Instructional Design Process
This is an outline of the types of questions that can help in the instructional design process, primarily for courses involving web-based materials. It is based on the ADDIE Instructional Design Model.
Analysis
Who is the audience?
- knowledge background re the course
- technical background
- access to computers & any required software
- access to internet
- demographics (age, program, semester, etc.)
- previous exposure to web-based materials
- language levels
- self-direction, motivation
- learning styles
- what are their goals
What do they need to learn?
- is the course primarily cognitive learning, skills-based learning, etc.
- is there a lot of factual content
- is the course experiential learning
- is the course based on group discussion
Why do the students need to learn the material in this course?
How is this course related to their overall program and specifically to
other courses in their program?
How is the course currently taught (eg. lectures, tutorials, resources,
etc.)?
What are the delivery options?
- classroom with web-based supplemental materials
- blended learning
- fully online
- using LMS (learning management system, My.Seneca)
Do the students need specialized equipment, materials, etc. to
learn the content (eg. underwater diving equipment, nursing supplies,
etc.)?
What constraints exist? (eg. media resources, budget, etc.)
When is the project to be completed?
Design
What are the outcomes for the overall subject?
What are the logical "modules" for the course (can call these units,
lessons, weeks, etc.)?
What are the outcomes for each module?
How will each module be structured, eg:
- outcomes
- introduction
- key terms
- resources
- key issues (main content)
- textual, multimedia content presentation
- activities including discussion topics, interactive exercises, etc.
- summary
- self-quiz
- checklist
How will each learning outcome be assessed?
Can some of the assessment be peer-assessment?
What resources do students need to learn?
- textbooks
- existing web-based materials (eg. educational websites, publisher websites, etc.)
- new web-based materials
- existing multi-media (eg. video, audio, learning objects, publisher interactivities, etc.)
- New multi-media
What learning activities will support learning the outcomes?
Will students perceive these learning activities as "meaningful" to them and their goals?
Can students be presented with options in terms of learning activities?
What media elements would most effectively help students learn?
What media elements are within "budget"?
What instructions will students need throughout course (use clear, explicit, and friendly language), eg:
- "Welcome to the course" document
- General information about online learning, technology requirements, resources available to students for technical help
- How to access the course (URL, login & password info) and how to navigate through it
- Expectations (teacher & student)
- Subject outline
- Resources such as library facilities, etc.
Development
Can existing resources/media be used (bought, licensed,
borrowed, etc.)?
What new media needs to be created (and therefore what skills sets will
be required to develop the media)?
Will students be able to access the media effectively?
What will the navigation scheme be?
Will students be able to find information easily and intuitively?
Will students know "where they are" in the web-based course materials
at all times?
What graphical elements will be used throughout the course?
How can the course be developed for easiest maintenance?
How will students interact with the materials?
How will students interact with each other?
What communication tools will be included?
Are there activities to support various learning styles?
Does the course meet W3C accessibility guidelines?
Does the course conform to usability standards?
Does the course conform to institutional (and/or consortium-based)
standards?
Implementation
Do students have the information they need to access the course?What supports are available to the students?
Do the technical support areas need any special information about the course to effectively support students?
Are the instructions in the course clear?
Do the students know what they need to do at each point in the course, and when assignments and other assessments will be due?
Is the teacher facilitating the course at the "right level" for the students (ie. Do they have enough guidance, can they do with less guidance and take on greater responsibility, etc.)?
Are the students getting the feedback and encouragement they need, both in terms of amount and timeliness?
Are the students able to learn?
What obstacles are the students experiencing?
Are students provided with sufficient opportunities to practice?
Evaluation
...of Students:
Are students provided with both formative and summative feedback?Are students being evaluated appropriately to reflect the learning outcomes?
Are students being encouraged to "stretch" their learning to a higher level (ie. Bloom's taxonomy)?
Are students being encouraged to draw on their previous knowledge and experiences?
Are students being encouraged to apply their learning in their own lives?
...of the Course:
Did the students achieve the learning outcomes?Did the learning materials support students' learning?
Were the web-based materials and activities effective?
Were students surveyed to provide feedback on the course materials? (consider an opportunity for students to provide anonymous feedback)
What obstacles were observed during the course?
What can be done to remove these obstacles?
Did the course materials place appropriate emphasis re the subject learning outcomes?
Did the activities, assignments, tests, etc. effectively assess students' learning?
