Instructional Design Document Template by cali0998

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									Name: Nishele Lenards
Course: Instructional Design for Online Learning
Assignment: Final Project
Date: March 23, 2008

The course is titled Brachytherapy for Medical Dosimetrists and is delivered in a
sequence of courses in the UW-L medical dosimetry program. The course is delivered
entirely online via Desire2Learn. As with any healthcare program, there is a clinical
internship component to the program where they can acquire “hands-on” application of
the curriculum learned in the online classroom. The course curriculum is required for
part of accreditation as well as the formal education preparation for the national board

The students are part of an annual cohort that apply, interview, and are accepted on a
competitive basis. Students are located at various clinical internship sites throughout the
United States. The student age group ranges from 23-55 consisting of male and female
gender. There is some cultural diversity but more diversity in age gaps and learning
styles. Being enrolled in a healthcare program, students are learning didactic theory and
information and then using “hands-on” approach in the clinical internship environment.
The didactic/clinical correlation takes place continuously over the twelve month time
period in the post-professional certificate program. Overall, the program is based on
Malcolm Knowles adult learning theory and Kolb’s Model of Experiential Learning.

Supporting mechanisms are structures that are built into the online classroom which
help instructors with instructional design and help students learn within the online
environment. The table below includes a comprehensive list of supporting mechanisms
that are used for the Brachytherapy Course. A part of this list is used in unit 1 of the
course which will be described more in this project. It is important to note that the
syllabus used for this course is very comprehensive and includes: contact information
for instructor, description of the course, objectives, outline, course map, competencies,
text reading, computer hardware/software requirements, course requirements and
participation, disability notice, grading, academic misconduct, online classroom rules,
netiquette/discussion board tips, feedback schedule, discussion forum participation
rubric, weekly working syllabus, weekly checklist, wiki isotope project guide, wiki isotope
rubric, and wiki project grading.

                                                                   How will this support student
            Item                      What is it?
                                                                This provides a central source of information for
                                                                questions and answers they might have; support
                                                                   is provided by giving them the answers they
                                 comprehensive packet of
                                                                 need in the eLearning environment when they
                                information with everything
           Syllabus                                             may feel alone; the rubrics included provide the
                                 they need to know about
                                                                framework for what is expected for assignments
                                        the course
                                                                    and how grading will proceed; the learning
                                                                  objectives will establish what goals are set for
                                                                    the course and what the outcomes will be.
                                    assessment tool for
                                                                Rubrics inform the students of the expectations
           Rubrics               discussions, papers, and
                                                                   of the activity and how it will be graded.
                                                                 The monthly calendar layout provides a visual
                                calendar layout of instructor
                                                                  layout of the daily activities of the course. An
                                  schedule for the month;
           Calendar                                             instructor calendar allows students to know how
                                   calendar layout of the
                                                                  to get in contact with the instructor and when
                                    activities of the class
                                                                            they are in/out of the office.
                                                                     These provide the lecture notes from the
      PowerPoint Slides          lecture notes for modules      instructor so the student can connect the reading
                                                                 and theory of learning objectives for the module
                                                                 These provide sample problems for students to
                                                                see examples of formulas and calculations being
                                   Sample problems for
   Sample Practice Problems                                      used so students can apply the lecture and text
                                     course material
                                                                   readings to the sample problems for future
                                                                                 problem solving
                                                                  Some modules have additional supplemental
                                                                reading documents in addition to text and lecture
                                                                     notes. These may be eBooks, or PDF
                                  Supplemental reading
                                                                documents, or reports which are referenced and
 Supplemental Course Reading      documents for specific
                                                                     cited to the appropriate authors of the
                                                                  documents. These support the module topics
                                                                    and add to student learning by providing
                                                                        additional resources and insights.

                                                                     Students learn better from material being
                                   Course is divided into
                                                                organized into “chunks” of information; too much
  Chunks of Information Units   “chunks” of information on a
                                                                  information at one time can prohibit learning;
                                       weekly basis
                                                                    taking sections and delivering weekly with
                                                                    effective learning activities will ensure students
                                                                                             will learn
                                    discussion forum in the         asynchronous discussion supports learners in a
                                     course management                  flexible learning environment but meets the
    Communication: Group
                                   system regarding weekly             objectives of the course; students learn from
      Discussion in D2L
                                     readings and lecture          each other in this environment; instructor acts as
                                           material                         facilitator but makes a presence here
                                                                          Students can learn from a live discussion
    Communication: Group             discussion forum in a            environment where collaboration is real-time;
Discussion – synchronous via       synchronous type format            this provides a “human side” to the eLearning
 Elluminate or similar type of         with live chat and          environment when students can hear voices; this
           format                        presentations                helps with collaboration for certain projects or
                                                                     this is another form of communication between
                                                                   instructor and students; students actually hear a
                                                                         “human” side to the instructor; sometimes
 Communication: instructor to       recorded audio files or
                                                                   hearing is better to understand than reading long
 students via audio files and     podcasts loaded for student
                                                                       explanations; this can be used for feedback,
          podcasts                          access
                                                                       introduction to course or sections, important
                                                                         notices, and adding pictures with audio for
                                                                        this helps students in a group collaboration
                                                                      project; students can contribute and edit work
                                                                   here; they can all work on pieces and see a final
     Collaboration: Group         Editable group collaboration            project being made; helps students work
     collaboration in Wiki                  web site                      together and not feel alone in the online
                                                                   environment; can make projects more interesting
                                                                   and fun instead of doing alone and students can
                                                                                      learn from each other
                                                                    Students are assessed in a variety of methods;
                                                                    some assessment is individualized and some is
Assessment activities: practice
                                  various forms of assessing          group effort; summative assessment helps my
   problems, worksheets,
                                      learning objectives              students prepare for the national certification
 quizzes/exams, discussions
                                                                     board exam; overall this is to assess what they
                                                                                      have learned in class
                                                                    higher level learning assessment activities help
                                                                      students deepen their understanding and get
                                     a form of assessing a
Assessment activities: research                                        more in depth with their understanding for a
                                   higher level of learning in
          project                                                     certain topic; research activities help students
                                  the specific topic of interest
                                                                     take their learning to a higher level; this can be
                                                                                individualized or group project
                                                                       In healthcare professions, students must be
                                  assessment in the clinical
                                                                     assessed in the clinical internship environment
Assessment activities: clinical   environment in the form of
                                                                      which should be connected to what they have
  internship competency or        evaluation of performance
                                                                    learned in the classroom; this can be a monthly
          evaluation                or patient procedure
                                                                        evaluation in clinical participation or a case
                                                                   Students have course material to read to support
                                  PowerPoint files, handouts,
          Readings                                                 the learning objectives for the unit. The activities
                                                                             for the unit relate to these readings.
                                  Introduction to the Wiki via      Provides a different introduction (description) to
    Wiki Introduction Voki         Voki animated character           the Wiki project) for students who are listening
                                           audio file                                        learners.

                                  stand-alone module in D2L        This will help students get comfortable with the
                                   focusing on introductions,        course management system prior to classes
                                        updating profiles,         starting; help instructors know the students and
  Online Orientation Module         personality and learning              their learning styles better; begin the
                                    profiles via assessment         collaboration between peers; assist them with
                                    links, working with tools       their personality and learning profiles and how
                                  within course management             they will learn best in the online learning
                                   system, emails,                             environment
                               questionnaire to instructor
                                                                This provides a supportive environment for
                              timely and helpful feedback       students to have timely feedback as well as
       Prompt Feedback
                                      to students               helpful feedback so they know how they are
                                                                       progressing or how to improve
                                                                This is an area to be used as a resource for
                                                             students so they can get questions and answers
                              A frequently asked question     to commonly known questions that have been
         FAQ Section
                              section for students to read   asked of other students. This also decreases the
                                                                number of questions the instructor receives
                                                                  when this is made available to students.
                                                              This is used for students to understand the full
                               A resource on plagiarism      details of plagiarism and copyrighting laws when
     Plagiarism Resource
                                    and copyright             righting, publishing, and various others school
                                                                                 related work.
                                                              This is an online resource for students so they
                              An online resource provided         can gain access to the library resources
    Online Library Resource    for online students; Link,    available to them. This is used for the research,
                                      phone, email               reading, and references they need during
                                                                This is a resource for online students to use
                               A resource for technology         whether it be online access, downloading,
     IT Support Resource      related issues; Link, phone,       opening files, email, etc. They can provide
                                        and email             assistance with a variety of technology support

The learning objectives for this course were already established but have been edited to
better clarify the behavior, condition, and standards that should be included in an
achievable, proper learning objective. These objectives have also been linked to
Bloom’s Taxonomy levels of learning as well as Kolb’s Model of Experiential Learning to
demonstrate the “hands-on” clinical portion of the learning environment and a student-
centered learning environment. This concept map in Figure 1 demonstrates the
objectives, levels of learning, and theories for the entire course. For this project, I will
focus only on the first three learning objectives which are restated below.
       1. Students will define and discuss properties of radioactive isotopes used
       in radiation oncology with 100% competence through the use of peer
       discussion forums.
       2. Students will define and discuss the properties of the radioactive
       isotopes used in radiation oncology with 90% competence through the use
       of a course Wiki project.
       3. Students will practice radioactive decay calculations with 78%
       competence through the use of practice problems.
Typically, each unit will consist of lectures in the form of PowerPoint files and
supplemental documents, text reading, practice problems, discussion forums, and a
portion of the Wiki final project. In different units, podcasts and audio files are added as
additional learning activities and strategies. Prior to the content for unit 1, there is a
text/audio introduction to the course. The content for unit 1 includes: PowerPoint lecture
notes, text reading, Podcasts, Discussion forums, Sample Problems, and a Wiki site
project. *The Wiki site project is the demonstrated portion of the project.

 Learning Objective            Strategy                   Activity                       Availability
 Introduction to course   text and audio       ask students to read/listen to      Available for online
                                               the introduction to the course      delivery
 Learning objective #1    PowerPoint lecture   ask students to read                Available for online
                          notes                brachytherapy isotope lecture       delivery
 Learning objective #1    text reading         ask students to read                N/A
                                               brachytherapy isotope text
 Learning objective #1    CMS discussion       ask students to discuss             Available for online
                          forum                radioactive isotopes and their      delivery
                                               properties used in their clinical
                                               internship sites
 Learning Objective #1    Podcasts             ask students to view                Available for online
                                               audio/video podcast lectures on     delivery
                                               brachytherapy isotopes
 Learning Objective #1    Sample Problems      ask students to review and          Available for online
                                               solve sample problems               delivery
                                               provided for calculations and
 Learning objective #2    PowerPoint lecture   ask students to read                Available for online
                          notes                brachytherapy isotope lecture       delivery
 Learning objective #2    text reading         ask students to read                N/A
                                               brachytherapy isotope text
 Learning objective #2    Wiki project site    ask students to collaborate and     Available for online
                                               complete a worksheet type           delivery; slight
                                               activity for the Wiki course        modifications are
                                               project                             necessary
 Learning objective #3    PowerPoint lecture   ask students to read radioactive    Available for online
                          notes                decay calculation notes             delivery
 Learning objective #3    text reading         ask students to read radioactive    N/A
                                               decay calculations in text notes
 Learning objective #3    Practice Problems    ask students to complete            Available for online
                                               radioactive decay calculation       delivery
                                               practice problems while using
                                               provided sample problems and
                                               peer collaborative group
                                               discussion forum
     Throughout the entire course, there are various forms of summative assessment. This
     ranges from discussion forum participation and wiki rubric to practice problems and a
     final exam. All reading activities are assessed in the final exam of the course. The
     discussion forum activities are assessed by using a rubric for discussion forum
     participation. The Wiki project is assessed by using a rubric for the project.

     Learning objective #1: An assessment rubric is used for the discussion forum
     participation. This is posted in the syllabus for the course. This is used for every unit in
     the course. If it appears that they are having problems with this, I encourage them to
     view the rubric again and give them ideas on how to improve or add to the discussions.
     The rubric for the discussion forum is displayed below.

         Criteria                      Exemplary                            Proficient                      Incomplete
                           Postings made it clear that you     Postings made it clear that you   Postings made it clear that you
                           have thoughtfully completed         displayed some understanding      displayed little understanding
                           the discussion question. Your       of the question under             of the comment under
                           responses included:                 discussion. Your responses        discussion. Your responses
                               Affirming statements and        included:                         included:
                               citing relevant research or         Affirming statement and            No affirming statements or
Demonstration of quality       resources                           citing some research               references to relevant
discussion content             Asking new related                  Asking a new somewhat              research
                               thought-provoking                   related question                   Asking no related
                               questions                           Making an oppositional             questions
                               Making an oppositional              statement somewhat                 Making no oppositional
                               statement supported by              supported by personal              statement supported by
                               personal experience or              experience or related              any personal experience or
                               related research                    research                           related research
                           Full credit                         Half credit                       Zero credit
Demonstration of quality   Written responses are free of       Written responses are usually     Written responses frequently
writing                    grammatical, spelling, or           free of grammatical, spelling,    contain obvious grammatical,
                           punctuation errors                  or punctuation errors.            spelling or punctuation errors.
                           Full credit                         Half credit                       Zero credit
                           The required postings are           The required number of            Discussion postings are below
Demonstration of           completed for each module’s         postings for each module’s        the minimum number required
quantity of postings       activity with additional postings   activities is completed.          for the module. Contributions
                           responding to other students                                          are vague. Use of “I agree” or
                           postings.                                                             “I think so too”.
                           Full credit                         Half credit                       Zero credit
                           Discussion postings are             Discussion postings are           Postings are submitted late or
                           posted on several different         generally posted within the       all postings for a module are
                           days throughout the module          timeframe for the activity, but   posted on the same day
Timeliness of              and are posted in a timely          not necessarily posted            instead of posted on different
discussion postings        manner based on the specified       throughout the module, or         days during the module
                           days.                               occasionally posted outside       activity. There is no or little
                                                               the specified time period.        evidence of interaction on the
                                                                                                 discussion board throughout
                                                                                                 the module.
                           Full credit                         Half credit                       Zero credit
Critical applications to   Evidence of critical analysis of    Some evidence of critical         Little evidence of critical
professional practice   a posted idea with clear   analysis of a posted idea with   analysis of a posted idea with
                        connections drawn to       some connections drawn to        no clear connections drawn to
                        professional practice.     professional practice.           professional practice.
                        Full credit                Half credit                      Zero credit

     Learning objective #2: An assessment rubric is used for the Wiki project. The syllabus
     contains a guide with instructions about the project, the rubric, and the grade sheet for
     the project. The wiki site has some additional instructions for the students. Each student
     is given an isotope assigned to them, but they can work collaboratively with their peers
     for this project. The final project is their published work of isotopes and is used as a
     study guide for the national board exam. The rubric provides clear instructions and
     expectations for the project.

     Learning objective #3: Summative assessment in the form of a grading scale is used on
     the practice problems. The practice problems are graded electronically with a notebook
     computer and then this file is placed back in the CMS dropbox for the student to see
     correct/incorrect answers. They will see feedback and total grade. They will also have a
     separate attachment with electronic handwritten formulas for all of the problems so that
     each step of the problem is shown. For any multiple choice problems, an answer only is

     • Anytime rubrics are used, a notebook computer is used and electronically graded.
        Handwritten feedback is also written on the rubric form electronically. This electronic
        rubric form is put back in the course dropbox for the student to view.
     • When assignments are submitted to the dropbox as practice problems, an electronic
        answer sheet is provided to the students as well as a grade. They can see
        handwritten problem solving and formulas. This ensures step-by-step problem
        solving for each calculation problem. For any multiple choice problem, only the
        answer is given.
     • Feedback will be given to students for each individual assignment. This will be
        provided in text format in the graded area.
     • Final exams are auto-graded with feedback provided for each question. Students can
        view feedback for individual questions if they had problems with certain questions.
Assessment Goal: I would like to use audio feedback for this unit on the Wiki project
and email the file to the student.

Formative assessment is used throughout the course by giving feedback to the students
while working in the discussion forums, helping with practice problems, working in the
clinical internship environments, and special projects. Formative assessment is
continually assessing the students while they are progressing through the course and
continuing to work towards a higher level of learning. The concept map demonstrated
under Instructional Objectives demonstrates students continually advancing on a
Bloom’s Taxonomy level as well as on the Kolb Model of Experiential Learning. There
are various forms of assessment along the way.

The top five personal criteria in designing online courses include:
       1. Clear layout with instructions: well designed, user-friendly layout with clear
          instructions. This is important as it is the foundation for everything else in the
          course. Evaluation on success can be done via surveys as well as fewer
          questions from students demonstrating successful course navigation.
       2. Precise learning objectives: clearly stated, understood, and measurable.
          Students need to know learning objectives and how they will accomplish them.
          Success is measured based on competencies and assessment benchmarks.
       3. Support: students need support on a personal and technical level and feel
          safe in the online environment. They need to know they have support and are
          not alone and have access to all services such as IT, Library, campus
          services, etc. Success can be measured via surveys as well as if students
          appear to feel comfortable in approaching them for help or feedback.
       4. Connecting didactic with clinical: teaching “hands-on” activities to apply theory
          to real life experiences is the basis of the entire educational program. Success
          is measured in both environments via competencies, assessment, and
       5. Feedback: timely, helpful feedback for each activity is important. Utilizing
         various tools for providing feedback meets the needs of a variety of learners.
         Feedback should be timely as this is expected of students and it should be
         helpful so they know how to progress and improve. Success can be measured
         via surveys or personal comments from students after receiving feedback.
         This is a form of communication between the instructor and the students so a
         clear way of knowing whether it is successful or not.
In evaluating my unit 1 instructional design based on my top five criteria, I would
evaluate myself above average. I think it’s difficult to demonstrate in this assignment,
but when the course is actually in layout form in a course management system, it’s very
clear that these are met. The syllabus has much of the information needed up front. The
layout is very clear and understandable with precise learning objectives for this unit and
the entire course. I have documents prepared to be able to provide timely feedback and
several mechanisms in place to provide support on a regular basis. The didactic and
clinical correlation takes place continually via clinical practicum coursework,
assessment, and communication with the clinical internship site supervisor.
For a demonstration of the course management system being used for this course, I
have included screen shots of certain aspects of the layout. It’s not entirely complete,
but gives an idea of how it’s designed.





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