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2013 Instructional Design Principles

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Erin Soles

on 18 October 2013

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Transcript of 2013 Instructional Design Principles

Instructional Design Principles
Six General Categories of Learning:
The more kinds of learning that are promoted in a course, the more significant the learning will be for students.
How can we promote six kinds of learning?
The Integrated Course Design (ICD) model facilitates learning-centered, systematic & integrated course design to engage students and promote more significant learning.
How does Integrated Course Design Work?
Start Here
This information informs decisions about how the course is going to operate.
Specific Context
Expectations of Others
Nature of the Subject, Students, Teachers
What do we want students to learn?
Six kinds of learning to consider:
"By the end of this course, my hope is that students will....."
"By the end of this course, my hope is that students will....."
ICD - Learning Goals
1. Understand & Remember
key concepts
relationships, etc.
Know how to
the content
Be able to
this subject to other subjects
personal & social implications o
f knowing subject
subject (as well as further learning about it)
Know how to
keep on learning
about this subject (after the course)
What activities will enable students to achieve course goals?
Acquire information: readings, lectures
Have experiences: case-studies, problem-solving, role play, discourse
Reflect on information/experience: portfolios, journals/blogs, short-papers
How will we know?
Educative Assessment (Wiggins, 1998) informs and improves student performance.

Authentic Tasks
Clear criteria and standards
Opportunities for Self Assessment
Feedback (FIDeLity)
Delivered Lovingly
Do all of your course parts reflect/support each other?
- set of facts, principles, relationships, etc.
- we want students to "understand and remember"
- Do something with foundational knowledge
- Physical skills
- Engaging in
problem solving
decision making
creative thinking
- students identifying similarities or interactions between one subject matter and another
- whole thrust of interdisciplinary learning
- when students share their "pearls of learning" (about themselves or interacting with others) from a course
- Happens when students change their feelings, interests or values in relation to a course subject
- given the fact that we never teach students everything they will ever need to know about a subject, we need to help them
learn how to keep on learning
about it after the course is over
Do all of your course parts reflect/support each other?
Take the learning outcomes for your course and identify the learning activities and assessments for each.
This should be at a very high level.
Look for alignment.

2012 National Online Learners Priorities Report
Retrieved from: https://www.noellevitz.com/papers-research-higher-education/2012/2012-adult-and-online-learner-satisfaction-priorities-reports
Demographics of Online Learners
Following, listed in order of importance, are the top challenges identified by online learners as a whole:
• The quality of instruction is excellent.
• Student assignments are clearly identified in the syllabus.
• Faculty are responsive to student needs.
• Tuition paid is a worthwhile investment.
• Faculty provide timely feedback about student progress.
Satisfaction of Online Learners
Six Assumptions About Adult Learning
Knowles, M.S., Holton, E.F., & Swanson, R.A. (1998). The Adult Learner. Houston: Gulf Publishing.
1. Self-concept: Adult learners may have difficulty with someone telling them what to do and how to think.
2. Experience: Adults have prior experiences that are a resource for learning.
3. Readiness to learn: Adults become ready to learn when they need to solve a problem.
4. Orientation to learn: Adult learners want to see how learning will apply to their life, a task, or a problem.
5. Motivation to learn: Although adults may respond to external motivators, internal motivation is key as a person matures.
6. The need to know: Adults need to know the reason for learning something.
Student Learning Styles
Grasha-Riechmann Student Learning Style Scale (Stavredes)





Prefers to work alone
Not interested in discussion & other interaction
Not interested in team work
Looks to instructor & students as guides
Prefers an authority to tell them what to do
Prefers a highly structured environment
Interested in learning for reward & recognition
Prefers exams to projects
Learns by sharing and cooperating with instructor & students
Prefers group work & discussion
Not excited about attending class or studying
Interested in class activities & discussion
Works hard
Wants to meet instructor's expectations
Learning Style Survey:
Designing for Significant Learning
L. Dee Fink - The Power of Course Design to Increase Student Engagement and Learning
"What many professors are finding is that students become more motivated and engaged when courses are designed and integrated with significant learning goals."
Erin Soles
Lead Instructional Designer
Center for Instruction & Research Technology
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