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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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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The eLearning Professional

You don’t become a professional by just calling yourself one. One key difference between professionals and non-professionals is this: professionals are bound by ethical codes. 

So, what’s the professional code of eLearning?

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Student Self-Assessment to Empower Learning

Wouldn’t it be terrific to know that your students are motivated and confident in their abilities to learn what you teach them? Rest assured, you can guide students towards self-directed learning by capitalizing on the synergy found in self-directed learning, self-regulated learning, and student self-assessment (SSA).

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Facilitating an online course: Five ways for getting it right

The first online course I developed and facilitated was Fundamentals of Speech. I was determined to get it right, because I had graduated from an online program and understood first-hand the pitfalls and frustrations students go through with a weak facilitator. In the very first week of the course I realized that it takes a lot of work to facilitate well! The second thing I realized was that it was so worth it—and so rewarding.

Since then, I’ve developed and facilitated many online courses, and enjoy being the eLearning certification trainer for new online and blended faculty at Spring Arbor University.

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Foster Collaboration with Open Pedagogy

Since this week is Open Educational Resources (OER) week, and 2018 was the year of open, I’m eager to touch on a topic that I feel passionate about that aligns with OER—Open Pedagogy. 

When I think of Open Pedagogy, it brings to mind areas that I have a background in—practices and theories related to teaching and learning with technology and social justice. Open Pedagogy has several meanings, but we’re going to focus on perspectives specific to OER and Open Educational Practices (OEP).  

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