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

More documents

Recommendations

Info

The larger the room, the greater the problems for recording. Your microphone will pick up ambient noises like your air conditioner, but it will also pick up the echoes of the room. Rooms with a lot of tile and glass and tile (think kitchens and bathrooms in your home) allow the sound to “bounce” off the hard surfaces. Audio recording in large rooms produces audio that may sound thin and produce unwanted echoes. When possible, use a small room with carpets, drapes, and other fabrics to help absorb excess sound. You can also create a better environment with boxes to contain the microphone and soft materials to surround it. In the image below, the person has placed their microphone in a box with foam to absorb excess sound. You could also achieve this effect with a box and any kind of fabric like towels or small pillows. Notice that the microphone is close to the foam in the box. This will help keep sound on the other side of the microphone from being recorded as well and helps eliminate dead air. Figure 3 Creating a Better Recording Environment Design for Learning 544
Note. See https://edtechbooks.org/-Vod for more information. Audio Software To create a professional sounding recording, you need multitrack software to edit audio. A finished audio file is a number of tracks, or layers of audio, edited together for quality and clarity. Each track is a type of audio. One track might be your voice, and another track your background music (see Figure 4). Audio software allows you to mix your audio. Mixing audio means that you adjust levels of each track to make your voice loud enough and your background music soft enough to blend well together. Figure 4 Multiple Audio Tracks Design for Learning 545
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 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
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
Page 110 and 111:
designing the best learning environ
Page 112 and 113:
Fact-finding - Most conflicts are r
Page 114 and 115:
Objective Define the purpose/vision
Page 116 and 117:
Note. Persona example from https://
Page 118 and 119:
Note. Persona example from https://
Page 120 and 121:
go beyond the physical location and
Page 122 and 123:
https://edtechbooks.org/-Snvzp Ambr
Page 124 and 125:
knowledge influences memory in olde
Page 126 and 127:
6 Problem Framing Vanessa Svihla Is
Page 128 and 129:
An Example of How the Same Initial
Page 130 and 131:
Figure 2 Problem Structure, Complex
Page 132 and 133:
“framing agency” is a hallmark
Page 134 and 135:
What Tools Help Designers Frame Pro
Page 136 and 137:
designers coherently link the task
Page 138 and 139:
easons for reframing are likelier t
Page 140 and 141:
National Science Foundation. Refere
Page 142 and 143:
7 Task and Content Analysis Levi Po
Page 144 and 145:
analyzing interpersonal skills. Con
Page 146 and 147:
facts, concept, and principles). On
Page 148 and 149:
Length of nails 10-penny or less is
Page 150 and 151:
content area. A course on home repa
Page 152 and 153:
a. b. c. d. e. f. Tactile cue: Feel
Page 154 and 155:
Conclusion Task/content analysis is
Page 156 and 157:
8 Documenting Instructional Design
Page 158 and 159:
Decision Typologies as They Relate
Page 160 and 161:
Decisions Type of Decision- Making
Page 162 and 163:
Naturalistic Decision-Making Exampl
Page 164 and 165:
their design process to log and ref
Page 166 and 167:
Conclusion While decision-making is
Page 168 and 169:
knowledge and experience to solve i
Page 170 and 171:
Luo, T., & Baaki, J. (2019). Gradua
Page 172 and 173:
Tracey, M. W., & Hutchinson, A. (20
Page 174 and 175:
Creating Creating practices are tho
Page 176 and 177:
Many ideation techniques focus on g
Page 178 and 179:
Noel Oh! Sorry. The PASS model—I
Page 180 and 181:
Noel Nice. And we should make the j
Page 182 and 183:
Table 1 Common Structured Ideation
Page 184 and 185:
Contrast the two techniques you tri
Page 186 and 187:
with no instructions and putting th
Page 188 and 189:
Additional Readings and Resources T
Page 190 and 191:
Daly, S. R., Seifert, C. M., Yilmaz
Page 192 and 193:
initial investigation of expert pra
Page 194 and 195:
10 Instructional Strategies Joshua
Page 196 and 197:
Learning Domain Strategies Each lea
Page 198 and 199:
muscular actions. When teaching psy
Page 200 and 201:
specific to general You could teach
Page 202 and 203:
values or needs. Relevance is also
Page 204 and 205:
well-defined learning goals; instru
Page 206 and 207:
11 Instructional Design Prototyping
Page 208 and 209:
psychology has established that the
Page 210 and 211:
Table 1 Prototyping Stages and Goal
Page 212 and 213:
Note. Many of the examples provided
Page 214 and 215:
other design contexts such as indus
Page 216 and 217:
Note. CC-BY from Rosenfeld Media, a
Page 218 and 219:
they reach a product that will acco
Page 220 and 221:
This approach is believed to be les
Page 222 and 223:
prototype, you can learn about the
Page 224 and 225:
doi.org/10.1080/1463922X.2015.10140
Page 226 and 227:
Merrill, M. D., & Wilson, B. (2007)
Page 228 and 229:
Evaluating Evaluating practices hel
Page 230 and 231:
Defining Critique Used throughout t
Page 232 and 233:
Page 234 and 235:
on the work itself and not on the d
Page 236 and 237:
Any critique develops both the crit
Page 238 and 239:
Group Critique (illustration by the
Page 240 and 241:
Page 242 and 243:
2010). Studios are based on the ide
Page 244 and 245:
can be paired or grouped as need be
Page 246 and 247:
which are overwhelmingly negative o
Page 248 and 249:
176-177). Mahwah: Erlbaum. Dannels,
Page 250 and 251:
13 The Role of Design Judgment and
Page 252 and 253:
instructional module to be delivere
Page 254 and 255:
The second is instrumental judgment
Page 256 and 257:
concerned with design tools—every
Page 258 and 259:
(Tracey et al., 2014). It is usuall
Page 260 and 261:
the design should be focused on. To
Page 262 and 263:
appreciate public libraries. We lik
Page 264 and 265:
References and Suggested Readings B
Page 266 and 267:
49(4), 3-17. Stolterman, E., McAtee
Page 268 and 269:
ADDIE Model of Design (Fav203, 2012
Page 270 and 271:
Reaction In order to have effective
Page 272 and 273:
“When the cook tastes the soup th
Page 274 and 275:
Summative Dick et al. (2015, p. 320
Page 276 and 277:
implementation of a design. Moseley
Page 278 and 279:
One-to-One The one-to-one evaluatio
Page 280 and 281:
Field Trial Summative Evaluation Th
Page 282 and 283:
Stake’s Model Stake in 1969 creat
Page 284 and 285:
the goal-free evaluator. Younker pr
Page 286 and 287:
Conclusion Evaluation is the proces
Page 288 and 289:
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
Page 294 and 295:
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
Page 306 and 307:
learning outcome. This activity pro
Page 308 and 309:
Part II Instructional Design Knowle
Page 310 and 311:
16 Learning Theories Beth Oyarzun &
Page 312 and 313:
evokes a specific functional reacti
Page 314 and 315:
For example, if the desired learnin
Page 316 and 317:
example of a cognitive constructivi
Page 318 and 319:
Yourself (DIY) forum. You may also
Page 320 and 321:
self-efficacy. Social cognitive the
Page 322 and 323:
motivators can enhance self-determi
Page 324 and 325:
Keller’s ARCS Model Within the mo
Page 326 and 327:
and models helps guide your design
Page 328 and 329:
Dewey, J. (1938). Experience and ed
Page 330 and 331:
designers through the lenses of dif
Page 332 and 333:
Formally linking instructional desi
Page 334 and 335:
The instructional theory framework
Page 336 and 337:
3. 4. 5. Precision, which reflects
Page 338 and 339:
Using the Instructional Theory Fram
Page 340 and 341:
Value Learning Experience Design Fu
Page 342 and 343:
experience may undergo any number o
Page 344 and 345:
Respect the Instructional Design Ir
Page 346 and 347:
obsolete, to today’s mobile game-
Page 348 and 349:
understand these terms, one’s des
Page 350 and 351:
subject testing. Performance & Impr
Page 352 and 353:
Research and Development, 62(1), 53
Page 354 and 355:
Instructional-design theories and m
Page 356 and 357:
19 The Nature and Use of Precedent
Page 358 and 359:
that the benefits of this form of e
Page 360 and 361:
employees to learn," or "minimal sc
Page 362 and 363:
cases, there may be little to indic
Page 364 and 365:
configurations, in which the design
Page 366 and 367:
idea; "what if we put together some
Page 368 and 369:
developing instruction, consider th
Page 370 and 371:
The Noticing Journal The beginning
Page 372 and 373:
simple, they were not called out in
Page 374 and 375:
practice. European Journal of Marke
Page 376 and 377:
Zimmerman, E. (2003). Play as resea
Page 378 and 379:
Competency and Standard In this sec
Page 380 and 381:
Instructional Design and Technology
Page 382 and 383:
competencies to practitioners, rese
Page 384 and 385:
2. 3. 4. 5. 6. 7. 8. 9. 10. Take a
Page 386 and 387:
AECT certifies graduate certificate
Page 388 and 389:
Authors Audience Research Method Te
Page 390 and 391:
Application Exercises 1. 2. 3. 4. H
Page 392 and 393:
the educational technologist multim
Page 394 and 395:
21 Design Thinking Vanessa Svihla E
Page 396 and 397:
advantage of them? If design thinki
Page 398 and 399:
Additional Reading For another grea
Page 400 and 401:
When designing with end-users, we g
Page 402 and 403:
implications for the agency, and ev
Page 404 and 405:
Risks and Pitfalls Associated with
Page 406 and 407:
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
Page 412 and 413:
Muller, M. J., & Kuhn, S. (1993). P
Page 414 and 415:
22 Robert Gagné and the Systematic
Page 416 and 417:
Laboratory. He held multiple academ
Page 418 and 419:
An example would be classifying mus
Page 420 and 421:
of prior learning allows learners t
Page 422 and 423:
had a process to follow, a blueprin
Page 424 and 425:
consisting of the final evaluation
Page 426 and 427:
each skill into its smallest step b
Page 428 and 429:
War II to the rise of the systemati
Page 430 and 431:
Heinich, R., Molenda, M., Russell,
Page 432 and 433:
with an extensive knowledge and ski
Page 434 and 435:
competencies (i.e., the integration
Page 436 and 437:
highly‐structured knowledge, or c
Page 438 and 439:
y employing modelling examples and
Page 440 and 441:
to carry out those tasks up to stan
Page 442 and 443:
To conclude, dealing with current a
Page 444 and 445:
Janssen‐Noordman, A. M. B., van M
Page 446 and 447:
24 Curriculum Design Processes Buck
Page 448 and 449:
Curriculum design is a team sport.
Page 450 and 451:
learning strategies that connect to
Page 452 and 453:
Standards and competency frameworks
Page 454 and 455:
Visit http://www.lxcanvas.com/ for
Page 456 and 457:
Visit https://edtechbooks.org/-TTeu
Page 458 and 459:
Figure 8 Conceptual Illustration of
Page 460 and 461:
Learning Environment Modeling—A M
Page 462 and 463:
In addition to curriculum design be
Page 464 and 465:
essential skill for emerging educat
Page 466 and 467:
feedback. This kind of static list
Page 468 and 469:
ealize the key components of the ag
Page 470 and 471:
Scrum Basics and Roles Watch on You
Page 472 and 473:
Note. "The Agile PM Game (Aug '11)"
Page 474 and 475:
process. There are many similaritie
Page 476 and 477:
An Example of Scrum in Practice At
Page 478 and 479:
with similar user stories. Tripp an
Page 480 and 481:
Links and Resources Scrum Guide (A
Page 482 and 483:
how your design may need to incorpo
Page 484 and 485:
guide to scrum: The rules of the ga
Page 486 and 487:
26 Designing Technology- Enhanced L
Page 488 and 489:
technologies, such as a computer or
Page 490 and 491:
Learning experiences are now design
Page 492 and 493:
Collaborativism (Online Collaborati
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
Page 522 and 523: emails are done with a short turnar
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 540 and 541: microphone. Condenser microphones h
Page 542 and 543: until you get to know your micropho
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
Page 590 and 591: 31 Designing Informal Learning Envi
Page 592 and 593: If we use this as a guide to identi
Page 594 and 595:
exploration and even learning throu
Page 596 and 597:
Principle 4: Leverage the Benefits
Page 598 and 599:
competition fueled their natural in
Page 600 and 601:
Application Exercise For your refle
Page 602 and 603:
ule/ Cordova, D. I., & Lepper, M. R
Page 604 and 605:
32 The Design of Holistic Learning
Page 606 and 607:
design way: Intentional change in a
Page 608 and 609:
proposed that all instructional pro
Page 610 and 611:
[the student] be changed by it). Ap
Page 612 and 613:
Application Exercise Using the same
Page 614 and 615:
33 Measuring Student Learning Lisa
Page 616 and 617:
helps instructional designers incre
Page 618 and 619:
Example Assessment Alignment Table
Page 620 and 621:
Multiple-Choice Best Practice Guide
Page 622 and 623:
Tips for Writing Higher Order Think
Page 624 and 625:
High-Quality Examples 1. Proof 1: G
Page 626 and 627:
Rubrics As discussed earlier in the
Page 628 and 629:
descriptors below. Numerical Descri
Page 630 and 631:
esults help instructional designers
Page 632 and 633:
Table of Specifications Template Us
Page 634 and 635:
34 Working With Stakeholders and Cl
Page 636 and 637:
are using that process. It's also i
Page 638 and 639:
Scope of Work When beginning work o
Page 640 and 641:
Once you agree on a file hosting se
Page 642 and 643:
Not communicating expectations earl
Page 644 and 645:
Catching plagiarism early is vital.
Page 646 and 647:
Conclusion In this chapter we discu
Page 648 and 649:
35 Leading Project Teams Ashley Smi
Page 650 and 651:
The Initiation phase encompasses al
Page 652 and 653:
impact on the project. In many case
Page 654 and 655:
There are always tradeoffs for ever
Page 656 and 657:
(Rath, 2007, p. i). I have found wh
Page 658 and 659:
Effective Strategies in Leading a T
Page 660 and 661:
Communicating Effectively Don’t k
Page 662 and 663:
Managing Conflicts Have crucial con
Page 664 and 665:
from https://ebookcentral.proquest.
Page 666 and 667:
design process, however. Designers
Page 668 and 669:
The Stages of Roger's Implementatio
Page 670 and 671:
definition of “long-term” can b
Page 672 and 673:
Relative Advantage The concept of r
Page 674 and 675:
Application Exercise You are an ins
Page 676 and 677:
Page 678 and 679:
Jason K. McDonald Dr. Jason K. McDo
Page 680 and 681:
Richard E. West Dr. Richard E. West
Page 682:
McDonald, J. K. &West, R. E.(2021).
show all

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

Create successful ePaper yourself

Delete template?

Save as template?