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This blog post reflects on the theories, models, concepts, and strategies that guided the instructional design and development of the Online Teaching Module. When designing and developing the Online Teaching Module, I focused on addressing the Social, Teacher and Cognitive Presence.
The use of Google Meet (Google, n.d.), a synchronous platform, allows for students to talk with each other, increasing Social Presence. This platform also allowed me to set up a breakout room if they needed a 1:1 chat with me to reduce the transactional distance, The use of Google Classroom (Google, n.d.) enable learners to ask questions and I provide formative feedback, increasing Teacher Presence . The asynchronous nature of the discussion feature in Google Classroom provides students with a degree of autonomy, which reduces the transactional distance. To increase Social Presence, learners use Google Slides (Google, n.d.), which I set to allow all users to edit the slide deck, to collaborate on a topic in the breakout room so students don’t feel isolated in learning.
To reduce cognitive load, I designed the module to provide students with choice. They choose an apps that they are interested in for their assignment so that learners are able to connect to the content learned and apply in the real world. I also provide information in both visual and audio formats. In the lesson, I added various real-world examples to create connection. The information on the slide deck was provided in a simple and concise manner.
References
References
Borup, Jered. (2014, June 20). Community of Inquiry. [YouTube video]. https://youtu.be/273WuFa6Z04
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Google (n.d.),. Google Classroom. [Web page]. https://classroom.google.com
Google (n.d.). Google Meet. [Web page]. https://www.googlemeet.com
Google (n.d.),. Google Slides. [Web page]. https://doc.google.presentation
Guyan, M. (2013, November 1). 5 ways to reduce cognitive load in eLearning. [Web log post]. eLearning Industry. https://elearningindustry.com/5-ways-to-reduce-cognitive-load-in-elearning
Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-7. Available from http://dx.doi.org/10.1080/08923648909526659
Moore, M. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6. http://dx.doi.org/10.1080/08923649109526758
Murphy, E., and Rodriguez-Manzanares, M. (2008). Revisiting transactional distance theory in a context of web-based high-school distance education. International Journal of E-Learning and Distance Education, 22(2), 1-14. http://www.ijede.ca/index.php/jde/article/view/38/550
Pappas. C. (2014, February 5). Cognitive load theory and instructional design. [Web log post]. eLearning Industry. https://elearningindustry.com/cognitive-load-theory-and-instructional-design
Social Presence: An Introduction. [YouTube video]. (2009, November 28). https://youtu.be/lJVLHAA90jc
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