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3 Learning Environments

3.1 Creating: Create instructional design products based on learning principles and research-

based best practices.

3.1.1 Distance Learning

The Enhancement and Productivity Tools Distance Learning course was designed in

accordance with learning principles and research-based distance learning best

practices as listed in The Online Learner: Characteristics and Pedagogical

Implications (Dabbagh 2007) and Teaching and Learning at a Distance: Foundations

of Distance Education (Simonson, M., Smaldino, S., & Zyacek, S., 2014). Selecting

the Blackboard Learning Management system for the online course delivery

system was the appropriate first decision for management and administration of

the online course and for tracking learner’s progress. Identification of the target

audience and characteristics that would help identify strengths or barriers to

learning in a distance learning environment was an important best practice

principle followed first, Characteristics of the Online Learner (Dabbagh, (2007)).

The Enhancement and Productivity Tools course audience was designed for adult

learners with prior administrative experience. The next research-based best

practice design feature of the course was the inclusion of inquiry/discovery-based

learning as well as social interaction. Inquiry/discovery-based learning was

integrated with the design of the independent final project and social interaction

was integrated in the discussion board and wiki assignments. The selection of

appropriate technologies to support the identified learning outcomes was

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observed with the selection of productivity software already used by the learner.

Other learning principles listed in the Characteristics of the Online Learner

(Dabbagh (2007)) include an introduction activity for communication and

collaboration and designing learning content that was relevant to the learner.

Graphic design principles for learning and performance (Lohr (2008)) and best

practices thereof were incorporated in the LMS, instructional media, and support

materials of the course.

3.2 Using: Select appropriate processes and resources to provide optimal conditions for

learning based on principles, theories, and effective practices.

3.2.1 Instructional Design

Processes and resources selected in the design of the Instructional Design project

provided optimal conditions for learning by incorporating learning theories and

instructional design models in the THINK then DO Model and then following the

steps outlined in the THINK then DO Instructional Design Model. The theories

selected for incorporation were the Behaviorism (Skinner, 1904-1990), Cognitivism

(Thorndike, 1874-1949), Constructivism (Piaget, 1906-1980), 21st Century Skills

(P21, Partnership for 21st Century Skills, 2009), and Humanism (Maslow, 1908-

1970). These theories were selected because they support reinforcement,

practice, inquiry, learner empowerment, and the acquisition of digital skills. The

design models selected were the ADDIE (Brown & Green, 2016), Isman

Instructional Design Model (Isman, 2011), ASSURE (Reiser, 2012), Id4T (Carr-

Chellman, 2015), and Pebble-in-the-Pond (Merrill, 2015) models for their

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principles in focusing, cyclic processes, learner centered, flexibility, and a common-

sense approach to the instruction design process. The step-by-step process of the

instructional design model was effective in the designing of the Graduate Assistant

Fiscal Processing instructional guide. The steps followed in the design process

were Identification of variables, defining learning objectives, determining the best

methods for content delivery, a pre-evaluation of the steps followed to this point,

development of the instructional program, creation of the instructional program,

implementation of the instructional program, and finally, post-evaluation of the

instructional program.

3.2.2 Distance Learning

Processes and resources selected in the Distance Learning project are theories and

principles defined for optimal learning. Also considered and selected are best

practice principles for online distance learning courses. The Enhancement and

Productivity Tools course demonstrated the selection of appropriate processes by

first considering best practices in the delivery of distance education and distance

learning content. Defining the learner and including both exploratory and

dialogical pedagogy, The Online Learner: Characteristics and Pedagogical

Implications (Dabbagh (2007)), are also best practices for effective learning and

were incorporated by offering the learner freedom to choose the direction of the

final project, the order of lesson completion, and a blog for free communication

between course participants. Following essential steps of instructional design

provided by the instructor and the ADDIE model (Brown & Green, (2016)) provided
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the appropriate process to follow to design and develop the course with an

optimal learning environment.

3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect data for informing

decisions to improve instructional practice, learner outcomes, and the learning

environment.

3.3.1 Instructional Design

Design decisions made and/or altered based on the review of assessment and

evaluation results was demonstrated in the Instructional Design project. The steps

of the instructional design model were converted to a project management format

and through its execution, a pre-evaluation step before course development was

added as well as additional drill-down steps to further clarify the objectives and

delivery. One such decision resulted in the selection of delivery in a computer lab

versus a learning management system to incorporate practice, inquiry, and peer-

to-peer networking. The post-evaluation was designed to collect data and

feedback from the instructor and evaluates the effectiveness of decisions made

and identifies changes needed with regards to the learner outcomes and the

learning environment. An additional assessment strategy utilized was through a

satisfaction survey in the form of an Instructional Program Feedback form

provided to the learners as they completed the course. The feedback form was

short asked for a satisfaction rating of the content, the instruction, the instructor,

and their prior knowledge coming into the course. The three assessments

collected evaluative data from the instructional designer, the instructor, and the
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learner. The collective data will provide the information needed to make informed

decisions for future improvements in the instructional product.

3.4 Managing: Establish mechanisms or plans for maintaining the technology infrastructure to

improve learning and performance.

3.4.1 Distance Learning

The administration and management of the technology infrastructure for the

Distance Learning project is maintained on the Blackboard Learning Management

System and in a cloud-based Dropbox account. As the instructional designer and

instructor for the Enhancement and Productivity Tools course, the organization

and safe keeping of instructional content is cataloged course id and revision

number in an accessible and backed up location. Plans for ensuring the

instructional content is maintained and updated in accordance with current

subject matter, appropriate technology, and updated technology include:

• Review all learning contents for outdated or inactive references,

technologies, and links before posting on Blackboard.

• Utilize instructional design model as the mechanism for evaluation of past

instructional curriculum to ensure learning and performance in a new

instruction curriculum.

• Create or join a technology planning group to monitor successes and

failures of educational technology.

• Utilize resources and support systems at educational institution to support

commitment to improve learning and performance.

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The most crucial mechanism and plan is to never re-post instructional content without

review to confirm all instructional content is still accurate and appropriate for current

program.

3.4.2 Strategic Planning

Mechanisms and plans for maintaining the technology and infrastructure

developed in the Strategic Technology Plan for the Ozark Literacy Council were

included in an Action Plan and Timeline. The implementation plan was a 5-year

plan with all but the hardware rotations to be completed in the first year. Years 2

through 5 were dedicated to replacement of the computing hardware with plans

for rotations occurring every year thereafter. Two computers were designated as

the quantity that could be effectively upgraded or replaced each year. The

decision to upgrade or replace would be made independently for each computer

and was dependent upon the funds, learning support, and performance of the

computer. The Action Time Line, see figure below, in the Strategic Technology Plan

planned for a purchased and installation of two computers in the Summer of 2017,

2018, 2019, 2020, and 2021.

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Figure 1 - Action Plan

3.5 Ethics: Foster a learning environment in which ethics guide practice that promotes health,

safety, best practice, and respect for copyright, Fair Use, and appropriate open access to

resources.

3.5.1 Web Design

The Web Design course project was designed, developed, and created with the

utmost care to ensure the site followed best practices in design and accessibility

and respected website design principles, copyright laws and regulations, and
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university policies and procedures. The design of the instructional website

followed the design of the department website for branding and cohesion with the

department the site was designed for. Permission to utilize the similar nature of

the instructional website to the existing department website and department

positions was requested and granted by the department chair before the design

and development began. Appropriate disclaimers are included as are pop-up

messages displaying the limited application of the website contents. Graphics

were limited, not reproduced, have no effect on the potential market, and used in

accordance with the Educational Fair Use Guidelines. As an educational site for

educational purposes, the site has appropriate open access to resources through

provided links to those resources. Following best practices in design and

accessibility, alternate content labels are included, and free accessibility tools were

utilized to detect and correct common accessibility issues prior to publication to

the web. Ethics guided practice in the creation of The Graduate Assistant

Onboarding website by assuring that the contents were appropriate for the

learning environment it was designed for and respectful of the department

positions and personnel referenced.

3.6 Diversity of Learners: Foster a learning community that empowers learners with diverse

backgrounds, characteristics, and abilities.

3.6.1 Distance Learning

The Enhancement and Productivity Tools course is a distance education project

that supports a diverse learning community by providing an online education

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program that supports professional development education for users of

productivity software. The course fosters a learning community that empowers

learners to learn, explore, and network with learners of similar skills and fields

from around the globe. By designing a distance learning course that is delivered

online in an asynchronous format, the course enables access to learning to any

person at any time and empowers the learner with the means to improve their

productivity software skills at their convenience. The course provides access to

external training and tutorial sites that are available free and in multiple

languages. Empowerment of the learner is achieved through learning, social

interaction, peer-to-peer dialogs, and free online tutorials and learning content.

Empowerment of the learner is also achieved through the teaching of advanced

skills using productivity software. Skills that can translate into increased

effectiveness and efficiency with productivity tasks common to personal,

educational, and job-related tasks.