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The Logic of Instructional Design Instructional design involves two deeply interrelated parts: structures and tactics. In this article we focus on structures. Structures involve the "what" of the course: What am I going to teach? What content am I going to teach? What questions or problems will be central to the course?
(Not so) Recently I commented on Twitter about my approach to professional development this year and Steve Flowers (@xpconcept) commented that it made sense in a broader application to instructional design. Then, I saw a tweet from David Kelly (@LnDDave) who was at an #ASTD2012 conference session with Michael Allen. They were presenting their Successive Approximation Method (SAM) as a substitution for ADDIE (poor girl, everyone’s favorite whipping horse), which sounded a lot like a “T” in my mind. A short twitter exchange between Steve and myself led to this…a blog post idea. And now, hopefully a few weeks later a blog post!
With some of the new graphical features you see in CSS3 it can start to add more and more effects to your HTML elements the same way you used to have to use photoshop to do. Things like box shadow and color gradients are now so easy to do in CSS that you don't even need photoshop anymore. Here is another CSS property that you might not realise existed but it's another effect you would normally do in Photoshop and that's adding a stroke around text, just by using the CSS property text-stroke.
Suzanne Young University of Wyoming Laramie, WY 82071 USA firstname.lastname@example.org Mary Alice Bruce University of Wyoming Laramie, WY 82071 USA email@example.com Introduction With more than 25% of the total number of students in higher education receiving instruction online and ever increasing online student numbers projected (Allen & Seaman, 2010), educators continue to identify factors that may enhance meaningful online learning.
Zvi Goldman Post University Waterbury, CT 06723 USA firstname.lastname@example.org Introduction and Challenge Student engagement with instructor and peers in online education, specifically over multiple discussion group sessions, is a critical factor that contributes to student learning, satisfaction, course success, and retention (Bedi 2008; Bocchi, Eastman, & Swift, 2004; Mandernach, Dailey-Hebert, & Donnelli-Sallee, 2007).
Former neurologist and teacher Judy Willis will be presenting a 5-part series on how young brains develop neurologically; she'll also offer some research-based classroom strategies to teach critical thinking and other 21st century skills. Understanding How the Brain Works For 21st century success, now more than ever, students will need a skill set far beyond the current mandated standards that are evaluated on standardized tests. The qualifications for success in today's ever-changing world will demand the ability to think critically, communicate clearly, use continually changing technology, be culturally aware and adaptive, and possess the judgment and open-mindedness to make complex decisions based on accurate analysis of information. The most rewarding jobs of this century will be those that cannot be done by computers.
I have compiled a list of the most useful websites, across a wide variety of topics.. that you may find helpful,