Online+Learning+Design

=‍‍‍‍‍‍‍‍‍‍‍‍‍I ‍‍‍‍‍‍‍‍‍‍‍‍‍ntroduction = In this section I start by describing the concept of Online Learning Design (OLD) as defined by Gustafson & Branch (2002), Jonassen (2000), and Dabbagh & Bannan-Ritland (2005). I will then provide a brief overview of the various online design models. This will be followed by an account for choosing the Dabbagh & Bannan-Ritland model.

=What is Online Learning Design? =  Online Learning Design or Instructional Design can be attributed to the works of Morrison, Ross & Kemp (2001); Gentry (1994); Dick, Carey & Carey (2001); Smith & Ragan (1999); Heinich, Molenda, Russell & Smaldino (2002); Gustafson & Branch (2002); Dabbagh & Bannan-Ritland (2005). It is a deliberate use of Information Communications Technologies (ICTs) in an attempt to develop educational content for specific settings. Gustafson & Branch (2002:11), who refer to it as an Instructional Design define it as a "systematic process that is employed to develop education and training programs in a consistent and reliable fashion”. They describe it as “a complex process that is creative, active, and iterative” (p.11). T he key to this definition is that it is systematic, consistent and reliable. This is further defined by Johassen (2002), who considers online design process as “a **complex problem-solving task** … because in most situations no clear, predetermined solution or goal and direct solution path exist, and information from multiple sources must be integrated” (cited in Dabbagh & Bannan-Ritland, 2005:110, own emphasis).

=Choosing an Online Learning Design = Various models for Online Learning Design have been identified by various authors (Grant (2010), Gustafson & Branch (2002), such as the ADDIE model, the Dick and Carey model, the ASSURE model, the Ragan-Smith model, the Morrison, Ross & Kemp model, and the Dabbagh & Bannan-Ritland Model. I will now discuss some of these models. The ADDIE model refers to Analysis, Design, Develop, Implement and Evaluate. It is considered the first Instructional Design model, which started in the military and moved to educational settings and then commercial industries. This illustrates the conceptual components of an instructional design, but does not indicate, according to Gustafson & Branch, //how to pr// //actice// the ID (2002: 12, original emphasis). This model is not iterative and assumes that one knows what is required before the content is developed.

The most popular model is the Dick and Carey Model, characterised by its ten elements (Dick, 1978). This model, according to Dick allowed for predetermined learning outcomes due to systematically designed instructions. according to Gustafson & Branch is not  learner centred and the instructional design not goal oriented.

The ADDIE model and the variations such as the ASSURE and the Kemp models are characterized by their behaviourist or cognitive epistemology, with their focus on overt skills and knowledge respectively, where the outcomes are measurably (Der-Thanq, et al, 2007). According to Zemke & Rossett (2002), cited in Dabbagh & Bannan-Ritland (2005), these models are "too linear or require a rigid step-by-step process that is too formal and inflexible" (p.112). For Dabbagh & Bannan-Ritland, online learning design is a complex process, in which online designers require a more flexible, interactive, and adaptable process where "social and cultural contexts of learning" are emphasised (p.113). Drawing from the iterative nature of the traditional design processes outlined above, Dabbagh & Bannan-Ritland offer Integrative Design Learning Framework (IDLF) design process for online learning based on constructivist pedagogy. This model has all the features of the ADDIE model and more.

For this intervention I have adopted ‍‍‍‍this ‍‍‍‍model because I also believe that learning is socially constructed. In order to develop this activity I had to document my 'intuitive and explicit knowledge of learners, settings, content, and acitivities" which I have acquired through my own teaching experience. This also required some form of informal collaboration and negotiation with peers with technical knowledge.

According to Dabbagh & Bannan-Ritland, this model makes explicit what the online developer knows and believes about teaching and learning in order to influence online learning and teaching (2005:113-114). This is also echoed by Der-Thanq et al (2006), in their conclusion when they encourage educators for a need to have a congruence between their epistemologies and their design approaches. The Dabbagh & Bannan-Ritland model also offers a framework for gathering information necessary to produce effective online instruction. They define online learning design as "a systematic and iterative constructivist-based design process that can be used to develop meaning instruction, but also to prompt a learning process for the developer as he or she expands his or her understanding of the instructional or training situation" (p.114).

=Towards the Dabbagh & Bannan-Ritland Model = <span style="font-family: georgia,serif; font-size: 16px;">The Dabbagh & Bannan-Ritland model is characterised by three major phases of the systematic development of online learning: Exploration, Enactment and Evaluation (see Figure 4.1 from Dabbagh & Bannan-Ritland, 2005:114). This figure illustrates the systematic and iterative process of design and development of online learning, with the online learning developer central to the systematic process. For <range type="comment" id="410971">‍‍‍‍Dabbagg ‍‍‍‍ & Bannan-Ritland (2005:115), placing the online learning developer at the centre is a deliberate decision because "knowledge gained by the developer in exploring perspectives on learning, enacting specific instructional strategies, and learning from the results can promote the development of effective instruction".‍

<span style="font-family: georgia,serif; font-size: 16px;">As an online learning designer within my context as a publisher, I had to consider a number of issues. I had to interact with specialists who understood web design and how to upload courses on Moodle and QuestionMark. The webdesigner was keen on downloading Moodle onto my computer but the policy did not allow him to do it, because it was part of my studies and not my daily job. <range type="comment" id="810942">‍‍‍‍The Materials Designer, who uses Moodle and QuestionMark was not happy that I was learning to use Moodle. When he overheard that Moodle was downloaded onto my computer, he basically confronted me, and asked whether I was now going to be taking his job. That caused tension between the two of us. We could no longer talk about the weather, and the politics in South Africa and Zimbabwe. We had to discuss work related issues. Although we were in the process of using QuestionMark as a company, I could not be allowed to have a licence. This also meant I should be asking him and I knew he would say no. I had to resort to using Moodle offline. ‍‍‍‍

<span style="font-family: georgia,serif; font-size: 16px;">This meant that I had to learn using Moodle from a manual titled //Using Moodle//. <span style="font-family: georgia,serif; font-size: 16px;">To my horror, the webdesigner could not understand the pedagogical issues I was asking him. Time was against me. I then decided to call one of my authors, whom I knew had used Moodle before, but he is now using Captivate. He suggested that I contact a company in Hermanus that trained him for a week. I indicated that would be impossible, I do not have the time. He offered to help "with his limited knowledge", but also gave me another company's number in Muizenberg, that quoted me R3 000 for a day's training. Now I had two choices, either to go for the day's training and spend the money or face my colleague. I decided on the latter, which he eventually agreed to help. This was a five minute show and tell of how the features mean.

<span style="font-family: georgia,serif; font-size: 16px;">As my topic was meant to be //An Introduction to Global Graphs//, which was already written in Word, but the graphic demands were too much to handle. I had to use a mathematical software for almost every question. I had to change it to Integers, which demanded less artwork. So, limited skills made me change the topic, and also because I do not have a class of my own, I requested the Schools Development Unit to evaluate the content. == <span style="font-family: georgia,serif; font-size: 16px;">Figure 4.2 from Dabbagh & Bannan-Ritland (2005: p.116) above shows that since this model is constructivist in orientation it operates within the social and cultural contexts and is informed by these three principles: (i) instructional or learning strategies, (ii) learning technologies, and (iii) pedagogical models or constructs. The next section will outline how as an online learning designer, I have iteratively explored, enacted and learnt from the process of using the ILDF for online learning.