Reflection on Online Course Development

Initially starting an online course, development can be focused with the ADDIE model of instructional design (See Figure A).  As this model takes into consideration the design, implementation, and redesign of courses, a nascent course would do well to use as part of the initial design process (Bates, 2015).  

 

Just as the engineering design process takes into research, designing, testing, analysis, redesign, and retesting the ADDIE model is designed to continually improve the course every time that the course is ran.  With a solid design plan, a course can be planned out to take into account multiple learning styles.  Supporting all learners and creating a course where users feel empowered to complete the assignments and find value in its completion.  

 

Although the ADDIE model has its strength in the planning and revising, digital learning calls for a more adaptable instructional design.  After the course has broken from the initial stages, I would plan on adjusting to the Agile Design model (Bates, 2015).  Adamson refers to a VUCA environment (2012) when describing the digital learning model of today’s courses.  The Agile Design model, allows for constant adjustment as new techniques, apps, and programs are produced.  This frequent adjustment keeps the content relevant and authentic to current times.  

 

Instructional Planning with UbD

As much as an instructional design model can make a course relevant and authentic, it is the instructional planning that gives life to the course.  Using Wiggins and McTighe’s Understanding by Design (UbD) template (2000), I provide students of the online course a guide in their learning.  Having over-reaching, established goals for the course, determining what the students will understand and know, and developing an essential question will lead to a clear direction of the course.  Using the UbD template I am able to plan out what tasks and assessments are used in determining mastery.  Finally, the UbD template focuses the planning with the WHERETO acronym.  Where the unit is going?  Hook all students. Equip the students with key ideas.  Provide time for rethinking and revision.  Evaluation of their work.  Tailor the work to each student.  Finally, be organized to maximize engagement.  The guiding questions and template’s form leads to an organized and structurally sound course guide.

 

Why Online Learning?

Why though should there be a change to online learning for students?  Access.  As I have written multiple times in this blog, I believe in the giving students the ability to learn wherever, whenever and however students are able.  A shift to learning online covers two main components.  The first is the access students gain and the second training for the developing knowledge-based society of today.  

 

Online learning brings an additional level of access that just face to face classes do not have.  As the content is online, literature, lessons, discussions and assessments, the time for learning can be flexible.  Learners in online courses are able to complete their assignments at their own pace.  When a student is in a face to face class, the lecture only has one direction.  Even in an interactive, seminar type, lecture it is still one way.  The lecture starts, there are a bunch of words being said, and then the lecture ends.  If a student misses out, does not understand, or needs the lecture in an alternate form he cannot.  When the lecture, class discussion or class resources are moved to an online medium, the student now is able to do all of those things.  Rewind, slow-down, translate, highlight or review the content.  

 

Accommodating all learners is a key benefit to online learning, but also online learning teaches skills that are expected for the developing knowledge-based society.  Bates writes that education is not just about knowledge, but as digital literacy, lifelong learning, ethics, and social behavior (2015, p. 96).  Participation in an online course demands these skills, and in turn, could help in the improvement of these skills.  Online course work can help get passed the what do you know, to the how did you find out.  

 

Throughout this course, I keep coming back to one surprising detail.  When developing an online course, or any online presence for that matter, it is so very important to have a strong initial plan.  Since I had a fully completed UbD template ready to go for my course, the transfer to an online course was a relatively simple task.  The difficult part was the curation of media and technology to be used within the course.  Focusing on the overreaching goals and enduring understandings are just as important in an online course as it is in a face to face class.

 

Model Online Programs

The following is a list of successful high school online programs.  These could be a good guide to developing one’s own online high school program. The following selection have a Texas perspective to them, as this makes the list more relevant to me and my students.  There is a large number of schools now available online, so this just a brief list.

 

Florida Virtual School - One of the original online schools developed, this is an online Kindergarten through 12th-grade school based out of Florida.  It is open for enrollment for anyone in Florida or outside of Florida.  They support their students in flexible schooling options and teacher private counseling session.

Texas Virtual Academy - A part of the K12.com and Responsive Education Solutions, this online public school serves third grade through 12th grade.  It appears to be a part of a Texas school coop, where it the joining of multiple schools, to become stronger together.  Students here still have to pass the state assessments (STAAR) and must graduate with a recommended or distinguished graduation plans with endorsements.

University of Texas Online High School - Associated with the University of Texas at Austin, this online high school provides an alternative or supplemental education for students in and around Texas.  Students must successfully pass the required state assessments to graduate.  The school also will provide partnerships with other school districts. This partnership will provide their students with additional courses, recovery courses, or remediation courses.  

Texas Virtual School Network - Texas Education Agency provided course work through member school districts.  It is made up of two components, course-work only in segmented bits or entire online degree program.  These are provided to increase the opportunities for students in Texas public schools.  

 

References

Adamson, C. (2012) Learning in a VUCA world. Online educa berlin news portal, November 13

Bates, A. W. (Tony). (2015). Teaching in a Digital Age. Retrieved from https://opentextbc.ca/teachinginadigitalage/

Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., Hannum, W. H. (1975). Interservice procedures for instructional systems development. (5 vols.) (TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019 490).

Wiggins, G. P., & McTighe, J. (2000). Understanding by design study guide. Alexandria, VA: Association for Supervision and Curriculum Development.