Group items matching

in title, tags, annotations or url

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

"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?"

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?

"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"

This article might really help us decide how to keep our courses updated more effectively.

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

"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."

he Design Thinking Toolkit for Educators contains the process and methods of design, adapted specifically for the context of education.

"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? "

Instructional Design Resources

"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:"

Article on Ontario College of Art and Design - adopting Canvas.

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?

Interesting perspective - especially relevant since so many IDs are in the process of getting a Masters!

"Explore the conference program: * Keynote Speakers * Monday Seminar Intensives * Track 1: Digital Tools and Instructional Designs * Track 2: Technology Infrastructure and Mobile Learning * Track 3: Information Technology Leadership and Institutional Intelligence * Track 4: Industry Directions"

Looks like a very relevant conference - bad timing around Refresh Conference

"This is the 6th annual conference on blended learning sponsored by COHERE (Collaboration for Online Higher Education & Research) and CSSHE (Canadian Society for the Study of Higher Education). It will feature Dr. Tony Bates, the well known scholar and commentator on the use of technology in higher education. His latest book is Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning (Jossey-Bass, 2011). In addition to taking an active part in the entire conference and doing the conference wrap-up, Tony will deliver the following keynotes: Meeting the challenge of technology: are we failing as managers? Designing university teaching to meet the needs of 21st century students The conference will also feature a number of concurrent sessions, for which we invite proposals related to one of the following streams: 1. Taking stock of blended learning in higher education: Management, policy, and research issues 2. Case studies of teaching and learning issues related to blended learning"

A nice compilation of learning objects centered about teaching, learning, and course design.

Some studies reveal deep doubts among students and faculty that distance learning ever can have the degree of interaction in a non-distance environment. Horn (1994) and Hirumi and Bermudez (1996) are among those who find that, with proper instructional design, distance courses actually can be more interactive than traditional ones, providing more personal and timely feedback to meet students' needs than is possible in large, face-to-face courses.