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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.

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. Although the survey doesn’t use a scientific sampling method (basically, whoever happens upon the survey can respond), the results cannot be ignored. 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. Top 10 List

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

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.”

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.

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

No Significant Difference - Presented by WCET Publications The UIS publishes a broad range of publications, including analytical reports, technical papers and statistical frameworks. The aim is to disseminate timely and internationally comparable data relevant to evidence-based policymaking at the national, regional and international levels. The majority of publications focus on education issues, reflecting the breadth of related statistics and indicators in the UIS database. There is also a growing number of titles featuring UIS data and analysis in the fields of science and technology, culture as well as communication. All major titles are published in either English or French or both. To order a print publication: Please send your request to uis.publications@unesco.org. Search the document library

Reality eLearning Sharebar Although we’re overflowing with reality TV, do we have sufficient doses of realism in eLearning? The purpose of eLearning in the workplace is to improve and enhance job performance. No Prepared Script While at work, events don’t occur according to a planned script. For example, how can an online course help someone handle an employee crisis, deal with an irate customer or fix a crashed server? Here’s what a learner is expected to do after training: Analyze a problem to determine it’s salient characteristicsFind commonalities between the problem at hand and what they have learnedIdentify broad abstract concepts that solved the problem in a training contextApply and adapt the most useful concepts to the current problem What we’re looking for here is positive learning transfer. Positive Learning Transfer In positive learning transfer, what a person learns in one situation (whether through formal or informal learning) enhances his or her knowledge and ability in another situation.

On Design » Sustainability Research by Designers: An Anthology Lisa M. Graham (ed.) Published by On Design Sustainability or green design is an area of growing concern for many design researchers from a wide range of experiences and disciplines, including graphic designers, architects, design theorists, environmental designers, artists, students and educators. Sustainability Research by Designers: An Anthology is an interdisciplinary volume featuring written sustainability research by accomplished design practitioners, researchers, and educators selected from the recognized peer-reviewed scholarly journals Design Principles & Practices: An International Journal; The International Journal of the Arts in Society; The International Journal of Environmental, Cultural, Economic & Social Sustainability; The International Journal of the Humanities; and The International Journal of Technology, Knowledge & Society. Contents Book: Print (Paperback). Associate Professor, Art and Art History Department, University of Texas at Arlington, Arlington, TX, USA Lisa M.

JEE: Journal of Engineering Education Welcome to the Journal of Engineering Education (JEE), the research journal for engineering education. JEE is a peer-reviewed international journal published quarterly by the American Society for Engineering Education (ASEE) in partnership with a global community of engineering education societies and associations. JEE is the journal of choice for over 8,500 subscribers in nearly 80 countries. Articles published in JEE are now available at Wiley Online Library. ASEE members click here to view the JEE articles. As an ASEE member, you can access the JEE articles by logging in to your ASEE account. TOPˆ

What Guild Research Has to Say about e-Learning Trends : Online Forums Archive Research Library Guild Research delivers four specific types of research reports whose single goal is helping you make sense of the depth of our field. We work with great thinkers to analyze existing and new sources of knowledge and bring you concise reports that you can use to make important decisions, inform practice, and keep up-to-date. This is where you will find out about research in the field, new technologies, and what your peers are doing and thinking, in practical language. More Info > Online Events Archive The Online Events Archive provides on-demand access to recordings of all online events produced by The eLearning Guild since early 2003, including Online Forums, Thought Leaders Webinars, "Best of" Webinars, and sessions from other online conferences the Guild has hosted. Learning Solutions Magazine Publications Library Conference Archive

Le concept de média d'apprentissage Johanne Rocheleau VOL. 10, No. 2, 1-16 La sélection des médias pour la conception des systèmes d'apprentissage et de télé-apprentissage est de plus en plus complexe compte tenu de l'évolution rapide des technologies de l'information et de la communication. Le présent article propose une définition générique du concept de média d'apprentissage qui repose sur une observation des composantes technologiques des médias : les infrastructures, les véhicules, les supports et les messages. When envisaging systems for direct and distance learning, the selection of media is increasingly complex, given the rapid evolution in information and communication technology. Les nouvelles technologies de l’information et de la communication offrent aujourd’hui de nombreuses avenues pour la conception de systèmes d’apprentissage. Les technologies de l’information et de la communication évoluent très rapidement. Mais qu’entend-on par « média d’apprentissage » au juste? Enseignant?

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