template for sections

Introduction

The course is designed using a constructivst approach. Students create products based on an application of the course material. All but the ISD project and the individual learning journals are group collaborative projects. Students address case study solutions in discussions. In these discussions they are exposed to multiple perspectives in solving instructional design problems. Students are assessed on their participation in online discussions and learning journals, a facilitated discussion, an instructional system design project that includes draft assignments, and an online learning design project.

Course Module Interactive Menu

The course module interactive menu is designed to graphically represent a complex set of content modules and their relationship to one another. The first ring is the main sections of the course, and the second spiral is the modules that are related to those main sections. The second spiral goes from small to large to represent how the course builds on each of the modules to make a whole class. The color choices were made to reinforce the relationships between the main sections and the modules. The graphic is designed using Flash 5 and requires a Flash plugin that can be obtained from Macromedia. Most browsers have a Flash plug-in installed with the browser.

In the sample module, the only module that is available for viewing is Task. To access a module, the students click on module.

Template for Modules

Each module is a summary of the main concepts for the module. An example of the summary for the Task Module can be seen by clicking on this summary link.

Each summary module includes:

A graphic and color representation representative of the course content menu.
Title of the Module.
Module objectives.
Search words.
Related links.
Summary of the major points covered in the module.

Accessing Information Through Learning Objects

The course design is unique in that it uses learning objects within a course management tool. Learning objects are instructional pieces that can range from an image to an entire course or program. In the course, I have created and coded learning objects to support learning modules. Students can choose which of the learning objects they would like to use to inform their study of a module. Information is applied to their various course projects.

To access additional information on a topic, the students click on the Search link on the Course Menu on the left in WebCT.

Students type in one of the search words suggested in the summary module. When "task" is typed into the Contains text box and the Search button is clicked, several learning objects or files become available for the students to choose from.

Students can choose any number of files depending on how they want to explore the topic. Students will explore the objects based on interest or need. The objects are designed to assist students in their projects. Some may be interested in reading all of the learning objects or others may choose those sections they feel weakest.

Projects

Interactivity

Collaboration is an important part of a constructivist approach. Collaboration is built in student interaction between students and the instructor using an asynchronous bulletin board (Discussions) and email as well as synchronous chat and whiteboard.

Email: offers both one-to-one and one-to-many communications in a more personal space.
Discussion space: The bulletin board is used for overall course discussion interactions (Annoucements, HELP, Assignment Questions, Student Cafe (a social space), and Good Resources. Student discussion assignments and case studies have both a small group and overall course discussion components. Students are assigned to both a small group of three and a larger group of six.

Evaluation of Design

The design will be piloted this Fall (2001). Formative evaluations as well as focus groups and learning journals will be used to assess and modify the design.