 Hello everyone. Good morning to you all in Malaysia and hi to everyone, wherever you are. Welcome to this fourth episode of designing and development of massive open online courses. I am Nishra, your host for this session from the Commonwealth of Learning with me, Professor Dr. Feng-Suk-Fu from University Malaysia Sabha. We would facilitate this session today jointly. So today's topic is instructional design for massive open online courses. As I have been emphasizing, this is extremely important because if a course has to be successful, the most important thing that we need to think about is instructional design. What is instructional design? It says a systematic process of creating learning materials and experiences to optimize human learning. You will find, if you Google it out, you will find different types of definitions all over. I tried to summarize from everywhere else. And according to me, instructional design has three important components. The first one is that it's a very systematic process. It can be applied for material design and thinking of the overall experience. So it's an experience design for a learner. And the ultimate overall goal of instructional design is to improve learning. That means taking certain systematic state, we can improve the learning of our students or anyone who is going to take a massive open online course. If you follow some systematic process to design our learning material, to design the whole experience that students will go through in the MOOC, will have more impact and more success for our learners. That's the overall idea of instructional design. What is being taught? Instructional design is to a teacher. What a drawing is to an architect. If you want to build a building, the first thing that you do, you start doing a drawing. Do a sketch of the plan and you do the sketching of the building, how it will be done. So the same thing is instructional design. And not to think about instructional design as something that is useful in distance education or online learning or MOOC. Instructional design is actually for all the teaching and learning that we do, even the face to face teaching and learning we do. We don't have the time as teachers, we do instructional design, but we may not be using the term instructional design and most of the things that we do are implicit. We don't tell it as instructional design as such, you will understand yourself what I'm talking about. So there are a large number of instructional design models. There are lots of theories. These theories and these models are based on human learning and cognition, learning theories. You might have heard about behaviorist theory, the cognitivist theory, the constructivist theories and the connectivist theories and so on. There are a large number of theories and models about how people learn. So taking those things, many researchers have come out with different models or instructional design, which are nothing but systematic step-by-step processes they have come out with. There are large number of models, but some of these in the screen that you see here are kind of key instructional design models that are used. For example, ADE. ADE is the most widely used in the industry also on most places. ADE is a very common thing. Analysis, design, develop, implement and evaluate as steps. The other one is ARCS. This is by John Keller. Attention, relevance, confidence and satisfaction model. The other one is Azure model, another group of researchers from Molinda and others. In a way, we can talk about an expanded way of ADE. Analyze, state your objectives, state and select and design the learning materials. Utilize the learning material in the class and get some learner response like asking questions, feedback and then evaluate everything. The four component instructional design model is particularly most useful for complex subjects like medical science, for example. So what he talks about the four component are learning tasks, past task practice, procedural information and supportive information. So, and then of course, the decan carry model, which is also a kind of systematic process with a feedback loop to allow us to rethink about our design process. And of course, backward design model is another one that you start from from the end, the product what do you think about happening. And then, of course, nine events of Guinness, there are nine different things that you should be doing. And community of inquiry model. That was a lot of research on community of inquiry. See why it was done here in Canada in Atabasca University and colleagues and there are lots of other examples. Some of the examples that I will share here for your understanding to give examples, I'm not going to take everything because instructional design itself could be a full, you know, three to three to four credits course. So, highlighting Guinness nine events of instruction. So, if you are looking at your content, what do you do, you know, and this is particularly useful for one lecture or one session. Okay, so you start you ask to do something that will help to gain attention of the learner. You can show them about the learning objectives, help them to recall prior learning so that they can connect, but we are going to talk about to end the lesson, they can have connection, present the content, provide guidance whenever required. We are holding on and off during the process of teaching and ask questions, get feedback, help them to practice, assess their performance. And all those things will help them to transfer their new learning to the jobs. So, that's the nine events. When it online, we can use lots of different technologies for doing different events. How can we do transfer these things into our online course or our massive open online course we need to do to think about those things. So, if, if you want to gain attention for your MOOC, what will you do, you might like to use social media a lot so that you can use SMS so that you can get more learners to your course. Or before the session, for example, you can, if there is a synchronous session, you can send messages to them so that they, they are alert to come. Those kind of things so you can, you can review about all these things. Community of inquiry model looks into three important components. The social presence, the cognitive presence and the teaching presence. The teaching presence is more about the topic and content. What is that you are going to do? What is the subject model? Teaching presence is all about how the teacher is engaged in the, in the process involved in the, in the teaching during the delivery and social presence is about supporting student to student connection and so on and so forth. We are trying to make it more simpler or simplified at this stage. Those who are interested about Community of Inquiry, our Guineas Model, you can go more and learn. There are lots of resources. What is important for us is to, when you are designing online courses or massive open online courses, how can we build the presence, three types of presence? How can you build social presence? How can you build teaching presence? How can you build the cognitive presence? Okay, so that you provide a total educational experience to the lab. That's what we need to think about. This is another model. This is something that I did some, sometime in 2002. What I did is that this is what I call an eclectic model. So I've taken the best practices from behaviorism, cognitiveism and constructivism and try to put it to an online environment. So what I did that, okay, if you are offering online courses, you should have very clear objectives. You should have self assessment online so that you can give no feedback to the learners. That's coming from behaviorism and that's more content focused. Okay. Using the principles from constructivism, I've talked about you should engage the students in discussion forums. Allow them to read and learn themselves. So you provide content so that they can engage in and then they can have discussion. And then looking into learner support as a cognitive practice. So you provide them guidance, scaffolding process, provide them online support, library, social interaction, synchronous counseling. This also you can superimpose this with social presence, cognitive presence and teaching presence also in a different way. This is another model. We were presenting another paper about Eric model. What we call is construct. First is experience, reflect, interact and construct. What do we mean? Experience, you provide the learner a certain kind of experience. And this experience can come by listening to an audio, by watching a video, by reading a text or interacting with somebody else. So the experience can come from it could be synchronous, it could be asynchronous, it could have different ways. So once the learner has some experience, allow the learner to reflect, think about it for himself or herself. Remember learning happens within individual's mind. And that's how we learn things from our different perceptions. And then it goes to short term memory and then it goes to long term memory which helps. And then later on we retrieve information, correlate information and develop patterns to have new understanding and learning. So let the learner to reflect. And then once the individual reflection has happened, you should create situation where the student learners can interact among themselves. That socialization happens, social understanding of learning happens. And from there, allow them to construct their own learning and knowledge. So again coming back to constructivist approach, knowledge is learning is nothing but social construction of knowledge. So you construct your own knowledge and understanding as an individual and may also be in a collaborative process. So if you allow these four things to happen, you are in a good position that you are doing something good that will help students to learn. To learn means to transform information from a short term memory to a long term memory. And I think that's what we need to look at so that the transformation happens, not only in the classroom, but when the person goes to work. That's something else so that can relate the lesson that the person has learned to the future experiences and events. So having said those models, remember this is what something I talked about in probably in the second webinar, designing a book is designing a course for the unknown learners. You don't know who will come to my course. I don't know. I am designing the course with some assumption in my mind. I have done some need analysis. I know my target group, but I'm not sure who is going to register in my book. I have given a prerequisite, but anybody can join. So this is a challenge. How do we make this balance about understanding the learner and develop designing a MOOC that anybody will join. That's the kind of balance we have to do as a teacher. Here, our role is teacher as a designer teacher as somebody who is perfecting things on the go. But as a MOOC, it has to be something that we decide in the beginning. Instructional design is important and that's what we are doing today. We are looking at, we will look at the topic that we have chosen, how we will offer those courses. Use a particular instructional design template to elucidate or clarify our ideas more before we actually go into developing the content. Instructional design is my blueprint for developing the MOOC. Some guidelines. MOOCs are like an event design. They always have a starting date and an end date. As I said, we'll use a basic template because if you are using MOOCs in an institution or you have a platform, many times your design is also dictated by the platform that you will use. So it's better to use a template. You should always have a small trailer videos which you can add a marketing tool. Gain attention. Remember gain attention and guidance things so you can get more learners. Design a survey instrument to understand the intent of the learner. Why they are joining the course? There are lots of research which says that we talked about this in the second webinar. Now, if you look at the intent of the learner and then look at whether they are dropped it or not, your percentage of success goes up. So understanding their intent is important. You should use videos, quiz, PR assessment, discussion forum, projects, etc. Different kind of learning experiences depending on the requirement of your course, the requirement of your subject. But overall, don't overload. Now think about the workload of the people. Now, more than three to five or five hours normally per week is considered high workload, particularly in the MOOC environment. Think about assessment. What kind of assessment rubrics you will use? Whether you will give a certificate or not? To whom you will give a certificate? Who is entitled to get a certificate? Those things need to be clarified in the very beginning. How will you get the resources? Reading materials. Whether those will be open source or they are paid course documents. From where you will get the permission or whether the institution will pay royalty for using any reading materials in the MOOC. But having said all those things, last but not the least, use short videos. Don't use long videos. Research shows that the optimum time people use to watch a video is about six minutes. So normally what I say is to do a video which is between about six to 10 minutes kind of thing, not going, we're doing more. But sometime it might be a requirement, but you will have your own experiences as you will go. But create short videos. You can do more, but do short videos. So coming back to the instructional design plan, what are the key components? Defining course outcomes. This is very important. So the course outcomes that you define has to be in behavioral terms. It should have active verbs. It should be measurable so that you know that learners have achieved those outcomes. I'm not going into those designing objectives in the sessions. You should have a course description. Some of you have already worked out a course description, but need to be refined. A course description should include what it is for, why it is important, particularly emphasizing how this is going to help the learner do X, Y, Z. And who should be attending this course? Those kind of things, if you write in about 200, 300 words, that will be a good course description to talk about. Now the most important thing. Some of you have I've seen and quite impressed have worked already on the content outline. So an instructional design document or instructional design plan will have a week-wise content outline. What will be done in week one? What will be done in week two? And if required, you can have week-wise learning outcomes, week-wise learning objectives and activities schedule. What are the learners going to do every week? They're going to watch some videos. They're going to read some material. They're going to have participation in discussion forum. They're going to do some quizzes. They're going to do some activities or assignments. What are those things they will do? And which of the component will be considered for assessment and certification from those things? Which are the course materials that will support those contents? Which are the key course materials? Some of you are referring to standard test books. Yes, you can use a standard test book. But you might like to find open educational resources as standard materials as well. But which are the course materials that you will recommend the learners as to those kind of things need to be identified. And of course, coming back again, once you clarify what I will have X number of videos. I will have these resources. I will do these things this way. Then you will be much more clearer to articulate the budget. Then you will look at, okay, my budget will look like this. This is the kind of investment my university is going to do, including my time, my efforts. Because you are also celebrating stock. So that has also some value for your time. You can calculate the value of your time for budgeting for purposes. So that you will understand the overall value of the course that how much cost it cost it. And then you can analyze. If you have 1000 students, you can say, okay, 1000 students benefited from my course. So the cost per course is this. And that's how you will look at impact of the course later on. At this stage, Professor from there are no questions, we would thank everyone and I look forward to the assignment, the activity submissions from everyone. And, and large numbers, of course, and look forward to exciting exciting ideas from all the participants and see you in the next session please. Yes, thank you very much for the special sharing. Thank you. Thank you very much. Thank you, everyone. I'm closing the session right now.