mangofanatic 's List: Instructional Design

• based on the ADDIE model with the phases analysis, design, development, implementation, and evaluation
• operant conditioning,
• Cognitive Theory of Multimedia Learning

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• • These matrices are a great way to conceptualize instructional design. Use as a foundation for developing USMLERx learning model.
• Normally, the best method for building deep knowledge structures (having the most viscosity) is the inductive-inquisitory strategy. However, it is normally the most time-consuming (lacking in velocity). This is why training developers often become experts in the subject matter -- while creating the concepts, principles, procedures, etc. for the training program, they produce within themselves deep knowledge structures; while in turn, the users of these training design products only produce surface knowledge. 

• There are four learning design architectures:
• In turn, the four architectures help us to learn by various experiences:
• There are two main methods for presenting instructional content:
• In addition, there are two main approaches for helping the learners to learn:
• When we put all the above "design" considerations together, we have to "develop" (build) it for a type of media, such as web, classroom, text, combination (blended), or more simply, a Learning Framework. Thus, when building a learning package or program, it helps to think of a wider framework than simply shoveling the content (subject matter) to the learners. That is, one has to start thinking of the context that will support it:

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• FREE (Creative Commons) eBook "
• Designing Kick Butt Quality Online Courses: [you can log in to this FREE course, hosted inside Blackboard. Username bbworld07, password bbworld07]
• Current Research in Learning Design:
• The report summarises a study of learner interactions in the context of learner paced courses delivered by the University.

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• "My idea was to create pages around particular learning tasks built of widgets that target different learning styles (text, video, interactivity)," he wrote in a blog post earlier this year. "Then, users can copy, cut, or change whatever doesn’t work for them. Each student and faculty member can create his or her own lesson plan based on the tools they find most useful. This isn’t meant to replace the classroom (a la distance learning, though it would help) -- but to create a set of learning objects that people can add to their own pages or rework to suit their needs."
• "What I see happening, as this moves away from course management systems, is [the ability to] embed a bunch of different gadgets, whether it's a discussion gadget or a calendar gadget, to create a curriculum," said Eileen McMahon, who uses widgets in one of her courses at the University of Massachusetts at Boston and is organizing the Nercomp meeting next year.
• Metros stressed that in many ways, widgets embody educational theories that have been discussed for years, especially the concept of "learning objects," teaching students in a more modular, linked fashion that emulates the way they interact with the online world, rather than the linear world of books and lectures.

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• "Next time you see a learning styles questionnaire, burn it [we] produced two reports for the now defunct Learning and Skills Development Agency, which got cold feet and refused to launch them. It was afraid, as one of the government's "delivery partners", to back research it had itself funded, in case it upset the DfES.
   

  Our reports reviewed, systematically, 13 models of learning styles and concluded that this area of research is theoretically incoherent and conceptually confused. I listed in the reports 30 dichotomies, such as "activists" versus "reflectors", "globalists" versus "analysts", and "left brainers" versus "right brainers". We should stop using these terms. There's no scientific justification for them.
   

  We do students a serious disservice by implying they have only one learning style, rather than a flexible repertoire from which to choose, depending on the context."

• A significant aspect of the CDT framework is learner control, i.e., the idea that learners can select their own instructional strategies in terms of content and presentation components. In this sense, instruction designed according to CDT provides a high degree of individualization since students can adapt learning to meet their own preferences and styles.

• a dynamic and personalized study schedule based on  your real-time performance, in-depth performance analysis

• butt kicked every day  via e-mail!

• The integration of Web technology in the curriculum can enhance the goals of education supporting individualized pacing, student accountability, and precise monitoring of student progress.
• With research sorely lacking in the field, evidence is sparse at best.
• Gagne's Nine Events of Instruction Associated with the Internal Learning Processes They Support with Traditional and Web-Instruction Examples.  

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