Tonight I started watching QM sessions from the online conference earlier this year. The title of the session was “Introducing HIDOC: The Course Design Model Purpose-built for Online Modalities.” HIDOC, Penny Ralston-Berg explained, stands for high-impact design for online courses. The approach was framed by research. The process is intended to be highly collaborative with exchange of information between instructional designers, subject matter experts, and instructors. The HIDOC model has eight steps: learner analysis, learning outcomes, course structure, assessment & activities, instructional materials, technology & tools, learner support, and continuous improvement. The model begins with learner analysis to consider our students. For this, common goals need to be established and sticking points considered. In step two, learner outcomes are established. What will they be able to do by the end of the course? Step three is the course structure: how will the course be organized? Step four asks: how will you assess and engage learners? Summative assessments measure progress, while formative assessments provide feedback. Activities help learners obtain feedback and practice. Design options should consider voice and choice. The prompts for this step, Ralston-Berg noted, help achieve learning outcomes and support learners. Step 5 of the process focuses on the instructional materials: where will they get the information they need to succeed? It is possible to overload. Thus, reflecting on which content is needed to succeed is critical. Step 6 emphasizes technology and tools for an online course. Using aligned, user-tested, and supported tools are needed. Step 7 addresses online learner support, including how will instructors support online learner success? Ralston-Berg spoke about describing expectations and options to preemptively remove unknowns and anticipate questions. The last step, Step 8: Continuous Improvement, asks: how will you collect feedback and prioritize course revisions? This information can be shared with instructional designers. A graphic Ralston-Berg shared was that of building a skateboard, scooter… and finally a car instead of a final vehicle without intermediate steps. The Course Blueprint maps outcomes, structure, activities, assessments, materials, tools and supports to help create a “to do” list for the subject matter experts (SMEs). Attendees noted that many are doing something similar and calling it another name. The team has shared documents to guide instructors through the steps.
