Reflective Blog on Topic 4: Design for online and blended learning

Scenario:

“ Two years ago, we were forced to work online with the implementation of emergency remote teaching and learning because of the Covid-19 pandemic. It seems that in many instances we may still be approaching our teaching practice in the same way without using any of the existing models of learning design for blended and online learning to inform our practice. How do we draw on current best practices and review how we design blended and online learning to promote active learning; and how we combine synchronous and asynchronous activities that encourage students’ engagement and learning?”

The scenario is similar to my own experience. My institution has been conducting workshops face to face and we adopt the Team-Based Learning strategy. When Covid-19 struck, we have to switch to a fully online workshop. While I have been teaching for more than 20 years and leading the instructional design team for more than ten years, it is still a challenge for me. Fully online learning was always planned to be a worst-case scenario but due to the pandemic, it is now going to be a norm. 

This blog entry will share my experiences and discuss the definitions of synchronous and asynchronous learning as well as the tools that I have used to design my e-learning materials.

What are Synchronous and Asynchronous Learning?

According to Martin et. al (2020), synchronous learning is when most of the course content is delivered online. Students can participate in the courses from anywhere. However, there is a real-time online meeting. Synchronous learning is quintessential for learning activities that require real-time interaction, immediate feedback, or clarification. It builds up interaction and motivates students to stay on task.

Martin et. al (2020) stated that asynchronous online learning can be done anytime and anywhere without the need for real-time online or face two face meetings. It is ideal for independent learning or when it is not possible to meet face-to-face.

How do I usually design and create my E-Learning materials?

I rely on the ADDIE model and Robert Gagne’s 9 Events of Instructions to create my E-Learning materials. 

ADDIE Model:

The ADDIE model is a process used by instructional designers like myself to create effective online materials. ADDIE is an acronym and it stands for:

1. Analysis – Analyse the situation and gaps that need to be filled

2. Design – Design a learning experience based on the analysis

3. Development – Develop the end product (e-learning materials)

4. Implementation – Distribute the end-product to the audience

5. Evaluation – Evaluate the effectiveness, make necessary changes and go back to the Analysis phase.

Although the model is intended to be completed in sequential order, it is designed to be flexible and encourage the continuous process of improvements.

Robert Gagne's Nine Events of Instruction for E-Learning:

I have written an article on Linkedin about Robert Gagne's Nine Events of Instruction for E-Learning. I have reproduced the article below for the benefit of those who do not have access to Linkedin. 

Gagne's Nine Events of Instructions can assist Instructional Designers to develop and create strategies for E-Learning.

Level 1: Gaining the learner’s attention

The initial page must be interesting to capture the learner’s attention. Use colourful graphics or interesting introductory videos by the subject matter experts to create excitement about what learners can expect. Subject matter experts can also pose thought-provoking questions. Utilize tools such as polls and surveys.

Level 2: Inform the learners of the objective

Learning objectives should be stated clearly so that learners know what they will achieve after completing the E-Learning. Use Blooms Taxonomy Measurable verbs to write the learning objectives. Learning objectives allow learners to organize their thoughts. Displaying the learning objectives at the very beginning will ensure that the foundation of learning is well laid.

Level 3: Stimulate recall of prior knowledge

Questions can be asked to stimulate the recall of prior knowledge. This will enable learners to build on their previous knowledge or skills. It is easier for learners to build on the knowledge that they already know. Use interactive activities that will ask learners questions about previous experiences. 

Level 4: Present the material

This is where real learning begins. Utilize multi-delivery methods such as voice annotated PowerPoints, video lectures, and online group work. Do take note that information should be compartmentalized to avoid memory overload. Use a variety of approaches such as explanatory texts and not only bullet points. Every point should be explained clearly to help learners with their understanding. Shorter chunks of information are easier to be consumed and retained. The information can be blended with images, audio, and videos to provide and retain interest.

Level 5: Provide guidance for learning

It is important to provide instruction on how to learn. A summary after each topic allows learners to reflect, assimilate and make sure that they have understood the information well. There could also be case studies for real-world applications.

Level 6: Eliciting performance

E-learning should allow the learner to practice the newly acquired knowledge. Interactive activities will enable learners to have the opportunity to get more involved with the content. Have the learner apply the knowledge to a case study. Questions can be made interactive through simple animation and text. As the learner moves the mouse through different parts of the diagrams/questions, they will pop up to explain the section or question.

Level 7: Provide feedback

Feedback is necessary to analyze a learner's behavior. Feedback needs to be specific and explained to the learners on ‘why’ they are doing a good job or provide specific guidance. Hence, this will reinforce correct answers, give guidance and provide corrective feedback.

Level 8: Assess performance

To assess performance, at the end of the E-Learning, a summative assessment will be included to determine if the lesson has been learned. Utilize a variety of assessment methods including quizzes, written assignments, project work, and practicum. Multiple Choice Questions (MCQ) is an efficient way of tapping the ability of the learner. Easy test questions will appear first to check the level of the learner’s ability. The level will be increased as the learner goes through each test successfully. If the learner fails the assessment, the learner can go through the E-Learning and attempt the assessments again.

Level 9: Enhance retention and transfer

Learners are given resources that enhance retention and transfer of knowledge. Provide downloadable reading materials. There should also be an opportunity for learners to reflect and relate what they have learned to their personal experiences.

What software do I use?

I use Articulate 360 to design and create my interactive online course. Articulate 360 is a software for creating interactive courses. I prefer Articulate 360 because: 

• It is easy to design interactive courses

• It can easily convert PowerPoint slides into online learning

• Easier to update (smaller chunks)

• Allows adding quizzes and other activities

• Offers Text-to-Speech tools

• Is compatible with most Learning Management Systems (Canvas, Brightspace & Blackboard)

Conclusion

There are many theories and models for instructional design and blended learning. There are also many tools and software in the market that will enable educators to design effective online learning. From my experience, every theory, model, tool, and software is useful for the design of online or blended learning. It is just a matter of whether it caters to the specific audience that the online learning is targeted for. Hence it is good to constantly evaluate the online materials so that it remains relevant and useful for the learners. It is also advisable to have User Acceptance Tests and let teachers, former students, and stakeholders try out the online materials first before releasing them to the current badge of students. 

References and Inspirational Materials

Chi, M.T.H and Wylie, R. (2014) The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Available at: Full article: The ICAP Framework: Linking Cognitive Engagements

DeBell, A. What is the ADDIE Model of Instructional Design? https://waterbearlearning.com/addie-model-instructional-design/

Fadde, P. J., & Vu, P. (2014). Blended online learning: Benefits, challenges, and misconceptions. Online learning: Common misconceptions, benefits, and challenges, 2014, 33-48. http://peterfadde.com/Research/blendedonline13.pdf

Robert Gagne’s model for E-Learning https://www.linkedin.com/pulse/robert-gagnes-nine-events-instruction-e-learning-osman-mohamad

Smith, B., and Brame, C. (2013). Blended and online learning. Vanderbilt University Center for Teaching. Available at: https://cft.vanderbilt.edu/guidessub-pages/blended-and-onlinelearning/ (Accessed November 17, 2020)

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 31(4), 51–55. Retrieved from https://er.educause.edu/~/media/files/articledownloads/eqm0848.pdf

https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning

https://openbooks.col.org/blendedlearning/chapter/chapter-7-synchronous-and-asynchronous-activities/

https://otl.uoguelph.ca/remote-teaching-strategies/balancing-synchronous-and-asynchronous-teaching-effective-strategies

https://teaching.cornell.edu/labs-seminars-studios