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Part 2

Page history last edited by Leva Lee 13 years, 7 months ago

Part 2: Instructional Design


Chris Crowley, Sunah Cho, Josefina Rosado,  UBC


what course: Earth and Ocean Science

why: 3 credit course online; huge enrollment and lack of space for f2f ; fully online delivered in WebCT; 300 students mostly Arts students needing a science credit; over 300 students in 1 term; normally 20 students per TA now with online ratio is much higher (60 students per TA)

Design Challenge: how to teach and deal with student class size; decided to use online quizzes, graphic images, animations, CSS--this is science for non-science students

Collegial team to develop; Leading Instructor mentoring students

Instructor noted that Arts students often have difficulty at math/reasoning; 3D and visual/animation is important to demo concepts

Instructor's Role: facilitator; stimulator,monitor; specialist; evaluator

What worked: group discussion; prof was very enthusiastic

What did not work:  Content too technical for Arts students


Brian Wilson, UBC


what course: Dentistry 407; designed for community practitioners; preparing students to go out in the community; introduce use of technology Special Oral Care in the Community - fully online and WebCT Vista - undergrad dental hygiene

course in 2 parts: getting update on field of study then going to field to do intervention;key competencies: communication & advocacy

Students found disconnect with field when pitching proposals; terminology not same; field too busy


Design Challenge: time limits; field experience and working with stakeholders; how to create an authentic prep for working in community based and sensitive health care settings; keeping implementation barriers low


Tools: Wimba Voice Board - easy to work with; allow students to refine their messages easily; provides an opportunity for meaningful peer feedback; supports other tools, assignments, and documentation; storytelling and reflection; easy and cost effective

Audio posting - record easily and post


Jane Slemon, Emily Carr - What do I Get and What do I do?


what course: Anatomy and physiology within context of art & design- science requirement for students at EC

you can make the tools work for you -

student asking "what do I get and what do I do?"; as course designer laying the tiles on the floor that they walk thr; "make it live and  make it human"

result: medical dictionary- collection of photos of art and creations

"complexity with contradiction" - what the body is all about. Reference: Eva Hild

Students in course are diverse; let students know what they can change/do in the course; show that something is living in the course; students will see other students presence in the course; allow places to create--these are motivators


What is the space students are moving through? Reference: Michael Zheng sculpture -immune system


drawing out of student to where they are comfortable

can ask question

culture mix

course: essence is functioning in an interstitial space

"students won't remember what you say but how you make them feel";

Key learning: students need to see they are making a change on the course and something live there and something is happening there


Rob Chong, JIBC


context is key---do not let technology drive what we do

what is the course: BC Corrections courses and eLearning environment

content is closed; security reasons and personal safety; employer requirements and demographic is older

JIBC had champion and early adopter of elearning- also shift to today where sometimes explaining to client elearning not appropriate

moving away from text-based to multimedia courses; big interest in m-learning

With respect to learning:

  • flavours: self-study or guided or cohort
  • blends: online f2f or blended


Self - Study: learner in front of computer

Guided courses: Learner

Co-hort with Learner to Learner interaction (asynchronous discussions) - Instructor is main deliverer of the content (and needs to be due to nature of the content)

Working with the distributed elearning context

  • situate the learning in the field for making it real
  • learning community to learning community; distribute the learning and ownership of the learning


Demo: Personal Safety Blackboard course - structure course and deliver course out to field offices (equipped with projector and internet) and office mgr sees people go thr training on site


Design Challenge: How to make learning interesting given restraints

  • learn by LSD - Listening/Seeing/Doing
  • video /audio clip to deliver info
  • creative application of what we have/making it real e.g. 3D viewer of room/plans
  • still have lots of text based info on procedures - but role playing & modeling using video clips


Distributed Learning model - 24 video clips then all offices arrange a team meeting and work on scenarios as a team

1. what would you watch for 2. how increase personal safety and students view and post response as a group from the site

Learning is tri- fold: interaction in office; intraoffice and with the content


JIBC trying out web conferencing and working with sychro tools

Role playing with web conferencing - Examples

Final thought: remember that tools shouldn't drive the design


Rosario Passos, Paul Krampitz, BCIT


what course: pre-req course on terminology for Medical Radiography; program being redesigned for blended learning; summer course

why: course is over subscribed; for students coming in with prior knowledge; support students online; pre-req for admission and practitioners

Design Challenge: BCIT course heavy in content; encourage contextual learning; review key terms/ aid memorization/ prior learning /opportunities for practice-especially no boring glossary

Learning outcomes- memorize/identify; encourage schema acquisition; use different media


Demo: Using D2L; Courses are designed with same look/feel; use images, sound, video; templates are colour coded and audio file for pronunciation; tiles with prefix/suffixes and drag and drop

Implementation: team approach; Paul work with Flash developer; lots of white space; clean and simple design; ability to do practice questions (students really like this feature); test has audio

Great feedback on the course; org of content in categories and lots of self-test and quizzes




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