22 Matching Annotations
  1. Nov 2019
    1. Mary Lou Fulton Teachers College

      This site is the homepage of the Tech Infusion program at Arizona State University (ASU). Housed within ASU's Mary Lou Fulton Teachers College, Tech Infusion is a technology integration curriculum for Pre-K-12 teacher candidates. Through coursework and hands-on practices, teacher candidates are prepared to use technology fluently and innovatively for teaching and learning. The program integrates research, ISTE Standards, and the TPACK (Technological Pedagogical Content Knowledge) framework around effective technology integration. This website provides technology-infusion resources for course developers, instructors, and current and future educators. Examples include research articles, edtech tool tutorials, lesson plans, and outlines of the curriculum. Rating: 9/10

    1. Issues and Trends in Learning Technologies

      This website covers "Issues and Trends in Learning Technologies (ITLT)," a peer-reviewed open-access journal published by the University of Arizona's Learning Technology program. This online journal features articles that explore theories, practices, and research surrounding educational technology. This includes discourse around the application and assessment of various learning technologies in educational settings. The "Archives" tab at the top of the site each volume ITLT, which feature articles such as research, reviews, and graduate student work. As an online publication, each article is accessible in PDF and HTML format free of charge. "Rating: 10/10"

    1. As online learning matures, it is important for both theorists and practitioners to understand how to apply new and emerging educational practices and technologies that foster a sense of community and optimize the online learning environment. To accomplish this goal, it is criti-cal that researchers continue testing instruc-tional-design theories and models in different online contexts and either build upon those theories and models or develop new ones that will provide appropriate and relevant guidance

      The article by Martha Snyder aims to inform that effective instructional design theories should be implemented to best engage and impact learners to create a "community". The research paper introduces a model that supports a sense of community; it is three theoretical frameworks: Learning communities, Adult Learning Theory, and Constructivism. The article the progresses to identify and provide examples on the components of the actual model: Design Theory Goal, Design Theory Values, and Design Theory Methods. Many different methods are reviewed that are deemed effective and can be manipulated to influence behavior. For example, establish trust and rapport, maintaining consistency, encouraging public sharing of information, and confirming member expectations are a few effective methods to include within the instructional-design theory to create a sense of "community" in an online learning environment. (Rating: 7/10)

    1. Due to the time constraintsof intensive online courses, instructional design strategies should be modifiedin order to retain the quality of learning without reducing the quantity of the course content. This paper presents how ablended approach combiningobjectivist and constructivist instructional strategies was used in the designof an intensive summer online course in the context of a support-based online learning environment

      The paper by Sue-Jen Chen reviews a research study where a objectivist-constructivist blended approach was applied to an intensive online course at an educational institution. This approach was adopted to ensure that valuable and quality content was not lost for the learners, but still met the time constraints of the course. The article continues by promoting that the instructor should take lead in facilitating the content, but still providing options to the learner that applies to their motivations, interest and it relevant to their past experiences. A "blended approach" framework is presented that consists of four core components: content, people, technology, and goals/learning tasks. The article concludes by providing detailed examples of how each component would look in a real life example by giving details of the study conducted. (Rating: 10/10)

    1. Psychology has much to offer to the design of technology—from understanding what people need, to identifying their preferences for design characteristics, and to defining their capabilities and limitations that will influence technology interactions. Our goal in this article is to identify how research in the field of psychology and aging has advanced understanding of technology interactions.

      This article strives to explore the psychological science and interactions between older adults and different advance technologies (i.e. digital learning environments, home-based technology systems). The article provides preliminary information on the various capacities as older adults may encounter technology in their every day life and some of the common perceptions. The article then clarifies that the purpose of the research is to identify the source of the age-related differences and variables. The CREATE Model of Aging and Technology is reviewed to provide a framework on how to best design technological systems to ensure older adult compatibility. The article closes by confirming that older adults do have a higher rate and probability of being slower to adapt to advanced technologies, but frustrations can occur with all ages- not just older adults alone. (Rating: 9/10)

    1. Culturally responsive teaching can be defined as using cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them. It teaches to and through the strengths of these students. Culturally responsive teaching is the behavioral expression of knowledge, beliefs, and values that recognize the importance of racial and cultural diversity in learning

      The online content provided by Portland State University provides an in-depth explanation of what culturally responsive and inclusive is and how to incorporate it into the classroom. In the closing of the content, the educational institution highlights the top five essentials for the framework. In addition, the source provides additional references in the bibliography for additional resources regarding the subject matter that can be leveraged for future reference. (Rating: 6/10)

  2. Aug 2019
    1. In their view, instructional design is centered on the learned, is oriented on a central goal, includes meaningful performance, includes a measurable outcome, is self-correcting and empirical, and is a collaborative effort. They concluded that instructional design includes the steps of analysis, design, development, implementation, and evaluation of the instructional design

      Reiser & Dempsey 2007

  3. Jan 2019
    1. Finding Our Voice: Instructional Designers in Higher Education

      Good article written with information gathered from instructional designers at a symposium, about their roles, responsibilities and concerns and suggestions for the industry.

  4. Feb 2018
    1. highly and diversely educated.

      I find this very interesting. We are coming to this line of work from a variety of backgrounds. Perhaps it's a sign of an emerging professional. There was no such thing as an instructional design degree when I got my undergrad.

    2. 32% have doctoral degrees

      But is the doctoral degree in instructional design?

    3. 49% train someone in the use of online pedagogy at least once a day

      This is where I am currently spending most of my time in my work. It can be quite the challenge to teach online pedagogy when faculty is focused on research or face-to-face course load.

    4. reading

      More articles to annotate: https://hypothes.is/search?q=tag:%22instructionaldesign%22 Search for other keywords

    5. Does a network of instructional designers exist?

      Yas! Instructional and learning experience designers unite via Pedago.me! We are most active in our slack channel where we HOMAGO (hang out, mess around, and geek out). All are welcome.

    6. Palloff & Pratt

      I've been devouring their books as we prepare faculty to begin teaching online

    7. and

      No Learning Experience Design (LXD) title anywhere?

    8. too little time

      I often feel like there is not enough time to do all the things required of my job.

    9. so little public awareness

      Maybe we need a Public Service Announcement about our work :) http://www.storyboardthat.com/articles/e/public-service-announcements

    10. instructional designers have positioned themselves as pivotal players in the design and delivery of learning experiences

      Have you been able to play a pivotal role at your institution? If not, what pirvotal changes would you like to make?

  5. Nov 2017
    1. new methodologies

      Are they really new? Or is it figuring out how to utilize tech to support interactivity, engagement, community etc. but in an asynchronous community when time and space CANNOT be leveraged.

  6. Apr 2016
    1. All Pearson-backed schools agree to test students frequently and use software and analytics to track outcomes.

      Sadly standardized testing works perfectly as a gear in the analytics world :(

  7. Jan 2016
  8. Oct 2015
    1. The compromise here is easy.  Faculty accept the expertise of the educational experts and instructional designers, and welcome them into their course design process as a resource rather than competitors.  At the same time, educational experts and instructional designers should accept the expertise of the faculty.  Stop trying to tell them what education is.

      THIS because = awesome & true