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"Instructional designers, like web developers in the '90s, historically had expertise in conveying content through a limited set of tools and platforms, such as a learning management system (LMS). LX designers, in contrast, merge design-thinking principles with curriculum development and the application of emerging technologies to help faculty tailor content to student behaviors and preferences. It cuts across disciplines and moves beyond the LMS: LX designers embrace graphic design, multimedia production, research-based standards and social media. They are partners to faculty throughout the program and course development process."

"Teaching positively means that we intentionally consider how we can enhance learning environments, while at the same time increase the ways learners can be successful. Teaching positively aims to not only motivate learners but rather emphasizes how to increase their personal ability to achieve the course learning outcomes."

Though this piece uses the example of moving away from traditional lecture to learner-centered approaches, the behavioral change model is applicable to faculty development across all modalities.

Join a community of learners, do-ers and teachers. Journey through a Design Thinking experience, apply it in the real world, and go forth and teach others the methodology. This is a paired activity, so there must be an even number of participants. Internet connection, a large screen or projector with sound.

Alternative modes to delivery offer examples which provide learners with greater control over the content and meaning of what they are learning and over the processes by which they learn.

What is it? This summary of research on Project Based Learning also appears in the BIE book PBL for 21st Century Success. It provides a quick look at key studies showing PBL's positive effects on student academic achievement, mastery of 21st century competences such as problem-solving and critical thinking, addressing the needs of diverse learners and closing achievement gaps, and increasing students' motivation to learn.

"The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. . . . We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education."

"Instructional designers are consumers (and sometimes producers) of the learning science literature - and they bring this knowledge base into their work with faculty. Once faculty have the opportunity to learn and apply learning science research for their online courses, they will want to do the same for their residential courses."

Key finding: "Our data suggest that inserting short summaries into existing course videos is a simple and facile way to improve student recall of course contents." Thirty-second lecture summaries at the midpoint and end of lecture videos were correlated with significantly better learner performance on related quizzes. This was true if the lecture summary was delivered by the course instructor but not if it was delivered by a "guest." (Note: The average video length was approx. 10 minutes.)