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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?
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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:"
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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.
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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
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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? "
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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!
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CT Forum Conference -- Campus Technology Events - 0 views

events.campustechnology.com/...home.aspx conferences
shared by anonymous on 30 Mar 12 - No Cached
  • anonymous on 30 Mar 12
     
    "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"
  • anonymous on 30 Mar 12
     
    Looks like a very relevant conference - bad timing around Refresh Conference
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How Interactive are YOUR Distance Courses - 2 views

www.westga.edu/...roblyer32.html
shared by tobiah_goldstein on 03 Nov 11 - Cached
  • tobiah_goldstein on 03 Nov 11
     
    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.
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EDED 5318 Advanced Learning Theories and Instructional Strategies - 8 views

pinterest.com/...earning-theories-and-instructi infographics learning models teaching and
shared by Jackie Doherty on 13 Sep 12 - No Cached
  • Jackie Doherty on 13 Sep 12
     
    A nice compilation of learning objects centered about teaching, learning, and course design.
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A Syllabus Tip: Embed Big Questions | Faculty Focus - 0 views

www.facultyfocus.com/...llabus-tip-embed-big-questions teaching
shared by anonymous on 20 Apr 12 - No Cached
  • anonymous on 20 Apr 12
     
    "After you create your syllabus, go back to and take a closer look at your learning outcomes for the course. As you read through the outcomes, write a discussion question related to each outcome. For example, suppose you teach a political science course and one of your learning outcomes is, "Students will be able to discuss current issues in political science informed by popular media and scholarly evidence." Now take that learning outcome and write a discussion question. "
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Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 0 views

www.irrodl.org/...1103 downes siemens connectivism learning e-Learning teaching
shared by Chris Aitken on 18 May 11 - Cached
  • it replaces older theories that have become inferior, and the new theory builds on older theories without discarding them, because new developments have occurred which the older theories no longer explain.
  • what are the grounds for this measure
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...14 more annotations...
  • Since information is constantly changing, its validity and accuracy may change over time, depending on the discovery of new contributions pertaining to a subject.
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • In connectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community.
  • a learning community is described as a node, which is always part of a larger network.
  • Nodes may be of varying size and strength, depending on the concentration of information and the number of individuals who are navigating through a particular node (Downes, 2008).
  • educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs.
  • he ability to make decisions on the basis of information that has been acquired is considered integral to the learning process.
  • Learning is considered a “. . . knowledge creation process . . . not only knowledge consumption.”
  • One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner
  • The connectivist metaphor is particularly timely, since the navigation of the Internet and the means by which information is dispersed on the Internet now provides a reference point for Siemens’ assertions.
  • In Theories of Developmental Psychology, Miller (1993) distinguishes between “theory” and “developmental theory,” and identifies the vast deficit that can exist between the two.
  • n general, an emerging theory should fall within the domain of scientific research, use scientific methods, and be based on previously conducted studies.  It should be logically constructed and verifiable through testing.
  • Developmental theories are fertile testing grounds for ideas, which, in turn, may lead to empirical research that can then validate – or disprove – formal hypotheses posited within the framework of the scientific method.
  • How does connectivism fulfil these tasks?
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