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Design For Learning

See All Design For Learning Articles

Down the rabbit hole: Revisiting etymology, epistemology, history and practice of instructional and learning design

By Begüm Saçak, Aras Bozkurt, Ellen Wagner / March 31, 2022

There is a multitude of terminologies in the field of learning and training to refer to how we design and approach learning experiences: two of them being instructional design and learning design. Online searches and forum discussions among practitioners and researchers reveal the confusion surrounding the use of these terms. Both terms have sometimes been used interchangeably, but the fact that there is more than one term implies that both terms might be used to encompass different aspects of the learning and training discipline. The term instructional design has been a commonly used term until recently, but now learning design made its way to the literature and to our practices. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

How Instructional Designers Work and Think in Online Higher Education

By Les Howles / October 27, 2021

This article summarizes the main themes and chapters for The Learner-Centered Instructional Designer (Stylus Publishing, 2021) and provides a critical evaluation and recommendations for prospective readers. The book consists of 19 short essay-like chapters where 20 experienced instructional designers cover a range of topics related to instructional design consulting in higher education. The various authors share practical strategies and best practices about working with instructors to create online courses. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

Designing for Social Connectivity (Not Everyone Likes Webcams)

By William P Lord / April 30, 2021

COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings. » [Full Article]
TYPE: DESIGN FOR LEARNING, EMERGING TECHNOLOGIES

The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

By Petra Robinson, Maja Stojanović / April 23, 2021

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Strategies to Build Student-to-Student Rapport in Online Adult Learning Courses

By James Kennedy / February 24, 2021

Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

Facilitating Inspiration: Design of the Textiles Archive Design Application (TADA)

By Dan Spencer, Chris Willis, David Tredwell, Jessica White, Kayla Briska / December 10, 2020

A key goal of textile design education is to provide students entering the field opportunities to develop a strong design process, and beginning students, in particular, must learn about helpful concept development resources and how to use them to initiate design work and provide direction for further research. In addition, sources of inspiration serve an important role in the development of the design process by activating, prompting, and guiding designers? activities. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Facing Global Health Crises Using Mobile Communications: An international virtual exchange experience

By Rosalie Barreto Belian, Lucas Sampaio Leite, José Luiz Lima-Filho, Laura Geer / July 30, 2020

This work reports on an international virtual exchange experience based on a digital health discipline that embedded a shared module with curricula addressing mobile communications to face health crises. This course took place in the context of COIL through a partnership between the Federal University of Pernambuco and the SUNY Downstate School of Public Health. The purpose of the experience was for students to develop skills to collaborate in teams made up of health professionals from different countries. The students were able to analyze specific population contexts concerning their communication resources and propose mobile communication strategies to face health crises. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Creating an Active Learning Environment using Reproducible Data Science Tools

By Randal Burns / June 30, 2020

After a decade of struggle to help students install and launch machine virtual machines in the cloud, the author migrated his computer science course to the Gigantum data science platform, which automates the delivery of complex software configurations. The goal was to make it easier for students to complete projects so that they could focus on programming rather than system administration. In the process, lectures were redesigned into an active learning experience in Jupyter notebooks in which students run and modify examples as they are presented and can reproduce exactly all work that they have done or has been demonstrated. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Helping Students with Learning Disabilities Through Video-Based, Universally Designed Assessment

By Janet Zydney, Casey Hord, Kathy Koenig / May 31, 2020

The problem with many assessments is they impose barriers for students with learning disabilities who struggle with memory and information processing. Traditional assessments often present multiple pieces of information at one time through written text, which can challenge students who have difficulty processing, storing, and integrating multiple pieces of information simultaneously. Simple text-to-speech or computerized read-aloud accommodation cannot address these issues. This is unfair to these students and doesn?t provide an accurate measurement of their knowledge. Therefore, alternative measures that are accessible to students with learning disabilities must be developed. This article will highlight best practices and challenges in creating a video-based, universally designed assessment. » [Full Article]
TYPE: DESIGN FOR LEARNING

Getting Engagement Right

By Clark Quinn / September 12, 2019

Nick Shackleton-Jones' book How People Learn proposes a new model of learning, and implications for design. While the model is questionable--the implications can be derived from more traditional models--the inferred design principles are spot on. This is a good read to think afresh about making learning meaningful. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

Multicultural Sensitivity in Course Design

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Amy Hilbelink / July 15, 2019

Because universities are moving more of their courses online in an effort to increase their education footprint and institutional impact by distributing to foreign students, many in online learning courses are becoming more diverse. As course designers, this impact should be taken into consideration when analyzing the student audience and designing any course. This article discusses recent trends in the global online audience, reminds us of assumptions made during the design process that may impact the multicultural audience, and provides suggestions for working around those assumptions. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Enhancing and Impacting the Online Classroom Environment with Infographics

By Hanadi Hamadi, Frederick R. Kates, George Raul Audi, Samantha A. Larson, Malcolm M. Kates / April 30, 2019

An infographic is a type of picture that, if done correctly, blends complex data with understandable design. College students today are inundated by visually stimulating screen-based environments. Infographics utilize that environment to enhance the process of summarizing educational material. Data visualization can provide students with multiple dimensions of competency including searching, systematic thinking, and effective interdisciplinary teamwork. » [Full Article]
TYPE: DESIGN FOR LEARNING

Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles

By Aleksandra Hollingshead, Davin Carr-Chellman / February 15, 2019

Learner engagement in any instructional environment, including online, is critical to ensuring meaningful learning outcomes. Researchers discuss engagement as a complex construct consisting of emotional, cognitive, and behavioral domains. In e-learning, student engagement is difficult to achieve. Universal Design for Learning (UDL) is an instructional design framework focused on overcoming barriers to learning and providing learners with multiple ways to engage, receive instruction, and express learning. This framework is based on a premise of variability of all learners and designing learning that is flexible and systematically planned. » [Full Article]
TYPE: DESIGN FOR LEARNING