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The common practice of systematic design, such as the ADDIE model, simply did not fit well with the academic culture (Moore & Kearsley, 2004; Magnussen, 2005). Over the past two decades, instructional designers in higher education have needed to redefine their role and practice. The role of a change agent emerged as instructional designers worked side by side with faculty to rethink their teaching in order to integrate technology into course design and delivery (Campbell, Schwier, & Kenny, 2007). Not only do instructional designers play the role of advisers to faculty and department on issues of curriculum and course quality, they also play a vital role in faculty development and institutional change when it comes to researching and implementing new learning technologies. Undoubtedly, instructional designers in higher education need to modify their approach and design models to fulfill their widening role and to make meaningful contributions. New design prototypes have evolved through field experience in higher education (Power, 2009), and role-based design has been proposed to transform the field of instructional design (Hokanson, Miller, & Hooper, 2008).

There was strong agreement among participants that the guidelines are more helpful for new and less-experienced faculty members.

e socially and academically integrated in order to provide meaningful learning experiences

“relationships with cohorts”

hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”

nteraction between learner and learner isessential in distance education if participationin class discussions is to take place

Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses

suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.

Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy

Image placement

Learners scan text and often look at images first

Can learners understand your page by only looking at the image?

It is through design that teachers set the stage for a community of inquiry, but it is through the facilitation and experience with that design that the community is actually established.

imagine the design as being the outline of a painting.  As the community is established and evolves its members fill the outline with color.  Together they create a picture of learning.  The more active and engaged the participants, the more the picture will evolve.  Ultimately, my goal is for the community to paint a picture with detail, depth, subtlety, and nuance.  I want my students to take the picture with them after the course and bring it into a new community and continue to share and develop it.   In turn, I will take the picture I am left with at the end of the course and look for pieces where my design succeeded in encouraging color with detail, depth, subtlety and nuance as well as pieces that maybe weren’t colored in as much or as well.  I will adapt my design based on the influence of the community in an attempt to maximize its potential to create a high quality picture of learning.

  Perhaps that is why Professor Pickett mentioned she had a hard time with students that felt they had nothing to learn.

“the aim of education must be the facilitation of learning”.

Though Rogers was referring to these traits in classroom, these same qualities apply to online learning and have been demonstrated by the Professor in the design of this course and in the breeze presentation explaining effective online learning.

is

Constraints

Constraint

those organizational qualities that encourage knowledge creation and dissemination

Others will offer MOOCs because it’s an effective way of getting out an important message or to raise awareness about certain topics.

The retention and lurker behavior described above adds another differentiation to the previous list.

haviourist way it lends itself to automation. Shouldn’t the face-to-face class have been doing something different