Instructional Design Online Learning
5318 Compilation Post
Developing this course provided a valuable opportunity to thoughtfully align learning outcomes, activities, and assessments in a blended learning environment, aiming to create a significant learning environment (CSLE) that empowers students through Choice, Ownership, and Voice with Authentic learning (COVA). While primarily teacher-led, the course gradually transitions to a student-centered experience where learners take more responsibility for their education, fostering deeper learning and self-reflection. The design aligns with my Innovation Proposal and is guided by the Outcome-Based Education (OBE) model, Merrill’s Principles of Instruction (MPI), and Fink’s 3 Column Table, emphasizing real-world learning and backward design to ensure an engaging, cohesive, and practical learning experience.
The instructional design for this course is based on Merrill’s Principles of Instruction (MPI), emphasizing task-based, meaningful learning through its five core principles: Demonstration, Application, Activation, Integration, and Engagement. These principles shape the course structure, ensuring active learning and real-world application. The blended learning model transitions from a teacher-led approach to a student-centered one, where students gradually take greater ownership of their learning through independent tasks and active participation. This hybrid format combines face-to-face instruction with online resources, offering both personal interaction and the flexibility of digital learning.
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The usability testing process significantly impacted the alignment of my course outcomes, activities, and assessments. One key insight was the importance of making the course more accessible and manageable for participants. The length of the survey and the requirement of a Google account limited participation, prompting me to streamline both the assessments and the tools used. While I received limited feedback from my target audience due to their busy schedules, I still gained valuable insights that led to adjustments, such as incorporating explicit grammar instruction, refining course content, and extending the course duration to allow for deeper engagement. Moving forward, I plan to design shorter, more accessible surveys and explore alternative formats to make the course more inclusive. These changes ensure that students not only meet the learning objectives but also apply their knowledge in practical ways, creating a more effective and cohesive learning experience.
Class Code 4vqeqvk
The course was developed in Google Classroom. The course is an online blended learning course for the Spanish class unit on La Escuela.
References:
American Council on the Teaching of Foreign Languages (ACTFL) Membership.
(2021a, May 18). World readiness standards overview. YouTube.
World Readiness Standards Overview
Athuraliya, A. (2023a, January 5). Top 7 instructional design models to create
effective learning material -. Creately Blog. https://creately.com/blog/education/instructional-design-models-process/
Harapnuik, D. (2018, June 19). Outcome-based Education vs Competency-based
Education. Outcome-based Education vs Competency-based Education
Harapnuik, D. (2020c, December 24). Assessment as Learning. YouTube.
Harapnuik, D. (2021b, September 19). EDLD 5318 Deeper Learning.
Kurt, Dr. S. (2022b, April 9). Merrill’s principles of instruction. Education Library.
https://educationlibrary.org/merrills-principles-of-instruction/