A wizard that turns professors
These days, most college educators are required to teach a course online. But without training in the technology or even the techniques that work most effectively online, many rely on instructional designers and IT folks to help create great courses. Without access to those resources, others are simply left to try their best. But what if professors had something like WordPress, which puts website publishing in the hands of everyday amateurs? E-CLIPS is focused on doing the same thing for online learning. It’s an e-course development wizard that allows faculty to focus on the subject matter while still creating a great online experience for students.
Intelligent Coach for Instructors
E-CLIPS: Educators’ Coach for Learner Interventions and Performance Strategies
National Science Foundation
Preliminary research has confirmed the positive outcomes of effective instructional design in online courses. However, the traditional model for creating these courses is not cost effective or scalable on a regional or national scale. Hence the purpose of this research is to convert the technology into a novel electronic performance support system for instructors.
How we did it
With E-CLIPS, we designed a web-based tool that will provide instructional design support in developing content and using performance data to create a more personalized learning experience for students. It addresses challenges faced by faculty in the development of online course content including: 1) the lack of training needed to deliver quality online instruction; 2) the time required to build effective online courses; and 3) the limited availability of instructional designers to support the design of the courses.
E-CLIPS provides a scaffolding tool that provides a step-by-step process for recommending relevant learning activities, and just-in-time training support at the point when faculty need it. Instructors will be able to select a generalized learning activity type that meets their instructional needs, design an activity using their unique domain content, and then implement a functional activity using the available tools. The activity types will be based on various levels of Bloom’s taxonomy, delivery modality (synchronous, asynchronous, classroom, online, hybrid), technology (Blackboard, Moodle, tablet, etc.), learning theory (objectivist, constructivist), and instructional interactions (learner-to-learner, learner-to-content, etc.) This toolkit is applicable beyond higher education particularly for government, K-12, and corporate learning departments.