Storyboarding the

development of
your online teaching
– towards a
blueprint
Paul Prinsloo
University of South Africa
@14prinsp
Re-capping our journey

Chapter Activity
Activity Activity Activity 7 ONLINE
F-2-F ONLINE ONLINE
Assignment 3 Chapter Activity MOCK
Chapter Chapter Chapter Chapter Online 9 ONLINE EXAM
1 2 4 5 submission

Assignment 2 Activity Chapter Activity Chapter

Activity Activity
ONLINE MCQ F-2-F 8 F-2-F 10 EXAMINATION
ONLINE ONLINE

Assignment 1 Chapter Activity Chapter Activity Assignment 4

ONLINE MCQ 3 ONLINE 6 ONLINE ONLINE MCQ
Choices: Low-band-width/immediacy
 Practicing some newly found opportunties

Option A Option B Option C Option D Option E

• Write a short • Write a short Find an Open Find a short video Create three
script to create a script to create a Educational on any topic in PowerPoint slides to
short introduction short introduction Resource on any your course – and use later in a voice-
of who you are, of who you are, topic in your evaluate its over PowerPoint in
how long you how long you course or, for usefulness to which you introduce
have been have been example, study include in your yourself, provide an
teaching the teaching the habits, etc. course – look at overview of the
course, what course, what Evaluate its the licenses, course objectives and
excites you in excites you in usefulness, look whether it is your thoughts on
being a teacher being a teacher at the licenses, downloadable, the what this course
• Record the voice- • Record a short and add it to length, the require from
clip using your video on your your redesigned bandwidth students
phone phone course required, etc.
We are not interested in a salad, but in a
blended teaching and learning solution
 Three different mixes/blends
A. Making sure it is
blended and not just
adding technology to
the salad
Think how you will ensure the
blend – what are the
implications for ensuring your
f-2-f lectures speak to the
online part and the online
part speak to the f-2-f parts
List some ideas
B. How will you blend:
• Student-content/
lectures
• Student-student
• Student-teacher
Think how you will ensure these
three interactions and ensure a
course-specific rationale for the
each element
C. How will you ensure
all three presences –
teaching, social and
cognitive - in the online
part of your course?
Think how you will ensure
these three presences in
your course and list how
you will create these three
presences
Outcomes Day 3

After this workshop, participants should have:

1. Critically consider the role of discussion forums in the course and
choose an appropriate strategy
2. Think through the assessment strategy for their course - the
frequency, the format, the percentages allocated for online
participation/engagement
3. Consider three types of student support – cognitive, affective and
administrative support – who will provide these?
Outcomes Day 3 (cont.)

4. What materials/content do you currently have and how

will you use it in the new blended format?
5. What new materials will you need and what is your plan?
6. Finalize the blueprint
7. Develop a timeline and actions for the redevelopment of
your course
Activity 1: The role of discussion forums in a
blended course

30 minutes
In the context of your course, what role do
you think an online, asynchronous
discussion forum can fulfil?
 Factors to consider when creating an
online, asynchronous discussion forum
1. Be very clear what the purpose of the discussion forum is, whether you will
respond to issues in the discussion forum and when, and whether their
contributions in the online discussion forum will count towards a mark
2. Consider the size of your class and the practicality of you monitoring the
discussions and issues raised. If the class size does not allow you to be
engaged on a one-to-one level, consider the following:
a. Post a question on an issue you raised in the class, and asked them to
‘solve’/respond to the problem
b. Allow them to take control of the discussions and if you have time, read
the responses
c. After a week, post some links to the question that they can find more
information on
3. You may want to provide two separate spaces – one for academic issues and
one for social issues
Activity 2: Reconsider the role of assessment in
your course – what format will the final
examination take and how can you use class
tests and assignments to prepare them not only
in terms of competencies but also the type/
format of questions

30 minutes
 Mapping your redesigned assessment
strategy

1 2 3 4 5 6 7 8 9 10 11 12

The final
examination:

What format
(MSQs, essay,
calculations,
etc.)?
Activity 3: Providing three types of student
support – cognitive, affective/social and
administrative support – who will provide
these?

30 minutes
 Providing cognitive, affective/social and
administrative support in your redesigned
course
Cognitive Affective/social Administrative
What type of support needs
may arise?

How will you know that a

particular need exist?

How will you respond?

Activity 4: What materials/content do you
currently have and how will you use it in the
new blended format?

30 minutes
 Mapping the ‘materials’ – what do you have,
and what will you need to find, or develop?

I have: I need to find or develop:

Finding pictures/illustrations

https://images.google.com/
Finding pictures/illustrations
Finding pictures/illustrations
Activity 6: Finalize the blueprint

30 minutes
Finalizing the blueprint for the redesign
Activity 2: Introducing ADDIE

30 minutes
Introducing ADDIE
1

5 2

4 3
ADDIE: Step 1 - Analysis

1. What is the typical background of the students/participants who will

undergo the program? Personal and educational information such as
age, nationality, previous experiences and interests should be
determined. What is the target group? What are the educational
goals, past knowledge levels, experiences, ages, interests, cultural
background etc. of the learners?
2. What do the students need to accomplish at the end of the
program? What are the learner’s needs?
3. What will be required in terms of skills, intelligence, outlook and
physical/psychological action-reaction?
ADDIE: Step 1 – Analysis (2)

4. Review of existing instructional strategies employed. Are they

adequate? What aspects need to be added, clarified and improved
upon?
5. Determining target objectives of the project. What instructional goals
does the project focus on?
ADDIE: Step 1 – Analysis (3)

6. Determining the various options available with respect to learning

environment. What is the most conducive learning environment? A
combination of face-to-face or online discussions? What are the Pros
and Cons between online- and classroom-based study? What
delivery option is to be chosen? What type of learning environment
is preferred? Does one opt for online or face-to-face or a blend of
both? If online is preferred what will be the difference in learning
outcomes between classroom-based learning and web-based
learning?
ADDIE: Step 1 – Analysis (4)

7. What limiting factors exist with respect to resources,

including technical, support, time, human resources,
technical skills, financial factors, support factors?
Activity 3: Applying the first step of ADDIE -
analysis

45 minutes
 Revisit the design of Day 1: Applying Step
1 - ADDIE
Who are your Content Content Content Content Outcomes of this
students? Activity x Activity x Activity x course?
x x x x

Content Content Content Content Content

Activity x Activity x
x x x x x

Content Content Ass x Ass x

Ass x Activity x Activity x
x x

Content Content Content

x Ass x
x x

Activity x Activity x
How should who How should who How should who How should who
address this event? address this event?
Content address this event? address this event?
x

Key event Key event Key event Key event

Pre-registration Registration Examination

Re-arrange – which elements will be face-to-
face, only online or a blend , at what time of the
learning journey and how will this affect
students’ success?
Chapter Activity
Activity Activity Activity 7 ONLINE
F-2-F ONLINE ONLINE
Assignment 3 Chapter Activity MOCK
Chapter Chapter Chapter Chapter Online 9 ONLINE EXAM
1 2 4 5 submission

Assignment 2 Activity Chapter Activity Chapter

Activity Activity
ONLINE MCQ F-2-F 8 F-2-F 10 EXAMINATION
ONLINE ONLINE

Assignment 1 Chapter Activity Chapter Activity Assignment 4

ONLINE MCQ 3 ONLINE 6 ONLINE ONLINE MCQ
ADDIE: Step 1 – Analysis

Our discussions during Day 1 allowed us to reflect on most if not all of

the issues mentioned in the first step of ADDIE. For the sake of this
exercise – we will focus on two questions:
1. Thinking of your current course, which pedagogical issues would you
like to improve upon in redesigning this course?
2. What are some of the challenges you will face in making this course
blended, what support would you need?
ADDIE: Step 1 – Analysis (2)

1. Thinking of your current course, which pedagogical issues would you like to
improve upon in redesigning this course?
ADDIE: Step 1 – Analysis (2)

2. What are some of the challenges you will face in making this course blended,
what support would you need?
Activity 4: Presentation of the second step of
ADDIE

45 minutes
ADDIE: Step 2

1. Different types of media to be used. Audio, Video and Graphics are

prime examples. Which of these will you use and why?
2. Various resources at hand required to complete the project. What
are the available resources at your disposal for completing the
project? Have you considered Open Educational Resources?
3. Level and types of activity to be generated during the study. Is it
going to be collaborative, interactive or on a per participant basis?
ADDIE: Step 2 (cont.)

4. How will you implement the parts of the project? How much
interaction with what is necessary?
5. Time frame for each activity. How much time is to be assigned to
each task, and how will learning be implemented (per lesson,
chapter, module, etc.)? Do the topics require a linear progression in
presentation (i.e. easy to difficult)?
6. What type of assessment will provide you with evidence that
students have achieved the necessary competency level?
ADDIE: Step 2 (cont.)

7. What is the mechanism designed by you to obtain the

learners’ feedback on material learnt?
8. How will you design your project activities so as to appeal to
diverse learning journeys and interests of students? Will you
opt for variety in delivery options and media type?
 Before we answer the questions, let us
consider: Low-band-width/immediacy
High
bandwidth

Low bandwidth Low immediacy High immediacy

A useful matrix:
Low-band-width/immediacy
Activity 5: Make a list of the technologies you
want to include in your course and classify
them as yellow, green, red or blue

30 minutes
 Choosing your technology:
Low-band-width/immediacy
High
bandwidth

Low bandwidth Low immediacy High immediacy

It is not about content… (1)
It is not about content… (2)

It is about the conversations and questions we create

surrounding the content

Flipping the classroom

Flipping the classroom

Let them do the Let them present Answer questions

reading the topic to each Provide correctives
other Stimulate further questions
Where to find Creative Commons work
Let us talk ‘audio’ (1)

Source: https://www.wikihow.com/Record-Audio-on-a-Mobile-Phone
Using Audacity
Uses of audio in blended and online learning
settings

• Creates a personal and welcoming touch (especially if accompanied by a

picture of the lecturer)
• It is easy and quick to produce and could provide short, timely feedback
• Pointers for the next day’s lecture
• Highlight insights after a lecture
• Provide pointers and/or encouragement before an assignment or class
test
• Provide brief feedback after a class test
Doing a voice-over PowerPoint
Example: voice-over PowerPoint
Example: voice-over PowerPoint

https://oasis.col.org/c
olserver/api/core/bitst
reams/2922fd25-63dc-
4bc4-8cab-34bf4b854
587/content
Uses for a voice-over PowerPoint

• Provide an overview of what students can expect in a course

• Provide guidance on how to approach an assignment or class test
• Explain threshold concepts
• Provide step-by-step guidance on how to solve a problem
• Provide step-by-step guidance on common mistakes students make
in solving a problem
• To provide examples of what a ’good’ and/or ‘bad’ answer looks like
 Video (issues and the uses of video)

Self-produced ‘Found’
• Beware of a talking head
• Negative – bandwidth
• What is the purpose of the video: Unless
• Positive – good quality videos
you illustrate doing something, or the
are available
characteristics of an object or a process of
• Choices – if you want to
opening, reconsider producing a video –
download the video, make sure
Example of using videos during Covid by
of the license. If you provide a
students and lecturers
link, internet connectivity and
• Negative – high-bandwidth
bandwidth may frustrate the
• Positive - reusable
experience
Activity 6: Playtime!!

30 minutes
 Choose a technology and create a feature for
your course

Option A Option B Option C Option D Option E

• Write a short • Write a short Find an Open Find a short video Create three
script to create a script to create a Educational on any topic in PowerPoint slides
short introduction short introduction Resource on any your course – and to use later in a
of who you are, of who you are, topic in your evaluate its voice-over
how long you how long you course or, for usefulness to PowerPoint in
have been have been example, study include in your which you
teaching the teaching the habits, etc. course – look at introduce yourself,
course, what course, what Evaluate its the licenses, provide an
excites you in excites you in usefulness, look whether it is overview of the
being a teacher being a teacher at the licenses, downloadable, the course objectives
• Record the voice- • Record a short and add it to length, the and your thoughts
clip using your video on your your redesigned bandwidth on what this
phone phone course required, etc. course require
• Send it to your • Send it to your from students
email email
Getting the mix right: is it a salad?
Getting the mix right: or is technology
blended into the course?
 Determine the interaction mix

Anderson, T., & Garrison, D. R. (1998).

Learning in a networked world: New roles and
responsibilities. In Distance Learners in
Higher Education: Institutional responses for
quality outcomes. Madison, Wi.: Atwood.
 You don’t need all three types
of interaction in equal
quantities

Source credit:
https://auspace.athabascau.ca
/handle/2149/3185
Getting the mix right…
 The three presences

Garrison, D. R., & Arbaugh, J. B. (2007).

Researching the community of inquiry
framework: Review, issues, and future
directions. The Internet and higher
education, 10(3), 157-172.
Flying low cost but getting to your
destination or flying first class with all the
bells and whistles?
Activity 7: Designing the mix 

30 minutes
 Think about the ratios and the reason for
the ratios in your redesign:
A. Making sure it is
blended and not just
adding technology to
the salad
Think how you will ensure
the blend – what are the
implications for ensuring
your f-2-f lectures speak to
the online part and the
online part speak to the f-2-
f parts List some ideas
B. What will be the ratio
in your redesign
between the following
and how will you ensure
it is happening online:
Student-content/lectures
Student-student
Student-teacher
Think how you will ensure
these three interactions and
what will be the
percentages of interactions
and why?
C. How will you ensure
all three presences in
the online part of your
course?
Teaching presence
Social presence
Cognitive presence
Think how you will ensure
these three presences in
your course and list how
you will create these three
presences
 Think about the ratios and the reason for
the ratios in your redesign:

A. Making sure it is B. What will be the ratio C. How will you ensure
blended and not just in your redesign all three presences in
adding technology to between the following the online part of your
the salad and how will you ensure course?
it is happening online:
Activity 7: Homework

30 minutes
Congratulations! Your institution has
appointed you as quality assurer for the
redesigned courses.

With what you encountered today, design a rubric that you will use to
evaluate the degree of success in which a redesigned course has
implemented some of the pointers, technologies and considerations of
today. Choose at least three aspects
Homework 

Very good Satisfactory Unsatisfactory

Element 1

Element 2

Element 3
THANK YOU
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