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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
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Research on teachers doing both face-to-face and online teaching. 75% of the teachers said that teaching online improved their face-to-face teaching. Course design and communication changes were most common, but some teachers also added multimedia.
·innovateonline.info·
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Chemistry with Mr. Olson
Chemistry with Mr. Olson
Wetpaint wiki used for chemistry class. Each element has a "profile" page with information, written in the first person (as if the element is creating the profile). The sodium profile is really well done, with several videos and a good mix of media.
·chem.wetpaint.com·
Chemistry with Mr. Olson
Weblogg-ed » Local Connections and Global Connections
Weblogg-ed » Local Connections and Global Connections
Will Richardson, about the Educon 2.0 conference. Great quote about technology from Chris Lehmann. One of Will's insights is that although we often talk about technology in terms of global connections, the connections within the local community also benefit from technology integration.
As Chris says often, “Technology is not additive; technology is transformative.”
Finally, the one real head twister that I got yesterday was during Chris’s own session when he was talking about how his thinking is moving away from the “having kids publish globally to the world” product piece of all of this a “let’s focus on the process of community building and publishing within the walls” approach.
The culture of sharing and participation that is created within the local community is more important almost that making those connections outside.
·weblogg-ed.com·
Weblogg-ed » Local Connections and Global Connections
Do Generational Differences Matter in Instructional Design?
Do Generational Differences Matter in Instructional Design?
Literature review of research in generational differences in learning and whether it matters for instructional design. Overall, the authors conclude that there are some generational differences in the workplace, but that the generalities don't warrant making assumptions about any particular individual. The current research also doesn't do enough to account for socioeconomic differences.
·it.coe.uga.edu·
Do Generational Differences Matter in Instructional Design?