Design for Learning- Principles, Processes, and Praxis, 2021a

More documents

Recommendations

Info

groundbreaking classic on human performance enhancement (2 nd ed.). New York, NY: Amacom. Schraagen, J. M., Chipman, S. F., & Shalin, V. L. (2000). Cognitive task analysis. Mahwah, NJ: LEA. Smith, P. L. & Ragan, T. J. (2005). Instructional Design (3 rd ed.). San Francisco, CA: John Wiley & Sons. Stefaniak, J. E. (2018). Performance Technology. In R. E. West, Foundations of learning and instructional design technology: The past, present and future of learning and instructional design technology. EdTech Books. Retrieved from https://edtechbooks.org/-TNr Stefaniak, J. E., & Baaki, J. (2013). A layered approach to understanding your audience. Performance Improvement, 52(6), 5–10. Stefaniak, J., Baaki, J., Hoard, B., & Stapleton, L. (2018). The influence of perceived constraints during needs assessment on design conjecture. Journal of Computing in Higher Education, 30(1), 55–71. Stefaniak, J. E., Mi, M., & Afonso, N. (2015). Triangulating perspectives: A needs assessment to develop an outreach program for vulnerable and underserved populations. Performance Improvement Quarterly, 28(1), 49–68. Tessmer, M. (1990). Environment analysis: A neglected stage of instructional design. Educational Technology Research and Development, 38(1), 55–64. Tessmer, M., & Richey, R. C. (1997). The role of context in learning and instructional design. Educational Technology Research and Development, 45(2), 85–115. Design for Learning 102
Tessmer, M., & Wedman, J. (1995). Context-sensitive instructional design models: A response to design research, studies, and criticism. Performance Improvement Quarterly, 8(3), 38–54. van Rooij, S. W. (2012). Research-based personas: teaching empathy in professional education. Journal of Effective Teaching, 12(3), 77–86. Design for Learning 103
Page 2 and 3:
Design for Learning Principles, Pro
Page 4 and 5:
Table of Contents Introduction ....
Page 6 and 7:
Introduction Jason K. McDonald & Ri
Page 8 and 9:
fill out these surveys as they will
Page 10 and 11:
Part I Instructional Design Practic
Page 12 and 13:
1 Becoming a Learning Designer Elle
Page 14 and 15:
designers take when designing lesso
Page 16 and 17:
to work? How will we engage learner
Page 18 and 19:
All variants of Design Thinking emb
Page 20 and 21:
prototypes and wireframes, graphic
Page 22 and 23:
As Simon envisioned this role, the
Page 24 and 25:
Mobile app design Social and collab
Page 26 and 27:
may manifest. However, there are cu
Page 28 and 29:
uild a survey, and conducting marke
Page 30 and 31:
key principles and various helpful
Page 32 and 33:
2 Designing for Diverse Learners Su
Page 34 and 35:
equipment for access of computer-ba
Page 36 and 37:
designers should not stop there but
Page 38 and 39:
Visual Thinking and Animal Behavior
Page 40 and 41:
Considerations Hearing difficulties
Page 42 and 43:
Design for Learning 42
Page 44 and 45:
Each of these dimensions will be di
Page 46 and 47:
Differences Between UDL and DI With
Page 48 and 49:
environments should support varied
Page 50 and 51:
those on the fringes of dominant cu
Page 52 and 53: 4. 5. 6. Observe universal design.
Page 54 and 55: Gay, G. (2002). Preparing for cultu
Page 56 and 57: diverse classrooms (3rd ed.). ASCD.
Page 58 and 59: When to Use Qualitative and Quantit
Page 60 and 61: 3. 4. Dependability (reliability) i
Page 62 and 63: in interviewing, it’s not always
Page 64 and 65: 4. 5. not?” Follow up by asking,
Page 66 and 67: Report Findings The final step is t
Page 68 and 69: acquisition, and c) foreign languag
Page 70 and 71: The study plan matrix operationaliz
Page 72 and 73: or teacher. Essentially, questions
Page 74 and 75: Definition of Effective Implementat
Page 76 and 77: obvious thing the invite should inc
Page 78 and 79: effects of known variables. ANCOVA
Page 80 and 81: 6. transformations or computing of
Page 82 and 83: Even though there is a science fill
Page 84 and 85: influencing learner performance can
Page 86 and 87: Are we sure that instruction is goi
Page 88 and 89: Figure 1 provides an overview of ho
Page 90 and 91: from Tessmer & Richey (1997 While c
Page 92 and 93: Method of Analysis Needs Analysis D
Page 94 and 95: instructional designers will have a
Page 96 and 97: Level of Scale Low (1-2 weeks) Medi
Page 98 and 99: INSTRUCTIONAL DESIGN PROJECT INTAKE
Page 100 and 101: Cennamo, K., & Kalk, D., (2019). Re
Page 104 and 105: 5 Conducting a Learner Analysis Jos
Page 106 and 107: knowledge, and their demographics,
Page 108 and 109: or that has no connection to studen
Page 110 and 111: designing the best learning environ
Page 112 and 113: Fact-finding - Most conflicts are r
Page 114 and 115: Objective Define the purpose/vision
Page 116 and 117: Note. Persona example from https://
Page 118 and 119: Note. Persona example from https://
Page 120 and 121: go beyond the physical location and
Page 122 and 123: https://edtechbooks.org/-Snvzp Ambr
Page 124 and 125: knowledge influences memory in olde
Page 126 and 127: 6 Problem Framing Vanessa Svihla Is
Page 128 and 129: An Example of How the Same Initial
Page 130 and 131: Figure 2 Problem Structure, Complex
Page 132 and 133: “framing agency” is a hallmark
Page 134 and 135: What Tools Help Designers Frame Pro
Page 136 and 137: designers coherently link the task
Page 138 and 139: easons for reframing are likelier t
Page 140 and 141: National Science Foundation. Refere
Page 142 and 143: 7 Task and Content Analysis Levi Po
Page 144 and 145: analyzing interpersonal skills. Con
Page 146 and 147: facts, concept, and principles). On
Page 148 and 149: Length of nails 10-penny or less is
Page 150 and 151: content area. A course on home repa
Page 152 and 153:
a. b. c. d. e. f. Tactile cue: Feel
Page 154 and 155:
Conclusion Task/content analysis is
Page 156 and 157:
8 Documenting Instructional Design
Page 158 and 159:
Decision Typologies as They Relate
Page 160 and 161:
Decisions Type of Decision- Making
Page 162 and 163:
Naturalistic Decision-Making Exampl
Page 164 and 165:
their design process to log and ref
Page 166 and 167:
Conclusion While decision-making is
Page 168 and 169:
knowledge and experience to solve i
Page 170 and 171:
Luo, T., & Baaki, J. (2019). Gradua
Page 172 and 173:
Tracey, M. W., & Hutchinson, A. (20
Page 174 and 175:
Creating Creating practices are tho
Page 176 and 177:
Many ideation techniques focus on g
Page 178 and 179:
Noel Oh! Sorry. The PASS model—I
Page 180 and 181:
Noel Nice. And we should make the j
Page 182 and 183:
Table 1 Common Structured Ideation
Page 184 and 185:
Contrast the two techniques you tri
Page 186 and 187:
with no instructions and putting th
Page 188 and 189:
Additional Readings and Resources T
Page 190 and 191:
Daly, S. R., Seifert, C. M., Yilmaz
Page 192 and 193:
initial investigation of expert pra
Page 194 and 195:
10 Instructional Strategies Joshua
Page 196 and 197:
Learning Domain Strategies Each lea
Page 198 and 199:
muscular actions. When teaching psy
Page 200 and 201:
specific to general You could teach
Page 202 and 203:
values or needs. Relevance is also
Page 204 and 205:
well-defined learning goals; instru
Page 206 and 207:
11 Instructional Design Prototyping
Page 208 and 209:
psychology has established that the
Page 210 and 211:
Table 1 Prototyping Stages and Goal
Page 212 and 213:
Note. Many of the examples provided
Page 214 and 215:
other design contexts such as indus
Page 216 and 217:
Note. CC-BY from Rosenfeld Media, a
Page 218 and 219:
they reach a product that will acco
Page 220 and 221:
This approach is believed to be les
Page 222 and 223:
prototype, you can learn about the
Page 224 and 225:
doi.org/10.1080/1463922X.2015.10140
Page 226 and 227:
Merrill, M. D., & Wilson, B. (2007)
Page 228 and 229:
Evaluating Evaluating practices hel
Page 230 and 231:
Defining Critique Used throughout t
Page 232 and 233:
Page 234 and 235:
on the work itself and not on the d
Page 236 and 237:
Any critique develops both the crit
Page 238 and 239:
Group Critique (illustration by the
Page 240 and 241:
Page 242 and 243:
2010). Studios are based on the ide
Page 244 and 245:
can be paired or grouped as need be
Page 246 and 247:
which are overwhelmingly negative o
Page 248 and 249:
176-177). Mahwah: Erlbaum. Dannels,
Page 250 and 251:
13 The Role of Design Judgment and
Page 252 and 253:
instructional module to be delivere
Page 254 and 255:
The second is instrumental judgment
Page 256 and 257:
concerned with design tools—every
Page 258 and 259:
(Tracey et al., 2014). It is usuall
Page 260 and 261:
the design should be focused on. To
Page 262 and 263:
appreciate public libraries. We lik
Page 264 and 265:
References and Suggested Readings B
Page 266 and 267:
49(4), 3-17. Stolterman, E., McAtee
Page 268 and 269:
ADDIE Model of Design (Fav203, 2012
Page 270 and 271:
Reaction In order to have effective
Page 272 and 273:
“When the cook tastes the soup th
Page 274 and 275:
Summative Dick et al. (2015, p. 320
Page 276 and 277:
implementation of a design. Moseley
Page 278 and 279:
One-to-One The one-to-one evaluatio
Page 280 and 281:
Field Trial Summative Evaluation Th
Page 282 and 283:
Stake’s Model Stake in 1969 creat
Page 284 and 285:
the goal-free evaluator. Younker pr
Page 286 and 287:
Conclusion Evaluation is the proces
Page 288 and 289:
2. 3. 4. Draw a diagram of the iter
Page 290 and 291:
References Boston, C. (2002). The c
Page 292 and 293:
Youker, B. W. (2013). Goal-free eva
Page 294 and 295:
these data. Historically, any neede
Page 296 and 297:
student learning in a specific cont
Page 298 and 299:
Build: Designing for Data, Instrume
Page 300 and 301:
An open source software implementat
Page 302 and 303:
assessments require students to App
Page 304 and 305:
A Worked Example Lumen Learning, a
Page 306 and 307:
learning outcome. This activity pro
Page 308 and 309:
Part II Instructional Design Knowle
Page 310 and 311:
16 Learning Theories Beth Oyarzun &
Page 312 and 313:
evokes a specific functional reacti
Page 314 and 315:
For example, if the desired learnin
Page 316 and 317:
example of a cognitive constructivi
Page 318 and 319:
Yourself (DIY) forum. You may also
Page 320 and 321:
self-efficacy. Social cognitive the
Page 322 and 323:
motivators can enhance self-determi
Page 324 and 325:
Keller’s ARCS Model Within the mo
Page 326 and 327:
and models helps guide your design
Page 328 and 329:
Dewey, J. (1938). Experience and ed
Page 330 and 331:
designers through the lenses of dif
Page 332 and 333:
Formally linking instructional desi
Page 334 and 335:
The instructional theory framework
Page 336 and 337:
3. 4. 5. Precision, which reflects
Page 338 and 339:
Using the Instructional Theory Fram
Page 340 and 341:
Value Learning Experience Design Fu
Page 342 and 343:
experience may undergo any number o
Page 344 and 345:
Respect the Instructional Design Ir
Page 346 and 347:
obsolete, to today’s mobile game-
Page 348 and 349:
understand these terms, one’s des
Page 350 and 351:
subject testing. Performance & Impr
Page 352 and 353:
Research and Development, 62(1), 53
Page 354 and 355:
Instructional-design theories and m
Page 356 and 357:
19 The Nature and Use of Precedent
Page 358 and 359:
that the benefits of this form of e
Page 360 and 361:
employees to learn," or "minimal sc
Page 362 and 363:
cases, there may be little to indic
Page 364 and 365:
configurations, in which the design
Page 366 and 367:
idea; "what if we put together some
Page 368 and 369:
developing instruction, consider th
Page 370 and 371:
The Noticing Journal The beginning
Page 372 and 373:
simple, they were not called out in
Page 374 and 375:
practice. European Journal of Marke
Page 376 and 377:
Zimmerman, E. (2003). Play as resea
Page 378 and 379:
Competency and Standard In this sec
Page 380 and 381:
Instructional Design and Technology
Page 382 and 383:
competencies to practitioners, rese
Page 384 and 385:
2. 3. 4. 5. 6. 7. 8. 9. 10. Take a
Page 386 and 387:
AECT certifies graduate certificate
Page 388 and 389:
Authors Audience Research Method Te
Page 390 and 391:
Application Exercises 1. 2. 3. 4. H
Page 392 and 393:
the educational technologist multim
Page 394 and 395:
21 Design Thinking Vanessa Svihla E
Page 396 and 397:
advantage of them? If design thinki
Page 398 and 399:
Additional Reading For another grea
Page 400 and 401:
When designing with end-users, we g
Page 402 and 403:
implications for the agency, and ev
Page 404 and 405:
Risks and Pitfalls Associated with
Page 406 and 407:
instance, consider the various appr
Page 408 and 409:
ID models, approaches, practices an
Page 410 and 411:
References Adams, R. S., Daly, S. R
Page 412 and 413:
Muller, M. J., & Kuhn, S. (1993). P
Page 414 and 415:
22 Robert Gagné and the Systematic
Page 416 and 417:
Laboratory. He held multiple academ
Page 418 and 419:
An example would be classifying mus
Page 420 and 421:
of prior learning allows learners t
Page 422 and 423:
had a process to follow, a blueprin
Page 424 and 425:
consisting of the final evaluation
Page 426 and 427:
each skill into its smallest step b
Page 428 and 429:
War II to the rise of the systemati
Page 430 and 431:
Heinich, R., Molenda, M., Russell,
Page 432 and 433:
with an extensive knowledge and ski
Page 434 and 435:
competencies (i.e., the integration
Page 436 and 437:
highly‐structured knowledge, or c
Page 438 and 439:
y employing modelling examples and
Page 440 and 441:
to carry out those tasks up to stan
Page 442 and 443:
To conclude, dealing with current a
Page 444 and 445:
Janssen‐Noordman, A. M. B., van M
Page 446 and 447:
24 Curriculum Design Processes Buck
Page 448 and 449:
Curriculum design is a team sport.
Page 450 and 451:
learning strategies that connect to
Page 452 and 453:
Standards and competency frameworks
Page 454 and 455:
Visit http://www.lxcanvas.com/ for
Page 456 and 457:
Visit https://edtechbooks.org/-TTeu
Page 458 and 459:
Figure 8 Conceptual Illustration of
Page 460 and 461:
Learning Environment Modeling—A M
Page 462 and 463:
In addition to curriculum design be
Page 464 and 465:
essential skill for emerging educat
Page 466 and 467:
feedback. This kind of static list
Page 468 and 469:
ealize the key components of the ag
Page 470 and 471:
Scrum Basics and Roles Watch on You
Page 472 and 473:
Note. "The Agile PM Game (Aug '11)"
Page 474 and 475:
process. There are many similaritie
Page 476 and 477:
An Example of Scrum in Practice At
Page 478 and 479:
with similar user stories. Tripp an
Page 480 and 481:
Links and Resources Scrum Guide (A
Page 482 and 483:
how your design may need to incorpo
Page 484 and 485:
guide to scrum: The rules of the ga
Page 486 and 487:
26 Designing Technology- Enhanced L
Page 488 and 489:
technologies, such as a computer or
Page 490 and 491:
Learning experiences are now design
Page 492 and 493:
Collaborativism (Online Collaborati
Page 494 and 495:
instructional methods with intentio
Page 496 and 497:
Pedagogical Intent—A Set of Core
Page 498 and 499:
PICRAT. However, a new model has be
Page 500 and 501:
PICRAT for Effective Technology Int
Page 502 and 503:
The research on CTML is quite exten
Page 504 and 505:
Challenge #4: Time/Cost/Efficiency
Page 506 and 507:
Bransford, J. D., Brown, A. L., & C
Page 508 and 509:
Koehler, M., & Mishra, P. (2009). W
Page 510 and 511:
27 Designing Instructional Text Sha
Page 512 and 513:
Towards a Theoretical Perspective T
Page 514 and 515:
Principle 1: Simplify: Reduce Extra
Page 516 and 517:
cameras, lecture recording, and liv
Page 518 and 519:
Purpose and Placement of Instructio
Page 520 and 521:
and norms. Figure 6 provides an exa
Page 522 and 523:
emails are done with a short turnar
Page 524 and 525:
Numbering Numbering aids in sequenc
Page 526 and 527:
other”(p. 7). White space is nece
Page 528 and 529:
This is 8px This is 10px This is 12
Page 530 and 531:
Application Exercises Exercise 1 Re
Page 532 and 533:
Education, 23(2), 243-265. Garrison
Page 534 and 535:
28 Audio and Video Production for I
Page 536 and 537:
Audio The most common lossless audi
Page 538 and 539:
would be the highest quality. The b
Page 540 and 541:
microphone. Condenser microphones h
Page 542 and 543:
until you get to know your micropho
Page 544 and 545:
The larger the room, the greater th
Page 546 and 547:
Note. The top track is a voice trac
Page 548 and 549:
yourself will help you work with pr
Page 550 and 551:
Note. A more complete collection of
Page 552 and 553:
Video Editing Tools Once the video
Page 554 and 555:
the task on screen typically narrat
Page 556 and 557:
transitions, it can be tempting to
Page 558 and 559:
29 Using Visual and Graphic Element
Page 560 and 561:
the manner in which they cause the
Page 562 and 563:
An Organizational Picture Illustrat
Page 564 and 565:
A Transformational Picture Using Mn
Page 566 and 567:
the instructional techniques employ
Page 568 and 569:
Google Image Search and the Usage R
Page 570 and 571:
information is presented, such as s
Page 572 and 573:
30 Simulations and Games Jeff Batt
Page 574 and 575:
Video 1: How to Create a Watch Simu
Page 576 and 577:
from their mistakes. The key here i
Page 578 and 579:
Providing a theme has a couple of r
Page 580 and 581:
This type of progression tool is al
Page 582 and 583:
If the learner gets the question co
Page 584 and 585:
information from one screen to anot
Page 586 and 587:
Video 5: Using Triggers Watch on Vi
Page 588 and 589:
Video 6: Understanding Conditions W
Page 590 and 591:
31 Designing Informal Learning Envi
Page 592 and 593:
If we use this as a guide to identi
Page 594 and 595:
exploration and even learning throu
Page 596 and 597:
Principle 4: Leverage the Benefits
Page 598 and 599:
competition fueled their natural in
Page 600 and 601:
Application Exercise For your refle
Page 602 and 603:
ule/ Cordova, D. I., & Lepper, M. R
Page 604 and 605:
32 The Design of Holistic Learning
Page 606 and 607:
design way: Intentional change in a
Page 608 and 609:
proposed that all instructional pro
Page 610 and 611:
[the student] be changed by it). Ap
Page 612 and 613:
Application Exercise Using the same
Page 614 and 615:
33 Measuring Student Learning Lisa
Page 616 and 617:
helps instructional designers incre
Page 618 and 619:
Example Assessment Alignment Table
Page 620 and 621:
Multiple-Choice Best Practice Guide
Page 622 and 623:
Tips for Writing Higher Order Think
Page 624 and 625:
High-Quality Examples 1. Proof 1: G
Page 626 and 627:
Rubrics As discussed earlier in the
Page 628 and 629:
descriptors below. Numerical Descri
Page 630 and 631:
esults help instructional designers
Page 632 and 633:
Table of Specifications Template Us
Page 634 and 635:
34 Working With Stakeholders and Cl
Page 636 and 637:
are using that process. It's also i
Page 638 and 639:
Scope of Work When beginning work o
Page 640 and 641:
Once you agree on a file hosting se
Page 642 and 643:
Not communicating expectations earl
Page 644 and 645:
Catching plagiarism early is vital.
Page 646 and 647:
Conclusion In this chapter we discu
Page 648 and 649:
35 Leading Project Teams Ashley Smi
Page 650 and 651:
The Initiation phase encompasses al
Page 652 and 653:
impact on the project. In many case
Page 654 and 655:
There are always tradeoffs for ever
Page 656 and 657:
(Rath, 2007, p. i). I have found wh
Page 658 and 659:
Effective Strategies in Leading a T
Page 660 and 661:
Communicating Effectively Don’t k
Page 662 and 663:
Managing Conflicts Have crucial con
Page 664 and 665:
from https://ebookcentral.proquest.
Page 666 and 667:
design process, however. Designers
Page 668 and 669:
The Stages of Roger's Implementatio
Page 670 and 671:
definition of “long-term” can b
Page 672 and 673:
Relative Advantage The concept of r
Page 674 and 675:
Application Exercise You are an ins
Page 676 and 677:
Page 678 and 679:
Jason K. McDonald Dr. Jason K. McDo
Page 680 and 681:
Richard E. West Dr. Richard E. West
Page 682:
McDonald, J. K. &West, R. E.(2021).
show all

Design for Learning- Principles, Processes, and Praxis, 2021a

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?