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Creating the same lesson for 2 different delivery methods will be so helpful in seeing the difference between what is needed with face to face and online instruction.

While different strategies and techniques are needed for F2F settings and online design, one thing that is the same is the need to plan and develop strong lessons first. 

How do we model in a way to engage students? When they are watching a "how to" video, they are engaged, but in LA, don't have many of those types of videos...often I am modeling paragraph structure or textual citation which isn't very interesting to many.

Doing both will only make the lesson more effective and make it much easier to understand if the end goal/objective is attainable and clear. I really like this comparison model.  

I like this as well.  This will definitely help with clear goals and targets for the learners. 

I wonder if the designs features in this dated article are still relevant to instructional design in 2016. 

I think this is reassuring that we don't have to cover each method for every lesson. How can each section, when applicable, be truly engaging for the online learner?

I wonder if this goes back to Evan's post about Divergent or Convergent lessons. Depending on your general purpose you might vary which parts of the lesson you would include.

The difficulty in lesson planning for e-learners is dealing with the unknown.  What if one of the technology aspects of the lesson plan is unsuccessful, or instructions aren't clear?  

Just like when we are using technology in a F2F class, we need to make sure the technology fits the lesson and is not just used for it's wow factor. Again, always thinking about why and how the technology fits will make it much more effective. 

What happens behind the scenes is often much more important than what we actually see! No matter what format or platform we use, that will probably never change! 

How do new online instructors ensure that their lessons have clear instructions, engaging content, and meaningful learning outcomes?

Educators transitioning to creators of online content may find great value in using comparative and detailed lesson plans to ensure development of quality course content.

I think it is often difficult for instructors moving from face-to-face to online environments to accurately gauge student understanding and reactions to online instructional strategies, which makes lesson planning a challenge.

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Love using screencasts for anticipatory sets.  Give them a little snip of what you are teaching toward.

I have tried for what feels like forever to have students storyboard their work. They do not like it and some have even done the work then created the storyboard for grade. When I talk about storyboarding or graphically organizing work for adults they often don't want to spend the time doing it. I would be interested how others are getting students and adults to storyboard.

I have a hard time storyboarding, Denise!  I think it has to do with how different people process information and plan!  I like to think of myself as a backwards designer and start very big picture.

Great idea! This is very helpful online and something we forget about but fairly easy to do.

Very important. I like that addition of simulations in the example.

This is a big a-ha for me!  I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning.  I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).

As a district, we have spent a lot of time exploring two Fisher and Frey frameworks - Productive Group Work and Gradual Release of Responsibility.  I'm wondering how these frameworks would fit into an eLearning structure.

I think this would be very helpful for those who are designing and teaching blended courses as well to take a close look at how content would be delivered and which mode would be most effective.

It is a challenge to work in that "voice of the instructor" and interactivity into lessons - especially for those new/newer to online teaching. These help develop a warm environment, a sense of community and provide appropriate scaffolding for learners...always looking for effective ways to do this.

I would think this to be true almost all the time with e-learning and face-to-face; at least in terms of core content areas...same objectives, but HOW that is achieved would vary

I find this true of myself, and appreciate when courses are set up this way; good point to remember!!

I like how they use storyboards. This summer I've been trying to have my students use storyboards with elementary and middle school students, and I'm surprised how some students dislike planning. 

You know, the idea of a storyboard has a lot of promise as an instructional activity, regardless of f2f vs. online, that I'd like to know how to do it better. If students could be versed with the structure of a narrative so well that they could intuitively build a storyboard for whatever topic, they would be excellent public speakers and writers when grown up.

Offering approximate time to complete an activity has been a requirement in ID courses in the past. I never know if my own speed is what I should expect of others.

Online instruction is the only place where I have seen models of objectives and formats for lesson plans. Hunter seems old-school to me, but I don't have a newer or better model.

I definitely agree that most online courses are missing the interactivity to hold the learner's interest and clarity of instruction to help the learner know what is expected or the procedure to follow.

Lessons that contain the "voice of the instructor" are key to connecting with the learner. It is important to provide adequate information to answer questions before they are asked. It is also important to give your instructions "personality" so the learner does not feel alone.

Nancy: I appreciate when examples are given by the instructor if there might be questions for clarification. The way Evan and Kristen have given an example in the forum eliminate questions that may have occurred.

I found the mention of being mindful of the budget something I had not considered while developing online lessons or courses. It seems easy to add media to a course without expense until you need to pay for cloud storage.

This is very important. I learned the hard way that you cannot assume participants have what is needed for system requirements. This was evident when teaching the integration of online resources course. I assumed teachers had been using the resources and were taking the class to further their individual learning. I found out most have not even logged in before and the baseline information needs to be provided in the welcome which includes: general login (username and password) along with detailed instructions for set-up of individual teacher accounts for development of unit portfolios. I find myself continually making revisions for ease of understanding and delivery.

I can see the importance of storyboarding every possible item so that you can reduce or eliminate a rough beginning. This may result in working at the lowest level to be assured all participants are starting at the same point. An example: In the introduction there would be general login (username and password) along with teacher account set-up information. If the participant has completed this previously then the step can be bypassed.

My example is in reference to the Online Resources course currently being offered.

The pacing chart has been very helpful especially when time can be a factor. The approximate time allowed at a quick glance to see what could be accomplished during that session. This is something I have started to develop for inclusion in my course to better inform students.

This is a great point and one that I need to incorporate more often. I appreciate they way our instructors have modeled PoodLL and the forums.

This statement seems pretty basic, but I think it is important to help reduce reader stress. If I provide instructions for the beginner, they may become engaged and explore longer than expected.

This statement spoke about providing too much choice. I think it also applies to find text about the subject, so I think providing an easy to see and use filter or search box is important. I think about my lessons and if students want to review a specific part of the lesson, I want to make it easy for them to find it.

I think it is important for me to remember that my audience may scan for reasonable options or things that will help with an assignment, rather than click on each link in order that it is listed.

I think it is important that a web page and a lesson is obvious and self-explanatory. If a student has a question, they are may not be willing to wait for an instructor's reply. The student has now lost some of their motivation and engagement in the lesson.

The in-depth definations on how lines, shapes, color palette, texture, typography and form impact what / how a viewer interpret the information along with design is a key factor for consideration.

White space is an area that I've been learning more about with other work related projects. From what I am learning "white space" provides the learner/reader a chance to break before moving forward. It also serves as a point to reflect.

I didn't realize that the focal point of a lesson was considered to be labeled as "dominant" and all information in the area would be viewed as "subordinate". Size, shape, location, etc...clearly sends a message to the viewer.

This is an important item to remember when it comes to drawing attention to "key" information. I will consider trying this in a few section of my lesson.

This is another way to reference the importance and use of "white space" to give the viewer a chance to pause or in some cases reflect upon the content just read.

This is good reminder of another way users can work their way around different areas. I didn't see this as a 'form of navigation" until reading this section.

I had know idea that font selection would send a different message. This is something to be aware of when designing a lesson.

Great point!

Utilizing the rule of thirds is a effective way to capture your audience and help guide them in a specific direction. This is something I will consider when selecting images for inclusion in lessons.

I think this is important to consider...all of this will take time and effort and even when you do develop courses you'll find that you can always improve courses overtime just as you do in a F2F course.

I agree with you that this is really important. It seems like the "best practice" in education is constantly evolving, and can always be improved.

This stood out to me as a really interesting way to look at lesson plans, and why it is so important.

I think this sticks out to me as something that is also really important to remember. Something might work great in a classroom, but not work at all online.

So TRUE!

This was an aha moment for me. It's good to know that first attempts will have many failures, but that is also true in the traditional classroom lesson design.

This is interesting. This would be so hard for many teachers to do, because we are just so used to helping our students, it's natural to us. We need to get into a different mindset and let our students figure things out and question. This would be difficult to change, but knowing it's not helping our students to help them out, tell them answers or suggest how to find an answer, that we are just interfering with our student's learning.

I agree! I think teachers naturally want to nurture students but in the end it is hurting more than helping.

I also fear that when teachers stand back students may just give up. I also feel that many teachers have so many things to get done in a day they don't have enough time for this type of learning. 

Letting students figure things out for themselves (in a supportive classroom environment where there are resources available for them to find the answers to their questions) is crucial for true learning. For this reason, it is so important that teachers are skilled at using guiding and probing questions to move students' thinking forward without giving them the answer or telling them how to find it. 

Yes-we do often just assume kids know how to think. Thinking maps are a great way to help kids record and organize their thoughts! 

I love using graphic organizers. You are able to see what they are thinking and they can see what they are thinking drawn or written out on paper.

So true :( It's very sad to think all of the time that kids were allowed to "play" is being taken away. I fully agree younger students learn to much through play! I worked at a daycare during my college years, and was able to see how important play was to kids and how much they actually do learn. 

I agree!  Ironically my 5th grade students did a compare and contrast paper after reading recent articles about the decline of recess and the pros and cons.  I think recess or "free play" allows for character development and social development as well; something many educators struggle to find time to incorporate anymore with the demands of the academics now of days.  

To me it seems reasonable to begin the year with the meaning of question and inquiry and it's importance to learning.  I think if students can connect to this (even at a young age), then their learning might make more sense to them.  They already question and are inquisitive by many things that they learn on their own, so connecting that to the learning environment might spark more interest and help them realize this type of learning is really what we do in our daily lives.  For example, I've been curious about raising some cattle, so I have been doing a lot of research about this topic.  Same idea of personal learning.  We just need to share examples of what they may have done at their level already so they don't feel so foreign to this learning style.  

Great connection! I agree that questioning is SO important when it comes to personalized learning. There has been a lot of research about higher-level questioning and its positive impact on academics. To me, it makes a lot of sense why traditional classrooms typically use lower-level questions (Who, What, Where) and personalized/project-based/inquiry/etc. classrooms typically use higher-level questions (How, Why).

I really like how they suggest to start with one lesson.  It seems that the articles all suggest to start slow with what you have.  That makes me think that the author realizes how overwhelmed teachers are in this day.  

This is so true, I never thought about how working in groups is preparing students for real live working situations and just life in general. 

Wow!!! this makes me sick I feel that we try and play a lot in the preschool classroom but maybe we don't play enough. 

This is such interesting research. When I taught preschool we were doing the creative curriculum. I got a chance to have those same students again in third grade and they love turn and talk (getting and giving ideas and answers for comprehension questions) and creating projects together because they know how to communicate with each other and learn from each other. I wish the government and adminstrators would pay attention to this research...it is so vital that children get a chance to be explorers and creators in those early years!

A-HA.  Play time is HUGE, yet it is being taking away and forced out of the classroom.  This is exactly what I see and hear in my kindergarten classroom during, SHORT, periods of play.  When it is "free choice" children are learning MORE than when I have them in their seats or at the carpet "preaching" and "teaching".  If they can handle the reigns with their personal learning, they feel more in control and will be more comfortable talking to an audience about what it is they want to share.

I LOVE this because I have taught end punctuation like this to my large and small groups.  It is funny to see everyone get excited about finding an exclamation point in a text and jumping up and acting excited.  When kids will be reading to themselves, sometimes they will jump up on their own because they have come across an exclamation point in their book.  You know you have reached them when they do it on their own!  :)  

"Don't let perfection be the enemy of progress" One of my favorite quotes. We, as lesson designers, can't be afraid of this failure.

I think this is tough because many of us don't work on design teams. We know teams will make a better products, but it also takes more inputs to an already "plate-is-full" designer.

Great basic template. I think having this system capacity of common knowledge of this would greatly benefit a group of designers all working to build online content.

These are important to remember and helpful when designing your lessons.

I find that this is so important in Physical Education courses these days. Our students want to know the why behind what we do and we need to be able to articulate that or their motivation will be low/

This is vital to student success with the lesson as well as to avoid confusion or mass questions coming your way.

I really like the table of strategies that goes along with this, very helpful in the design the process http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCS-Handout-v1.0.pdf