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Instructional design for distance education (Why plan for teaching at a…

- - - - According to the text, in order to effectively plan a DE course you must identify the learners. DE learners have a desire to know both the instructor and fellow students. The text describes the importance of the number of learners participating in the class to effectively plan for interaction. The nature of the learner and their availability of technology are also essential for planning. Along with these elements, cultural backgrounds and learner expectations are key to providing student centered learning experiences (Simonson, Smaldino & Svecek, 2015).
      - The text addresses the process of analyzing the cognitive abilities of the class as a method to relate the learners and course content. Prerequisites and learning experiences are important to consider during design. According to Gardner, learning styles are important to analyze during the design process. The text states that pre-tests are a means of collecting this data for consideration during the preparation of content for individualized learning experiences (Simonson, Smaldino & Svecek, 2015).
      - According to the text, analysis of potential for learner interactivity is an important component to the planning process. Herring and Smaldino reference the expansion of the learning environment as important benefit for the affective domain of learning. Less social students may find DE courses as a comfortable means for communication. Threaded discussions are described as a means to facilitate collaborative communication (Simonson, Smaldino & Svecek, 2015).
      - Willis describes the need to understand learner characteristics during the planning process. Students should be invited prior to the first meeting to learn demographic information and their application of knowledge. The students' privacy must be considered during this phase of discovery (Simonson, Smaldino & Svecek, 2015).
      - According to Morrison, Ross and Kemp, "Learners need to grasp the intent of the instructor when participating in various types of learning experiences." They refer to context as orienting, instructional and transfer in reference to the learning environment (Simonson, Smaldino & Svecek, 2015. pp. 183).
      - Essential Content
        
        According to the text, course content must align with the curriculum. Another consideration is the limitation of classroom time as unnecessary information will need removal from the content while planning. According to Dick et al., " The scope of content for a course needs to be sufficient to ensure the entire learning experience will lead to desired outcomes. Concepts, skills and specifics need to be identified. " Specific to DE, the text states the need to decrease content and increase interactivity (Simonson, Smaldino & Svecek, 2015, pp. 134).
        
        According to the text, general course goals are a good starting point but specific objectives will match student needs. Traditional and DE formulation of objectives is identical as proper objectives do not require modification considering the learning environment. Objectives should be shared with the learners (Simonson, Smaldino & Svecek, 2015).
        
        Utilization of teaching strategies and media
        
        The text describes student feedback as a means to evaluate if perceptions and expectations of the course were satisfied. Philosophy of the instructor as authoritarian or as a student-centered facilitator of knowledge require student and self-evaluation. According to Macfarlane and Smaldino, DE instructors are required to take learner preference into consideration as they are mainly self-regulated (Simonson, Smaldino & Svecek, 2015, pp. 135) .
        
        According to the text, the course goals and objectives will determine the use of media in the DE course. Mcalpine and Weston set criteria for media selection such as matching content, information accuracy, motivational quality, engagement and technical quality and unbiased material. The text describes the need to modify pre-made media to fit the objectives of the course (Simonson, Smaldino & Svecek, 2015).
        
        According to the text, visualization of complex information whether through lists or tables is beneficial to learners. Visuals can also serve as a study guide for student preparation for evaluations. Font size, white space, color choices and amount of information need to be considered when formulating visuals for DE courses. Last the book describes copyright permission and equality of technological access among students as important considerations during planning (Simonson, Smaldino & Svecek, 2015)
        
        What is the learning environment
        
        According to the text, a level of discomfort is felt when an instructor teaches a DE course versus a traditional course. The type of setting described as "place-shifted" and "time-shifted" are described under considerations of technology. Prior to a familiarity with equipment, the text discusses the necessity to be physically aware of student visualization of content. The student accessibility of technology and interactivity with the material relate to good DE course design. Last, the text describes the need to always have a alternative plan for technological malfunctions (Simonson, Smaldino & Svecek, 2015, pp. 137) .
        
        Best practice issues
        
        Course management systems are described as beneficial for both face-to-face and DE courses. Ullman and Rabinowitze state CMS are , " Internet based software that manages student enrollment, tracks student performance and creates and distributes course content." CMS are divided into proprietary and open source (Simonson, Smaldino & Svecek, 2015, pp. 138) .
        
        The text also discusses the consideration of student and instructor resources during DE course design. Assignments and collaboration require consideration in the planning and design phase (Simonson, Smaldino & Svecek, 2015) .
        
        Planning to teach at a distance
        
        According to the text, when a course is web-taught considerations such as readiness, communication standards, clear expectations, rubrics and time management skills. Student contact is necessary when a student is identified as deficient (Simonson, Smaldino & Svecek, 2015) .
        
        According to the text, formative evaluation is important to consider when planning a DE course. Reflection is beneficial to evaluate course content , objectives, delivery methods and modes for improvement. Evaluation of technology and the application of technology within the course are worthy of evaluation (Simonson, Smaldino & Svecek, 2015) .
        
        Accreditation and distance education
        
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