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Parisa MehranMehrasa Alizadeh
Ichiro KoguchiHaruo Takemura
EUROCALL 2017
Photo: https://goo.gl/mcUymC
Designing and Developing a Blended Course: Best Practices for Japanese Learners
Osaka University Global English Online (OUGEO)
Instructional Design for Online Course Delivery
Photo: https://community.articulate.com/articles/10-things-you-could-create-instead-of-an-e-learning-course
ADDIE Model
Analysis
Design
DevelopmentImplementation
Evaluation
Needs, Requirements,
Learners’ current capabilities
Learning objectives,
Delivery format, Activities and
tasks
Developing course materials,
Piloting
Measurement of performance,
Learning analytics
Training implementation,
Observation
Figure 1. ADDIE Model
Successive Approximation Model (SAM 1)
Figure 2. Basic iterative process in SAM 1
Successive Approximation Model (SAM 2)
Figure 3. Successive Approximation Model (SAM 2)
Designing and Developing an Online Course Using SAM
Checklists and Rubrics
Photo: https://community.articulate.com/articles/your-handy-e-learning-course-review-checklist
The Standards Checklist by Marjorie Vai and Kristen Sosulski (2011)The checklist contains items on:
• learning outcomes
• ease of communication
• pedagogical and organizational design
• visual design
• engaged learning
• collaboration and community
• Assessment
• Feedback
• evaluation and grading
• ease of access
Quality Matters Higher Education Course Design Rubric Standards, Fifth Edition (2014):
“A set of eight General Standards and 43 Specific Review Standards used to evaluate the design of online and blended courses”
1 Course Overview and Introduction
2 Learning Objectives
3 Assessment and Measurement
4 Instructional Materials
5 Learner Activities and Learner Interaction
6 Course Technology
7 Learner Support
8 Accessibility and Usability
Detailed Analysis of the Situation
Needs Analysis
e-learning Readiness
Needs Analysis Survey
• 278 Japanese undergraduate students
• 12 instructors
Listening
Speaking
Pronunciation
Course Design implications
Placing emphasis on EGAP ESP courses
Having three levels based on CEFR (Common European Framework of Reference)
Integrating all four skills
Focusing on pronunciation training
Willingness
e-Learning Readiness Survey
• 299 Japanese undergraduate students
• The study focused on:
Educational Use
Personal Use
AccessOwnershipComputer
Literacy
Learning/Teaching Implications
• Digital literacy training (e.g., typing)
• Desktop computers and mobile devices
• Edutainment and gamification
What to do?
• Determining the course overall goals, learning objectives, and learning outcomes
• Designing a multidimensional syllabus: skill-based and task-based
• Increasing motivation and global awareness among Japanese learners of English
• Addressing copyright issues
• Writing the course calendar
• Designing tasks, activities, and quizzes
• Preparing tutorials and rubrics for writing and speaking assignments
Global Themes
• Speaking and Writing Tasks:Global understandingCritical thinkingCollaborationCommunicationCreativity
• Final project: poster presentationDelivered face to face Team projectBroaden global perspectives Develop digital literacy by exploring augmented reality
Example of an Online Syllabus
Prototyping
• Creating a sample for demo at the Osaka University FD Seminar
• Uploading the course content on CLE
• Checking the quality of the content on Blackboard mobile applications
• Iterative review cycles to evaluate, refine, and modify the previous process Course labeling
• Modifying course learning objectives and materials Adding global concerns and issues
e-Learning Authoring Tools
Adobe Captivate iSpring Suite
#OsakaUniversityGlobalEnglishOnline
#OUGEO