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What Instructional Designers Do-Updated

What Instructional Designers Do-Updated
What is instructional design? Instructional design involves the process of identifying the skills, knowledge, information and attitude gaps of a targeted audience and creating, selecting or suggesting learning experiences that close this gap, based on instructional theory and best practices from the field. Ideally, workplace learning improves employee productivity and value and enhances self-directed learning. As social media technologies for learning become increasingly important to organizations and to individuals, instructional designers will need to focus on broad learning events and strategies that incorporate many approaches rather than on individual courses. See A Look into the Future below for more on this. What is the instructional design process? Although the approaches people use to design and develop online instructional events vary widely, the common denominator is that the process is systematic and iterative. What does an instructional designer do? Professional Foundations Related:  career progression & CPD

Beginning Instructional Authoring: Learning How to Author by Patti Shank “Start simple, so you can accomplish something simple quickly and gain a sense of accomplishment, and then move on from there. Build your skills slowly over time so you can build onto your skill set.” Authoring tools can be intimidating to get started with, I know. Editor’s Note: Parts of this article may not format well on smartphones and smaller mobile devices. First step: Install the darn application! I’m guessing there are a few of you who haven’t even installed the application yet. Vendor tutorials Here’s the best place for everyone to get started. For example, Table 1 lists three commonly used authoring tools and one that’s new that’s getting a lot of buzz (Snap!) Table 1. The best way to use the basic tutorials is to have a very small and simple project in mind. Vendor sites often provide links to in-person training vendors and other training resources. Figure 1. Ready to go beyond the basics? Articulate:

11 Ways to Learn in 2011 Sharebar Because last year’s list of 10 Ways To Learn In 2010 was widely read, I knew I had no choice but to create an even longer list for 2011. The opportunities for online learning have grown tremendously this past year. Interestingly, there seem to be more ways to participate in active learning. 1. We all know how important it is to gain and sustain a learner’s attention. There are three options for reading Focus: 1) Download the free eBook (it’s the fourth item listed on my Goodies page), 2) buy the Kindle edition on Amazon or 3) get the Premium version, which is a complete digital course. 2. Learn how to do something you’ve always wished you could do, but needed step-by-step instructions to get there. 3. There are so many places to visit and so little time. 4. Although life doesn’t come with an instruction manual, these blogs try to provide one. 5. As we slip into the digitization of everything, learning traditional skills becomes ever more important. 6. 7. 8. 9. 10. 11.

Powerful Tools for Teaching and Learning: Web 2.0 Tools - University of Houston System About the Course Are you overwhelmed by the tidal wave of new technology tools available for teachers and learners? Powerful Tools for Teaching and Learning: Web 2.0 Tools can help channel that flood into a manageable power source for student engagement and motivation in your classroom! This course is designed to provide teachers with strategies to effectively integrate Web 2.0 technologies into their instruction. You will learn how to use these tools effectively in your classroom through unique problem-based scenarios that will help you understand how to choose the best Web 2.0 tool. Course Syllabus Our Web 2.0 explorations during Weeks One, Two and Three are based on ideas in the article, Implementing the Seven Principles: Technology as Lever by Arthur Chickering and Stephen C. Week One: Can you hear me now? In Week One, we will explore the first of the seven principles, "Good Practice Encourages Contacts Between Students and Faculty." Week Two: Do we have to do group work? Yes.

Instructional design 1 Definition “ Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.” Sara McNeil. Systematic integration from general learning principles into learning material (Siemens 2002) “Instructional Design is the art and science of creating an instructional environment and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving.” [1]. This article provides a short overview and points to more specialized articles. 1.1 What is Instructional Design Theory ? According to Reigeluth (1999: 6-7) a "grand old man" in this field, Instructional Design-Theory is: Sara McNeil defines the Instructional design from four different perspectives: 1.2 History

10 Qualities of the Ideal Instructional Designer Sharebar People employed as instructional designers come from wildly varied educational backgrounds. I’ve met writers, teachers, media specialists, psychologists and programmers who somehow have ended up designing web-based and instructor-led courses. For the past several years, blogger Cammy Bean has had an open survey asking her instructional design readership whether they have a degree in instructional design. The survey results are no longer available, but in 2009, these were the results: ~ 60% do not have a degree~ 38% have a graduate degree in Instructional Design~ 1% responded that they have an Instructional Design degree (level is unspecified) Do Instructional Designers Need a Degree? There is an ongoing debate within the US instructional design community as to whether a degree is needed to be most effective in this field. Perhaps what is most important is that the instructional designer is a self-didact. Top 10 List The successful instructional designer should:

What does an instructional designer do? In the past few months, I’ve been asked by a number of different people what an instructional designer does and how to get into the field. I love instructional design because it is a field where I am constantly learning and I have a great variety in what I do. I use so many different skills—writing, web design, graphics, collaboration, planning, plus of course how people learn. Since this question has come up more than once, I thought it would be useful to collect all the information I have emailed people privately and post it here. So without further ado, here’s the first installation: What does an instructional designer do? I’m emphasizing “experiences” here deliberately, even though that isn’t always how others would describe the job. If all you’re doing is dumping content into PowerPoint slides or text to read, you don’t need an instructional designer. How do we do that? Note: I don’t consider this to be a completely comprehensive description by any stretch of the imagination.

The New Learning Architect: A Book Review Sharebar Clive Shepherd’s latest book, The New Learning Architect, starts out where many books for training professionals end. It responds to the learning dilemma of the 21st century, “There is more to know than can possibly be taught.” He builds his thesis around the idea that instructional designers and training professionals will need to become learning architects, people who design environments for learning—similar to the way architects design environments for living and working. In addition to the more traditional skills of understanding requirements, audience characteristics, content and learning constraints, it is crucial for the learning architect to stay current with instructional research and the latest technologies. The Learning Context Clive Shepherd, author of The New Learning Architect In keeping with this approach, Shepherd outlines the characteristics of the four learning contexts as follows: Top-down and Bottom-up Profiles and Stories One last point. Conclusion

Degree finder | Postgraduate study Apply for this degree Select your programme and preferred start date to begin your application. Application deadlines apply. MSc Digital Education (Online Distance Learning) (ICL) 2-6 Years (Part-time Intermittent Study) PgDip Digital Education (Online Distance Learning) (ICL) 1-4 Years (Part-time Intermittent Study) PgCert Digital Education (Online Distance Learning) (ICL) 1-2 Years (Part-time Intermittent Study) Fees & costs information You will pay the tuition fees for this part-time intermittent programme on a course-by-course basis rather than paying for the entire programme at the outset. MSc: £9,650 PgDip: £6,540 PgCert: £3,225 Individual 20-credit course: £1,075 As fees change each year, the total cost will depend on the length of time you take to complete your programme. Contact information Postgraduate Admissions Phone: +44 (0)131 650 6678 Email: Dr Hamish Macleod (Programme Selector) Phone: +44 (0)131 651 6665 Email: Entry requirements

Teaching and Learning with Technology | Group approach to blended course redesigns provides effective support, feedback By working together as a cohort, four faculty members at Penn State New Kensington provide each other with mutual support to rethink course design, face challenges, and devise solutions to effectively redesign face-to-face courses into a blended face-to-face and online format. Abhinav Aima, instructor of communication; Natacha Bolufer-Laurentie, instructor in Spanish; Marcia Curler, instructor in radiological sciences; and Debra Majetic, instructor in radiological sciences were selected for the New Kensington Blended Initiative in March, after submitting proposals to campus director of academic affairs Andrea Adolph, who launched the project. Abhinav Aima, instructor of communication Natacha Bolufer-Laurentie, instructor in Spanish Marcia Curler, instructor in radiological sciences Debra Majetic, instructor in radiological sciences The Schreyer Institute is supporting the initiative in several ways, according to Sillman.

How to become an instructional designer A lot of people ask me how they could become instructional designers. Here’s some advice from my perspective, followed by links for other perspectives. All of this applies to instructional design in the business world, not academia or K-12 education. It’s probably most applicable to people in the US. Get experience in your current job The first step can be to get more instructional design experience at your current job, if possible. Another approach is to simply create what the organization needs, if you have the time. Another approach is to politely offer to overhaul an existing course or other learning intervention that isn’t working or that people complain about, even if has nothing to do with your job description. Build a portfolio A lot of designers create portfolios that show examples of elearning that they’ve developed. If you currently do only design and not development, put your design ideas in the portfolio. Consider volunteer work Decide: design or development, or both?

Freelance Instructional Design: More Tips from the Trenches I’ve gotten some great tips from others working as independent consultants or freelance instructional designers in comments on my Getting Started as a Freelance Instructional Designer and Tips for Starting to Freelance posts. I love having so many brilliant and generous people in my network who freely share the wealth of their knowledge. Networking David Harris shared his experience with networking: My approach is to network with local organizations and groups that benefit me socially with like minded people, and gives me a sense of organizations needs and the niche I can fit into to help them meet their learning objectives. I’m really only networking online right now, but reviewing the comments from last summer reminds me that I should be working on some face-to-face connections too. Rebecca notes that networking is an ongoing process: I think the biggest thing to success in consulting is to cultivate your networks and keep them going. Portfolio Diverse Clients Retirement Contracts & Cash Flow

10 Types Of Writing For eLearning When I started counting the types of writing that are potentially required to produce an online course, I was stunned. I realized that one instructional designer can potentially provide the skills of an entire writing department. Not only do we need skills for expository, creative, persuasive and technical writing, but we often write about topics for which we know very little at first. Here you’ll find some brief guidelines that focus on each type of writing. 1. They Skim! Requirements for On-screen. 2. Find the Spark. 3. Video is for Showing. 4. Dull and Dry. 5. It’s Good Stuff. Ideally, the problem or goal has an emotional component—there are consequences of making a particular decision. 6. Would Rather Teach Brain Surgery. 7. Rewriting Definitions. 8. It’s Powerful. 9. The Little Things. 10. Defined. How to Improve Whenever I hear writers speak about their craft, the one consistent piece of advice they give is this, “practice, practice, practice.”

Effective Communication Techniques for Teachers | ALISON Course Description Communication in classrooms is more complex and unpredictable than in many other situations. As a teacher, understanding the unique features and functions of communication in the classroom is very important. This free online course will help you to discover these functions, and how they impact on each individual in the classroom. It will teach you how classroom communication serves a mixture of three purposes at once: content talk, procedural talk, and behavior control talk. Learn how to recognize different elements of communication, not only the verbal but also the non-verbal and the unintended. Certification To qualify for your official ALISON Diploma, Certificate or PDF you must study and complete all modules and score 80% or more in each of the course assessments. Learning Outcomes Manage a Group of Learners