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Tyler Wall

Emily Pilloton: Teaching design for change | Video on TED.com - 2 views

www.ted.com/...eaching_design_for_change.html

education design community

shared by Tyler Wall on 28 Feb 12 - No Cached
  • Tyler Wall on 28 Feb 12
     
    Process directives:   1. Design through action        2. Design with (people), not for (clients) - design comes from within   3. Design systems, not stuff - not about making change but creating the conditions in which change is possible and the incentive to want to make change.   4. Document, share, measure   5. Start locally, scale globally   6. Build
Jackie Doherty

Designing Courses with a Progression of Learning Experiences | Faculty Focus - 1 views

www.facultyfocus.com/...ession-of-learning-experiences

group work collaboration active learning

shared by Jackie Doherty on 29 Mar 12 - No Cached
  • students engaged, interacting and learning the content collectively
  • working with others—how disagreements can be handled constructively, how work can be divided equitably, how the group can influence what individual members do.
  • the order in which they’re experienced matters. Each experience should build on what happened in the previous one.
  • anonymous on 29 Mar 12
     
    "March 21, 2012 Thinking Developmentally: Designing Courses with a Progression of Learning Experiences By: Maryellen Weimer, PhD in Teaching Professor Blog Add Comment Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?"
  • Jackie Doherty on 02 Apr 12
     
    Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?
Connie Gross

Designing Online Courses with Course Updates in Mind | Faculty Focus - 1 views

www.facultyfocus.com/...es-with-course-updates-in-mind

Web2.0 learning teaching tools website 21stcentury online research resources education designing courses e-learning

shared by Connie Gross on 04 Mar 11 - No Cached
  • Connie Gross on 04 Mar 11
     
    "March 1, 2011 Designing Online Courses with Course Updates in Mind By: Patti Shank, PhD, CPT in Online Education Add Comment Online courses are rarely "done." Over time, things change, including the curriculum and content (because of changes in the field and changes to available content) and the technologies (ways that the content can be delivered and tools for interacting with it and with others in the courses, including you). Bottom line: Just like initial course development, updating courses can be quite a lot of work. You can reduce the hassles and work (but not eliminate them) by designing your online courses with updating them in mind. That is, design so that updating is built into the process, not tacked on as an afterthought. Identify change-likely elements"
  • Connie Gross on 04 Mar 11
     
    This article might really help us decide how to keep our courses updated more effectively.
tobiah_goldstein

Creating Social Presence in Online Environments Steven R. Arago - 3 views

portfolio.educ.kent.edu/...jp_aragon.pdf

Online

shared by tobiah_goldstein on 29 Sep 11 - No Cached
  • tobiah_goldstein on 29 Sep 11
     
    Strategies for Creating Social Presence This section examines strategies that will help establish and maintain social presence within online environments. In this section, I offer strategies for the three groups of individuals involved with the three functions of these environments: (1) course designers (course design), (2) instructors (delivery and management), and (3) participants (participation). In reviewing the literature, the main responsibility for creating social presence is placed on the instructors. However, based on my personal experience as an online course designer and online course participant, I contend that the responsibility for establishing and maintaining social presence extends beyond the role of the instructor
Tyler Wall

Nuts and Bolts: The 10-Minute Instructional Design Degree by Jane Bozarth : Learning So... - 4 views

www.learningsolutionsmag.com/...te-instructional-design-degree

instructional design

shared by Tyler Wall on 06 Sep 11 - No Cached
  • Design assessments first.
  • Don’t let the “objectives” obscure the point.
  • No tool will take your content-heavy slides and turn them into an engaging, interactive eLearning experience.
  • ...5 more annotations...
  • Design is finished when there’s nothing left to take out
  • There is no such thing as fidelity.
  • Beware of Clicky-Clicky-Bling-Bling (CCBB) design.
  • Learn to say “No.”
  • Instruction does not cause learning.
anonymous

Course Design - 1 views

serc.carleton.edu/...index.html

design curriculum

shared by anonymous on 18 Jul 11 - Cached
  • anonymous on 18 Jul 11
     
    "Have you ever said to yourself, "I really should do something about this course, but..."?? This web site is designed to provide practical and effective help for faculty members interested in designing or redesigning a course."
Christie Robertson

Design Thinking for Educators - 5 views

www.designthinkingforeducators.com

education design teaching

shared by Christie Robertson on 28 Oct 11 - No Cached
  • Christie Robertson on 28 Oct 11
     
    he Design Thinking Toolkit for Educators contains the process and methods of design, adapted specifically for the context of education.
anonymous

Faculty Focus Email - 3 views

ebm.facultyfocusemail.com/...doc.html

instructional design

shared by anonymous on 23 Mar 12 - No Cached
  • anonymous on 23 Mar 12
     
    "Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences? "
Jackie Doherty

Rose Colored Glasses « Random Thoughts on Instructional Design - 3 views

jmajor.midsolutions.org

instructionaldesign online_discussions instructional-design design

shared by Jackie Doherty on 01 Jun 11 - Cached
  • Jackie Doherty on 01 Jun 11
     
    Instructional Design Resources
Kathy Schwarz

Managing SMEs #1 - Understanding ISD & SME Tensions in eLearning & mLearning Instructio... - 0 views

"You can't design a course with them, and you don't have good content without them." In too many organizations, this statement sums up the relationship with Subject Matter Experts (SMEs). In order ...

education

started by Kathy Schwarz on 19 Apr 12 no follow-up yet
Jackie Doherty

Personal Learning Environments: Challenging the dominant design of educational systems - 1 views

74.125.155.132/scholar

Personal Learning Environments PLE Adult Learning personal environments learning

shared by Jackie Doherty on 26 May 11 - No Cached
  • To support effective organization of information, mechanisms of flexible tagging should be combined with list creation and sharing facilities
  • Smart groups are used extensively in products such as iTunes [21] and enables organisation to structure itself based on simple user-provided rules
  • more value can be obtained by the user when the information of services is combined to enable sorting, filtering and searching
  • ...14 more annotations...
  • ather than relying on services to offer a very detailed set of metadata using a common profile, systems will instead need to offer greater capability for managing either heterogeneous information or operate on a very limited set of information which can be commonly assumed, such as titles, summaries, and tag
  • While the contexts of formal education systems can be characterized as having bounded variety (e.g., a course typically has around 20-2000 members) and possessing rigid boundaries, general social systems used in informal learning can possess more diverse levels of variety
  • Connecting with very large contexts using a PLE poses both a technical and a usability challenge, as it will not be possible to absorb all the information within the context into an environment to be operated upon locally, nor is it feasible to present users with flat representations of contexts when they contain thousands of resources
  • ilter the context to reduce the amount of visible users and resources based on the declared interest of the user.
  • it remains unclear what mechanisms can underpin the coordination of collective actions by groups and teams within a PLE.
  • the PLE is not a single piece of software, but instead the collection of tools used by a user to meet their needs as part of their personal working and learning routine
  • the characteristics of the PLE design may be achieved using a combination of existing devices (laptops, mobile phones, portable media devices), applications (newsreaders, instant messaging clients, browsers, calendars) and services (social bookmark services, weblogs, wikis) within what may be thought of as the practice of personal learning using technology
  • TenCompetenc
  • So how will the PLE and the VLE design co-exist
  • whereby VLE products start to open their services for use within the PLE.
  • LE are incorporated into the VLE, yet along the way robbing them of some of their transformative power.
  • The VLE is by no means dead, and those with investments in this technology will attempt to co-opt new developments into the design in order to prolong its usefulness
  • PLE model will develop in sophistication, making the VLE a less attractive option, particularly as we move into a world of lifelong, lifewide, informal and work-based learnin
  • Within the field of education technology, the focus in recent years has been on the improvement of the technology of the virtual learning environment (VLE, also known as a Learning Management System, or LMS) with software and techniques that do not fit the general pattern of capabilities of a VLE being largely marginalized
anonymous

6 Easy Steps to Online Success -- Campus Technology - 3 views

campustechnology.com/...y-Steps-to-Online-Success.aspx

online learning

shared by anonymous on 02 Nov 11 - No Cached
  • anonymous on 02 Nov 11
     
    "The online Master of Education program in instructional design and technology at my school, West Texas A&M University, has more than doubled its admissions during the last two years, even as similar programs nationwide have struggled. This is because we consistently honor six very simple practices in every course in the program. During my career as a senior instructional designer at Microsoft and Boeing, these practices were universal for online instruction. I have been shocked to learn how many online college courses incorporate none of them. So, with apologies, here we go:"
anonymous

Canvas - Adopting a new learning management system at the Ontario College of Art and De... - 1 views

www.contactnorth.ca/...canvas

lms

shared by anonymous on 10 May 12 - No Cached
  • anonymous on 10 May 12
     
    Article on Ontario College of Art and Design - adopting Canvas.
Kathy Schwarz

Clark Quinn on Engaging Learning - 1 views

To start, my plea is for you to stop doing e-learning the old way. That is, rewriting PowerPoint files and PDFs into online text (whether "gussied up" with graphics, photos, videos, or not) and mul...

education learning teaching

started by Kathy Schwarz on 05 Dec 11 no follow-up yet
Connie Gross

scroll.pdf (application/pdf Object) - 0 views

casanchez.faculty.asu.edu/...scroll.pdf

scroll research reading_online designing

shared by Connie Gross on 29 Mar 10 - No Cached
  • Connie Gross on 29 Mar 10
     
    This article discusses research on students' ability to read text presented online. It provides some good food for thought in designing our courses, especially the content-heavy courses. Should we be encouraging more page breaks? What do you think?
Connie Gross

Do You Need An Instructional Design Degree? » The Rapid eLearning Blog - 1 views

www.articulate.com/...an-instructional-design-degree

eLearning software resource e-learning Web2.0 tools resources Reference design

shared by Connie Gross on 08 Feb 11 - No Cached
  • Connie Gross on 08 Feb 11
     
    Interesting perspective - especially relevant since so many IDs are in the process of getting a Masters!
Tyler Wall

Free mobile learning ebook - 1 views

Did you download the ebook?

started by Kathy Schwarz on 26 Apr 12 1 follow-up, last by Tyler Wall on 27 Apr 12
Kathy Schwarz

New book on learning design - 0 views

Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology New York/London: Routledge, 258 pp, from $40

started by Kathy Schwarz on 03 May 12 no follow-up yet
Kathy Schwarz

Instructional Design Guru App - 1 views

By Simply Useful Tools, LLC http://itunes.apple.com/us/app/instructional-design-guru/id452974687?mt=8

education teaching

started by Kathy Schwarz on 22 Mar 12 no follow-up yet
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