The document outlines key considerations for planning an effective online course using the ADDIE model of instructional design. This includes analyzing learner characteristics, the learning environment and context. In the design stage, the document emphasizes defining objectives, assessments, and instructional strategies aligned to the objectives. It also covers developing appropriate learning resources while following copyright guidelines. Implementation involves field testing and training students on usage. Evaluation gathers feedback on reactions, learning, and return on investment.

1. Lim Li Siong
Manager, Centre for Teaching Excellence
Singapore Management University

2. Outline
1. Design an online course – ADDIE model
2. Understand your learners
3. Design and align
• Learning Objectives
• Assessment
• Instructional Strategies
4. Improve motivation, engagement and
retention
5. Manage online discussion forums &
synchronous online delivery
6. Flipped Classroom and Peer Instruction
7. Deal with copyright issues
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3. A Model to Facilitate the Instructional
Design Process : ADDIE
the process of
defining the
learners and what
is to be learned
the process of
specifying how it
is to be learned
the process of
authoring and
producing the
materials
the process of
testing/conducting
the course in an
the process of
actual setting
determining the impact
of instruction

4. ADDIE model
Stage Activities
Analysis 1. Perform front-end analysis
• Identify learners’ profile, learning contexts and needs
• Identify problem and set goals of the instructional intervention
• Identify constraints
• Identify topics to cover (Task analysis)
Design 2. Plan specific learning objectives and the sequence to meet these
objectives
3. Plan assessment guidelines for each objective
4. Plan instructional strategies / activities for each objective
5. Determine tools needed/ delivery methods
Develop 6. Build content, instructional strategies, assessments, navigations,
interactions and engagements
Implement 7. Deliver courseware/ Field testing /Moderate learning activities
8. Conduct training on usage (Students and teachers)
Evaluate 9. Evaluate whether goals were met / learning was achieved (Formative
and summative)

5. Analysis - Perform front-end analysis
1. Personal characteristics
2. Social characteristics
3. Cultural background and
beliefs
4. Disabilities
5. Time zones
6. Learning/Cognitive styles
7. Technical skill level
8. Knowledge level
• The more you can describe,
the more likely to develop
cc licensed http://pixabay.com/en/bored-female-girl-people-school-16811/ relevant online courses
• E.g. of questionnaire
Analysis Design Develop Implement Evaluate

6. Perform front-end analysis
Identify general topics
Understand Learners’ to cover to achieve the
characteristics learning goal (i.e. do a
task analysis)
Understand Context - Define Learning goal or
Identify constraints Performance problem
• E.g. different time zones, • What do they need to know
language barriers, diversity or do (but do not know /
cannot do)?
Analysis Design Develop Implement Evaluate

7. Design
Design and align the following:
What the students
Learning 1 will be able to do at
objectives the end
(Cognitive, Affective,
Psychomotor)
Alignment
2 2
Methods to Measure whether
Instructional
bring students Assessment the students has
to learn [1] Strategies met [1]
(Formative,
(Direct, Indirect, Experimental, Interactive, Independent)
Summative)
Analysis Design Develop Implement Evaluate

8. Design
Chunking and Sequencing
Module
Marketing
(Learning Goal)
1 Unit / Week
Product Price
(with Learning Objectives)
Topic Product Pricing
Product cycle
(with Learning Objectives) development Strategy
2 Learning Activities
Learn
Guide/
Feedback Assess
(Instructional Method; Practice
Assessment Method)
Analysis Design Develop Implement Evaluate

9. Determine Learning Objectives
Behaviour i.e. what A is supposed Audience i.e. your learners
to do (use Bloom’s taxonomy);
• By the end of the lesson, participants will be
able to identify the 5 phases of the ADDIE
model with 100% accuracy (in an individual
closed-book fill-in-the-blank test).
Conditions
the minimum Criteria the students must under which B is
meet in order for B to be acceptable to occur
Analysis Design Develop Implement Evaluate

10. Determine Assessment Guidelines
 Assessment instruments:
Essays, Projects, Forums…
 Alignment to Learning
Objectives
 Rating or marking system:
Rubrics?
 Auto or manual marking?
 Cheating / Plagiarism:
Verify identity of the
students
 Track student’s learning?
If so, which aspects?
Analysis Design Develop Implement Evaluate

11. Determine Instructional Strategies
Further Chunking and Sequencing of content
• E.g. Simple to Complex, General to specific, Linear or Non-linear/Branched?
Content Type
• Fact, Concept, Process, Procedure or Principle
Learning activities and methods
• Direct, indirect, experiential, interactive/collaborative, self-directed
• E.g. Lecture and practice, Guided exploration, Games, Discussions, Interactive Demo
• Asynchronous or Synchronous (Real-time)
• Consider constraints e.g. group size and learning environment, preferences
Alignment with learning objectives
• Low level recall (e.g. lectures), application or synthesis level?
Analysis Design Develop Implement Evaluate

12. Determine Instructional Strategies –
ICARE (Hoffman & Ritchie, 1998)
• Introduction: Put the module in context, e.g. learning
outcomes
• Connect: Introduce content or activities/scaffolding for
students to discover themselves.
– Provide concise and clearly organised online materials
• “Chunk” multi-page documents into sections of no more than two
pages long. Video or audio segments should be 20 minutes or less.
• Introduce resources slowly and over time
– Provide opportunities to construct own knowledge e.g.
projects (problem solving opportunities) because we learn
in different ways.
Analysis Design Develop Implement Evaluate

13. Determine Instructional Strategies –
ICARE
• Apply: Provides challenges and activities that
allow students to apply the knowledge gained
to real-world tasks & give timely feedback
– It’s not just about the content as students can find
content on their own.
• Provide opportunities for Reflection
• Extend: Give students opportunities to rework
and improve on their ideas or prototypes.
That’s when real value begins.
Analysis Design Develop Implement Evaluate

14. Designing and Managing
Online Discussion Forums
1. Provide clear 2. Establish specific 3. Elicit individual AND
guidelines discussion threads group postings
5. Use a combination of
4. Encourage peer-to- 6. Encourage student
asynchronous and
peer communication analysis of discussions
synchronous
7. Provide early and
9. Plan for regular,
extensive inputs to 8. Include examples of
reasonable and
model effective good posts from past
predictable proper
discussion, analysis, classes
communication
communication skills
Analysis Design Develop Implement Evaluate

15. Determine Instructional Strategies –
“Newer” methods
Analysis Design Develop Implement Evaluate

16. Instructional Strategies –
Flipped classroom
Analysis Design Develop Implement Evaluate

17. Design - Determine Instructional
Strategies

18. Instructional Strategies –
Peer Instruction
Brief presentation of
concept
Analysis Design Develop Implement Evaluate

19. Select and Develop Learning Resources
Determine what COPYRIGHTS are attached to the resources
• General rule of thumb: “If by making a copy and showing
such a copy, we are likely to deprive the owner of some
form of revenue, it would generally could become an issue.”
• Copying the entire news article
– Use of whole articles need to be paid for (OCCM manages this).
– Use of extract of article (which would come under “fair use”).
– Can refer students to the actual online article with a link (if
available)
• Advertisements
– Generally, advertisements are meant to be distributed, so a
photograph to illustrate a point should be fine.
Analysis Design Develop Implement Evaluate

20. Select and Develop Learning Resources
• Arrange for copyright clearance (Library) or adhere to Fair
Use guidelines, if you plan to post materials that are not
your own
• Use Open Educational Resources (OER) and media (such as
images, videos, audio etc) under a Creative Commons
license
Analysis Design Develop Implement Evaluate

21. Implementation – “Field testing”
• Moderate learning activities
– Make sure workload is reasonable for both yourself
and the students
• Train students and other faculty on usage
– Know what current help available (e.g. IITS with
eLearn)
– Conduct an orientation to your course and the online
tools employed
– A FAQ page can save you from answering the same
question numerous times
Analysis Design Develop Implement Evaluate

22. Evaluation
Get feedback on:
1. Reactions: How students
felt
2. Learning: Goals were met;
learning was achieved
3. ROI: Is it worth it?
Analysis Design Develop Implement Evaluate

23. Summary
Planning for online course development begins with key
considerations regarding:
1. Analyse: – Interactions, feedback and
– Characteristics of the learners, communications (Student,
learning environment and Peer, Instructor)
learning context – Content delivery systems and
tools
2. Design: – Technology and other
– Goals and objectives that need constraints
to be taught
– Course management and
– Online Assessments strategies student support
to determine if they mastered
the objectives 3. Develop: Appropriate
– Learning Activities and learning resources
strategies most effective for the – Copyrights
learners to master the 4. Implementation strategies
objectives
– Chunking and Sequencing 5. Evaluation strategies

24. cc licensed image from http://www.flickr.com/photos/83633410@N07/7658219802/