The importance of knowing your audiences and their learning needs
How to create an effective splash page
Proper storyboard layout
Integrating the 3 new ideas into courses I facilitate:
I have already started to integrate these ideas. As we learned about them, I evaluated my courses to make sure I was implementing best practices in online design.
Image of Redesign
Audience- I created a mid-term survey in one of my courses to determine if my students preferred the way I redesigned the flow of my modules or if they preferred the original layout. The redesign was based on the micro-learning framework. I also added a short video explaining the structure changes, so students are aware of how to move through the new design. The survey provided me with a wealth of information beyond the design so I could continue to create instruction that meets my audiences' learning needs.
Splash Page- I am working on making sure my splash page is more user-friendly and clear. I think adding clearer directions as to how to maneuver through the courses will help as well as make the page visually pleasing.
Storyboard- I have done storyboarding before, but this course allowed me the opportunity to work with someone else in creating the board. Before I had created them for myself, so limited explanations were needed. However, when you create on with someone else and for an instructor, more details are needed. I know that professional instructional designers use storyboarding as a way to show clients the flow of the training/course, and I needed to learn how to create a fully detailed one.
Personal Professional Development Plan:
Continue to read articles that outline best practices
It was a pleasure working with Shaun because we have very similar work ethics. We both like to get started as soon as possible and not procrastinate. I felt very thankful that he and I met within a few days of being assigned to work together.
I think it was extremely helpful that I had already outlined a module for the OTID redesign that focused on our topic, and Shaun agreed that my outline matched our needs for this course! Using that redesign helped us have a solid foundation for this assignment. It also allowed me to get Shaun's perspective on how the module flowed, and he was instrumental in providing his professional opinion on the OTID module as we modified it for EDU 654.
Shaun and I meet through Zoom and easily created a blueprint to determine what we were missing and decide which one of us would be responsible to create instruction that addressed the areas we needed to fill. I had clear confidence in Shaun's ability to develop appropriate instruction as I had read many of this submission in this course, and I knew he had a clear understanding of effective online design.
I was VERY happy he had a clear understanding of best practices in online learning and was familiar with different tech tools!!! Also, Shaun had his own Sandbox, so we could easily import the OTID module into his Canvas Sandbox and make modifications.
What I Learned...
Co-teaching with a person who is easy going but driven is WONDERFUL! I know this is not an earth-shattering thing, but it is important. Group work can be very challenging, so placing students who have the same work ethic helps make group work more enjoyable. I can't say I learned anything new concerning formatting or tools because Shaun felt my layout was user-friendly and the content was appropriate for our audience.
Anything Done Differently?
There is only one thing I would do differently, it is to not use a tech tool that requires Abode Flash! I just found out it is being 'eliminated' and users generally have to "allow" the program every time it is opened to view it. I want to make sure that whatever tech tool I use to communicate to my learners is easy to use and can be used n different formats.
I know we were asked to address one example that increases online presence, but I really wanted to mention two, sorry!
1. Splash Page!
I loved reading about the splash pages in this module because it allowed me to think about how I can redesign my current splash pages. The image to the left is a sample of what one of my current splash pages looks like. I like that Jones (2013) stated that you don't have to be a graphic designer because I am not. However, I created my graphics using Canva. I also make sure to clearly outline where learners need to go to effectively move through my course. However, when I viewed the sample splash page for the mythology course...I felt like my splash page is lacking in graphic design. I believe I need to step up my game!! First impressions are important!
2. Communication
How we communicate to our audience in online learning is extremely important, and Shackelford and Maxwell (2012) highlight the importance of providing multiple modes of communication. Learners have different technology comfort zones and in many cases different time zones, so instructors need to provide learners with different forms of communication. Here is a list of a few tools I use to differentiate my modes of communication:
Jing Allows instructors to screen capture and send links or embed video.
These tools help me differentiate my communication as well as show learners that I care about their responses and who they are as individuals. As an educator who educates educators, I like to practice what I preach. If I tell my pre-service teachers to make sure they demonstrate respect and care to their students, then I must do the same. Plante and Asselin (2014) identified studies that focused on the importance of instructors demonstrating care in online learning, and learners need to hear and see that the instructor cares. I make sure to provide written narratives, vocal narratives(podcast), and visual feedback. There are times when I know the material is of a sensitive nature and simply writing a response will not do. I know that my learners need to see my expresseions because as we all know, people read the text in the current mood they are in, and I want to make sure they clearly see and hear my reaction to their work.
References Jones, B. (2013, July 17). 6 eLeanring intro screen ideas. Retrieved from https://elearningart.com/blog/6-elearning-intro-screen-ideas/ Plante, K., & Asselin, M. E. (2014). Best practices for creating social presence and caring behaviors online. Nursing Education Perspectives, 35(4), 219-223.
Shackelford, J. L., & Maxwell, M. (2012). Contribution of learner–instructor interaction to sense of community in graduate online education. MERLOT Journal of Online Learning and Teaching. Pieejams http://jolt. merlot. org/vol8no4/shackelford_1212. htm [skatīts 15.11. 2013.].
The synchronous format that I use the most is the virtual classroom. I think Zoom is a great tool because it is easy to set up and use, which are "extrinsic technological factors" (Martin, Parker, & Allred, 2013, p. 133). I will acknowledge that prior to LR's implementation of Zoom, I had an aversion to the virtual classroom because I disliked using WebEx. However, LR changed to Zoom, and now I am motivated to participate in virtual classrooms. I also use Zoom to live stream into my students' classrooms to conduct classroom observations.
Asynchronous Examples
One asynchronous method I use is the inclusion of forums to allow my students to engage in discussions. I provide students with a topic or prompting questions as a way to focus their discussion. I also provide students with a rubric that outlines the expectations of the discussion. After I establish the initial requirements, I allow my students to freely engage in a discussion. I believe that my forum method is a mix between instructor and peer facilitation. The forums are guided by me, the subject expert, and monitored to keep students on track and foster equity (Hew, 2015). However, I allow my students to freely engage in discussion with no input from me until the end. I do this because many of my students are active classroom teachers, and they always apply real-world situations to the topics which fosters additional discussion. I have found that my graduate students do a wonderful job of facilitating their own discussions, and I make sure to read all discussion posts as they are added to monitor for improper netiquette or false statements, which I address immediately.
I found this video that supports why online instructors should use discussions:
Another tool I use is Voicethread (VT). I like to use it as a way to support my students' different learning styles (Salas & Moller, 2015). VT provides students the ability to present their understanding of the content in verbal, auditory, or written formats. It also allows students to see and hear one another as they engage in discussion. Below is a screenshot of an example of when I used VT as an introduction to my course. VT allowed me to get to know my students and allowed the students to interact.
New Tool Suggestion
Try Wix or Google Sites. They are easy to use website builders. It is a great way for students to build a digital portfolio and share with their classmates.
References
Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases. Instructional Science, 43(1), 19-38.
Martin, F., Parker, M., & Allred, B. (2013). A case study on the adoption and use of synchronous virtual classrooms. Electronic Journal of E-learning, 11(2), 124-138.
Salas, A., & Moller, L. (2015). The value of voice thread in online learning: Faculty perceptions of usefulness. Quarterly Review of Distance Education, 16(1), 11.
I am the program coordinator and instructor for a MAT program, so I have the ability and privilege to review all my audience's applications for enrollment. As a result of this, I utilize the layered approach because I can view "what is the learner" information prior to instructing them (Stefaniak & Baaki, 2013). Below is a screenshot of the requirements for enrollment:
Reviewing the applications allows me to see several of the identifying learner characteristic highlighted by Stefaniak and Baaki (2013). I know their gender, estimated age, work experience, and education. All of these components allow me to have an understanding of their prerequisite skills. I also require them to submit an essay that asks them why they want to enroll in the MAT program, which allows me to determine what is their motivation and attitude towards becoming a teacher. In addition to these methods to understand my audience, I meet with each newly enrolled student to talk about the program layout, course delivery, expectations, work history, etc... I believe this provides me with the ability start to get to know "who the learner is" (Stefaniak&Baaki, 2013).
As their instructor, I require my audience to complete an introduction in all of my courses. In each course, I add layers of getting to know them by having different introduction actitities:
Introduction EDU 615
Introduction EDU 638
The different introductions allow me to see what they hope to achieve in this course and provides additional insight into who they are, which gives me the ability to modify my design based on their answers.
What I need to improve upon/implement?
I need to work on determining my audience's level of technology prior to starting the first course in the program as well as their learning preference. I am going to create a survey upon admittance into the program that allows me to see what their technology level and learning preferences are using Google Forms. I can then determine any skill-gaps of the audience (Andriotis, 2017).
The survey shows me what job tools (tutorials) for the technology I need to create as well as instructional design components that support their learning needs.
I also know I need to do a better job of adjusting my instructional design for the lateral entry students in my courses. The needs analysis will also help me determine the type of experimental opportunities I should provide them (Merriam & Bierema, 2013). The lateral entry teachers are currently already working in the classrooms, so I need to make sure their learning is directly connected to their experiences and/or environment (Kolb, 2014).
References:
Andriotis, N. (2017). Know you audience! A smart guide for analyzing your learners' needs. Retrieved fromhttps://www.efrontlearning.com/blog/2016/10/guide-learners-needs-analysis.html Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ: Prentice Hall. Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. San Francisco, CA : John Wiley & Sons. Stefaniak, J. E., & Baaki, J. (2013). A layered approach to understanding your audience. Performance Improvement, 52(6), 5-10.
