11 Ways to Learn in 2011 Sharebar Because last year’s list of 10 Ways To Learn In 2010 was widely read, I knew I had no choice but to create an even longer list for 2011. The opportunities for online learning have grown tremendously this past year. Interestingly, there seem to be more ways to participate in active learning. 1. We all know how important it is to gain and sustain a learner’s attention. There are three options for reading Focus: 1) Download the free eBook (it’s the fourth item listed on my Goodies page), 2) buy the Kindle edition on Amazon or 3) get the Premium version, which is a complete digital course. 2. Learn how to do something you’ve always wished you could do, but needed step-by-step instructions to get there. 3. There are so many places to visit and so little time. 4. Although life doesn’t come with an instruction manual, these blogs try to provide one. 5. As we slip into the digitization of everything, learning traditional skills becomes ever more important. 6. 7. 8. 9. 10. 11.
10 Qualities of the Ideal Instructional Designer Sharebar People employed as instructional designers come from wildly varied educational backgrounds. I’ve met writers, teachers, media specialists, psychologists and programmers who somehow have ended up designing web-based and instructor-led courses. For the past several years, blogger Cammy Bean has had an open survey asking her instructional design readership whether they have a degree in instructional design. Although the survey doesn’t use a scientific sampling method (basically, whoever happens upon the survey can respond), the results cannot be ignored. The survey results are no longer available, but in 2009, these were the results: ~ 60% do not have a degree~ 38% have a graduate degree in Instructional Design~ 1% responded that they have an Instructional Design degree (level is unspecified) Do Instructional Designers Need a Degree? There is an ongoing debate within the US instructional design community as to whether a degree is needed to be most effective in this field. Top 10 List
10 Qualities of the Ideal Instructional Designer Sharebar People employed as instructional designers come from wildly varied educational backgrounds. I’ve met writers, teachers, media specialists, psychologists and programmers who somehow have ended up designing web-based and instructor-led courses. For the past several years, blogger Cammy Bean has had an open survey asking her instructional design readership whether they have a degree in instructional design. The survey results are no longer available, but in 2009, these were the results: ~ 60% do not have a degree~ 38% have a graduate degree in Instructional Design~ 1% responded that they have an Instructional Design degree (level is unspecified) Do Instructional Designers Need a Degree? There is an ongoing debate within the US instructional design community as to whether a degree is needed to be most effective in this field. Perhaps what is most important is that the instructional designer is a self-didact. Top 10 List The successful instructional designer should:
The New Learning Architect: A Book Review Sharebar Clive Shepherd’s latest book, The New Learning Architect, starts out where many books for training professionals end. It responds to the learning dilemma of the 21st century, “There is more to know than can possibly be taught.” He builds his thesis around the idea that instructional designers and training professionals will need to become learning architects, people who design environments for learning—similar to the way architects design environments for living and working. In addition to the more traditional skills of understanding requirements, audience characteristics, content and learning constraints, it is crucial for the learning architect to stay current with instructional research and the latest technologies. The Learning Context Clive Shepherd, author of The New Learning Architect In keeping with this approach, Shepherd outlines the characteristics of the four learning contexts as follows: Top-down and Bottom-up Profiles and Stories One last point. Conclusion
How to become an instructional designer A lot of people ask me how they could become instructional designers. Here’s some advice from my perspective, followed by links for other perspectives. All of this applies to instructional design in the business world, not academia or K-12 education. It’s probably most applicable to people in the US. Get experience in your current job The first step can be to get more instructional design experience at your current job, if possible. Another approach is to simply create what the organization needs, if you have the time. Another approach is to politely offer to overhaul an existing course or other learning intervention that isn’t working or that people complain about, even if has nothing to do with your job description. Build a portfolio A lot of designers create portfolios that show examples of elearning that they’ve developed. If you currently do only design and not development, put your design ideas in the portfolio. Consider volunteer work Decide: design or development, or both?
10 Types Of Writing For eLearning When I started counting the types of writing that are potentially required to produce an online course, I was stunned. I realized that one instructional designer can potentially provide the skills of an entire writing department. Not only do we need skills for expository, creative, persuasive and technical writing, but we often write about topics for which we know very little at first. Here you’ll find some brief guidelines that focus on each type of writing. 1. They Skim! Requirements for On-screen. 2. Find the Spark. 3. Video is for Showing. 4. Dull and Dry. 5. It’s Good Stuff. Ideally, the problem or goal has an emotional component—there are consequences of making a particular decision. 6. Would Rather Teach Brain Surgery. 7. Rewriting Definitions. 8. It’s Powerful. 9. The Little Things. 10. Defined. How to Improve Whenever I hear writers speak about their craft, the one consistent piece of advice they give is this, “practice, practice, practice.”
What does an instructional designer do? In the past few months, I’ve been asked by a number of different people what an instructional designer does and how to get into the field. I love instructional design because it is a field where I am constantly learning and I have a great variety in what I do. I use so many different skills—writing, web design, graphics, collaboration, planning, plus of course how people learn. Since this question has come up more than once, I thought it would be useful to collect all the information I have emailed people privately and post it here. So without further ado, here’s the first installation: What does an instructional designer do? I’m emphasizing “experiences” here deliberately, even though that isn’t always how others would describe the job. If all you’re doing is dumping content into PowerPoint slides or text to read, you don’t need an instructional designer. How do we do that? Note: I don’t consider this to be a completely comprehensive description by any stretch of the imagination.
Précis de recherche en EIAH L’objet des travaux de recherche relatifs aux Environnements Informatiques pour l’Apprentissage Humain (EIAH) est d’étudier les situations pédagogiques informatisées et les logiciels qui permettent ces situations. L’utilisation de l’informatique pour l’apprentissage et l’enseignement se développe et évolue sous le coup de différents facteurs inter-reliés comme la poussée technologique (faible coût des technologies, facilité et banalisation de leurs usages), l’évolution des connaissances scientifiques, la demande sociale ou encore l’évolution des pratiques des enseignants et des élèves. Au sein des travaux et actions liés aux EIAH, les travaux de recherche ont un rôle particulier à jouer : élaborer des connaissances. Actuellement, l’évolution des connaissances scientifiques n’est pas le facteur qui influe le plus sur l’utilisation effective des EIAH. -o-o-o- Le terme conception peut renvoyer à différentes significations. Les EIAH sont des objets artificiels.
15 Tips For Using LinkedIn to Build Your Online Portfolio | Starr Convictions As a recent graduate, I've found LinkedIn to be an invaluable resource as I begin to embark on my career. My profile has been established for a few years now, but it didn't really represent the full picture of me until recently. If you are job hunting, thinking about a career change, or are about to graduate high school or college, you can use LinkedIn to your advantage to grow your personal network, showcase your accomplishments, and even figure out what really interests you. Best of all, it's free, aside from taking some of your time to build. What's great about LinkedIn is that it's essentially an expanded, online version of your resume. 1. Not you and your significant other, you with friends, or you with your dog. 2. Saying that you are a "Student Assistant at (Your School Here)" may be true, but it will not translate to profile views. 3. This little trick makes your profile more professional and searchable. 4. 5. 6. 7. 8. Put up anything you are proud of. 9. 10. 11. 12. 13. 14. 15.
A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked | Kenny Richard F. Kenny Zuochen Zhang Richard A. Katy Campbell Authors Richard F. Zuochen Zhang is a doctoral candidate in the Department of Curriculum Studies at the University of British Columbia. Richard A. Katy Campbell is the Associate Dean, Faculty of Extension, University of Alberta and Editor, Canadian Journal of University Continuing Education. Abstract: The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Résumé: L’objet de cette revue de la littérature consistait à identifier les preuves selon lesquelles les concepteurs de matériel pédagogique appliquent les modèles de conception pédagogique et à identifier les autres activités et processus qu’ils pourraient utiliser dans le cadre de leurs activités professionnelles. Introduction The research literature pertaining to Instructional Design (ID) or Instructional
Scaffolding Lindsay Lipscomb, Janet Swanson, and Anne West The University of Georgia Review of Scaffolding Scenario Figure 1. Barn and Silos Third grade students in Mrs. Figure 2. As a culminating activity for this study on types of communities, the students are going to prepare some type of individually selected project demonstrating their knowledge of urban, suburban and rural communities. Patrick, the computer whiz of the class, decides to prepare a PowerPoint presentation which will incorporate digital pictures taken on the field trip and of the rural areas surrounding the school community. Figure 3. Mrs. Later, when another student, Melissa, needs assistance with inserting a picture to a PowerPoint slide, Mrs. Through her support and facilitation, Mrs. Caption: In this animation, each box represents scaffolding provided by the teacher, and with each activity the level of learning goes up. What is Scaffolding? The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). Business Mr.
No Significant Difference - Presented by WCET The Women's Center | Mental Health, Career, Relationship Counseling and Other Services for Men, Women and Families in Vienna, Northern VA and Washington, DC