Online learning has become essential in higher education. In order to follow the best practices in education and innovation and provide quality of online courses, careful and thorough instructional design is necessary. In this research we analyze the instructional design methods employed and focus on the training of the professors and grant holders who created and developed the 50 open online courses in a variety of disciplines developed in the start@unito project, a recent enterprise of the University of Turin with the aim of bridging the gap between secondary and higher education and provide open online courses that can be accessed anytime anywhere. The data gathered from the questionnaires given to the grant holders before and after the training show encouraging results as far as the effectiveness of our instructional method is concerned. At the same time, though, they reveal a lack and a disparity of technical, pedagogical and linguistic competences, which in turn require tailored and individualized support. In light of the feedback received, we conclude by envisaging possible improvements and further research, in order to understand what can be done to perfect the instructional design of an ever-expanding project.

Instructional design to “train the trainers”: the start@unito project at the university of Turin

Marina Marchisio;Matteo Sacchet;Daniela Salusso
2019

Abstract

Online learning has become essential in higher education. In order to follow the best practices in education and innovation and provide quality of online courses, careful and thorough instructional design is necessary. In this research we analyze the instructional design methods employed and focus on the training of the professors and grant holders who created and developed the 50 open online courses in a variety of disciplines developed in the start@unito project, a recent enterprise of the University of Turin with the aim of bridging the gap between secondary and higher education and provide open online courses that can be accessed anytime anywhere. The data gathered from the questionnaires given to the grant holders before and after the training show encouraging results as far as the effectiveness of our instructional method is concerned. At the same time, though, they reveal a lack and a disparity of technical, pedagogical and linguistic competences, which in turn require tailored and individualized support. In light of the feedback received, we conclude by envisaging possible improvements and further research, in order to understand what can be done to perfect the instructional design of an ever-expanding project.
international conference e-learning 2019 part of the multi conference on computer science and information systems 2019
Porto
17-19 luglio 2019
proceedings of the international conference e-learning 2019
Iadis Press
195
202
978-989-8533-88-3
Digital Education, Educational Technology, e-Learning, Instructional Design, Open Online Courses, Teacher Training
Marina Marchisio, Matteo Sacchet, Daniela Salusso
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1711114
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