Module 12: Instructional Design in Online Learning Environments

Any online learning environment must be designed so that objectives and goals are
clearly outlined, and that students have the maximum opportunity to achieve success regardless
of learning style, capabilities, or motivation. The development of an optimum online learning
site should take into account instructional design elements that also include intuitive navigation
and relevant multimedia aspects which will not only enhance your site, but which will create
excitement for the participant of the course.
The Latin 1-B course that is instructed by Mr. Averett is a site that is developed on the
Desire2Learn LMS (BrightSpace) platform. Mr. Averett inherited this site from the prior Latin
instructor who has since moved to an administrative role for GAVS. This site has been carefully
designed for instruction serving individuals who are on a college goal track, and provides a
course that must follow state guidelines for graduation credits. This dictates that Georgia state
standards will be adhered to, so every care has been taken to make sure that instructional
objectives and content are delineated for each student’s success.
This course has goals stated prior to every learning module, with explicit instructional
objectives accompanying particular tasks for each module. The students have navigable links
which will allow them to toggle back and forth from the objectives to the tasks at hand, and
which allows the students to find all instructional content that is aligned with the module. Mr.
Averett follows any misunderstandings or difficulty with navigation with applicable feedback
which helps students to become acquainted with the site’s modules. Not only will he help guide
the students through the navigation of the course itself, but he provides valuable interaction
throughout the semester for additional modules throughout the semester.
Every module for the semester has links throughout the LMS which can allow easy
navigation for student use. Resources for the module are accumulated in one place and are
matched to the objectives of each learning task. Links are provided to discussions for class
participation, and assessments for each learning task are linked to dropboxes with expected
assignment due dates. There really is no excuse for a student to demonstrate confusion on what,
when, and where a task is to be completed and turned in. I found the site to comply with
instructional design components for differentiation for students with special needs and for
learning styles as well. This site is very intuitive and will allow students that have identified
IEP’s to perform on an equal playing field for all students.
Assessments are prefaced with the instructional goal that is tested, and the weekly
discussion is always tailored to the objectives that will be tested for that assessment. Mr. Averett
encourages the participation in the discussion, as everything that is covered in the module is
highlighted in the discussion for test prep. There is also a study guide that is printable to
accompany the discussion for test preparation, and which will allow students to become familiar
with the module’s expectations and goals. Mr. Averett will also follow up on the assessment by
giving prompt feedback to the assessment itself, and this includes instructional follow-up with
opportunities to complete an extra credit or recovery assessment to assist with the student’s
module understandings.
Every care has been taken to insure the maximum benefit for the course and the state
standards which governs what is expected for the graduation requirement of Latin as a language
component. Mr. Averett is a proactive instructor that adapts his curriculum to his student
population and the individual needs of his demographics, but adheres to the expected curriculum
that a college bound student needs to complete requirements for Latin proficiency. This course
not only meets every criteria of a well-designed instructional class, but has surpassed my
expectations for an online learning system.