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The phrase, “no known copyright restriction,” means the Smithsonian is unaware of any copyright restrictions on the media and data, based on our best efforts and available information. Restrictions may still exist, however, so if you decide to use the asset without clearing all rights, you will be responsible if someone else owns the rights and objects.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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Voice of America - Learn American English with VOA Learning English

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Learn American English with English language lessons from Voice of America. VOA Learning English helps you learn English with vocabulary, listening and comprehension lessons through daily news and interactive English learning activities.

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Professional Development

In our Teaching Big History online professional development course, fellow BHP teachers and historians guide you through organization, planning, pacing, and skills development-it's online, self-paced, and free.

Our OER Project Online Teacher Community is a vibrant online space where teachers and scholars can share ideas on the latest teaching trends, ask questions, and gain access to a variety of professional development opportunities.

Upcoming Events

Past Events

Take a Closer Look

Preview a selection of essential course materials and resources to help you decide if this free online social studies curriculum is a good fit for your teaching needs.

LOOKING FOR SOMETHING SPECIFIC?

Looking for a course that starts at the Columbian Exchange or the Industrial Revolution?

View our wide range of courses here.

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OER Project is a family of free, online social studies curricula. Aligned to state standards and easily adaptable.

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Office of Superintendent of Public Instruction

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Open Educational Resources (OER) are teaching and learning materials in the public domain or released under an open license that permits their free use, adaptation, and sharing. OER can be produced in any medium --digital or print. They include full courses, supplemental units and lessons, videos, and any other resource used to support access to knowledge. Washington OER Hub The Washington OER Hub is an online library of K-12 open educational resources created by and curated for Washington educators. Resources include unit or robust lesson level suppolemental instructional materials, educator guidance documents, and professional learning materials. Search for materials by content area, grade, or learning standard. Users can also browse through curated learning collections organized by content area or target audience. Content is added regularly. Resources on the Washington OER Hub: align to Washington learning standards have clear learning objectives with accurate and relevant materials support sound teaching practices and have developmentally and culturally appropriate content cultivate student interest and engagement Watch the Intro to the Washington OER Hub Download the Washington OER Hub Overview for more information. OER Grants Many districts are developing or adapting openly licensed resources. As a result, we have a tremendous opportunity to share resources across districts and reduce duplication of efforts. These small, competitive grants are provided to districts developing their own OER core or unit-level instructional materials. Resources & Guidance Getting Started Resources Intro to OER Benefits of OER OER Considerations for Districts OER Frequently Asked Questions Development Guidance and Tools Below are practical resources designed to help educators create or adapt OER to integrate into their core or supplemental instructional materials. OER Development Tools and Guidance | OSPI Washington OER Hub - This group features resources to help in the successful creation, adaptation, and licensing of open educational resources. Quickstart Guide to Openly Licensed Resources | OSPI - This guide provides information on how to locate and provide attribution for openly licensed images as well as guidance on which images cannot be used due to lack of copyright permission. OER Licensing Checklist | OSPI - Use this checklist to make sure that all the requirements for open licensing are met. Please note that it is very helpful to review this checklist BEFORE you begin development work so that you are designing your resource with open licensing requirements in mind from the beginning ESSA and OER - The Every Student Succeeds Act (ESSA) contains specific language that allows school districts to channel funds from Student Support and Academic Enrichment Grants (Title IV, Part A) toward the use and development of OER. Except where otherwise noted, content on this site by Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.

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design discussions
no-schedule meetings
professional development
collaborate with clients
sales and marketing

replace text-only discussions
interactive lectures
support UDL principles
no-schedule office hours
professional development

student presentations
conversational practice
professional development
rich assessment
safe and accountable

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design discussions no-schedule meetings professional development collaborate with clients sales and marketing replace text-only discussions interactive lectures support UDL principles no-schedule office hours professional development student presentations conversational practice professional development rich assessment safe and accountable

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Diffchecker is an online diff tool to compare text to find the difference between two text files

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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This is a simple online bold text generator. The bold text that is generated is actually a set of symbols from the Unicode symbol set. Many of these symbols are supported by modern browsers and so you should be able to copy and paste the formatted text into facebook (e.g. for your fb name), twitter, instagram, tumblr and other social media posts and statuses.

You might have initially thought that this converter generates a bold font, but this is not the case. Fonts cannot be copied and pasted, whereas the special characters that this translator creates can indeed be copied into your username or nickname or blog posts or wherever so that it is more noticable than others.

Bold Alphabets

The lower case and upper case bold alphabets from unicode are:

𝐚𝐛𝐜𝐝𝐞𝐟𝐠𝐡𝐢𝐣𝐤𝐥𝐦𝐧𝐨𝐩𝐪𝐫𝐬𝐭𝐮𝐯𝐰𝐱𝐲𝐳

𝐀𝐁𝐂𝐃𝐄𝐅𝐆𝐇𝐈𝐉𝐊𝐋𝐌𝐍𝐎𝐏𝐐𝐑𝐒𝐓𝐔𝐕𝐖𝐗𝐘𝐙

Have a play around with these text converters, see what you can create, and don't forget to share those creations in the comments section! I'd love to see what you end up using it for :)

P.S. You might also like to check out boldtext.io which is a site dedicated to creating all sorts of different bold text fonts (and other text fonts too!)

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This is a simple online bold text generator. The bold text that is generated is actually a set of symbols from the Unicode symbol set. Many of these symbols are supported by modern browsers and so you should be able to copy and paste the formatted text into facebook (e.g.

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KaraFun Online Player gives you access to the entire KaraFun karaoke library from any web browser, with animated backgrounds and colorful lyrics!

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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This tool may be used for a variety of learning activities throughout the 5E sequence:

Engage/Opening

Explore/Learning Activity

Explain/Closing

Extend/Additional Learning Activity

Evaluate/Assessment

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External Apps Tutorials Table of Contents Flipgrid Overview Create a Flipgrid Topic Flipgrid Sharing Options Share a Flipgrid in Canvas - URL Share a Flipgrid in Canvas - QR Code Share a Flipgrid in Canvas - Embed Flipgrid Overview Disclaimer: Flipgrid has been re-branded as Flip. While most of the app’s functionality remain the same,

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Mission-We knock down the barriers of stress, bias and emotional reactivity with powerful, practical and proven neural-informed learning practices so that all students can learn.

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DISCOVER WOOFLASH

With Wooflash, simply create educational content with Artificial Intelligence (AI) to :

Learn and revise efficiently, thanks to neuroeducation

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Co-constructed to be quick and fun to use

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Wooflash is a microlearning and smart flashcard platform based on neuroscience and adaptive learning that drastically improves the quality of training.

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The Neuroscience of Learning for Teachers

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The Neuroscience of Learning for Teachers

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ABOUT THE COURSE

What does neuroscience say about how students learn? How can we enhance learning and apply the science of learning to teaching?

The Neuroscience of Learning for Teachers (IL101) is a free online course featuring neuroscientists from the University of Helsinki who share insights into understanding and enhancing learning. The course has been developed for educators as part of a European project (IlluminatED) – and may also be interesting to students wanting to boost the effectiveness of their learning.

WHY ENROLL?

It’s free! Enrolling in the course gives you access to videos, audio, articles reflection tasks, and discussions. You can choose to complete the entire course, a single module, or just access the resources that are most meaningful to you. There are no obligations. Transcripts of the videos are available in Spanish and in Greek.

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The Neuroscience of Learning for Teachers

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The Neuroscience of Learning for Teachers (IL101) is a free online course featuring neuroscientists from the University of Helsinki who share insights into understanding and enhancing learning. The course has been developed for educators as part of an Erasmus+-funded European project (IlluminatED).

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TrainingSpace

TrainingSpace (TS) is an online hub that makes multimedia educational content from courses, conference lectures, and laboratory exercises from some of the world’s leading neuroscience institutes and societies more accessible to the global neuroscience community. TS provides users with study tracks for self-guided study, tutorials on tools and open science resources for neuroscience research.

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Learn more about the wide assortment of training materials made available to you through TrainingSpace, tips for navigating the platform, and policy on content reuse and modification, as well as how you can contribute to the platform

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TrainingSpace is an online learning hub that aims to make neuroscience educational materials more accessible to the global neuroscience community. Topics currently included in TrainingSpace include: general neuroscience, clinical neuroscience, computational neuroscience, neuroinformatics, computer science, and data science.

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One of the most important aspects of any eLearning course design is to insure that the information being offered is not only understood by the learner, but that they are also able to retain that information for future use. As such, a successful instructional designer must always be aware of the learning techniques being utilized, the amount of data included, and the structure in which the knowledge has been distilled and then dispersed.For this very reason, understanding the basics of the Cognitive Load Theory and applying them to your instructional design is an absolute must, particularly if you want your learners to get the most out of the eLearning course you are creating. This guide will offer you a detailed look at Cognitive Load Theory, including how it can be applied in learning settings.

What is Cognitive Load Theory?

Cognitive Load Theory suggests that learners can absorb and retain information effectively only if it is provided in such a way that it does not "overload" their mental capacity. In other words, our short term memory, or working memory, can only retain a certain amount of information simultaneously (rather than an infinite supply of data). The more information that is delivered at once, the more likely that the students will not actually learn what is being taught nor will they be able to call upon that information for later use.The Cognitive Load Theory states that each person has a mental "schema", which is a series of structures that enable us to solve problems and think (for more info check Instructional Design Models and Theories: Schema Theory). It also allows us to look at several different elements within a lesson or experience and treat those elements as just one whole element. In other words, it is what forms our knowledge base. According to this theory, there is a key distinction between an apprentice and a master, which is the fact that the apprentice has not built up or developed the schema that the master has.

What are the Guidelines for Cognitive Load Theory in Relation to eLearning?

The Cognitive Load Theory adheres to the following principles, all of which should be kept in mind when designing an eLearning course:

1. You can reduce the amount of load that is being placed upon the learners' working memory by integrating the various sources of information, rather than giving them the various sources individually.

2. In tasks or lessons that require problem solving skills, avoid using activities that require a "means-ends" approach, as this will place a load upon the working memory. Instead, use goal-free problems or examples to illustrate the point.

3. Reduce the amount of redundancy in eLearning course design in order to reduce the amount of unnecessary repetition-induced load that is put upon the working memory.

4. Use visual and auditory instruction techniques to increase the learners' short term memory capacity, particularly in situations where both types of instruction are required.

What are the Types of Cognitive Load?

There are three types of cognitive load that directly pertain to eLearning scenarios:

How Can the Cognitive Load Theory Be Applied in Learning Settings?

In order for real learning to take place, a learner's schematic structure must be altered, according to the Cognitive Load Theory. If this occurs, learners will actually be able to grasp the information that is being provided, process it within their short term (working) memory, and finally commit it to long term memory. In this case, they will be able to build upon previously learned information, so that they can expand their knowledge base (I highly encourage you to read the Memory: Types, Facts, and Myths article).

However, if cognitive overload takes place, then learners will be more likely to make errors, not fully engage with the subject materials, and provide poor effort overall. The change in the schematic structures and pathways will not occur, simply because the learner cannot process the information being offered within the lesson.Therefore, from an instructional design point of view, eLearning courses should be created in such a way that reduces the cognitive load that is placed upon the learners. This will give the learners the opportunity to process what is being taught effectively and more easily.

3 Tips To Reduce Cognitive Overload In You eLearning Course Design

Here are some tips of how you can reduce cognitive overload in your eLearning course design:

I highly encourage you to read the 5 Ways to Reduce Cognitive Load in eLearning as well.To conclude, if you want to design eLearning courses that are the most effective and beneficial for your students or employees, then you must keep in mind that there are certain cognitive load limits. Overwhelming their mental pathways and structures will only lead to errors and a lack of comprehension, which is a successful Instructional designers' worst nightmare in every respect.

Join us at the Instructional Design History Journey
A New Instructional Design Model Will Be Added Every Week! You are more than welcome to let us know if you would like us to cover an instructional design model and theory that is not included at Instructional Design Models and Theories. Simply leave a comment at Instructional Design Models and Theories.Last but not least, you are more than welcome to embed the Cognitive Load Theory and Instructional Design presentation at your site of blog. If you have a question that needs an answer concerning the Schema Theory do not hesitate to leave a comment and I will reply you as soon as possible.

References:

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Cognitive Load Theory And Instructional Design

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One of the most important aspects of any eLearning course design is to insure that the information being offered is not only understood by the learner, but that they are also able to retain that information for future use.

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The UDL Project is designed by teachers, for teachers.  We began as a school-based team of elementary school teachers who were passionate about Universal Design for Learning (UDL). Our team was fortunate to receive a grant from the New Brunswick Department of Education and Early Childhood Development (EECD) to complete an action research project on UDL in 2013-15. Our goal has been to implement Universal Design for Learning  in our own practice to increase student engagement, and to inspire and guide other teachers who wish to implement UDL in their own classrooms. The action research project ended in 2015, and team members have continued to learn about and implement UDL in our classrooms.

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Backward design is a framework for planning a lesson, weekly module, or an entire course. The term was introduced to curriculum design by Jay McTighe and Grant Wiggins in their book Understanding by Design (1998, 2005)

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Backward design begins with the learning objectives of a lesson, module, or course - what students are expected to learn and be able to do - and then proceeds "backward" to create assessments that demonstrate students have learned what was outlined in the learning objectives. Finally, instructors create learning activities and instructional materials that align with and support the achievement of the learning objectives.

The Three Steps of Backward Design Are:

Identify desired results. Upon completing a module or lesson in your course, or by the end of the semester, what knowledge, skills, or abilities should your students have achieved? In other words, what are course goals or learning objectives?

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What content and activities will promote achievement of the learning goals and objectives?

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Determine acceptable evidence. What forms of documentation do you need to evaluate students' progress toward proficiency of the learning objectives and course goals? In other words, what assessments will you incorporate into your class for students to demonstrate their learning?

Plan learning activities and instructional materials. What engagement activities and direct instruction will you provide to support students' achievement of the learning objectives and course goals? How will you scaffold the learning process? In other words, what learning activities and instructional materials will you utilize to move students progressively toward self-directed learning (Brookfield 2009) and achievement of the learning objectives and course goals?

Alignment is the degree to which learning objectives, assessments, learning activities, and instructional materials work together to achieve the desired course goals. The learning objectives that instructors create should direct the formative and summative assessments in their course, which will then determine which instructional materials and learning activities are used to support students' achievement of the learning objectives.

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Once you have worked through the three steps of backward design, you should make sure that all elements (objectives, assessments, learning activities, and instructional materials) align with each other.

Learner-Centered vs Content-Centered Approach

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Traditionally, instructors have applied a forward or content-centered approach to designing lessons, modules, or courses. This approach begins with selecting content such as the sequential chapters of a textbook, followed by building learning activities to help students practice skills or acquire new knowledge about the selected content, and then creating assessments to determine whether or not students learned the content. This approach typically ends with crafting learning objectives to connect the content learned to the assessments.

A content-centered approach to instructional design risks creation of poorly-defined learning experiences where students aren't clear on how the learning activities or learning objectives are supposed to support their learning of the content. After an exam, for instance, instructors might hear students express their frustration with statements such as, "that test wasn't fair" or "that question came out of left field".

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What students are likely really saying is that they don't understand how the test reflected the content they thought they studied or learned. Or perhaps they don't feel they were able to adequately demonstrate what they did learn based on the types of questions they were asked on the exam. In other words, they don't see an alignment between what they learned and what they were tested on.

Whatever the case may be, there is an alternative approach that helps instructors avoid these pitfalls and mitigate student frustrations with their learning experiences. Backward design takes a learner-centered approach to course design, facilitating the creation of more cohesive, clear, and intentional learning experiences for students. A learner-centered approach goes beyond engaging students in content and works to ensure that students have the resources and scaffolding necessary to fully understand the lesson, module, or course.

Benefits of Backward Design

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A study focused on a group of library science instructors who used the backward design framework to revise a lesson on information literacy instruction in first year writing classes. Four assessment methods were used to measure the effectiveness of the new lesson plan: (1) a group activity completed in class, (2) a recommended follow-up assignment for students to complete after their library session, (3) librarian reflections, and (4) a faculty survey. Results indicated that backward design is a valuable planning model that may increase student learning and collaboration with faculty (Mills, Wiley & Williams 2019).

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Buehl (2000) states that Backward Design offers these advantages:

Students are less likely to become so immersed in the factual detail of a unit that they miss the whole point of studying the topic.

Instruction focuses on global understandings and not on daily activities; daily lessons are constructed with a clear vision of what the overall "gain" from the lesson, module, or course is going to be.

Assessment is designed before lesson planning, so that instruction is crafted to best facilitate student learning-students are not completing learning activities just for the sake of doing them (e.g., what students might refer to as busy work).

Backward Design Emphasizes the Following Elements In Your Lessons, Units or Courses:

Backward design is implemented in three sequential stages:

Stage 1: Identify Desired Results

In the first stage of backward design, instructors identify what students should know, understand, and be able to do by the end of the course, lesson or module.

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Identify the Big Ideas

Start with a focus on the "big ideas." If you ran into one of your students years later, what are one or two big ideas or core ideas that you would hope they would remember from your course? Wiggins and McTighe describe big ideas as:

A core concept, principle, theory, or process that should serve as a focal point for prioritizing content.

An organizer for connecting important facts, skills, and actions. Big ideas connect discrete knowledge and skills to a broader intellectual frame and create a bridge to specific facts and skills.

Transferable to other topics and contexts, issues, and problems.

2

Found in the following forms that exist across the disciplines: concepts, themes, issues or debates, paradoxes, processes, problems or challenges, assumptions, and perspectives.

An abstraction that is not immediately evident to students and which requires uncovering via direct instruction and well-designed learning activities (Wiggins and McTighe 2004, 69).

These "Big ideas" may be interpreted as course goals, which are broad statements of what you hope students will learn or take away from your class at the end. Course goals may use verbs associated with student outcomes that are not readily observable and do not lend themselves easily to measurement (e.g., know, understand, value, appreciate).

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Transform the Big Ideas Into Essential Questions

After you have identified the "big ideas" you will transform these into essential questions. Wiggins and McTighe describe essential questions as:

Not a right or wrong answer, but are meant to be debated. Essential questions promote inquiry and argument that foster inquiry and research. The student draws conclusions rather than recites facts.

Designed to be thought-provoking for students, while also focusing on learning and the final assessment.

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Often address important issues, problems, or debates in a given discipline.

Thought-provoking and generative. Essential questions often lead to additional questions that may cross disciplinary boundaries.

Promote ongoing rethinking of big ideas and assumptions. (Wiggins and McTighe 2004, 91).

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Craft Learning Objectives

Once you have identified the big ideas and essential questions, you will then translate these into learning objectives ,link to learning objectives teaching guide/>. A key to writing useful learning objectives is to make them SMART, i.e., specific, measurable, attainable, relevant (and rigorous, realistic), and timely. Five basic elements should be included in such objectives:

1. who

2. will do

3. how much or how well

4. of what

5. by when

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The objective should include 1) the subject (your students), 2) an action verb, and 4) a noun that describes an intellectual operation or physical performance, as well as 3) a criterion and 5) the conditions for completion (Thomas and Abras, 2016).

Bloom's Taxonomy is a great tool in helping to identify action verbs appropriate for measurement. Another framework for constructing learning objectives is Fink's Taxonomy of Significant Learning, which encompasses domains of knowledge and competencies beyond scholarly matters and also addresses humanistic dimensions of caring and lifelong learning.

Consult CATE's Learning Objectives Teaching Guide for a fuller exploration of this topic.

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Prioritize Content

Because typically instructors have more content than can reasonably address within the available time frame, they must make choices. Wiggins and McTighe (1998) offer a three-layer conceptual model to aid in narrowing the focus of content when crafting learning objectives:

The outer circle of the framework identifies knowledge worth being familiar with or what students should "hear, read, view, research, or otherwise encounter."

The middle circle identifies what is important to know such as important knowledge (i.e, facts, concepts, and principles), as well as skills, processes, strategies, and methods.

The inner circle identifies enduring understandings or big ideas that students should retain after they have forgotten many of the details (Wiggins and McTighe 1998, 9-10).

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The three-layer conceptual model framework.

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Guiding Questions For Identifying Desired Results:

What should students hear, read, view, explore or otherwise encounter?

What knowledge and skills should students acquire?

What are big ideas and important understandings students should retain?

Stage 2: Determine Appropriate Assessments

In the second stage of backward design, instructors create the assessments students will complete in order to demonstrate evidence of learning and even progress towards achievement of the learning objectives.

Types of Assessments

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Assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

There are two broad categories of assessments: summative and formative.

Summative assessments: assessment of your students' learning - how much a student has learned or become proficient in knowledge and skills associated with your course. Characteristics of summative assessments include:

Purpose for students: Evaluate learning, enter and graduate programs, and achieve professional credentials

Graded: Usually (with incorrect and correct responses)

Timing: Periodic, and typically occurs after learning activities

Feedback: Often delayed, and in the form of a grade on an assessment

Stakes: Usually high stakes (contributing to a large part of the student's final grade) with one opportunity to perform well

Examples of summative assessments include exams, portfolios, presentations, written work.

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Formative assessments: focus on assessment for learning. Formative assessments play a critical role in providing scaffolding for learning, opportunities to practice and build on prior knowledge, as well as integrating new concepts. Formative assessments help instructors and students gauge progress towards learning objectives to better equip students for studying and preparation for higher stakes summative assessments.

Characteristics of formative assessments include:

Purpose for students: Enhance students' metacognitive skills and studying behaviors, and guide their learning and skill-building in your course

Graded: Sometimes (e.g., as participation points)

Timing: Frequent and ongoing throughout the course

Feedback: Immediate, with repeated opportunities for practice and reflection

Stakes: Usually low stakes (contributing minimally to a student's final grade) with multiple opportunities to improve

Examples include homework, group problem-solving, polling questions, brief writing exercises like one-minute papers, and draft presentations and reports.

Consult CATE's Summative Assessment Teaching Guide and Formative Assessment Teaching Guide for a fuller exploration of these topics.

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Three-layer Conceptual Model and Assessment Types

Wiggins and McTighe identify a link between the assessment format and the type of understanding students need to demonstrate. For example, if the goal is for students to learn basic facts and skills, traditional quizzes and tests might be the most appropriate type of assessment to use. However, when the goal is enduring understanding, more complex and authentic assessment strategies might be needed to assess student learning. The illustration below shows an alignment between specific assessment types and the different types of evidence they provide.

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(Wiggins and McTighe 2004 141)

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Six Facets of Understanding

Wiggins and McTighe propose a framework called Six Facets of Understanding as a guide for building effective assessments. It is made up of six non-hierarchical 'domains' or 'facets' that they identify as indicators of understanding.

Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance (Wiggins and McTighe 2005 82-104). Wiggins and McTighe contend that students demonstrate true understanding when they can express their learning in one of six ways:

Explain concepts by putting them into one's own words, teaching it to others, justifying their answers, and showing their reasoning.

Interpret by making sense of data, text, and experience through images, analogies, stories, and models.

Apply what they know in diverse, real-world, and relevant contexts - the student can "do" the subject.

Demonstrate perspective by seeing the big picture and recognizing different points of view.

6

Empathize or find value in what others might find odd or implausible; make perceptions based on prior direct experience.

Exhibit self-knowledge and show metacognitive awareness; should be aware of their position and what they do not understand as well as how that shapes their understanding. ⇒

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Guiding Questions for Developing Assessments:

How will I know if students have achieved the desired results?

What will I accept as evidence of student understanding and proficiency?

Do the assessments address the learning objectives of the course?

Stage 3: Plan Learning Activities and Instructional Materials

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Now it is time to plan the lessons, determine reading assignments, method of instruction, and other classroom activities to support student learning. With students' needs in mind, instructors can choose the most appropriate methods to help their students achieve the learning objectives.

In the past, classroom instruction has focused on the instructor and the ways in which the subject matter could best be presented to the student.

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The emphasis was on "lectures" and "discussions" and the assumption was that learning largely consisted of a passive activity in which students received information and ideas from authoritative sources.

Research over the past several decades has shown that students learn more and retain their learning longer if they acquire it in an active rather than a passive manner. To learn more, consult CATE's Active Learning Teaching Guide.

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Learning Activities and the WHERETO Framework

Wiggins and McTighe have created a six-part checklist built on the acronym WHERETO that consists of key elements that should be included in your instructional materials and learning activities.

W: How will you help your students to know where they are headed, why they are going there, and what ways they will be evaluated along the way?

H: How will you hook and hold students' interest and enthusiasm through thought-provoking experiences at the beginning of each instructional episode?

E: What experiences will you provide to help students make their understanding real and equip all learners for success throughout your course or unit?

R: How will you cause students to reflect, revisit, revise, and rethink?

E: How will students express their understanding and engage in meaningful self-evaluation?

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T: How will you tailor (differentiate) your instruction to address the unique strengths and needs of every learner?

O: How will you organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings as opposed to superficial coverage? (Wiggins and McTighe 2005, 195-226).

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Guiding Questions For Developing Learning Activities:

What enabling knowledge and skills will students need in order to achieve desired results?

What activities will equip students with the needed knowledge and skills?

What will need to be taught and coached, and how should it best be done?

What materials and resources are best suited to accomplish these goals?

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Objectives, assessments and learning activities are three cornerstones of backward design.

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Backward Design and Alignment

A defining feature of Backward Design is its alignment between learning objectives, assessments and feedback, and learning activities and instructional materials.

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Backward design begins with the learning objectives of a lesson, module, or course - what students are expected to learn and be able to do - and then proceeds "backward" to create assessments that demonstrate students have learned what was outlined in the learning objectives.

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Empower your students daily to make important decisions about their learning experiences.

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An instructional design model is a framework or process that provides a systematic approach to designing and developing effective instructional materials.

It guides instructional designers through a series of steps, from analyzing learners' needs and goals to designing, developing, and evaluating instruction that meets those needs. By using an instructional design model, learning designers will have

1. a structured approach to designing learning material

2. a repeatable process based on the steps in the model

3. comfort they are using a model that is based on research and best practices in the field

4. a framework that can be adapted to a wide range of instructional contexts and subject areas.

The purpose of using one of the instructional design models is to

Provide a systematic process for designing effective instruction

Ensure that the instruction is aligned with the learning goals and objectives of the learner

Provide a framework for selecting appropriate instructional strategies and methods

Guide the selection and development of instructional materials

Provide a framework for evaluating the effectiveness of the instruction

Increase the efficiency and effectiveness of the design and development process

Later on in this article, we will analyse some of the more popular learning models. Before we do, here is an example of an instructional design model in action.

A company wants to provide its employees with training on a new software system. The instructional designer chooses to use the ADDIE model (analysis, design, development, implementation, evaluation) to develop the training program.

This is a brief overview of what each of the stages in ADDIE would look like

Analysis: Conduct an analysis to identify the learners' needs and characteristics and thereby establish the learning objectives for the training course.

Design: Based on the output of the analysis, you then design the instruction, including instructional strategies, methods, and materials.

Development: Develop instructional/course materials, such as online modules, job aids, and simulations.

Implementation: Implement the instruction by delivering the training to the employees. This could be via their Learning Management System or in person in a classroom-like environment.

Evaluation: Evaluate the effectiveness of the instruction by collecting feedback from the learners and assessing their performance. Were the learning objectives achieved and how was the learner experience?

By using the ADDIE model or any instructional design model, the learning designer can create an effective and engaging training program that meets the needs of the learners and achieves the learning objectives for the organisation.

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It's important to understand that there is no one "best" instructional design model. When designing digital learning there are options to choose from when talking about models and processes.

Each model has its unique strengths and weaknesses, and the best model to use depends on the specific instructional design problem, goals, and resources available. As an instructional designer, it's important to be familiar with a variety of models and to select the one that is most appropriate for the given situation.

The ADDIE model is a commonly used model that provides a comprehensive and systematic approach to instructional design, but it may not be the best fit for every situation. It's important to consider the specific needs and goals of each project when selecting an instructional design model.

Deciding on the right model to drive the processes and manage the project depends on many factors such as team experience, scope, the complexity of the project, resources, budget and time pressures. Each of these core models will be beneficial to some and less to others. What's most important is taking your learners and their learning styles into consideration. Below we walk through the pros and cons of each model of learning and how they can help you achieve your instructional design goals.

Below are the top 5 instructional design models you will find among various eLearning courses and L&D training development.

The most commonly used and well-known instructional design model is ADDIE. It now serves as a base for other models.

ADDIE stands for Analysis, Design, Development, Implementation, and E valuation.

It is a sequential model that outlines the process of designing and developing effective instruction. It starts with analyzing the learners and their needs, designing the instruction to meet those needs, developing the materials, implementing the instruction, and evaluating the results.

ADDIE is commonly used because it is clear and easy to understand. It is suitable for organisations that are new to digital learning (across many industries) or individuals who are only beginning their careers as instructional designers.
PROS CONS

An example of how the ADDIE Model can be applied

A college instructor is designing an online course for a new subject. They use the ADDIE model to guide the design process, from analyzing the learners' needs, designing and developing the content, implementing it in their lessons and finally, evaluating the effectiveness of the instruction through exams and interviews.

SAM stands for The Successive Approximation M odel.

The SAM instructional design model has been proposed by Michael Allen as an alternative to ADDIE in his 2021 book "Leaving ADDIE for SAM". It emphasizes collaboration and communication among stakeholders throughout the design process.

It also places a strong emphasis on rapid prototyping, allowing the team to test and refine instructional materials quickly and efficiently. This model is particularly useful for instructional design projects that involve complex subject matter or evolving technologies, where a more traditional linear design model may not be effective.

It allows the rapid development of content or courses based on feedback elicited from all stakeholders and it ensures developing and rolling out content or courses that are motivating and that meet the goals of the training course.

It consists of three phases, each of which involves a series of iterative cycles:

1. Preparation Phase: In this phase, the instructional design team works with stakeholders, including learners, subject matter experts, and project sponsors, to define learning objectives, analyze the learners' needs, and identify the resources and constraints that will shape the design process.

2. Iterative Design Phase: In this phase, the instructional design team develops and tests through rapid prototyping of the instructional materials. Each iteration involves designing, reviewing, and refining the prototype based on feedback from stakeholders. The focus is on creating a functional, usable, and effective prototype that meets the learners' needs.

3. Evaluation Phase: In this phase, the instructional design team evaluates the effectiveness of the instructional materials and makes revisions as needed. Evaluation data is collected through feedback from learners, observations, and performance data. The goal is to improve the instructional materials iteratively and continuously.

Using the SAM instructional design model can be time-consuming with the rounds of feedback applied at different stages and it can be difficult to manage for beginners in project management because of multiple feedback cycles and inputs from people involved in the process.
PROS CONS

An example of how the SAM instructional design model can be applied

A software company is designing a training program for employees on a new software platform. They use the SAM model to quickly prototype and test different instructional materials, incorporating feedback from learners and subject matter experts throughout the design process.

The Systematic Design of Instruction was introduced in 1978 by Walter Dick and Lou Carey. At the time it was considered an innovative model showcasing steps in the design process.

The Dick and Carey Systems Approach model is a comprehensive instructional design model that is based on systems theory. It involves nine steps over 3 phases - Analysis (1-3), Design (4-6) and Develop (7-9).

1. identify instructional goals

2. conduct instructional analysis

3. identify entry behaviours and learner characteristics

4. write performance objectives

5. develop assessment instruments

6. develop an instructional strategy

7. develop and select instructional materials

8. design and conduct formative evaluation

9. design and conduct the summative evaluation

PROS CONS

An example of how the Dick and Carey Model can be applied

A healthcare organization is designing a training program for nurses on how to administer medication safely. They use the Dick and Carey model to guide the design process, from analyzing learners' needs to developing and evaluating instruction that meets those needs.

The Kemp Model was introduced by Jerrold Kemp with Gary Morrison and Steven Ross in 1994 in a published book " Designing Effective Instruction". Its latest, 8th edition, is still popular and used in instructional design.

Kemp's model is a nonlinear design model that emphasizes flexibility and adaptability. It includes nine steps:

1. identify instructional problems

2. identify learners and characteristics

3. decide on learning content and tasks

4. specify SMART instructional objectives

5. structure the content logically to facilitate learning outcomes

6. identify instructional strategies and methods

7. design the messaging and delivery

8. develop the delivery media

9. design and conduct the summative evaluation

Looking at this model, we still have ADDIE phases but in a circular cycle like a wheel of the nine steps. A designer can start at any point in the wheel with the development and implementation. For larger projects, that model might be ideal for catering for multiple stakeholders.
PROS CONS

An example of how the Kemp Model can be applied

A non-profit organization is designing a training program for volunteers on how to work with at-risk youth. They use Kemp's Instructional Design model to create instruction that is flexible and adaptable to different learners' needs and preferences, using a variety of instructional methods and strategies.

The Backward Design model is an instructional design approach that starts with the desired learning outcomes and works backward to create instruction that supports those outcomes.

It is a goal-oriented model that emphasizes a deep understanding of the learners, the learning outcomes, and the assessment methods. The Backward Design model is also known as the Understanding by Design (UbD) model and was developed by Grant Wiggins and Jay McTighe.

It consists of three phases:

1. Stage 1: Identify Desired Results - In this stage, the instructional designer identifies the desired learning outcomes and defines the criteria for success. The designer considers what learners will be able to do, know, and understand at the end of the instruction.

2. Stage 2: Determine Acceptable Evidence - In this stage, the designer determines how to measure whether the desired results have been achieved. The designer selects assessment methods that are aligned with the desired outcomes, such as performance tasks or projects, written tests, or demonstrations.

3. Stage 3: Plan Learning Experiences and Instruction - In this stage, the designer plans the instruction that will support the desired learning outcomes and the assessment methods. The designer selects and sequences learning activities and materials, and determines how to provide feedback and support to learners throughout the process.

The Backward Design model encourages instructional designers to focus on the big-picture goals of the instruction. It helps ensure that instructional activities are designed with the end goal in mind and that learners are more likely to achieve the desired results. It also helps instructional designers to make strategic decisions about the design of instruction based on the desired outcomes.
PROS CONS

An example of how the Backward Model (Understanding by Design) can be applied

A high school science teacher is designing a unit on cell biology. Using the Backward Design model, she begins by identifying the desired learning outcomes, such as students' ability to explain the structure and function of cell organelles. She then determines assessment methods that will measure whether students have achieved those outcomes, such as a project in which students create a model of a cell and explain its functions. Finally, she plans learning experiences and instruction that will support the desired outcomes, such as lab activities, readings, and class discussions.

If you have career goals of advancing or entering the field of instructional design, the Digital Learning Institute's university-accredited Professional Diploma in Digital Learning Design can help you take the next step. Each of these programs has projects and lessons that provide learners with the ability to practice various models of digital learning so you are equipped with the hands-on experience to work in the digital learning and instructional design field.

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