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

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Length of nails 10-penny or less is determined by dividing size by 4 and adding 0.5 inch. Our SME helped us identify one principle in the content: Screws provide a more secure joint than nails. Next, we can ask the SME to provide detailed information on each fastener category, starting with nails. Once he finishes, we can organize the content using the following steps: 1. 2. 3. 4. Identify the different content structures (facts, concepts, and principles; we might have also identified procedures, and interpersonal skills that we will also need to analyze using other procedures). Group related facts, concepts, principles, and interpersonal skills. For example, in our full outline of wood fasteners, we would group all the information about nails, then the information about screws, and so forth. Arrange the various components into a logical, sequential order. Prepare the final outline to represent your task analysis. A completed topic analysis on nails, then, could look like this: I. Nails A. B. C. D. E. Generally made from wire Range in size from 2-penny to 60-penny 1. Length of nails 10-penny or less is determined by dividing size by 4 and adding 0.5 inch 2. Example: 7-penny nail is 2.25 inches long Size is written as 2d for ‘‘2-penny’’ Typically driven into one or more pieces of wood with a hammer Types of nails 1. Common nails Design for Learning 148
2. 3. 4. 5. a. Most commonly used nail b. Available in sizes from 2d to 60d i. 8d size is most common c. Identified by flat head d. Used for general purposes Box nails a. Smaller in diameter than common nails b. Available in sizes ranging from 2d to 40d c. Also identified by its flat head d. Used in lumber that may split easily e. Often used for nailing siding Finishing nails a. Have a very small head that will not show i. Head can be sunk into wood and hole filled b. Available in sizes 2d to 20d c. Used primarily for finishing work and cabinetry Common brads a. Similar to finishing nails but much smaller b. Available in various lengths i. Length expressed in inches or parts of an inch c. Used for finishing work Roofing nails a. Similar to common nails but with a larger head b. Available in lengths from 0.75 inch to 2 inches i. Available in various diameters c. Used for roofing How detailed should a topic analysis be? There is no strict guideline, but as a rule of thumb you can use your learner analysis as a guide, since this should describe the learners’ prior knowledge of the Design for Learning 149
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Design for Learning Principles, Pro
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Table of Contents Introduction ....
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Introduction Jason K. McDonald & Ri
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fill out these surveys as they will
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Part I Instructional Design Practic
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1 Becoming a Learning Designer Elle
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designers take when designing lesso
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to work? How will we engage learner
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All variants of Design Thinking emb
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prototypes and wireframes, graphic
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As Simon envisioned this role, the
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Mobile app design Social and collab
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may manifest. However, there are cu
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uild a survey, and conducting marke
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key principles and various helpful
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2 Designing for Diverse Learners Su
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equipment for access of computer-ba
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designers should not stop there but
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Visual Thinking and Animal Behavior
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Considerations Hearing difficulties
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Design for Learning 42
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Each of these dimensions will be di
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Differences Between UDL and DI With
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environments should support varied
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those on the fringes of dominant cu
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4. 5. 6. Observe universal design.
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Gay, G. (2002). Preparing for cultu
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diverse classrooms (3rd ed.). ASCD.
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When to Use Qualitative and Quantit
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3. 4. Dependability (reliability) i
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in interviewing, it’s not always
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4. 5. not?” Follow up by asking,
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Report Findings The final step is t
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acquisition, and c) foreign languag
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The study plan matrix operationaliz
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or teacher. Essentially, questions
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Definition of Effective Implementat
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obvious thing the invite should inc
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effects of known variables. ANCOVA
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6. transformations or computing of
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Even though there is a science fill
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influencing learner performance can
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Are we sure that instruction is goi
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Figure 1 provides an overview of ho
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from Tessmer & Richey (1997 While c
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Method of Analysis Needs Analysis D
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instructional designers will have a
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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 102 and 103: groundbreaking classic on human per
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 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
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muscular actions. When teaching psy
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specific to general You could teach
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values or needs. Relevance is also
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well-defined learning goals; instru
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11 Instructional Design Prototyping
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psychology has established that the
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Table 1 Prototyping Stages and Goal
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Note. Many of the examples provided
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other design contexts such as indus
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Note. CC-BY from Rosenfeld Media, a
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they reach a product that will acco
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This approach is believed to be les
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prototype, you can learn about the
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doi.org/10.1080/1463922X.2015.10140
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Merrill, M. D., & Wilson, B. (2007)
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Evaluating Evaluating practices hel
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Defining Critique Used throughout t
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on the work itself and not on the d
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Any critique develops both the crit
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Group Critique (illustration by the
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2010). Studios are based on the ide
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can be paired or grouped as need be
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which are overwhelmingly negative o
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176-177). Mahwah: Erlbaum. Dannels,
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13 The Role of Design Judgment and
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instructional module to be delivere
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The second is instrumental judgment
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concerned with design tools—every
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(Tracey et al., 2014). It is usuall
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the design should be focused on. To
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appreciate public libraries. We lik
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References and Suggested Readings B
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49(4), 3-17. Stolterman, E., McAtee
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ADDIE Model of Design (Fav203, 2012
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Reaction In order to have effective
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“When the cook tastes the soup th
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Summative Dick et al. (2015, p. 320
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implementation of a design. Moseley
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One-to-One The one-to-one evaluatio
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Field Trial Summative Evaluation Th
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Stake’s Model Stake in 1969 creat
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the goal-free evaluator. Younker pr
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Conclusion Evaluation is the proces
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2. 3. 4. Draw a diagram of the iter
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References Boston, C. (2002). The c
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Youker, B. W. (2013). Goal-free eva
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these data. Historically, any neede
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student learning in a specific cont
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Build: Designing for Data, Instrume
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An open source software implementat
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assessments require students to App
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A Worked Example Lumen Learning, a
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learning outcome. This activity pro
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Part II Instructional Design Knowle
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16 Learning Theories Beth Oyarzun &
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evokes a specific functional reacti
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For example, if the desired learnin
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example of a cognitive constructivi
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Yourself (DIY) forum. You may also
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self-efficacy. Social cognitive the
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motivators can enhance self-determi
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Keller’s ARCS Model Within the mo
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and models helps guide your design
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Dewey, J. (1938). Experience and ed
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designers through the lenses of dif
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Formally linking instructional desi
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The instructional theory framework
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3. 4. 5. Precision, which reflects
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Using the Instructional Theory Fram
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Value Learning Experience Design Fu
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experience may undergo any number o
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Respect the Instructional Design Ir
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obsolete, to today’s mobile game-
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understand these terms, one’s des
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subject testing. Performance & Impr
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Research and Development, 62(1), 53
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Instructional-design theories and m
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19 The Nature and Use of Precedent
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that the benefits of this form of e
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employees to learn," or "minimal sc
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cases, there may be little to indic
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configurations, in which the design
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idea; "what if we put together some
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developing instruction, consider th
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The Noticing Journal The beginning
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simple, they were not called out in
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practice. European Journal of Marke
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Zimmerman, E. (2003). Play as resea
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Competency and Standard In this sec
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Instructional Design and Technology
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competencies to practitioners, rese
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2. 3. 4. 5. 6. 7. 8. 9. 10. Take a
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AECT certifies graduate certificate
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Authors Audience Research Method Te
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Application Exercises 1. 2. 3. 4. H
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the educational technologist multim
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21 Design Thinking Vanessa Svihla E
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advantage of them? If design thinki
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Additional Reading For another grea
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When designing with end-users, we g
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implications for the agency, and ev
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Risks and Pitfalls Associated with
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instance, consider the various appr
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ID models, approaches, practices an
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References Adams, R. S., Daly, S. R
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Muller, M. J., & Kuhn, S. (1993). P
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22 Robert Gagné and the Systematic
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Laboratory. He held multiple academ
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An example would be classifying mus
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of prior learning allows learners t
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had a process to follow, a blueprin
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consisting of the final evaluation
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each skill into its smallest step b
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War II to the rise of the systemati
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Heinich, R., Molenda, M., Russell,
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with an extensive knowledge and ski
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competencies (i.e., the integration
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highly‐structured knowledge, or c
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y employing modelling examples and
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to carry out those tasks up to stan
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To conclude, dealing with current a
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Janssen‐Noordman, A. M. B., van M
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24 Curriculum Design Processes Buck
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Curriculum design is a team sport.
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learning strategies that connect to
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Standards and competency frameworks
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Visit http://www.lxcanvas.com/ for
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Visit https://edtechbooks.org/-TTeu
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Figure 8 Conceptual Illustration of
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Learning Environment Modeling—A M
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In addition to curriculum design be
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essential skill for emerging educat
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feedback. This kind of static list
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ealize the key components of the ag
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Scrum Basics and Roles Watch on You
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Note. "The Agile PM Game (Aug '11)"
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process. There are many similaritie
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An Example of Scrum in Practice At
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with similar user stories. Tripp an
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Links and Resources Scrum Guide (A
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how your design may need to incorpo
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guide to scrum: The rules of the ga
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26 Designing Technology- Enhanced L
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technologies, such as a computer or
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Learning experiences are now design
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Collaborativism (Online Collaborati
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instructional methods with intentio
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Pedagogical Intent—A Set of Core
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PICRAT. However, a new model has be
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PICRAT for Effective Technology Int
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The research on CTML is quite exten
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Challenge #4: Time/Cost/Efficiency
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Bransford, J. D., Brown, A. L., & C
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Koehler, M., & Mishra, P. (2009). W
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27 Designing Instructional Text Sha
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Towards a Theoretical Perspective T
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Principle 1: Simplify: Reduce Extra
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cameras, lecture recording, and liv
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Purpose and Placement of Instructio
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and norms. Figure 6 provides an exa
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emails are done with a short turnar
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Numbering Numbering aids in sequenc
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other”(p. 7). White space is nece
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This is 8px This is 10px This is 12
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Application Exercises Exercise 1 Re
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Education, 23(2), 243-265. Garrison
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28 Audio and Video Production for I
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Audio The most common lossless audi
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would be the highest quality. The b
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microphone. Condenser microphones h
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until you get to know your micropho
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The larger the room, the greater th
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Note. The top track is a voice trac
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yourself will help you work with pr
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Note. A more complete collection of
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Video Editing Tools Once the video
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the task on screen typically narrat
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transitions, it can be tempting to
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29 Using Visual and Graphic Element
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the manner in which they cause the
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An Organizational Picture Illustrat
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A Transformational Picture Using Mn
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the instructional techniques employ
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Google Image Search and the Usage R
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information is presented, such as s
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30 Simulations and Games Jeff Batt
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Video 1: How to Create a Watch Simu
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from their mistakes. The key here i
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Providing a theme has a couple of r
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This type of progression tool is al
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If the learner gets the question co
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information from one screen to anot
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Video 5: Using Triggers Watch on Vi
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Video 6: Understanding Conditions W
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31 Designing Informal Learning Envi
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If we use this as a guide to identi
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exploration and even learning throu
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Principle 4: Leverage the Benefits
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competition fueled their natural in
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Application Exercise For your refle
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ule/ Cordova, D. I., & Lepper, M. R
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32 The Design of Holistic Learning
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design way: Intentional change in a
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proposed that all instructional pro
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[the student] be changed by it). Ap
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Application Exercise Using the same
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33 Measuring Student Learning Lisa
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helps instructional designers incre
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Example Assessment Alignment Table
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Multiple-Choice Best Practice Guide
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Tips for Writing Higher Order Think
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High-Quality Examples 1. Proof 1: G
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Rubrics As discussed earlier in the
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descriptors below. Numerical Descri
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esults help instructional designers
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Table of Specifications Template Us
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34 Working With Stakeholders and Cl
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are using that process. It's also i
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Scope of Work When beginning work o
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Once you agree on a file hosting se
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Not communicating expectations earl
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Catching plagiarism early is vital.
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Conclusion In this chapter we discu
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35 Leading Project Teams Ashley Smi
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The Initiation phase encompasses al
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impact on the project. In many case
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There are always tradeoffs for ever
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(Rath, 2007, p. i). I have found wh
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Effective Strategies in Leading a T
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Communicating Effectively Don’t k
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Managing Conflicts Have crucial con
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from https://ebookcentral.proquest.
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design process, however. Designers
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The Stages of Roger's Implementatio
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definition of “long-term” can b
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Relative Advantage The concept of r
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Application Exercise You are an ins
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Jason K. McDonald Dr. Jason K. McDo
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Richard E. West Dr. Richard E. West
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McDonald, J. K. &West, R. E.(2021).
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