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

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Considerations Hearing difficulties Potential Instructional Barriers • Video • Podcasts • Screencasts • Lecture Supports • Captions (complete and synchronized) • Interpreters • Audio transcripts Vision difficulties (such as low vision and color blindness) • Presentation materials and demonstrations • Printed texts • Color use in presentations • Tasks requiring color differentiation • Audio descriptions of visible motion on a video • Zoom functionality • Screen reader accessibility • Braille alternatives • Image alt-text • Designations other than color for conveying key information Physical mobility difficulties • Using a mouse • Physical requirements • Inaccessible spaces • Stairs and platforms • Keyboard accessibility • Furniture rearrangement for increased mobility • Varied seating options Information processing difficulties • Assessment time limits • Extensive, complex tasks • Language comprehension • Technical jargon • Remove time limits • Chunk information • Support strategy development (small goals, organize tasks, more deadlines for smaller sections) • Flexible schedules • Use simple language and/or provide vocabulary support Language differences • Spoken language • Written language • Collaborative activities • Writing tasks • Idiomatic language • Translation tools • Vocabulary instruction • Captioning • Transcripts • Starter text for writing Low Internet bandwidth • Slow loading of large files (video, audio, images) • Poor connections for realtime interactions • Multimedia streaming limitations • Provide alternatives to video • Reduce image file size • Have options for asynchronous participation • Mobile-friendly interface • Chunk content in smaller sections Cultural differences • Gender roles or • Collaboration with knowledgeable stakeholders relationships between • Guided group collaboration structure and genders specified roles • Power differences between • Communicated expectations students and instructors • Examples of expected contributions and activities • Concepts of authority and • Connections between learner culture and new respect content • Behavior expectations Digital literacy • Tasks requiring technical skills • Navigation of online environments • Learning curve for digital tools • Frustration or discouragement • Specific instruction or tool tutorials • Emotional support and encouragement • Time and scheduling guidance • Just-in-time help desk support Design for Learning 40
Learner voice can be a valuable contributor to applying empathy in design. Checking in with learners and giving them a chance to respond to the design throughout the development process will likely result in meeting pertinent needs and avoiding miscommunications and misinterpretations. This can be done through formal and informal presentations of a drafted design to learners for feedback and further suggestions. Thus, instructional design is an iterative process of continual refinement through such feedback loops and checks for congruency and alignment across components of a module or educational program. To illustrate how empathy can be applied in the instructional design process, two cases will be described. First, a case mentioned in Meeks, Jain, and Herzer (2016) related how medical students with color blindness experienced difficulty in histology courses when they were asked to identify microscopic structures, as the slides used to depict these structures were often stained using red or green colors that tended to obscure some key distinguishing features. The instructors addressed this barrier by converting the slides into grayscale, which enabled all students to view the structures. Thus, a recommended practice in designing instructional materials is to use shapes, labels, or other means to differentiate elements in illustrations, graphs, and other visuals, rather than color only. Doing so will facilitate a more universally designed experience for target learners. Figure 1 Using Stain to Help Students with Color Blindness Identify Microscopic Structures Design for Learning 41
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 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
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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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Design for Learning 232
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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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Page 242 and 243:
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
Page 456 and 457:
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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