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shared by Garry Golden on 10 Jun 13 - No Cached

shared by Garry Golden on 25 Mar 12 - Cached

shared by anonymous on 22 Jun 15 - No Cached

While instructional design was one of the catalysts for increasing student performance and overall degree completion, to date, we have not figured out how to truly leverage technology for learning and how to invent new instructional practices.
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we have done a good job at translating pedagogical and anagogical models into the online environment, but we have not developed new instructional strategies that are germane to teaching and learning, required in remote and asynchronous learning environments
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Instead, we have, for the most part, stuck with the ‘one to many’ model of instruction.  We have not developed models for technology-driven self-determined and directed learning
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we have not been consistent and mindful in imbuing non-cognitive and behavioral elements directly into courses and programs to increase student success (i.e. elements for first generation, high-poverty, and high-minority students), and we have not fundamentally challenged the structure of the traditional degree (i.e. vs. stackable credentials with pathways to multiple degree options).
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heutagogy
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