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

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Application Exercise Using the same example as before, consider the sense of unity you experience with the instruction. Ask: Do the connections and relationships in the instruction contribute towards an overall effect? How would you characterize this effect? Is there any evidence to suggest this effect was intentionally considered by designers? Or did they seem to leave it to chance? What might you change about the instruction to generate a stronger sense of unity? Conclusion Nelson and Stolterman (2012) concluded that a holistic design creates emergent qualities, or qualities that cannot be experienced when only considering the individual elements that are connected together in intentionally considered relationships of unity. They also stated these emergent qualities have “significance” for the people using a design. They mean something to people, and “embody [some] essence of human potential more fully” (p. 101). This seems to be sufficient justification for considering holistic design as part of the instructional design process. Instructional design is about helping people learn, or, in other words, unlocking some aspect of their human potential. And it is more than the educational content and instructional strategies that do this. To create designs that are truly remarkable and uncover at least some aspects of human potential, people need to experience instruction with emergent, holistic qualities. These are generated as designers consider the connections between individual elements of their instruction, form those connections into structured relationships, and align both into a unified whole that can produce an aesthetic, transcendent effect. Design for Learning 612
References Gibbons, A. S. (2013). An architectural approach to instructional design. Routledge. Nelson, H. G., & Stolterman, E. (2012). The design way: Intentional change in an unpredictable world (2nd ed.). The MIT Press. Parrish, P. (2005). Embracing the aesthetics of instructional design. Educational Technology, 45(2), 16–25. Parrish, P. (2009). Aesthetics principles for instructional design. Educational Technology Research and Development, 57(4), 511-528. Wilson, B. G. (2013). A practice-centered approach to instructional design. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mind tools: Essays in honor of David H. Jonassen (pp. 35–54). Routledge. Design for Learning 613
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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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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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Page 564 and 565: A Transformational Picture Using Mn
Page 566 and 567: the instructional techniques employ
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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
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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 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
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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
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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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