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Full-Text Articles in Education
Modeling: Online Students Need Demonstrations, Too, Matthew Barclay
Modeling: Online Students Need Demonstrations, Too, Matthew Barclay
The International Institute for Innovative Instruction Blog
How many times have you seen children pretending to be their sports heroes while playing basketball or soccer? How many teens or adults have you seen wearing a movie star’s hairstyle or adopting the clothes of another favorite celebrity? How often have you observed people mimicking media personalities in voice, gestures, sayings, etc.? Have you ever found yourself doing something because someone else did it and you thought it was a great idea? Of course you have. Whether it was beneficial or damaging in the long run, you have most likely done something only because someone you esteemed did it.
Quantifying Creativity: A Left-Brain Approach To Learning Objectives, Rob Wood
Quantifying Creativity: A Left-Brain Approach To Learning Objectives, Rob Wood
The International Institute for Innovative Instruction Blog
I am a teacher. I love the time when the proverbial light goes on in a student’s mind and a theory or concept or method or technique suddenly makes sense. I witness the moment that a few sparks of knowledge kindle a fire of learning.
Tips For Effective Collaboration With Subject Matter Experts, Tasha Weaver
Tips For Effective Collaboration With Subject Matter Experts, Tasha Weaver
The International Institute for Innovative Instruction Blog
Subject Matter Experts (SMEs) are critical members of any course design team, for their contributions to both the course content and the cost of the project (Bedell, 2018). A SME can identify and prioritize the content needed to address critical course learning objectives, and she can do this efficiently, saving the designer hours of research. The question is: how can you, as the designer, best partner with the SME to create an effective learning experience for students? The following presents some tips and best practices for collaboration.
How Much Work To Assign In Our Courses?, Jesse Fuhrman
How Much Work To Assign In Our Courses?, Jesse Fuhrman
The International Institute for Innovative Instruction Blog
No matter what type of course we are designing, we have to keep in mind how much time we are expecting learners to spend. When thinking about time expectations, there are a number of things to consider, beginning with the expectation set by those who are asking for the course or training module.
Graduate Assistant Experience At The Institute - An Interview With Amie Tope, Amie Tope
Graduate Assistant Experience At The Institute - An Interview With Amie Tope, Amie Tope
The International Institute for Innovative Instruction Blog
Amie Tope, 2018 graduate of Franklin University’s Master of Science in Instructional Design & Learning Technology (IDLT) program, recently sat down for an interview with the IDLT program chair, Dr. Yi Yang. Amie not only graduated with a 4.0 GPA and gave a speech at the Winter 2018 Commencement—she also accepted a job offer before she graduated from the program! During this interview, she talks about her experience working as a graduate assistant for the International Institute for Innovative Instruction (the Institute), and offers suggestions for future graduate assistants.
Bridging Learners And Clients: Challenges And Strategies, Xiaopeng Ni
Bridging Learners And Clients: Challenges And Strategies, Xiaopeng Ni
The International Institute for Innovative Instruction Blog
As discussed in my previous post, “Clients as an Instructional Resource,” integrating clients into the curriculum is promising and potentially innovative. A client-based course emphasizes a pedagogical orientation to gain real-word experience through meeting the “expressed needs” from the outside of the classroom. Students create impactful work, collaborate with clients, and sense professional culture. During the past several months, by collaborating with other faculty members, I had opportunities to implement some of these ideas in two graduate courses: Marketing Communication Planning and Instructional Design Capstone. The results, based on students’ feedback, are positive and well demonstrate its pedagogical values.
Do You Apply Learning Theories To Your Online Course?, Jessie Kong
Do You Apply Learning Theories To Your Online Course?, Jessie Kong
The International Institute for Innovative Instruction Blog
Emerging technology is changing almost every aspect of our lives. As a result, we should not be surprised that new technology has an impact on how people learn. The development of online learning has rapidly increased through the advancement of technology. Indeed, technology is a powerful tool for instruction—it helps students actively engage in class activities, collaborate with their peers, and develop critical thinking and problem-solving skills. Of course, technology can also save time and money by delivering online instruction anytime and anywhere. Therefore, we cannot ignore the use of technology that can create many instructional strategies and activities.
The Emotional Roller Coaster Of Getting Stuff Done, Kevin Stoker
The Emotional Roller Coaster Of Getting Stuff Done, Kevin Stoker
The International Institute for Innovative Instruction Blog
Getting things done is both daunting and empowering…and sometimes overwhelming. It’s likely rare that you have too little to do. Every day you look at that pile of work on your desk or the 500 emails that you need to respond to and you wonder how you’ll get through it. When you look at the totality of the things you need to accomplish it can sometimes feel like the weight of the world is on your shoulders. But it doesn’t have to be that way.
What International Teaching Has Taught Me About Instructional Design, Niccole Hyatt
What International Teaching Has Taught Me About Instructional Design, Niccole Hyatt
The International Institute for Innovative Instruction Blog
As instructional designers, we rarely get an opportunity to interact with the learners who actually experience what we develop. We typically rely on learner evaluations, input from teaching faculty, or future enrollment numbers as evidence of positive instructional design interventions. However, there are many reasons why learning events succeed or fail. If a course is well designed, but the instructor is not up to par, can we blame the development of the course? What if the designer of a particular course is also the individual who teaches it? Taking it a step (or a flight) further, what if the class …
Applying Project Management Strategies In A Large Curriculum Conversion Project In Higher Education, Joel Gardner, Patrick A. Bennet, Niccole Hyatt, Kevin Stoker
Applying Project Management Strategies In A Large Curriculum Conversion Project In Higher Education, Joel Gardner, Patrick A. Bennet, Niccole Hyatt, Kevin Stoker
The International Institute for Innovative Instruction Blog
Higher education is undergoing great changes that require universities to adapt quickly, and making these changes can be difficult. One discipline that can aid in executing change is project management, which has developed a set of clear processes and strategies for completing initiatives quickly and effectively. Several authors have identified project management competencies as key in the practice of instructional design. However, in our experience it can be difficult to operationalize project management, particularly in instructional design projects that are large in scope and require a quick turnaround.
Mind Maps Allow Our Students To Paint A Picture!, Barbara Carder
Mind Maps Allow Our Students To Paint A Picture!, Barbara Carder
The International Institute for Innovative Instruction Blog
When Fred Barnard said that “a picture is worth a thousand words” back in 1927, odds are that he wasn’t thinking about mind maps in higher education, but his idiom was true then and it remains true today.
Five Challenges For New Online Instructors, Constance Wanstreet
Five Challenges For New Online Instructors, Constance Wanstreet
The International Institute for Innovative Instruction Blog
A boot camp for new online instructors focused on five challenges related to transitioning to online teaching, building spaces for learning, preparing students for the work of online learning, managing the classroom & assessing learner outcomes.