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

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4. 5. 6. Observe universal design. Spend 30-60 minutes observing people using universally designed features in different contexts, such as the automatic door openers, ramps, buses, playgrounds, water fountains, food service centers, libraries, etc. What do you notice about who is using them and how? Collect pictures of examples and non-examples of universally designed features around campus. How might these impact people with different needs? Using technology to implement UDL. Choose a guideline (see http://udlguidelines.cast.org/) associated with one of the UDL principles and find a technology tool that supports the implementation of the guideline. For example, you may find a tool that supports the guideline "recruiting interest" under the principle of engagement. How would the tool optimize individual choice and autonomy, optimize relevance, value and authenticity, and minimize threats and distractions? Create accessible materials. Use the Accessibility Evaluation and Implementation Toolkit (AIET) to evaluate and improve accessibility in one of your own Word documents, PowerPoint presentations, Excel spreadsheets, a WordPress website, or a Canvas module. Use the links in the checklist to identify accessibility barriers and then resolve all errors. Resources Accessibility Resource List from Designers for Learning based on “POUR” - Perceivable, Operable, Understandable, Robust recommendations related to website accessibility. Culturally Responsive Teaching & the Brain by Zaretta Hammond offers tools and recommendations for applying CRT into instruction. Dive Into UDL by Kendra Grant and Luis Pérez provides a UDL self-assessment and a variety of resources to explore UDL more deeply. Design for Learning 52
Global Accessibility Awareness Day (GAAD) is an annual event in May that focuses on the design, development, and usability of technology for users around the world. Inclusive Learning Network of ISTE (International Society for Technology in Education) provides professional learning opportunities and resources on inclusive design and technology. National Center on Accessibility Education Materials (AEM) provides resources and technical assistance on producing learning materials that meet accessibility standards. Techniques for Empathy Interviews in Design Thinking is a resource with ideas for how to set up and conduct exploratory interviews with potential learners. The UDL Toolkit is a collection of UDL resources for teachers, coaches, and instructional leaders. UDL-IRN (The Universal Design for Learning Implementation and Research Network) provides resources and professional learning opportunities to connect with other educators and designers regarding implementation of UDL. UDL Progression Rubric by Katie Novak and Kristan Rodriguez provides specific examples of UDL practices across the three principles of providing multiple means of engagement, representation, and action and expression. References Brinck, T. (2005). Return on goodwill: Return on investment for accessibility. In R.G. Bias & D.J. Mayhew (Eds.) Cost-justifying usability: An update for an internet age (2nd ed.) (pp. 385-414). Morgan Kaufmann Publishers. CAST. (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org Design for Learning 53
Page 2 and 3: Design for Learning Principles, Pro
Page 4 and 5: Table of Contents Introduction ....
Page 6 and 7: Introduction Jason K. McDonald & Ri
Page 8 and 9: fill out these surveys as they will
Page 10 and 11: Part I Instructional Design Practic
Page 12 and 13: 1 Becoming a Learning Designer Elle
Page 14 and 15: designers take when designing lesso
Page 16 and 17: to work? How will we engage learner
Page 18 and 19: All variants of Design Thinking emb
Page 20 and 21: prototypes and wireframes, graphic
Page 22 and 23: As Simon envisioned this role, the
Page 24 and 25: Mobile app design Social and collab
Page 26 and 27: may manifest. However, there are cu
Page 28 and 29: uild a survey, and conducting marke
Page 30 and 31: key principles and various helpful
Page 32 and 33: 2 Designing for Diverse Learners Su
Page 34 and 35: equipment for access of computer-ba
Page 36 and 37: designers should not stop there but
Page 38 and 39: Visual Thinking and Animal Behavior
Page 40 and 41: Considerations Hearing difficulties
Page 42 and 43: Design for Learning 42
Page 44 and 45: Each of these dimensions will be di
Page 46 and 47: Differences Between UDL and DI With
Page 48 and 49: environments should support varied
Page 50 and 51: those on the fringes of dominant cu
Page 54 and 55: Gay, G. (2002). Preparing for cultu
Page 56 and 57: diverse classrooms (3rd ed.). ASCD.
Page 58 and 59: When to Use Qualitative and Quantit
Page 60 and 61: 3. 4. Dependability (reliability) i
Page 62 and 63: in interviewing, it’s not always
Page 64 and 65: 4. 5. not?” Follow up by asking,
Page 66 and 67: Report Findings The final step is t
Page 68 and 69: acquisition, and c) foreign languag
Page 70 and 71: The study plan matrix operationaliz
Page 72 and 73: or teacher. Essentially, questions
Page 74 and 75: Definition of Effective Implementat
Page 76 and 77: obvious thing the invite should inc
Page 78 and 79: effects of known variables. ANCOVA
Page 80 and 81: 6. transformations or computing of
Page 82 and 83: Even though there is a science fill
Page 84 and 85: influencing learner performance can
Page 86 and 87: Are we sure that instruction is goi
Page 88 and 89: Figure 1 provides an overview of ho
Page 90 and 91: from Tessmer & Richey (1997 While c
Page 92 and 93: Method of Analysis Needs Analysis D
Page 94 and 95: instructional designers will have a
Page 96 and 97: Level of Scale Low (1-2 weeks) Medi
Page 98 and 99: INSTRUCTIONAL DESIGN PROJECT INTAKE
Page 100 and 101: Cennamo, K., & Kalk, D., (2019). Re
Page 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
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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
Page 128 and 129:
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
Page 170 and 171:
Luo, T., & Baaki, J. (2019). Gradua
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Tracey, M. W., & Hutchinson, A. (20
Page 174 and 175:
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
Page 194 and 195:
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
Page 286 and 287:
Conclusion Evaluation is the proces
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2. 3. 4. Draw a diagram of the iter
Page 290 and 291:
References Boston, C. (2002). The c
Page 292 and 293:
Youker, B. W. (2013). Goal-free eva
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these data. Historically, any neede
Page 296 and 297:
student learning in a specific cont
Page 298 and 299:
Build: Designing for Data, Instrume
Page 300 and 301:
An open source software implementat
Page 302 and 303:
assessments require students to App
Page 304 and 305:
A Worked Example Lumen Learning, a
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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
Page 332 and 333:
Formally linking instructional desi
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The instructional theory framework
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3. 4. 5. Precision, which reflects
Page 338 and 339:
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-
Page 348 and 349:
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
Page 370 and 371:
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
Page 386 and 387:
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
Page 404 and 405:
Risks and Pitfalls Associated with
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instance, consider the various appr
Page 408 and 409:
ID models, approaches, practices an
Page 410 and 411:
References Adams, R. S., Daly, S. R
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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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