This week I saw in action one of the principles that we have read so much about--good online instructional design is largely good f2f instructional design. When reading the INACOL standards, I was struck by how many of their recommendations apply to f2f instruction as well. In reviewing the various examples, however, I did see that some practices that might work in a f2f setting just don't cut it online. For example, a particularly dynamic instructor can deliver a fifteen- to twenty-minute lecture and maintain student engagement. Yet, if that same lecture is simply transcribed and placed online, student engagement will wane much more quickly. So, I suppose I now really see how it is more than just taking good instructional design and placing it online. This is a lesson that I certainly will keep in mind as we design our online unit plans.
In reviewing the excellent examples of instructional design, I was inspired and impressed by what online schooling can offer. Looking at, for instance, FVS's online history program (this amazing virtual game), I realize that online schooling can offer students learning opportunities that f2f instruction cannot. I entered this course believing that online schooling would deprive students of certain opportunities and benefits associated with f2f schooling without realizing that online schooling had something to offer that f2f did not. This week opened my eyes to the flaws in this assumption.
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