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Design Instruction: Step 4

At this point in the process, you should have a clear idea of what the purpose of the instruction is, the outcomes that the instruction is intended to achieve, and how learners are most likely learn-to achieve-these outcomes. The next step-designing instruction-builds upon these answers and will guide you in choosing the following:

your instructional approach
the activities the learners will participate in
the possible resources that the learners will need to achieve the outcomes
evaluation/assessment tools

Below, a matrix has been formed to show a variety of instructional approaches vis-à-vis their corresponding activities, resources, assessments, and constraints. Before we explore this, however, it will be helpful to talk a bit about each of the terms.

Instructional Approaches. Synonymous with instructional method or strategy, instructional approaches are the direction by which the activities, resources, assessments, and their organization promote learning. Choosing an appropriate instructional approach should be based on your beliefs and understanding of how people learn as well as what type of outcome you are directing the instruction toward. For example, some outcomes may aim for the ability of learners to problem-solve within the chosen domain. In this case, there are specific instructional approaches that have been developed to direct learners toward the improvement of these skills.

Activities. Course activities, or experiences help the learners connect with the content through resources, other learners, and the professor in an engaging way. To promote lifelong learning, these activities should be designed to mimic, replicate, or be realistic situations.

Resources. Resources come in many forms. From textbooks to articles and discussions, from websites to online lectures and multi-media, there are many ways to bring engaging, realistically contextualized information to students.

Evaluation/Assessment. There are two types of evaluation that need to be considered: Student evaluation and course evaluation. Student evaluation is an essential part of any learning experience. For students, evaluation from an instructor, peers, and even self-evaluation can be a valuable part of an online course. The evaluation of students in an online course should include two types of evaluation: Formative evaluation and summative evaluation. Formative evaluation is ongoing; it happens while the course is being taught; it is informative. The value of this type of evaluation is that the students get needed feedback to alter their performance if necessary. Summative evaluation occurs at the end of the course--a summary. In any case, the evaluation techniques chosen should be built upon the specific outcomes and activities chosen. Further, you should find variety in evaluation techniques. Course evaluation can be very closely linked with student evaluation as well as with the traditional student questionnaires often given out at the end of the term.

Constraints. For those who are familiar with classroom or other face-to-face instruction, the online experience is vastly different in some ways and nearly identical in others. One way in which online learning is different is the types of constraints that are necessary because of the necessary medium of delivery and technologies (i.e., web-chats, discussion boards, phone, etc.). The current availability of these technologies also has a great deal of consequence when you consider how to design your instruction. The technical ability and available equipment of both the instructor and the learners must also be taken into consideration in many of the choices to be made. Other constraints may be curriculum decisions that are directed by others (i.e., accreditation, etc.). Are the students all in the same location are scattered? There are also timing issues, does the course need open enrollment or will it be given during a fixed time period (i.e., semester)?

The following matrix is an attempt to help you connect various instructional approaches or teaching strategies with the different activities, resources, and evaluation that may accompany them. This list is by no means exhaustive.

Approach	Activities	Resources	Evaluation
*Project-Based Learning:*
Learners work independently or in groups to complete a project that is of special interest to them. This project should include process guidance as well as sample(s) of a finished project. When done in groups, projects provide ample opportunity for peer review and feedback.	Have students choose a project related to the course content, or the instructor may decide on the project together with students' input	Web links, library, and professionals in related field.	The instructor will evaluate the finished project. Students can evaluate the process of doing the project and their learning experiences during the process.
Possible Constraints: Some students may object to doing a project if they were asked to do it with other classmates. The online instructor should anticipate this reaction and inform students ahead of time that learning to successfully work with others is a part of the learning experience.
*Teamwork:*
Approach	Activities	Resources	Evaluation
Students are divided into small groups. These groups function for the duration of the course. Students work together to complete the requirements of the course while they build camaraderie and serve as encourager to each other.	Students will work together to complete assigned tasks. They will critique each other's work providing affirmation of scholarly achievements and suggestions for improvements whenever necessary. They will share resource information and any unique findings that they feel will enhance the academic, social and spiritual development of group members.	Input from professor, web links, assigned texts, webct discussions, face to face meetings if possible, conferencing and any other method that will facilitate active learning.	The instructor should have posted on the web site evaluation tools, which will allow students to evaluate their progress, the course, their instructor, and the function of the group. There should be set dates for these evaluation to be done and the instructor should provide prompt feedback to group members. Students' completed work will be evaluated.
Possible Constraints: One major weakness of small groups is the negotiating of mutually agreeable meeting times whether these meetings are face to face or online.
*Discussions:*
Approach	Activities	Resources	Evaluation
Students share their views and understanding on topics raised by the instructor or their fellow classmates.	Students will participate in discussion topics posted by the instructor: some of these discussions can be synchronous. Discussions should be encouraged between class members as they seek to understand course content or wrestle with finding meaning in a particular topic. Students should be required to start discussion topics and on some occasions it may be helpful to have designated students be responsible for responding to students' postings in the discussion page.	WebCT discussion page. Conferencing program, the use of chat rooms and telephone.	Evaluation could be done by peers, self, professionals in the field.
Possible Constraints: Some students are not eager to share their opinions with others.
*Case Study:*
Approach	Activities	Resources	Evaluation
This teaching strategy helps students to use past experiences and previous knowledge to problem solve a real situation. Participation in case studies help learners develop their ability to analyze and think through situations carefully.	Present students with a case study that is relevant to the learning outcomes and objectives of the course. Students should participate in the choosing of the case. This would help them to decide on a case that fits with their experience. Students can also be asked to develop a case for study and analysis.	Several case studies. Professional in the field. The instructor.	Students will evaluate the process involved in analyzing or developing a case. The instructor will evaluate students completed work. The instructor should assess how students are progressing throughout the course, checking on their individual needs and whether or not these are being met.
Forum:
Approach	Activities	Resources	Evaluation
This strategy allows students to listen to, and ask questions of an expert or experts in a field of study. A forum is generally conducted using either a panel or symposium format.	Have students participate in forums. Have them help in the selection of the experts they would like to participate. Give them the opportunity to conduct a forum serving as experts as well as moderators.		Students will evaluate the course, the forum presenters, and the instructor. The instructor will evaluate student's input and his written work.