DESIGNING COURSES:
Instructional Design for Online Learning		 Updated April 13, 2008
   
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Criteria for success: I attended an online seminar for Online Educators, during which the following criteria were agreed upon as a starting point for creating a successful online course. They're listed in no particular order.

  • Clearly articulated objectives and expectations
  • An easily navigable web site
  • A course structure that facilitates collaborative learning
  • Assignments and activities that facilitate participation and communication among students
  • Timely feedback for students from the Instructor
  • An appropriate use of technologies to enhance learning
  • A discussion space for learners to talk openly about the course (expectations, uncertainty, what they like, dislike, their participation, progress etc.)

    • Making Change: Ideas for Lively eLearning: "In this blog, you'll find practical ideas that will help you create lively, powerful elearning for adults in the business world." I like the blog entries because they're not just theoretical suggestions, etc. The focus is on ACTIVITY. Each entry includes very practical examples for what's being suggested or described. As just one example, check out this entry (it includes a short, fun active-verbs task): Which verb will keep your learners' interest? 04/13/08

    The Reluctant Online Professor: "...when I was asked to put my course online, I felt quite unprepared ... I started the experience with great reluctance and trepidation. Much to my surprise, I finished it jubilantly. It turned out to be one of the best classes I have ever taught." Cynthia Corritore, Ph.D., describes the process in detail: creating her course (design, content, 9 main components of the course, web tools used, etc), the outcome, and lessons learned. A refreshing example to read, especially for others in a similar position, but also for experienced online instructors. 02/13/08

    Designing Kick Butt Quality Online Courses: [you can log in to this FREE course, hosted inside Blackboard. Username bbworld07, password bbworld07] "How do you create courses that capture students' attention and direct them through the learning process? How do you merge clean, accessible design with sound pedagogical principles? This workshop provides tools and resources you can use to up the quality of your online courses and improve the online experience for your learners." 01/05/08

    Instructional Design Resources: from U. of Texas, a page of commented links to resource sites. 11/12/07

    QUALITY courses: Some links to help you create them:

    5 ways to optimize your design: These are tips for website designers in general, but can also be helpful if you're designing course pages. 08/08/07

    Better Questions for Learning Professionals: from Tony Karrer's eLearning Technology blog: "Now, let me start this diatribe with a brief rant on the importance of asking the right questions. In my mind, it is THE most important skill or ability to have....What Questions Are We Asking? ...My guess is that just as most learning professionals can tell you the problems with the interactivity question, they can similarly suggest lots of much better questions that might be appropriate instead..." 07/24/06

    Achieving Student Satisfaction in asynchronous online courses: This paper reports on a N.Y. Learning Network survey. It "...examine[s] factors that have contributed to the high levels of learning and learner satisfaction..." Four sections describe and explore: 05/25/06

    • information regarding the systemic implementation of our asynchronous learning environment
    • issues that contribute to learning effectiveness from a faculty-development and course-design perspective.
    • factors that significantly contribute to perceived learning and student satisfaction in on-line asynchronous courses...offers recommendations for course and program design based on these factors.
    • learning effectiveness at the level of individual institutions through examples from specific courses. ....case studies present and examine important evidence relevant to learning effectiveness from a single-institution and individual-faculty perspective.

    Optimizing Your Syllabus for Online Students: You can keep your syllabus traditional, or you can make it a course map, schedule, and contract, among other things. The authors say, "Online course syllabi serve as platforms upon which to stage, manage, or enhance your course and function as a kind of contract between you and your students. Students will most likely download, print-out and follow your syllabus like a map, using it to chart their progress in your course. It's a good idea to post a downloadable version of your syllabus, preferably in rtf format, in addition to the online version so your students can print it out easily."

    Hitchhiker's Guide to Course Development: Topics include Planning Courses (for both Online and Classroom Based), Content Development, Assessment & Evaluation. 04/09/06

    "The Hitchhiker's Guide to Course Development is designed as a resource for individuals with varying levels of course design experience:

    • Individuals new to higher education can use this site to help design their first classroom based course integrating technology where appropriate.
    • Experienced instructors, being encouraged to place materials within a learning management system, can use this site to decipher the differences between Web-Presence, Web-Enhanced, Web-Centric and Online courses and how to plan courses for online delivery.
    • Instructors of online courses, looking for new ideas and ways to improve their course, can use the site to improve content development by finding sources for pre-developed content and ideas to improve student centered learning.
    • Instructional Designers and Instructional Support Staff can use this site as a reference for themselves or as a resource for the faculty they support."

    Addressing Gender & Learning Style in Course Design: Report of a study by Diana Garland & Barbara N. Martin, published by the Journal of Online Interactive Learning. "Do Gender and Learning Style Play a Role in How Online Courses Should Be Designed?" "The Kolb Learning Style Inventory was used to identify differences between the learning styles of 168 students in traditional face-to-face courses and students in matched courses taught online. Additionally, the data for the online courses were divided by gender to determine if gender was a factor. Results of the analysis found that there was a difference in the learning style of the online student and the student in the face-to-face course and that gender was a factor in the relationship between learning style and student engagement. The implications for online course designers are significant. When designing online courses the learning style and gender of all students must be considered." 4/09/06

    Contemporary Online Teaching Cases: This site "... has been designed to help teachers work creatively and productively in their online teaching. Each of the cases locate new media and online technologies in the context of broader views of what it means to teach and learn effectively in different disciplines and professional fields in tertiary education. ...We hope the site provides you with plenty of ideas on how to develop and use new media/new technologies in your teaching." The menu is good for drilling down to see the topics/cases you're most interested in. One example: I went to Approaches To Learning > Activity Based Learning and found this case study: "Using online multimedia to help student teachers develop post-primary curriculum and teach art and graphic design. ...This case illustrates the use of rich multimedia and online discursive activities to enhance students' learning and curriculum development skills in visual arts education." Each case/topic is presented in voice segments, and many provide text transcripts of those audio clips. 03/05/06

    Current Research in Learning Design: "This papers introduces Learning Design, analyses the different papers and provides an overview of current research in Learning Design. The major research issues are at the moment: a) the use of ontologies and semantic web principles & tools related to Learning Design; b) the use of learning design patterns; c) the development of learrning design authoring and content management systems, and d) the development of learning design players, including the issues how to use the integrated set of learning design tools in a variety of settings." 02/09/06

    8 Mistakes That Can Kill Your Web Site: From Lockergnome, a set of guidelines useful to anybody creating a webpage, whether it's a general website or to be used for your course material. "Ever notice how some Web sites feel great, energetic, fun - you just want to linger to soak up more? And yet other sites are truly repellant. These tips will help you create a truly happening site." 01/29/06

    IMS Learning Design Resources: This site is for anyone working with or evaluating IMS Learning Design, or similar specifications. The public areas of this site provide resources for understanding and working with IMS Learning Design. 10/14/05

    IMS Learning Design Specification: IMS Global Learning Consortium provides details about the IMS Specifications we're hearing so much about these days. "The IMS Learning Design specification supports the use of a wide range of pedagogies in online learning. Rather than attempting to capture the specifics of many pedagogies, it does this by providing a generic and flexible language. This language is designed to enable many different pedagogies to be expressed. The approach has the advantage over alternatives in that only one set of learning design and runtime tools then need to be implemented in order to support the desired wide range of pedagogies. The language was originally developed at the Open University of the Netherlands (OUNL), after extensive examination and comparison of a wide range of pedagogical approaches and their associated learning activities, and several iterations of the developing language to obtain a good balance between generality and pedagogic expressiveness." 10/14/05

    Consistency in Design is the Wrong Approach: The author says: "The problem with thinking in terms of consistency is that those thoughts focus purely on the design and the user can get lost. “Is what I’m designing consistent with other things we’ve designed (or others have designed)?” is the wrong question to ask. Instead, the right question is, “Will the user’s current knowledge help them understand how to use what I’m designing?” 09/19/05

    Learning Community in Learner Paced Distance Education: I work in a learning center where the majority of students are using the self-paced versions of our courses. This link is to a study done at Athabasca University in Alberta, Canada... 08/16/05

    "...a university that supports continuous intake and learner pacing in its undergraduate programs. Athabasca University is investigating the feasibility and effectiveness of adding collaborative and cooperative learning activities to this model. The report summarises a study of learner interactions in the context of learner paced courses delivered by the University. ...the study reports on interviews with Athabasca University faculty and external distance education experts, describes results from an online survey of undergraduate students, and documents how these findings may be operationalised at the University. An extensible model of community based learning support is proposed to utilise new social computing capabilities of the web, and to permit learner-learner interaction in a scaleable and cost effective manner, while retaining learner pacing."

    The study report proposes a learning community model. "...The model developed during this study describes one way of learning that accommodates student desire for increased autonomy and freedom." Here are some of their concluding comments:

    Emerging Internet based technologies create opportunities for new types of learning communities that allow learners around the globe to study at their own pace, yet engage in meaningful interactions with others - in essence, allowing them "to have their cake and eat it, too." The model presented in this paper...incorporates these two elements. To realise and capitalise on new forms of learner paced education will require an ongoing commitment to innovation, experimentation and reflective study of our work, but it is within our grasp. ...evidence of the need for more research focusing on more complex educational models and designs that account for the diverse needs of different learners, at different times, engaged in different contexts and studying different disciplinary content.

    Are the basics of Instructional Design changing? Article author Stephen Downessays, " I wrote this item, first, to underscore the role of philosophy as informing educational theory, and second, to highlight the difference between online learning and 'traditional' distance education. I argue that the theory of distributed representation has a profound implication for pedagogy, as it suggests that learning (and teaching, such as it is) is not a process of communication, but rather, a process of immersion. Put loosely, it suggests the idea of teaching not by telling or even demonstrating but rather through the creation (or identification) of an environment into which a learner may be immersed." 07/03/05

    The 7 Challenges of eLearning Design: This article is called Part 1, but doesn't say what's coming next. Graham Attwell, author, begins: "I am designing an e-learning programme for the European Commission funded ASSIPA project. The project aims to develop a face-to-face and e-learning programme for teachers in adult education to develop their skills and practices in self-evaluation. Converting the programme to e-learning provides a series of challenges. I think I would argue that these challenges lie at the heart of good e-learning design - whatever the subject. Part one of this [re]port reviews the challenges [and] will outline my approach to the pedagogy and design." 06/25/05

    Objective TEST Design: From CAA (Computer Assisted Assessment Centre), this is a helpful page that covers several topics. An excellent resource on objective tests. "An objective test is only as objective as the test's designer makes it. The tutorial below offers an introduction to a selection of question types in popular use with advice on construction and best practice. As the question type most commonly associated with CAA is multiple choice, particular emphasis has been given to this and should be viewed first. The principles detailed within that section should however, be of use when considering other types." 06/03/05

    Designing and Managing Multiple Choice Questions: An online handbook created for the staff at UCT (Capetown). Ken Masters of UCT says the handbook "might be of use, especially if you're looking for examples in the social sciences." 06/03/05

    The Role of Metaphor in Interaction Design: "...properly used, metaphor can be a powerful tool for designers, in both the process of designing and within the products themselves. Metaphor can help redefine design problems and help solve them. It can be used as a research tool, to understand new subject areas, or as means to generate new ideas about familiar subjects. It can help sell a product, both to internal stakeholders and teammates as well as to consumers. Metaphors can provide cues to users how to understand products: to orient and personify. In short, interaction designers can use metaphor to change behavior." 05/23/05

    Some Principles of Effective E-Learning: by Stephen Downes. "No doubt there are other aspects of effective e-learning. Pedagogical theorists will talk about scaffolding, talk about learning objectives and outcomes, talk about practice and examination, and more. In various contexts these are all important and will play a significant role in determining the success of failure of a given learning enterprise. None of these, though, are as central to the design of effective learning as the three criteria listed." His 3 principles are: 05/01/05

    • Interaction
    • Usability
    • Relevance

    Five Lenses: Towards a Toolkit for Interaction Design: Thomas Erickson of the IBM T. J. Watson Research Center says: "I suggest that rather than trying to construct a unified, coherent account of interaction design, we would do better to take a more syncretic approach, gathering appropriate concepts and exploring their interplay without, however, insisting on resolving their tensions and contradictions. In this essay I explore these issues.

    • "I begin with a definition, and illustrate my approach to partitioning the terrain of interaction design using five conceptual "lenses."
    • "In so doing, I cover most of what I see as the theoretical roots of interaction design.
    • "I then turn to the role of theory in interaction design, and suggest that a good way to begin is to assemble a toolkit of concepts for interaction design that consists of appropriately sized theoretical constructs." 03/18/05

    Reference Guide for Instructional Design & Development: From the IEEE Educational Activities Board . "This reference guide is designed to help you apply sound principles of design to the creation of your courses." You can also download a PDF version of the guide. The guide covers these "How Do I...?" topics: "How Do I...  assess needs? analyze learners? write learning objectives? select an instructional strategy? develop materials? evaluate?" 02/19/05

    What Makes Design Seem Intuitive? "...what does it mean, from a design standpoint, when someone desires a design to be intuitive? To answer that question, we first have to look at how people understand the design in the first place. To do that, we need to look at the design's knowledge space." 01/15/05

    Objective Testing: This how-to article was recommended by Daniel Ross (Queen Margaret University College, Edinburgh) via the WebCT users' list: "I recommend this... Not only is it a great guide, it has some excellent examples and some really good ideas for designing online tests that avoid students cheating through good question design." 12/09/04

    The eLearning P3 Model: "The process of creating e-learning materials" is described by covering the three P's: People, Process, Product. "In this article, I discuss the stages of the e-learning process in terms of people responsible for providing various e-learning and blended learning products. The e-learning process can be divided into two major phases: (1) content development, and (2) content delivery and maintenance..." 12/03/04

    Tips and Tricks for Teaching Online: How to Teach Like a Pro! I'm very impressed with this article; it could serve as a training model for preparing online educators. The authors make their ideas very easy to read by using a gardening metaphor. "This paper summarizes some of the best ideas and practices gathered from successful online instructors and recent literature. Suggestions include good online class design, syllabus development, and online class facilitation offering hints for success for both new and experienced online instructors." 10/23/04

    Road Map for Educational Multimedia Design: The article's author, Ellen Dornan, "...came into the field of Instructional Technology through the field of public lands interpretation...an informal educational method used to communicate the meaning and value of resources... used widely in museums, zoos, and parks." The article's discussions include: A Content-driven Design Model; Design Road Map; Content Design; Interactive Design; Visual Design; Formative Evaluation; Development & Implementation. 10/10/04

    Learn how to implement an effective web style guide: "A style guide helps you quickly and cost-effectively publish content that is of a consistent quality. It is particularly important when there are lots of editors and authors involved in the publishing process. A good style guide takes a lot of time and effort to create. Unless its implementation is policed, it will not achieve its objectives." 05/18/04

    Best Online Instructional Practices ~ Report of phase 1 of an ongoing study: "This study examines how best practices in online instruction are the same as, or different from, best practices in face-to-face (F2F) instruction... The bases of comparison are principles from the KS&G material and from Chickering and Gamson’s “seven principles for good practice in undergraduate education”. 05/12/04

    Less is More: Designing an Online Course: "One needs to design an online course with an attitude that it is different from a residence course. Instead of piling on the assignments that instructors must grade and making irrational promises to answer all posts, the instructor must design a course with one thought in mind: less is more. That might sound heretical and antithetical, but it is not. That theory extends current pedagogical thinking about involving students more in their learning. The notion of a student-centered classroom in residence courses can be extended to online courses without any loss of quality and with the potential for a better course. How does one do that?" Read on...  04/26/04

    Canada Quality Standards & Consumer Specifications ~ QualitE-Learning: "FuturEd Inc. announces QualitE-learning – the service to assess the quality of e-learning products and services against Canada’s Recommended E-learning Guidelines. Only FuturEd is authorized to audit e-learning against the CanREGs – quality standards that are consumer-oriented, complete, comprehensive, and endorsed by leading learning organizations in Canada and in the Commonwealth." 04/20/04

    Canada CanREGs ~ Canadian Recommended Quality eLearning Guidelines: (pdf) "These guidelines are intended to help those who want to design, delivery, evaluate and purchase quality e-learning products and services for students and their sponsors or advocates." 04/20/04

    On being Disruptive: "Marie Jasinski explores what disruptive technologies are all about and how we need a disruptive attitude to turn potential threats into opportunities. Maybe the new mantra for the knowledge era should be disruptable rather than sustainable!" 04/16/04

    Teach them to Fly ~ Strategies for Encouraging Active Online Learning: "Implementing some or all of these techniques into an online class will actively engage students with the materials, classmates and the instructor, thus creating a positive learning environment. These techniques decrease the focus on the technology and develop students who have the skills to become life-long learners." 04/11/04

    Project-based Distrubuted Learning and Adult Learners: "Kilpatrick’s philosophy places the teacher in the role of facilitator, i.e., coach or guide, and thrusts the learner into a role of active learner as researcher, collaborator, author, artist, or combination of these. ...According to Driscoll (1998), adults prefer problem-based learning. They are motivated to learn as a response to the problems in their lives, thus organizing the content of training programs by problem area, rather than by broad subject would be more significant for them. For, example, adults prefer a class in writing business letters rather than a course in business writing and grammar (Driscoll, 1998)." 04/11/04

    The Joys of Instructional Design ~ Notes from the Field:An easy-to-read Q&A format article. Topics discussed include creating effective websites, using various elements of course design, and more. 04/08/04

    Nine Rules for Good Technology: "I believe that we currently are in a transition phase; we are moving away from complicated technologies toward simpler innovations. For the most part, however, today's technology remains clumsy. We must question whether the time and money we are investing in that technology—in teaching teachers to use it—is well spent. Certainly training is necessary to get us to a higher level of technological advancement, but we must not take our eyes off the long term goal: good technology. What distinguishes a good technology from a bad technology? The following nine characteristics define the former. Think of them as a checklist; a technology that has more of these features is, in general, better than a technology which has fewer of them." 04/08/04

    Teaching Online Lesson Plans from incorporated subversion: A blog in which the author posts full lesson plans for instructors and students who want to use blogs in education. "This is a project in which I'm aiming to design and collate plans for facilitating learning online for use by people teaching online. ...In the end it might become a book or it might not... either way, all of this will remain online." 03/29/04

    A Short Course on Structured Course Development, Learning Objects, and E-Learning Standards: Developed by a team partnership of BC School District #60, Open School BC and the Open Learning Agency/BC Open Univeristy. A 3 module course on "using a structured language such as Standard Generalized Markup Language (SGML) or eXtensible Markup Language (XML) as a basis for producing a learning design and describing course content, activities, and assignments." 02/27/04

    Criteria for Evaluating the Quality of Online Courses: from Clayton R. Wright, Grant MacEwan College, Edmonton, Alberta 12/10/03

    Instructional Designers' Forum: Another discussion, recommended by Kevin the eLearning Guru. 11/25/03

    Learning Environments: "Dr. David Jonassen has identified several attributes of meaningful and engaging learning environments that technology can assist in creating. Click on a label in the diagram below to learn about that attribute of effective learning environments." 11/08/03

    Teaching & Learning With Technology: A good collection of articles, tutorials, and more. 11/08/03 

    Resources for Adult Educators: The following are just a few of the links from that site. 10/14/03
    >> Teachers of Adults 101: "This guide is designed to help adult educators make the most of the resources on this site, with information on careers in adult education, a comprehensive teaching toolkit and more."
    >> Focusing Your Class with Objectives: A 3 part series full of the whys and hows, "to enable instructors of adult and continuing education courses to structure and develop their courses to support valid learner objectives."
    >> Writing a Syllabus: "we suggest that the primary purpose of a syllabus is to communicate to one's students what the course is about, why the course is taught, where it is going, and what will be required of the students for them to complete the course with a passing grade."
    >> Tips for Rapid Instructional Design: Includes Templates, and How To Design a Course in Seven Days.

    About Web-Based Instructional Design: An excellent outline and discussion of things you need to consider when designing a course for use online. 10/14/03

    Learning By Design: This is a unique take on designing courses: "Perhaps a better model to hold in your head is that of the garden designer." The author describes the process as a set of 4 steps in that analogy: "Immersion -> Incubation -> Generation -> Evaluation". 08/16/03

    How to Develop an Online Course - A Step-by-Step Guide: "At the end of this tutorial you will be able to convert a simple paper course/seminar into an online course/seminar." You can follow the lessons online or download a .pdf version of the guide. 03/05/03

    Standards for Quality Online Courses: "More than a year ago, MVU began developing rigorous standards to guide the design and evaluation of online course quality. Based on decades of research and the work of the best minds in the field of Instructional Design, we have recently completed a comprehensive set of standards that can now be used to design and evaluate online courses." Also, here's a link to their Course Evaluation Tool. 02/24/03

    A Bulletproof Model for the Design of Blended Learning: "By blended learning I simply mean e-learning (or online learning) combined with another venue, typically classroom training." 02/11/03

    Educational Technology Tips and Advice: from Illinois Online Network. 08/27/02

    Student Assessment in Online Courses: A set of articles from the U. of Illinois, including Quizing, Testing, and Homework on the Internet (A PPT file), Assessing Learning Objectives, Sample Test Questions, Strategies to Minimize Cheating Online , Sample Rubrics. 08/27/02

    How To Develop An Online Course: A complete tutorial: "At the end of this tutorial you will be able to convert a simple paper course/seminar into an online course/seminar." Downloadable PDF version. Topics include Analysis, Instructional and Interface Design, Development, Evaluation, Maintenance." 07/16/02

    Instructional Design Resources: from the Center for Instructional Technologies. 05/31/02

    Instructional techniques and resources: This site offers "several quality resources on the net that can help you optimize the effectiveness of your online instructional techniques. Categories include: instructional design, course assessment, course examples, K-12 projects, technology and instructional theory, portals and connections. 05/31/02

    The Design and Evaluation of a Multimedia Application for Second Language Listening Comprehension: "This thesis explores the application of multimedia software to second language learning, based upon the ideas, hypotheses and principles of second language acquisition theory." 08/21/01

    The Node Learning Guides: The Node Learning Technologies Network is developing a series of guides to provide practical advice on using technology to teach effectively. The first two guides can be purchased through their website now: Guide to Online Discussions; Guide to Blended Learning (not expensive). 08/11/01

    The Use of Participatory Design Methods in a Learner-Centered Design Process. 07/25/01

    Storyboarding to Success ~ How to Begin Building Your Online Course: A fantastic approach to course design, developed by a team in Georgia State and presented at the WebCT 2001 Conference. To accompany this paper, they also provide the Storyboarding Master Worksheet. 07/18/01

    Designing A Web Course: Instructional Design Model for WebCT Course Designers: by Ken Masters. Interesting to read, but note the copyright info at the bottom of the page. This document forms part of a course written by Ken Masters to teach facult at University of Cape Town (UCT). 07/14/01

    Seven Principles of Effective Teaching ~ A Practical Lens for Evaluating Online Courses: Contains some good tips, useful not just for evaluating but also to read when one is designing a course. 07/14/01

    Designing School Websites: Criteria, standards, evaluation, web rules, legalities, resources, design issues, and more

    Distributed Learning In First Nations Land: Includes strategies to "Establish a learning community" and "Ensure adequate technical competence/confidence" 04/17/01

    Shall I Plan for Supplemental or Totally Web-based Teaching? A two part lecture by Barb Solberg of WebCT.
    Part 1     discusses the differences between supplemental, web-supported, and web-based courses to "assist instructors as they make choices about incorporating online learning in a supplemental or totally web-based manner..."
    Part 2     discusses the fact that "developing a totally web-based course is a more intense process than that of a supplemented course." 04/08/01

    Quality Assurance Agency for Higher Education (HE): Current work includes: Access, Benchmarking (subject standards), Code of practice (assurance of academic quality and standards). 02/13/01

    Students' Distress with a Web-based Distance Education Course: "The case data reveal a topic that is glossed over in much of the distance education literature written for administrators, instructors and prospective students: students' periodic distressing experiences (such as frustration, anxiety and confusion) in a small graduate-level course due to communication breakdowns and technical difficulties. Our intent is that this study will enhance understanding of the instructional design issues, instructor and student preparation, and communication practices that are needed to improve web-based distance education courses." 12/05/00

    Dr. Jakob Nielsen's "Current Issues in Web Usability": A list of his most popular columns on the topic. Definitely worth reading! 11/30/00

    Learning Styles & Multiple Intelligences: Several information links, including one on "Teaching Learning Styles" 11/06/00

    Criteria for an Exemplary Course: "Academic rigor may be considered the degree to which a web-enhanced or asynchronous on-line course causes students to become immersed in the course content through the application of higher level learning objectives. While there is no standard by which to measure the academic rigor of a course, the collaborators suggest that web-enhanced, web-centric or asynchronous courses may be deemed academically rigorous if the majority of [these] criteria are in place." 10/27/00

    Good Example of a teacher/student resource site: A dynamic resource for everyone at this Adult Learning Centre. [creator: Brad Hyde]

       

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