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Part 3

Page history last edited by Leva Lee 11 years, 10 months ago

Part 3: Instructional Design (continued)


Karen Belfer, VCC and Tannis Morgan, Instructional Designer on project


what course:  Automotive Service Technician and Automotive Collision  Repair; part of ITA Flexible learning plan - increase the number of apprentices in all trades; reduce barriers; improve learning  and access

context: 80% theory 20% practice - want to offer more learning online ( 120 hrs online and 90 hours f2f) 

why: to reduce time away from work and develop model to integrate industry/instit/apprentice


Online course: 180 hours over 3 months; lots of content (use tabs); using Moodle

Students don't like to read alot in trades; contextualizing reading important and make content not so overwhelming

integrate audio; Instructor intro (audio file)

Lots of interactivity/ hands-on with the content; Lots of direction "now do this..."

Scheduled meetings - give students a sense of the course; provide structure; keep them motivated; streamline things for them;

Expected workplace activity: tasks they can do at their workplace

Challenges:student profile; student are working; many living in outer lying areas; don't like reading; kinestheic learning preference/doing


Final Session and Panel Discussion:


How do you manage workload when you have responses that are based on audio;

*Scanning audio is hard; transcript would be; great but need tool to capture

* Wimba recommended


Can instit develop an online showcase for courses? possible for this to be done?

* what would it take to put together a showcase? ; BCcampus is recording event today and will make screencasts/audio available


On reusable objects: struggle to get people to reuse and hard to find things as instructor that are adaptable

*sharing of online quiz questions

*Sharing code or what we do across instit. would make sense

*VCC willing to share screencasts of course


What advantages of using LMS and how much can you stretch or not stretch the LMS?

* D2L is used as is; no extending happening ; LMS meets most of their needs

* UBC extends their LMS as required; issue is how to support it - when you go outside you need to look at support for users

* all a tradeoff; if you want to extend the LMS but do the analysis first e.g. if the LMS changes or needs updating are you willing to make the necessary changes/adaptions

* VCC - depends on students - with their students low tolerance for extending; needs to be very structured for their busy students

* technology should support education not drive it ; we don't need to be bound by the LMS; if your context allows - go for it!

* accessibility issues with the LMS being worked on  but use of web 2.0 and extended needs to be addressed; movement to accessible CSS and alt tags; there are  screen readers and JAWS but tip from Neil Squire is to provide content in multiple formats rather than one format for everybody

* key thing is also how big is the class: "control" for course ; workload: watch out for things continually added and added but not subtracted

* while we are designing for LMS and looking beyond that and designing for the world not just North America

* LMS is prohibitive for many people (developing countries) - develop open content

* develop faculty with "digital acuity"  and ability to move from one tool to another not expending energies on the LMS and tool

* Should we not develop content that is portable and not dependent on any one LMS?

* Applied educaton at the JIBC; Note: all our students and context for learning different

* It is about our similarities and our differences  - Excellent showcase of our online courses


Thanks to all




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