MIT 515 is a course that focuses on the principles of designing web-based instruction. The course objectives (from the syllabus) included the ability to:
• compare the pros and cons of face-to-face and online learning environment
• develop an online community of learners with each other
• select appropriate instructional strategies based on identified learning outcomes
• engage in a variety of online learning activities
• describe the roles of instructors and students in the online learning environment
• identify the characteristics of online learners
• develop procedures for evaluating course effectiveness for online courses
• develop instrument for assessing online learning outcomes
• develop procedures for online course management
• design and develop a pedagogically sound online course
• identify the key considerations when deliver a course at a distance

Through the use of certain Internet Tools such as WebCT, RoboDemo, DreamWeaver, and Photoshop and by examining instructional design principals, my task was to design and develop my own web-based course. Since I had recently been hired by the local community college to teach “Foundations of Instructional Technology” I decided to design and develop a web-based portion of the course for future use.

Based on research, in particular that of (Horton) I was able to grasp “best practices” methods for designing learning for the web. My goal in designing and developing the course was to incorporate the use of constructivist learning, and group dynamics to foster learning, as suggested by Horton and other theorists and researches in the field of distance education. According to Keeton, Sheckley, and Kreci-Griggs in their “Principles of Best Practices” table, two areas to focus on for the purpose of distance education are “linking inquiries to genuine problems or issues of high interest to the learners and to create an environment that fosters inquiry. The course I developed allowed students to utilize the discussions, chats, and email functions as a means of communicated via the web either simultaneously or at will. With this mechanism, ideas could be shared and students could share opinions, whether common or different, and feel comfortable asking questions as they arose.

I have included components of the course based on the domain competencies related to instructional technology.