Marieke Holtkamp OLTD 501

Instructional Design Model for Online Teaching

Instructional design can be defined as a process, a discipline, a science, a reality and a system (http://www.umich.edu/~ed626/define.html).
Working to create my view of an instructional design model for online learning was a process that involved analysis, reflection, design,
development, evaluation and revision.
I immediately knew that I wanted to stress the importance of the learner by placing them at the core. I also knew that the model had to be
flexible, fluid and dynamic. It needed to reflect the ever changing world of education and technology. Assessment and evaluation need to
surround the entire model and be present during all aspects of the process at all times. The model needed to demonstrate that all of the
elements work together and are connected to each other, there is an interweaving of components.
The theory of Connectivism is what spoke to me the most. In my research for this project, I came across the following statement: Connectivism
is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and
constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal,
networked, technology-enabled arena (http://www.connectivism.ca/about.html). When looking at creating courses for learners today,
especially online learners, it is critical to recognize that learning happens in many different ways and that different ways of presenting content
are required to reach all learners. Core critical skills are needed in order to be able to learn in an online environment successfully. There is a
sense of autonomy that needs to be present as learners are working independently to some degree and communication is integral to success.
This does not mean that behaviourism, cognitivism and constructivism do not have a place within an instructional design model. Having clear
goals and specific tasks is an asset of the behaviourist learning theory, consistency and careful organization is a cognitivist influence and the
constructivist theorists brought the learner to the forefront and changed the view of the instructor from teacher to facilitator.
Combining the strengths of the different learning theories with the flexibility and fluidity of connectivism, I have come up with a model that
brings the learner to the center and weaves all of the elements around them - a radiating wheel where all segments inter-relate with each other
but always with the learner as the hub. My hope was to create something that reflected the reality of constant flux and the need to always be
assessing and evaluating in order to adapt and modify to accommodate this change and to accommodate the individual learner and their needs.