CEC Theses and Dissertations

Title

The Online Resource Selection Instructional Design Script

Date of Award

2005

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Graduate School of Computer and Information Sciences

Advisor

Timothy Ellis

Committee Member

Maxine S. Cohen

Committee Member

William L. Hafner

Abstract

The Online Resource Selection Instructional Design Script (ORSIDS) is a process "script" based on the ASSURE instructional design method, customized for use by consultative college-employed instructional designers in an online environment. This study investigated the development of this script and its efficacy in assisting college employed instructional designers in guiding faculty with selecting online media and multimedia resources for their online courses.

The ORSIDS process script was developed iteratively through successive cycles of formative evaluation. In the Design Phase, members of an Expert Panel validated the candidate requirements proposed by the researcher. In the Development Phase, the product was developed and then refined utilizing field testing and a pilot study. In two rounds of pilot testing administered by two different Instructional Designer Subjects, one subject was more skillful in adhering to the script and communicating the basic instructional design processes. The Faculty Subject who participated in the more fully realized testing session demonstrated creative thought related to using technology in the curriculum on the level of the Bloom taxonomy "synthesis" level while the Faculty Member participating in the less well-realized session did not demonstrate similar creative thought.

The study established the value of teaching instructional design methodology to faculty members in the context of the development of their own online courses. Additionally, the study found that the group dynamics between the Instructional Designer and the Faculty Member in a dyad can have a substantial impact on process efficacy. The value of the ORSIDS process and script was proven by the study. In the summative evaluation of the Final ORSlDS script conducted by the Expert Panel, the script was highly rated in achieving its goals of assisting in the more effective utilization of college-employed instructional designers, enhancing the pedagogical skills of online faculty, and increasing adoption of online resources. However, more testing is needed to know whether the final script submitted for summative evaluation is capable of resulting in process mastery on the part of administering instructional designers. Further cycles of iterative development will probably be necessary for maximally effective usability of this innovative and complex information product.

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