Course Design eLearning Module
Course Design eLearning Module
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This interactive eLearning module prepares college faculty to collaborate with instructional designers when designing online courses.
This interactive eLearning module prepares college faculty to collaborate with instructional designers when designing online courses.
Target Audience: College Faculty, Adjunct Lecturers
Authoring Tool(s): Storyline 360
Year Created: 2021
Overview
Overview
Designing online courses in higher education is a collaborative process between the faculty member and the instructional designer. The process takes time and requires a thorough examination of the course outcomes, the needs of the instructor, the needs of the students, the subject matter, best practices for teaching online, and ascertaining the proper tools and instructional technologies to deliver the course effectively online.
Designing online courses in higher education is a collaborative process between the faculty member and the instructional designer. The process takes time and requires a thorough examination of the course outcomes, the needs of the instructor, the needs of the students, the subject matter, best practices for teaching online, and ascertaining the proper tools and instructional technologies to deliver the course effectively online.
Using Storyline 360, I envisioned an eLearning module that could be used to provide an overview of what the course design process looks like, what the roles and responsibilities of faculty members and instructional designers are, how much of a time commitment busy faculty members can expect to devote to designing (and developing) an online course, and what the ADDIE Model is along with how it is applied.
Using Storyline 360, I envisioned an eLearning module that could be used to provide an overview of what the course design process looks like, what the roles and responsibilities of faculty members and instructional designers are, how much of a time commitment busy faculty members can expect to devote to designing (and developing) an online course, and what the ADDIE Model is along with how it is applied.
After completing this module, faculty members will be able to describe the collaborative design process, how much time to devote to this process, what their role is during the process, how instructional designers will help faculty members realize their vision for the course, and to recognize the ADDIE Model.
After completing this module, faculty members will be able to describe the collaborative design process, how much time to devote to this process, what their role is during the process, how instructional designers will help faculty members realize their vision for the course, and to recognize the ADDIE Model.
Instructional Design
Instructional Design
The target audience for this eLearning module includes college faculty and adjunct lecturers who will be teaching their courses online.
The target audience for this eLearning module includes college faculty and adjunct lecturers who will be teaching their courses online.
This eLearning module describes the collaborative process faculty will engage in with the instructional designer when designing online courses from scratch. The process is largely similar for converting face-to-face courses into online courses and so this module is also applicable for faculty looking to convert their courses as well.
This eLearning module describes the collaborative process faculty will engage in with the instructional designer when designing online courses from scratch. The process is largely similar for converting face-to-face courses into online courses and so this module is also applicable for faculty looking to convert their courses as well.
I decided to apply the personalization principle to make the module conversational and more engaging. I used two avatars: one to represent a faculty member and the other to represent an instructional designer.
I decided to apply the personalization principle to make the module conversational and more engaging. I used two avatars: one to represent a faculty member and the other to represent an instructional designer.
The "main character" for the module is the instructional designer, which frames the actual course design experience for the faculty member with the instructional designer providing guidance throughout the design process.
The "main character" for the module is the instructional designer, which frames the actual course design experience for the faculty member with the instructional designer providing guidance throughout the design process.
The module takes the faculty member through each of the facets involved in the design process including what the faculty member will be doing during the process and what the instructional designer will be doing during the process. The faculty member must review each of the facets before being able to advance through the lesson.
The module takes the faculty member through each of the facets involved in the design process including what the faculty member will be doing during the process and what the instructional designer will be doing during the process. The faculty member must review each of the facets before being able to advance through the lesson.
The module also provides the faculty member a chance to discover what the ADDIE Model is and how it applies to the course design process they will be taking part in.
The module also provides the faculty member a chance to discover what the ADDIE Model is and how it applies to the course design process they will be taking part in.
Lastly, the module includes a short quiz at the end of the lesson to drive home the key takeaways.
Lastly, the module includes a short quiz at the end of the lesson to drive home the key takeaways.
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