Leanne Carson Boyd
       9850 Federal Blvd. #262
       Denver, CO 80260
       (303) 464-7090 (W - home-based business)
       (303) 381-7018 (W) www.netLibrary.com
       refugeearth@uswest.net 

       Field of Study: Instructional Design for Online Learning
       Degree: Ph.D. — Education
       ED7690 Project: Design for an Online Course

            

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http://www.refuge-earth.org
artwork by Leanne Carson Boyd 1984 - 2000
 

Space Artists:
Prophets of the Stars
Version 2000
 


Mission Accomplished: Meeting the Critical Success Factors
 

This is the original list of critical success factors that I initially chose to outline what I consider to be crucial to online course design. Some of these factors have altered slightly. As I continue this project into other Capella classrooms, I expect to further define these factors.

  • It is my vision — through the use of technology and ART — to create learning environments that will INSPIRE. My goal is to reach young people, particularly young women, with the "magic" of Internet-based, interactive settings. The inspiration would be that these young people would be able to see that Art is Science, and Science is Art — and will consider choices for careers in Science, Mathematics, and Technology ... laying aside the culture-induced notion that they "cannot" choose these careers simply because "they are girls," or other negative descriptions many young women and men have come to believe to be true of themselves ... based on the biases of our society.

    A larger challenge will be to address these same problems on a global scale, for, if this course can reach students in many nations, the prejudices run even deeper. It is my goal to present a visual statement, along with content ... my own early years and career success in the Arts has melded wonderfully with the acquisition of technology skills. However, it was a long road, getting around my own society-induced biases and beliefs. My desire for my online courses is to help young people to NOT have to travel that path.

  • One of my primary observations is that the design of an online course probably cannot be completed in a 12-week university time period. If the university learner, who also is a teacher, already has a course developed — with curriculum and syllabus in completed stages — it might be done. This would be a course with few visuals. Space Artists' development, initially, has been to construct templates for the navigational use of the courseware. Many hours of development have gone into the HTML coding, Javascript, and navigational tools. The learner interface is beginning to approach my vision for this course.

  • Coming to "online teaching" from the professional stance as developer/Instructional Designer, I feel that I have a much different perspective than some of my peers. One of my primary objectives in designing this course — and I consider this, for myself at least, one MAIN critical success factors — was to explore the use of specialized tools for graphics and interactivity ... to devise a learning environment that would "beat the bandwidth game."

    For several "Web years," one of my main goals as web artist and now, as one who is in Education, has been to work with existing tools to provide solutions for the heavy bandwidth problems we all encounter. The average download time of any given page in Space Artists is around 15-20 seconds, with some being much less. One page has a ~250K Shockwave movie, and takes about 45 seconds to download on a 56Kbps modem. Considering the detailed nature of my artwork, I am very pleased with my progress in this arena. This course stands as a model to show that there ARE answers to bandwidth limitations. The artwork has been drastically reworked with desktop and online tools to provide comparatively SHORT download times, for such detailed artwork.

  • The biggest surprise in this development has come from, once and for all, defining my target group, and understanding the mind set of the late-high-school or early-college learner.

    From the beginning, my approach was to create a learning environment that was engaging — yes, even entertaining — with elements that would immediately attract and beckon young people of that age group.

    EDUCATION IS UP AGAINST MUCH COMPETITION! As I began to construct the various sub-menu pages, the surprise came when I realized the depth of how important it is ...

    to design to the level of the group you wish to reach.

 
Below, is my original list. I have put the success factors that I feel have been met in Space Artists, in BLUE. Some of these factors have been met — the ones that have to do with the web architecture — almost totally. Others are still in the design phases, yet have reached a point where they obviously are headed toward successful "meeting of the success factors" designation. These are the design issues having to do with completing the curriculum, syllabus, and delivery of the course options.

For this leg of the journey, this author/designer says: MISSION ACCOMPLISHED.

(WITH MANY EXCITING STAGES YET TO COME!)

 


1.0. Critical success factors for online teaching 
 (some thoughts, not set in stone!)

1.1. Preparation

1.1.1. Thorough research of Course topic

  1. Collection of appropriate, high-level resources, samples, items for use by learners
  2. Design and re-design of syllabus, with particular attention to usability concerning timelines and expectations
  3. Common goals for final product, between resources/SMEs, instructional design and technical design partners
  4. Develop a statement of objectives for the Course, application to the target learner's goals, as well as the goals of the academic institution
  5. Excellent preparation of visuals, as this Course (and others to follow) will be highly visual, taking into account the nature of the target group of learners
  6. Preparation of web site with careful attention to usability, navigation, non-redundant effort by user

1.2. Course delivery
(Note: These elements are shown within the courseware, and are the next stage of development.)

  1. Thorough initial availability for learner questions, navigation advice, or any given problem encountered
  2. Frequent observation of web site, especially in Forums/Courseroom settings, or chat, bulletin boards, or any/all forms of asynchronous activity
  3. Participation in online events, -- both as instructor and also as co-learner in the given event
  4. Timely response to learner email
  5. Appropriate, engaging material in all synchronous discussions, lectures, or any other "live" learning setting
  6. Instructor as leader, guide, with emphasis on collaborative efforts whenever possible
  7. Frequent learner contact for updating on all issues of problems encountered, needs, and especially "shop talk," from the angle of professional in the field of interest. This could also be seen as being available for "upon request" feedback
  8. Observation of learner participation; intervention when needed if lack of interest or problems are seen
  9. Encouragement of the learners
  10. Always attempt to provide an interesting, interactive, and alert setting
  11. Find ways to allow the learner to perform self-assessment
  12. Attempt to individualize, customize each learner's experience; find out some of their passions and allow the learner to route his/her experience in that direction
  13. Provide a place for "learner portfolios," or presentation of works; encourage peer feedback and critique among the learners (Note: This section will be set up separately, in a web-based, free web site which allows for creating online portfolios, scrapbooks, etc. Under consideration: ICQ and GatherRound.com [http://www.icq.com/ and http://www.gatherround.com/]
  14. Always work within the stretches and limitations of the online delivery system; always be available to learners in aiding them to utilize Internet tools, or related digital tools, to overcome fears of technology -- even if this means learning something new, yourself, in order to help a learner
  15. Always be fair and patient in the teaching -- the setting is new and so are many of the rules or guidelines -- and the written "word" can often times be misconstrued
  16. Develop a "feel" for each learner, made easier by how the Course has been individualized; attempt to do any grading based on personal successes in relation to the goals of the Course

1.3. Course evaluation
(Note: These elements are shown within the courseware, and are the next stage of development.)

  1. Thorough assessment and timely feedback, for all Course activities, exams, assignments
  2. Request for learner feedback on all accounts, at any time
  3. Develop a setting that ensures trust among learners, and trust of your skills as instructor, listener, and willingness to follow through; this will make learners willing and anticipatory for the giving of feedback
  4. Request a written evaluation at the end of the Course. Provide an area that is multiple choice, but also provide an area for commentary and suggestions
  5. Really LISTEN to the suggestions
  6. Attempt to provide a final "showing of learner works," a travel through the portfolio area. Attempt to do this in a synchronous manner, with perhaps an Internet-delivered showing of a few works, and a chatroom setting for talk concerning the class. This will provide an arena for each learner to neatly tie up his/her experience (see note, above)
  7. Take those suggestions and incorporate them into the next iteration of the class!
  8. Never compare current learners to others in this, or other courses
  9. Use the break to improve your own technological skills!!
  10. Attempt to stay one tiny step, at least, ahead of your students! This may be the biggest challenge, and most certainly an important success factor for the delivery of the learning content
    11.  


 
 
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