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Teaching Well Online: Part 1, Instructional Design

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Web Based Laboratories and Classes

Page Count

7

Page Numbers

7.1109.1 - 7.1109.7

Permanent URL

https://peer.asee.org/10711

Download Count

34

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Paper Authors

author page

Helen Grady

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Because this opportunity is limited for distance education students, clear learning objectives for each unit of instruction are even more important. Other components of a learning objective include a description of the conditions of demonstration and a description of the standards or criteria9. Conditions of demonstration describe the tools or information available to the learners and are usually prefaced with the word given. Standards or criteria refer to the level of performance that is acceptable. In our usability tests, we found that the students wanted clear performance standards, i.e., what do I have to do to pass this part of the course. We also found these standards useful for assessment purposes.

How Will We Get There? (Instructional Strategy) Like many other instructors, we use Gagne's nine "events of instruction" in our instructional strategy:

• Gain attention • Inform the learner of the objective • Stimulate recall of prior learning • Present stimuli • Provide learning guidance • Elicit performance • Provide feedback • Assess performance • Enhance retention and transfer

We organize these nine events according to Smith and Ragan's9 "expanded events of instruction", shown in Table 2.

Table 2. Expanded events of instruction. Generative….student generates Supplantive…instruction supplies

Introduction

Activate attention to lesson Gain attention to lesson Establish purpose Inform learner of instructional purpose Arouse interest and motivation Stimulate learner's attention Preview the lesson Provide overview

Body

Recall relevant prior knowledge Stimulate recall of prior knowledge Process information and examples Present information and examples Focus attention Gain and direct attention Employ learning strategies Guide or prompt use of learning strategies Practice Elicit response Evaluate feedback Provide feedback

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Grady, H. (2002, June), Teaching Well Online: Part 1, Instructional Design Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10711

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