background preloader

Four Videos on Instructional Design

Four Videos on Instructional Design
CSU Resources Here are some resources you may find helpful from the workshop. When you are in the classroom or teaching online, you may want to find new and interesting ways to engage students. Here is a course titled How to Increase Learner Engagement which provides ten great ideas for breaking away from the lecture and working toward engaging […] Continue Reading → A conversation with GamEffective The other day I had a chance to have a conversation with Roni Floman of GamEffective. Continue Reading → Screening of an Innovative Film Locally If you are in or around the Bloomsburg area….You might be interested in what is below: I’m happy to announce our screening of a new documentary that takes audiences into three innovative public schools where students are taught HOW to think rather than WHAT to think. Continue Reading → A Conversation with Brandon Carson The other day I had a chance to catch up with Brandon Carson who contributes to our industry in so many ways. Continue Reading →

http://karlkapp.com/kapp-notes/

Related:  Teaching OnlineApplied Game Design

5 Creative Ideas for using Break-Out Rooms 65 Flares Twitter 7 Facebook 46 Google+ 5 LinkedIn 7 inShare7 65 Flares × Break Out of conformity, Unleash your Creativity, The walls are gone, Story-telling lives on!! What can you do with more than one room to teach in and why would you need it? If you think about collaborative learning or language games, you will soon get the bigger picture. Networked Learning Design - Find out what people like Problem summary The challenge of producing learning experiences that learners will genuinely engage with is getting increasingly complex. As technology allows for learning resources to be ever more closely embedded into peoples’ lives, these experiences have to compete for attention directly. If an online learning resource isn’t as engaging as a news site, the learner’s favourite chat room, doing the shopping or watching football, the close box is only a click away.

Assessing Informal Learning For March the LCBQ is: How do you assess whether your informal learning, social learning, continuous learning, performance support initiatives have the desired impact or achieve the desired results? My response to the question – I think we should assess informal learning but I don't think I want to asses informal learning using the same set of parameters often used for formal learning. Need to assessTo me, the objective of all learning (including formal and informal) is to achieve the 'desired' change in behaviour and performance. A New Use for MOOCs: Real-World Problem Solving - Zafrin Nurmohamed, Nabeel Gillani, and Michael Lenox by Zafrin Nurmohamed, Nabeel Gillani, and Michael Lenox | 9:00 AM July 4, 2013 There’s been no shortage of media coverage on Massively Open Online Courses (MOOCs) in the past year. Universities have touted the value of free on-line courses offered to millions of learners from all walks of life. Some MOOC critics have argued that the “MOOC revolution” has been characterized by the Gartner Hype Cycle and that 2012, the Year of the MOOC, has given way to a new trough of disillusionment. Recent criticisms by faculty at Amherst College and professors at San Jose State University have questioned the pedagogical value of these online courses. However, directly comparing MOOCs to traditional classrooms may prevent us from realizing the true potential of global online education.

Networked Learning Design - Make learners drive your design The learning problems that designers need to tackle are becoming more complex. As this happens, it is more important than ever for designers to get to the root of learning needs; to deeply understand the learners, their environment and what needs to change. And this focus on learner needs should be sustained throughout the learning design process, not just during an initial analysis phase. However, learning designers face a number of obstacles in getting to the root of learning needs, not least current practice. It is common for learning designers either to over-analyse, using traditional training needs analysis methods, or largely ignore learner needs, relying instead on clients and subject matter experts.

ADKAR Change Management Model Overview - Change Management Learning Center Overview This tutorial presents an overview of the ADKAR model for change management. ADKAR is a goal-oriented change management model that allows change management teams to focus their activities on specific business results. The model was initially used as a tool for determining if change management activities like communications and training were having the desired results during organizational change. The model has its origins in aligning traditional change management activities to a given result or goal. The Five Myths of Informal Learning There are misunderstandings about this critical approach. Informal learning is emerging as one of the most powerful disciplines in our industry. The tools and methodologies that have been developed over the past several years are changing the learning landscape in amazing ways. But there are a number of misunderstandings about this critical approach. I’d like to share some myths I’ve encountered when trying to intentionally implement a successful informal learning strategy. 1.

7 Ways to Create an Engaging Online Science Course « Online Science Educator 1.Introduce yourself and your course │ A creative and engaging way for your students to get to know you better is through an introduction video. Include background information about your experiences and interests along with a review of the syllabus. Syllabi are students’ first impression of a course and the instructor. In face-to-face classes instructors often add to the syllabus as they go along; this is not possible in online classes where it is considered the students’ bible.

Networked Learning Design - Understand the context Problem summary Learning needs arise in specific contexts. So to truly understand a learning need, a learning designer needs to gain a deep understanding of the context in which the need arises. Discussion Simbeck-Hampson Consultancy I set out to discover the purpose of ‘education’ after hearing about the purposed campaign. After reviewing some quotes from influential scholars and some definitions on the web, a four-sided picture of education’s purpose came to mind. I began with the Wikipedia definition of education.

Teaching English in Second Life Over the past few weeks I've been pretty busy teaching my first English students on a Business English course I have been developing for Second Life. The experience has been pretty daunting with myself and the students having to come to terms with the complexities of the user interface and I have felt at times that my fifteen years of 'real world' classroom experience and the subconscious habits and reflexes that I developed over that period have totally deserted me. The introduction of voice within SL has certainly made a huge difference, though there are still problems and bugs to be ironed out. Though to my surprise I did find myself drilling a group of advanced learners to help them with their word stress, something I rarely do in the 'real' language classroom.

Networked Learning Design - Understand the constraints Problem summary Effective design in any discipline demands that a designer is skilled in identifying constraints, and comfortable with accommodating shifting constraints throughout the process. For various reasons – pragmatic, technological and philosophical – learning designers are being required to take into account ever more complex constraints. Well-established instructional design methodologies and processes tend to assume that design options are fairly limited, and constraints are clear. Yet the environment in which learning designers operate is one in which design options are greatly increasing and constraints are unclear.

Kemp design model This article or section is a stub. A stub is an entry that did not yet receive substantial attention from editors, and as such does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions. 1 Definition The Jerold Kemp instructional design method and model defines nine different components of an instructional design and at the same time adopts a continous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction.

Related: