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

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Instructional-design theories and models: Building a common knowledge base (Vol. III) (pp. 57–68). Hillsdale, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M., & Frick, T. W. (1999). Formative research: A methodology for creating and improving design theories. In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, volume II (pp. 633–651). Hillsdale, NJ: Lawrence Erlbaum Associates. Reigeluth, C.M. & Keller, J. B. (2009). Understanding instruction. In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-design theories and models: Building a common knowledge base (Vol. III) (pp. 27–35). Hillsdale, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M., Myers, R. D., & Lee, D. (2017). The learner-centered paradigm of education. In C. M. Reigeluth, B. J. Beatty, & R. D. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education (Vol. IV, pp. 5–32). New York, NY: Routledge. Rogers, E. M. (2003). Diffusion of Innovations (5th Ed.). New York: Free Press. Rowland, G. (1993). Designing and instructional design. Educational Technology Research and Development, 41(3), 79–91. Rowland, G. (2007). Performance improvement assuming complexity. Performance Improvement Quarterly, 20(2), 117–136. Shank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, volume II (pp. 161–181). Hillsdale, NJ: Lawrence Erlbaum Associates. Solomon, D. L. (2000). Toward a post-modern agenda in instructional Design for Learning 354
technology. Educational Technology Research and Development, 48(4), 5–20. Solomon, D. L. (2002). Rediscovering post-modern perspectives in IT: Deconstructing Voithofer and Foley. Educational Technology Research and Development, 50(1), 15–20. Stolterman, E., & Nelson, H. (2000). The guarantor of design. Proceedings of IRIS 23. Laboratorium for Interaction Technology, University of Trollhättan Uddevalla, 2000. L. Svensson, U. Snis, C. Sørensen, H. Fägerlind, T. Lindroth, M. Magnusson, C. Östlund (eds.) Tosti, D. T. & Ball, J. R. (1969). A behavioral approach to instructional design and media selection. AV Communications Review, 17(1), 5–24. Yanchar, S. C., & Gabbitas, B. W. (2011). Between eclecticism and orthodoxy in instructional design. Educational Technology Research and Development, 59(3), 383–398. https://doi-org.proxyiub.uits.iu.edu/10.1007/s11423-010-9180-3 You, Y. (1993). What can we learn from chaos theory? An alternative approach to instructional systems design. Educational Technology Research and Development, 41(3), 17–32. Design for Learning 355
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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
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INSTRUCTIONAL DESIGN PROJECT INTAKE
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Cennamo, K., & Kalk, D., (2019). Re
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groundbreaking classic on human per
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5 Conducting a Learner Analysis Jos
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knowledge, and their demographics,
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or that has no connection to studen
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designing the best learning environ
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Fact-finding - Most conflicts are r
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Objective Define the purpose/vision
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Note. Persona example from https://
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Note. Persona example from https://
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go beyond the physical location and
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https://edtechbooks.org/-Snvzp Ambr
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knowledge influences memory in olde
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6 Problem Framing Vanessa Svihla Is
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An Example of How the Same Initial
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Figure 2 Problem Structure, Complex
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“framing agency” is a hallmark
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What Tools Help Designers Frame Pro
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designers coherently link the task
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easons for reframing are likelier t
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National Science Foundation. Refere
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7 Task and Content Analysis Levi Po
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analyzing interpersonal skills. Con
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facts, concept, and principles). On
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Length of nails 10-penny or less is
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content area. A course on home repa
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a. b. c. d. e. f. Tactile cue: Feel
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Conclusion Task/content analysis is
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8 Documenting Instructional Design
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Decision Typologies as They Relate
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Decisions Type of Decision- Making
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Naturalistic Decision-Making Exampl
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their design process to log and ref
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Conclusion While decision-making is
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knowledge and experience to solve i
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Luo, T., & Baaki, J. (2019). Gradua
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Tracey, M. W., & Hutchinson, A. (20
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Creating Creating practices are tho
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Many ideation techniques focus on g
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Noel Oh! Sorry. The PASS model—I
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Noel Nice. And we should make the j
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Table 1 Common Structured Ideation
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Contrast the two techniques you tri
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with no instructions and putting th
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Additional Readings and Resources T
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Daly, S. R., Seifert, C. M., Yilmaz
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initial investigation of expert pra
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10 Instructional Strategies Joshua
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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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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
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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 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
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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
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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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