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Over the past two years, a working group of the University of California Instructional Design and Faculty Support (IDFS) community of practice has dev 
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Scoop.it!
Incorporating play into course design can help students to feel more connected with their instructors and with each other, reduce stress, and prime students to engage in learning about emotionally heavy topics.
@ jhones-Henao.'s curator insight,
December 3, 2020 10:50 AM
Playfulness is all about! Here's an interesting article to consider during this difficult times, especially, when teaching virtuallly to children. There so much for teachers to discover around the games, connection-former activities, play to teach content courses design. You will really like it, hopefully!
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So, this is the quick version of instructional design - an overview of sorts. Instructional Design: The Snapshot Version Development of Instructional Design Quick Tools for Instructional Design Instructional Design Toolkit, found here: https://edusasha.com/instructional-design/ Check out this fantastic graphic on Bloom's Taxonomy for Instructional Design by Mia MacMeekin:
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At the recent EMEA Totara User Conference in London, Senior Learning Strategist Lori N
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This paper describes how the new field of Learning Design contributes to the central challenge of improving teaching and learning. Learning Design can assist educators to describe effective teaching ideas so that they can be shared with, and adapted by, other educators. While the field has primarily focussed on higher education and K-12 schools to date, it also has implications for vocational and professional training. This paper describes how ongoing work to develop a descriptive language for teaching and learning activities (often including the use of technology) is changing the way educators think about planning and facilitating educational activities. The ultimate goal of Learning Design is to convey great teaching ideas among educators in order to improve student learning.
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Opening keynote presentation at RIDE2018, University of London, 16th March 2018.
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Open Badges. Because learning is learning wherever it happens. Joyce Seitzinger is an education technologist and learning designer with 15 years experienc Via ColinHickie
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Research recommends enablers and warns of barriers to develop higher-order thinking in students in the on-line mode, that should be able to help with your learning design.
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Author: Simon Hawkesworth – TELT When designing online content, the issue of colour is rarely high on the list of considerations, being left more to the personal preference of the content dev…
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Education isn’t just about teaching (the “what”) and delivery (the “how”), it’s actually about learning (“what” + “how”). Otherwise, we’re missing the point. Moving beyond just, “I can teach like this,” to, “What is the best way to help my students learn this material?” means thinking about your students — who they are, what they know, how they think, and ultimately how to reach them effectively so they will learn better. Via Edumorfosis
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Moving a course from brick-and-mortar to online requires rethinking how you deliver content, replicate in-class interactions and pinpoint areas for improvement.
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Invisibility of instructional designers is among most surprising -- and to designers themselves, upsetting -- findings of new Inside Higher Ed Survey of Faculty Attitudes on Technology.
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ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes. In just 90 minutes using a game format teams are able to work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities (both online and offline) required to meet the module’s learning outcomes. ABC is particularly useful for new programmes or those changing to an online or more blended format.
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For professional learning to have impact, it needs to meet multiple criteria. Adult learners need to feel like a learning endeavour is going to be relevant, respect both their current and future needs but also their existing experience, provide flexibility and options, and result in some sort of longer-term efficacy. Everything from Kolb’s Experiential Learning Cycle to the Cognitive Apprenticeship Model can be useful in pulling together philosophical and structurally-oriented option banks for learning experience design, but there are five basic and critically important elements that it might be worth paying particular attention to for good, practical and professional modern andragogy.
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