The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus‐Based Courses

Abstract

AbstractsCurrent educational literature stresses the importance of a task-based approach to instruction, rather than an emphasis on content delivery. However, as institutions attempt to meet the demand for online courses, many offerings still focus on presenting online content resources with minimal opportunity for interactions and active learning. To help faculty with the complex problem of designing pedagogically sound online course components, the University of Waterloo developed an instructional design model, T5, to provide a shared campus-wide vocabulary for active learning online. The model is embedded as a gateway to existing Learning Management Systems (LMS); the model promotes the creation of a learning environment with a collaborative-constructivist approach to online learning. In this paper, we describe the components of this model and how the model promotes an integrated instructional approach, as well as the sharing of resources, between on-campus and distance education course delivery. In addition, we describe how faculty are guided in course development and delivery and the options available to provide faculty with different levels of engagement with the course delivery system. Le modèle de design T5 : un modèle d'enseignement et environnement de formation qui soutient l'integration de cours en ligne et sur le campusLa littérature de formation récente accentue l'importance d'un approche basé sur les buts d'enseignement plutôt que de souligner la diffusion du contenu. Bien que les institutions essayent de répondre à la demande de cours en ligne, beaucoup d'offres ce concentrent toujours sur la présentation de ressources de contenu en ligne avec très peu de possibilités d'interaction et de formation active. Pour aider les facultés à créer des composants de cours pédagogiques efficaces en ligne, l'université de Waterloo a développé un modèle d'enseignement T5 qui prévoit un vocabulaire commun sur tout le campus pour la formation active en ligne. Ce modèle sert de portail au système de gérance de formation existant (LMS), et il encourage la création d'un environnement de formation avec un approche collaboratif et constructif de formation en ligne. Dans cet exposé, nous décrivons les composants de ce modèle et comment il fait progresser l'approche intégré d'enseignement ainsi que l'utilisation commune de ressources lors des cours de formation au campus et par correspondance. Nous décrivons également comment les facultés sont instruites concernant le développement et la diffusion des cours et quelles sont les options possibles pour soutenir Das T5 Unterrichtsmodell: Ein Lehrmodell und Lernumfeld zur Unterstützung der Integration von Online-und HochschulkursenDie gegenwärtige Bildungsliteratur hebt eher die Bedeutung eines aufgabenbasierten Lehransatzes hervor als einen Schwerpunkt auf die Vermittlung von Inhalten zu setzen. Obwohl Institutionen versuchen, der Nachfrage nach Online-Kursen gerecht zu werden, konzentrieren sich viele Angebote immer noch auf die Darstellung von Ressourcen mit Online Inhalten...

A “Hybrid” Bacteriology Course: The Professor’s Design and Expectations; The Students’ Performance and Assessment

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“…Requiring this type of preparation from students can evoke a change in the style of the class time from a lecture format, used to introduce new content, to a "workshop" format that allows the class time to be used for discussion of the content and an active learning experience described as a type of "illumination of the content" (3). This approach has been described as "changing the time and space for learning" where students and faculty reverse the traditional thinking about the role of class work and the role of homework (3,10,11 With these premises and resources in mind, the corresponding author first offered a traditional three-credit lecture course and subsequently a three-credit "hybrid" bacteriology course at Lehigh University. The hybrid course VOL.…”

Diabetes Prevention Education Program for Community Health Care Workers in Thailand

“…The theoretical foundation on which the learning program for CHCWs was based, was the T5 instructional design model of the University of Waterloo, Canada [22]. The T5 model draws from constructivism socially shared cognition and distributed learning theory.…”

International Experiential Learning Course Design

“…Aisami (2004) described the eight-step instruction systems design model for designing and developing courses for the online environment. Salter, Richards, and Carey (2004) presented a formal program for online and classroom instructional design based on the five principals of tasks, tools, tutorials, topics, and teamwork. Ambrose and Amon (1997) presented a course design process consisting of the five factors identified by the Davidson and Ambrose Research-Teaching Analogy: audience, objectives, scope and content, learning activities, and feedback which partially addressed the Seven Principles for Good Practice in Undergraduate Education.…”