Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Challenge Continues
March 30-April 1, 2003
2003 Conference Proceedings
Designing and Developing Interactive Instructional Concepts
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By: Darla
Runyon |
Abstract
Online teaching has sparked new teaching strategies for faculty to incorporate whether in campus-based, web-augmented, or online courses. One of the most effective and significant of these new techniques is the integration of instructional concepts. This presentation will provide a detailed discussion of the process, tools and techniques used to design and develop interactive, web-based instructional concepts that illustrate critical course content. Examples of instructional concepts and how they are integrated into a course will be shown as well.
Proceeding
Online teaching has sparked new teaching strategies for faculty to incorporate whether in campus-based courses, web-augmented course sites or in an online delivery mode. One of the most effective and significant of these techniques is the integration of interactive, instructional concepts. This technique provides a way to engage online students in the learning process.
When preparing to teach online, many instructors look at the campus-based model and try to design their online course based on this model. In order for online delivery to be a successful learning medium for the student, though, a major redesign must take place. The redesign process fosters the emergence of a teaching strategy, which facilitates students engaging themselves in their individual learning cycle. This strategy is the integration of instructional concepts into the learning cycle for a particular module of content.
Instructional concepts are the application components of the critical content of a course or module. These instructional concepts may be: 1) concepts that have been historically difficult for students and/or 2) critical course concepts, which students must know to function in real-world situations.
Once developed, these instructional concepts can become a part of an integrated learning experience where critical content is first presented to the student followed by the presentation of the instructional concept. Students are given the opportunity to work with the concept as many times as needed before completing a performance assessment, which may lead the student back into the learning cycle for supplemental relearning and reassessment. These instructional concepts can be incorporated in campus-based, a web-augmented or online course sites.
The focus of this presentation will be on providing the necessary background information about the framework upon which such instructional concepts can be built. Participants will be provided with a detailed discussion of the process, tools and techniques used to design and develop an instructional concept. A wide range of examples of instructional concepts and how they are integrated into a course will be shown as well and should provide the participants with a strong basis upon which to build similar projects.
The core of this presentation will be an interactive discussion between the presenters and the session participants. Additionally, access to program web sites containing relevant materials and information will be made available to the participants.