Blog posts

2620 bookmarks
Newest
Kapp Notes: Value of Instructional Designers
Kapp Notes: Value of Instructional Designers
Karl Kapp explains his view of the value of instructional designers in integrating multiple theories and making learning experiences more effective. If the delivery medium doesn't matter (and the research says it doesn't), then the quality of the design is what matters.
The discipline (and it is a discipline) borrows heavily from psychology, cognitive science, behavioral science, information design theory, and media design theory. However, it is the blending of these theories and ideas into the design of instruction that makes the difference between merely presenting information and creating an event in which learning actually occurs.
·karlkapp.blogspot.com·
Kapp Notes: Value of Instructional Designers
Kapp Notes: We Need a Degree in Instructional Design
Kapp Notes: We Need a Degree in Instructional Design
Karl Kapp argues that instructional designers should have formal training, and that if degrees were required that it would be better for the field of ID as a whole. Understanding the theory and research behind ID, plus having standards and best practices, would make instructional designers more effective.
As a professor of instructional technology and a consultant in the field who has written, reviewed and advised on ID projects for hundreds of organizations big and small. I have to say that in my extremely biased opinion...a degree is not only needed, <strong>it should be required!</strong>
On an individual basis, it is possible to learn enough, be smart enough and talented enough to eventually become a top notch designer (as Cammy is a great example.)but this doesn't benefit the field as a whole. And, I would argue those cases are rare.
But to say that you can develop instruction without understanding the underlying theories, developments and ongoing research trends is not believable to me. <br><br>I've seen too much bad instruction which has pointed me in the direction of saying that a degree is needed.
·karlkapp.blogspot.com·
Kapp Notes: We Need a Degree in Instructional Design
Adobe - Developer Center : Using animations to extend Adobe Captivate for right-click capability
Adobe - Developer Center : Using animations to extend Adobe Captivate for right-click capability
It's always been irritating when creating software demos in Captivate that you can't ask users to right click. I've always just animated those actions and done a demo before, but this tutorial shows a way to actually have users do the right click and even score it. The Flash file to embed is included with the tutorial.
·adobe.com·
Adobe - Developer Center : Using animations to extend Adobe Captivate for right-click capability
elearnspace: Collective Intelligence? Nah. Connective Intelligence
elearnspace: Collective Intelligence? Nah. Connective Intelligence
George Siemens distinguishes between collective and connective intelligence, highlighting the importance of maintaining individual identity.
J<a href="http://en.wikipedia.org/wiki/James_Surowiecki">ames Surowiecki</a> explored a similar concept in Wisdom of the Crowds. Surowiecki's book is often misunderstood. He makes the point that people do not <em>think together</em> in coming to certain conclusions, but rather than people think on their own and the value of the collaborative comes in the connection and combination of ideas. Each person retains their own identity and ideas, but they are shaped and influenced by the work of others.
Collective intelligence places the collective first. Connective intelligence places the individual node first.
·elearnspace.org·
elearnspace: Collective Intelligence? Nah. Connective Intelligence
How to get an Instructional Design education without paying tuition | effectivedesign.org
How to get an Instructional Design education without paying tuition | effectivedesign.org

A reading list for instructional designers, especially those of us doing the "informal masters" on our own rather than enrolling. More than just instructional design, this list includes project management, psychology of learning, and other topics.

Related link: http://www.dctrcurry.com/2008/02/immediately-accessible-instructional.html

·dctrcurry.blogspot.com·
How to get an Instructional Design education without paying tuition | effectivedesign.org
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
Contrasts the idea of open, dynamic learning communities with closed courses developed through traditional instructional systems design processes. Examines the pros and cons of DLCs and when they would be most effective. Also looks at how the role of instructional designers is changing, and proposes different ways we might define our role.
Heretofore, instructional designers have thought they were in the business of designing instructional systems to meet prespecified learning objectives. But first the constructivist movement--and now communication technologies themselves--seem to be thre atening this conception as the sole way to support learning. People are learning without help from designed instruction! In many settings, in fact, "natural" learning is more prevalent than "designed" learning <a href="#resnick">(Resnick, 1987)</a>. We believe that the situation requires a reexaminination of our core roles. Are we in the business of designing instruction or are we in the business of supporting valuable learning, wherever it may happen? The answer to this question will result in either a narrow or broad interpretation of our role and its relationship to non-instructional forms of learning.
Our own belief is that dynamic learning communities are proper objects of study. We should seek to understand how such communities function, how they grow, how they can be nurtured, and how they can be replicated across diverse settings. But nurturing is different than designing. We must respect the integrity of the community. In time, we may come to think of ourselves more as <em>learning technologists</em> than as <em>instructional technologists</em>, and <em>learning support specialists</em> more than <em>instructional designers</em>.
·carbon.cudenver.edu·
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment
TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment
Scaffolding skills for learning online to support the development of lifelong learning skills. The authors identify 4 aspects of "learning to learn": articulation, self regulation, repertoir of learning strategies, and self-evaluation skills. Design principles to support these 4 component skills are covered.
·lsn.curtin.edu.au·
TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment
Teacher Magazine: Technology Demands Ed. Changes
Teacher Magazine: Technology Demands Ed. Changes
And content creators aren't so wrapped up in the virtual world that the real world suffers — they're more likely than their less-creative peers to participate in school clubs and to hold a part-time job.
In it, the authors argue that the educational system must strengthen reading, writing and research skills for students to be able to fully engage with the new participatory culture. But schools also have to do a better job of training students for a new literacy, which will demand experimentation, collaboration and interpretation.
·teachermagazine.org·
Teacher Magazine: Technology Demands Ed. Changes
WikiMatrix
WikiMatrix
Compare numerous wiki platforms, including Wikispaces, Wetpaint, & PBwiki. Also includes a wizard for helping you choose a wiki.
·wikimatrix.org·
WikiMatrix
Innovate: When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication
Innovate: When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication
Case study of a course developed with 7 principles of effective online course design (from Chickering & Gamson). Explains how each of the principles was demonstrated and includes student evaluations of the course. Students felt the course was effective in teaching critical thinking skills and promoting student interaction, with many students rating it higher than face-to-face courses.
<li>encourages contact between students and faculty,</li><li>develops reciprocity and cooperation among students,</li><li>encourages active learning,</li><li>gives prompt feedback,</li><li>emphasizes time on task,</li><li>communicates high expectations, and</li><li>respects diverse talents and ways of learning.</li>
Students perceived the course as having the most impact on their critical thinking skills, with 87% rating the course as extremely or very useful in developing these capabilities
Overall, 79% of respondents felt that this totally online course was extremely or very useful in fostering student interaction, a principle of effective teaching that students often fear will be lacking in their online courses (Bullen 1998; Ward 1998).
·innovateonline.info·
Innovate: When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication