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

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microphone. Condenser microphones have electronics inside of them to help provide a better-quality recording. They typically connect directly to your computer through a USB port. They provide for greater fidelity in sound, which means the microphone can provide a recording that is very close to the original performance. If you listen to live music and a recording of the same performance, you will hear things differently. Your ears will pick up sounds at a live performance that even the best microphone cannot capture. Better microphones will provide recordings as close as possible to the original. So higher fidelity means better quality. And better microphones produce higher fidelity. Condenser microphones capture a wide range of frequencies well. They make the low tones richer and the high tones sound crisp without sounding “tinny.” Condenser microphones can be very expensive. You can pay thousands of dollars for a condenser microphone, and if you were a recording engineer working with symphonies or studio musicians, you would. However, for the type of recording most instructional design professionals do—mostly voice recordings for .mp3 files or voice overs for video—you need a good microphone, not a great one. There are many to choose from and an internet search for comparisons will yield many. What you choose will likely depend on your budget. The “Snowball” microphone by Blue is an example of a compromise between cost and quality. It is an example of a good, but not great, microphone. This USB microphone provides good sound quality at a reasonable price and is a good addition to your instructional designer tool kit. It is available at many retailers or from the website directly. Our inclusion of the Snowball microphone is used as an example only and should not be considered a commercial endorsement. Design for Learning 540
Figure 1 Blue Snowball Condenser Microphone Note. Visit https://edtechbooks.org/-qFv for more information. Distance from Your Microphone The closer you are to your microphone, the better the sound quality. How close depends on the microphone, so it is best to experiment Design for Learning 541
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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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A Worked Example Lumen Learning, a
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learning outcome. This activity pro
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Part II Instructional Design Knowle
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16 Learning Theories Beth Oyarzun &
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evokes a specific functional reacti
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For example, if the desired learnin
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example of a cognitive constructivi
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Yourself (DIY) forum. You may also
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self-efficacy. Social cognitive the
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motivators can enhance self-determi
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Keller’s ARCS Model Within the mo
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and models helps guide your design
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Dewey, J. (1938). Experience and ed
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designers through the lenses of dif
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Formally linking instructional desi
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The instructional theory framework
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3. 4. 5. Precision, which reflects
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Using the Instructional Theory Fram
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Value Learning Experience Design Fu
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experience may undergo any number o
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Respect the Instructional Design Ir
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obsolete, to today’s mobile game-
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understand these terms, one’s des
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subject testing. Performance & Impr
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Research and Development, 62(1), 53
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Instructional-design theories and m
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19 The Nature and Use of Precedent
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that the benefits of this form of e
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employees to learn," or "minimal sc
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cases, there may be little to indic
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configurations, in which the design
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idea; "what if we put together some
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developing instruction, consider th
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The Noticing Journal The beginning
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simple, they were not called out in
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practice. European Journal of Marke
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Zimmerman, E. (2003). Play as resea
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Competency and Standard In this sec
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Instructional Design and Technology
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competencies to practitioners, rese
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2. 3. 4. 5. 6. 7. 8. 9. 10. Take a
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AECT certifies graduate certificate
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Authors Audience Research Method Te
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Application Exercises 1. 2. 3. 4. H
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the educational technologist multim
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21 Design Thinking Vanessa Svihla E
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advantage of them? If design thinki
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Additional Reading For another grea
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When designing with end-users, we g
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implications for the agency, and ev
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Risks and Pitfalls Associated with
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instance, consider the various appr
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ID models, approaches, practices an
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References Adams, R. S., Daly, S. R
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Muller, M. J., & Kuhn, S. (1993). P
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22 Robert Gagné and the Systematic
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Laboratory. He held multiple academ
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An example would be classifying mus
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of prior learning allows learners t
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had a process to follow, a blueprin
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consisting of the final evaluation
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each skill into its smallest step b
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War II to the rise of the systemati
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Heinich, R., Molenda, M., Russell,
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with an extensive knowledge and ski
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competencies (i.e., the integration
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highly‐structured knowledge, or c
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y employing modelling examples and
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to carry out those tasks up to stan
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To conclude, dealing with current a
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Janssen‐Noordman, A. M. B., van M
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24 Curriculum Design Processes Buck
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Curriculum design is a team sport.
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learning strategies that connect to
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Standards and competency frameworks
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Visit http://www.lxcanvas.com/ for
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Visit https://edtechbooks.org/-TTeu
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Figure 8 Conceptual Illustration of
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Learning Environment Modeling—A M
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In addition to curriculum design be
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essential skill for emerging educat
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feedback. This kind of static list
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ealize the key components of the ag
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Scrum Basics and Roles Watch on You
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Note. "The Agile PM Game (Aug '11)"
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process. There are many similaritie
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An Example of Scrum in Practice At
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with similar user stories. Tripp an
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Links and Resources Scrum Guide (A
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how your design may need to incorpo
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guide to scrum: The rules of the ga
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26 Designing Technology- Enhanced L
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technologies, such as a computer or
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Page 494 and 495: instructional methods with intentio
Page 496 and 497: Pedagogical Intent—A Set of Core
Page 498 and 499: PICRAT. However, a new model has be
Page 500 and 501: PICRAT for Effective Technology Int
Page 502 and 503: The research on CTML is quite exten
Page 504 and 505: Challenge #4: Time/Cost/Efficiency
Page 506 and 507: Bransford, J. D., Brown, A. L., & C
Page 508 and 509: Koehler, M., & Mishra, P. (2009). W
Page 510 and 511: 27 Designing Instructional Text Sha
Page 512 and 513: Towards a Theoretical Perspective T
Page 514 and 515: Principle 1: Simplify: Reduce Extra
Page 516 and 517: cameras, lecture recording, and liv
Page 518 and 519: Purpose and Placement of Instructio
Page 520 and 521: and norms. Figure 6 provides an exa
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Page 524 and 525: Numbering Numbering aids in sequenc
Page 526 and 527: other”(p. 7). White space is nece
Page 528 and 529: This is 8px This is 10px This is 12
Page 530 and 531: Application Exercises Exercise 1 Re
Page 532 and 533: Education, 23(2), 243-265. Garrison
Page 534 and 535: 28 Audio and Video Production for I
Page 536 and 537: Audio The most common lossless audi
Page 538 and 539: would be the highest quality. The b
Page 542 and 543: until you get to know your micropho
Page 544 and 545: The larger the room, the greater th
Page 546 and 547: Note. The top track is a voice trac
Page 548 and 549: yourself will help you work with pr
Page 550 and 551: Note. A more complete collection of
Page 552 and 553: Video Editing Tools Once the video
Page 554 and 555: the task on screen typically narrat
Page 556 and 557: transitions, it can be tempting to
Page 558 and 559: 29 Using Visual and Graphic Element
Page 560 and 561: the manner in which they cause the
Page 562 and 563: An Organizational Picture Illustrat
Page 564 and 565: A Transformational Picture Using Mn
Page 566 and 567: the instructional techniques employ
Page 568 and 569: Google Image Search and the Usage R
Page 570 and 571: information is presented, such as s
Page 572 and 573: 30 Simulations and Games Jeff Batt
Page 574 and 575: Video 1: How to Create a Watch Simu
Page 576 and 577: from their mistakes. The key here i
Page 578 and 579: Providing a theme has a couple of r
Page 580 and 581: This type of progression tool is al
Page 582 and 583: If the learner gets the question co
Page 584 and 585: information from one screen to anot
Page 586 and 587: Video 5: Using Triggers Watch on Vi
Page 588 and 589: Video 6: Understanding Conditions W
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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
Page 672 and 673:
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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