From Instructional Design to Learning Design

Student-Centered Design

Back in 1997, I was a member of the Ed Tech faculty at Northern Arizona University. We had decided to move our Masters of Educational Technology online—and did what an inexperienced faculty without support would do.

 We took our face-to-face curriculum and put it online. 

It went about as well as you would expect.  

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Going the Extra Mile: Understanding Non-Traditional Students

When thinking about the demographics of students currently enrolled in colleges and universities, we often first consider traditional students, between ages 18-24. However, enrollment trends in traditional, blended, and online programs are revealing that nontraditional students, those ages 25 and older, are becoming more and more prominent in the classroom. Today I want to discuss the dynamics of nontraditional students, the pressures they face, and what it means to go the extra mile in order to understand their needs and enable them to succeed.      

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Playful Course Design

As someone with a recent background of scholarly writing, I had to overcome my unconscious assumptions that scholarly meant minimal “fun” or “play-based” interactions. After a few psychology and technology courses, I realized there was a smaller divide than I originally assumed. I spent a lot of time trying to find ways to investigate and discuss learning and cognition theories to fulfill my course requirements, but for a long time ignored the obvious truths behind why I wanted to study learning in the first place—witnessing learning either intentionally or unintentionally in various forms of play. 

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Why (and How) I Guard my Instructional Design Time

In Ann’s recent post, she outlined some of her workflow processes and how she gets through the variety of tasks she has in any given day. As I was reading through and editing it, I really only had one thought cross my brain.

“I could never work like this…”

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Three Things to Consider when Designing your next Learning Experience

When you’re developing an eLearning course, there is always an overload of “practical” stuff that you have to keep in mind. Development timelines, coordinating with subject matter experts, and making sure all the nuts and bolts are ready for the launch day of your course. 

In the midst of all the details, I like to stop and consider how I can make each course I develop more effective than the last. There’s always a new angle or strategy out there to consider. I’m sharing 3 ideas here and I hope you’ll try them out.

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A Traditional Student’s Reflection on Online Classes

Last spring was a pivotal semester for me academically. I was challenged in my classes and experienced significant growth as a writer. I attribute this growth mainly to the six classes I was enrolled in, two of which were online courses.

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Surprised by Inspiration from IKEA

Inspiration can strike in the most unexpected places—even a Swedish furniture store. As my coworker and fellow blogger Gwen would tell you, IKEA is one of the best places for instructional designers (ID) to find inspiration. I’ll admit that I didn’t believe her at first. However, when we visited IKEA last year as a team-building exercise, I was surprised by the inspiration that sparked my creativity and motivated me to be a better ID. Many of the ideas I found that day have stayed with me and helped me improve the ways I work with programs, subject matter experts (SME), and stakeholders to design online, blended, and face-to-face courses.

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Delivering the Right Learning Experience

Have you ever gone to training and thought that it wasn’t as helpful as it could have been or that you would have grasped and retained the information if it was delivered differently?

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Acknowledging the Transition

Life is full of transitions. Usually they involve an alteration in the people around you, the environment, or both. Looking at this phenomenon through an instructional design lens, we can observe two things:

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Back to School: The Next Step to Becoming an eLearning Expert

It’s that time of year again (if you work in education anyway). Students are returning. Classes are starting. Here in the Midwest, we’ve got crisp fall mornings and dew on the ground. Syllabi are being doled out like (unwanted) candy, and expressions of eagerness and anticipation will soon be replaced by glazed eyes and existential dread.

And for the first time in about a decade, I’m joining the crowd.

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