One issue that often arises is the language of the indemnification clause. The reason for this is simple – indemnification clauses can shift significant risks to the design professional, and these risks may not be insurable.

The fields of instructional design, learning & development and learning theory have been shaped by a wide range of people over many years. We decided to study these influences, to get an idea about just how wide-ranging the sources of influence are. In this post, we share a list of 100 people who are some of the most influential people within instructional design, learning and development, and learning theory.

So, first, let’s talk about the <a href="https://blog.learnlets.com/2018/11/making-multiple-choice-work/" target="_blank" rel="noopener">structure</a> of a mini-scenario. I’ve suggested that it’s an initial context or story, in which a situation precipitates the need for a decision. There’s the right one, and then alternatives. Not random or silly ones, but ones that represent ways in which learners reliably go wrong. There’s also feedback, which is best as story-based consequences first, then actual conceptual feedback.

Miniscenarios aren’t necessarily the best practice, but they’re typically available in your authoring environment. &nbsp;Writing them isn’t necessarily as easy as generating typical recognition questions, but they more closely mimic the actual task, and therefore lead to better transfer.

Course creators consistently under value their courses. Completion rates are 61% higher when online courses cost $200 or higher. Per-seat prices are higher when courses offer a "beyond YouTube" experience - i.e. participation, creation &amp; connection.<br><br>These tiers work well for me: <br><br>Premium: ~4 hrs of my time per week: £500-£1k per seat, cohort-instructor ratio of 1:20 <br><br>Mid: ~1-3 hrs of my time per per week: £250-£500 per seat, cohort-instructor ratio of 1:50 <br><br>Scale: ~1-3 hrs of my time per per month: £100-£250 per seat, cohort-instructor ratio of 1:infinite

<p> They see discovery learning and direct instruction not as <em>two different things</em>, but as <em>ends of a continuum</em>:</p> <blockquote><p>“No learning experience is pure: students given <em>direct instruction</em> often find themselves struggling to <em>discover</em> what the teacher means, and all <em>discovery</em> situations involve some minimal amount of <em>guidance</em>.”</p></blockquote>

<p style="padding-left: 30px;">We should use high-structure pedagogy with <em>novices</em>, who are <em>early in schema formation</em>.</p> <p style="padding-left: 30px;">And, we should use low-structure pedagogy with&nbsp;<em>experts</em>, who are <em>later in the process of schema formation</em>.</p>