Project 1
Online Instructional Design Model Creation
With the ever-increasing integration of online instruction or e-learning into university courses, there is a strong need for a pedagogically effective instructional design (ID) model for online instruction to facilitate the development and delivery of online learning environments. When an online course is not well-designed, often the student doesn’t know where to start, is not sure where to find resources, how to interact, or how to learn. Furthermore, if a student is preoccupied about technical aspects of the course due to ambiguous instructions, the focus becomes not on learning, but on the technology which creates more barriers for online learners. Thus, developing a pedagogically effective instructional design model is essential now more than ever as learning moves to virtual classrooms.
During the academic year of 2014 to 2015, I carried out an extensive literature review, performed a detailed theoretical examination, and formed a pedagogically effective ID model. My research was carried out in collaboration with CSUEB Educational Technology graduate students and colleagues from CSUEB who taught online classes.
The impact of my project is significant. On April 22, 2015, I presented my ID model to the entire CSUEB community during the Week of the Scholarship which celebrates CSUEB faculty and student research.
On June 23, 2015, I presented my ID model at the EdMedia World Conference on Educational Media and Technology is an international conference, organized by the Association for the Advancement of Computing in Education (AACE). I had lots of audience coming from all over the world attending my session. We also had a great discussion.
Online Instructional Design Model Creation
With the ever-increasing integration of online instruction or e-learning into university courses, there is a strong need for a pedagogically effective instructional design (ID) model for online instruction to facilitate the development and delivery of online learning environments. When an online course is not well-designed, often the student doesn’t know where to start, is not sure where to find resources, how to interact, or how to learn. Furthermore, if a student is preoccupied about technical aspects of the course due to ambiguous instructions, the focus becomes not on learning, but on the technology which creates more barriers for online learners. Thus, developing a pedagogically effective instructional design model is essential now more than ever as learning moves to virtual classrooms.
During the academic year of 2014 to 2015, I carried out an extensive literature review, performed a detailed theoretical examination, and formed a pedagogically effective ID model. My research was carried out in collaboration with CSUEB Educational Technology graduate students and colleagues from CSUEB who taught online classes.
The impact of my project is significant. On April 22, 2015, I presented my ID model to the entire CSUEB community during the Week of the Scholarship which celebrates CSUEB faculty and student research.
On June 23, 2015, I presented my ID model at the EdMedia World Conference on Educational Media and Technology is an international conference, organized by the Association for the Advancement of Computing in Education (AACE). I had lots of audience coming from all over the world attending my session. We also had a great discussion.