Web Teacher: Diane K. Kovacs Jennyfur11 1

Online Teaching and Learning* Step 1. Needs Assessment and Instructional Goals Step 2. Instructional Analysis (aka Task Analysis) Step 3. Entry Behavior and Learner Characteristics Step 4. Performance Objectives (aka Learning Objectives) Step 5. Instructional Strategy: a. Preinstructional Activities (Motivation) b. Information Presentation c. Learner Participation d. Testing, Assessment, and Evaluation of Performance Objectives e. Follow-through Activities Step 6. Planning Instructional Materials (aka Learning Objects) Step 7. Formative Evaluation *I developed these very practical instructional design steps by merging Robert M. Gagne's steps for instructional design with my own formal Web site planning and design process – “Plan First; Design Next; Implement Last; Repeat” - and is influenced by ideas from other instructional designers and experience. 2

Step 1. Needs Assessment and Instructional Goals Step 1. Needs Assessment Questions to be asked and answered: Entry Behaviors What specific skill and knowledge must the potential Learners already have to successfully learn from the planned instruction? (e.g., prerequisites) 3

Step 1. Needs Assessment and Instructional Goals What social milieu(s) do the learners represent? What kinds of employment Step 1. Needs Assessment Questions to be asked and answered: Learner Characteristics What cultural milieu(s) do the learners represent? What countries, ethnic origins, kinds of residential areas, religions etc. do they participate in? 4

Step 1. Needs Assessment and Instructional Goals Step 1. Needs Assessment Questions to be asked and answered: What kinds of materials exist already to support the instruction? That is re-usable Learning Objects, courseware, etc.? 5

Step 1. Needs Assessment and Instructional Goals Step 1. Needs Assessment Questions to be asked and answered: Will a asynchronous or synchronous teacher presence be required? 6

Step 1. Needs Assessment and Instructional Goals Step 1. Instructional Goals Development Process: An instructional goal is a general statement based on the needs assessment. A goal statement may involve a statement of domain of knowledge: verbal information, intellectual skills, psychomotor skills, and attitudes. The goal statement guides the development of the specific performance or learning objectives. 7

Step 1. Needs Assessment and Instructional Goals Step 1. Instructional Goals Development Process: That is share the goals with thelearner(s) and other interested people to get their feedback; alter the goals, then re-review with them until consensus or compromises are reached. Brainstorm with colleagues, potential learners, managers, and other interested individuals. 8

Step 1. Needs Assessment and Instructional Goals Step 1. Instructional Goals Development Process: Are the goals measurable? How? 9

(aka Task Analysis) A thorough and detailed Instructional (or Task) Analysis will be needed for Steps 4, 5 and 6 Diagramming can be useful; start with general concepts and branch off into more specific concepts down to specific activities involved. 10

Step 3. Entry Behavior and Learner Characteristics Some options for Discovering and Describing Entry Behaviors and Learner Characteristics: Pre-define them. (e.g., course requires certain entry behaviors and learner characteristics Pre-training survey of skills and concepts Pre-training testing of skills and concepts Show of hands in class survey Class size 11

Step 4. Performance Objectives (aka Learning Objectives) What will the learners be expected to actually do to demonstrate they have met the specific skills and knowledge that are the goals of the instruction? Begin to consider how will the performance objectives be measured? 12

Step 5. Instructional Strategy Step 5 involves reviewing all that you’ve learned and described so far in preparation for Step 6.  Planning Instructional Materials (aka Learning Objects) in these areas: Pre-instructional Activities Information Presentation Learner Participation/Interaction Testing, Assessment, and Evaluation Follow-through Activities 13

Step 5. Instructional Strategy Pre-instructional Activities -Review all that you've learned and described in the the previous steps and make decisions about motivating learners to choose to participate in the teaching/learning. Consider: Motivation - How will potential learners be motivated to attend/participate in the training? Objectives - Review your instructional goals. What purpose does doing this instruction for a particular learner or group of learners serve? Review what do the learners need to know or skills they need to have *before* they begin the training? 14

Step 5. Instructional Strategy Information Presentation -Review the Instructional Analysis from Step 2. to decide the order in and mechanisms by which you will teach particular skills, concepts, etc. 15

Step 5. Instructional Strategy Learner Participation/Interaction -Reviewing all that you've decided so far and make decisions about what the learners will be doing during the learning/teaching process. For example: Listen to (or read) Lectures Read supporting books/articles/lectures Interact/communicate withteacher(s)/learner(s) Practice Feedback?  16

Step 5. Instructional Strategy Testing, Assessment, and Evaluation: How will learners be tested or evaluated? or How will their success or failure in achieving performance/learning objectives of the training be assessed? Will you give tests or quizzes? Papers or Essays? Projects? 17

Step 5. Instructional Strategy Follow-through Activities: How will you evaluate the instruction overall and whether the instructional goals are being met for the learners? How will you verify that the learning which took place is used on the job or transferable to future learning situations? How will instructional goals be measured or evaluated? 18

Step 6. Planning Instructional Materials (aka Learning Objects) Consider from your experience as both a learner and as a teacher:What Instructional Materials will you develop? Printed matter (text/graphics) - books, articles, handouts, transcripts, assignments, activities, etc. Web-based (online) text/graphics - books, articles, handouts, transcripts, assignments - these are most likely to be called 'learning objects'. Lecture - in-personhuman(s) speaking to group Web-delivered (various platforms) Lecture - onlinehuman(s) speaking in real-time Recorded Lecture distributed on external media. e.g., thumb drive, DVD, CD, VHS, cassette, etc.- recording of audio and/or video of a lecture previously delivered in-person or on-line in real-time. Recorded Lecture distributed through the Web 19

Step 7. Formative Evaluation Formative evaluation is the assessment of the success or failure of the instruction overall. Formative evaluations involve the following questions: Did the learners achieve the goals and objectives as described? Should the instruction be repeated with new learners? Was the teacher effective? In what specific ways? How could the teacher be more effective? Were the instructional materials or learning objects effective? In what specific ways? How could the instructional materials be more effective? 20