Online Instructional Design

Instructional
Design
Assoc. Prof. Dr. Nurfadhlina Mohd Sharef
Deputy Director (Innovation in Teaching
and Learning)
Centre for Academic Development,
Universiti Putra Malaysia
nurfadhlina@upm.edu.my

UPM Academic
Transformation is an
effort towards
developing Future-Proof
PUTRA Graduates
through a
flexible curriculum that is
organic and fluid in
nature
supported by innovative
teaching and learning
delivery to
generate impactful
learning experiences and
alternative
assessment to cater
diverse learning abilities.
CENTRE FOR ACADEMIC DEVELOPMENT, UPM

“Transformation" means a significant change in form or structure. In the context of
academia, “transformation” is an initiative to revamp the academic ecosystem in order to
confront future challenges by upholding the essence of curriculum which are subject
matter, methods of delivery and assessment measures. Hence UPM Academic
Transformation is defined as a synergised initiative to redesign the curriculum
structure, innovate the teaching and learning delivery methods as well as diversify
assessment measures in order to optimise students’ learning experience and abilities to
produce Future-Proof PUTRA Graduates.

EFFECTIVE TEACHING is delivered by Putra
InnoCreative Educator (PreCEptor) to
accomplish meaningful learning by the future
proof graduates through a designed teaching
delivery comprising of an interactive lecture
materials, mix of engaging activities and e-
tivities that encourage development of future
proof graduate attributes, and appropriate
assessments suited to the learning outcomes;
supported by a compassionate and scholarly
future proof educator.
A variety of teaching techniques can be curated
such as problem-based learning, case study,
inquiry-based learning, experiential learning,
service based learning, challenge based
learning, work based learning, passion based
learning and immersive learning.

Instructional Design is the systematic development
of instructional specifications using learning and instructional theory
to ensure the quality of instruction.
It is the entire process of analysis of learning needs and goals and the
development of a delivery system to meet those needs.

Structuring a live online session
• Is this the best use of my
students’ time?
• Is this the best use of my
time?
• The learning aim of that section
of the lesson.
• What you will be doing as the
teacher.
• What your students will be
doing.
• The resources required (which
also indicates related pre/post
tasks).
https://www.futurelearn.com/courses/teaching-for-home-
learning-secondary-science/0/steps/75754

https://www.futurelearn.com/courses/teaching-for-home-
learning-secondary-science/0/steps/75754

14
Ref: https://iversity.org/blog/online-student-engagement/

Engaging Educator
Teaching in the online environment is quite
different from teaching in a face-to-face
environment. Being an effective e-educator
requires knowledge on online learning facilitation
and engagement. The Community of Inquiry is one
of the techniques of enabling and promoting
learning in an online environment.
Engaging online learning environment can be
obtained through interactivity by making the
learners feel welcomed and involved in their
own learning; setting the initial mood or
climate of the environment.
InnoCreative Educator could ensure engaging online
learning by utilizing various tools (digital and non-digital)
for an active learning, conducted according to the
expected learning outcome.
A clear learning outcome, schedule of various
activities and constructive feedback helps to
ensure learner-centered approach is achieved.

16

17

Planning a Meaningful Lesson
1. Set a Clear Objective for
the Lesson
2. Incorporate Visuals,
Visuals, and More
Visuals
3. Add Assignments and
Homework
4. Evaluate, Reflect and
Revise
See more here
https://theconversation.com/coronavirus-14-
simple-tips-for-better-online-teaching-133573

Q: What are choices of teaching approach
in various bandwidth connection?
A: Usage of Learning Management System (e.g.,
PutraBLAST) and video conferencing requires high speed
and stable internet connection. For low-bandwidth
connectivity, consider the following alternatives:
a) microlearning - Break your lesson into focused,
concise, small chunks. Use materials such as PDF,
images of selected slides (e.g., you can Save As
selected slides in your PowerPoint as JPEG), voice
notes, recorded explanation.
b) group messaging apps - Whatsapp or Telegram has
high penetration and access so utilise this. Create
activities that allow student to discuss the focused
topics through effective learning nuggets.
c) go text only or audio only - These files consume
less bandwidth. So write summary of important
units in the topics and go step by step together with
students to make sure they understand. You can
quiz them using text too. Recorded audio may
support your explanation. You may upload image
with scribbles and sketches to emphasize points.
19
Suggested reference for low bandwidth teaching:
https://www.skillbuilderlms.com/how-to-convert-elearning-content-to-microlearning/
https://youtu.be/WyjljwM5CGs

Source: https://cade.upm.edu.my/kandungan/pelaksanaan_kuliah_maya-56222?L=en
Virtual Conference
Guide
http://www.upm.edu.my/vcguide/

Source: https://cade.upm.edu.my/kandungan/pelaksanaan_kuliah_maya-56222?L=en
Flipped online classroom is
highly recommended as it
facilitates experiential online
learning.
Combinations of synchronous and
asynchronous lessons can be
implemented, depending on the
instructional design of that topic.

22
https://www.iddblog.org/videoconferencing-alternatives-
how-low-bandwidth-teaching-will-save-us-all/

Q: How to use group messaging (e.g.
Whatsapp, Telegram) for learning?
Example of steps to conduct
asynchronous learning session as
microlearning in Whatsapp:
1. share an image or short video (a
focussed learning content) and
write some description as
caption
2. upload voice note as
explanation
3. upload text to instruct activity
and give time to student to
respond with answers
4. give feedback
23

Q: What software can be used for video
conferencing?
A: Various software can be used for video conferencing such as:
Microsoft Team, Big Blue Button, Zoom, Skype, Vidyo, Webex, FB Live, Google Meet and Google Hangout. In
PutraBLAST and PutraMOOC, Big Blue Button and Webex are installed. Functions related to teaching and learning
such as sharing files, chat and doodle are enabled. Other suitable softwares are also encouraged to be used,
depending on the learning needs. Various tutorials are available to support you such as
https://www.youtube.com/results?search_query=remote+lessons

A: There are a few things that can be done to set up the video conference (VC).
You can distribute this guide to the students:
http://learninghub.upm.edu.my/blastdk/pluginfile.php/5807/mod_forum/post/104
/BBB%20GUIDELINES%20FOR%20STUDENT-01.jpg
Q: What is the guideline before, after and
during video conference?
25
Before:
Announce the
VC session to
the students.
You should test
the connection
too. Prepare the
materials for the
lesson.
During:
Make sure you are ready several minutes earlier. Make sure the
URL to the VC is released and students are connected. Greet
your students and request them to introduce themselves. Ask
them to mute the microphone and switch on the video camera.
Students must share and cooperate during VC. Ask students to
mark their online attendance. Lecturer can present their slides,
ask questions, instruct group discussion and attend their
students concern - similar to the face to face interaction.
After:
Students should complete the task
as instructed. Lecturer downloads
video if it is recorded. The video
can be uploaded in the YouTube
channel owned by the lecturer.
The link to the video can be
provided in PutraBLAST as URL,
Page or in the topic description.

Q: Is there a guide to
release to the students
regarding VC?
A: You can pass the link to the picture on
the right
http://learninghub.upm.edu.my/blastdk/
pluginfile.php/5807/mod_forum/post/10
4/BBB%20GUIDELINES%20FOR%20STUD
ENT-01.jpg
*Click to on the url to download.
*This can be applied to any virtual
classes.
26

1.Gain attention of the students —with stimuli that catch and engage
their brain (novel ideas or thought-provoking question, etc.)
2.Inform students of the objectives — Establish the expected
outcomes and criteria for measuring achievement.
3.Stimulate recall of prior learning —Leverage existing knowledge
before introducing new knowledge and build on it.
4.Present the content — Deliver the content in easily consumable
chunks.
5.Provide learner guidance — Guide them with examples, case
studies, and other instructional support to supplement the content.
6.Elicit performance — Engage them with different activities that
recall, utilize, and evaluate knowledge.
7.Provide feedback — Reinforce knowledge with immediate feedback
(informative, remedial, corrective, etc.)
8.Assess performance —Test their knowledge with established (and
transparent) criteria.
9.Enhance retention and transfer to the job — Use content retention
strategies (concept maps, rephrasing, summarizing, job aids, etc.)
Gagne’s Nine Student Events

https://ctle.utah.edu/re
sources/Blooms-
Taxonomy.php

Designing an impactful
teaching requires a well-
thought teaching plan to ensure
the learning outcome is
achieved and maximised
student attainment. Lesson plan
is a tool to design each
interaction session (be it face-
to-face or online lesson).
The ASSURE model is one of the
most popular used to construct
a lesson plan. The ASSURE
model comprises of six steps
which are A: Analyze Learners,
S: State Objectives, B: Select
Instructional Methods, Media,
and Materials, U: Utilize Media
and Materials, R: Require
Learner Participation, and E:
Evaluate and Revise
Lesson Plan
Picture credit to https://idtassuremodel.wordpress.com/2014/09/11/23/

Techniques
Internet Scavenger Hunt
Games based Learning
Gamification
Video development
Portfolio development
Blogging
Online simulators
Role play
Immersive Learning
Problem based Learning
Case Study
Project based Learning
Inquiry based Learning
Cooperative Learnig

How tostructurethelessonofyour
onlinecourse
1. Provide them with the overall
journey of where they are in the
course.
2. Tell them what they are going to
learn.
3. Tell them why.
4. Share your content.
5. Take breaks 10-5-10-5
Check this out
https://theconversation.com/coronavirus
-14-simple-tips-for-better-online-
teaching-133573

Collaborative ONLINE
ToolsPost comment
Express opinion
Embed URL
Document
development
Annotate document online
Develop
infographic
Annotate image Develop video and
express opinion
Tasks progress
tracking, document
management
Chat, meeting, files Video conferencing,
chat, discussion room
Borderless
Communication
Exchange of materials
Common output
Demo: Google Slides for collaborative,
InsertLearning for collaborative annotation
Activity: Share the experiential learning tool
for your area in Padlet
https://padlet.com/nurfadhlina/IdeasBucket

DesignedActivities
forMeaningful
LearningDelivery

36
http://article.sciencepublishinggroup.com/p
df/10.11648.j.ijsedu.s.2015030601.13.pdf

• 1 minute
reflection
• 3-minutes
review
• Augmented
reality
• Blog
• Brainstorming
• Business model
• Business
proposal writing
• Buzz group
• Categorizing
• Chat
• Checklist
• Choice
• Class discussion
• Colloquia
• Concept map
• Contracts
• Debate
• Demonstrations
• Discussion
• Drill of practice
• Exit slip
• Explanation
• Flipped
Classroom
• Field trip
• Fishbowl
• Flow diagram
• Forum
• Game Based
Learning
• Games
• Group Project
• Industrial Talk
• Investigation
• Jigsaw
• Labeling
• Laboratory
• Localizing
• Mind-mapping
• Mix-matching
• Muting
• Open ended
question
• Oral
presentation
• Organizers
• Parody
• Pitching
• Pro-cons grids
• Project proposal
writing
• Project report
writing
• Quescussion
• Quiz
• Recitation
• Role play
• Roundtable
• Scavenger hunt
• Simulation
• Sticky Note
Clustering
• Student critique
• Studio work
• Think-Pair-
Share
• Video
presentation
• Work-based
experience
Teaching
and
Learning
Activities
Various activities can
be conducted to
support teaching and
learning, either
physically and
virtually. The
activities function as a
scaffold to ensure that
the learning outcome
can be achieved.
37

Designing and
Online Lesson
with
5E’s
38
https://catlintucker.com/2020/03/designi
ng-an-online-lesson/
Activity Time!

Best Practices
for Online Course Design
01
02
03
04
05
06Personalised Feecback
Active Learning
Clear expectations
Community of Inquiry
Instructor Presence
Intentional Technology 07
Good instructional practise

Online Instructional Design

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