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Table of Contents:

The Final Framework:

  

Technology as Tool: Online Learning Design

Purpose: To raise questions about the learning design in relation to online delivery.

References: 40, 64

A. Learner Focus

  1. What prior experience does the learner have in relation to online learning?
    1. Do the learners must have the requisite skills to work effectively within this paradigm?
  2. How well do online resources support various approaches to learning?
    1. Does the provision of a range of media elements provide learners with the resources necessary to meet their approach to learning?
  3. What are the possible pathways through or sequencing of content?
    1. Do the strategies for online learning establish predefined pathways or enable learners to explore and discover different facets of the content? [Managing these options to minimise information overload becomes critical.]
  4. Is there provision for a range of outcomes going beyond predefined objectives?
  5. Are new forms of assessment being considered?
    1. Closely linked to outcomes, are new forms of assessment being considered for the online environment, such as collaborative understanding and concept formation?

B. INTERACTIVITY

How interactive is the instructional design with respect to:

  1. Learner: Learner?
    1. How are the exchange of ideas, resources and information between learners facilitated?
  2. Learner: Teacher?
    1. How are the exchange of ideas, resources and information between learners and teachers facilitated?
  3. Learner: Content?
    1. What are the means by which learners access and make meaning out of web-enabled content?
  4. Learner: Interface?
    1. What are the means by which learners access learning environments?
    2. To what extent are they successful in its navigation?
  5. Teacher: Content?
    1. How do teachers create and interact with content?
  6. Teacher: Teacher?
    1. What is the support provided for the community of teachers?
  7. Content: Content?
    1. To what extent are “intelligent agents” being employed to search and update content materials?

 

C. RESOURCES

The ways in which media elements are used and extent to which they are accessible will influence the individual components of learning design.

  1. How accessible are resources?
    1. Are resources organised in ways that make them easily accessed and located?
    2. Are resources separate from learning tasks?
    3. Are there intuitive and clear organisational strategies?
    4. Are resources accessible in a non-linear format?

 

  1. What is the currency of resources?
    1. Is the age of resources appropriate to the subject matter?
    2. Are resources, where possible, current and based on regular literature reviews by the lecturer? [Seminal works should not, however, be removed on the basis of age.]
    3. Is use of primary resources made wherever possible? [e.g., via HPM & linked websites; see http://www.clab.edc.uoc.gr/hpm/]

 

  1. Is there a richness of resources?
    1. Do resources reflect a rich variety of perspectives?
    2. Do resources represent a variety of views (including conflicting views) to allow learners the opportunity to assess the merit of arguments?
    3. Do resources provide for a range of perspectives?
    4. Are media are used to enrich data sources?

 

  1. Is there purposeful use of the media?
    1. Are the media suitable for the purpose intended?
    2. Are a variety of media used where appropriate?
    3. Is the ‘book on screen approach’ avoided?
    4. Are elaborated multimedia avoided when a simple diagram would be suitable?

 

  1. Are the resources inclusive?
    1. Do the materials demonstrate social, cultural, and gender inclusivity?
    2. Do the resources include a variety of cultural perspectives where possible?
    3. Do the resources avoid gender and culturally exclusive terms?
    4. Is there a separation of local and generic content to facilitate customisation and adaptation?

D. INTERFACE DESIGN

  1. Is there a reliable and robust interface?
    1. Are the materials accurate and error free in their operation?
    2. Is the site accessed reliably?
    3. Is the navigation and orientation seamless?
    4. Are there clear options for entering and accessing content and responses?
    5. Are there many forms of online support for learners?
    6. Is there user comfort and connectedness? [Has appropriate usability testing determined the extent to which users are able to work with the resources and make the necessary connections between content elements?]
    7. In what ways are users able to control the learning process and link the activities to their own learning requirements?
    8. Does the interface support the content structure? [Has the interface been conceptualised to be consistent with the content structure while maintaining acceptable standards?]
    9. Does the interface support the learning design approach? [What strategies have been employed to ensure that the mental model of the designer has been effectively communicated to the learner?]
    10. Can the learning environment be customised or individualised? [In what ways can the learner structure the environment to meet their own individual needs or preferences?]

 

  1. Are there clear goals, directions and learning plans?
    1. Are the unit information and expectations of student roles made clear?
    2. Can students find information on the website about the unit and its requirements?
    3. Do the unit structure make explicit the relationships between learning outcomes, resources, activities and assessments?
    4. Is instruction clearly placed and always available?

 

  1. Is there good communication?
    1. Does the program provide opportunities and encourage dialogue between learners and between teachers and learners?
    2. Are information and communication channels open and inviting for students?
    3. Are students encouraged to communicate with the teacher and other class members?
    4. Is the program accessible in terms of appropriate language use (including mathematical terminology, right level for learners, and even right language) and correct grammar?
    5. Aesthetics:How does the “look and feel” contribute to or detract from the communication experience?

 

  1. Are there appropriate bandwidth demands?
    1. Are the materials are accessible without lengthy delays?
    2. Have the graphics and other elements been checked for download times?
    3. Do the delivery formats employ strategies to optimise download times?
    4. Is the technology adaptable for handicapped users?
    5. Does it use appropriate plugins and bandwidth?

 

  1. Is provision made for equity and accessibility?
    1. Are unit materials and activities are accessible and available to all learners?
    2. Are course requirements and resourcing made explicit to students ahead of the course?
    3. Are websites are accessible to disabled students?
    4. Are students likely to be hampered by firewalls or geographically sensitive restrictions?

 

  1. Is there an appropriate corporate style?
    1. Does the program adopt a corporate/university style for websites to ensure a benchmark quality of presentation?
    2. Do those standards influence or constrain the preferred modes of delivery within the online context?
    3. Does the layout and presentation incorporate common elements on the homepage reflect the corporate/university style? (This should enhance rather than dictate a pedagogical approach.)
    4. Do fonts, resolution etc. conform to the corporate/university style where possible, but use alternatives when needed?