scholarly journals Designing for Every Student: Practical Advice for Instructional Designers on Applying Social Justice in Learning Design

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Eliana Elkhoury
Keyword(s):  
Social Justice ◽  
Instructional Designers ◽  
Learning Design ◽  
Practical Advice

Multimedia Learning Designs

2005 ◽  
pp. 350-376
Author(s):  
Mike Keppell ◽  
Jane Gunn ◽  
Kelsey Hegarty ◽  
Vivienne O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Design ◽  
Student Centered ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centered, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

Multimedia Learning Designs

2008 ◽  
pp. 398-418
Author(s):  
M. Keppell ◽  
J. Gunn ◽  
K. Hegarty ◽  
V. O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Resources ◽  
Learning Design ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

scholarly journals DESAIN MODEL PEMBELAJARAN ONLINE SEBAGAI UPAYA MEMFASILITASI BELAJAR DI TEMPAT KERJA

2019 ◽  
Vol 20 (1) ◽  
pp. 17-24
Author(s):  
Syaiputra Wahyuda Meisa Diningrat
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Model ◽  
Instructional Designers ◽  
Learning Design ◽  
Design Framework ◽  
Vocational High School ◽  
Integrative Learning ◽  
Self Regulated Learning ◽  
School Based

Vocational high school in Indonesia is familiar with the concept of dual system education program. There are two places of learning such as school-based learning and work-based learning. A few vocational education institutions have claimed that during carry out work-based learning, they ask students to master some competencies through self-regulated learning without a learning environment that planned. Therefore, this article aims to give an integrative learning design framework for online learning as an effort to guide educators and instructional designers in designing and developing online learning environment that meet with the students need. Shifting roles of educators and instructional designers in online learning, each component within integrative learning design framework for online learning, as well as the features of online learning model are discussed here. So that, educators and instructional designers who want to design online learning model could not only avoid mistakes but also reduce the failure.

Instruction Modeling

2020 ◽  
Author(s):  
George A. Khachatryan
Keyword(s):  
Blended Learning ◽  
Careful Analysis ◽  
Instructional Designers ◽  
Learning Design ◽  
School Students ◽  
Non Profit ◽  
Wide Range ◽  
Learning Programs ◽  
Teachers And Students ◽  
American Schools

Blended learning, which is instruction that combines online with face-to-face components, is becoming increasingly popular in American schools. However, few first-hand accounts have been provided by program creators concerning the design, use, and experiences of widely used blended learning programs. This book fills this gap. Written by a leading program designer, it describes the creation and implementation of the blended learning programs of Reasoning Mind, a non-profit organization which has served hundreds of thousands of elementary and middle school students. Besides general insights into blended learning design and implementation, the book offers a detailed discussion of instruction modeling, a blended learning design approach used by Reasoning Mind. A wide range of methods can be used in designing instructional technology programs: some rely on research in cognitive psychology, others on gaming, and still others on modern statistical methods such as “big data.” By contrast, instruction modeling relies on the careful analysis of existing instructional traditions. The idea of instruction modeling is to study high-quality offline instruction and use blended learning to recreate it on a larger scale. The aim is to give students equivalent educational experiences to those of children in the world’s best classrooms. This book describes the instruction modeling technique in detail and makes the case for its broader use. The book will be relevant to anyone interested in the practical design and evolution of blended learning, including researchers, instructional designers, teachers, and students of education.

scholarly journals Learning Design Repositories:Adapting Learning Design Specifications For Shared Instructional Knowledge

2004 ◽  
Vol 30 (3) ◽  
Author(s):  
Dawn C. Buzza ◽  
David Bean ◽  
Kevin Harrigan ◽  
Tom Carey
Keyword(s):  
Controlled Vocabulary ◽  
Search Model ◽  
Instructional Designers ◽  
Learning Design ◽  
Design Specification ◽  
Design Specifications ◽  
Machine Readable

The IMS Learning Design specification provides a potential means for capturing units of instruction in a machine-readable, consistent way. However, in order for the IMS Learning Design specification to be used widely by educators and instructional designers for whom it is intended, we will need effective ways for users to contribute to, access and adapt the repositories where reusable learning designs are collected and stored. This paper describes a project conducted to develop and test a prototype search model for learning design repositories. We argue for development of a controlled vocabulary to describe and label learning designs. In this way, designs can be accessed according to a variety of pedagogical, as well as topical criteria specific to the instructional purposes and perspectives of the user.

LDL for collaborative activities

2008 ◽  
pp. 224-251 ◽  
Author(s):  
Christine Ferraris ◽  
Christian Martel ◽  
Laurence Vignollet
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Modeling Language ◽  
Instructional Designers ◽  
Learning Design ◽  
Research Teams ◽  
Graphical Notations ◽  
Collaborative Activities

LDL (learning design language) is an educational modeling language which was conceived to model collaborative activities. It has roots in social sciences, mainly linguistics, sociology and ethnomethodology. It proposes seven concepts that allow instructional designers to build the model of a collaborative learning activity. It has both a visual and a textual notation, the latter being computer-readable. This means that the produced models can be easily operationalized and executed in an existing virtual learning environment. This chapter introduces LDL, its concepts and the graphical notations associated with each of them. The methodology proposed to facilitate the modeling is also presented. Its use is illustrated by the example of the planet game, which was practically tested with other research teams as a benchmark/competition during the ICALT 2006 conference.

LDL for Collaborative Activities

2011 ◽  
pp. 403-430
Author(s):  
Christine Ferraris ◽  
Christian Martel ◽  
Laurence Vignollet
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Modeling Language ◽  
Instructional Designers ◽  
Learning Design ◽  
Research Teams ◽  
Graphical Notations ◽  
Collaborative Activities

LDL (learning design language) is an educational modeling language which was conceived to model collaborative activities. It has roots in social sciences, mainly linguistics, sociology and ethnomethodology. It proposes seven concepts that allow instructional designers to build the model of a collaborative learning activity. It has both a visual and a textual notation, the latter being computer-readable. This means that the produced models can be easily operationalized and executed in an existing virtual learning environment. This chapter introduces LDL, its concepts and the graphical notations associated with each of them. The methodology proposed to facilitate the modeling is also presented. Its use is illustrated by the example of the planet game, which was practically tested with other research teams as a benchmark/competition during the ICALT 2006 conference.

Learning Design Thinking Through a Collaborative Focus on Social Justice

2021 ◽  
pp. 192-200
Author(s):  
Joyce Thomas ◽  
XinAn Chen ◽  
Ian Lee ◽  
Jialiang Wang ◽  
YuehTzu Yang ◽  
...  
Keyword(s):  
Social Justice ◽  
Design Thinking ◽  
Learning Design

Beyond Novelty

2020 ◽  
pp. 22-42 ◽  
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Pedagogical Approach ◽  
Pedagogical Innovation ◽  
Design For Learning

This chapter examines how fully accessible teaching and learning, and particularly Universal Design for Learning (UDL), currently attracts much attention in higher education (HE) as an innovative pedagogical approach. Having highlighted all the dimensions of UDL that currently qualify it as “innovative”, the chapter further examines the concept of pedagogical innovation and what constitutes such a perception within the field. It is argued that far from being new, the notion of accessible teaching and learning draws from other pedagogical concepts and schools of thought that are well established in the literature and very much traditional and readily accepted. The chapter discusses that despite this recent “framing” or branding, UDL is not so much a novelty as a return to a fundamental questioning on the part of educators and instructional designers around engagement and social justice and their place in pedagogy.

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