Instructional Design in Online Learning (EDLD 5318) is the seventh course in Lamar’s Digital Learning and Leading program. During the five weeks of this course, I have planne and built a fully online course intended as a guided, five-week, professional development course for faculty about the benefits and uses of ePortfolios in higher education. In order to prepare undergraduate students to successfully enter the global workforce, faculty (learners) will identify and demonstrate effective uses of ePortfolios to create authentic assessment opportunities, promote digital fluency, and provide avenues for undergraduate students to showcase what they have learned during the course of their education.
In addition, I was given the opportunity to study and review many of the main instructional design theories or models. One of the most interesting theories described by Bates was the Online Collaborative Learning (OCL) theory. “OCL theory provides a model of learning in which students are encouraged and supported to work together to create knowledge” (Bates, 2015, p. 119). Since my course is designed to be a faculty professional development course, I wanted to be sure that conversational learning was a major part of my course design. To accomplish this, many of my weekly activities contained discussion boards with prompts that were designed to help promote scholarly discussion among participants.
I used the UbD principles in the overall course design, but also within each module. The first page in each module is an introductory page. This content page serves as a general overview or guide for the content in this module. It also lists the module objective, purpose for the module, and a brief agenda that previews the upcoming sections in that module. By starting each module focused on the objective, I was able design lesson activities and provide resources in support of that objective.
The following posts are part of EDLD 5318 – Instructional Design in Online Learning.
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