Instructional Design: Strategies and Best Practices for Online/Blended Learning

[Music] I'd like to welcome you to our extension professional development for the diversity and inclusion issue core and welcome to you Gwen Schiele Gwen is from Michigan State she has been working in instructional design for over 15 years and has been a part of many award-winning projects in Michigan State as well as throughout national initiatives within the extension and others that she's collaborated with over the years we're really excited that Glen is able to share her experience and instructional design with you today and really look forward to hearing what she has to say so at this time I'm going to go ahead and turn our webinar over to Quinn all right Thank You ash loli appreciate the introduction and just to give you a little bit of background to into kind of what we're doing here at Michigan State in terms of online and blended learning and so forth we've got about 70 courses that are either currently being offered or in the development stages that we're offering and most of them are online self-paced courses so we have some cohort based ones and and things like that at all as well so we have a little bit of variety and we also do a lot with webinars as I'm sure most of you do as well and in the last six months I just happened to do some stamps for this in the last couple weeks and in the last six months we've had over 5,500 participants in webinars so do a lot with that as well so so anyway I'm very excited to be here today to share some of my experiences and to show you some examples too of what you might be able to do so before we really begin to I wanted to kind of take a step back and I really love this picture this is a picture of farmers week here at MSU back when Michigan State was called the Michigan Agricultural College back you can see in 1922 and um what does really makes me think of is there is a Institute for emerging leaders and online learning it was a Institute that I was a part of a couple years ago and they gave us a book on the history of online learning and as I open the book and look at the first chapter I was really excited to see that what they said was that the emergence of distance learning really started with the Morrill Act and mind you that most of people the you know 30 people that were at the Institute with me really probably had no I have no idea what Cooperative Extension was of course I helped them learn about that during my experience as part of that Institute what was really excited to see that and you know of course they're talking about dissemination of our research-based information out into our communities and of course you know our technologies have changed from 1922 until now and back when the Morrill Act was first started however it's the same kind of concept we're thinking of new ways of reaching our audiences and getting our great information out to them so just kind of a step back before we go forward okay just a brief outline of what we're going to be talking about today first of all just because I'm sure many of us are at kind of different levels so in terms of what you know about online blended type courses so I'm going to start out with a food Jeff few definitions then I'm going to tell you something about called the secrets of instructional design and I won't go any further there then what I'm going to do is I'm going to walk you through kind of a development process that I've used with online courses for many many years and then also the last part is going to be a lot of fun I'm just going to show you basically some different examples of online courses that we've offered here at MSU so let's get started okay so our definitions of course if we just look at the basics what's an online course a course offered over the internet very simple right we also have a blended and hybrid approach and so what that basically means is that you're here you have some sort of combination of face-to-face Plus online now the percentage of that so what part how much of it is face-to-face and how much of it is online that's really up to you there isn't an exact science to that okay so it can be whatever is best for your content of whatever is best for your audience now there's one version of the blended course that maybe I'm sure you've probably heard about if you've done some reading about blended learning or online learning that comes up a lot it's a flipped classroom and basically that's a version of a blended course that basically flips the content so that the participants really watch the lectures online and so maybe you have some voiceover powerpoints or something similar and then you spend your time together doing hands-on type work so let's just take a Master Gardener as an example maybe what you would do is you let's say it was a unit or a module or a time usually spent together where you talked about woody ornamentals and pruning maybe what you would have your participants do is online prior to meeting face-to-face for that week of the class you would have them watch a series of videos read some fact sheets maybe or something like that about pruning and then when you're together face-to-face they would actually have a small tree or whatever it may be in front of them and they would actually practice some pruning okay so let's kind of flipping the classroom letting them kind of get the lecture online and really being more hands-on when you're face-to-face so that's what the flipped classroom means we also should look at some different methods for offering content online and I'm sure many of you are familiar probably with self-paced courses these are courses where the participants or the students work at their own pace oftentimes what we'll do is we'll give them a certain time limit in terms of how long they have to access that course so maybe they get access to that course for six months or four months or something like that and it's kind of really important to do that to try and get people to complete the course okay we always like to look at retention and look at our data in terms of the numbers of how many people are completing and that kind of gives them a little nudge in terms of okay I have to get this done in six months or maybe my access is going to be turned off okay also open enrollment this is just kind of a term we use when participants can enroll at any time so that kind of goes along with a self-paced course people can register anytime I'm similar to we have many courses like that in catalog through e extension so you see a lot of those there we also have a different method that you can use more of a cohort based course and this is when you have participants enroll by a specific deadline so you're going to give them you're going to say okay by May first you know let's say that people have to enroll and people go through the course as a group so maybe it's a let's just say it's a five-week class online class and for that group you would maybe give them access to weeks one content right away during that first week and then you want to open up the following weeks until that date comes up so you wouldn't give them access to week two until week two begins all right what this does is it helps to promote some collaboration between the participants so some peer to peer feedback and also in these situations typically the instructor is much more active in the course they're you know typically we may have discussion forums in the cohort based course and things like that so when you're picking which type of course you're going to offer which I'm going to show you examples of both of these you need to think about this because a self-paced course to be quite honest may take a little less work once you have it up and running okay it's a little more automated I mean you still have to you know check the course for quality you know every let's say month or two and make sure links aren't broken but it's a little bit less work whereas a cohort based course you know you're going to have to be really involved in that in that course so something to think about we also have a couple definitions here about synchronous and asynchronous and this really relays to some of the activities and so of course synchronous participants interact at the same time so right here today we're in a live webinar together at the very same time similar to a zoom meeting or maybe a chat that you might have or Google hangout or a conference call okay something where everyone's together at a specific time now of course there's some challenges to this because what if you have a whole lot of people in your online class and you maybe have some that are international they're from a different country or maybe even West Coast versus East Coast right you're going to have some time differences and so you need to think about that if you're going to schedule a live webinar or hangout or something like that and think about how you might make it so that the majority of people can accesses so maybe that means that you would offer to at two different times or maybe you record it and put it up online and give people an alternative way to access it so there's ways around it but something to think about asynchronous of course participants interact kind of when usually you give them some sort of deadline but during the last time so this is more of a discussion forum an email a blog something similar all right so before we go into the next section which is our secret to instructional design I've got a little pool question so Ashley we can get the poll question up there we go take a minute in the instrument so what is your experience with the following distance learning options and this is a multiple choice so you can select more than one so maybe you've been a student in an online or blended course you've taught one an online or blended could be either or maybe you're thinking about teaching an online or blended course so go ahead we'll give you a second to answer everyone that's voted there maybe some holy now that's okay can you see the result to clean on your end no not a visible right okay just a few more posting their votes will give you another 10 seconds we have four left no pressure it may be taking the best answer yeah might be more than ones is applicable alright let's go ahead and watch the results okay I did the poll now can you see if they share results yep there we go kind of draining number so I can see it okay so let's see here 76% have been a student an online or blended course that's fabulous 33% have taught wonderful and 51% are thinking about it so great that gives us a little bit of helps me out a little bit in terms of where we'll go from here so all right so now we're going to talk about the secret to instructional design I'm going to share this with all of you so the secure of instructional design I'm sure many of you are familiar with many different models and methods for curriculum development for online learning you know Bloom's taxonomy talking about the Addie model or the Sam model there's many different models and methods out here but this is kind of an interesting one this is dr. Steven Yellin and he is a professor emeritus from Michigan State University and has done a lot of work in the area of instructional design learning objectives and very charismatic so we have a great little video from him here that I'm going to show you so give me just a second get it up for you yes a minute my computer's being slow uh-oh it looked like it went back to PowerPoint yeah - most about sharing for just a second there we go okay everything kind of packed over all right and I'm not going to get full screen I told Ashley this earlier because it's a the quality of the video is a little bit lower so it gets kind of fuzzy if I do that but nope and since I snap sheriff forgot to hit my little button to share the audio so we need to make sure to do that so you can hear all right let's hear from Stephen this is a 12-minute video we're not going to watch the whole thing we're going to watch just a couple minutes of him give you an overview and then we're going to jump to the end hi I'm Steve Yellen and don't tell me bye but I'm here to reveal to you the secret of instructional design a way to think about and plan your instruction so it's likely to be effective what is the secret of instructional design let me show you I have it all on one piece of paper there are certain elements that must be present for an effective piece of instruction and they must all be consistent with one another first comes the real-world performance real-world performance is the goal what is it the students will learn from you and how will they show you that they have learned it and how will they use it in the real world I don't mean just professionally but how will they use it as citizens as educated people what will they actually do in some context in some role in the real world next comes the terminal objective the final performance into the course what is it that you would have them do that is the closest representation of that real-world performance that's what you tell them at the beginning of their in action you will be able to do these things in fact the objective describes the test and by test I don't mean a pencil and paper test a multiple-choice that necessarily it could be a project it could be a task it could be an assignment it could be a performance there are many types of possible assessments depending on what your objective is so you have the real world performance the terminal objective and the test which are all consistent and then you select the concept the essential content that's organized and sequence to help your students achieve the objective the ideas and the skills that they need in order to be able to do that then you have the methods the introduction which motivates an audience of students now the instruction where they get to the information through explanation or discovery a demonstration of how to perform properly practice where they're doing what it is that they're supposed to be doing on the test to achieve the objective to be able to do the real-world performance and feedback for that practice and then if it all works properly what you have is students being able to pass that test using the content talk to them by explanation demonstration practice and feedback achieving the objective and then being able to perform in the real world let me give you some examples okay so we're not going to go through all of his examples here I'm going to kind of fast-forward it but I kind of like his eye you know I've always liked his take on an instructional design model and of course the one thing you know he's talking about the what is the real need what's the problem that we're facing what is it that we need to solve you know we see that in some other models too but you know talking about the learning objectives learning objectives are so key to building a quality online course you know really kind of the heart of it so now I'm going to fast forward here we're going to get to the end let's see here and we'll start back about right here you've got I performed that when they walk out into a clinical setting that's the secret of instructional design when do you decide the medium whether to put things online whether to give it as weightings with it to do a lecture how do you how do you decide that well that's decided after the design it may be that the whole piece of instruction is put in a particular medium maybe it's all live maybe it's all online or maybe certain pieces are online for example taking a history you may decide that the explanation is all done with a reading and then by a video you do the demonstration and then they have to go to a lab and practice taking the history so the medium and the choice of that comes after the instructional design so remember the instructional design secrets how do you put together a plan you think of all the elements and you make sure they're consistent you remember this poem real-world performance is the goal the objective describes and test if all the parts are consistent your instruction will be the best piece alright so some words of wisdom from dr. Stephen Yellin all right so now let's move on to the next area that I'm going to talk about and that is the kind of a course development process that I've used for a long time that I'm going to share with you and one thing I will just want to mention from the beginning so this chart right here the documents I'm going to show you and so forth they're all online on a website MSU Extension and we will give you links to those and so forth I know actually we're going to send out the PowerPoint afterwards so don't worry if you're not catching things or something like that you'll have access to them afterwards alright and so if we look at this course development process and this is something I used to work at a unit here on campus called MSU global and it was really kind of designed from that group but what this process is involved in is we've got kind of four different phases and this first phase right here includes your needs assessment your design and strategy and kind of getting your schedule together okay and we're going to talk about each one of these phases in a little more detail the planning phase okay the second one right here the one in blue the second one down is when you're figuring out what your learning objectives are that course outline your activities your evaluation plan all of this together right here so when we're defining our learning objectives first this kind of goes back to what dr. Yellen was talking about to do that first find your needs find your learning objectives do that first and then go through and complete your activities and figuring out what you're going to use as your conscience the third phase in this course development process is the writing and building phase okay so this is where you're actually creating the content and then it's great if you can have some time for a test and revision phase as well this doesn't ways happen and mind you even though this looks very linear and so forth you know depending on deadlines and things like that this process changes from time to time right it doesn't always quite go this way and sometimes you just have to go with it and that's completely fine but within the test and refine phase that for you hopefully is some time to do some testing maybe some pilot testing with your potential audience and get some feedback from them and then finally of course you launch your course so let's look at this in a little more detail so let's start with a defined phase so what does this really consist of okay so for looking at this first phase and we're looking at needs assessment this may be it could be something formal and it could be something informal so it could be something formal as creating a survey if it's a new our target audience that you're working with maybe a survey is something you want to do or even maybe a focus group okay maybe you kind of know your audience but you want to get more details for them so for example there's a course I worked on several years ago it was a USDA grant we got for creating equine safety type courses and the first thing that we did and Ashley was kind of she knows all about this project and you know we got the grant and everything and one of the first things we did was we did various focus groups throughout the country and we relied on some of our extension horsequest members to help us do those focus groups so we weren't just focusing on people from Michigan and looking at you know what were the most appropriate topics in the in the areas because you know we thought we knew what we thought was important but really what was important to the youth the members that we're going to be taking these courses maybe you also have some research results or something else that you can rely on but looking at that needs assessment assessment looking at that problem statement is really important what you also might want to do is oftentimes if I'm working with a group especially if it's a group that I'm maybe a work team that I'm kind of new to I've got a design and strategy document that I go through with them and I'm going to show you a minute here what that looks like so I'm just going to go ahead and stop sharing my PowerPoint for a minute and every time I stop sharing my zoom controls come over so I have to move them so sorry about that sometimes zoom can be a little you know geology okay so here we go our course design and strategy checklists so this is something if I'm just sitting down with someone and we're kind of you know we've got an hour to talk through hour and a half maybe to talk to this so what's the background of their project and idea and I kind of write down some notes so that I have this who's their target audience okay this is going to be very important I mean if you're developing an online course for 4h youth which some of you have mentioned before in the Q & A that course may look a little bit different than what we're doing maybe for you know some folks even maybe with Master Gardener or you know whatever it may be you know depending on our target target audience and also maybe where they live that type of thing of course interphase you know I'd like to ask them you know a lot of people now I can't remember the percentage but there was quite maybe 70% of you had taken 60 or 70 that had taken an online course well if you have what are some things that you liked about some courses that you took and you know if they have access to them we take a look at it delivery methods you know what kind of method are we looking at once again looking at their target audience formats you know interactions I'll kind of go through the rest of this kind of quickly technical requirements and so this basically is just a way to start the conversation with the groups that I work with in terms of finding out what it is that they're wanting to do what their goals are and and things along that line so something that you could use even yourself to kind of fill it out on your own all right so also in the first phase right here you also want to definitely go over your project schedule I'm sure all of you can relate to projects that have gone beyond our intended launch date but deadlines are important maybe you've got an event you have to have this done for so a group actually of course I'm going to show you a little later we want to launch it at our fall extension conference they have a breakout session they were doing and they want to kind of launch it at that that event maybe you've got a grant where you've got to get it done by the end of that grant okay those always good ways to get us moving on them or maybe you just have a simple goal within your work team or the group that you're working with but schedules are very very important all right so now let's also look at the next phase which is the planning phase so looking at our learning objectives so this document right here which I'm going to open it up for you in just a second but it's basically an Excel spreadsheet that I make encourage every group I work was to use and it basically helps us to align our learning objectives to our content so now let's take a look and see what this looks like right here there we go I'm going to make it a little bit bigger and this um document was actually something I had created out of the again an e extension grant innovation grant for adaptive learning and this kind of came out of that because learning objectives are extremely key to adaptive learning and so this was kind of one of something that came out of that process which was great I'm going to kind of scroll down I'll come back to this top part right here in just a little bit then come down right here so if I'm working with a group and we're kind of putting together the online course maybe we have a course outline that we're already going to work with okay so we know how we're going to kind of group our content together so maybe you've developed an outline in Word or something similar and typically we try to break the content up in units or module or lessons whatever makes the most sense kind of what you like or you know what would make sense for your audience for example sometimes lessons may sound a little too academic so even of course I was working on with someone yesterday we decided to call it part 1 part 2 part 3 ok you know your audience you kind of know what it'll sound good to them but I'm just going to pretend that this is for an integrated pest management course so I'm going to say unit 1 is I'm just saying introduction to IPM ok and maybe my first learning objective is something similar to I mean this is just kind of I'm just going to roughly writing this out but maybe it is to identify various soil types okay at this point we're going to use the rest of these columns right here to start filling some things in so if we know our learning objective is to look at soil types maybe what we're going to do after talking with them they don't really have anything too formal so they're going to you know we're going to create a voiceover PowerPoint okay kind of a little mini lecture of course we want to chunk it up into small pieces and then let's say maybe they already have an existing you know fact sheet and then we would usually you know add a link to it if it's up online so we can have easy access to it and I'm sure there's probably other things that you know of course would add in here too then we will kind of brainstorm what are some activities ok in activities are something that they're really important and oftentimes I see a mistake that people make is that they look at activities and they they're looking at their content and they see something that would be really easy to make into an activity okay so for an example maybe you have some definitions and you think oh I can make that into a matching or something such as that what's great you know and it would be great to have that in the course probably but is that the most important thing that your participants are supposed to learn because that's what it is take time to create and that's really what you want to focus your time on so for example if I'm going to be looking at the various soil types maybe a more appropriate activity may be something where they're looking at pictures of different soil types and somehow identifying them or identifying descriptions of them or something similar okay so making it a little bit more applicable to that learning objectives and then of course you want to have your assessment as well and by assessment what I mean is assessment of this learning objective okay different than your evaluation for your course this is an assessment of did they learn what they were supposed to now we don't have to make it so formal in our non-credit courses that we offer you know we don't have to make it so much as if it's a test you can give them unlimited attempts at taking it and make sure they know that or oftentimes what I'll do is I'll name it something else I'm not going to call it a test I'm going to call it a knowledge checkpoint or something similar so it seems a little bit more informal and make sure they know that you know you know it's something that's practiced for them if that's how it's supposed to be or something similar so if we're filling this out with a group you know we obviously go through our different learning objectives and if you have more than one learning objective you basically add in more rows down here and you would put them in there and then continue to fill this out and oftentimes what we'll do is we'll actually take this Excel spreadsheet we'll throw it up in Google Docs and that way everybody can access it and so for example if two people are working on unit one and another two people are working on unit two they can do that very easily and you know you kind of work on it until the next time that you meet now I'm going to scroll up a little bit because what I have up here is kind of important as well so these are things to help you fill these columns out so learning objectives okay learning objectives are they're not always easy to write and sometimes it's hard to think of what proper verb to use and so this I'm not going to go to it right here but there's a link right here some it's a really nice list from Fresno State that I like to use and it just basically gives you ideas for different learning objectives based on Bloom's taxonomy so based on is it more of knowledge recall is it more on you know they're supposed to be reflecting on it and so forth so one level that is in Bloom's taxonomy it kind of helps you out of course the one thing if you talk to any instructional designer they will emphasize try not to use the word understand and the learning objectives it's very hard to measure that the same thing is for the word know as well so two two birds to kind of stay away from then over here we've got some examples of different types of content so sound always a lecture video that we might have as a piece of content maybe it's a story digital storytelling or a guest speaker maybe you're going to have someone do a short even though zoom recording that's really easy to do you know just record them giving a little five-minute thing on maybe a something recent that's in the news if it's food safety maybe it's a recent outbreak or something similar okay and then there's some activity examples and assessments here as well so some different examples of these different methods so once again this is something I'm going to show you before we end here today where you can find all this information is up on our MSU Extension website you can download this you can change it around if you would like and so forth obviously it's got a Creative Commons license that I put on it so it's yours to use alright so I'm going to go back to the PowerPoint but I see I also have a question in the chat so we're going to take a second and answer that give me just a second here alright so Molly has asked it's a really good question how to groups find and work with you really good question so in my role here within MSU Extension so we've got four different institutes within extension so we have our 4-h and youth we have our greenie mission Michigan Institute which is kind of the Natural Resources land use some food systems that type of thing we have our health and nutrition Institute and then also our egg and egg business Institute so i basically support all of those institutes and a part of our organizational development team so our organizational development team consists of a small group of us that have expertise in a certain area so we've got a specialist in the area of evaluation we have a specialist in the area of diversity and our specialists in the area of educational technology and so basically you know i'm here as a resource for all of our staff which is sometimes be quite honest a little overwhelming because it's a lot of people to help alright so that's how groups know who i am i mean i've you know obviously have been with a attention now for three years and so people kind of know to come to me if they want help for you know an online course or for integrating some technology into their programming and I do a lot of training in my role workshop that type of thing so and one item i should mention too that i'm working on the summer is actually it's a it's going to be a five or six week online learning experience for people that are interested in teaching online so they want to teach an online or blended course because one thing that I've run into of course is scalability you know how do I work with this many people so this is going to be you know a cohort based course where you know they learn the basics of pedagogy and so forth of teaching online and at the end the hopefully they'll have one unit of their potential course developed and as this course is offered and so forth depending on how primo many people enroll here from MSU this may be open to people outside as well as I'm sure I'll advertise it through catalog too so all right so let's get going here in the phase two so we can keep going to show you some examples so also in the planning stage you know this is where you're going to think about your lectures and whether it's a voiceover PowerPoint or something I've got a little screen shot here this is Rebecca Finneran doing a little how-to video and what to do with your leaves and she's like throwing leaves in the air if you would see the video it's fabulous and the different activities that you're going to do whether it's more of an interactive activity whether it's more of a discussion forum for a cohort based course what a project that maybe some somebody does and maybe a 4-h youth type course alright think about your assessments motivation techniques I've got just a couple images here of some digital badges okay I can go into that in detail but sometimes that can be a little incentive because once again we like people to complete our courses we like to be able to tell them that we have a pretty high retention rate and completion rate work on your evaluation plan hopefully you have someone within your institution that can help you with this because evaluation obviously is key to what we do in extension and also look for existing resources we don't need always have to create everything from scratch getting a Master Gardener example we're going to have some animations created and we had a quote for them and they were going to be between one and two thousand dollars each to have someone created them and so we started looking online someone from Indiana University happened to create it already so they don't have a Creative Commons license to it so I contacted the person and just asked them can we use this they were more than happy to let us he actually gave me all this files and said do what you want with it even if you want to change it so just ask never hurts also you want to look at your user interface and so Moodle obviously is something we have available to us through the extension and you might want to look at some development tools such as Camtasia or storyline you know those are two tools I use quite a bit in and the course development process Photoshop you know hosting your videos Vimeo YouTube there's lots of different tools out there I think that's a whole webinar in and of itself all right so that's our writing a building phase that takes quite a while gotta tell you that's one it's going to take you a while to get through that phase so this is where we storyboard and we develop our content and activities it often times when I'm working with experts oftentimes I'll have them just create a PowerPoint and put together some of their content even their some of their images of I'm creating an activity put the text in there and then I can put it together for them maybe we work with a graphic designer to create some things and then we build a course obviously when we build a course a couple things we want to think about our usability ease of use by people for our participants as it makes sense does it flow correctly do we have good instructions and also accessibility as well okay I've got some good resources on our website about accessibility that you could access but obviously there's something very important to all of our universities that we have captions that we think about the use of color many different things on that comes into play with accessibility our next phase is a test and refine phase and so this is kind of if you have a group of people maybe a beta test group so this may be kind of friends and family so maybe it's someone else another work team or something similar and they could review it and give you some feedback so kind of an internal review and then maybe a pilot test of some people from outside of your institution as well so okay your target audience and see if you can get some people to go through it this right here is a screenshot of just a form that I use quite often once again this is on my website then and share with you and allows people to give you feedback otherwise you may get feedback in many different forms emails Word documents I've had people write it by hand and take a picture and send it to me so having people have used the same format it is usually quite helpful and then once you're ready to launch of course you have a party because most people are really excited to get to that the end result so maybe it's just going out to lunch but still usually everyone's pretty excited but you do need to think about some things when you watch and so think about your certificates think about who are they going to contact for emails how are you going to manage those participants think about your continuous quality improvement okay so making sure that you go through every couple months and making sure those links are also working those videos are still working and also plan for improvements okay what's going to be your phase two you also want to think about marketing social media email campaigns how are you going to let people know about this and hopefully you've got some communication people to help you with that as well at your institution all right so now comes the fun part so let's look at some examples go ahead and stop sharing my PowerPoint and give me just a second to rearrange everything here again and here we go all right so I'm going to start out here with kind of course that went really fast okay because I know some of this can be overwhelming you may be thinking right now this is too much I'm not sure if I can do this but you can you really can so I had a group of individuals come to me last summers about May or June and this is a group that wanted to have a course ready for a fall extension conference in October okay and it was a climate change of chandni course and this course our target audience is basically our staff with an MSU Extension and this is just our homepage so it kind of gives people instructions and where to begin they go to the content Paige and I should mention too this is d2l desire2learn which is a learning management system we have here at MSU so I'm just you can see here we've got five modules and they said about three to four people that were working on the content of this course and we started out with I'm just going to go through a few of the pages you know writing up our learning outcomes our learning objectives had they had some readings and so because of the for the sake of time they didn't create any voice over powerpoints or anything like that they really didn't have time to do that but we did have some great documents they wanted people to read and one thing we made sure to do you can see right here we describe to people why this PDF is important and some key aspects they should take from it so it's not just giving them here read this it's this is why it's important some more readings and here's a video from some of our experts in this area and we also even had we took some videos as well from YouTube so here's one Bill Nye the Science Guy okay once again telling them how long this video is some of the what they should look for in this video and so forth so being very specific with it okay and that's kind of what this course consists of so was more of documents that they could read added in some videos for some different types of media and then at the very end what people can do I'm going to show you the certificate of completion if they complete is all we had some short quizzes in there at the end what people would get if they get a certain score in all those quizzes they had access to this automated certificate of completion similar to what you see in the extension Moodle and people can type in their name and they can print this very good Gwyn a couple questions in the chat window on average how long do you think it takes to complete all the phases of the course development process this is an example for instance yes and I'll be kind of talking through each one of the examples in terms of how long they take so if I mentioned this one so this one took you know four to five months really to create and this is of course people not spending all their time on it you know spending a small amount of time on this course I helped them build the framework of it taught them how to upload the content and things like that and help them really you know build the certificate and things like that other courses I've worked on have taken a year or more okay and you'll see why I'll show you some examples here in a little bit it really is very specific another question is about using YouTube videos in your content how would you do that properly so Katherine that's a really good question so I'm guessing you're you're asking in terms of the quality of the video and I mean from my perspective I really rely on our subject matter experts for that but of course we use reputable resources you know you wouldn't and they kind of know that they're there they know enough to be able to vet those in terms of what is credible obviously we try to use videos from other universities and things like that you do run to kind of a problem sometimes if they're not captioned properly because if you are embedding that video into your online course and it's not captioned properly it's on you however you can't make that person caption them properly so that's something to think about that can be kind of a barrier so so how do you know that it's okay to grab a YouTube video what would be your trigger to know that it's acceptable to repress that in your course right so if someone's putting a video on YouTube they're basically saying that it's okay for other people to use it so for that video just shows you with Bill Nye the Science Guy we don't have to ask for permission for that okay we were able to use it very good now you will want into some other tools such as I think Vimeo is a little bit different I wish I know it is you have some different options you have the option when you upload something of whether or not you want to make something embeddable so allow that code available to people so using some other tools you have that more options in terms of how private you want to make some of your content if you're kind of worried on the flip side about some of your content and before we go to the next example Johanna Sheppard is asking are you available to help us work through our first try at this right you know that kind of depends like I have to be honest you know I'm kind of at the brink of being as a level or a man in terms of helping people here within Michigan helping them putting their content online but I'm always open to meeting with people for an hour or so in helping people kind of get started get the first step thinking about where you want to go with with your process and and so forth so yeah it's just give me an email try and help you out all right so let's look at another course I want to keep us within a kind of our time frame here so we're going to look at our integrated pest management Academy course and this course isn't live yet but this one's kind of neat so there is a group of about six or seven educators all working in IPM and they want to pour some of their content online and so I gave them all a training on how to use Camtasia and then they went out and they actually recorded all their sessions themselves which is fabulous so they didn't come here to campus or anything like this they did this on their own and I'm going to show you a couple different aspects of this but I'm just going to kind of go through a couple of the pages so we have our learning objectives of course I was going to bring that up and then here's one of our Xers experts so here's Erin Lizotte very important for people to see who she is since we have so many experts in this course and our contact information and then she created a video and I'm going to show you a different video as an example but this is you know kind of her video lecture so they kind of sent me their video I added some bells and whistles to them to make them consistent like the same title and the music and at the beginning and things like that and make sure they were captioned and some resources we always made available to them and then we're also building some interactive activities as well so this is an activity that's created an articulate storyline and for example so part one of our learning objectives looked at comparing natural enemies and pests so in this one people have to select us so here's a lady beetle and is it a natural enemy or suppose which one's right and I drag it to a certain area and I'm really hoping I can find my cheat sheet here that I had I'm not sure my point okay so I would guess think lady beetle goes over here Japanese beetle I'm not sure I'm going to get it right I'm not going to get it right so I'm gonna click on submit and it's incorrect I would have to try again and you can drag them around in two different combinations until you get it right and so basically a way for once again use this activity to go back to those learning objectives and figure out you know which one is correct and here we go I found my answers so I'm going to kind of Gypsys beetle there we go here are passed over here so potato leaf hopper Japanese beetle white pine weevil and I got it correct alright sometimes you would think by creating these I remember but I don't all right so that's kind of an example of an activity and I just want to show you one other video from this course and because he did such a great job so been whirling one of our educators and he went over the top on his video so he's second in bow scouting for vegetable path and he did this a little bit long it's longer than whatever we're probably going to cut this up into smaller segments but when showing us via the segment pair hello my name is Ben Worley I'm a commercial vegetable educator with Michigan State University Extension today if get the head here a little bit he showed a video and I'm gonna go here we go here worm is one of the most common culprits responsible for wormy corn the goal of our video today is introducing upon you without however we have a job he did this himself using kind of DUI through yourself equipment he had his iPad up on a tripod he purchase a wireless mic that I suggested that he buy and various out in the field okay great some cool things you do with this shoe when he first were to start it out if he would have like walked out of the cornfield like into the camera you know sometimes you know brainstorming with some other people you think of some things like that but you did a really good job so now I kind of keeps talking for a while I'm going to show you another feature of actually as Camtasia you see these little white dots down here at the bottom I'm going to fast forward to one of those spots this is a quiz that we can actually integrate into the video so if you want to make sure they learned a certain concept you can put these little quizzes in there so here's a question features of corn earworm biology I'm just going to select one click on submit so I didn't get it quite right I could go back and review that section or I can move on the correct answer was D the fact accordion is Naruto job once again been telling people you know talking about the answer and talking about you know what answer was correct so I'm going to quickly go through this next one just to keep forwarding through the post you guys that again and I just want to show you one little last piece in here I'm going to fast forward once again to this part right here architect if you don't have more of these two bags at the top which is where the moth are going to collect the other sales trap you could use is called a heart stack or Texas style okay so once again in the field going back and showing some hands-on type things and it was kind of funny at one point she's even trying to get this stake in the ground and it was a little funny so so sometimes adding humor to your lectures are pretty good too so if I go in yes we have some questions yeah we do so how long so the video really last are you yes so that's a really good question so research in lucknow within the last probably four years or so we've done some really good actual research on this through MOOC courses massive open online courses and they've been able to look at millions and millions of views of videos through these courses okay and what it really shows and I've got some stats I could show you they include it in this presentation but really six to eight minutes after that if you look at the chart it goes down the retention from the students they just kind of walk away the participants going through these and so six to eight minutes is really where you want to try to stay so you really want to chunk those videos up into smaller segments this one I should was just showing you right here 25 minutes too long we need to chunk that up into smaller parts okay so you really want to make sure to look at that let's answer some of these other questions really good they're really quick what wireless mic do you suggest okay so that's really going to depend on your equipment if you want to email me afterwards I can give you I've got a document that lists some kind of suggestions maybe you know I'll just give you that to you as well actually but basically B&H photo not to promote a specific company but they are fabulous if you call them they will go through you'll get an expert in a certain area if you tell them you know I'm going to use my iPad or I'm going to use my iPhone they will help you figure out the best mic to use but I've got one it's about the $250 range that works with an iPhone and iPad and some Mac computers as well okay umm question from Katrin does Moodle have the ability to auto populate participants it does um I think it does and I'll get that with the horsequest courses I have to go back and verify but I do believe that was handled on a student if after they completed their quizzes and tests yep let's see here hello in Michigan do you have a multimedia content developer to develop an articulate activity okay that's a really good question Kate so I create basically pretty much most of the articulate activities I create there's a couple people that I've worked with really closely they've helped you know we kind of work together a little bit so I've got someone in health nutrition Institute and you know through a grant basically through the adaptive learning grant they also learn how to use articulate and then also there is a gentleman in our children youth Institute that uses articulate sometimes as well often and so you know basically we're the ones that do it so our multimedia group focuses more on editing professional video that sort of thing and anything like this we would do but I have I had knowledge of graduate graduate students in institutions with munities of the extension as well as educators that have learned how to use articulate yes definitely can can learn it to say that it is easy for everyone to learn I would say it is not Camtasia is something that's you know if you're going to do a simple voice over or something like that that's much better to use for that but definitely is there's a lot of tutorials out there and things like that Paul asked the online education especially with four credit courses have you verified the person claiming to complete the activity it's actually the person who completed it you know that is a really good question of course when we're talking about four credit courses if it's an online if it's an assessment sometimes we have proctored locations where people go to to take those tests to make sure they're the actual person if they are if it's a paper or something like that to be quite honest it's very similar to face-to-face how do you know as a four credit instructor that you know when they set in their paper that maybe it wasn't someone else helping them write it you don't always know okay so and there's yeah there's another quick question from David in the chat of do you know if in video quizzes are available in Panna potin an apt oh thank you yep you know I'm not really sure I haven't looked at pap toe in many years so I can't really answer that question um okay that that would be it okay good all right so let me I'm going to show you I'm trying to show you just a couple more I know we're getting to the end of our time but as you do want to show you one really neat one with articulate storyline so this is kind of moving into the realm of a course as we've been working on for about a year-and-a-half minister citizen planner online we just launched it about a week ago was really exciting there's a gentleman Dean Salomon who was getting close to retirement so he kind of did this as his capstone project and we've been really happy with how it turned out so what he created were basically these what he called episodes okay and these episodes are basically they're kind of kind of digital storytelling as where it is and for example here's episode 1 and this is about someone by the name of Neil Hodges and before we even begin with it we hear a little bit from an expert so this is brand-new Minh another one of our educators here with an MSU Extension and let's hear what he has to say to start well here we go the first episode of the citizen planner program in this installment Neil Hodges attends his first sparked evil planning commission meeting click on the next button in the lower right to start reading about Neal's experiences after you're done I'll be back to explain the other activities there part of this section alright so sparked evil is a fictitious um township you might say and Neil right here is their their newest a as he mentioned Planning Commission member so dean wrote all these stories and I can obviously read them to you but basically Neil is like what in the world have I got myself into and so he's a little overwhelmed he's got all these big books on zoning what do they mean oh man he's just what have I done kind of flip or click through that and then we hit another little video here from Brad kind of telling you the next steps and for the sake of time I'm not going to play this it's a really short just twenty second video but then you go into these different activities so here's an activity that when talking about planning and zoning it kind of compares it to our government structure so how does it relate to the executive branch how does it relate to the judicial and the legislative okay so giving people a little bit of knowledge in this area based on things that Neil probably should have know and it would be helpful to him here's a drag and drop and this is one where you've got to get in the right spot otherwise what's going to flip back to the beginning to the actions list okay so well you know how that works and one thing to note and drops are not really accessible so typically what we do is we give an offline version of what that drag and drop is like so kind of more of a written version and of course it's going to tell me here I did not complete it all so I would have to finish it to keep going but you get the idea so he bill around 25 of these episodes in the last year and like I said we're really excited to launch this about a week ago so this is a revamped online citizen planner all right so let's see here I know we're getting to the end of our time do we have another question in here na okay is the book design built in the Camtasia good question and this what I just shows you this activity was actually built in articulate storyline and the book I kind of feature functionality was not something that was built within there we had a graphic designer on help us with that but I will give you a little bit of the tip so a lot of our graphics like simple graphics that we get is from a website called free pick calm and if Fe fre epi k dot-com and a lot of their graphics in here you have to give attribution to use them they're free views but he has to give attribution otherwise if you pay a certain fee then you can use it without attribution so this is a really good website that I go to to get a lot of icons for my powerpoints for my online courses things like that all right maybe I know we're at the end of our time so maybe if people want to leave it fine but maybe since we didn't have so many people interested in gardening maybe if I can do my nationally if I quickly show those partner go right ahead and also want to share with them the link to that for evaluation of our webinar today if I'm going to be placing that in the chat window as well and Ashley I'm actually before people maybe have to start leaving I will put in the chat this educational technology area this is the OD website our MSU Extension and so this is where a lot of my resources are and all the documents I went over today are here on this you website right here this URL is I'm going to throw this in the chat for you as well and right here the word says new sound like I said new anymore but here's that learning objective outline so let me throw this in the chat too okay I want to make sure everybody Get Set before they leave alright so let me just go over to our Master Gardener and let's see here so we piloted this for one of our locations this year and we didn't do all the modules but we did a couple of them and so this was our Flint location and for example Diagnostics was one of the units that we kind of had fully developed for the blended option the other units what we did is we made sure to put we people go through a test for each unit and so we put that test online so people have the option of doing an online if they wanted to and we also put up some resources as well but here under Diagnostics let's take a look at some of these so first of all our textbook readings so here's a link to our some sections of our manual I'm sure those of you with Master Gardener your books are probably sick just like ours and so this is the way we kind of broke them down into smaller chunks and made them links here in the course and here's an example of a insect Diagnostics activity ok so here's one click on the location of the following insects I'll just do it wrong to begin with incorrect try again so obviously the head is right there correct okay door X okay some identification basically some of these are you know this one wasn't so hard just kind of getting them started with it there's a question the chat window go in and I think you let storyline modules be integrated into there in other platforms like canvas courses or our extension or an extension website yep that's a fabulous question so you can basically put them anywhere so any LMS d2l blackboard Moodle whatever it might be they will play with in there they also play on tablets we did a lot of testing with citizen planner and tablets and it works really well and you could also even just put it up on a web site so you can do that too and another question here from Kate what do you use as your non-credit registration system okay so that's a really good question we actually just switch to a new system recently and we use cash net as our base for non-credit for you know a lot of events and things like that the registration for that and our IT services department here in campus basically created a custom tool that works with cash net that basically gives automatic enrollment into a d2l course so when someone registers for an online course we don't have to do a deal with manually adding them in or anything like that their community ID or basically their ID within our system is automatically created they're automatically put into that course immediately they get instructions on how to set up their password and they kind of go from there and our help desk is all aware of this and we work very closely with their help desk in case people have problems so here's just an example of another another activity so here's a for successful diagnostic process you know drag these things into the right order I can take the time to actually read them but obviously it's incorrect and they would have to do it again here's another beneficial neutral pest insect identification so kind of similar to the one that we did with IPM they just had some different insects and this one here we made it a little bit easier so if they put it into the wrong one and it automatically goes back up here okay we made a little bit easier for this group the IPM course people are getting certification for us we made a little bit tougher and then they also had discussion topics as well since this is a cohort based course so here's a discussion forum on diagnostic troubleshooting a case study that we gave them and you know I don't want to share any of the names in here scroll down just a little bit but like here's a example of someone that posted an answer to it and then of course other people can respond to it the instructor can go ahead and respond to it and so forth so that's kind of a very quick overview of kind of what we've been putting together for our Master Gardener then very good there's another question in the chat window okay how do you let students know that they have another option for drag and drop activities to be accessible so yeah I was going to show you this an example of this and actually in Moodle because we do as I've been showing a lot of d2l but do we do some courses in Moodle too but basically what I do is I create that word version of that activity and I put it in the instructions for it so typically some of these I'm sure you haven't quite we don't quite have those finished yet but we would put it right at the top if you need to you know view an accessible version kind of you know go to this link and then they can open that up and go through it very good grandi you want to launch your your pull your last poll question yes that would be great okay so this question is now after hearing all of this what type of course would you be most interested in offering a fully online self-paced course more of a cohort based course remember that's when people go through it kind of together or a blended course I only give you one option so I'm going to make it tough for you so fully online self-paced cohort based or blended and while this is going I don't know if there was someone earlier that put something in the chat about cottage food online what we do at Michigan State have a kind of cottage food course that is online in Moodle so if you're interested in seeing that just send me an email and we can give you access going can you drop your email in the chat while we're getting the rest of us sure can and what we'll try to do is gather all these great resources and we will either add them as documents to the event and learn where you actually join this webinar and registered or made that to the description for that course so that or for this webinar rather that way you'll be able to get access to some of these resources alright we've almost got everyone voted 45 out of 55 so we'll go ahead and in the poll now and we're going to share the results there you go all right so bring this over so I can see it here okay so fully online about 40% cohort-based about 10 how they listen a little bit of you know those who takes a lot more time if you had any of our instructors that do it that way it takes a lot of time and then blended I expected that to be high as well about 50% so great well I'd like to thank all of you for attending today it's been fun I love talking about all of this new ways to reach people using technology and if you do have questions let me know and Ashley if there's any other webinars I can do for you guys in the future to let me know well that's great in those of you if you haven't already click on the link and share your comments about this session and provide any suggestions that you might have for additional information you might be interested in learning about instructional design and teaching online courses we want to thank you Gwyn this has been excellent and I'm sure you'll probably get lots of emails so hopefully everyone will not send them all at once thank you so very much and I hope you all have a great week [Music]

Channel: Extension Foundation

Views: 5,310

Rating: 4.9024391 out of 5

Keywords: Instructional Design, best practices, online learning, blended learning, elearning, extension, cooperative extension

Id: IHztWPd_Dq4

Length: 68min 39sec (4119 seconds)

Published: Thu Apr 27 2017