Instructional Course Design | OutoftheBoxLearning

Blended Learning Course Design

Instructional course design is crucial because it ensures that the learning experience is structured, purposeful, and effective. By thoughtfully designing a course, educators can create a clear roadmap for both teaching and learning, helping to achieve desired educational outcomes. Instructional course design provides the following aspects: clarity and organization, alignment with learning outcomes, engagement and motivation, adaptation to learners' needs, assessment and feedback opportunities, and consistency in the instruction being provided.

I have designed my course by using Fink's 3 column table which provides my big hairy audacious goal. The 3 column table shows the connection between learning goals, activities, and assessment activities. Next, I designed a course outline that addresses students learning experience each week. Lastly, I have provided a weekly calendar outline that gives a daily overview of activities that learners will engage in each day.

Please view the video below as I describe the key components of each of these items used to design my course over the Force, Motion, and Energy Unit with a focus on the Electricity concept.

Fink's 3-Column
Table

Course
Outline

Course

Introduction

Course

Implementation

The goal of this course is to provide students with a comprehensive understanding of electrical circuits through an engaging, hands-on approach rooted in the 5E instructional model. By exploring the fundamental concepts of electricity, such as open and closed circuits, series and parallel circuits, and circuit failures, students will gain both theoretical knowledge and practical skills. The course emphasizes real-world applications through project-based learning (PBL), encouraging students to solve problems and collaborate in teams. The ultimate objective is to develop students' critical thinking, problem-solving abilities, and their capacity to apply electrical concepts to everyday scenarios, fostering both independent and group learning experiences through a blended learning framework.

Quick Overview

To view the layout of each module you may click on the buttons above. These are the same modules addressed in the course video. Modules 6-8 resources will be added at a later date.

Course Reflection

1. Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

The Overview/Introduction/Start Here module is reflected in the "Course Overview" section in schoology. It includes a welcome message, course goals, 3-column table, weekly course outline, instructional model, an blended learning course overview video, and weekly checklists for learners to familiarize themselves with the course structure. This foundational module serves as the initial point for students to understand the flow of the course, expectations, and key resources.

2. How is your instructional design approach realized in the modules?

The course follows a 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate), which is consistently applied across the modules. Each week has clear objectives, activities, and assessments designed around this model, ensuring that students are actively engaging with the material through hands-on activities, collaborative discussions, and real-world application of concepts. This approach encourages both exploration and reflection, as seen in activities like the RAN chart and ePortfolio updates and peer discussions.

3. Where are you sharing the main course goal and outcomes with your learners?

The main course goals and outcomes are communicated early on in the "Course Overview" section, where the instructional model and course goals are introduced. Additionally, each module clearly states its specific learning objectives at the beginning of the week, allowing students to understand the outcomes they are working towards for that particular module.

4. How does the unit/module align outcomes/goals activities and assessment?

Each module has specific learning goals that are aligned with activities and assessments. For example, in Week 1, Module 1, the learning goal is to introduce basic concepts of electrical circuits, which is supported by activities like watching a BrainPOP video and participating in discussions, followed by a formative quiz on labeling circuit components. The consistent use of formative assessments, such as quizzes and e-portfolio updates in the upcoming modules, ensure that students' progress is monitored and aligned with the learning outcomes

5. Is this student-centered or teacher-led?

This course is primarily student-centered. The instructional design emphasizes exploration, collaboration, and real-world application, with students actively participating in group work, discussions, and project-based learning (PBL) activities. I, myself will serve more as a facilitator, guiding students through activities and encouraging independent problem-solving and reflection, especially through activities like e-portfolio updates and PBL tasks beginning in module six.

6. What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?

As addressed above, I will play the role as a facilitator. Guiding discussions and collaborative activities. I will supports students' progress, particularly in hands-on activities like circuit construction and troubleshooting in the PBL. Lastly, I will provide feedback on students’ reflections and portfolio updates, helping them grow in their learning journey.

7. Is the course blended or fully online?

This course is a blended learning course. Activities are embedded in an online learning management system (LMS), such as Schoology, where students engage with videos, participate in discussions, and complete assessments. However, students will engage in active hands-on learning as well through the building of each type of circuit, identifying circuits around the school, and engaging in their PBL challenge.

8. How are you introducing the course and yourself and how are you building the learning community?

The introduction to the course is made clear in the "Meet the Teacher" and "Course Overview" section, which welcomes students and introduces the instructional model and tools used throughout the course. Building the learning community is done through consistent collaborative activities such as group discussions, peer feedback, and project-based learning, which foster interaction and a sense of community among students.

9. What is the ratio or percentage of synchronous to asynchronous collaboration?

This course is partially asynchronous and synchronous. The asynchronous portion of the course includes the videos, discussions, and activity assignment submissions. The synchronous elements include group projects and collaborative tasks that may require real-time interaction, especially during the PBL phases.

10. How will you address the infrastructure, system, and support needs and issues the learner may face?

To address infrastructure, system, and support needs, the course provides resources and instructions embedded within Schoology. The LMS facilitates collaboration, assessment, and feedback through its built-in tools, such as discussion forums, quizzes, and e-portfolio updates. I will further support learners by providing technical help or reaching out to campus tech support staff to troubleshoot any technological issues with student devices.

Usability
Testing

The importance

Usability testing is crucial in designing instructional courses because it ensures that the course effectively meets the needs of its users. The testing provides real-time feedback on the course design, functionality, and content, highlighting areas that are well-executed as well as those that may require adjustments. Additionally, usability testing helps validate whether the instructional goals are being met and if the content is being delivered in a clear and understandable manner. This is essential in ensuring that the course is not only educational but also enjoyable and easy to navigate, which can significantly improve learning outcomes.

Quick Overview

Since initiating the implementation phase of my course design, I have made strategic adjustments to enhance the overall structure and content before inviting stakeholders to participate in usability testing. As noted in the previous section, the initial design of my course included the completion of Modules 1-5. Building on this foundation, I have expanded the curriculum by integrating additional course materials and officially launching Modules 6-8. This expansion was crucial to present stakeholders with a comprehensive view of the entire 8-week course, thereby ensuring the validity and relevance of the usability testing process. This approach allowed for more targeted and detailed feedback, enhancing the course's effectiveness. Before proceeding to my usability feedback video, I invite you to review the recap of the implementation phase and explore the newly added materials in Modules 6-8 detailed below.

Implementation Video Recap

Module 6

Module 7

Module 8

Usability Reflection

In reflecting on the usability testing for my project, I was fortunate to have the right group of participants involved, which included fellow educators and instructional coaches. Their expertise and experience in the educational field were invaluable in providing relevant and insightful feedback that aligned closely with the objectives of my project. However, looking toward future improvements, I recognize the potential benefits of broadening the participant base to include students. Allotting time for student involvement could provide additional perspectives that may further enhance the usability and effectiveness of the educational tools and strategies being developed. This inclusion would ensure that the feedback is not only comprehensive but also directly representative of one of the primary user groups.

The choice of Schoology significantly influenced both the process and the outcomes. As a learning management system (LMS) familiar to many educators and instructional coaches, Schoology facilitated an efficient and straightforward testing environment. Participants were able to navigate through the platform with ease, which allowed them to focus more on the content and functionality of the tools being tested rather than grappling with how to use the platform itself.

Some of the lessons that I gained through the usability testing to implement is to include the 5E model specifically labeling throughout the course, what part of the learning process they are in each week. Another refinement suggested was to add sentence stems to every activity where I have them writing (discussion posts) and add directions to each assignment, to help keep the kids on track and minimize unnecessary questions during learning. There were no suggestions to take away things.

This process has significantly enhanced both my course and the learning experience it provides, largely due to the clear and concise feedback from my stakeholders. Their insights were instrumental in pinpointing exactly which adjustments were necessary to optimize the course design for student use.