Not sure I like the way this is expressed - it doesn't signify appropriate care for students

Absolutely.

Reclaiming Resilience: Building Better Systems of Care<br /> by Stephanie Moore

link to https://hypothes.is/a/FjbXGHnSEe6Qd4eEukSDKA

Ruben Puentedura. Technology In Education: A Brief Introduction, 2013. https://www.youtube.com/watch?v=rMazGEAiZ9c.

Overview of a few teaching models.

Paging Christie DeCarolis...

This has implications for instructional designers and is one of the main reasons why a teacher of record should participate in the design of a course to the fullest extent possible. It isn't just about "buy in". It's about authenticity, authority, and teacher agency.

Online design can easily enforce this perscriptive approach to "delivery" as opposed to teaching.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Hypothesis</span> in Liquid Margins 38: The rise of ChatGPT and how to work with and around it : Hypothesis (<time class='dt-published'>02/09/2023 16:11:54</time>)</cite></small>

https://threadreaderapp.com/thread/1547390915689566211.html via https://twitter.com/nicolas_gatien/status/1547390946156969984

Nicolas, I broadly agree with you that many of these factors of reading and writing for understanding and retention are at play and the research in memory and spaced repetition underlines a lot of this. However in practice, one needs to be revisiting and actively using their notes for some particular project to remember them better. The card search may help to create both visual and physical paths that assist in memory too.

Reliance solely on a physical zettelkasten however may not be enough without active use over time, particularly for the majority of users. It's unlikely that all or even many may undertake this long term practice. Saying that this is either the "best", "optimum", or "only" way would be disingenuous to the diversity of learners and thinkers.

Those who want to add additional strength to these effects might also use mnemonic methods from indigenous cultures that rely on primary orality. These could include color, images, doodles (drolleries anyone?), or other associative methods, many of which could be easily built into an (antinet) zettelkasten. Lynne Kelly's work in this area can be highly illuminating. For pure practical application and diversity of potential methods, I recommend her book Memory Craft https://amzn.to/3zdqqGp, but she's got much more academic and in depth work that is highly illustrative.

With this background on orality and memory in mind we might all broadly view wood and stone circles (Stonehenge), menhir, standing stones, songlines, and other mnemonic devices in the archaeological and sociological records as zettelkasten which one keeps entirely in their memory rather than writing them down. We might also consider, based on this and the historical record concerning Druids and their association with trees that the trees served a zettelkasten-like function for those ancient societies. This continues to extend to lots of other cultural and societal practices throughout history. Knowledge from Duane Hamacher et al's book The First Astronomers and Karlie Noone and Krystal De Napoli's Astronomy: Sky Country will underline these theories and practices in modern indigenous settings.

Designing pedagogical experience (PX) encompasses both the learning experience (LX) of the students as well as the teaching experience (TX) of the instructor.

Educational technology should take both parts of the overall experience into account. Too many focus on one side or the other: the ease of use for the teacher at the expense of the student or the ease of use for the student at the expense of the teacher. Balancing the two can be difficult, but designers should be watching both.

Instructional Design Working Group - Book Club https://designjustice.org/events-1/2022/id-1stmeet

https://www.youtube.com/watch?v=fxfTVdohSwA

Christine Moskell talks about a professor's final exam design prompting students to go back to annotations and add new commentary (or links to other related knowledge) that they've gained during the length of a course.

Link to:

This is very similar to the sort of sensemaking and interlinking of information that Sönke Ahrens outlines in his book How to Take Smart Notes though his broader note taking thesis goes a few additional steps for more broadly synthesizing ideas into longer papers, articles, theses, and books.

Dr. Moskell also outlined a similar tactic at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] earlier today, though that video may not be accessible for a bit.

Cross reference: https://web.hypothes.is/event/social-learning-summit-spotlight-on-social-reading-social-annotation/

How can we better center and model these educational practices in our pedagogies?

https://www.insidehighered.com/blogs/just-visiting/qa-joshua-eyler-how-humans-learn

Because we're "social beings in a social world", we need to think about the psychology and sociology of the environments we design to help improve learning.

Link this to: - Design of spaces like Stonehenge for learning in Indigenous cultures, particularly the "stage", acoustics (recall the ditch), and intimacy of the presentation. - research that children need face-to-face interactions for language acquisition

this sounds fun...

Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

What are the list of known differences? How well have they been studied across presenters and modalities?

What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

Face-to-face teaching and learning has been the majority default for nearly all of human existence. Obviously it was the case in oral cultures, and the tide has shifted a bit with the onset of literacy. However, with the advent of the Internet and the pressures of COVID-19, lots of learning has broken this mold.

How can the affordances of literacy-only modalities be leveraged for online learning that doesn't include significant fact-to-face interaction? How might the zettelkasten method of understanding, sense-making, note taking, and idea generation be leveraged in this process?

"...good teaching is constructed, not ordained."

Interesting how this is being bundled together, suggesting that there's still not clear demarcations.

https://learningaloud.com/blog/2020/08/08/designing-instruction-using-layering-services/

Mark Grabe categorizes some digital pedagogy tools in terms of how they function structurally.

1. two servers/independent content
2. one server, independent purchased content
3. one company offering both a layering capability and content
4. user can upload content

https://threadreaderapp.com/thread/1322591673239572482.html

originally from: https://twitter.com/andy_matuschak/status/1322591673239572482

Which can lead to an assessment of pedagogical efficacy. It's funny, to me, that those who complain about "grade inflation" (typically admins) rarely entertain the notion that grades could be higher than usual if the course went well. The situation is quite different in "L&D" (Learning and Development, typically for training and professional development in an organizational context). "Oh, great! We were able to get everyone to reach the standard for this competency! Must mean that we've done something right in our Instructional Design!"

Perhaps we need more songlines in our instructional design?

This is also a plea for a more humanistic approach to technology in general.

I'm reminded of Lynne Kelly's use of Indigenous Australian memory techniques which do both of these things at the same time: https://www.lynnekelly.com.au/?p=4794

What problem is AI solving in education?

What options do we have as we won't be adding additional staff?

Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.

Outlines adult learning "theories": Andragogy, Transformational Learning, and Experiential Learning, and states that they are important to educational designers, but doesn't really connect them to instructional design, let alone e-design. 3/10

Adult learning theories for Instructional Designers - Article names adult learning "theories" (andragogy, neuroscience, experiential learning, SDL, and transformational learning). Discusses why these "theories" are relevant to ID. Rating 3/10

(Available as text or podcast.) This article review adult learning theory, cognitive flexibility theory and accompanying design approaches (problem-based learning, collaborative learning). While it affirms strategies, it does little to address incorporation of technology. (2/10)

(Click Download full-text PDF to read.) In this article, the authors discuss the blended learning instructional delivery method. Through case study, the authors demonstrate the benefits of blended course design. Furthermore, the article addresses potential detriments (financial, instructional design) of a blended course design. A brief review of considerations and recommendations for a blended design was provided. Though this article focuses on the relationship to forensic science, the information is applicable across disciplines and delivery venues (corporate, academic). (6/10)

Melanie Hibbert, the Director of Instructional Media & Technology and Media Center at Barnard College in New York City, writes about what is necessary for good online instructional videos. Hibbert discusses media at Columbia University, methods for creating videos, an what analytics tell us. She concludes by describing the importance of instructor presence more so than the production quality of videos.

Rating: 9/10

This article discusses visual, auditory, and kinesthetic learning styles and the importance of communicating in ways that appeal each style. It then outlines what this means for the Instructional System Design (ISD) model. The author concludes by outlining learning outcomes, organization, interactive instruction, and content versus connection versus application. The author proposes that "good instructional design is based on the industry-standard Instructional System Design (ISD) model" (p 5).

Rating: 7/10

Author explores characteristics of adult learners respective to online learning environments. Andragogy is discussed as a theory, along with SDL and transformational and experiential learning. Author applies theory to design of physical environments to produce optimal circumstances for adult learning. Rating 8/10

BIG KAHUNA OF DEFINITIONS.

ISD is the process of creating Instructional Systems which are

An arrangement, an organized approach, a set of resources and procedures.

to read

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez

bookmark

This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

Instruction Librarians from the Twin Cities Campus Library created this instructional gudie as a workshop for implementing technology for adult learning. First, the authors describe key characteristics of adult learners as identified in the theory of andragogy. Examples of these characteristics include the need to know, learner responsibility, past experiences, and motivation to learn. The authors then suggest instructional practices and activities to meet the needs of adult learners, Finally, they provide examples of technology tools for effectively engaging adult learners. Rating 10/10

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website explores technology news within the field of higher education. The site contains a wide variety of news articles on current issues, trends, and research surrounding the integration of technology in universities and colleges. This includes technology's prevalence in teaching and learning, institutional decisions, and societal trends of higher education. The articles are published by authors for "The Chronicle of Higher Education," a leading newspaper and website for higher education journalism. Rating: 7/10

This study researches the development of clinical trainers and their learners. Also, the article discussed how to create effective training. Key Words knowledge translation, training transfer, continuing professional education, instructional design

Pappas provides a brief breakdown of the characteristics of adult learners to help instructional designers develop effective content.

6/10

Problem-based learning (PBL) in a growing trend in approaching adult learning, particularly in ESL/ELL classrooms. In this text, the basic principles and methods of PBL for ELL/ESL classes are covered for instructors to implement. Key aspects of PBL include relevance to student lives and the opportunity to practice English in a heterogenous group with the end goal being application to another area of life. Multiple resources are helpful for implementation of PBL including technology. A review of the benefits of PBL is summarized as well as drawbacks with embedded suggestions to resolve possible difficulties. Rating: 8/10

In this text, authors Kit Kacirek and Michael Miller explore adult learning for mature adults, or those identified as senior citizens. Research into mature adult learning programs centered around leisure activities, reveals situational pedagogy in which some traditional adult learning theory may need to be adapted to suit the cognitive changes in adults with advanced age. A brief description of the research methods reveals that adults in advanced age prefer lecture, use of media, and field trips. The implications for such a study are useful as the population of mature adults grows due to advancements in medicine and thus the demand for learning opportunities increases as well.

Section 508 compliance is discussed to support instructors knowledge of section 508 and how to begin the process of ensuring instructional content is 508 compliant. Section 508 of the federal Rehabilitation Act governs access of media to all persons whether they have a disability or not. Including captions, audio description, and accessible video players are vital to compliance. Compliance with 508 is necessary given that data that illustrates the percent of employees that have need for accommodations to support their learning. This brief article seems highly related to Universal Design of Learning. Rating: 10/10

Author Douglas Lieberman provides insights into how to use text to improve learning. Suggestions for type of text, volume of text, animations, and graphics are discussed to maximize their usefulness and convey information to learners and/or facilitate discussion among learners. Rating: 6/10

The Northwest Center of Public Health Practice's toolkit title "Effective Adult Learning: A toolkit for teaching adults," is . a highly comprehensive resource for instructional design for adult learning instructors. Sections include course or training design, objectives of adult learning, various tools to help in the process of course design, and brief overviews of adult learning methods and theory. The embedded section review charts make it easier for quick references. Rating: 10/10

Author Mary Burns discusses the key elements of computer adaptive testing (CAT). CAT is defined as assessments that use algorithms to progressively adjust test difficulty based upon learner's correct or incorrect responses. The benefits of CAT include more immediate data and are often more reliable. Types of test items are also covered to illustrate how the test can meet various levels of cognition and measure expertise. An issue related to CAT is the intensive time needed to develop multiple test items at multiple levels of cognition. Rating: 8/10

Cathy Moore discusses the love-hate relationship with learning objectives. Objectives can be a critical tool to guide instruction however, we can miss the boat when it comes to meaningful, applicable, and relevant learning. In the text, Moore is critical of objectives that merely are used to ensure a learner knows content. It is preferential, and superior instruction, to ensure a learner can exercise the knowledge with observable actions in context. Rating: 9/10

The Council for Adult and Experiential Learning (CAEL) provides opportunities for professional development for adult learning instructors and organizations that serve adult learners. CAEL has launched its first live stream of the conference to allow people to attend remotely. While the conference has since passed, this resource could be useful to calendar for the coming year. Included on the is a blog, newsletter sign up, and resources for higher education, employers and workforce development. Rating 8/10

This articles explains adult learning (styles) and what is instructional design, ISD model (analysis, design, development, Implementation, and Evaluation). Then followed by the learning outcome, the best way to organize, and create useful instruction. Rating: 3/5

The topics of this article is technology and adult students. The author writes about the challenges the adult learner faces with technology, what adult learners have in common, Andragogy information/challenges, Technology in the classroom and how it challenging integration issues, and how technology and andragogy is used. The article is great way to view how adult students utilize technology whether it be positive or negative. Rating: 4/5

In this text, instructional designers are given brief synopses of three adult learning theories including andragogy, transformational learning, and experiential learning in order to understand how adults best learn and apply learning. The structure of the text is brief paragraphs with numerated descriptors and/or bullet points for reader convenience. Suggestions for learning activities are also provided for the instructional designer to consider in their course design. In the segment for transformative learning, a link is provided to provide the instructional designer more specific methods to incorporate. At the end of the text, diagrams are provided to visual core aspects and flow of each learning theories process. Rating: 7/10

Interesting to think that the job descriptions are not transparent. What do others post then? Looking at Higher Ed Jobs site below is a job posting. Notice the word "Evaluation" arugh!

JOB DESCRIPTION

UD is currently seeking an Instructional Designer. The Instructional Designer is responsible for assisting in development and evaluation of online, hybrid, and on-campus education courses and resources. The Instructional Designer works closely with faculty and staff to design online courses and/or course material. Additional responsibilities include departmental instructional development projects, web-based and multimedia modules, and performing operational tasks.

PRIMARY RESPONSIBILITIES Collaborate with subject matter experts in designing new courses, revising existing courses, developing learning objectives, activities, assessments, rubrics, and provide guidance in instructional design and technology. Apply the principles of Adult Learning Theory, Bloom’s Taxonomy, and Learning Styles to the design of all course and training materials. Conduct quality assurance and assessment for existing and newly developed courses providing feedback for improvements. Develop, maintain, and provide professional development opportunities in the areas of instructional design, teaching, and resources to faculty, students, and administrators. MINIMUM REQUIREMENTS Bachelor’s degree in Instructional Design, Instructional Technology, Adult Learning or a related field. Master’s degree in Instructional Design preferred. Prior experience in an online design at a higher education institution preferred.

Why the rejection of the term? Is it too mechanical?

I wish that instructional design wasn't always thought of as only for online learning, but that did a lot to propel the field forward.

Arizona State University has a public webpage i nregards to accessibility and instructional design. The web page links to multiple online resources that outline accessibility standards across the United States. Additionally, this webpage provides an accessibility guide for anyone to download for instructional design related projects. Rating 9/10 for being a helpful resource that is easily accessible.

This article reviews three learning styles and gives examples of how they fit into the three learning domains. Additionally this article reviews assumptions about adult learning and what it might actually mean. Lastly, this article reviews the instructional system design model and breaks down it's components. Rating 7/10 for lack of discussion but helpful tables

This article addresses the fact that new instructional design theories and methods are needed to keep up with new technologies and ways of learning. This article reviews instructional design tools for creating a sense of community online for learners. Additionally, this article discusses the differences between design theory and descriptive theory as it pertains to instructional design. 6/10 This article is very specific and might only be relevant for a specific study or topic

This paper, a project o the PACER Center, discusses learning styles specifically as they pertain to adult learners. From the nitty-gritty podagogy vs. andragogy to the best ways to train for adults, this is a good tool for those who don't know much or need a refresher on adult learning theory and training adults. I love that it is set up in a textbook style, so it's friendly but has a considerable amount of information in a variety of formats. The section, "Tips for Teaching Adults" is helpful to me as it's a series of quick reminders about how to present my information best. 8/10

This wonderful how-to by Southern New Hampshire University provided several well explained tips about what adults need in their learning environments, including their own learning theory, goals, relevant instruction, treatment by the teacher, and participation. These are important things to keep in mind when training working adults because it may have an impact on what information is offered and how it is presented. I will use the information in this article later to help me present content in a meaningful way for my working adult learners. I want the content to be as relevant and inviting to them as possible. 9/10

This article takes on Adult Learning from an Instructional Design perspective. This article reviews 3 adult learning theories and why it's important for Instructional Designers to keep these theories in mind the facilitate the learning process. Rating: 9/10 for easy reading, overview of learning theories and emphasis on instructional design

This webpage discusses different learning styles for adults, the principles of adult learning theory and different instructional design models for the the present and future. This webpage reviews andragogy and adult learning theory from the works of Malcolm Knowles. This article comes from Rutgers University and provides additional resources for adult learners. Ratings: 7/10 for helpful, short overview

This site explains the features that instructional designers or others would integrate with personalized design. Based on a graphic, it may have been meant for K-12 students, but appears applicable to other forms of learning as well. This appears to be more credible and more informative than other pages I have found so far. rating 4/5

Gagne's nine events of instruction I am including this page for myself because it is a nice reference back to Gagne's nine events and it gives both an example of each of the events as well as a list of four essential principles. It also includes some of his book titles. rating 4/5

This link is to a three-page PDF that describes Gagne's nine events of instruction, largely in in the form of a graphic. Text is minimized and descriptive text is color coded so it is easy to find underneath the graphic at the top. The layout is simple and easy to follow. A general description of Gagne's work is not part of this page. While this particular presentation does not have personal appeal to me, it is included here due to the quality of the page and because the presentation is more user friendly than most. Rating 4/5

Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5

This link is for the Association of Information Science and Technology. While many of the resources are available only to those who are association members, there are a great many resources to be found via this site. Among the items available are their newsletter and their journal articles. As the title suggests, there is a technology focus, and also a focus on scientific findings that can guide instructional designers in the presentation and display of visual and textual information, often but not exclusively online. Instructional designers are specifically addressed via the content of this site. A student membership is available. Rating 5/5

This page describes a method of teaching designed specifically for adults. The instructional design theory is Keller's "ARCS," which stands for attention, relevance, confidence, and satisfaction--all features that adult learning experiences should be characterized by. The text on this page is readable but the popups and graphics are a bit annoying. rating 3/5

Teaching problem solving This page is included because some of our theories indicate that problem solving should be taught specifically. This page is a bit unusual; I did not find many others like it. It is rather easy to read and also addresses the differences between novice and expert learners. rating 3/5

This is a description of the form of backward design referred to as Understanding by Design. In its simplest form, this is a three step process in which instructional designers first specify desired outcomes and acceptable evidence before specifying learning activities. This presentation may be a little boring to read as it is text-heavy and black and white, but those same attributes make it printer friendly. rating 3/5

Mager's tips on instructional objectives This is a very simple page that consists of black and white text without any graphics. As is, the text on the page is rather small and difficult (for me, anyway) to read, so one may wish to enlarge it. The process of creating instructional objectives in this format is explained in a clear and straightforward way. Rating 5/5

But when curricula reinforce the confusion of speed and intelligence, that time may be precious.

Interesting implications for assignment design.

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

In addition to discussing Knowles Andragogy learning theory this article also looks into two other adult learning theories: experiential and transformational. For learning to be successful in adults instructional designers need to "tap into prior experiences," "create a-ha moments," and "create meaning" by connecting to reality. Rating: 5/5

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This case study explores perceptions of instructors vs. end-users with web-based training. It examines various technologies and techniques.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article provides a well diagrammed and full explanation of the addie model and its' application to technology.

Also included on the site is a link to an online course delivered via diversityedu.com

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

I'm interested if the conception 'Critical Instructional Design' is truly new or mere interpolation of a native concept. As far as my understanding of critical theory, from lit crit readings and study, a theory can be molded to fit any necessary unnamed reality-from the nature of the TV War... Baudrillard's 'The Gulf War Did Not Take Place' to Freudian psychoanalysis "Neuroticisms of Computer A.I." This is an excellent article to discuss critical theory in the light of a new, online iteration of the learning space meriting further research.

Thinking about instructional design here - how verbs like understand and appreciate are to be avoided in learning outcomes because they are difficult to measure - and wondering if this isn't an outcome.

Essential reading.

Definition of instructional design by Reiser

Something to investigate...

especially "multiple approaches to understanding by Gardner"

I've been wondering for a long time about ID, UbD and the like as they fit in with open educational practices and open pedagogy. It seems like they're closed in a way, in that the the goals, the way they're defined and the means to getting there are all defined for the learner. But if we really want to help people grow and be all they can be, we have to cede control to the learners, so they can start to define their own goals, and find out how to set their own paths.

In all the platform news, we can talk about “learning management” in view of instructional and course design. But maybe it even goes further than design into a variety of practices which aren´t through-designed.

This fits with the open/closed scale for judging learning environments.