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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

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.

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

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

Précis de recherche en EIAH L’objet des travaux de recherche relatifs aux Environnements Informatiques pour l’Apprentissage Humain (EIAH) est d’étudier les situations pédagogiques informatisées et les logiciels qui permettent ces situations. L’utilisation de l’informatique pour l’apprentissage et l’enseignement se développe et évolue sous le coup de différents facteurs inter-reliés comme la poussée technologique (faible coût des technologies, facilité et banalisation de leurs usages), l’évolution des connaissances scientifiques, la demande sociale ou encore l’évolution des pratiques des enseignants et des élèves. Au sein des travaux et actions liés aux EIAH, les travaux de recherche ont un rôle particulier à jouer : élaborer des connaissances. Actuellement, l’évolution des connaissances scientifiques n’est pas le facteur qui influe le plus sur l’utilisation effective des EIAH. -o-o-o- Le terme conception peut renvoyer à différentes significations. Les EIAH sont des objets artificiels.

Diploma in Teaching Skills for Educators | ALISON Course Description Being an effective teacher requires a variety of skills but some of the most important are the ability to communicate effectively with students, motivate students to learn, and implement successful instructional planning within the classroom. ALISON's free online Diploma course will help you further explore and understand the importance of these skills, and how they impact each individual in the classroom. You will learn how to recognize different elements of communication, such as verbal, non-verbal and unintended. ALISON's free online course will be of great interest to all educators and trainers who want to learn more about effective teaching skills and how to apply them in an educational setting. 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

A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked | Kenny Richard F. Kenny Zuochen Zhang Richard A. Katy Campbell Authors Richard F. Zuochen Zhang is a doctoral candidate in the Department of Curriculum Studies at the University of British Columbia. Richard A. Katy Campbell is the Associate Dean, Faculty of Extension, University of Alberta and Editor, Canadian Journal of University Continuing Education. Abstract: The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Résumé: L’objet de cette revue de la littérature consistait à identifier les preuves selon lesquelles les concepteurs de matériel pédagogique appliquent les modèles de conception pédagogique et à identifier les autres activités et processus qu’ils pourraient utiliser dans le cadre de leurs activités professionnelles. Introduction The research literature pertaining to Instructional Design (ID) or Instructional

How to initiate kids (or anyone) in coding « Emma Mulqueeny This post is a follow on from the one I wrote about how we need to start teaching children to code in their junior years (Year 5 is my stab in the dark). This would address the issue of fewer female coders than male, and the fact that not enough people are equipped with this super awesome skill whether their career ends up being in programming, car manufacture or shoe design. The post received such a wealth of feedback in the comments that I could probably write a blog post every day of the year to explore all of the stuff raised in there – I won’t but I will try to draw out some. In this post I am going to answer the question: what resources can we use to learn or teach code? This seemed to be the question immediately raised in the comments on the post and on twitter, so I have simply read all of the comments and looked at the products and listed them all here for you to use as a resource. Deep breath… here is a list of resources (including Alice) Scratch Logo (and the turtle) Alice

No Significant Difference - Presented by WCET The Modern L&D Dept requires other skills than instructional design Instructional Design is for designing instruction. But in the workplace we don’t just learn from instruction, i.e. by being taught in classroom training or online courses. We learn in many different ways – from information, from working with our teams as well as through our own experiences in doing our jobs. In fact most of the way we learn in the workplace happens in these non-taught ways. Instructional Design is therefore not the right approach for helping people with all these other ways of learning; it’s not about designing learning for them, but helping people to learn for themselves as they do their jobs, and share their knowledge and experiences with one another. In the new world of workplace learning, instructional design is only one skill. [Note: These materials are part of the draft of my Modern Workplace Learning resource book]

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