Interactive Online Modules: Connecting the Dots through an Instructional Design and Interactivity Scale

Upon successful completion of the session, participants will be able to:

1. Practice the application of six instructional design domains (content design, assessment items, feedback mechanism, media design, visual design, and navigation) to online interactive modules using a constructivist instructional model (5 Es);
2. Describe four levels of interactivity and associated quality standards for online modules;
3. Evaluate the alignment of an interactive module design with the classification of learning objectives with Quellmalz Taxonomy, learning activities, and assessment methods.

Interactive modules are becoming more popular in online education, but for a variety of reasons, limited attention is given to the quality of instructional design. Effective instructional design practices use well-structured objectives, related teaching strategies, systematic feedback, and evaluation to inform the development of instructional materials. However, many educators experience challenges in utilizing effective instructional design principles because of limited knowledge of how to apply these principles and a lack of appropriate module evaluation tools.

This hands-on workshop will introduce participants to the Instructional Design and Interactivity Scale (IDIS), a comprehensive tool that consists of six instructional design domains (content design, assessment items, feedback mechanism, media design, visual design, and navigation) and four levels of interactivity identification for evaluating an online module. Using a constructivist instructional model, facilitators will guide participants through Bybee’s (1997) five stages of sequence for teaching and learning (engage, explore, explain, elaborate, and evaluate).

1. Engage: Facilitators will introduce six instructional design domains and provide participants with instruction on how to review interactive modules. During this process, participants will draw from prior knowledge to engage in an interactive discussion to uncover what they know and think about the concept of instructional design. Participants will engage with the workshop topics as they make connections between the modules and the IDIS.
2. Explore: Participants will critically examine and analyze interactive module pedagogies using the IDIS to review the modules provided. Through this hands-on activity, participants will develop a fundamental awareness of key elements of effective design principles, the concept of interactivity, and quality standards for interactive modules.
3. Explain: After participants complete online module reviews, they will discuss their experiences. This phase will reveal participants’ conceptual understanding and provide an opportunity for demonstrating new skills or behaviors. Facilitators will guide participants through deeper exploration into the instructional design and interactivity by illustrating formal terms, definitions, and explanations for concepts, processes, and skills.  
4. Elaborate: Thorough a group activity, participants will explore the implications of their new knowledge and make connections with the real world.  They will further their knowledge by discussing how they can apply pedagogically effective instructional design principles with the IDIS in other educational modules or projects.
5. Evaluate: In this final stage, the facilitators will provide suggestions on how to capture analytics to assess learning in interactive modules, including step-by-step alignment techniques such as classifying module learning objectives, selecting learning activities, and determining assessment methods to measure the intended learning outcomes. Participants’ learning will be assessed through reflections and Quick Check methods.

References

Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.

Quellmalz, E. S. (1985) Needed: Better methods for testing higher-order thinking skills. Educational Leadership, 43: 29-35

Workshop Outline (90 minutes)

Welcome and Introduction (10 minutes)

• Introductions and agenda review
• Three Poll Questions to check for audience familiarity with interactive modules and instructional design principles, including interactivity levels (Using Plickers)

Core Instructional Design Principles for Interactive Online Modules

Introduction to the five-stages of the Bybee’s (1997) constructivist instructional model used for the workshop: Engage, Explore, Explain, Elaborate, and Evaluate.

1. Engage (10 minutes): Interactive lecture on six instructional design domains

• Content design
• Assessment items
• Feedback mechanism
• Media design
• Visual design
• Navigation

• Provide direction on how to review the selected modules
• Capture participants’ prior knowledge through interactive discussion

2. Explore 20 minutes): Explore and investigate the modules instructional design

• Participants will critically examine and analyze interactive module pedagogies using the IDIS on the modules provided or self-selected online modules.

3. Explain (10 minutes): Reflective discussion

• Participants will share their reflection and experience regarding the significant aspect of their reviews.
• Presenters will dive deeper into the instructional design and interactivity by illustrating formal terms, definitions, and explanations for concepts, processes, and skills from the reviews and real examples.  

4. Elaborate (15 minutes): Group Activity

• Participants will compare their ideas with each other and will discuss how they can apply pedagogically effective instructional design principles with the IDIS in other educational modules or projects.

5. Evaluate (20 minutes): Assessing learning, learning analytics, and aligning core elements in online interactive modules

• Provide mini lecture on how to capture analytics to assess learning on these types of modules.
• Provide step-by-step alignment techniques such as classifying module learning objectives using five levels of Quellmalz Taxonomy (Quellmalz, 1985), selecting learning activities, and determining assessment methods to measure the intended learning outcomes.
• Assess participants’ learning through reflections and Quick Check methods, including what they have learned from the group collaboration.

Wrap up-End of Session (5 minutes)

• Address ineffective interactive module design issues and summarize key points related to effective instructional design principles
• Take home messages and “next steps” to move forward

Note: Bring your own laptop to the workshop.