60 Matching Annotations
  1. Oct 2020
    1. “Outdoor adult learning can be an antidote and complement to the digital world . . . offering holistic, mentally and physically challenging learning experiences.”

      Adult Learning often takes place within walls or in front of a computer screen this can lead to health problems. This article offers reasons and methods for getting adults outdoors and using Universal Design. Outdoor learning can be used to complement digital learning.

    1. Adult learning theories are not just a collection of jargons, concepts, and ideas about how adults learn. These theories help you plan your course during conception, development, and execution, in a way that will facilitate the learning process.

      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

    2. Insights 3 Adult Learning Theories Every E-Learning Designer Must Know

      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

    1. Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments

      This article showcases a framework for course design using theory and research in the learning sciences. It defines student-centered learning and explains how it can/ should be used in the creation of the course and when establishing which theories and methods to structure the course around. 9/10, very detailed source.

    1. Instructional Design Approaches For Adult Learners

      (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)

    1. Blended learning: Efficient, timely and cost effective

      (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)

    1. Considering that one of the most significant factors of online course quality is instructor presence and interpersonal interaction,4 one of the benefits video can offer is creating faculty presence in an online environment. In the interviews, students cited faculty presence as a key factor related to their engagement and perceived learning from videos. Humor and wit were described positively. Participants also mentioned the benefits of adding personable context to a subject; for instance, faculty members giving examples from their professional experiences about subject material. As one student explained, "The reading is very didactic or academic, but the videos are very real-case scenarios. The instructor narrates: 'How do you take that academic learning into the real world? What does that mean when you're looking at these financial statements?'" Another participant offered: "[The videos] are better than just reading the material because it has more of that human element."

      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

    1. Good instructional design is based on the industry-standard Instructional System Design (ISD) model. The ISD model comprises five stages—analysis, design, development, implementation, and evaluation—and is a systems approach to instructional design in that it views “human organizations and activities as systems in which inputs, outputs, processes (throughputs), and feedback and control elements are the salient features.”

      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

    1. Characteristics of Adult Learners With Implications for Online Learning Design

      The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10

  2. May 2020
  3. Nov 2019
    1. Training and Development Policy Wiki

      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

    1. 1Engaging Adults Learners with TechnologyThrough

      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

  4. www-chronicle-com.libproxy.nau.edu www-chronicle-com.libproxy.nau.edu
    1. Technology

      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

    1. The main objectives of this article are to present the theoretical evidence for the design and delivery of instructional materials and to provide a practical framework for implementing those theories in the classroom and laboratory.

      The American Journal of Physiology. org is an website dedicated to published journals and books of functions of life or living organisms.

      Rating: 9/10

    1. 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

    1. 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.

    1. 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

    1. 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

    1. 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

    1. conventional learning objectives can work against us.

      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

    1. 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

    1. 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

    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.

      The article expresses the design theory elements (goals, values, methods) and how it can assist with defining new tools for online learning. Rating 5/5

  5. Sep 2019
    1. many instructional designers and others adjacent to the field have responded swiftly with critiques that range from outright rejection of the term, to general skepticism about the concept, to distrust for its advocates and their support of learning analytics and outcomes-based learning.

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

  6. Aug 2019
    1. And they have largely moved beyond the mental model of universal design (UD) in the physical environment, which is static, bounded, and predictable—instead designing interactions according to UDL, which sees interactions as dynamic, open, and emergent.

      Really interesting point here about the limit of the "curb cut" metaphor.

  7. Mar 2019
    1. This paper discusses the idea that design is responsible for developing learning and teaching in technology rich environments. This paper argues Cultural Historical Activity Theory. This paper uses this perspective to discuss their ideas of design in connection with the digital age. This paper is written from the perspective German, Nordic, Russian and Vygotskyan concepts that seek to define the relationship between learning and teaching in relation to design. Rating 9/10 for mixing design with digital learning

    1. 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

    1. The purpose of this paper is to propose an in-structional-design theory that supports a sense of community.

      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

    1. Teaching Adults:What Every Trainer Needs to Know About Adult Learning Styles

      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

    1. How to Design Education for Adults

      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

    1. Training Older Adults To Use New Technology

      This article, published in the Journals of Gerontology, discusses a study that focused on teaching older adults to use technology. This is often discussed in a practical sense, with many how-to's. This article, however, discusses the theory behind gerontological learning. Older adults don't generally learn the same way younger adults do. Therefore, it is important to provide them with practice that shows tasks have continuity, to ensure the important task components are focused on strongly, and to consider whether the learning goals are appropriate for the learner. Representative design is addressed here. This is the first time I've heard of representative design. I teach many people over the age of 60 to use technology, so it is important for me to know the theory that will help them learn best. Interestingly,this article mentioned that performance should be assessed based on a comparison of the older adult's environment. I wish I could use that more in my work, but it's a young person's world now. 9/10

    1. one main goal: they help you create effective learning experiences for the adult corporate learner.

      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

    1. 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

    1. The benefits of personalized learning through technology This resource is included in part because it connects personalized learning and technology. A brief list of benefits, such as increasing student engagement and bridging the gap between teachers and students, are listed. This is presented by a marketing unit of a university so there may be an agenda. Nonetheless it provides useful considerations such as helping learners develop 'design thinking.' rating 3/5

    1. 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

    1. 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

    1. 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

    1. 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

  8. Jan 2019
  9. Nov 2018
    1. Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl

      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.)

    1. 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

    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      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.)

    1. Prezi is a productivity platform that allows for creation, organization, collaboration of presentations. It can be used with either mobile or desktop. Prezi integrates with slack and salesforce. RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Older adult learning environment preferences

      Older adult preferences.is a dissertation preview that introduces the dissertation on preference of older adults to attend in person classes weekly for four to six hours.

      The information gleaned from this study is significant for learning designers and course structure. The study also investigated the time and location of the study, and the class make up. This information also warrants further investigation when designing courses for these adults and the success of the program. The dissertation is of value to those who are specifically involved in designing programs for older adults.

      RATING: 8/10

    1. Six Steps to Personalize Learning

      This pdf is a step by step guide to develop personalized learning. It includes instructions to creating a six-step personalized learning program.

      I enjoyed the at-a-glance chart distinguishing the differences between personalization, differentiation and individualization. The guide is very visual and easy to ready but offers relevant tips.

      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.)

    1. Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development.

      This article explores the theory of training teachers as learning designers to promote innovate and creativity. Included in the article are studies of designers with little teaching experience compared with those that are full-cycle teachers and the effect of TPD and LD upon training.

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

    1. Learning Design Process

      The Royal Roads University has created this useful site that offers support and assistance in the design and development of curriculum. What I found to be very useful is the support dedicated for Moodle, the online curriculum software as I have recently signed up for the site.

      The methodology used by the University is focused on an outcomes approach with integration of pedagogical and technological elements and blended learning.

      The site has a research link and the kb was excellent. I was very pleased to have found this resource.

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

    1. Learning Needs Analysis of Collaborative E-Classes in Semi-Formal Settings: The REVIT Example.

      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.)

  10. Nov 2017
    1. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning.

      These are also best practices in teaching and learning, which says something about human cognition and motivation generally and how we think about people who need "accommodations." In other words, maybe we all need "accommodations" that serve our need for autonomy, mastery, and purpose.

  11. Feb 2017
  12. Dec 2016
    1. This is not easy. Well-designed educational technology has often lacked a learning sciences base, and many research-based education products have lacked a compelling user-centered design. How can world-class user experience (UX) design— grounded in a fail-fast culture—and educational research— grounded in rigor—peacefully coexist?

      In this Pearson sounds more like an edtech company than a content publisher. I wonder at what point will Pearson release a full LMS product that competes directly with BB, D2L, etc?

      The tension in that last line on the cultural environments of technology vs academia is an important -and real-tension.

  13. Nov 2016
    1. Speech, writing, math notation, various kinds of graphs, and musical notation are all examples of cognitive technologies. They are tools that help us think, and they can become part of the way we think -- and change the way we think.

      Computer interfaces can be cognitive technologies. To whatever degree an interface reflects a set of ideas or methods of working, mastering the interface provides mastery of those ideas or methods.

      Experts often have ways of thinking that they rarely share with others, for various reasons. Sometimes they aren't fully aware of their thought processes. The thoughts may be difficult to convey in speech or print. The thoughts may seem sloppy compared to traditional formal explanations.

      These thought processes often involve:

      • minimal canonical examples - simple models
      • heuristics for rapid reasoning about what might work

      Nielsen considers turning such thought processes into (computer) interfaces. "Every theorem of mathematics, every significant result of science, is a challenge to our imagination as interface designers. Can we find ways of expressing these principles in an interface? What new objects and operations does a principle suggest?"

  14. Sep 2016
    1. design this class, I found I was seeking an experience of learning

      Just highlighting and annotating the obvious, lest we forget. There is so much of design = pathway to objectives that I want to linger over, signal boost, Mia's fundamental point: design = the learning experience. A crucial distinction.