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Catherine Strattner

Richard E. Clark - 0 views

www.instructionaldesign.org/...richard_clark.html

richard clark teaching online

shared by Catherine Strattner on 23 Jun 12 - Cached
  • “The media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition”.
  • Catherine Strattner on 23 Jun 12
     
    An excellent quote regarding media and instructional design.
Irene Watts-Politza

Community of Inquiry - 0 views

www.slideshare.net/...community-of-inquiry-1070383

instructionaldesign communityofinquiry online teaching

shared by Irene Watts-Politza on 30 Jun 12 - No Cached
  • Irene Watts-Politza on 30 Jun 12
     
    A compendium of scholarship on Community of Inquiry Framework for Learning
Catherine Strattner

Instructional Design Commons - 1 views

instructionaldesigning.org/node

community inquiry community of inquiry teaching presence instructional design

shared by Catherine Strattner on 17 Jul 12 - No Cached
  • Catherine Strattner on 17 Jul 12
     
    Interesting series on each piece of the CoI framework.
  • Irene Watts-Politza on 18 Jul 12
     
    If you click on "Available on the Web", you are able to "attend" an archived Elluminate Live! discussion on the topics of teaching and cognitive presence.
  • Irene Watts-Politza on 18 Jul 12
     
    If you click on "Available on the Internet", you can view archived Elluminate Live! presentations on Teaching or cognitive presence.
William Meredith

InstructionalDesign - 0 views

cognitivedesignsolutions.com/...LearningArchitectures.htm

shared by William Meredith on 11 Jun 12 - No Cached
  • The primary goal is information acquisition
  • Examples are traditional classroom lectures, reading assignments, and watching educational television.
  • high degree of instructional support, feedback and reinforcement — with limited learner control
  • ...2 more annotations...
  • typically characterized by problem-solving and scaffolded guidance that supports learning from an inductive, case-based and example approach.
  • characterized by the highest degree of learner control, initiative, and self-direction
  • William Meredith on 11 Jun 12
     
    The four architectures of instruction for blended classrooms.  
Mike Fortune

Instructional Design - 1 views

www.instructionaldesign.org

instructional_design instructional pedagogy elearning

shared by Mike Fortune on 08 Jun 10 - Cached
  • Mike Fortune on 08 Jun 10
     
    instructional design and educational technology resources
Lauren D

ADDIE Model | Learning Theories - 0 views

www.learning-theories.com/addie-model.html

education learning teaching instructionaldesign theory

shared by Lauren D on 11 Jun 09 - Cached
  • Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist.
  • Jane DeMeis on 11 Jun 09
     
    Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist. Originator: Unknown.  Refined by Dick and Carey and others.
  • Lauren D on 10 Jun 12
     
    The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist.
alexandra m. pickett

What is it about ADDIE that makes people so cranky? - eLearning Roadtrip - 0 views

elearningroadtrip.typepad.com/...at-makes-people-so-cranky.html

design ADDIE instructionaldesign instructional design Kristen Dellasala

shared by alexandra m. pickett on 09 Jul 11 - Cached
  • alexandra m. pickett on 09 Jul 11
     
    "Let's say it loudly and proudly - ADDIE isn't a learning model. Nothing about it says "learning model". It's a process model. "
Diane Gusa

elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views

www.elearningpost.com/...n_approach_to_elearning_design

e-learning design experience instructionaldesign Learning education

shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Course evaluations would help here.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This describes my experience thus far in this course structure.
  • ...16 more annotations...
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Key point and it follows how does the designer then rethink the product base on the learner's mind?
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This course is an experience.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
  • Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
  • sheer absences of structural orientation cues
  • For elearning to be successful, it needs to be crafted for experience at all the above three levels
  • Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
  • She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
  • a designer cannot control the development of expectations in the learners' minds
  • The designer can only control the product
  • Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
  • dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
  • ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
  • One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
  • contribution as creating spaces that evoke desired experiences.
  • Establishing geography lets the viewer get the bearings on the topography of the event.
Kristen Della

Virtual Instructional Designer - 0 views

www.merlot.org/...viewMaterial.htm

module 4 Assignment Instructionaldesigner

shared by Kristen Della on 10 Jul 11 - Cached
  • Kristen Della on 10 Jul 11
     
    Description: The Virtual Instructional Designer (VID) is a Learning Anytime Anywhere Partnership (LAAP) grant-funded project to create a Web-based performance tool for post-secondary faculty designing Web-based distance courses. The purpose of the VID is to provide 24/7 desktop access for faculty to instructional design assistance on the process of developing online instruction or courses. Note, must provide an email address to gain access.
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