Education 2.0 & 3.0

These best practices from the Learning Design and Technology program at the University of San Diego will help practitioners create the best possible learning experience for students and develop a rewarding career in instructional design.

Particularly in the initial phase of the public health emergency, these unsung university staff did most of the heavy lifting to rework face-to-face courses.

I carried on a bit about how great Uibelhoer’s thesis was recently in covering some much neglected ground and offering some new ways to think about the research I’m doing in my own one.…

The primary focus of any instruction should be to focus on the learning outcomes or capabilities you are trying to achieve. Bloom (1956, 1964) identified three types of learning outcomes: cognitive (knowledge), affective (attitudes, emotions, and values), and psychomotor (skills). For each outcome, instructors should also consider the level of outcome they are trying to achieve. So, if you are teaching cognitive skills, such as mathematics or language, you should determine if you need your students to remember (level 1), understand (level 2), apply (level 3), analyze (level 4), evaluate (level 5), or create (level 6) (Krathwohl, 2002). Once you have determined the level(s) of outcome, you should align your assignments to those levels. A multiple-choice exam can assess level 1 and possibly level 2 outcomes, but it will not assess students’ abilities to apply, analyze, evaluate, or create. Consequently, you will need to devise more challenging assignments to elicit higher levels of performance from students, using essays, problem-based learning assignments, and case studies, for example.

Dr. Mark Bullen demystifies instructional design by providing a simple and easy to understand explanation of the concept. His key point is that instructional design is all about crafting learning objectives at a level appropriate for the knowledge and skills that are being developed, then

Bloom’s Taxonomy can be a powerful tool to transform teaching and learning.

By design, it focuses attention away from content and instruction, and instead emphasizes the ‘cognitive events’ in the mind of a child. And this is no small change.

 

For decades, education reform has been focused on curriculum, assessment, instruction, and more recently standards, and data, with these efforts only bleeding over into how students think briefly, and by chance. This means that the focus of finite teacher and school resources are not on promoting thinking and understanding, but rather what kinds of things students are going to be thinking about and how they’ll prove they understand them.

Are you up to date on the upcoming learning and Instructional Design trends for 2020? Read this article to find out everything you need to know.

The important role professors play in helping our students appreciate cultural diversity cannot be overvalued. There has been much written about what a Culturally Responsive educator can do to help his or her students engage with the course content, their peers, and their professors in a more meaningful way. In my quest to simplify the process of integrating multicultural content into my classes, I developed a graphic organizer that combines several approaches onto one page. Thus, making it easier for me to select an instructional strategy and set the level of rigor for the learning activity at an appropriate level.

"By prioritizing care and community in our teaching and instructional design, we give ourselves and our students the opportunity to remake this uncertain world ..."

These days, we hear a lot about the "new normal" in higher education. Remote and hybrid learning is here to stay, offering students more flexibility in their learning journeys. But what if the new normal is not enough? We spoke to Mark Milliron, senior vice president of Western Governors University and executive dean of the Teachers College, and Kim Round, academic programs director and associate dean of the Teachers College, about their vision for reimagining education and why learning experience design is essential to student success.

Learn how to become an instructional designer, the pros and cons of this profession, tips that might help you achieve success, and much more.

If there ever was a time to create a flexible structure for student learning and success, the time is now. One of the most empowering and compassionate practices that we can integrate into our classrooms is scaffolding, an instructional strategy that provides students with a framework to guide and support their learning (Wood, Bruner, & Ross, 1976). Scaffolding can offer a weekly structure that supports student growth, creates autonomous learners who are responsible for their own learning, and gives learners more confidence in acquiring new skills.

For online learning to be successful and happy, participants need to be supported through a structured developmental process. The five-stage-model provides a framework or scaffold for a structured and paced programme of e-tivities.

​The five-stage-model offers essential support and development to participants at each stage as they build up expertise in learning online.

How much money do instructional designers make? Learn more about the average instructional design salary in this detailed report.

The Covid-19 pandemic has dramatically upended traditional schooling and made remote learning the “new normal.” Teachers are scrambling to offer some form of continuing education using virtual technologies, with the recognition that traditional approaches to curriculum, instruction, assessment, and grading must be altered. While it might be more expedient to present online lessons, electronic worksheets, and resource packets, we propose that the learn-at-home circumstance offers an opportunity to present students with more engaging and meaningful learning experiences. More specifically, we recommend providing students with assignments and tasks that challenge them to find information from various sources, critically appraise what they find, and use what they learn to address interesting issues and genuine problems.

The sherpas of online learning teams, more than ever in the COVID-19 era.

A number of schools and universities may be required to close due to the coronavirus outbreak, but how can you quickly move your teaching online?

The sudden closure of universities and schools across the globe has created a demand in delivering educational content online. The Open University has long been a front-runner in distance learning, specifically online. Did you also know that we provide FREE content on OpenLearn, written by Open University academics? We offer a variety of FREE courses, interactives, academic insights and animations on a range of subjects.

Covid 19 has educators and educational institutions worried about and preparing for possible school closures. What happens if students have to stay home for days or even weeks? How can we keep them learning remotely? What strategies and technology tools

Creating a successful learning experience is at the heart of instructional design and delivery. “In addition to academic instruction, one of a classroom’s teachers most important roles is to help students develop the critical thinking, collaboration, and self-reflection skills necessary to foster a better society” (Blacke, 2015, para. 1). Encouraging students to explore the topics of power and privilege resulting from social classifications and their impact on the thoughts and actions of themselves and others is an important step toward encouraging social justice. However, creating a classroom environment that facilitates and supports discussions about sensitive topics can be challenging.