I created three learning modules in the Blackboard Learning Management system for a "Design Online" course as a part of the M.Ed in Instructional Design and Technology program at the University of Cincinnati.  The course and students were fictitious since I was not teaching at the time. The audience for this online course is researchers (students) preparing to work in a research facility. The main learning goal was to teach students best practices in the workplace. These modules were required compliance training that had to be completed prior to a hands-on summative assessment. Researchers (students) were granted access to working in the facility upon successful completion of the modules and assessments. The course is portrayed as being accessed through Blackboard at the University of Cincinnati. It was designed for either synchronous or asynchronous online learning. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Important Design Elements:  Based on John Keller's ARCS theory (Keller, 1979)

 

Instructor Video -   In an online learning environment, sometimes students feel disconnected from their class and instructor. As the instructor, I included my own screencasts to try to improve student engagement and motivation (Keller, 1979).

 

Scenario -Based assignments - In an online learning environment, students may lose interest which can result in course drop out or poor grades. Adding relevant, authentic content can improve student motivation and engagement. (Keller, 1979). To apply this concept, I included assignments that required the learner to think critically think about a real-life concept as if they were already working in a laboratory setting. 

 

Authentic Assignments  - In each online module, I implemented a "Read, Watch, Do" format for assignments. Authentic, "real world" assignments were used to increase student motivation to do well and "stick with it." Students may be more confident and satisfied with an online course if they find relevance in it and can immediately apply it to their work or life (Keller, 1979).

 

Collaboration with other students - I included many ways for students to collaborate and engage with their fellow students. Students gain confidence when they have a feeling of control over their learning. (Keller, 1979). To apply this, I included a discussion board with several collaborative assignments. Some required the students to work together to roleplay, do threaded discussion and provide feedback for each other's work. Students were often allowed to choose their own technology to do a presentation or discussion. Giving them the chance to engage with other students helps them stay connected which may improve motivation.

 

Reflection:  Building the Blackboard course allowed me to gain new knowledge and skills as an Instructional Designer. First, I learned how to engage online students using Keller's ARCS theory. Second, I learned how to work within a learning management system. Next, I gained experience as an online instructor. Finally, the peer feedback was especially valuable as I created the course.