Instructional Design of Teaching Online Workshop

Some of the learning objectives for the teaching online workshop are listed below along with a description of what the learner is doing while operating in that level of cognitive domain. The learners are engaged in 4 different levels of cognition ranging from application to evaluation. They are analogous to Gagne’s intellectual skills outcomes.

Level of Cognition	Learning Objective - What will the learner do?
Application	select an appropriate instructional strategy and technology to use in your personal course delivery -Apply knowledge gained from readings to match strategies to a media
Analysis	Analyze an instructional design template by conducting a peer review. -what aspects of the instructional design plan have been clearly articulated -will the instructional technology support the learning goals? -is the role of the instructor appropriate for the instructional strategy? -are the student activities appropriate for the learning goals?
Synthesis	Create an instructional activity which uses technology to enhance learning -synthesize constituent parts; instructional strategy, learning goal, technology, teaching model
Evaluation	Evaluate web-based instruction according to the principles of effective teaching identified in Unit 1

Each unit is organized and sequenced according to Gagne’s (1972) nine events of instruction. An overview of the content to be examined is provided to gain the learners attention and to bring relevant prior knowledge about teaching into working memory. The learner is also informed of the goals to be achieved. This establishes expectancy in learners and arouses their interest. A unit schedule and activity checklist serves as a guideline to enable to the learner to complete the required activities within the scheduled timeframe. The content items within the unit are a series of linked web pages and are clearly labelled as learning activities or reading exercises. Each item of content is sequentially numbered so that the learner will know to proceed through the information in order. The purpose of each activity is provided in order to give learners a goal toward which to direct their cognitive energies (Smith & Ragan, 1999). Detailed instructions are numbered and explain the steps required to complete the activity.

The instructional strategies for problem solving learning are used to enhance instructional effectiveness and foster learning. In unit 2 learners identify an instructional challenge they are currently faced with in their class. They combine previously learned cognitive strategies and principles of teaching, along with newly acquired procedures for designing instruction to plan an instructional activity that uses technology to address this challenge. Examples of instructional challenges that other faculty are facing are provided. This is conistent with the approach used by Diane Salter and Les Richards in the Task-based approach for their "New Classroom" series. The examples of online learning at the University of Maryland's Teaching and Learning Resources website act as a catalyst to encourage faculty to think about how they will integrate technology within their own course. This discovery approach gives learners the primary responsibility for processing the information (Smith & Ragan, 1999). Subsequently the learners are directed to resources which will help guide their selection of instructional technologies and strategies. The instructional design template requires faculty to apply their newly acquired knowledge to articulate their plan for integrating an educational technology. The template ‘tests’ their knowledge of the material presented. The learner receives feedback from both the instructor and a colleague in order to revise and improve their instructional design template. This template enables the instructors to assess the degree to which the learners have internalized the new knowledge and skills they have developed. Exemplars are provided so that the faculty can see a sample of a completed instructional design template. A summary is provided at the end of the unit to enhance retention so that the information can be transferred to the next unit.

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