Instructional Design Tips for Online Learning
Category 1 - Learner Support and Resources
A. Information about being an online learner
____ Tips for being a successful online student
____ Quiz to self-assess readiness to be an online student
____ Link to Library resources
____ Instructions for how to conduct online research
____ Instructions on how to write a research paper
____ Guidelines for APA/MLA format of papers and/or citations
____ Link to the testing center
____ Link to campus remedial resource center
____ Link to student disability resource center
___ Link to the latest software neccessary used in the course (i.e. quicktime player, flash player, java)
____ Information/tutorials on how to use software required by class assignments
____ Contact information for technical support or Help Desk
____ Checklist or other method for common troubleshooting tips
____ Minimum computer hardware and software requirements
____ Tips for avoiding and dealing with computer viruses
____ Sources for any required plug-ins (and links)
____ Tutorial(s) or job aids for how to use the LMS tools
____ FAQs for LMS
____ Netiquette guidelines
B. Course specific resources
____ Contact information for the instructor
____ Contact information for academic department or advisor
____ Information on additional related courses
____ Pre-requisites of course
____ Link(s) to Bookstore(s) to order textbooks or other instructional materials
____ FAQ site on course information
____ Estimated amount of time needed for completing course requirements
____ Resources supporting course content
____ Link(s) to web sites with supporting information relevant to course content
____ Link(s) to web sites of organizations or associations related to course content
____ Glossary of terms or links to definitions of new vocabulary
____ Link(s) to learning objects (external to course, such as MERLOT)
C. Resources supporting course content
____ Link(s) to web sites with supporting information relevant to course content
____ Link(s) to web sites of organizations or associations related to course content
____ Glossary of terms or links to definitions of new vocabulary
____ Link(s) to learning objects (external to course, such as MERLOT)
Category 2 – Online Organization and Design
A. Course navigability and organization
____ Syllabus is easily located
____ Links to other parts of the course or external sources are accurate and up-to-date
____ Instructional materials required are easily located
____ Numbers identify sequenced steps; bullets list items are not prioritized or sequential
____ Course content is organized in a logical format
____ Topics are clearly identified and subtopics are related to topics
____ Sequential (vs. concurrent) topics are annotated with dates
____ Course schedule is available in a printer-friendly format for student convenience
____ Organization and sequencing of the course content is logical and clear
____ Resources are separated into “required” and “optional” categories
B. Syllabus includes
____ Course objectives
____ Course completion requirements
____ Expectations of students’ participation, honesty, etc.
____ Timeline for student participation is clear
____ Faculty member(s) introductory information
____ Expectations of availability of and turnaround time for contact with instructor
____ Course schedule is summarized in one place
C. Aesthetic design
____ Typeface is easy to read
____ Sufficient contrast between text and background makes information easy to read
____ Appropriate images supporting course content add visual interest
____ Design keeps course pages to a comfortable length with white space.
D. Consistency in course
____ Layout of course is visually and functionally consistent
____ Navigability is clear, simple and user friendly
____ Spelling and grammar are consistent and accurate
____ Written material is concise
____ Language of written material is friendly and supportive
____ Clear directions are given for each task or assignment
____ Sentences and paragraphs brief
E. Universal accessibility
____ Universal accessibility concerns are addressed throughout the course, including transcripts of any non-text objects
____ Images are optimized for speedy display and include alternative text
____ Alternative formats of materials provided, when possible (e.g., optional print packet of extensive reading materials, CD of audio clips used in course, etc.)
____ Use of color adds interest but does not disadvantage those with color blindness
Category 3 – Instructional Design and Delivery
A. Promote interaction and communication
____ Students introduce themselves
____ Students are encouraged to respond to classmate introductions
____ “Ice-breaker” activity to get acquainted
____ Instructor introduces himself/herself to model interaction
____ Students’ input is not evaluated as “right” or “wrong”
____ Netiquette described and enforced
____ Student participation is tracked and “wallflowers” drawn in to the discussions
____ Students are prompted by facilitator to expand on relevant points
____ Facilitator may play “devil’s advocate”
____ Reading and writing requirements are consistent with student abilities and course unit load
B. Goals and alignment to learning objectives
____ Pace of delivery of course content is managed
____ Course content is “chunked” for more manageable learning
____ Instructional design is made clear (e.g., is it self-paced, or group-paced)
____ Expectations for synchronous vs asynchronous activities are clearly spelled out
C. Learning objectives and activities are integrated
____ Reading assignments match learning objectives
____ Activities lead to learning desired concepts
____ Tasks and activities are designated as synchronous or asynchronous; sequential or may be completed in any order (clarified)
____ Instructional material may be reviewed repeatedly (built-in redundancy)
____ Summary provided frequently, particularly at the end of topics, to reinforce learning
D. Activities to enhance student learning (addressing multiple learning styles)
____ Video clips of interviews, movements
____ Historical audio clips of famous speeches
____ Screen animations for instructional exercises using software
____ Personal interview reports
____ Crossword or word search puzzles
____ Matching and game-show-style trivia games
____ Online scavenger hunt / WebQuest
____ Annotated bibliography
____ PowerPoint presentations as assignments
____ Flash simulations
E. Activities to develop critical thinking and problem-solving skills
____ Discussions center on questions without a single correct answer
____ Compare and contrast exercises
____ Case studies
____ Critique classmates’ assignments
____ Collaborative exercises
____ Portfolios (building one activity upon another) to share/peer review
Category 4 – Assessment and Evaluation of Student Learning
A. Assess student readiness for learning
____ Pre-requisites are defined and enforced
____ Acceptable methods for completing assignments are identified (group work, open book, etc.)
____ Consequences of cheating or plagiarism
B. Assessment activities are aligned with learning objectives
____ Criteria used to evaluate participation in online discussion groups
____ Study questions
____ Quantity and scope of graded assignments is reasonable
____ Authentic assessments
C. Multiple assessment strategies
____ Students’ bibliography or reference list includes a variety of materials such as URLs, books and journals, and videos
____ When possible, options among assignments are provided to allow for different interests, backgrounds, and personal learning styles
____ Students are not assessed solely on tests/quizzes but are provided ample opportunity to demonstrate proficiency in different ways
D. Regular feedback
____ Rich and rapid feedback – self-grading assignments released immediately
____ Frequent and substantial feedback from the instructor
____ Samples of assignments illustrate instructor’s expectations
____ Detailed instructions and tips for completing assignments
____ Due dates for all assignments
____ Rubrics for all assignments identify assessment guidelines
____ Grading scale
____ Instructor models assignment
E. Self-assessments and peer feedback
____ Self-tests similar to the final evaluation instruments
____ Students pose discussion questions, respond to others’ discussion topics, later post
answers to their own questions and respond to others’ comments on their discussion
topic
____ Peer review opportunities
____ Students apply rubric to their own work and describe/defend their score
____ Clear guidelines for peer review, if applicable
Category 5 - Innovative Teaching Technology
A. Appropriate tools to facilitate communication
____ Discussion boards
____ Synchronous “chats”
____ Email
____ Listserv
____ Teleconferencing
____ Group discussion areas, when appropriate for group activities
____ Instant messaging
B. New teaching methods
____ Instructor is open to trying new methods of delivery of instruction
____ Instructor is open to accepting new methods of students preferred learning styles
C. Multimedia elements
____ Flash animations
____ Tutorials with screen captures and voice over
____ Audio clips
____ Graphics
____ Video clips
____ PowerPoint presentations
____ CD-Rom or DVD supplemental materials
____ Other learning objects, simulations or interactivities
D. Engage students throughout the course
____ Students off-campus with modems are provided with low-bandwidth alternatives for downloading media.
____ Technology is used to engage students in learning, not just for viewing but for interacting with other students or with the course content
Category 6 – Faculty Use of Student Feedback
A. Course content
____ Evaluation survey at end of course
____ Student input sought at regular intervals
____ Open ended questions
____ Students falling behind are prompted to determine what might be delaying their progress
____ Students prompted to find web-based resources supporting the topic to share with classmates; the highest quality resources incorporated into the course
B. Online technology
____ Instructor has an open door to students to point out flaws of delivery of instruction using technology
____ Instructor solicits feedback on how delivery can be more effective for student learning (e.g., a Discussion Topic for Feedback)
C. Instruction and assessment
____ Instructor is willing to modify course (live) as needed to improve or fix inadequacies
____ Instructor is able to modify elements (e.g., fix bad quiz questions, extend deadlines, review methods of achieving course objectives)
NOTE: The original Instructional Design Tips for Online Learning was developed by Joan Van Duzer of Humboldt State University to be used in conjunction with the Rubric for Online Instruction developed by CSU, Chico, c 2002. It has been developd as a wiki by IDEAL for future development.
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