Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Andrea Marshall

Submitted June 22, 2018

 Project Proposal – Module 2

PROJECT TITLE: BLENDED COURSE DESIGN AND DELIVERY

SPONSORING ORGANIZATION

The University of the West Indies, Cave Hill Campus

The University of the West Indies Cave Hill is part of a multi-campus regional university
that serves the English-speaking Caribbean. Through its five Faculties, the Cave Hill
Campus offers undergraduate and postgraduate programs in Law, Humanities and
Education, Science and Technology, Medical Sciences and Social Sciences. With a
complement of approximately 260 fulltime faculty members and a student population of
about 6000, the university’s mission is “To advance learning, create knowledge and
foster innovation for the positive transformation of the Caribbean and the wider world.”
(The UWI Triple A Strategic Plan 2017 – 2022: Revitalizing Caribbean Development
p.6)

PROJECT DESCRIPTION

The changing demographics of the student population, the current economic climate,
global and societal trends dictate that universities the world over increase access to
their products and services through distance and online learning. The UWI in The UWI
Triple A Strategic Plan 2017 – 2022: Revitalizing Caribbean Development sets out as its
strategic goals Access, Alignment and Agility. In order to operationalize the Triple A
Strategy relative to Access, The UWI Cave Hill campus has formulated strategic
initiatives that are underpinned by the notions of a SMART Campus capitalizing on
advances in IT, towards improving educational delivery and pedagogy; and harnessing
these developments with the view to making the Cave Hill campus the campus of
choice for students, rather than a campus of convenience. As such it is imperative that
these processes are driven by the renewal, design, redesign and delivery of efficacious

2
curricula for blended and online learning. However, anecdotal evidence suggests that
there is the perception among faculty that a traditional course can be converted to a
blended course simply by adding technological tools. Therefore efficient training in the
principles of blended course design and delivery is warranted. Opportunities for training
include:
 Improved course designs
 Improved pedagogical practices resulting in increased student satisfaction and
enrolment.

AIM

Equip faculty with the knowledge, skills, attitudes and tools necessary to develop and
deliver quality learner-centered blended courses.

TARGET AUDIENCE

 Male and female fulltime and adjunct faculty with:

o Varying age demographics
o Varying experiences with course design
o Varying experiences with pedagogical training
o Varying experiences with the LMS
o Varying experiences with technological tools

DELIVERY OPTIONS

For this project a blended approach will be utilized for the delivery of the instruction.
This modality was chosen because of the flexibility that it will afford faculty members
who will carry their usual workloads, research and community service responsibilities. In
addition, they will engage in experiential learning as they experience a blended course
from the learner’s perspective. This should enable them to be empathetic with their own

3
students when they actually deliver their blended courses. Moreover, this modality will
allow for the modelling of best practices in blended design and delivery.

4
 Front-End Analysis: Instructional Need – Module 3

INSTRUCTIONAL NEED

The changing demographics of the student population, the current economic climate,
global and societal trends dictate that universities the world over increase access to
their products and services through distance and online learning. The UWI in The UWI
Triple A Strategic Plan 2017 – 2022: Revitalizing Caribbean Development sets out as its
strategic goals Access, Alignment and Agility. In order to operationalize the Triple A
Strategy relative to Access, The UWI Cave Hill campus has formulated strategic
initiatives that are underpinned by the notions of a SMART Campus capitalizing on
advances in IT, towards improving educational delivery and pedagogy; and harnessing
these developments with the view to making the Cave Hill campus the campus of
choice for students, rather than a campus of convenience. As such it is imperative that
these processes are driven by the renewal, design, redesign and delivery of efficacious
curricula for blended and online learning. However, anecdotal evidence gleaned from
the increased number of requests for assistance regarding the conversion of traditional
courses to blended courses, and subsequent conversations with faculty about their
views of blended courses suggest that there is the perception among faculty that a
traditional course can be converted to a blended course simply by adding technological
tools. Therefore efficient training in the principles of blended course design and delivery
is warranted. Opportunities for training include:
 Improved course designs
 Improved pedagogical practices resulting in increased student satisfaction and
enrolment.

Rossett (1999) cited in Morrison et al (2013) posits opportunities for identifying

performance problems. Of relevance to this project when Rossett’s classification is
applied, is employee growth. The university “recognizes the need to develop its people
so they can continue to contribute to the growth of the company” p.29. This
corroborates the Access strategic objective AC3 – Improving the quality of teaching,

5
learning and student development, and by extension one of its key performance
indicators – increased enrolment in senate approved undergraduate and postgraduate
programs over time. Therefore this project aims to build capacity in blended learning
pedagogy at the Cave Hill campus by equipping faculty with the knowledge, skills,
attitudes and tools necessary to develop and deliver quality learner-centered blended
courses.
In view of the foregoing, the changing student demographic along with the current
economic climate at The UWI Cave Hill, institutionalization of blended course design
and delivery is paramount, since according to the literature it should result in: decreased
maintenance cost for the physical infrastructure a consequence of the reduced seat
time, improved pedagogy, increased student engagement, and increased student
enrolment on account of the flexibility and accessibility that blended learning affords.

6
 Front-End Analysis: Learner Characteristics – Module 3

LEARNER ANALYSIS

Primary Audience
 Full time faculty
 Part time faculty

Secondary Audience
 Research Assistants who work closely with faculty
 Administrative Assistants

General Learner Characteristics

 Male and female faculty, research assistants or administrative assistants
 Holders of an undergraduate degree or higher
 Employment in higher education for at least 1 year

Entry Characteristics
 Varying experiences with course design
 Varying experiences with pedagogical training
 Experience with the LMS Moodle
 Varying levels of technological proficiency

CONTEXTUAL ANALYSIS

Orienting Context
 Faculty will be able to design and deliver successful blended courses
 The flexibility that blended delivery affords with reduced seat allows faculty to
devote more time to other things like research

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  Faculty are responsible for, and supported in their learning
 Faculty think that adding technological tools to a traditional course makes it a
blended course
 Faculty think that blended delivery is easier than traditional delivery on account of
reduced face-to-face contact with students

Instructional Context
 The face-to-face component of the course will be delivered with repeat sessions
so that faculty can choose the time that suits them best.
 Lights can be turned off for presentations. Controls are easily accessible. There
are window blinds to control the amount of light entering the room.
 There is a corridor on the outside of the training lab but it is not usually noisy and
distracting.
 The temperature in the room can be easily adjusted.
 Chairs and tables are average size. Chairs can be moved for small group activity.
There is a clear view of the screen and the presenters.
 Accommodations not applicable
 The training lab is outfitted with necessary equipment and tools – computers with
relevant software, smartboard, document reader, multimedia projector
 Transportation not applicable
Technology Inventory
 Technologies available for instruction
o Audacity
o Blackboard Collaborate Ultra
o Camtasia Studio
o Khan Academy
o Merlot II
o Respondus
o Screen-O-Matic
o Soft Chalk
o Turnitin

8
 o Adobe Captivate
o Bubbl.Us
o Cmap Software
o Creately
o Kahoot
o Plickers
o Poll Everywhere
o Socrative
o SpiderScribe
o VoiceThread
o WeVideo
o Weebly for Education
o Zoom
o Moodle
 Technologies available to students
o Moodle
o Turnitin
o ArcGIS
o SPSS
o Procite
o Endnote
 Accessible technologies
o ReadSpeaker
o Jaws
Transfer Context
 Faculty will be able to apply the knowledge and skills gained to contexts outside
of the university
 There are opportunities to develop and deliver blended courses, since this is a
thrust of the university
 Support for blended learning design and delivery is available for faculty through
the Centre for Excellence in Teaching and Learning

9
 Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

According to Passion in Education (2013) Knowles identified six principles of adult

learning:
 Adults are internally motivated and self-directed
 Adults bring life experiences and knowledge to learning experience
 Adults are goal oriented
 Adults are relevancy oriented
 Adults are practical
 Adult learners like to be respected.

In order to apply learning theories to my project I would:

 Provide opportunities for learners to control their own learning.
 Develop a program that moves from more structure to less structure; less to
more responsibility on the part of the learner; more to less supervision by the
facilitator.
 Permit learners to control the pace of their learning – ability to pause, repeat or
control the order of material, or access learning material anytime, anywhere.
 Facilitate learners who are able to set goals, create plans to meet their goals and
monitor their progress; as well as provide support through scaffolding for learners
who may struggle in those areas.
 Link new learning to past experiences and prior knowledge of the learner,
incorporating prior knowledge and experience into the design of the project.
 Integrate real world, authentic situations with which learners are familiar.
 Help learners apply new information in the context of a simulation or role play or
in solving a real world problem.
 Create opportunities for regular reflection throughout the learning experience.

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  Use self-assessments and tools for planning and goal setting to facilitate self-
directed learning.
 Provide opportunities for learners to interact with alternative points of view
through projects, activities, and collaborations with others who have diverse
views and experiences.

APPLICATION OF MOTIVATIONAL THEORIES

Applying John Keller’s (1988) ARCS Model of Motivational Design cited by Clark (2010)

 I would gain learners’ attention by:

o Using specific examples – visual stimuli like a picture, or short video; story
or biography
o Active participation or hands-on through role playing, simulation or games
that allow learners to become involved with the subject matter/material
o Incongruity and conflict by posing facts or statements that run contrary to
learners’ experience; or playing devil’s advocate while discussing the
subject to be covered
o Inquiry – stimulating learners’ curiosity by posing questions or problems
for learners to solve; brainstorming or team research activities
o Breaking up the monotony and maintaining interest with humor
o Utilizing a variety of methods for presenting material
 Emphasize the relevance within instruction by using concrete language and
examples with which learners are familiar by:
o Building on learners’ prior knowledge and skills, showing the connections
the new learning and their existing knowledge and skills
o Emphasizing the present worth and future usefulness of the subject matter
o Taking advantage of the dynamics of achievement, risk taking, power and
affiliation in needs matching according to Maslow’s Hierarchy of Needs
o Modelling the behaviors that I would expect learners to demonstrate

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 o Allow learners to use different methods to pursue and/or organize their
work
 Build learner confidence and allow them to succeed by:
o Presenting performance and evaluation criteria
o Facilitating learner growth by building on small steps, increasing the level
of challenge with each step
o Emphasizing the correlation between the amount of effort put into the
learning experience and the amount of knowledge and skill to be gained
from the said experience
o Providing feedback and supporting internal attribution for success
o Facilitating learners’ control of their learning and assessment
 Promoting learner satisfaction by:
o Providing opportunities for learners to use the newly acquired knowledge
and skills in a real world or simulated environment
o Providing feedback and reinforcement that will sustain the desired
behavior without over rewarding simple behavior or using too many
extrinsic rewards

Furthermore, I would also apply other research based strategies for motivating learners
(Vanderbilt University, n.d.) namely getting to know faculty better so as to tailor
instruction to their concerns, backgrounds and interests; using examples freely to build
learner confidence and show relevance; and placing appropriate emphasis on testing
and grading – using tests to show what faculty have mastered rather than what they
have not.

What learning theories do you subscribe to and why?

I take an eclectic approach with respect to learning theories combining elements of

behaviorism, social learning theory, cognitivism, constructivism and experiential
learning. Behaviorism arranges schedules and types of reinforcement to enhance
learner motivation and achievement, and strongly supports the use of instructional
objectives. It provides structure to the learning process through determination of where

12
learners are going, how they will get there and more importantly to see when they have
reached the destinations. Learners are made aware of the expectations of the course
and the knowledge, skills and attitudes that they are expected to develop as a result of
the learning experience. In addition, breaking down material into smaller, more
manageable units, and the provision of frequent feedback help students achieve the
learning outcomes and develop mastery of the course content, while improving their
confidence and motivation to do better. Social learning theory on the other hand
emphasizes the involvement of other people in the learning process. Since learning is a
social activity, interaction with peers with differing levels of ability and expertise, often
times present alternative perspectives and challenges learners to achieve higher levels
of understanding as they solve problems together. Cognitivism reminds of the
individualism of learners and the importance of prior knowledge. This is important
because learners are at different stages of cognitive development and do not process
information at the same rate. Therefore when new knowledge is linked to existing
knowledge, learning is more meaningful. Constructivism emphasizes the role of learners
as active participants in the learning process. Engagement in problem solving,
cooperative learning and discovery learning permits learners to experience firsthand,
the meaning and application of the rules and principles in the subject matter being
studied, making learning more meaningful. Similarly experiential learning purports that
people learn through discovery and experience. This is important because it allows
learners to learn through real life experience and relate their knowledge to their daily
lives. As such they can more readily assimilate the new knowledge and apply what they
have learned, making meaning of the tasks. Moreover, experiential learning allows
learners to constantly self-evaluate their progression in the learning process, regularly
reflecting on their performance. This results in them paying more attention to their
thinking – meta-thinking that is important for personal growth. Furthermore, as they
learn from the learning process and become open to change, they become less
dependent on the instructor and foster more meaningful collaborative relationships with
peers; modify their assumptions, ideas and beliefs as needed. This can later help in the
development of their character.

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How do learner characteristics affect the learning theory employed, if at all?

Learner characteristics influence the application of the learning theories in the

instructional design process. For instance, since faculty vary with respect to age
demographics, and experiences with course design, pedagogical training and
technological tools respectively, a behavioral or social learning theory approach may be
needed to accommodate persons who are engaging with course design for the first
time. On the other hand, cognitivist or constructivist approaches may be desired by
more seasoned course designers. In the final analysis, instruction must be designed to
cater to the individual needs of the target audience, and the learning theories applied so
as to engage participants in the learning process. This is accomplished by varying
course activities and by providing learners with choice.

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

Since instruction is about the learner, the target audience influences the outcome of
instruction positively or negatively. In order to mitigate potential negative repercussions
in planning instruction for a diverse audience I would consider the following:
 Scheduling for a global audience especially for synchronous or synchromodal
delivery must take into account the difference in time zones across the world.
Additionally for cultural diversity the holidays and festivals, religious and
otherwise are significant.
 The use of simple language and the avoidance of idiomatic expressions and
proverbs, and cultural references when making presentations.
 Course content must be free of metaphors and jargon, but must use appropriate
vocabulary for the audience.
 Inclusion of a variety of perspectives and examples for designing authentic
activities.

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  Selection of bias free materials and the provision of alternative resources and
activities to support instructional objectives.
 Accommodations for learners with learning disabilities, hearing and vision loss;
speech impairments, physical and mental challenges.

Task/Goal/Performance Analysis – Module 5

TASK ANALYSIS METHOD

The target audience for the project comprises primarily full time and adjunct faculty, but
may also include research and administrative assistants, each with at least an
undergraduate degree, and at least one year employment in the higher education
arena. Moreover, participants will have varying experiences with course design and
delivery, ranging from no experience to training in course design and actual
development and delivery of courses; varying experiences with Moodle, the learning
management system (LMS) utilized by the university; as well as varying levels of
technological proficiency. For those reasons, together with the fact that it is well suited
for defining cognitive knowledge, topic analysis was selected as the task analysis
technique employed to identify the content that is the intended focus of instruction for
this project and to determine the structure of the components.

TASK ANALYSIS

TOPIC ANALYSIS

Title: Blended course design and delivery

1. Overview of blended learning
 What is blended learning?

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  Benefits of blended learning
o Increased access and convenience
o Improved learning
 Improved instructional design
 Increased guidance and triggers
 Easier access to learning activities
 Individualized learning opportunities
 Increased engagement through social interaction
 Time on tasks
o Decreased (or more flexible) costs
 Synchronous and asynchronous activities
 Key considerations
o How can you use a blended format to leverage new opportunities
for students to learn concepts that are most difficult? If there are
specific areas where students have a lot of difficulty, what online
activities could support these difficulties?
o How will you integrate face-to-face and online activities cohesively?
o How will the characteristics of your course influence your design?
(Caulfield, 2011 cited by Concordia University)
 Planning your blended course
o The Backward Design Model
 Identify the course goals and objectives
 Determine assessments for each objective
 Plan learning activities
 Determine sequence and space for activities
 Blended course models
o Framed
o Week-to-week

2. Planning your course from goals and objectives

 Goals versus objectives

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 Formulating course goals
o Types of educational goals (McTighe & Wiggins, 2013)
 Acquisition
 Meaning making
 Transfer
 Writing specific learning objectives
o Learning objectives are written in the active voice and consist of:
 A stem that identifies what the successful learner will be able
to “do”
 A verb that indicates as precisely as possible the nature of
the learning that is expected
 A word to indicate the topic or skill level required
 Words that indicate the context or standard of performance
that is expected
o Well written learning objectives are S-M-A-R-T
 Specific – focused on an exact category of student learning
 Measurable – data can be collected to judge student
learning
 Attainable – the objective can be achieved given the
educational experience
 Realistic – the objective is reasonable and practical
 Time-bound – can be realized within a given time frame
 Bloom’s taxonomy
o Educators usually categories learning objectives in accordance with
Bloom’s taxonomies. These are classification systems that are
used to define and distinguish different levels of human learning in
the three domains of learning – cognitive, psychomotor and
affective domains. They are written as measurable verbs that help
to describe and classify observable knowledge, skills, attitudes, and
behaviors that students should demonstrate as evidence of
learning. Thus, Bloom’s taxonomies express the levels of expertise

17
 required to achieve student learning objectives. They are generally
applied to inform or guide assessments and instructional strategies
as well. Bloom’s taxonomies can be accessed at
www.nwlink.com/~donclark/hrd/bloom.html.

3. Assessment and feedback for learning

 Advantages of assessments in blended environments
o Improve the variety of assessments
o Increase the frequency of assessments
o Focus on authentic assessments
o Enhance feedback on performance
 Advantages of face-to-face assessments
o Preserving assessment integrity
o Physical demonstrations
o Live presentations
o Interpersonal interactions
 Advantages of online assessments
o Reusability
o Automation
o Multimedia
o Flexibility of time and space
 Types of assessments
o Quizzes
o Problem solving tasks and scenarios
o Essays
o Research reports
o Videos
o Reflections
o Artistic works
o Role-plays
 Supporting academic integrity online

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 o Review collaborative contributions
o Assess progressively, in stages
o Reduce the stakes
o Make quizzes harder to cheat
o Increase frequency and variety
o Don’t eat up students’ time with busy work
o Make learning meaningful and build intrinsic motivation
 ePortfolios
 Online grading

4. Instructional materials and tools

 Instructional materials online
o MERLOT is a repository of learning objects that are created by
educators. MERLOT is organized by discipline and can be
searched.
o Annenberg Media provides access to discovery learning
programming, including audio and video clips for educational use.
You can use any of the clips in their website and enhance the
content of your course
o MIT provides access to over 1700 courses on their
OpenCourseWare site.
o Khan Academy supplies a free online collection of over 2000 videos
on Mathematics, history, finance, physics, chemistry, astronomy
and economics
o YouTube – you will find almost anything there
 Tools that support engagement and active learning
o Interactive, real-time software such as real-time collaborative tools,
webinars and virtual worlds
o Software that facilitates interactions and collaboration, such as
shared documents and wikis
o Animations, simulations and games that require learner input

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 o Discussion tools with automatic notification or a “read/unread’
tracking feature
o Automated self-check exercises requiring learner responses

5. Content-driven learning activities

 Designing activities for efficiency and purpose
 Interactive lectures, presentations and demonstrations
o Presenting information effectively
 Break up blocks of information
 Center lectures on questions
 Case studies, stories, anecdotes
 Engage the audience with human elements such as emotion
and conflict
 Animations or videos
 Opportunities to apply new information – self-test, peer
instruction, class discussion
o Producing digital audio and video
 Worked examples and practice activities
o “Hands-on” guided practice
o Dynamic content and simulations
 Online self-assessments
o Pre-class reading quizzes
 Weaving content driven activities

6. Community-driven learning activities

 Importance of community-driven activities
 Blogs and learning journals
 Synchronous peer instruction
 Class discussions
 Weaving community-driven activities

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 7. Pulling it all together
 A blended module
o Engaging and orienting students with the lesson introduction
 The introductory lesson page:
 Get students’ attention
 Prime students’ thinking
 Outline the required tasks for the lesson in sequential
order
 Indicate which lesson tasks will be done face-to-face
and online
 Link to the next activity
 Link back to the course home page
 Organizing lesson activities online
 Materials pages
 Learning activities
 Assessments
 The course home page as a hub
 Usability from start to finish
 Constructing the blended syllabus
o Course schedule
o Overview of a typical lesson
o Description of regular activities
o Student expectations for the teacher
o Grading schemes

GOAL ANALYSIS

Module Five: Writing Goals and Objectives

21
 Goal Analysis Tool and Template
Instructional Need/Aim

The changing demographics of the student population, the current economic climate,
global and societal trends dictate that universities the world over increase access to
their products and services through distance and online learning. The UWI in The UWI
Triple A Strategic Plan 2017 – 2022: Revitalizing Caribbean Development sets out as its
strategic goals Access, Alignment and Agility. In order to operationalize the Triple A
Strategy relative to Access, The UWI Cave Hill campus has formulated strategic
initiatives that are underpinned by the notions of a SMART Campus capitalizing on
advances in IT, towards improving educational delivery and pedagogy; and harnessing
these developments with the view to making the Cave Hill campus the campus of
choice for students, rather than a campus of convenience. As such it is imperative that
these processes are driven by the renewal, design, redesign and delivery of efficacious
curricula for blended and online learning. However, anecdotal evidence gleaned from
the increased number of requests for assistance regarding the conversion of traditional
courses to blended courses, and subsequent conversations with faculty about their
views of blended courses suggest that there is the perception among faculty that a
traditional course can be converted to a blended course simply by adding technological
tools. Therefore efficient training in the principles of blended course design and delivery
is warranted. Opportunities for training include:
 Improved course designs
 Improved pedagogical practices resulting in increased student satisfaction and
enrolment.

Rossett (1999) cited in Morrison et al (2013) posits opportunities for identifying

performance problems. Of relevance to this project when Rossett’s classification is
applied, is employee growth. The university “recognizes the need to develop its people
so they can continue to contribute to the growth of the company” p.29. This
corroborates the Access strategic objective AC3 – Improving the quality of teaching,

22
learning and student development, and by extension one of its key performance
indicators – increased enrolment in senate approved undergraduate and postgraduate
programs over time. Therefore this project aims to build capacity in blended learning
pedagogy at the Cave Hill campus by equipping faculty with the knowledge, skills,
attitudes and tools necessary to develop and deliver quality learner-centered blended
courses.
In view of the foregoing, the changing student demographic along with the current
economic climate at the UWI Cave Hill, institutionalization of blended course design and
delivery is paramount, since according to the literature it should result in: decreased
maintenance cost for the physical infrastructure a consequence of the reduced seat
time, improved pedagogy, increased student engagement, and increased student
enrolment on account of the flexibility and accessibility that blended learning affords.

Goal Analysis

Step 1 - Write down the goals.

Original goals: Equip faculty with the knowledge, skills, attitudes and tools necessary
to develop and deliver quality learner centered blended courses.

Step 2 - Write down everything a learner would have to say or do for you to agree
that the learner has achieved the goal. This is not a list of what you will need to
do as the instructional designer or teacher.

 After taking this course I am comfortable with developing blended courses

 I am better able to deliver blended courses
 The course objectives stated at the beginning of the course were met
 The material covered was appropriate for the course
 The material covered was relevant to me
 The course material will be useful in my job

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  I learned to use some technological tools
 The delivery method was an effective way for me to learn the material
 I was clear about what the course was going to cover
 The course activities were engaging
 My questions were answered
 The course materials were clear
 The instructor was easy to understand
 The instructor was knowledgeable on the material
 There was cohesion between the face-to-face and online elements of the course
 There was alignment of the course elements
 There were opportunities for me to practice the new knowledge and skills
 The technology used in the course helped me to achieve the learning objectives
 The length of the course was just right
 I was made aware of the purpose of the course before I participated
 I know how to get any additional questions answered
 I feel my feedback matters
 I know the minimum requirements for blended course development, design and
delivery
 There is support for me as I develop and deliver my blended courses
 Resources for blended course development and delivery are available to me
 Student-student, student-content and student-instructor interactions were
facilitated in the course
 I received timely and constructive feedback on my assignments and questions
 The instructor used specific strategies to create an engaged, learning focused
presence in both modalities of the course
 The instructor taught the course as one cohesive whole with “presence” in both
the face-to-face and online portions of the course

Step 3 - Sort the items listed in step 2.

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Content development

 The course objectives stated at the beginning of the course were met
 The material covered was appropriate for the course
 The course materials were clear
 There was alignment of course elements
 The length of the course was just right
 There was cohesion between the face-to-face and online elements of the course
 I was made aware of the purpose of the course before I participated
 I was clear about what the course was going to cover
 The material covered was relevant to me
 The course material will be relevant in my job
 After taking this course I am comfortable with developing blended courses
 I know the minimum requirements for blended course development, design and
delivery
 I feel my feedback matters
 There is support for me as I develop my blended courses
 Resources for blended course development are available to me

Content delivery

 The delivery method was an effective way for me to learn the material
 The instructor was easy to understand
 The instructor was knowledgeable on the material
 The instructor used specific strategies to create an engaged, learning focused
presence in both modalities of the course
 The instructor taught the course as one cohesive whole with “presence” in both
the online and face-to-face portions of the course
 The course activities were engaging

25
  Student-student, student-content and student-instructor interactions were
facilitated in the course
 There were opportunities for me to practice the new knowledge and skills
 My questions were answered
 I am better able to deliver blended courses
 I received timely and constructive feedback on my assignments and questions
 I learned to use some technological tools
 The technology used in the course helped me to achieve the learning objectives
 I feel my feedback matters
 I know how to get my additional questions answered
 There is support for me as I deliver blended courses
 Resources for blended course delivery are available to me

Step 4 - Write a complete sentence to describe each of the items on your final list.

Content development: The content was well developed, based on instructional design
principles, enabling faculty to achieve the course objectives and addressing faculty
needs.

Content delivery: Focusing on participant engagement, and the application of

knowledge and skills, the materials were effectively presented while modelling best
practice in blended course delivery.

Content development:

1. Who is doing something? Full time and part time faculty

2. What are they to do? Design blended courses with alignment of learning
objectives, assessments, teaching methods and learning activities
3. Under what conditions are they expected to do it? Given blended course
development training

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 4. How well are they expected to do it? Meeting instructional design criteria

Given blended course design training, full time and part time faculty will design blended
courses that demonstrate alignment of learning objectives, assessments, teaching
methods and learning activities that satisfy instructional design criteria.

Course delivery:

1. Who is doing something? Full time and part time faculty

2. What are they to do? Use specific strategies to engage students in the learning
process
3. Under what conditions are they expected to do it? Given blended course delivery
training
4. How well are they expected to do it? Modelling best practices in blended course
delivery

Given blended course delivery training, full time and part time faculty will use specific
strategies to engage students in the learning process while modelling best practices in
blended course delivery.

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 Instructional Objectives – Module 5

INSTRUCTIONAL GOAL

Given blended course development and delivery training, faculty will design blended
courses that demonstrate alignment of learning objectives, assessments, teaching
methods and learning activities while satisfying instructional design criteria; and will use
specific strategies to engage students in the learning process while modelling best
practices in blended course delivery.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

 Terminal Objective: Faculty will design blended courses that demonstrate

alignment of learning objectives, assessments, teaching methods and learning
activities while satisfying instructional design criteria.

o Enabling Objectives:
 Define blended learning at their institution. (cognitive,
remembering)
 Distinguish between educational goals and learning objectives.
(cognitive, understanding)
 Outline the types of educational goals posited by McTighe &
Wiggins (2013). (cognitive, analyzing)
 Write measurable cognitive, affective and psychomotor learning
objectives using the associated taxonomies. (cognitive, applying)

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  Critique learning objectives developed by their peers, and offer
suggestions for improvement where necessary. (cognitive,
evaluating)
 Create assessment items that demonstrate alignment with the
learning objectives. (cognitive, creating)
 Justify the selection of named instructional tools for their course.
(cognitive, evaluating)
 Formulate a blended module plan that demonstrates alignment of
the course elements. (cognitive, creating)
 Identify specific strengths and weaknesses of their course
objectives, assessments, instructional materials, activities and
tools. (cognitive, evaluating)
 Through weekly online journaling describe their experiences with
designing their blended course. (affective, responds to phenomena)

 Terminal Objective: Faculty will use specific strategies to engage students in

the learning process while modelling best practices in blended course delivery.

o Enabling Objectives:
 Deliver effective presentations and demonstrations. (cognitive,
applying; psychomotor, mechanism)
 Participate in online discussion forums. (affective, responding)
 Use technological tools effectively. (psychomotor, mechanism)
 Formulate activities that demonstrate student-instructor, student-
student and student-content interactions. (cognitive, creating)
 Implement activities that demonstrate student-instructor, student-
student and student-content interactions. (cognitive, applying)
 Explain how a named activity or resource supports the learning
objectives. (cognitive, analyzing)
 Justify the placement of learning activities face-to-face or online.
(cognitive, evaluating)

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  Give timely feedback to peers. (cognitive, analyzing; affective,
responds to phenomena)
 Create a comprehensive course syllabus. (cognitive, creating)
 Create an engaging course home page. (cognitive, creating;
psychomotor, mechanism)

Supporting Content – Module 6

Goals and Objectives: An Overview

Slide 1

Goals and Objectives

An Overview
By Andrea Marshall

Hello, today we will be taking a look at goals and objectives which are two terms that
always appear in education and are often confused.

In this brief tutorial, I will introduce these terms and explain the differences between
them.

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31
Slide 2

So let us start here. Here on screen you can see a delicious vanilla cake which looks
tempting to eat. If your goal is to make this cake, what are some of the things that you
would need to do make it?

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Slide 3

Goals and Objectives

Goal: Make a cake Objectives

• Preheat the oven to a suitable
temperature
• Grease and flour the pans
• Combine the butter, sugar, eggs,
milk and other ingredients
• Place the mixture into the
prepared pan
• Put pan in oven to bake for a
certain time

Here are some things that you may have said or thought about although they may not
be exactly in the same sequence.

Did you say, you would pre-heat the oven?

Grease and flour the pan?

How about creaming the butter and sugar?

Adding the eggs, vanilla, flour etc.?

Stirring in the milk until smooth?

And finally putting the cake into the oven to bake

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Slide 4

Goals and Objectives

Preheat the oven to a
suitable temperature

Make a cake
Grease and flour the pan

Combine the butter, sugar,

eggs, milk and other
ingredients

Place the mixture into the

prepared pan

Put pan in oven to bake for

a certain time

So if I were to list my goal of baking a cake and my objectives, you would see that my
objectives relate to my goal and they are more specific. The objectives are the actions
that I must take to realize my goal. So in order to accomplish my goal which is to make
my cake I must:

• Preheat the oven

• Prepare the pan
• Combine the ingredients
• Place the mixture into the prepared pan
• Place the pan into the oven

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Slide 5

Goals vs Objectives

Goals Objectives
• Specific
• Broad
• Suggest “destinations” for the
• Measurable
learners • Attainable
• Do not stipulate particular • Realistic
learning
• Time bound

So what are the major differences between goals and objectives? Goals are broad
statements of intentions. They suggest where you want to go or what you wish to
achieve, but not how to get there, or how to get it done. On the other hand, objectives
are precise actions that you must take to make your goals a reality. They are:

Specific – clearly defined

Measurable – observable, quantifiable

Attainable – can be achieved

Realistic – reasonable and practical

Time-bound – can be realised within a given time frame

As you complete the lessons on Goals and Objectives, you will see there is much more
to formulating educational goals and specific learning objectives.

35
But the key thing to remember is that goals are broad statements while objectives are
more specific and relate to the goals.

Thanks for viewing

36
Slide 6

EDUC 765 Supporting Content

• Terminal objective: Faculty will design blended courses that

demonstrate alignment of learning objectives, assessments, teaching
methods and learning activities while satisfying instructional design
criteria.

• Enabling objective: Distinguish between educational goals and

learning objectives.

This introductory video was created as Supporting Content for Module 6 of EDUC 765
Trends and Issues in Instructional Design.

It is designed to be used as a pre-instructional strategy for a module on Educational

Goals and Specific Learning Objectives.

Thank You

37
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Clark, D. (2015). Bloom’s taxonomy of learning domains. Retrieved from Big Dog
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