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Design For Learning

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A Fundamental Look at Cultural Diversity and the Online Classroom

By Karen Milheim / March 1, 2017

The goal of this article is to provide a general overview of cultural diversity in the context of the online classroom, and to encourage continued exploration of instructional and design strategies relevant to cultural diversity in online learning. » [Full Article]
TYPE: DESIGN FOR LEARNING

Freirean Principles for E-learning

By Davin Carr-Chellman / December 29, 2016

Learning is a transformative process as much for the e-learner as for the more traditional learner. In the process of helping our students grow, the transformative potential of our work can be enhanced by humanizing, participatory, and emancipatory methods. These methods, as portrayed in this article, have foundations in the work of Paulo Freire and are presented here to give specific guidelines for e-learning applications of Freire's ideas. » [Full Article]
TYPE: DESIGN FOR LEARNING

Gamification Is Simply Bells and Whistles

By Guy Boulet / November 14, 2016

Gamification has become the latest buzzword in the learning community. It is the addition of game mechanics elements to learning content in order to motivate learners. But, most claims about the efficiency of gamification of learning are theoretical. Various studies have demonstrated gamification relies on extrinsic motivators, which may work in the short term but have negative impacts on the long term as it undermines students intrinsic motivation to learn. Gamification is nothing more than bells and whistles: It is fun at first, but it quickly becomes annoying. » [Full Article]
TYPE: DESIGN FOR LEARNING

DIY multimedia: A review of a step-by-step handbook

By Sohag Lahiri / December 8, 2015

In "Develop Your Own Multimedia Application: How to Create Interactive Video Applications in Flash Format" Alexis Aronis demonstrates just how simple it is to create a multimedia application from scratch these days. Readers learn how to create unique video projects using Camtasia Studio and Power Point. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

More Than Pretty: A review of Visual Design Solutions

By Ryan Tracey / April 29, 2015

Whether you realize it or not, you are a visual designer. But do not fear, because Connie Malamed's latest book will help you make your pictures more than pretty, by making them effective. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

Knowing Me, Knowing You

By Karen Kear, Frances Chetwynd, Helen Jefferis / February 12, 2015

Some learners find online environments impersonal, but are personal profiles the solution? » [Full Article]
REVIEW: SOFTWARE, TYPE: DESIGN FOR LEARNING

Three Questions to Ask Before You Embark on Gamification

By Yi Yang / November 21, 2014

What's the difference between game-based learning and gamification? When shall I use game-based learning and when shall I use gamification? Many instructional designers and instructors struggle in differentiating those two terms and debate on which learning strategy to choose. The article will reveal the answers to these questions and posit three questions for instructional designers and instructors to consider to help them make the decision. » [Full Article]
TYPE: DESIGN FOR LEARNING

Creating Instruction for Ubiquitous Learners: Three paradigm shifts that are changing the foundations of instructional design

By Timothy Stafford / November 21, 2014

Learning is shifting, but in many ways it is the foundations of learning that are having the most profound effect on contemporary instructional designers. Defining social media, digital literacy and learning, knowing, and expertise are only the tip of the iceberg for the future of learning within digital environments. » [Full Article]
TYPE: DESIGN FOR LEARNING

Design for Online Learning Using a Learner's Perspective Approach

By Simone C. O. Conceição / July 2, 2014

A variety of instructional design models provide pathways for developing courses using different philosophical approaches. However, many design models tend to focus more on the teaching than on the learning portion of the process. Roderick Sims, in his book "Design Alchemy: Transforming the Way We Think About Learning and Teaching," provides an innovative approach to design online instruction that focuses primarily on the learning rather than the teacher or content. He uses the term "design alchemy" to explain how a designer can think about learning and teaching as a practical and effective means to creative online environments that maximize the educational experience. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

An Engaged and Engaging Mobile Learning Ecosystem

By Cathy Cavanaugh, Jace Hargis / May 30, 2014

This synthesis interprets findings from research efforts conducted during the first six months of a college mobile education program to provide insights into key program features and outcomes. In so doing, it classifies the findings in five themes: Engaging Technology, specifically iPads as cognitive tool-boxes for learning; Engaged Pedagogy consisting of student-centered teaching practice; Engaged Faculty interpreted through their perceptions and uses of the tools and ecosystem; Engaged Community of Learners who are creating teaching and learning media with the tools; and Engaging Learning Ecosystem where learning time and space expands. » [Full Article]
TYPE: DESIGN FOR LEARNING

Speaking Your Mind: Using elements of narrative storytelling in eLearning

By Chris Jennings / April 29, 2014

To compensate for the lack of human presence in online courses, consider adding narrative story elements to your eLearning that situates the learner in immersive, real-world scenarios. Framing learning in the context of relatable stories can add tremendous value and enjoyment to students instruction. Employ an appropriate course voice that attracts users to the content, inviting them to explore, rather than overwhelming them with information. » [Full Article]
TYPE: DESIGN FOR LEARNING

Getting Out from Under the Contract: The risk of over relying on third parties for eLearning

By Chris Jennings / February 10, 2014

eLearning requires a specific set of development skills and specialized technologies to support learning goals and program needs. To offer a dynamic program that evolves to meet the needs of users, try to use internal talent and systems that allow you to control as much of the content creation and supporting technologies as possible. This will create a program independent of third parties and keep your program relevant for years to come. » [Full Article]
TYPE: DESIGN FOR LEARNING