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Instructional Design

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Pedagogy and Design - Center for Educational Innovation. Design Thinking for Educators. Design thinking is a mindset. It is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education. Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. Wherever they fall on the spectrum of scale – the challenges educators are confronted with are real, complex, and varied.

And as such, they require new perspectives, new tools, and new approaches. Design thinking is a mindset. Technology Skills for Instructional Designers. If you’re hoping to move into a career in instructional design, chances are you need to learn some of the common technology.

Technology Skills for Instructional Designers

This is part 4 in a series about how to become an instructional designer. Links to the rest of the series can be found at the end of this post. Authoring Tools. Instructional Design Skills. This is post #3 in a series about how to become an instructional designer.

Instructional Design Skills

Links to the rest of the series can be found at the end of this post. I know many instructional designers were originally teachers or trainers who changed careers (just like I did). Many of the skills overlap between these fields, so it can be a pretty easy transition. However, just like every other field, instructional design has its own set of jargon and specialized knowledge. Free Online Resources. What does an instructional designer do? This post was originally published on May 26, 2007.

What does an instructional designer do?

It has become by far my most popular post. Even after all these years, people are trying to answer this question. In the coming months, I plan to update a number of “classic” posts like this one. Over the years, I’ve been asked by many different people what an instructional designer does. Instructional Design Books for New eLearning Designers. When you’re new to eLearning, you might find yourself spending a lot of time learning how to use your very first eLearning authoring tool or how to design your slides.

Instructional Design Books for New eLearning Designers

In fact, you can get so distracted trying to master these things, that it becomes all too easy to forget the importance of also mastering your instructional design skills! And one of the best ways to master this skill is to check out some of the great instructional design books available. If you’re new to eLearning (or learning in general) and looking to improve your instructional design skills, here are my top four instructional design books for new eLearning designers. The Accidental Instructional Designer by Cammy Bean is one of my absolute favorite instructional design books for new eLearning designers.

Instructional Design Models

Instructional Design for ELearning. Concept Mapping. Learning Objectives. Rubrics. Working with Subject Matter Experts. Learning Experience (LX), User Experience (UX) and Design. Needs Analysis. Increasing Engagement. Adaptive Learning. Visual Design. ID Project Management. Converting a Face-to-Face Course to Online Learning. Curriculum Development. Building An Instructional Design Portfolio. Instructional Design Skills - Experiencing eLearning. Elearning Design and Development. Experiencing eLearning - Christy Tucker: Building Engaging Learning Experiences. Canadian Association of Instructional Designers. E‑Learning 101. Best of 2018: Most Helpful Instructional Design Resources. How To Deal With Misguided Training Requests: 6 Questions To Ask. Ten Concierge ‘Keys’ for Supporting Individualized Online Course Development. Large group training workshops to facilitate online course design can be a mechanistic experience and a nightmare to schedule given perpetually busy faculty with overloaded calendars.

Ten Concierge ‘Keys’ for Supporting Individualized Online Course Development

Equally ineffective static, “self-serve” online materials only go so far and can leave faculty disengaged or confused (Riegle 1987; Howland and Wedmen 2004). Personal support services modeled on the hotel concierge are used successfully in health care and private industry and, to a lesser extent, in higher education (Michelau and Lane 2010). They hold promise as an approach for supporting online course development. Wes Anderson’s film Grand Budapest Hotel (2014) offers a clear and humorous presentation of the concierge’s skills, insights, and services.

In creating a “Concierge Model of Faculty Online Course Development,”* we have developed some guidelines for interacting with and supporting faculty that incorporate this concierge approach. The course is being developed, not the faculty. Blended Learning Course Design Mistakes to Avoid. Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course.

Blended Learning Course Design Mistakes to Avoid

Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality. In an interview with Online Classroom, Veronica Diaz, associate director of the EDUCAUSE Learning Initiative, talked about how to avoid common mistakes in blended course design. Instructional Design Basics for E-Learning Development. Understanding the Elements of an Inclusive Course Design. In an interview with The Teaching Professor, Christine Stanley, vice president and associate provost for diversity and professor of higher education administration at Texas A&M University, and Matt Ouellett, associate director of the Center for Teaching & Faculty Development at the University of Massachusetts Amherst, offered a brief overview of their approach to creating a learning environment that is welcoming to students of all backgrounds.

Understanding the Elements of an Inclusive Course Design

Q: What do instructors tend to struggle with in terms of teaching inclusively? Ouellett: People really struggle with the need to break teaching inclusively into manageable pieces. They tend to see it as all or nothing. Either I’m inclusive or I’m not. Scaffolding Student Learning: Tips for Getting Started. Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development.

Scaffolding Student Learning: Tips for Getting Started

We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We’ve written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students’ progress through the content. Sometimes we discover that students either don’t perform well on the learning experiences we’ve designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky’s zone of proximal development (Vygotsky, 1978) proposes that it’s important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.

This provides for consistent structural support, when required (Hogan & Pressley, 1997). Vygotsky, L.S. (1978). Eight Lessons about Student Learning and What They Mean for You - Faculty Focus. A new edition of a classic book on the curriculum suggests eight lessons from the learning literature with implications for course and curriculum planning.

Eight Lessons about Student Learning and What They Mean for You - Faculty Focus

Any list like this tends to simplify a lot of complicated research and offer generalizations that apply most, but certainly not all, of the time. Despite these caveats, lists like this are valuable. They give busy faculty a sense of the landscape and offer principles that can guide decision making, in this case about courses and curricula. 1. Assess students’ prior knowledge and skills to avoid unfounded assumptions about what they know about the subject matter being studied. 2. 3. 4. Nine Online Course Development Tips. As an instructional designer and online instructor at the Community College of Baltimore County Catonsville, Dionne Thorne has worked with many instructors as they develop their online courses.

Nine Online Course Development Tips

Based on this experience, she offers the following advice on the course design process: 1. Adding Choice to Assignment Options: A Few Course Design Considerations. No, the objective isn’t to make assignments optional, but two benefits accrue when students are given some choice about assignments. The first is motivational—when students select the method they will use to master the material, they can pick an option they think they’d like to complete. And if an assignment option looks appealing, that increases the chance that students will spend more time working on it and more learning can then result. Second, the practice confronts students with themselves as learners. Instructional Design Based on Cognitive Theory. October 17th, 2014 By: Rob Kelly. How a Course Map Puts You on Track for Better Learning Outcomes. For both new and veteran faculty, inheriting a syllabus to teach from is like being blindfolded on a long journey and being told, “Don’t worry, you’ll know it when we get there.”

There’s a lot of trust required in order to follow someone else’s map. There are road hazards the mapmaker may not be aware of; there may be alternate routes that might get you there more directly; and it may even be prudent to choose another mode of transportation to get there. More often than not, when I follow someone else’s syllabus, I get lost along the way and sometimes don’t end up at all where I thought we would be at semester’s end.

Problem-Based Learning: Six Steps to Design, Implement, and Assess. Twenty-first century skills necessitate the implementation of instruction that allows students to apply course content, take ownership of their learning, use technology meaningfully, and collaborate. Problem-Based Learning (PBL) is one pedagogical approach that might fit in your teaching toolbox. PBL is a student-centered, inquiry-based instructional model in which learners engage with an authentic, ill-structured problem that requires further research (Jonassen & Hung, 2008). Students identify gaps in their knowledge, conduct research, and apply their learning to develop solutions and present their findings (Barrows, 1996). Through collaboration and inquiry, students can cultivate problem solving (Norman & Schmidt, 1992), metacognitive skills (Gijbels et al., 2005), engagement in learning (Dochy et al., 2003), and intrinsic motivation.

Despite PBL’s potential benefits, many instructors lack the confidence or knowledge to utilize it (Ertmer & Simons, 2006; Onyon, 2005). Science PBL. Six Things You Can Do to Deepen Student Learning. For baseball fans and players, springtime can only mean one thing: spring training. The Phases of Inquiry-Based Teaching. A central goal of education is teaching critical-thinking skills. Inquiry-based teaching is an excellent path to this goal. Based partly on the philosophy that “humans are born inquirers,” the method focuses on student discovery over pushing information from the instructor. Curriculum Development, Alignment and Coordination: A Data-Driven Approach - Faculty Focus. Designing Developmentally: Simple Strategies to Get Students Thinking. How To Create Engaging eLearning: 10 Effective Strategies. “Engaging” is a word that you have probably heard a thousand times since you started your eLearning career; and a million more if you have worked as an educator or corporate trainer before that.

Engaging learners is the ultimate goal of eLearning professionals, whether they create eLearning courses for students or employees, simply because the learning process becomes so, so much more difficult if their audience is not engaged in it. “Tell me and I forget, teach me and I remember, involve me and I learn” once said Benjamin Franklin, and you know he was right.