all courses and demonstrate their ePortfolios. 

 

Instructional Design Theories

The constructivist paradigm best supports online learning. This course was developed using Jerome Bruner's discovery learning technique, which is based on the constructivist education model (Discovery Learning (Bruner), 2020). Students are encouraged to experiment and collaborate in this learning style. This concept is quite similar to how we study outside of school. To deepen our learning, we examine, play, and ask questions when we study on our own. We relate our discoveries to what we already know as we progress through this process, making our learning more relevant. Students are able to watch videos and interact with other students through collaborative options and chat before creating their own blogs and eportfolio entries for the week. They are then able to go back and reflect on their own learning and continue to peer review after the fact to make changes if they feel the need.

 

UbD Plan Implementation 

To be absolutely honest, I based my course design on the 3-column rather than the UbD Plan. Two of the pieces served as the foundation for my course. They helped me create a Hyperdoc that takes a more discovery-based approach to the students' learning in the course. I can pick from each step of my UbD plan and tell you that I utilized it to plan, but I chose the 3-column design as a lead guide based on the way class proceeded and the dialogues that took place. Here is a link to my site; UbD and 3-Column

 

Importance of Online Learning

During this last school year, the relevance of online learning became very evident. Due to the pandemic, several schools closed to in-person students or adopted a hybrid model in which kids were taught remotely. 

For so long online learning and classroom technologies have existed, but they were generally overlooked or barely used because not many were knowledgeable on the subject, or were just set in their ways. Teachers had to modify their curriculum and teaching techniques fast in order to serve students they would never see in person. It was difficult, but with the help of technology and collaborating with their teams on different teaching methods, teachers were able to reach those kids through online learning.

With online learning, students were able to learn in their own way and at their own pace. For some students, it was the first time they were given options in their learning and learning environments. They could learn in a way that works for them that made them successful. 

 

Enduring Understanding 

This course was a bit of a rollercoaster, but I plan to take what I have learned and apply it to my new role in education as a ‘Student Champion’. Part of my role is to ensure that students are successful, but also teachers as well. In order for teachers to be successful on our campus, they are required to follow district guidelines and utilize the LMS Canvas. I will now be able to help guide them in creating and implementing tools that will make their learning environments a source of information for their students. Their students will not only be learning, but they will be more successful. Now I know it is not a 100% online course, but it allows for some COVA aspects and access to 21st-century skills to be taught to our students. By embracing technology and our 21st-century learning environment we necessitate a shift in how we approach classroom education, focusing on imagination and vision rather than technical knowledge (Bates, 2016). 

 

Using the OSCQR Scorecard to Assess My Course

There are several elements to consider and apply when creating an online course and learning environment. I utilized the OSCQR Course Design Review Scorecard from the OSCQR SUNY Online Course Quality Review Rubric to ensure I included as many as possible. (Online Learning Consortium, 2019). I will address the minor revisions needed when I implement the course in the future. They are very minor and should not take much time at all. 

 

References

Bates, T. (2016). Teaching in a digital age: Guidelines for designing teaching and learning. SFU Document Solutions. 

 

Discovery Learning (Bruner). Learning Theories. (2020, March 5). https://www.learning-theories.com/discovery-learning-bruner.html. 

 

Online Learning Consortium. (2019). OSCQR – The SUNY online course quality REVIEW RUBRIC. OSCQR SUNY Online Course Quality Review Rubric. https://oscqr.suny.edu/.