Asking a question can be a scary step into the void. How do you create a culture of using questioning in the classroom?
Let's ask how we can make adult learns better questioners as well and many of the suggestions here also apply. With adult learners--how can we incentivize questions and make sharing solutions an embedded part of their work flows?
One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. But to use 3D printers, students will need to learn how to design using digital programs. Here are a few great options for students and teachers to learn how to design for 3D printers.
Wondering about the possibilities of 3D printers for adult ed. Price of some models now makes this much more accessible.
Be open-minded, take nothing for granted, ask questions, challenge assumptions, research, test, think differently, and always assume there are better ways.
From creativity to meticulousness to working in uncertain conditions, this article describes some essential skills for designers. Although primarily aimed at product designers, there's lots that's transferable to ID here.
This article is not about the mechanics of game design but about how to be a design team leader. So many transferable lessons here to other design paradigms..."Regardless of what kind of game you work on, design leadership is at the center of success or failure," writes design consultant Phil O'Connor, whose credits include Far Cry 3 and Operation Flashpoint 2 .
This article is not about the mechanics of game design but about how to be a design team leader. So many transferable lessons to other design paradigms here (including instructional design).
Instead of focusing on changing people’s minds, focus on making it easy for people to do something
Many ID efforts in relate to change processes and this article points to the synergy between communication efforts, change management efforts, and learning experience roll outs. When there are discrepancies between attitudes and desired performance, making it easier to accomplish the performance can go a long way.
Why am I including this in a site on instructional design? Really this is what we should be doing as IDs/learning experience developers. I'd modify this somewhat to make sure the understand phase includes going to the frontline--your learners--rather than relying entirely on subject matter experts for setting your course re: user needs. What IDs don't do enough of within the context of ADDIE--carving out time for divergent and convergent thinking as many often leap to the first solution stakeholders offer or solutions they feel very comfortable with. It's a tricky balance for us, because while we have clients/stakeholders requesting our services, we have to vigilently protect the interests of the learners we serve. It takes discipline to keep asking what can I do better? What emerging techniques might better serve my learners' needs?
The Increasing Use Of 70:20:10 Model: For 70:20:10 to truly work, there needs to be a change in an organizational culture of learning.
This article strips away some of the hype associated with the 70:20:10 framework. Often when folks talk about the 70 part, it's as if it occurs successfully organically, unsupported, and in isolation. It's almost the excuse for --"We won't train to support or reinforce actionable problem-solving skills because training is just an artefact anyway", accompanied by the belief that if you provide an enterprise social collaboration platforms people will naturally use it for informal learning. This article resonates with me because it urges that no one "solution" exists in isolation. Our job in Learning & Development is to provide a system of aligned solutions. With increasing workloads, people need to see that conscious learning in the 70 area needs a bit of practice and that sharing structures need to be valued at a leadership level as well as at the frontline level.
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