Reflection
Instructional Design Online Learn
Instruction design online learning has helped solidify some of my designs of current online courses. But much more, it’s introduced me to new strategies and tools to motivate the learners in understanding and retaining the material.
As of this week, I’ve been awarded Distinguished Faculty Level 2 and will begin my Level 3 work this fall. My duty of choice is part-time faculty ambassador program, in which I will assist in the organization of part-time faculty teaching & learning conferences. Topics presented at the conferences include Blackboard enhancement, student communication and success initiatives. My goal in this role is to support our part-time faculty in use of our LMS, Blackboard, to aid them in instructional design strategies that will fit their course disciplines. In the past, I have attend the open Blackboard design courses where I’ve shown innovative ideas in course development. Thus, my objective is to give a fresh look and guidance in online teaching.
As of today, I currently help our programs adjunct faculty with their Blackboard course design by using principles outlined by Debbie Morrison (Morrison, 2014). principles are to analyze the learners, and the purpose for the instruction, to make sure the course objectives required by WECM are met, and third to implement the course for students. In developing unit goals, the use of the UbD template by McTighe will giving assistance. The UbD design goes through three stages of desired results, evidence and learning plan. Both strategies go hand in hand, McTighe shares a usefully template design tool for developing unit goals (McTighe, 2016).
I use the UbD template tool in developing Weekly folder (units) to align the desired results for the week, provide assignments reading, writing and performing skills as evidence of results, and the WHERETO learning plan. The WHERETO, W a course agenda/outline and syllabus for the term, H get them excited about a growing and rewarding career, E equip students with the tools of experience in service learning events, R rethink their strategy of taking an accurate medical history, E allow the students to perform peer and self-evaluations, T provide instruction in videos, written and verbally to address all learners, lastly O organization of material, in building blocks and chunks for effective learning.
Gagne´ suggest a series of activities for an orderly instructional design to assist the behaviorist learning approach in conjunction with Bloom’s taxonomy revised theory. To get the learners attention with critical thinking questions and for the learner to pose critical thinking questions back to the class. To outline learning objectives example is the course syllabus. Stimulate learning from experience – recall of anatomy of the eye for the surgery course. Present the course content by using industry videos and journals for topic of discussion boards. Learning guidance – human tears are like Italian dressing, made of water, oil and mucus (herbs). If the dressing is not made with the right amount of ingredients the dressing doesn’t taste good. Same as tears if not the right amount of water, lipid, and mucus the eye is dry. Practice the knowledge by having learner work and improve confidence in past knowledge to move forward. Feedback on work, after each lab session we discuss in a round table the good and what was missed on the patient work-up. In the online environment feedback is given after each assignment due date with date supporting the correct answer. Performance assessments using verbal and writing to acquire assessment of the objectives. Number nine is enhance retention and transfer to life. Service learning activities and reflection blogs are aimed to lend to retention and transfer of knowledge into like skills.
As the examples of above show, I use both Ubd and Gagne’s instructional design tools to assistance reaching learners and with using different educational learning theories. The learner’s behavior on completion/non-completion of assignments will give the positive/negative stimuli (grade). If a learner is unsuccessful in completing two assignments, they are contacted by email to arrange a conference time. The learners will demonstrate critical thinking to apply the materials to assignments, exams and discussion board into real life experiences with patients in the clinical practicum and workforce. Learners are given latitude in conducting a medical history if it covers all the requirement elements in an efficient time. If the learner is connecting the dots to the work-up exam, there can be diversity.
In retrospect, online learning is tremendous tool whether it’s used in blended learning, hybrid format or all online as a distance learning or MOOC’s. Blackboard, provided LMS by the college, is a great tool to provide learners with information on course objectives, topic materials, and assessments. The learner can retrieve the material as often as needed through-out the course as well as afterwards to review for the next course or certification exam. The course materials are at the user’s fingertips by accessing the course at their convenience time table and with a computer, desktop or laptop, smartphone, Ipad or tablet. And I can easily add additional information either discovered by myself, co-instructors or learners.
Instructional design online learning has helped me in designing new online courses offerings and update current offerings. The course has given me the chance to apply the theory and knowledge into a working online/blended learning course. As well as give me the tools to educate my peers regarding online Blackboard support for all courses not just the online/hybrid formats.
References
Bates, A.W. (2015). Teaching in a Digital Age: Guidelines for designing teaching and learning Retrieved from https://www.opentextbc.ca/teachinginadigitalage/
Bloom, B., Englehart, M., Furst, E., & Krathwohl, D. (1956) Taxonomy of educational objectives, handbook I: The cognitive domain. Longmans Green, New York.
Dewey, J. (1910). The experimental theory of knowledge. Oxford University Press on behalf of the Mind Association. Stable URL: http://www.jstor.org/stable/2248329
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.
McDermont, J.J., (1981). The philosophy of John Dewey. Chicago: University of Chicago Press.
McLeod, S., (2009, update 2017). Jean Piaget. Retrieved from https://www.simplypsychology.org/piaget.html
McTighe, J., (2016). UbD template Retrieved from https://jaymctighe.com/resources/downloads/
Morrison, D., (2014). Why online courses (really) need an instructional design strategy. Retrieved from: https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/
Morrison, D., (2013). How to design an excellent online course. Retrieved from https://onlinelearninginsights.wordpress.com/2013/12/09/how-to-design-an-excellent-online-course/
Schunk, D.H., (2012). Learning theories an educational perspective sixth edition. Boston, MA, Pearson Education, Inc.
Eye Care Technology-Distance Learning
Moving into the 21st century, Eye Care Technology program is revamping two of the hybrid courses into a distance learning format.
A little background, hybrid courses by college standards is basically 50% face to face with 50% online. A distance learning or DL is 100% online presentation.
The two courses selected to convert to DL are OPTS 1191 Special Topics I and OPTS 1371 Anatomy & Physiology for Eye Care. The courses' SLOs, descriptions and materials lead to a favorable change from a hybrid to a DL format. The following will describe both courses and how a few additional tools can enhance the learning for the students.
OPTS 1191 Special Topics I
Course Description: This course covers recently identified current events, skills, attitudes and behaviors pertinent to the technology or occupation and relevant to the professional development of the student. (1:1-1)
SLO: Upon completion of the course, students will be able to:
A. Maintain a general knowledge of the current technology in the eye care field.
B. Maintain a general knowledge of the newest treatment modalities in the eye care field.
C. Maintain a general knowledge of the interactions between technical staff and outside industry.
No textbook is required; all material is open source or instructor built for the course.
Currently: All materials, assignments, and exams are existing in Blackboard.
Materials consist of open source readings, industry videos, instructor’s power points, web-links to industry and certification agencies. Discussion using industry webinars and journal readings are occurring in the one hour face 2 face class.
Additions to make in Blackboard for DL are:
Discussion board tool for following types of assignments:
1. Use of industry webinars for discuss topics
2. Use of journal readings for current event discussion.
Blog / Eportfolio tool for the following types of assignments:
1. Writing a bio on the interest in being an ophthalmic technician and career goals along with a photo.
2.Submit a video on a skill learned in OPTS 2441. Basic Ophthalmic Techniques.
3. Blog reflection on service learning event.
Weekly Conference: Blackboard Collaboration tool
Set aside a day and time for students to review with Instructor weekly objectives and assignments.
OPTS 1371 A&P for Eye Care
Course Description: In this introduction to the normal structures and functions of the human body including the understanding and the relationship of the body structures in maintaining homeostasis as it is related to ophthalmic medical personnel. (3:3-0)
SLO: Upon completion of the course, students will be able to:
A. Identify the structure of each of the major body systems.
B. Describe the functions of each of the major body systems.
C. Discuss the interrelationship of systems in maintaining homeostasis.
D. Discuss the interrelationship of all systems with eye care.
Textbook: Structure & Function of the Body 14th edition Thibodeau – Patton
Currently: All open source materials, textbook power points, reading & written assignments are posted in Blackboard.
Additions to make in Blackboard for DL are:
Online unit and comprehensive exams.
Use Blackboard collaboration tool for weekly conferences.
Submit instructor power points in addition to the textbook power points.
Discussion board assignments:
1. Every other week an assignment regarding the Body Systems (Ex: Muscle & Skeletal Unit). The student will discussion patient(s) seen at their clinic practicum, who has a medical problem that effect the muscles or skeletal system. Example: Patient with Rheumatoid Arthritis unable to apply eye drops.
2. Students will be assigned a Systemic disease such as Multiple Sclerosis (MS). The student will need to research MS and it’s ocular (eye) effects. Write a 3 – 4-page research paper. Submit in discussion board for conservations regarding the disease and eye problems.
3. Students will discuss systemic diseases treatments / surgery and any correlations to ocular problems.
TurnItIn assignment tool.
Research papers will be submitted in the TurnItIn for grading.
Traditional assignments completed face to face will be formatted for online. Such as body labeling assignments and designing a nutritional food pyramid. All assignments will be given online instructions with submission.
In conclusion, both courses should easily transfer into the DL format. The transformation will increase student retention and understanding of ophthalmic material. As each course is scaffold on the program's main objective of training highly skilled technicians.
Instructing in the Digital Age
The digital age is upon us and we as instructors must meet the need for online / hybrid / blended learning courses to meet the demand.
How do we met this demand and be successful in the delivery of material?
First, the learners must be welcomed into the course and get a feel for the instructor. Along with directions on how the course will be maintained and the expectants of the course should be posted. The use of a course syllabus or curriculum along with a course outline is helpfully for the learner to comprehend the direction of the course. The syllabus /curriculum informs the learner the expectance the instructors for the course and of the learner. The learner will be informed of assignments, exams, and online attendance guidelines set by the school and /or instructor.
A course outline agenda informs the student of weekly or unit work. When building the outline for each unit use a scaffolding or a building block pattern.
The first unit should be fundamentals or foundation of the course, as in building a house each unit should support each other. You can’t build the roof of the house without the firm foundation and walls.
Breaking up unit plans into small chunks of information will enable the learner to manage knowledge in a timely matter. Which goes along with building blocks of the material, giving the learner time to understand and demonstrate the material in assessments as the next module is being introduced.
Use of building or scaffolding and chunking unit plans will aid the learner in being successful by:
Start here with a welcome, course expectations and schedule.
Build the units starting with a foundation of fundamental core knowledge of course.
Build new knowledge from that core fundamentals.
Use small units of information making manageable chunks for the learner.
Digital age is here, instructors will have to the growth mindset to a create, analysis, and reflect the needs improvement and success.
Expected Evidence Learners Master Course Goals / Concepts.
The desired results are the learner can comprehend the elements required to complete an accurate and efficient medical history, test vision at distance and near vision, understand the working parts of the lensometer, to bring neutralizing glasses prescription after the first week. These are basic building blocks in completing of a full eye exam, the end goal and finished product of the course.
Learning experiences and Instruction:
Readings and Videos assigned will support the learners in preparation for class/lab activities. The prepared learner will be active and able to move through lab activities efficiently.
Four Assignments provided in Blackboard (LMS coursesites). Two assignments will be submitted in Bb as well as bring the hard copy to class / lab.
· Patient Health Form Assignment
o Will aid the student in starting their mock patient medical history
o Give a base line of medical problems for mock patient
· Labeling Lensometer
o Will aid the student in recognizing parts and functions
o Hands on with lensometer
A discussion board assignment opens Week 1 consist of a JCAHPO (Joint Commission of Allied Health Personnel in Ophthalmology) webinar on the “Write way to scribe.” The learners must watch the video then discuss points learned and bring forward into the lab activities.
Demonstration by Instructor will be but not limited to the following:
- Taking a complete medical history on a mock patient.
- Testing Visual acuity: Distance and Near, Adult vs. Pedi, With and without correction (glasses/contact lenses) and projector chart vs. wall hanging chart.
- Neutralizing a single vision glasses prescription (Rx) with lensometer.
- Performing an auto-refraction on the mock patient.
- Review correct documentation in a medical record.
Learners will complete, turn-in medical record work-up form for feedback at the end of 6-hour lab week the following:
- Mock patient’s medical history, visual acuity readings and auto-refraction reading on at least two patients.
- Neutralization of at least three pair of single vision glasses.
The Lab is fully equipped with eight exam rooms with a lensometer for each room and 3 auto-refractors.
Sixteen learners are paired-off into the eight exam rooms to:
Assess the exam room equipment: lensometer, visual acuity tools and chair
Complete their mock patient’s (1 Tech + 1 Mock Patient)
· Medical history
· Check visual acuity
· Neutralize a pair of glasses
After 40 minutes, the learners will rotate roles. After the 2nd 40 minutes, one student will rotate to pair up with a different student and exam room.
Each week 3-5 more skills will be introduced to add to the mock patient’s exam.
References
Bates, A.W., (2015), Teaching in a digital age. Tony Bates Associates LTD. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Cox, J., (?), 5 Scaffolding teaching strategies to try today. Retrieved from http://www.teachhub.com/5-scaffolding-teaching-strategies-try-today
Bloom, B., Englehart, M., Furst, E., & Krathwohl, D.,(1956). Taxonomy of educational objectives,handbook I: The cognitive domain. Longmans Green, New York./
Dewey, J., (1910). The experimental theory of knowledge. Oxford University Press on behalf of the Mind Association. URL: http://www.jstor.org/stable/2248329
McDermont, J.J., (1981). The philosophy of John Dewey. Chicago: University of Chicago Press.
McLeod, S., (2009, update 2017). Jean Piaget. Retrieved from https://www.simplypsychology.org/piaget.html
McTighe, J., (2016). UbD template Retrieved from https://jaymctighe.com/resources/downloads/
Morrison, D., (2014). Why online courses (really) need an instructional design strategy. Retrieved from: https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/
Morrison, D., (2013). How to design an excellent online course. Retrieved from https://onlinelearninginsights.wordpress.com/2013/12/09/how-to-design-an-excellent-online-course/
Scaffolding for Student Success, Published by: Inspiring Education 01.2015
YouTube URL: https://amara.org/en/videos/NltxJmWxljmq/info/scaffolding-for-student-success/