Web-Based Learning by Gayle V. Davidson-Shivers Karen L. Rasmussen & Patrick R. Lowenthal

Web-Based Learning by Gayle V. Davidson-Shivers Karen L. Rasmussen & Patrick R. Lowenthal

Author:Gayle V. Davidson-Shivers, Karen L. Rasmussen & Patrick R. Lowenthal
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham


Keywords

Concurrent designMilestonesGantt chart5-Component objectives3-Component objectivesAssessmentDiagnostic assessmentFormative assessmentSummative assessmentAlternative assessmentAssessment securityProctoring

Introduction

Up to this point, the instructional designer has established parameters for the Web-based learning environment and collected and analyzed data related to the four instructional component of goals, learners, context, and content. Formative and preliminary summative evaluation plans have been developed, as well. The concurrent design stage permits the designer to integrate design and development activities with formative evaluation tasks. The focus is first on preplanning design tasks and then on design activities, such as writing objectives, determining the appropriate type of assessment, and detailing instructional and motivational strategies, all of which affect prototype development. The third focus of this stage is on development tasks, which become increasingly important as design decisions are finalized.

The design plan remains flexible to meet any unforeseen challenges that occur or that are found based on formative evaluation results (Fig. 6.1). Recall that in Chap. 2, we described instructional design as an iterative process in that it allowed the online instruction to evolve and change as the stages of the WBID Model progressed. The iterative process, similar to rapid prototyping techniques, can best be viewed as a linkage of design development, and formative evaluation, with activities being conducted simultaneously (Davidson-Shivers & Rasmussen, 1999; Strand & Staupe 2010). Wakefield, Frasciello, Tatnall, and Conover (2001) would concur, suggesting that such events occur at the “same time or acting in conjunction” (p. 2). The goal in using a concurrent design as well as rapid prototyping approach is to reduce the time to implementation (Branch & Merrill, 2012; Rothwell & Kazanas, 2008).

Fig. 6.1Design processes of the concurrent design stage of the WBID model



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