Group items tagged

"Instructional design is, or should be, nothing less than pedagogy intelligent about the medium within which learning happens. If you teach in an LMS, you are an instructional designer. If you teach in a room, you are an instructional designer. At our institutions, instructional designers or engineers or technologists should be as filled in about pedagogy as teachers are. They should not content themselves to be carriers of content from one format to the next. They should be experts in digital delivery, and consultants to collaborate with."

"A major affordance of video is the ability to produce multimedia elements and create dynamic learning artifacts. This may be self-evident, yet often instructional videos are produced without much design devoted to sound or imagery. Students repeatedly described the audio/visual elements of video as useful aspects of online course videos. Throughout the interviews, all participants evaluated charts, graphs, photographs, and other visuals relevant to the content area in positive terms. Conversely, a couple of students voiced their dissatisfaction with videos that they did not perceive as a value-add over text (they said videos they viewed did not include useful audio/visuals and that they could have just as easily read a transcript for the same information)."

The primary audience for this book is college faculty and graduate students interested in quality teaching in blended learning environments. The secondary audience is education technology professionals, instructional designers, teaching and learning developers, and instructional aides - all those involved in the design and development of the media and materials for blended learning.

The purpose of this study was to examine instructor performance, which might reflect the quality of instruction in regards to online class size. Instructor performance was measured through peer reviews of online faculty in the areas of: fostering critical thinking, providing instructive feedback, maintaining high expectations, establishing relationships, and exemplifying instructor expertise. Class size was defined as the number of students still enrolled at the end of the course

Quoting Mr. Russell from the introduction to his book,

"These studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved."

This idea is reflected in the history of the No Significant Difference literature. Over the last 50 years, the question for media comparison studies (MCS) has evolved from, "Can students learn at a distance?" to "What is the effect of distance delivery on student outcomes?" Over the years, especially since the internet revolution, the conviction that distance delivery is necessarily inferior to face to face instruction has faded a bit. As we accept that it is not the technology itself, but the application of technology, that has the potential to affect learning, it is our hope that future research will strive to identify the instructional methods that best utilize technology attributes to improve student outcomes.

"active learning feed" "active learning" "Student responses system" "polling" "large classes" "edtech" "instructional technology"

"active learning feed" "active learning" "higher ed" "pedagogy" "lecture" "instructional strategies"

"Digital Storytelling 106--better known as "ds106"--sprouted in 2010 as a computer science class on digital storytelling at University of Mary Washington in Fredericksburg, Virginia. Founded by Jim Groom, educational technology consultant Alan Levine, and instructional technologists Martha Burtis & Tom Woodward, ds106 has evolved into a model for all instructors and students who aspire to experience, explore, and extend connected learning."

ds106 as gold standard for open...amazing...

"They might agree that we need more individualized instruction, more and faster feedback to students, more immersive learning, more specialists to tutor students, and more cultivation of unique competencies to make students individually distinctive. Arum and Roksa's secret B-side title is "great colleges for all.""

An impressive visualization of common stereotypes in popular media. Possible course/instructional resource?

Key element in instructional design as well. "When I reflected on what I wanted people to understand, what the core thing was, it wasn't a technique. It wasn't a visual style. It wasn't learning a certain program. The core thing was making sure that you never thought about the product from your point of view, but from somebody else's point of view. That's what prompted the [The Paradox of Empathy] post. "

" In such times Dada objects amuse everybody, and since these objects are (mostly) made collectively, they are a strong community bond. Amusement (of oneself and others) and the making of art communities are the goals of Dada. Dada is a priori against everything, including goals and itself, but this creative negation is very amusing and is meant to be shared. For one whole century, Dada has delighted in uncovering and using contradictions, paradoxes, and negations, the most important of which are: 1. most people read signs, Dadas make signs, and 2. most people are scared of scary faces, Dada makes scary faces." "

The middle road . . . Comments are well worth reading.

"THE EDITORS OF THE Public Library of Science (PLOS) family of scientific journals recently decided to give their authors much more specific instructions for sharing data. They announced that "authors must make all data publicly available, without restriction, immediately upon publication of the article." They defined data as "any and all of the digital materials that are collected and analyzed in the pursuit of scientific advances," and now require authors to provide a "data availability statement" that serves the purpose of "describing where and how others can access each dataset that underlies the findings.""

" One of the space-related changes is the seeking of help. The demand for instruction must come from the student. We use our space at Vault as a perpetual conversation that moves from project to project never quite stopping even thought the participants move on to drum line or a traditional course in chemistry."

Thank you, Rodney Dyer, for these straightforward instructions! Google Drive is a great collaborative space for communicating with students AND colleagues.

FYI, Coursera's "University Teaching 101" is just starting. Basic SOTL, best practices, know your students, developing instruction plan, working in small groups, teaching online.