Lesson 5

Last Updated: 08/21/2023

Designs of Online Learning

Goals

• Discuss Online Community of Practice (OCoP).

• Analyze & Design interactive online learning activities with effective instructional strategies.

Instructor's Note

In this lesson, we will continue explore effective online instructional strategies.  Online Community of Practice (OCoP) is one of most important online instructional strategies. Be sure to do the reading to gain the knowledge on what it is, what the theory in behind, how to integrate it, what online technology is effective to integrate OCoP, what the strengths and weakness of OCoP, and how to assess OCoP.

Don't forget we need to integrate OCoP into our group final project.

Activity

Online Discussions (4 Points)

• • Navigating Online Learning Strategies: OCoP, Digital Lifelong Learning, and Blended/HyFlex Models

  • Introduction:

    • This integrated discussion aims to explore the interplay between effective online learning strategies, encompassing Online Community of Practice (OCoP), Digital Lifelong Learning, and Blended/HyFlex models. By merging these distinct but interconnected topics, we aim to gain a holistic understanding of online education's diverse facets, from community-driven learning to the adaptation of pedagogies and instructional designs in different learning contexts. This comprehensive exploration will equip us with insights to navigate the complexities of modern online education while embracing effective strategies that drive engagement, learning outcomes, and lifelong learning journeys.

  • Read:

    • OCoP

    • Harasim's Chapter 9: OCL Scenarios Online Communities of Practice.

      • Optional:

        • U.S. Department of Education, Office of Educational Technology. (2014). The connected Community: Exploratory research on designing online communities of practice for educators to create value.

          • You can download a copy of the report in PDF, in addition, you can watch a three-minute video.

        • U.S. Department of Education, Office of Educational Technology. (2014). The future ready district: Professional learning through online communities of practice and social networks to drive continuous improvement.

          • You can download a copy of the document. 

    • Digital Lifelong Learning

      • Recognition of non-formal and informal learning by OECD

      • Optional:

        • • 2015 Horizon Report Higher Education Edition, chapter, Blending Formal and Informal Learning (p.22-23)

          • 2017 Horizon Report Higher Education Edition, chapter, Integrating Formal and Informal Learning (p.26-27)

    • Blended learning

      • Required reading (at least one):

        • Increasing Use of Blended Learning chapter (p. 16-17) in NMC Horizon Report > 2015 K-12 Edition (PDF)

        • Farmer, H. (2020). 6 models for blended synchronous & asynchronous online course delivery. Transforming Higher Ed.

        • 2017 Horizon Report Higher Education Edition, chapter, Blended Learning (p.18-19)

      • Optional:

        • Vaughan, N., & Cleveland-Innes, M. (2013). Conceptual framework. Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Retrieved from http://www.aupress.ca/index.php/books/120229 (Highly recommended)

        • Anytime and Anywhere: A Case Study for Blended Learning

        • Considerations for the Future of Research in Online & Blended Learning

  • Assessing online learning

    • Conrad, D. & Openo, J. (2018). Chapter 8: Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment. Assessment strategies for online learning engagement & authenticity. AU Press: Edmonton, Canada.

      • • Read: Read Chapter 8: p.131-143

• • • HyFlex learning

      • Beatty, B. (2008). Using the "HyFlex" course and design process. Online Learning Consortium.

      • Read the book written by Beatty if interested to learn more. See below.

• • • Optional:

      • • OER Book: Beatty, B. (2008). Hybrid-Flexible course design: Implementing student-directed hybrid classes.

          • • The entire book is free to access.

        • Maloney, E .J. & Kim, J. (May 10, 2020). Fall scenario #13: A HyFlex Model. Inside HigherED.

• • • • • Milman, N., Irvine, V., Kelly, K., Miller, J., Saichair, K. (2020). 7 things you should know about the HyFlex course model.

        • Webinar: Building a HyFlex course to support student success (August 6, 2020), by Quality Matter (QM) (Length: 1:01:27)

• • Discussion Questions:

    • Part I: Exploring Online Community of Practice (OCoP)

      • Detail how you would design, facilitate, and assess an OCoP. Provide a comprehensive approach that accounts for effective learning experiences, community-building, and assessment methods.

      • Examine THREE weaknesses of your OCoP design. How do these attributes impact the efficacy of OCoP in fostering learning and collaboration? Discuss how you may resolve these three foreseeable weaknesses. 

    • Part II: Integrating OCoP into Digital Lifelong Learning

      • Discuss how may your OCoP design above align with the concept of Digital Lifelong Learning, encompassing formal, non-formal, and informal learning. Consider how each learning category can be enriched through OCoP principles.

    • Part III: Pedagogies and Designs in Blended/HyFlex Learning

      • Discuss how may your OCoP design be delivered in different modes, such as blended/hybrid, and/or HyFlex/Adapt HyFlex etc.

Assignment

Assignment 3: Online Learning Instructional Strategies for OCoP

• Grade: 15 points

• Individual Assignment 

• Easy (1) - Challenging (5): 4.3 (Previous students' ratings)

• Submission:

  • Template:

    • View: Instructional Strategy Design Template

    • Download: Instructional Strategy Design Template

    • Use Google Docs to share your file with the instructor at ct68@nau.edu

    • Provide the Google Docs link on Canvas.

    • File Name: ETC645-Tu-Chih-A3

• Instructions

• Goals

  • To assess & design interactive online professional development (PD) activities by integrating online instructional strategies to develop and facilitate an OCoP.

• Scenario

  • • In Assignment 2, you have helped your team to select a right LMS for your team project. In this assignment, your task is to apply "OCoP model" with selected effective "online constructivist instructional strategies" by integrating online technology to design one or more interactive online learning activities to support your team project.

    • If your group has decided what your group plan to do with the final PD, you can design/integrate effective online Constructivist strategies and activities around the final PD content.  If your group has not decided yet, you can select any global digital learning content and design/integrate strategies and activities around it.

    • First, you analyze the previous students' design. Then, design your own OCoP.

    • KEY 1 discussion is a good resource for you to prepare this assignment.

• Read

  • Harasim's Chapter 9: OCL Scenarios Online Communities of Practice (The same one from KEY 1 discussion question.)

    • P.165-166: OCoP Framework for Analysis serves an excellent summary for your to analyze and design.

  • Optional Readings & Resources (Highly Recommended)

    • Dabbagh, N. & Bannan-Ritland, B. (2005). Instructional strategies & their role in designing authentic learning activities for online learning. In Online Learning: Concepts, strategies, and application (p. 199-231). Upper Saddle River, NJ: Pearson Education. Focus on Exploratory strategies; Dialogic strategies; & Supportive strategies.

    • Online Constructivism Instructional Strategies

      • Many other strategies are listed on this ETC page.

    • ETC645, ETC (2012). Online Interaction.

• Analyze (20%)

  • • Use Harasim's Analytic Framework for OCoP design model to analyze one of previous students' final PDs

      • Fall 2021 Group 3

        • Platform: Canvas

        • Fall 2021 Group 3 Final PD

          • Self-Enroll Canvas LMS Link: https://canvas.instructure.com/enroll/DKFKBG (Instructions to unit located within Canvas)

          • To log in to the Canvas course, here is a username and password:

          • Username email: NAUstudentG3@gmail.com

          • Password: NAUstudent1!

          • The link to the course once you've enrolled: https://canvas.instructure.com/courses/3435085

        • Fall 2021 Group 3 Final PD: Presentation

        • Fall 2021 Group 3 Final PD: Slides

      • Fall 2018 Group 2

        • Platform: Google Sites

        • Fall 2018 Group 2's Final PD Project; 

        • Group 2's Final PD Presentation

    • They are not necessary the best example of final PD. In fact, it has room for improvement. In addition, the instruction was on Google Sites not a LMS due to different assignment requirements.

    • Use these questions to guide your analysis:

      • Was the OCoP model integrated seamlessly? Anything critical element missing?

      • What effective online constructive instructional strategies were integrated?

      • Were the OCoP model assessed effectively?

      • How may you design it differently?

• Tasks/Design (80%)

  • This is an individual assignment.  Each group member is required to design his/her strategies/activities and to submit their designs.

  • Use the design template to complete your assignment.

  • Use Harasim's Analytic Framework for OCoP design model to guide your designs.

  • The selected online constructivist instructional strategies are not limited to Dabbagh and Bannan-Ritland's or Harasim's books' chapters.

• Notes:

  • This assignment is 15 points (15% of the course grade). Start as early as possible. Address all areas/elements of the Harasim model comprehensively.

  • Provide your design ideas, avoid reiterating the readings.

  • Since this assignment can be applied to Assignment 4: Team Final Project: Online PD for Global Digital Learning, your team may coordinate to evaluate different online constructivist instructional strategies, particularly there are so many effective constructivist instructional strategies.

  • The central idea of your team final PD is the same as a group. Each student conducts your analyses and designs which should carry your own creativity and originality.

  • If your group coordinates this assignment Section 2 Targeted Audience in the template could be the same. Remember your targeted audiences should be educational professions and/or parents, NOT K-12 or college students.  The rest of session should be different from your group members.

  • After this assignment, report back to your team.  Your team can consolidate different instructional strategies and select the ones to integrate for the team final project.

• Challenging Assignment Section: Optional

  • Analyses of the design weakness

    • Analyze the potential pitfalls of your design.  Address how you may result these weaknesses.

    • Add additional space at the end of the template.