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PURPOSE OF INSTRUCTIONAL DESIGN (ID)Instructional Design (ID) is also known as Instructional Systems Design. It’s primary purpose is efficiency and effectiveness. Designed instruction meets the initial needs of the learners – it is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.

ADDIE MODEL OF INSTRUCTIONAL DESIGN Consists of the phases of Analysis, Design,

Development, Implementation, and Evaluation.

This model is the basis of most instructional design models. It is the idea of continuous reviewing and the application of formative feedback while creating instructional materials.

To learn what the ADDIE process is for instructional design, watch the following video.

ADDIE MODEL FOR INSTRUCTIONAL DESIGN GRAPHIC

Additional information on this ADDIE graphic can be found here.

UNDERSTANDING BY DESIGN

Identify desired results

Determine acceptable evidence

Plan learning experiences

and instruction

This concept is also known as Backwards Design and essentially creates a course based upon clearly identifying the desired outcomes.

BACKWARDS DESIGND E S I G N Q U E S T I O N

D E S I G N C O N S T R U C T I ON

D E S I G N C R I T E R I A

• What is worthy of understanding?

• National Standards• State Standards• Local Standards• Teacher interest

• Enduring ideas• opportunities for

authentic work• Engaging

• What is the evidence of understanding?

• 6 facets of understanding

• Continuum of assessment types

• Valid• Reliable• Sufficient• Authentic work• Feasible

• What learning experiences will promote understanding and interest?

• Research-based repertoire of learning & teaching strategies

• Essential & enabling knowledge and skills

• Engage the students• Explore• Explain

Additional information on backwards design can be found here.

RUBRICS AND ASSESSMENT IN ONLINE EDUCATION

• A rubric is a document that clearly articulates the expectations for an assignment by listing criteria and describing what the ultimate results of any activity should be, along with the levels of quality from excellent to poor.

• Students and teachers can use rubrics to clarify the standards for a quality performance and to guide progress toward those standards, which is imperative for quality online education.

RUBRICS AND COMMUNICATION IN ONLINE EDUCATION

• Rubrics improve online teaching, learning and retention in an online environment. They help an instructor to clearly communicate the assignment and expectations effectively. If this is not done, it could affect a student’s grade and overall online learning experience. Rubrics are the best way to clearly communicate the expectations.

• Some rubrics are too rigid and can limit students while others are too vague and defeats the intent. Rubrics will improve and enhance online education if they are created according to the Quality Matters standards.

QUALITY MATTERS

Quality instructional design is critical for all learning environments, especially eLearning.

Quality Matters (QM) is a faculty-centered peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning (Quality Matters 2010). Their program includes: Faculty-centered, continuous improvement models for assuring

the quality of online courses through peer review Professional development workshops and certification courses

for instructors and online learning professionals Rubrics processes for applying quality standards to course design

QUALITY MATTERS RUBRIC & PROCESS

Quality Matters rubrics provide a framework for quality assurance.

QUALITY MATTERS RUBRICThe QM rubric standards are imperative to design an effective online

course. The standards are divided into 8 general standards (with 41 specific standards) used to evaluate the design of online and blended courses. The 8 general standards of the QM Rubric are as follows:

1. Course Overview and Introduction

2. Learning Objectives (competencies)*

3. Assessment and Measurement*

4. Instructional Materials*

5. Learner Interaction and Engagement*

6. Course Technology*

7. Learner Support

8. Accessibility

* These key components MUST align

ONLINE ACCESSIBILITY

The goal of online accessibility is to ensure that content on the web is accessible and functional for individuals with disabilities. Online disabilities include auditory, cognitive, motor and visual. It is imperative that accommodations are made for individuals with disabilities in online education.

To create accessible content, it is imperative to:

Focus on clear structure and formatting

Provide alternative text for images

Do not utilize scanned PDF files, but accessible PDFs

Utilize an accessibility checker

AUDITORY AND COGNITIVE ELEARNING CHALLENGES FOR DISABILITIESAuditory: includes any degree of hearing loss. Online challenges for someone with an auditory disability include:• Audio clips, videos without captioning or an accessible transcript, any multimedia audio that is not also displayed via text.

Cognitive: includes issues with comprehension, problem solving and memory. ELearning challenges for someone with a cognitive disability include:• Timed tests and quizzes• Lack of clarity in instructions and information• Assignments that lack clear structure

MOTOR AND VISUAL ELEARNING CHALLENGES FOR DISABILITIESMotor: includes issues with impairments and motor limitations from an injury or disease. ELearning challenges for someone with a motor disability include:• Inability to utilize a mouse or keyboard• Lengthy content that may be difficult to navigate

Visual: includes blindness, low vision and colorblindness. Online challenges for someone with a visual disability include:• Websites/documents that cannot be read by a screen reader• Images and text that become pixelated when enlarged• Formatting, images and colors used to convey content • Reading images in tables and other graphics

OER’s are openly licensed media and documents that are freely accessible and can be used and re-purposed in learning environments. OER’s include:• Learning content including full courses, course readings/other

learning content, syllabi and textbooks• Tools include simulations, games/other learning applications and

quizzes/assessment tools• Implementation Resources include licenses to promote open

usage of materials and design principles

OERs incorporate virtually any material that can be used for educational purposes

OPEN EDUCATIONAL RESOURCES (OER)

IMPORTANCE OF OPEN EDUCATIONAL RESOURCES• Makes education accessible to all students (not used in a for-profit

sense)

• OER’s take advantage of the online environment as all users have the ability to share, copy, utilize and interact with the content. Access to education is no longer limited by exclusivity when OERs are utilized.

• Equal access to knowledge provides equal opportunities.

• These resources are free to students and teachers can manipulate and apply the resources to customize their own curriculum

• Web-based

• Free. Flexible. Modern. Interactive.

• Please see this link on 7 Things You Should Know about Open Educational Resources.