Aligning Theory and Web-based Instructional Design Practice with Design Patterns Sherri S. Frizell and Roland Hübscher Department of Computer Science and Software Engineering Auburn University, USA {frizess, roland}@eng.auburn.edu Abstract: Designing instructionally sound web courses is a difficult task for instructors who lack experience in interaction and web-based instructional design. Learning theories and instructional strategies can provide course designers with principles and design guidelines associated with effective instruction that can be utilized in the design of web-based instruction (WBI). However, it can be difficult, especially for novice course designers, to operationalize these theories and apply them to the design and development of specific web courses. Effective design methods for WBI that focus on student learning are needed. Design patterns have emerged as a means to capture design knowledge and present design solutions to designers. We believe design patterns can be used to effectively support novice designers of web-based courses. This paper discusses how design patterns that capture pedagogical principles and good design strategies can be used to support educators in designing instructionally sound web-based courses. A design framework for WBI is presented and the resulting pattern language is introduced. Introduction The World Wide Web (WWW) has become one of the fastest-growing mediums for the delivery of distance education. With entire degree programs now being offered online, instructors from a variety of academic areas are developing instructional materials for distance learning programs. Many of these instructors are novice web designers and have received no training in interaction and web-based instructional design (Braxton, 2001; Tennyson 1995). The need for design support is a major issue in the design of web-based instruction (WBI) as the poor design of courses is one of the key problems with learning from the Web (Bork & Britton, 1998; Kessler, 1999). Hirumi (2002) found that novice course designers find it difficult to incorporate the types of meaningful interactions needed in distance learning courses. As a result, courses are often developed by posting large text documents to the Internet, which may present students with a lot of information, but are not effective for student learning (Kessler, 1999). Furthermore, widely used web course management systems like WebCT and Blackboard are indeed just that, course management systems. They provide little support, if any, for effective design of web-based instruction. The instructional design of course materials directly affects learning effectiveness (Clark 1994; Jonassen, 1988). This is especially true for web-based instruction due to the mere nature of the Internet and the type of interaction it provides. Practices that a good and experienced teacher might automatically encourage in the traditional classroom setting have to be purposefully designed for and supported via the proper design of the web-based course. Discussions in small groups or recognizing the fact that some students are confused by way of their facial expressions are features that are not automatically or trivially supported by a website. To promote effective instruction, web-based courses must be designed with a focus on the opportunities and capabilities afforded by the Web in relation to instructional design and learning theories (Khan 1997, Hannum 1998). However, the theories are abundant and end-users have difficulties in their application to online course materials. Support for novice course designers through design methods grounded in sound instructional and educational theory are needed. We propose that using design patterns as a mechanism for capturing pedagogical strategies and good design practices can assist educators in designing instructionally effective web courses. Whereas theories can be abstract and difficult to apply, patterns are more procedural and present design knowledge in a way that can be adapted and re-used. Design patterns have traditionally been used to provide design support to novice designers in the fields of architecture (Alexander 1977, 1979) and software