Searching for "instructional design"
With the announcement of the site license for the Adobe Creative Suite (Acrobat, Photoshop, InDesign, Illustrator, Dreamweaver, After Effects, Premier Pro, Fireworks, Flash, Lightroom, and more) InforMedia Services will be offering instruction, consulting, and support for faculty, staff, and students who want to learn and use these tools. We expect to schedule specific workshops in the next few weeks. Until those are publicized, please email informedia@stcloudstate.edu for assistance. We can work with individuals, groups of faculty, staff, or students, or present opportunities to classes.
Please let us know how we can help you— informedia@stcloudstate.edu.
Plamen Miltenoff and Tom Hergert
InforMedia Services
informedia@stcloudstate.edu
pmiltenoff@stcloudstate.edu
trhergert@stcloudstate.edu
Contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims/
Twitter: https://twitter.com/SCSUtechinstruc
Facebook: https://www.facebook.com/InforMediaServices?ref=hl
Pinterest: http://www.pinterest.com/scsutechnology/
Instagram: http://instagram.com/scsutechinstruct
YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
Google +: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
LinkedIn: https://www.linkedin.com/in/scsuinstructionaltechnology
Blended Learning Course Design: A Boot Camp for Instructors
http://bit.ly/12V6NzN
Madison, WI
July 29 – 30, 2013
This intensive two-day workshop offers one-to-one instruction and consultation from top innovators in blended learning. It’s a hands-on, working workshop. You bring a syllabus, exams, other course materials, and a computer. You leave with an action plan for a blended course that will keep you on the cutting edge of pedagogy.
Through this process, you will:
– Take one of your existing face-to-face courses and convert it into a blended format
– Feel comfortable and confident with the technology so that IT becomes an aid rather than a barrier to communicating with your students
– Learn the most pedagogically effective ways to blend instructional technology, course content, and course activities to promote interaction of students with each other, the instructor, and the content
You will finish with an understanding of how to balance what happens before class, what happens in class, and what happens after class. You will learn how to organize your own Learning Management System (LMS), and you will be exposed to the very best technology tools to support student learning.
Topics explored during this event include course design principles, pedagogical considerations, technology how-to’s, and student engagement strategies.
LEARN MORE AT http://bit.ly/12V6NzN
Enquiries: support@magnapubs.com
The new, 10th edition of “instructional Technology and Media for Learning” by Smaldino et al is out. on p. 191 there is a good layout of the basics for design as discuss during the design session of January 22, 2013. Link to the handouts of that session here: https://blog.stcloudstate.edu/ims/2013/01/22/basics-of-design/
This is the link to a scanned copy of the pages related to visual design: http://web.stcloudstate.edu/informedia/design/visual_design_smaldino.pdf
The Hottest Topics in Edtech for 2022
https://www.iste.org/explore/education-leadership/hottest-topics-edtech-2022
8. Augmented, mixed and virtual reality
7. Social-emotional learning
6. Equity and inclusion
5. Online tools and apps
4. Distance, online, blended learning
3. Computer science and computational thinking
2. Instructional design and delivery
1. Project-based learning
+++++++++++++++++++++++++++++++++++
5 Emerging Technology Trends Higher Ed Is Watching for in 2022
https://edtechmagazine.com/higher/article/2021/12/5-emerging-technology-trends-higher-ed-watching-2022
- Increased Adoption of Learning Analytics and Adaptive Learning
- Growth of Mobile Learning in Higher Ed
- Smarter Artificial Intelligence–Powered Tutors
- The Rise of Short-Form, Video-Based Learning
- Advanced VR and Immersive Learning Technologies
Diffusion of Innovation Theory
https://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/BehavioralChangeTheories/BehavioralChangeTheories4.html
This theory has been used successfully in many fields including communication, agriculture, public health, criminal justice, social work, and marketing.
++++++++++++++++++
more on instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
ID, UX and LXD: Differences and Similarities Explained
https://www.linkedin.com/pulse/id-ux-lxd-differences-similarities-explained-sonia-tiwari/
LXD Learning Experience Design
UX User Experience Design
ID Instructional Design
Niels Floor‘s highly informative articles on lxd.org
Instructional Design focuses on instruction, User Experience Design focuses on the user, and Learning Experience Design focuses on the learner. This is not to say that IDs don’t care about learners, or that UX designers do not work on educational products, or that LXDs spend no time thinking about instruction or users. The difference lies in who these designers orient their process towards the most – instruction, user, learner.
history of ID at Instruction Design Central.
more about the origins of UX in this article in Career Foundary by Emily Stevens or this brief intro to HCI in Interaction Design Foundation by John Carroll. If you’re curious, learn about what Don Norman thinks of UX today.
ID as a field tends to be more scientific and organized, following academic frameworks
UX tends to be both scientific and artistic in its approach. UX designers are informed by academic theories and frameworks, but are also flexible and artistic in finding engaging, intuitive solutions to usability issues.
LXD tends to be more artistic than scientific. While LX designers care about the learning process deeply though understanding of related learning theories and cognitive processes of learners, their primary focus is on designing visually stunning, useful, and engaging learning experiences.
IDs are typically working on products such as Courses, e-learning modules, curriculum, workshops. UX designers are typically working on products such as mobile apps, websites, digital games, software. LXDs are typically working on all these things – courses, apps, AND other forms of learning experiences which could take the form of museum exhibits, summer camps, AR interactive booklets, children’s books, movies, toys and games or any other medium that can be used to generate a learning experience.
Indeed.com
software tools are just like paintbrushes, they don’t make an artist. Some popular paintbrushes for IDs are Adobe Captivate, Articulate Storyline, Brainshark. For UX designers some popular tools are Adobe XD, Sketch, Figma, Balsamiq. For LXDs everything Adobe Creative Cloud has to offer – and many other ID/UX tools as well (depending on what the experience design needs) come in handy.
For IDs, one of the popular frameworks is ADDIE: Analyze, Design, Development, Implement, Evaluation
For UX designers, a popular framework quoted often is Design Thinking: Empathize, Define, Ideate, Prototype, Test
For LXDs, Neils floor outlines this LXD process: Question, Research, Design, Build, Test, Improve, Launch
+++++++++++++++++
more on ID instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
State of XR & Immersive Learning 2021 Outlook Report
p. 12 about VR and AR
p. 15 about social VR platforms
p. 39 CAVE like environment for Nursing students
p. 43 The FUTURE Time Traveller is a project developed and co-funded by the European Union’s Erasmus+ programme and coordinated by Bulgaria’s Business Foundation for Education in partnership with seven national organizations.
p. 46 obstacles – disabilities
p. 48 California State University Northridge, which has developed an MA in Instructional Design with a focus on XR and immersive games and simulations
free webinar: ‘How to facilitate effective group work at business schools’ on May 5 at 1PM ET.
This webinar will gather teachers and instructional designers from business schools in a panel discussion to share and exchange ideas on improving group dynamics and social loafing in team based education.
We’re happy to welcome Mustafa Elsawy, Learning Technologist from Georgia State University and Jeff Webb, Associate Professor from David Eccles School of Business as guest speakers for the discussion to share their insights on:
- Why and how team based learning adds value to course design;
- The challenges of implementing and facilitating group work in online, blended and hybrid classrooms;
- How peer feedback and peer assessment can contribute to achieve learning outcomes;
- How to empower faculty to scale peer feedback/assessment in future courses and prepare students for the labor market
You can learn more about the event on our website and register for free here.
++++++++++++++++++++++
more on online ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
https://lompocrecord.com/opinion/columnists/jennifer-brown-and-christopher-lynch-quality-online-education-for-higher-ed-requires-public-investment/article_512e95ce-fae0-5d0b-917c-3a2f9232ad74.html
Online coursework must not be considered an inferior or cheaper option. Getting online right requires a significant investment in course development guided by professional course designers who focus on achieving and assessing learning outcomes. Best practices show that developing a quality online course takes about 10 weeks to build with the faculty member working closely alongside an instructional/course designer, and research has shown that in-person instruction improves after working with instructional designers.
An online lecture requires more lecture preparation, continuous monitoring of student progress, increased use of assessment tools, extensive electronic interaction with the students and online office hoursAdditional instructor and teaching assistant support is also needed, as well as technical support.
+++++++++++++++++
more on online education in this ISM blog
https://blog.stcloudstate.edu/ims?s=%22online+education%22
Will this semester forever alter college? No, but some virtual tools will stick around
Conceiving, planning, designing and developing a genuine online course or program can consume as much as a year of faculty training and collaboration with instructional designers, and often requires student orientation and support and a complex technological infrastructure.
If anything, what people are mistaking now for online education — long class meetings in videoconference rooms, professors in their bathrobes, do-it-yourself tools made of rubber bands and cardboard — appears to be making them less, not more, open to it.