OnlineHE_Toolkit

13 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-RO01-KA226-HE-095434 1.2. Methodology of designing and delivering online learning experiences Having analysed some foundational practices that will facilitate the adoption of eLearning, this section includes a detailed methodology on the design and implementation of online learning. Learning/instructional design is a systematic procedure during which the instructor, through self-reflection, selects the best strategies and methods that will support the achievement of the specific learning outcomes that have been set from the very beginning (Smith & Ragan, 2005). Specifically, s/he defines the learning content, the learning activities, the resources, and the evaluation methods that will all be aligned with each other and, ultimately, with the learning objectives (Merill, 2002). There are various models and frameworks that can be followed for the design of an online learning environment. One of the most common instructional design models is the “Dick and Carey” model, proposed by Walter Dick of Florida State University and Lou and James Carey of the University of South Florida. The model is called a Systems Approach Model and reflects the whole design procedure in nine steps that, directly or indirectly, influence each other. The steps described are found in other instructional design models such as the ADDIE, one of the most widely used instructional design frameworks and one on which the “Dick and Carey” model is based (Gustafson & Branch, 2002). Therefore, to benefit from both of these models, we merge them, and present the steps from the “Dick and Carey” model along with the Analysis, Design, Development, Implementation, and Evaluation phases of ADDIE to which the steps correspond (Gagne, Wager, Gola, & Keller, 2005). We present these steps in detail below, enhancing them with principles of online learning, along with remarks and tips that emerged from our desk and field research, as a complete methodology that will assist you when designing online courses/learning programmes. Even though the guidelines are focused on the design, best practices that are crucial to be followed during the actual delivery of the course (what an instructor should do while the course is running) are also included. We have inserted them in this methodology, because we strongly believe that they are important action points to be well-considered in advance, during the design process. Step 1. Conduct needs assessment To identify and define goal(s), the first step involves the identification of what the learners should be able to do upon completion of the instruction. To identify the instructional goal, we can conduct a needs assessment, analyse previous results from our experience with the students, or identify the requirements needed for a specific programme.