Instructional Design Model at JHU/SOE

With Effective Practices

Iterative, User-Centered, Approach to Design (CTE/JHU model)

By using the ADDIE model, the Dick and Carey Model, or even the Kemp model, we integrate the iterative process of prototyping, then we add the user-centered circular nature of community development design; we are able to suggest an ID model that is flexible, creative, and non-linear.

Start with Program Planning

  • If this course is part of a new program, program outcomes will be developed first. Individual courses will map to the program outcomes and assessments, if specified. Then, course developers can follow the Model Process below.The Model has seven stages to guide the development, implementation, and evaluation of the course.

Stage 1: Identify Context

Tasks / Effective Practices
  • Identify course logistics (name, length, credit, certificate, or degree program, etc…)
  • Identify intended audience.
  • Identify mode of delivery, online, blended, or web-enhanced, then percentage of content delivered online versus face-to-face.
  • Map out instructor requirements (knowledge, experience with online teaching, etc.)
  • Identify technology needs and requirements.
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  • Design for active and effective learning.
  • Needs of the students and faculty are considered when creating courses.

Stage 2: Determine Intended Learning

Tasks / Effective Practices
  • Identify course objectives and outcomes.
  • Consider:
  • Enduring understandings
  • Important to know and do
  • Worth being familiar with
  • Identify key understanding you want students to know about general course topics (aligned to outcomes).
  • Identify observable and measurable actions students need to do to reach key understanding.
  • Map course learning outcomes to program outcomes.
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  • Objectives are clear and state what must be done in each session.
  • Content is directly related to objectives and learning outcomes.
  • Learning outcomes state expectations for the course that are clear and measurable.
  • Needs, learning goals, and learning styles, are considered in design.
  • Desired learning outcomes are stated in the syllabus.
  • Learning outcomes should be mapped to program outcomes.

Stage 3: Plan Assessments

Tasks / Effective Practices
  • Design authentic, meaningful assessments for students.
  • Ensure direct connection between assessment tasks/ activities and course outcomes.
  • Write clear, detailed step-by-step instructions for each assessment including how to complete and how to submit.
  • Develop assessment criteria – identify the product that students will create.
  • Develop rubrics.
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  • Assessments are mapped to learning outcomes.
  • Design for Active and Effective Learning - Specific assessments for each learning outcome are stated in the course overview.
  • The relationships between course learning outcomes, evaluation strategies, course assignments, and the final course grade are evident to the learner.
  • The number of assignments and their due dates are reasonable.
  • Evaluation and grading procedures are clear and explicit.
  • Students are informed about the criteria that will be used to evaluate their participation in online activities such as discussion groups.
  • Include a Course Engagement/Participation assignment that encompasses individual participation in whole group and team activities. In the assignment directions, explain posting requirements including a definition of a substantive posting.
  • Formative assessment is important to gain feedback on student progress.
  • Summative assessment is important in order to maintain the credibility of the course.
  • Have a balance and variety of formative and summative assessments.
  • Provide students with opportunities for self-reflection and self- assessment.
  • Provide opportunities for peer feedback.
  • Develop rubrics with measurable and observable behaviors to be shared with students up front.
  • In the blended environment, assessment may be conducted online or face-to-face, depending on the nature of the assessment and the age and maturity of the target population.

Stage 4: Outline Course

Some of the practices in this stage overlap with Stage 5: Develop Sessions, and/or are further refined in Stage 5.

Tasks / Effective Practices
Map out a broad plan of the course to outline the sessions
  • Add session topics, objectives, and assessments into the broad plan.
  • Brainstorm content,activity ideas and resources to allow students to be successful on the assessments.
Develop:
  • The course syllabus
  • An accurate indication of how the material is arranged and how to navigate the course (What to Expect)
  • Course Protocols
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  • Trust is important for establishing social presence and may be accomplished through interaction. Social presence is established through open communication and collaboration between the students.
Content / Organization and Design
  • A Community Building activity is included at the beginning of the course such as a Get to Know You activity. This may take place in a face-to-face session.
  • A teambuilding activity is included at the beginning of the course (if teams are used).
  • Content is appropriate to the students’ learning styles, level of maturity, prior knowledge, and experiences
  • Topics of instruction within each course are divided into units, sessions, or modules
  • The number of activities is not overwhelming and in any way a hindrance for the natural progress of the class; they are sufficient for supporting learning.
Activities:
  • are designed for collaborative learning
  • facilitate peer-to-peer interaction and help students learn from each other
  • should allow students to apply their learning
  • encourage critical thinking, creativity, and problem-solving
  • canbe introduced in order of difficulty
  • can be successfully completed within the time frame given.
Activities should build and maintain a sense of community (collaborative group activities, individual student profile, etc.).
  • The organization of the sessions is consistent throughout the course, and should include:
  • Session Introduction that includes objectives
  • Readings, Resources, Video Lecture
  • Activities (includes discussion) and Assignments
  • Balance of Individual, Team and Whole Group activities
  • Universal Accessibility: Consideration is given to learners who may have physical or learning challenges.
  • The organization or sequencing of the content is appropriate for the subject matter and the intended audience

Stage 5: Develop Sessions

Tasks / Effective Practices
  • Write detailed session directions that include step-by-step instructions for how students will complete activities. Include objectives, the agenda/topics, and materials.
  • Develop a sessionoverview.
  • Incorporate community building and teambuilding activities, where appropriate.
  • Illustrate the flow of activities and instructional methods.
  • Identify content delivery methods and align to activities.
  • Create lectures where needed.
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  • Appropriate instructional strategies and technologies are used to fit the content.
  • Links to other parts of the course or external sources of information are accurate.
  • Provide consistent design across sessions:
  • Introduction (includes session objectives)
  • Readings, Resources, Lectures
  • Checklist of Activities
  • Clear instructions should be written on how to complete activities along with an engaging introduction that provides context for the activity.

Design for Consistent Language

Language used is clear and direct.

  • Naming conventions throughout are consistent.
  • Sentences and paragraphs used are brief and to the point.
  • Bullets or numbers are used for instruction or directions.
  • Language used is supportive and encouraging.
  • Terms used are consistent. For example if the instructor refers to a component of the course as a Week, the word Week is be used throughout the course.
  • Abbreviations and symbols are defined or rarely used.
  • Bullets, dashes, and numbers are used consistently.
  • Spelling and grammar are consistent and accurate.
  • Assignments follow the same naming convention as the other courses in a program.
  • Readings and resources are referenced consistently.

Stage 6: Course Structure / Set Up

Tasks / Effective Practices
  • Create Course Site using a template provided on the LMS of your choice.
  • Design consistent navigation.
  • Populate content in course site.
  • Enhance course site with images and multimedia, where appropriate.
  • Prepare Gradebook and Discussion forum and set up information.
/ Design for Usability
  • The course needs to be consistent in font, layout, and spacing.
  • The course layout is appropriate for the content and intended audience.
  • If applicable, the layout is consistent with other courses in a program.
  • Navigational icons or cues are used consistently.
  • The format is uncluttered and includes white space.
  • Buttons or text links depict clearly the content.
  • Unused buttons or links are removed.
  • A course banner is included to differentiate courses and give them a personal appeal.
  • Links are checked frequently and non-working links updated or removed.
  • Ensure that media is accessible for users with different platforms and bandwidths.
  • Provide transcripts for video and audio files.
  • Meet ADA and Section 508 guidelines.

Stage 7: Deliver Course

Faculty Responsibilities – Best Practices

  • Make sure students create their own profiles. Ask them to add some personal information and to be consistent with the identity they project. Participants are more comfortable and more likely to respond and bond with other participants with a trusted persona.
  • The instructor includes a bio with some personal information.
  • The instructor communicates availability to students and meets with them as needed.
  • Effectively use and model various technologies (audio feedback, video announcements, etc.).
  • Set up teams for collaborative team activities.
  • Use a positive, constructive tone in all communications.
  • Use humor, as appropriate.
  • Even though the instructor is always supportive of the students’ learning, he/she may want to impress upon them that they will be more successful if they are active in their own learning.
  • In the face to face environment ties and connections are easily created, however, constructive criticism is best done online, because students are less likely to critique each other face to face, but more willing to offer it online in an asynchronous setting.

Design for Effective Discussion

  • The discussion board may include a separate forum from the class discussions for socialization (e.g., Café, Water Cooler etc.) if students interact online over extended periods of time. If an area for social connections is created, it will allow serious discussions to be conducted in the main course discussion areas when online.
  • The discussion board includes one forum separate from the class discussions for asking course-related questions; (e.g., ask the professor etc.), this way all students benefit from the answers given.

Faculty Discussion Participation

  • Instructor should have a presence, refrain from dominating the discussion to let it flow, and participate as needed in order to change the direction of discussion if needed or to correct some misconceptions.
  • Instructors draw upon their own experience and knowledge base in helping to guide the students in their thinking.
  • Instructors ask extending questions to encourage critical thinking, and help students make connections to real-world examples.
  • Encourage students to respond to each other, with complete and constructive responses.
  • Post an overall reflection on the discussion, add ideas or thoughts that did not arise in the discussions.
  • As needed, provided guidance and feedback on team discussions and activities.

Feedback on Assignments and Activities

  • Constructive, relevant, and frequent feedback is provided to promote clarification, elaboration, and transfer. Provide feedback to students on performance early and often.
  • Respond to emails within 48 hours. If longer let the students know.
  • Assess contributions to all course discussions, including team discussions.
  • Give timely feedback on all assignments, graded or ungraded (i.e., within a week).
  • Provide detailed feedback for any loss points.
  • Communicate individuals’ feedback privately.
  • Praise the class with feedback publicly.
  • Share rubrics for all assignments at the start of the course.
  • Use rubrics to grade assignments.

Evaluations

  • Informal course evaluation is conducted by the instructor within the course and is intended for information gathering about the effectiveness of the course and student satisfaction.
  • Informal course evaluation is conducted mid-semester, and prompts the instructor or design team to make changes in the course according to the results.
  • The instructor may want to perform informal end of semester focus group and discussion for course evaluation. The results will prompt a redesign of the course if needed.

Course Updates

  • It is advisable to pilot the course before implementation in order to redesign if needed.
  • The course is reviewed by experts in content and design.
  • In following semesters, the course is updated in order to stay current in both content and technical aspects.
  • Sessions may be redesigned and updated according to student feedback and performance.

Johns Hopkins University School of Education

Center for Technology in Education

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