Designer & Instructor Objectives

• The students must understand that this module is a "piece of a puzzle" that they arrive at given proven proficiency in previous modules.

• The method of delivery should be clear and engaging not purely driven by the available technology.

• The materials in the module must be flexible providing usefulness as the primary mode of instruction or as supplementary material within the framework of a traditional course.

• As a web-based unit, the module content should also reflect the interconnectedness of the subject material allowing students to explore paths and return to previously visited pages using their own interest, experience, and understanding as their guide.

• Module content must clearly reflect learner objectives.
  • providing multiple representations of the content
  • based on examples or case-studies to emphasize knowledge construction
  • must challenge students to work at higher levels of cognitive thinking

• Assessments:
  • Informal assessment should be periodic throughout the module to assure the student that he/she is on the "right track". These type of evaluations (i.e. homework sets or study-guide questions) should allow the student to move on in the module and return when they have a better understanding of the concept(s) presented.

  • Formal assessment should follow full exploration and interaction with the module (and ideally others students and instructors). Problem set(s) or test question(s) should be evaluated and answered or discussed before the student goes on to subsequent modules.

  • Means of assessment must be fair, catering to several learning styles, and accurately represent the student's understanding of the material.

Instructional design and development pages:
Instructional Design Models
Neo-paradigm 4; based on the "ADDIE" model