1. Welcome!
On an index card, jot down 1-3 questions that you would like answered by the end of this workshop

2. What are some benefits to web-based instruction?

3. Benefits to Web-based Instruction
Geographically unlimited
Flexible instruction
Increase access to faculty
Self-paced learning
Variety of communication opportunities
Increase access to faculty
Flexible instruction/access to course materials (24/7 on-demand coursework and communications)
Reusable digital components build over time
Geographically unlimited-- allowing users to participate while keeping their present work/living) Augmentation of physical class (extends the learning environment)
Self-Paced Learning
Variety of Communication opportunities

4. Challenges to Web-based Instruction
For Faculty?
For Students?

5. Challenges to Web-based Instruction for Faculty
Media production can be labor intensive
Learning curve to master technology
Time required for additional communication components
Anticipate user needs
Media production is labor intensive
Steep learning curve to master technology
Design must anticipate user needs
Technical challenges

6. Challenges to Web-based Instruction for Students
Learner has to be self motivated
Feelings of isolation if communication is limited
Technology requirements may be overwhelming if not planned appropriately
Learning curve for new users
Learner has to be self motivated
Feels of isolation if communication limited
Technology requirements may be overwhelming if not planned appropriately
Technical challenges

7. What should we consider as we design for the Web?
Level of Interaction
Learning Styles
User Technology Requirements
User Centered design
Make sure the course has a strong instructional design

8. Designing Web-based Training
Goals and Objectives
Students/Learners
Instructional Strategies
Evaluation

9. Objectives Shape the content of the training
Lets students know what is expected of them.
Improves efficiency
Makes the evaluation process more measurable

10. Writing Objectives Who are the learners?
What will instruction accomplish for them?
How will they apply what they learn?
What degree of success will they accomplish?

11. Ingredients of Effective Learning Objectives
Performance-- What will the learner do?
Condition-- under which the learner will perform
Criteria-- level of success
Every learning objective should have 3 ingredients:
1/ Condition: What are the conditions under which the learner will perform when training is complete
2/ Performance: The performance is the core of the objective. What specifically will the learner do?
3/ Criteria: By what standard will we ascertain whether the learner has achieved the objective? For example, “within ten minutes”
Ex: “Given an instructional problem (condition), the learner will be able to solve the problem (performance), at an 80% success rate (criteria).

12. Performance-- What will the learner do?
Don’t Use:
To know
To understand
To see
To apply
Use This:
To write
To solve
To sort
To identify

13. Condition-- can be identified by asking:
What will the learner be allowed to use?
What will the learner not be allowed to use
Under what conditions should the performance occur?

14. Criteria-- desired performance may be expressed in terms of:
Speed
Accuracy
Quality

15. Students / Learners Pre-course communication Online Student Profile
Learning Styles
Learning Environment
Get to know your students
Establish Rapport
Background
Prerequisite Skills and Experiences
Online Student Profile
What would you like to know about students?
What are the student’s needs?
Keep human contact
Learning Environment
office
home
line access
night/day (chats)
Learning Styles:
Visual
Auditory
Linear (step by step instruction)
Spatial (flat structure with all components mapped out).

16. Pre-Course Survey Get to know your students
Get answers to your unknowns
Determine Student expectations

17. Build a Community instructor to student student to instructor
instructor to class
student to class
student to student
Keep human contact.

18. Designing Instruction
Gain attention
Communicate Objective
Establish relevance
Pace instruction
Involve learners
Provide feedback
Assess performance
Retention/Transfer

19. Instructional Strategies
Variety!
Use Examples
Use Visuals
Level of Learner Participation
Collaborative Events
Communication/Discussion
Students learn best when they take ownership of the learning process
Level of Learner Participation
Involve students / Motivate students to learn
Variety!
Communication/Discussion

20. Activities student centered group centered
instructor feedback v.s. stand alone

21. Evaluation
Pre-test/Post-test
Student Satisfaction Survey

22. Building a Course Framework
The course framework are the are parts of the course that hold the course together and give it structure. It’s also sometimes called the shell because it protects and contains the valuable core.
They are the pages that describe and introduce the course, register learners, help administer the course, gather feedback, supply technical and administrative support, make individual topics easily accessible, and provide access to additional learning materials.

23. Design Considerations
Graphics
Color
Symbols/Icons
Be Consistent!

24. Think Accessibility! Page Organization Links and Tables
Images & Animation
Color

25. Pre-Course Considerations
Pre-course survey
Pre-test
Print Packets to be mailed in advance
Technology requirements
Course Instructions
Start establishing a rapport
Pre-survey--determine level of understanding prior to starting
Meet the students/What are their expectations of the course? Are they realistic?
Print Packets to be mailed in advance
Instructions of how to take the course
Pre-course Development: technology profile of users
Bandwdth /56.6/network access
Operating System issues-- PC and Mac Platforms
Comfort level with technology

26. Starting your Online Course
Introductions
Introduce the technology
Set ground rules
Explain the course structure
Get them engaged from the beginning

27. Post-Course Considerations
Post-test
Post Course Communication for Participants (ListServ)
Follow-up on longer term outcome measures

28. Don’t focus so much on the “box” that you forget to look outside it.

29. Thank You! Heidi Greer Distance Learning Coordinator
Southern Illinois University
Carbondale
Phone: 618/