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On the topic of sand, here's a fave vid I try not to overuse to get students back after a break:

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Seriously,

I'm looking to use the (peer) review tool to assess an online course I've inherited. I think it will serve to contribute to the school in return for my scholarship, and to objectively assess this course before I start my "update and improvement" phase. I'm coordinating this course with sessional tutors so I will be interested in investigating the usability of tools for sessional staff, amongst other criteria. I'll be tapping you on the shoulder for your experience here :)

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What do you find is key to good instructional design?

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What do you find is key to good instructional design?

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Is it assessment, interaction, practice based examples, activities, scaffolding along the way, being clear on what's required to pass, teacher support...?
Please vote below, I have provided an example:

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Quick poll...

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I like chocolate :)
I also like it when the website is organised and consistent with others in the Program. Really, presentation is everything...

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I have experience of my online teaching (facilitation of an online forum) being peer-reviewed when I was seeking promotion so happy to be tapped :)
Caroline Fryer
(just getting myself familiar with the sandpit after spending a couple of weeks playing in real sand at Goolwa...)

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I'm expecting my review to be a list of suggestions and feedback, and just need to determine the criteria I want to focus on, hence the Vote post.. do you think interaction is more important than clarity, etc? would you be so kind as to cast a vote?
ta, Deb

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Hi Lydia,I was thinking about your comments on mixed media, clear instructions and and student engagement in forums; I agree they are important criteria, and I'm assuming that having run this course that you have evaluated the success of these strategies or perhaps had some good student feedback thought the MCE?Thanks,Debbie F

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Hi Lydia,I was thinking about your comments on mixed media, clear instructions and and student engagement in forums; I agree they are important criteria, and I'm assuming that having run this course that you have evaluated the success of these strategies or perhaps had some good student feedback thought the MCE?Thanks,Debbie F

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my vote is that assessment is important.
It crystallises the learning objectives and what the student does.

ps i was not sure how to vote - i was confused if the image of poll was interactive! beware of naive padlet users like me!
Caroline

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Another for Deb F:  Social learning - student engagement- in the course you are reviewing if discussion forums are set up so that students can learn off one another (rather than rely on instructor engagement) they can share experiences and create their own community. Lydia

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Another for Deb F:  Social learning - student engagement- in the course you are reviewing if discussion forums are set up so that students can learn off one another (rather than rely on instructor engagement) they can share experiences and create their own community. Lydia

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this is for Debbie F and peer review criteria- Clear Instructions:    In asynchronous learning particularly where students might be sitting by themselves working through problems and following instructions the clearer the instruction and unnecessary burden on cognitive load means there mind is focused on learning (not extrinsic matters). Having had a son recently get his L plates- the instructor says 'just listen to me and do as I say' - if as we walk students through material they can have that kind of experience there are limited extrinsic stressors on them! So clear, step by step instructions!

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this is for Debbie F and peer review criteria- Clear Instructions:    In asynchronous learning particularly where students might be sitting by themselves working through problems and following instructions the clearer the instruction and unnecessary burden on cognitive load means there mind is focused on learning (not extrinsic matters). Having had a son recently get his L plates- the instructor says 'just listen to me and do as I say' - if as we walk students through material they can have that kind of experience there are limited extrinsic stressors on them! So clear, step by step instructions!

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I think that for external students, the key thing they're looking for is what they have to do to pass! Really clear assessment instructions, along with an annotated example or two, and rubric with specific grading markers, so they understand exactly what's expected of them, and how to get top marks.
-- Bec Godwin

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(or; consolidating the review criteria)
Following your contributions to my sandpit (ewww) Below I have listed my three main review criteria and the indicators I will be looking for. Would you please cast your critical eye over and provide comment, Lydia, Caroline and Bec?

Relevant and appropriate tools

Measures of this criteria include:

Tools are of a professional standard

Tools should be relevant to the materials and assessment

Tools should encourage digital literacy but also other strategies

Resources material and literature is supplied to support learning.

They should allow for processing of learning materials

They should align with the course objectives

They should encourage communication

They should enable evaluation

They build into a level of understanding of the material and encourage or require a deeper learning experience.

Peer to Peer engagement:

This criteria should be satisfied with:

Activities that require engagement

Online etiquette and rules and a positive non-threatening environment that encourages the student to participate

Encourage questions and give time and opportunity for this to happen

Identifying students’ background and knowledge and encouraging their participation using it, and extending them beyond it.

Positive feedback without interference in peer-to-peer discussion

Clear Instructions

Indicators for this criteria include:

A clear overview and reference to the learning Objectives

Learning Objectives or outcomes identified for each topic

Development of each session and development of the course

Concluding the course with overview or revision opportunities.

Clear inclusive language

Consistency between course outline and course content especially in regard to assessment.

Communication is presented in written and other eg video form

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Hi Debbie,
the 'clear instructions' seems especially important to me. I've got a background in design, so I'd be more likely to work under a 'Usability' heading, though your approach totally makes sense to me, as it includes considerations of overall course design. I'd not only be wondering "Do students know how to complete the assignments and how they relate to the course objectives", but "Do they know how to navigate this site?" (including weekly tab layout, their weekly activities etc.) "Are their weekly tasks as clear and simple as possible?", "Do they know where they are (on the site) at any given time?". Perhaps not something you need to add to your lists, but something you might want to consider when reviewing the site.
-- Bec Godwin