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· "The term instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation. An instructional designer is somewhat like an engineer." (Smith, Patricia L., and Tillman J. Ragan. Instructional design. New York, NY: Wiley, 1999.).

·  A learning design “documents and describes a learning activity in such a way that other teachers can understand it and use it in their own context. Typically a learning design includes descriptions of learning tasks, resources and supports provided by the teacher” (Donald, Blake, Girault, Datt, & Ramsay, 2009).

At first I thought the perspective is the main difference as instructional design focuses on teachers and their plan. On the other side learning design focuses on tasks/learning opportunities for students. But no definition backed this differentiation. Some definitions also indicate that learning design is for online courses.

Also the term "design" made me think whether learning design and instructional design are either about concrete plans of a lesson or sequence for teaching or about re-usable patterns which could be re-used and adapted for concrete lessons or sequences. The latter would focus on experts to create these designs whereas the former would focus on teachers as users. So, who are the planners/designers?

Table showing Instructional Design vs Learning Design.

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These are materials/ resources or devices used to support the teaching/ learning process. They are used to spark interest in the topics under consideration and  promote learner engagement for greater retention of information.

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Technology as a tool to support instruction

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Technology as a tool to support instruction

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Technology plays a very important role in the teaching & learning process and as such a number of resources and strategies used in learning environments are technology-based. Gone are the days when the ‘chalk and talk method takes precedence. The use of computers, tablets, interactive whiteboards, cell phones and other devices are now at the forefront of many teaching experiences. Instructors use various tools to get lessons across in a more effective manner. These tools offer the possibility of collaboration among learners, which is especially useful in situations where learning takes place online such as distance learning which can be synchronous or asynchronous.

There are instances however, where instructors shy away from incorporating technology in their lessons due to their own lack of knowledge related to the use of technological resources.

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Since the start of this programme I have really discovered how amazing WhatsApp and Google Docs/ Slides can be in facilitating collaboration among peers. In fact, since I have started using the networks so often, I have been prompted to utilise them more in my work environment which have proven to be very rewarding.

The PDF document that I have shared below explores the use of WhatsApp as a form of mobile learning.

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Moodle LMS
Blackboard collaborate
Zoom
Skype

Articulate Storyline

Camtasia

Padlet
MOOCs

I have used recording tools such as Audacity, Audition, VoiceThread

Video Editing Tool - Adobe Premiere Pro

Graphics and Photo editing - Adobe Photoshop

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Performance Improvement (PI) is a process which entails the analysis of problems underlying the performance of individuals in the workplace. This process has stages ranging from examining opportunities and challenges, setting success indicators and defining what is expected for improved performance. It also requires the development, implementation and evaluation of an intervention to achieve the desired outcomes. Performance improvement is described as the systematic process of linking business goals and strategies with the workforce responsible for achieving the goals. (Tiem, Moseley & Dessinger, 2012).

Reference

Tiem, D. V., Moseley, J. L., & Dessinger, J. C.  (2012). Fundamentals of Performance

Improvement: Optimizing Results through People, Process, and Organizations, 3rd Edition [VitalSource Bookshelf version].  Retrieved from vbk://9781118235744

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** Performance analysis

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**Intervention Selection, Development and Design

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Implementation

The process involves introducing the intervention, testing and modifying it as challenges occur. Involvement of all stakeholders and feedback is extremely necessary for the success of this phase. Patience, cooperation and excellent communication skills are imperative for the implementation of the intervention at the workplace. An expert in the field of human performance improvement should be utilized to ensure the smooth integration of the PI.

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Techniques for intervention implementation and maintenance

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Techniques for intervention implementation and maintenance

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Types of evaluation

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Approaches to learning design: past the head and the hands to the HEART of the matter

Claire Donald ,Adam Blake,Isabelle Girault,Ashwini Datt &Elizabeth Ramsay

Pages 179-199 | Received 30 Oct 2008, Accepted 16 Feb 2009, Published online: 22 Jul 2009

TJ Ragan, PL Smith - New York: Macmillan Publishing Company, 1999 - academia.edu.

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Who are the stakeholders for a Performance Improvement

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Who are the stakeholders for a Performance Improvement

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* A performance improvement
practitioner
* Manager/s
* Employees
* Investors
*Instructional Designer
* Data analysts
* any other expert in a required field based on the workplace and/or selected intervention.

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* Innovative Pedagogy
* Digital Responsibility
* Personalised Learning
- Artificial Intelligence
* Video as a Learning Modality
- Micro learning
- Social Learning
- Storytelling
- Training On-Demand
- Live Streamed Classes
* Mobile Learning
- Instructor-Led Virtual Classrooms
** Mobile Apps
** Games
- Push Learning Apps
- Networking Activities
- Games
* New Learning Realities
- Augmented Reality
- Virtual Reality
- Immersive Experiences
- 3D Simulations
- Realistic Learning Simulations
** Flight and Driving Simulations
* Learning Ecosystem
- Workplace Learning
- Learner-Centric
* Building a Culture of Learning
* Generational Shift in Workplace
- Training and Career Advancement Opportunities
* Collaborative Learning
- Team Cognition
- Performance Feedback
- enabling social and informal learning
* Adaptive Learning
- Design Thinking
- Learner Experience Design
- Interactive Data
- User Generated Content
* Multiple Modalities
- Blended Experiences
- Activity-Rich Classrooms
* Smarter Learning Paths
- Savvy LMS
- Learner Experience Platforms
- Career Development Tool
- Credentialing
* Learning Built into the Workflow
* Learning Artefacts
* Learning Measurements and Analytics
- Performance Feedback Apps
* Data Privacy
* Unconscious Bias

References:
"4 Emerging Trends in Instructional Design" (2019, March 4). Retrieved from: https://www.ncu.edu/blog/4-emerging-trends-instructional-design#gref.

Hart, D. (2019, February 18). 2019 Instructional Design Trends and Learning Trends: The Ecosystem Evolves. Retrieved from: https://elearningindustry.com/2019-instructional-design-trends-learning-trends-ecosystem-evolves.

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*Prescribes how content should be delivered/how people should teach.
*Create conditions to facilitate learning.
Learning Theories
*Describes how people learn.
*Forms the foundation for instructional design.
*No one learning theory is effective in designing instruction.
Three Principle foundations that influence ID Models
1.  Behaviorist learning theory
- Founder -   B. F Skinner
-Other contributors: E.L Thorndike, John B. Watson and  Ivan Pavlov.
- It involves the experimental analysis of behavior.
- It facilitates a teacher centered learning environment.
- Learners are passive.
- Uses strategies such as direct instruction (DI)
- Contends with behavioral outcomes.

2. Cognitivist learning theory
- Contributors: Bruner, Ausubel, Miller and Chomsky.
- View learners as information processors.
-  seeks to understand the process of knowledge acquisition.
-  Processing begins with sensory inputs
- Processing Cycle: Sensory memory to Short-term memory to Long-term memory
- Enhance learner's self-control of information processing

3. Constructivist learning theory
- Facilitates problem-based learning.
- Assume learners are intrinsically-motivated.
- Assume learners construct their own knowledge.
- Learning Goals:
- Reasoning
- Critical thinking
- Mindful reflection
- Self-regulation
- understanding
- use of  knowledge
Method of Instruction:
- Microworlds
- Problem-based learning
- Collaboration
- Goal-based Scenarios
- Open Software
- Course management tools

References
Driscoll, M. P. (2005). Psychology of Learning for Instruction. New York, NY: Pearson College Division

Learning Theory Overview. (n.d.). Retrieved from https://www.instructionaldesigncentral.com/learning-theory

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*Engagement Learning Theory
-  creating successful collaborative teams
- work on tasks that are meaningful to someone outside the classroom
*Core Principles:
- Relate: emphasizes communication and social

skills that are involved in team effort

- Create:  regards learning as a creative  purposeful activity
- Donate: encourages learners to position their learning in

terms of wider community involvement.
*Connectivism
-  explains how Internet technologies have created new opportunities for people to learn
-   how people share information across the World Wide Web and among themselves.
* Technologies Include:
- Web browsersemail
- wikis
- online discussion forums
- social networks
- YouTube, and any other tool which enables the users to learn and share information with other people.

*Constructionism
- Contributor - Seymour Papert
- View learning as "building knowledge structures
- Promotes learning by making
Reference
Learning Theories. (n.d.). 403 Forbidden. https://www.learning-theories.com/connectivism-siemens-downes.html

MilisZewska, I., & Horwood, J. (2006). (PDF) Engagement theory: A framework for supporting cultural differences in transnational education. https://www.researchgate.net/publication/228786927_Engagement_theory_A_framework_for_supporting_cultural_differences_in_transnational_education
Papert, S., & Harel, I. (1991). Situating Constructionism. https://www.papert.org/articles/SituatingConstructionism.html