Designing a Asynchronous Instruction
Designing a Asynchronous Instruction
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How Might I...
How Might I...
The learner's learning experience will not be based on the technology that we use but will be based on the strategy used in the course according to the objectives. We should not think that there is a magic formula that tells us how to present content. Still, we can determine the path it will be take by knowing who the learners are, what the curriculum is, and all the educational aspects that will lead us to define the best strategy.
What can I do first?
What can I do first?
Exploring Design Thinking in the Asynchronous Learning
Exploring Design Thinking in the Asynchronous Learning
Design Thinking is a way of offering a user-centered solution to a problem. In addition to finding solutions, Design Thinking could be structured around key factors in the educational process. Using this method combining with technology, you can find novel solutions to the students' needs. This methodology is an iterative process and is based on five stages: empathize, define, ideate, prototype, and test.
Empathize: try to meet the target audience's needs and the environment to understand the learner.
Define: create conclusions and build a point of view based on users' needs and perceptions.
Ideate: imagine creative solutions.
Prototype: build a representation of one or more ideas to show; that is, it is about âlandingâ the real world's ideas.
Test: analyze and reflect on the results obtained and, thus, evaluate the entire learning process.
To start your Design Thinking, you can download this example of Empathy Map.
If you are interested to know more, you can download this Design Thinking for Educators Toolkit to learn about why Design Thinking is powerful in the classroom.
Course Structure
Course Structure
Conceptual Frame
Conceptual Frame
Which skills, attitudes, and values that the learner will get.
What are the general and specific objectives
What is the course content
What is the module sequence (in units or topics)
Procedure Frame
Procedure Frame
Select the strategy and instructional media
Which communication tools you will use
Establish the activities
How the learners will build their knowledge
What is the method of evaluation of your students and yours as an instructor
You can create a Module Blueprint that will help you organize this information.
Here you can download this Module Blueprint, to continue your Asynchronous Instruction Design.
Here you can download this Module Blueprint, to continue your Asynchronous Instruction Design.
Module Blueprint.docx
Strategies
Strategies
How can we design asynchronous instruction to make it more engaging?
How can we design asynchronous instruction to make it more engaging?
Make connections introducing yourself and giving a "face & voice" to the course.
Use technology to bring opportunities for communication and discussions in meaningful ways.
Connect to the type of learner. Give work based on the learners' capabilities.
Provide periodical feedback, even to say that you are working on it.
Adjust the content providing supplemental material if needed.
Motivate the learner with diverse content.
Keep the course moving. Establish time frames and break down a task that is difficult or requires too much time to realize.
Online Tools to develop an Asynchronous learning experience
Online Tools to develop an Asynchronous learning experience
Here you will find a quick-short list of tools you can find online to develop your learning experience. If you are looking for more, click on the links below, and you will find a great compilation of other tools.
Synchronous tactics in Asynchronous learning
Synchronous tactics in Asynchronous learning
How and When to incorporate Synchronous learning instruction
How and When to incorporate Synchronous learning instruction
Synchronous interaction can be used as a complement to asynchronous activities such as chat or video calls. To know how to apply synchronous interaction, we give you two examples of how to apply it.
Practical and Laboratory Classes:
Practical and Laboratory Classes:
The learner can consult the exercises assigned in each unit through email or forums. However, in cases where the practical exercises require laboratory development or a more comprehensive and personalized follow-up, it is suggested to use synchronous tools through which the student and the teacher interact. The student shares her computer desktop so that the instructor and the rest of the participants can see all the changes she makes.
Likewise, the instructor can observe the exercise resolution process in real-time. In this way, the instructor can guide the student remotely and intervene promptly, offering feedback in real-time.
Work meetings:
Work meetings:
Students can hold work meetings to work on a group project, discuss a topic, or carry out research work collaboratively. In these cases, the teacher does not participate in the discussion unless the group agrees on the need for intervention and explicitly requests it.
The following tools are commonly used for synchronous learning
Instant Messaging Apps
Get Inspired!
Get Inspired!
A key factor in generating innovation is the inspiration. Although we can get inspired in various ways, commonly, the path of transforming an idea into innovation is a process that requires our effort and concentration.
Maybe you could feel overwhelmed. That's why it's necessary to look for strategies that will help you develop a practical and effective course. Some strategies are:
Make connections: Connect things that seem impossible or unexpected. Make a list of ideas that may not have to do with each other looking for a creative result.
Do not get saturated and do not pressure yourself: Many times, by wanting to cover everything trying to do "genius," we become over-saturated, and inspiration dies. Be patient. Don't pressure yourself to be perfect; do your best, and trust your abilities.
Leave it all for a while: If you work in front of the computer and have been going around the same thing for hours, leave it, and take time for yourself doing what you enjoy the most.
To know more, click on 25 Simple things you can do to get inspired by Michaela Cristallo.
You got this!
Stay positive, work hard
and make it happen.
You got this!
Stay positive, work hard
and make it happen.
References
References
Christine, Goodwin & Mary, Graham & Scarborough, Helen. (2001). Developing an Asynchronous Learning Network. Educational Technology & Society. 4.
Ghirardini, B. (2011). E-learning methodologies: A guide for designing and developing e-learning courses. Rome: Food and Agriculture Organization of the United Nations.
Snyder Mick, C. and Middlebrook, G., 2020. ASYNCHRONOUS AND SYNCHRONOUS MODALITIES. [online] Wac.colostate.edu. Available at: <https://wac.colostate.edu/docs/books/owi/chapter3.pdf>
YamagataâLynch, Lisa. (2014). Blending Online Asynchronous and Synchronous Learning. International Review of Research in Open and Distance Learning. 15. 189-212. 10.19173/irrodl.v15i2.1778.
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