Creating Efficient Online Instruction and Assessment Quickly

Those of you who have been asked to convert face to face instruction to online instruction might be interested in this article that is currently in press in Educational Technology Research and Development. This article translates a set of situative principles for designing online instruction and assessment into fourteen more prescriptive steps. We wrote this in part because we found that educators who were not grounded in sociocultural theory struggled to implement our theory-laden design principles. We are pretty confident that most educators and subject matter experts could use this framework to quickly move existing courses into asynchronous formats using any LMS or Google tools. Most importantly, this approach aims to avoid the "burnout" that many online instructors experience, while still allowing effective instruction and extensive peer interaction.

Hickey, D. T., Chartrand, G. T., & Andrews, C. D. (in press, March 2020). Expansive framing as a pragmatic theory for instructional design. Invited contribution to a special issue Educational Technology Research and Development on Learning Theory for Instructional Design.