8 01, 2020

Instructional Designer vs. Content Writer: What’s the Difference?

2019-12-30T20:42:29-05:00 January 8th, 2020|content development, Course Creation, course design, Course Writers, Curriculum Development, Instructional Design|0 Comments

Two different course creation specialists offer multiple advantages.

13 11, 2019

How Do You Integrate Universal Design Learning (UDL) Framework in Higher Ed Curriculum?

2019-11-13T18:11:00-05:00 November 13th, 2019|Instructional Design, Universal Design Learning|0 Comments

Being able to develop students while teaching existing courses seems too good to be true. How is this possible? Universal Design Learning (UDL).

6 11, 2019

Using Microlearning Approaches To Keep Students Engaged

2019-11-06T18:17:06-05:00 November 6th, 2019|eLearning, Instructional Design|0 Comments

We know today’s students are distracted. Texts need answering. Emails need replies. Besides that, students drown in content. Consider breaking courses into bite-size chunks. Provide little lessons for students.

30 10, 2019

Guiding Principles of Integrating Multimedia in eLearning

2019-10-29T08:13:58-05:00 October 30th, 2019|eLearning, Instructional Design|0 Comments

Integrating multimedia into your eLearning courses engages learners, but the latest research indicates too much interactivity may frustrate your learners.  In the hands of a skilled developer, multimedia interaction positively impacts knowledge transfer. Course navigation menus appear and disappear when needed, creating screen space.

24 10, 2019

How Can Instructional Designers Support Higher Ed Online Course Instructors?

2019-10-24T17:55:53-05:00 October 24th, 2019|Instructional Design|0 Comments

As online course offerings grow, IDs are prepared to support instructors Traditionally, Instructional Designers (IDs) focused on creating online courses for a university. This role is expanding. Now, IDs serve as a link between faculty, IT, and administration. They are being asked to consult faculty on course design and in turn, are consulted for new pedagogy tactics to meet educational aims. They are also being turned to for recommendations on how to fit new tech across the curriculum. As their role changes, IDs continue partnering with course instructors to transform the classroom experience. IDs wear many different hats, depending on the department they work in. They may: adapt or revise existing courses, lessons, assignments, or learning resources partner with faculty to plan, design, and implement new courses research emerging trends in new technology train and support faculty on new technology use or learning management systems team up with course instructors to identify learning needs and course objectives create or obtain media to support a course such as video and multimedia manage course development timelines and budgets [...]

2 10, 2019

Should you integrate new technology in eLearning courses?

2019-10-01T22:29:56-05:00 October 2nd, 2019|eLearning, Instructional Design, technology|0 Comments

With today’s new technology, it is tempting to add sparkle and glitz to an eLearning course. But as the saying goes, not everything that glitters is gold. Deciding if and when  to use new technology can be tricky. Here are four factors to consider. Relevance The general rule of thumb is only use new technology, like games or AR/VR, if it adds meaning to an eLearning course. When creating a module, ask what would help the learner meet the objective. If a simple diagram works, use that. If a learner has to demonstrate mastery of knowledge, such as a process, new technology may be the most effective. The key is to consider the learner. What does the learner need in order to be successful?  Possibilities When looking to add technology, there is an ever-increasing range of possibilities. However, not all options are appropriate for every module. Consider the advantages and disadvantages of each type of new technology. For example, creating virtual reality (VR) could be very expensive. It may also be hard for an older learner [...]

11 09, 2019

3 Powerful Project Evaluation Practices for IDs

2019-09-19T14:17:30-05:00 September 11th, 2019|assessment, Instructional Design, project management|0 Comments

As an instructional designer (ID), you have carefully designed and developed useful content, engaging learning activities, and challenging assessment items for a project. You feel good about what you have created, but ‘So What?’  The important question is, Does the instruction actually address the learning need?  To answer this question, you should consider three important project evaluation practices.  Formative project evaluations Summative project evaluations Reflection Formative Project Evaluations The first practice to consider is formative evaluation. It is a method for judging the worth of the instructional project while the content and activities are in development or in progress. This type of evaluation focuses on the process.  Remember the goal is for learners to master new skills and knowledge. Thus a formative evaluation is a useful tool for instructional designers, teachers, and students to use during the design, development, and implementation of the project. Its main purpose is to monitor how well the content, learning activities, and assessment items align with the learning objectives. This will help you address any deficiencies immediately.  Download the article: Launching [...]

28 08, 2019

3 Connections Between Learning Standards and Performance-Based Assessments

2019-08-27T19:58:01-05:00 August 28th, 2019|curriculum, Curriculum Planning, education, Instructional Design|0 Comments

What are performance-based assessments (PBA)? Here's an example to help you understand PBAs. Let’s think about verbs. Regardless of your level of interest in sentence structure, the word verb most likely brought one thing to mind: action. The physical act of doing something. Now, what verb in the following standard do you consider most significant?  Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. If you picked develop, congratulations! That’s what the middle-school science student has to do in this case: create something to describe something else. Both the Common Core State Standards and the Next Generation Science Standards are all about action, regardless of the age of the student. So, how does a student develop a model on a traditional multiple-choice assessment? Chances are, this question made you pause a bit and think about it. Can a model be made by choosing A, B, C, or D? Kind of. You can definitely complete a model by selecting the correct answer. You [...]