EIDT Distance Education

6135

Implementation Plan

Course Overview and Description:

The Orientation course is designed to introduce the students to the knowledge and skills they will
need to succeed in the course described in Scenario 1A, SOC 3200 Research Methods. There are
four modules associated with this orientation:
Welcome: Students are welcomed to the course, provided with instructions on how to
navigate the course, and offered an overview of the course and what it is intended to do
for them.
Introduction to Technology: This module will introduce the students to the technologies
that are required to be successful in an online or blended college course.
Best Practices: This module will inform the students of strategies they can use to
participate successfully in an online or blended course.
Helpful Resources: This module will provide the students with resources that they can
use during this orientation course, as well as in the Research Methods course.

Instructional Context:

Scenario description: 1A
A college-level hybrid (blended) course at a university where students will be expected to join
one of four teams to rigorously research a given topic, collectively interact with information they
locate, participate in lively asynchronous debates, and keep track of who participated and to what
degree. Information and discussions from these debates will continue as team competitions when
students and instructor meet in the face-to-face classroom. I intend to use CourseSites by
Blackboard, a free, fully hosted, and supported online course management system to share my
material with my learners.

Course Objectives:

Learners will
Understand the role of technology in a blended classroom
Demonstrate the use of Technologies needed for online and blended courses
Identify student best practices for online learning
Demonstrate ability to participate in group work using a Group Meeting Site

Welcome Instructional Objectives:

Learners will
Understand the need for and use of the technologies introduced in this course
Execute computer functions required for online and blended learning, including:
o Grouping within the CMS
o Wiki
o Evernote
o Discussion Boards
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o Tracking in CMS
o TurningPoint through PowerPoint

Instructional Strategies:

In Table 1, I share the instructional strategies I will employ in the Welcome.

Table 1

Instructional Strategies Welcome

Procedural Strategy Description

Example

Welcome Demonstration using a Video,
elaboration using the syllabus
Learners will watch a video recording welcoming
them to the course and explaining the purpose
and goals of the course. They will also be
referred to the course syllabus for additional
information.

Self-check Interactive presentation Learners will engage in a self-check on the

purpose and goals of the course and other
information from the syllabus

Classroom Demonstration using a Learners will participate in a virtual tour of the

Tour Virtual Tour of the classroom orientation course and the more typical course
structure they will use in SOC 3200

Navigation Practice using an interactive Learners will practice finding different areas of
Practice presentation the typical course by responding to an interactive
presentation

Technology Demonstration Learners will complete a technology checklist

Checklist designed to ensure that their computer meets the
Orientation and Research courses requirements.

In Table 2, I share the instructional strategies I will employ in Module 1.

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Table 2

Instructional Strategies Module 1

Procedural Strategy Description

Example

Introduction Demonstration Video Learners will participate in an interactive video

to that explains the need for and use of differing
Technology technologies.

Each of 6 Demonstration and Practice Learners will first participate in an interactive

technologies video and then will be offered the opportunity to
including practice using them on their own.
groups, wikis,
Evernote,
discussion
boards,
tracking, and
TurningPoint

Reference List:

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and technology. Retrieved from
http://epltt.coe.uga.edu/
Gagne, Robert M., Wager, Walter W., Golas, Katharine C., & Keller, John M. (2005). Principles
of instructional design (5th ed.). Belmont, CA: Wadsworth.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Morton, M. (n.d.).

Piskurich, George (2006). Rapid Instructional Design (2nd ed.) San Francisco, CA: Pfeiffer.

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