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This product, created for
MIT515-Web Teaching: Design and Development, is a
model for an online course on the Psychology of the Internet. This course is
designed to be conducted in a constructivist environment. There are
opportunities for students to discuss the course with each other online, and
students are encouraged to give feedback or ask questions of the instructor. In
order to build a trusting community of learners, I emphasize to the students
that only information they intend for viewing by the entire class will be
viewed. It is important for online learners, particularly novice online
learners, to feel comfortable in the environment in order to freely express
themselves in a manner necessary to construct knowledge. The site
encourages students to share information about themselves in the Classmates
area, because I believe it is advantageous to attempt to replicate for
online learners the group identity that develops in face to face classes. By
including opportunities to personalize the student, and ample emphasis on
collaborative discussion, this course mitigates the demotivating isolation that
can occur in Internet courses.
The course was constructed in Microsoft FrontPage and in direct HTML code. I selected the subject, researched it, and found the resources, print and online, that are contained in the course.
The project of necessity had a limited scope. Since there was no access to a server to host the pages, the course could not actually be implemented. It served merely as a prototype of the design and structure of an online course, and to a lesser extent as a prototype of Web page design for instruction. The lack of functional server space and scripts also made the feedback and discussions sections mock-ups only.
I am pleased with the construction of this course and the page design, which make it clear to the users what page they are on and make navigation between pages easy and intuitive. I would have liked to have been able to have the Commons and Feedback areas actually functional, in order to gain experience in Web boards and forms. This course gave me an opportunity to examine the structure and theory of online learning, and spurred me to investigate Web page design on my own, since there was little emphasis on this area in the course itself.
I believe this artifact confirms my ability to design instruction for the
Web, exhibits my skill at creating visually appealing Web pages, and expressed a
philosophy of Instructional Design that is in keeping with the principles of
constructivist learning.
| Domain of Instructional Design | ||
| Competency | Artifacts | Rationale |
| Analyze
characteristics of setting (learning environment) |
Online Psychology course | The artifact is designed to meet the needs of the online learning environment. |
| Conduct analysis of jobs/tasks and content. | Online Psychology course | The artifact
contains a course syllabus and
assignments that are aimed at achieving
the objectives of the course. |
| Sequence learner outcome | Online Psychology course | The artifact has a sequenced course schedule and assignments |
| Specify instructional strategies and sequence the instructional strategies | Online Psychology course | The artifact uses
a variety of instructional strategies and sequences their use.
|
| Determine instructional resources (media/computer technology) appropriate to instructional activities. | Online Psychology course | The artifact demonstrates a combination of online, print and interpersonal resources. |
| Select appropriate applied information technologies to achieve instructional objectives. | Online Psychology course | The artifact uses
online, print and interpersonal resources.
|
|
Domain of Instructional Development |
||
| Competency | Artifacts | Rationale |
| Develop projected and non-projected graphic instructional materials. | Online Psychology course | The
artifact is designed in accordance with sound visual design principles. |
| Demonstrate knowledge of the principles of perception and visual learning applicable to the design and production of photographic instructional materials. | Online Psychology course
|
The artifact demonstrates principles of visual design concepts. |
| Demonstrate knowledge of computer utilization practices and the ability to apply them in instructional settings including: computer literacy, software selection and evaluation, instructional management, hypermedia development and distance learning. | Online Psychology course | This
artifact is an example of both hypermedia and distance learning.
|
| Design and produce computer-based instruction, including drill-and-practice and tutorial programs. |
Web page development
|
This
artifact is designed for the computer via Internet access. This artifact employs the principles of constructivist learning and the best practices of online learning. |
| Develop curriculum and apply instructional technology to the curriculum at the systems level, the macro level, and the micro level. | Online Psychology course | The artifact shows development of an online course and application of instructional technology at the micro level. |
| Design and produce mediated instruction. |
Online Psychology course
|
The course offers mediation through online support of instructor and classmates and email. |
|
Domain of Utilization |
||
| Competency | Artifacts | Rationale |
| Apply principles of selection and use of materials and techniques relevant to a multicultural society (e.g., non-print, print, mass media, hardware, software, and other audiovisual strategies). | Online course | The selection of Web design techniques to reach the learners is demonstrated in this artifact. |
| Apply leadership techniques with individuals and groups (interpersonal skills, group dynamics, team building and diffusion of innovations). |
Discussion board (Commons)
& Classmates
page. |
Team
building via discussion board and classmate communication are designed
into this course..
|
