• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Whenever you search in PBworks, Dokkio Sidebar (from the makers of PBworks) will run the same search in your Drive, Dropbox, OneDrive, Gmail, and Slack. Now you can find what you're looking for wherever it lives. Try Dokkio Sidebar for free.


Part 2

Page history last edited by Leva Lee 11 years, 10 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




Comments (0)

You don't have permission to comment on this page.