# data[].attributes.body
TIM is another framework that promotes the targeted use of technology. It's different than SAMR in that five characteristics of meaningful learning into the five levels of technology. I hope you find it useful. https://fcit.usf.edu/matrix/matrix/

# data[].attributes.attachment_link.readable_text
The Technology Integration Matrix

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

# data[].attributes.body
The purpose of marketing is very similar to instructional design. You are trying to get someone's attention and interest, giving them information to encourage making a decision, and then giving them the methods and purpose to take action. Engaged learning incorporates all of these elements. Without a student's attention and interest, learning does not happen. Even with the attention and interest, you must still encourage them to make a decision about the information - is it important enough to incorporate into their long-term repertoire or do they just store it at a "parrot-level" that allows regurgitation and performative skill/knowledge level? A student can take action in several ways: digging deeper into the materials and synthesizing the information, combining the new info with previous skills to reach a new level, etc., and then CONTINUING on beyond what the course requires.

# data[].attributes.attachment_link.title
The AIDA Model in Marketing (Why It's Important, And What It's Used For)

# data[].attributes.attachment_link.description
Here's what the AIDA Formula is in a nutshell: Get their attention with something catchy and relevant. Tell them interesting facts or uses. Make them desire the product/service. Get them to take an action. Let's break that down into sections to understand it better: Attention: You are trying to get someone's attention with something they will think is interesting or curious.

# data[].attributes.body
Another model that has gained attention in recent years is the SAMR (substitution, augmentation, modification and redefinition) model. This model was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.

# data[].attributes.body
For 10+ years I have been teaching Creativity classes using Design Thinking as a base. When 1 year ago I started the journey towards Instructional Design and met ADDIE, I realized the similarities with Design Thinking, such as the techniques to empathize as Empathy Map, Archetype.  And so, it has been quite easy for me to start applying ADDIE.
I share this article that explains how to apply Design Thinking in learning design.
Thank you all for sharing so much valuable information.

# data[].attributes.attachment_link.readable_text
In the 21st Century, we need creative approaches to learning design that help us meet the needs of the modern workplace. Furthermore, many of us are required to be creative on demand in our daily work. In light of these concerns, you may find that a Design Thinking model suits your needs. Design Thinking is an approach for deeply understanding the audience and their challenges, in order to generate creative and effective solutions. It resembles Agile models in its methods of prototyping and testing. It differs in its emphasis on human-centered solutions. I'm facilitating a Design Thinking Workshop at the Learning Solutions Conference on March 30, 2020.

Design Thinking is Human-centered

It places a great value on empathy for your users. The practice of Design Thinking seems to be sorely missing from instructional design university programs, professional training and workplace practices.

If Design Thinking has the potential to help us come up with better design solutions, then let's make room for it as we design and promote learning experiences.

Solutions for the 21st Century

Those of us who feel hampered by current models may already practice some Design Thinking techniques. The more we understand these practices as a framework, the more likely we are to leverage Design Thinking in our daily work.

This is critical at this time because the solution to many problems may be much more complex, broader and more integrated into work than one training course can provide. Perhaps the solution to a problem requires developing a community of practice-not formal training; or perhaps there is a need for performance support combined with a user interface redesign; or a change in organizational processes as well as interactive training.

This is why I often speak of the practitioners in our field as "solution finders" rather than course builders. Design Thinking is more in line with the complex problems a learning experience designer might need to solve.

There are many variations to the Design Thinking framework. Generally, there are between three and six steps. Here is one of the original methods as taught by Stanford's d.school modified with an approach that can work with learning experience design. You can extend the Define Phase to include your instructional design practice for identifying and writing measurable performance objectives.

A Design Thinking Process

EMPATHIZE

Empathy involves more than just analyzing an audience or users and this is one of the keys to Design Thinking. Empathy is about experiencing the feelings of others. You are attempting to understand what it is like to be in their job and to have their challenges.

You are researching the audience as an ethnographer, studying and recording the viewpoint of a group of people. In the workplace context, it is to discover the needs of a target population and to explore their universe.

Through the empathetic experience, you are able to create more effective solutions than when you are simply an order taker. Empathy may even involve collaborating and co-designing with the audience.

Industrial designer and design educator, Paul Backett, writes that, "Great designers are great empathizers. It's what separates a design that has soul from one that's simply well-realized."

Tools that will help you research users and their challenges:

Field Research: talk to and observe audience members in their jobs and imagine what it would be like to have that job. Discover problems that may not be obvious.

Interviews: speak with both supervisors and staff to understand the issues they face and the characteristics of the people you want to help.

Personas: fictitious person with the collective characteristics and attributes of your audience or a subgroup of your audience (see Learner Personas for Instructional Design)

Empathy Maps: a visual tool to collect what the persona thinks, feels, says and does when faced with the challenge of your focus

Attitude Research: run focus groups to find out what motivates the audience and what demotivates them.

During this phase, you can go ahead with a traditional analysis too. It is likely that the empathy and research you bring to your analysis will change the perspective you bring to your analysis.
DEFINE THE PROBLEM
Research and empathy ultimately help you define the real problem. How often have days of training been developed based on an incorrect understanding of a problem? In Design Thinking, the problem space begins to evolve by understanding the challenges of the target audience.

If you spend time specifically defining a problem, you may discover that a simple solution, like one training course, will not be effective. That's why defining the problem through research-looking at it from many angles and perspectives-can set you on the right track. Without correctly defining a problem, it's nearly impossible to generate a corresponding solution.

When the problem is defined, I recommend writing it as a measurable performance goal. Then you can determine if training is an appropriate solution or partial solution. If so, apply your go-to instructional design method, such as SAM, Action Mapping or ADDIE to tease out the learning objectives that will help people reach the performance goal.

Tools that will help you define the problem:

Root Cause Analysis

"How Might We" statements: statements that redefine the problem from another viewpoint, such as "How might we help staff remember to wash their hands?" or "How might we help sales reps quickly access the information they need?" or "How might we help international students feel comfortable at our school?"

Instructional design analysis practices that lead to measurable performance objectives, such as Action Mapping, Dick & Carey method, etc.

IDEATE
The practice of conceiving ideas, or ideation, is a critical step of Design Thinking. This is where you and ideally, a cross-disciplinary team, generate potential solutions to the performance problem defined during research. Although many companies won't allow for this, getting ideas from audience members is very valuable. Try to generate as many ideas as possible because more ideas means more potential solutions. All ideas are considered and there are no constraints or restrictions.

Tools to help you generate possible solutions include:

Brainstorming with Sticky Notes: Brainstorming involves conceiving lots of ideas while suspending judgement. The technique has its critics. But brainstorming with sticky notes is a different matter. Team members write potential solutions on sticky notes and post them on a board or wall. The process of writing and posting continues until there are no more ideas left. This approach is more anonymous than brainstorming, as everyone is busy writing and posting. At the end, the team organizes the sticky notes into some type of coherent structure and discusses all of the ideas. It's a fun and energetic approach to finding solutions.

Sketching: For many people, sketching short-circuits the judgement side of the brain and helps them tap into a flow of ideas. Sketching is visual brainstorming. Using stick figures and geometric shapes is completely acceptable and gets the job done. Sketching is exploration.

Manipulative Verbs: From the creator of brainstorming, Alex Osborn, comes an exercise using a list of action verbs that are applied to various ideas or problems. This works particularly well when sketching. You can make up a long list of verbs and see what ideas are generated from this approach.

Mind Maps: mind maps, which are radiant drawings showing connected ideas, are good for exploring many aspects to a problem. You can create these alone or with a team.

"How Might We" statements (see above)

PROTOTYPE
A prototype is a preliminary model of an approach. Prototyping involves hands-on exploration. It provides a way to rapidly try out ideas without a large investment of time and money. Think of a prototype as a low-resolution or low-fidelity version of an idea.

In the world of industrial design, a prototype might be constructed from cardboard. For graphic design, a prototype might include a series of sketches. In learning experience design, a prototype could involve storyboarding an interaction. They say it's better to fail early and often with your prototypes because with each failure comes a better understanding of what will work.

Some ways to prototype or to create form include:

Sketching: Using pencil and paper or a digital drawing tool, prototype sketches are more involved than in the previous phase. They might include storyboarding a scenario or visualizing all possible responses to an interaction.

Mock-ups: A mock-up is a simulated version of an idea, that replicates how it will look and behave. These can range from a Styrofoam model to a working user interface.

Small Implementation: If your idea involves something that isn't physical, such as learning with social media or a face-to face instruction, then your prototype would involve building a very small and rough implementation of the approach that would work for a small group of people. Or in the case of face-to-face instruction, create a short pilot program and test it on sample audience members.

TEST
Testing is all about seeing what works in the real world, getting feedback from learners and stakeholders, and refining (or ditching) prototypes. It's important to test your innovative approach with the target population through all of its iterations. You can see how Design Thinking is an iterative process that involves lots of testing and adapting.

Some ways to test include:

Provide learners/users with a task and watch as they perform it

Ask users to think aloud as they work

Prepare a list of questions and discuss the person's reactions to a program

Closing Words

Design Thinking isn't a silver bullet, but it's one model for dealing with the "be creative on demand" requirements in our line of work. And it might provide valuable solutions for the learning problems of the 21st Century. You can join me at a full-day Design Thinking Pre-conference Workshop at Learning Solutions on March 30th.
Would love to hear your thoughts. Comment below.
Get the latest articles, resources and freebies once a month plus my free eBook, Writing for Instructional Design.

# data[].attributes.attachment_link.title
How To Use Design Thinking In Learning Experience Design

# data[].attributes.attachment_link.description
In the 21st Century, we need creative approaches to learning design that help us meet the needs of the modern workplace. Furthermore, many of us are required to be creative on demand in our daily work. In light of these concerns, you may find that a Design Thinking model suits your needs.

# data[].attributes.body
https://getsynapse.com/what-is-agile-learning/

# data[].attributes.attachment_link.description
Agile learning design refers to any approach to content development that focuses on speed, flexibility, and collaboration.

# data[].attributes.body
An interesting learning model is Experiential Education. According to the Association for Experiential Education, "Experiential Education is a hands-on form of learning that begins with a concrete experience. After solving a problem, learners reflect on the process and are able to apply lessons more broadly to their lives." This is a form of training I employed successfully for years in a Sporting Goods Retail Environment. Whether we used role-play in selling skills workshops, or immersive experiences to learn about using sporting goods equipment and connect with the consumer experience, the outcomes were always amazing and unique to each learner.

# data[].attributes.attachment_link.readable_text
Defining Experiential Education: Challenge and experience followed by reflection, leading to learning and growth.

Experiential education is a teaching philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities.

Experiential educators include an extensively broad range of professionals such as: teachers, counselors, corporate team builders, therapists, challenge course practitioners, environmental educators, guides, instructors, coaches, mental health professionals and many more.

Many disciplines and settings utilize experiential education methodologies: outdoor and adventure education, non-formal education, place-based education, project-based learning, global education, environmental education, student-centered education, informal education, active learning, service learning, cooperative learning and expeditionary learning.
We're here to support you on your learning journey! Explore research in The Journal of Experiential Education (JEE)Find or post a job in Experiential Education Continue learning with AEE Publications
Join your peers and elevate your work

Experiential Education: The Principles ¹ of Practice

Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.

Experiences are structured to require the learner to take initiative, make decisions and be accountable for results.

Throughout the experiential learning process, the learner² is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.

Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.

The results of the learning are personal and form the basis for future experience and learning.

Relationships are developed and nurtured: learner to self, learner to others and learner to the world at large.

The educator³ and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted.

Opportunities are nurtured for learners and educators to explore and examine their own values.

The educator's primary roles include setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process.

The educator recognizes and encourages spontaneous opportunities for learning.

Educators strive to be aware of their biases, judgments and pre-conceptions, and how these influence the learner.

The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

1) The priority or order in which each professional places these principles may vary. 2) There is no single term that encompasses all the roles of the participant within experiential education. Therefore, the term "learner" is meant to include student, client, trainee, participant, etc. 3) There is no single term that encompasses all the roles of the professional within experiential education. Therefore, the term "educator" is meant to include therapist, facilitator, teacher, trainer, practitioner, counselor, etc.--Gass, M.A., Gillis, H.L., Russell, K.C. (2012). Adventure therapy: Theory, Research, and Practice. New York, NY: Routledge.

# data[].attributes.attachment_link.title
What is Experiential Education - Association for Experiential Education

# data[].attributes.attachment_link.description
Experiential education is a teaching philosophy based on challenge and experience followed by reflection leading to growth.

# data[].attributes.body
Utilizing and agile like approach to instructional design is beneficial to be able to work on multiple projects, accept changing requirements, and work in an agile world. The focus is still on developing business goals and connecting learning objectives while chunking learning materials and focusing on the learner.

# data[].attributes.attachment_link.readable_text
Megan Torrance is the chief energy officer of TorranceLearning, an e-learning design and development firm outside of Ann Arbor, Michigan. She has spent over two decades knee-deep in projects involving change management, instructional design, consulting, and systems deployment. Megan thrives on design excellence and elegant project management. And coffee. She and the TorranceLearning team have developed the LLAMA project management approach, blending Agile with excellent instructional design techniques. TorranceLearning projects have won IELA and Brandon Hall awards, and the 2014 xAPI Hyperdrive contest at DevLearn.

Publications include "A Quick Guide to LLAMA: Agile Project Management for Learning," and " Agile and LLAMA for ISD Project Management," a TD at Work. Megan has written for TD magazine several times, including the article, " What Is xAPI? " in the February 2016 issue.

# data[].attributes.attachment_link.description
Megan Torrance is the chief energy officer of TorranceLearning, an e-learning design and development firm outside of Ann Arbor, Michigan. She has spent over two decades knee-deep in projects involving change management, instructional design, consulting, and systems deployment. Megan thrives on design excellence and elegant project management. And coffee.

# data[].attributes.body
This type of delivery method, will always have some sort of controversy attached to it.

While not all the topics or classes can have game based learning approaches, I am a firm believer that gamification offers a great approach to our learners that projects an efficient channel for information delivery as well as keeps the learner glued to the showcased content.

What is gamification? Gamification is the art of taking all the fun and attractive elements available in games and using them in real-world or teaching activities.

# data[].attributes.attachment_link.provider_name
Yu-kai Chou: Gamification & Behavioral Design

# data[].attributes.attachment_link.description
What is Gamification? Stanford Lecturer explains it is “Human-Focused Design” (as opposed to “Function-Focused Design”) that optimizes for the 8 Core Drives..

# data[].attributes.body
is a great framework to show the impact of technology on teaching and learning.  I don't know why this link is showing, but here is a good link  https://technologyforlearners.com/the-samr-model/

# data[].attributes.attachment_link.readable_text
Dr. Ruben Puentedura has developed what he calls the SAMR model, which provides a framework to show the impact of technology on teaching and learning. The model moves through various stages, beginning at a basic level of learning in the substitution phase through to a level where learning is transformational at the redefinition level.

The SAMR model is powerful because it enables us to think about how learning can be extended through the use of technology. I have summarised the four stages of the SAMR model here:

SUBSTITUTION - Technology acts as a direct tool substitute, with no functional change. For example, students may type up notes on a word processor instead of writing by hand in an exercise book.

AUGMENTATION - Technology still acts as a direct tool substitute, but with functional improvements. Taking the example of typing on a word processor, augmentation means that the learning process can become more efficient and engaging. Images can be added, text can be hyperlinked and changes to the text itself can be made quickly.
These first two stages of the SAMR model represent enhancements of existing ways of working. Digital technology is not necessary in order to carry out the learning task. The technology simply provides a digital medium for learning to take place, which may enhance learning.
MODIFICATION - By this stage technology not only enhances the learning activity, it also significanly transforms it. An example might be students setting up a blog in which they open up their work to a worldwide audience. The blog means that students are much more accountable for the work they present, so will tend to spend more time refining their written work. In this way, both student learning and literacy improve.

REDIFINITION - This level requires the teacher to think about learning activities that were previously inconceivable without the use of technology. This could be for instance, a Google Hangout session that takes place between students from different countries in order for students to swap information about their home countries in real-time. Likewise, the use of Google Docs for students in different parts of the world to collaborate on a shared assignment facilitates learning opportunities that would be impossible without such technology.
The modification and redefinition levels represent transformational stages in terms of student learning, as the technology is actively helping to transform the way in which learning can occur.
Concluding thoughts...

The SAMR model is essentially a planning tool that helps to design better learning activities for students. The framework provides pedagogical insight into how technology can and should be used in the classroom. I would make the following recommendations in light of the model:

1. Always consider whether or not the technology improves the learning process. I have already written about what makes technology 'appropriate' in a learning context. If the learning process is enhanced through the use of technology, then it's appropriate to use - if not, more traditional (analogue) methods can work just as well (if not better).

2. Collaboration is extremely important, particularly if you're looking at learning from a social constructivist perspective. Consider how you can use technology to facilitate collaboration.

3. Ensure that you use technology to expose students to the outside world. This not only helps to improve their cultural understanding and international-mindedness, it can be great for building key literacy skills.

# data[].attributes.attachment_link.description
Dr. Ruben Puentedura has developed what he calls the SAMR model, which provides a framework to show the impact of technology on teaching and learning. The model moves through various stages, beginning at a basic level of learning in the substitution phase through to a level where learning is transformational at the redefinition level.

# data[].attributes.body
https://speakerdeck.com/cathymoore/design-lively-training-with-action-mapping

# data[].attributes.attachment_link.title
Design Lively Training with Action Mapping

# data[].attributes.attachment_link.description
For training designers in the business world. Use the map to design activity-driven training, not information dumps.. Book and blog: www.cathy-moore.com

# data[].attributes.body
The Backward Design begins with the objectives of a unit or course what students are expected to learn and be able to do—and then proceeds “backward” to create lessons that achieve those desired goals. The design includes the following three stages:

Stage One – Identify Desired Results;

Stage Two – Determine Acceptable Evidence; and

Stage Three – Plan Learning Experiences and Instruction.

This design focuses primarily on student learning and understanding. It is an effective way of providing guidance for instruction and designing lessons, units, and courses. The incorporation of backward design also lends itself to transparent and explicit instruction. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities.

https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

# data[].attributes.body
I use this model quite frequently for faculty development when designing online courses.

# data[].attributes.attachment_link.title
Humanizing Online Learning - MICHELLE PACANSKY-BROCK

# data[].attributes.attachment_link.description
Humanizing online teaching and learning has been an organic outcome of my own online teaching. In 2003, when I started teaching online, my classes felt disconnected to me. I didn't know who my students were and I knew they didn't know me as a real person either.

# data[].attributes.body
Ths model helps faculty see the importance of community and social learning.

# data[].attributes.attachment_link.readable_text
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.

The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive, and teaching presence.

Social presence is "the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities" (Garrison, 2009, p. 352).

Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).

History of the CoI Framework
In an interview for the Reflective Teaching in a Digital Age podcast, Dr. Randy Garrison describes the history of the CoI framework, including its role in the thoughtful design of online education, and practical ways of helping students learn through active participation and shared meaning-making.
Click here to listen to the interview

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Related Files

# data[].attributes.attachment_link.description
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive, and teaching presence.

# data[].attributes.headline
I love to use more than one model. Here is one that should always be used in Higher Ed.

# data[].attributes.subject
I love to use more than one model. Here is one that should always be used in Higher Ed.

# data[].attributes.body
I have seen so many examples of what NOT to do! Here is tool to help you know what to do.

# data[].attributes.attachment_link.readable_text
Online medical e-learning courses by the EHA are designed according to various learning theories and models. In particular, the Cognitive Theory of Multimedia Learning is one of the main tools taken into consideration during the creation of our modules.

Richard Mayer, Professor of Psychology at the University of California in Santa Barbara, has intensively studied and worked on the Cognitive Theory of Multimedia Learning. Being the author of over 500 publications, he has shared his research in various works, including 30 books and numerous papers. The main focus of his work was determining how people learn, and this has been the primary topic of his theory in multimedia learning.

Learning through Multimedia

The Cognitive Theory of Multimedia Learning focuses on how people learn through various sets of media, which is a subject very fitting in the world of e-learning. The theory puts forth three important cognitive processes that are necessary for meaningful learning. These are selecting, organizing, and integrating.

1. Selection of words and pictures - In the first step of learning, the learner concentrates on perceiving relevant words and images from the material being presented.

2. Organization - After selecting pertinent data, the learner mentally organizes the data into logical verbal models and visual representations.

3. Integration - Finally, these two sets of representations are then integrated with each other and assimilated into prior knowledge.

The illustration below shows this entire process. Words and pictures presented to the learner through multimedia are processed along two discrete, non-contradictory channels. These are the auditory and visual channels where sensory data enters via the eyes and ears. This is also the stage where words and images are screened and selected. They then enter the working memory where the second step occurs - allowing data to be organized into a verbal and visual model. Note that only a few "chunks" of data can be processed at a time in working memory, limiting the learner's capacity to absorb large amounts of data all at once. After verbal and visual models are established, these are then integrated with each other and incorporated into existing knowledge. This step occurs within the working memory after each section of multimedia instruction presented to the learner.

Implications to e-learning

How then should e-learning courses be designed? Based on this theory, contents of modules should be designed and presented in the following ways:

An appropriate combination of graphics and words should be used to deliver a good presentation. Putting together appropriate images to go along with verbal stimuli can effectively support e-learning.

Content is presented as smaller chunks of text or smaller text blocks. This allows the learner to process small amounts of information and integrate these first before moving on to the next set of data.

When using words, an auditory medium is preferred over a text presentation. This makes the sensory data be processed through separate channels and be later integrated, making the learner able to process data more effectively.

When using both graphics and text, words are kept close to the graphic.

For tests and practice questions, feedback should appear on the same page as the question or test. Clark and Mayer's studies show that a learner obtains better results when elements of learning are not separated from each other.

Information that is not relevant to the content or situation should not be included in the presentation. This includes decorative graphics and unrelated background music.

According to Mayer, the bottom line of this theory is that: appropriate multimedia, to be an effective tool for learning, should be presented in a way that is consistent with how the human brain works. At EHA, learners can be assured that e-learning is optimized through the appropriate design of modules and courses consistent with learning patterns and cognitive processes.

# data[].attributes.attachment_link.title
Mayer's Cognitive Theory of Multimedia Learning: E-lessons and Human Learning | European Heart Association

# data[].attributes.attachment_link.description
Online medical e-learning courses by the EHA are designed according to various learning theories and models. In particular, the Cognitive Theory of Multimedia Learning is one of the main tools taken into consideration during the creation of our modules.

# data[].attributes.attachment_link.title
Kolb’s Learning Styles & Experiential Learning Cycle

# data[].attributes.attachment_link.description
Kolb’s Learning Styles theory identifies four types of learners: converging, diverging, assimilating, and accommodating. These styles are part of his Experiential Learning Cycle, which involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The cycle emphasizes learning through experience, reflection, conceptualization, and testing new ideas.

# data[].attributes.body
Game Based Learning versus Gamification in education this is a great methods worth trying

# data[].attributes.body
Blooms Taxonomy flows from the most basic to the most complex forms of learning. Remembering is at the base of the pyramid, moving upwards to understanding, applying, analyzing, evaluating, and finally, creating! It has been useful to grade school, high school and college teachers.

# data[].attributes.attachment_link.readable_text
Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

# data[].attributes.attachment_link.description
by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

# data[].attributes.body
Akin to "ADDIE light" developed by Michael Allen.

https://dli.kennesaw.edu/resources/idmodels/sam.php#:~:text=References%2FRecommendations-,Overview,linear%20process%20for%20course%20development.

# data[].attributes.attachment_link.readable_text
Table of Contents

The Successive Approximation Model (SAM) is a simplified version of the ADDIE Model designed specifically to elicit feedback and build working models earlier in the process. Developed by Dr. Michael Allen of Allen Interactions, this model uses a recursive rather than linear process for course development. The simplest SAM model is composed of three parts: Preparation, Iterative Design, and Iterative Development. The key word here is iterative, which is the basis for this model and signals that each step is meant to be repeated and revisited.

The Preparation phase begins with gathering all needed information and context for the project; the content and scope of this phase will vary greatly depending on the project or course. The hallmark of the end of the first phase of this model is the "Savvy Start", which encourages brainstorming, sketching, and prototyping and involve as many interested parties as you can as you develop the material: colleagues, advisors, and, if you're lucky enough to have them as a resource, students.

In the second, Iterative Design phase, the goal is to design and prototype the material so that it can be evaluated by the interested parties. The logic here is that it is easier to give feedback and evaluate a product that exists rather than one that is only an idea and allows for more extensive review and testing.

In the final Iterative Development phase, the finished prototype is fully developed and implemented. Once it has been used, it can be evaluated and run back through development and implementation phases, if necessary.

1. Preparation Phase: Information Gathering and Background

2. Iterative Design Phase: Design, Prototype, and Review

3. Iterative Development Phase: Develop, Implement, and Evaluate

Many of you may teach the same course semester after semester, so you are probably already using some form of SAM. You likely noticed something in an assignment or project did not work as you had intended, so you make changes to that piece before the following semester.

Your process may look something like this:

Step One: Gather Materials

Step Two: Meet with your Team (Colleagues, students, etc.)

Step Three: Create a Prototype of the Assignment

Step Four: Ask for feedback

Step Five: Make changes

Allows for constant reevaluation and assessment of materials

Elicits feedback from all interested parties

Developed rapidly

Can be a time-consuming and clunky process

Can lack cohesion due to the inclusion of so many different voices

Is more concerned with engagement than effective learning

Leaving ADDIE for SAM: An Agile Model for Developing the Best Learning Experiences [E-Book]

Advanced Instructional Design for Successive E-Learning: based on the Successive Approximation Model (SAM) [Journal Article]

References/Recommendations

Adams, T. (2017, Oct. 13). Would you leave ADDIE for Sam?. Embridge Consulting. Retrieved from: https://embridgeconsulting.com/addie-sam-instructional-design-method/

Allen Interactions. (2021). E-Learning development with SAM. Allen Interactions. Retrieved from: https://www.alleninteractions.com/services/custom-learning/sam/elearning-development

Mazhar, W. (2018, Oct. 31). Sam model: Best instructional design model for short deadlines and staying on budget. 360eLearning. Retrieved from: http://360elearning.com/blog/sam-model-best-instructional-design-model-for-short-deadlines-and-staying-on-budget/

Jung, H., Kim, Y., Lee, H., & Shin, Y. (2019). Advanced design for successive E-Learning: Based on the successive approximation model (SAM). International Journal on E-Learning. 18(2), 191-204.

Rimmer, T. (2016). An introduction to SAM for instructional designers. Articulate Global, Inc. Retrieved from https://community.articulate.com/series/trina-s-articles-6cdd12e9-9841-4136-bf3c-31b0915519e1/articles/an-introduction-to-sam-for-instructional-designers

Sites, R. (2021). How do I do a savvy start?. Allen Interactions. Retrieved from: https://info.alleninteractions.com/iterative-design-in-action-implementing-the-savvy-start

# data[].attributes.attachment_link.description
The Successive Approximation Model (SAM) is a simplified version of the ADDIE Model designed specifically to elicit feedback and build working models earlier in the process. Developed by Dr. Michael Allen of Allen Interactions, this model uses a recursive rather than linear process for course development.

# data[].attributes.attachment_caption
SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and concep

# data[].attributes.body
SOLO is used to:

Plan for differentiation;

Give and receive feedback;

Develop self-assessment resources;

Design innovative curriculum;

Reflect on learning processes and products;

Undertake research and student led inquiry;

Integrate e-learning and thinking strategies;

Establish a school wide common language for learning.

# data[].attributes.attachment_link.description
SOLO Taxonomy SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982). At the prestructural level of understanding, the task is inappropriately […]

# data[].attributes.body
Working in Higher Education, I need to consider the needs and motivations of adult learners, who are much more independent. Understanding adult learning theory is a fantastic way to start.

# data[].attributes.attachment_link.title
Andragogy Theory - Malcolm Knowles - Educational Technology

# data[].attributes.attachment_link.description
Adult education, self-direction, and andragogy Although the theory of Andragogy is a complex one, this article attempts to outline the main points of

# data[].attributes.body
Bloom’s Taxonomy, revised in 2001 by Anderson and Krathwohl, defines the six levels of cognitive learning starting with the simplest at the bottom and moving up through the levels to the most complex, or deepest learning. As an instructional design framework, Bloom’s Taxonomy ensures that learners push through the lower levels of remembering and understanding new information, to being able to apply it, analyze it, evaluate its impact, and ultimately to solve unique problems by creating solutions that would not have been possible without the new knowledge.

# data[].attributes.headline
LLAMA - the Lot Like Agile Management Approach

# data[].attributes.subject
LLAMA - the Lot Like Agile Management Approach

# data[].attributes.attachment_link.readable_text
This iterative approach offers several advantages:

Changes to scope, content, budgets and timelines are drama-free

Workable product is released early and often

Constant learning and improving based on real-world feedback

Faster identification of errors in assumptions

Easier short-term project cost and timeline estimating to head off large problems more quickly

# data[].attributes.attachment_link.description
This iterative approach offers several advantages: Changes to scope, content, budgets and timelines are drama-free Workable product is released early and often Constant learning and improving based on real-world feedback Faster identification of errors in assumptions Easier short-term project cost and timeline estimating to head off large problems more quickly

# data[].attributes.body
https://elearningindustry.com/sam-successive-approximation-model-for-rapid-instructional-design

# data[].attributes.attachment_link.readable_text
SAM: A Rapid Design And Development Model

The concept of Instructional Systems Design (ISD), which is rooted in cognitivism, has been around since the 1950s and was first developed as a way to systemically organize instructional material. Previous to ISD, teaching was generally "piecemealed" and fixed within behaviorist learning theory. Behaviorism at its core is more concerned about the output of performance and less interested in the cognitive processes that enhance the learning and retention of new information. Due to the shortcoming of behaviorism, cognitive Psychologist Robert Gagne introduced the systems concept which was the earliest incarnation of systematically structuring learning. The systems concept proposed that learning was sequential and more time should be placed on the design of the instructional material to ensure positive long-term outcomes. Gagne came up with the nine events of instruction as a way to organize educational material into a structured cognitive framework.

Shortly after, the ADDIE model was developed by a team of psychologists at Florida State University as a practitioner's guide to organize and design training modalities. The model originally contained several steps within the five original (analyze, design, develop, implement and evaluate). The idea of ADDIE is to complete each step before moving on to subsequent steps. This model has served as the foundation of Instructional Design projects, but it often criticized as being rigid and too linear in nature. An issue often raised with ADDIE is that the process is slow to evaluate training effectiveness and projects can take an excessive amount of time to reach their intended audience due to the waterfall nature of execution. ADDIE has evolved since the early 1990s in an attempt to be more agile, but the sequential nature of the steps still presents limitations. Rapid prototyping has gained traction within Instructional Design as a response to the limiting factors of ADDIE. Specifically, the Successive Approximation Model (SAM) developed by Michael Allen of Allen Interactions was developed as a response to the boxed-in nature of the ADDIE process. SAM serves as a rapid design and development model that uses shortened agile steps to create holistic and flexible projects.

Preparation Phase

Similar to the ADDIE model, which begins with the Analysis phase, SAM begins with what's called the Preparation phase. This phase is employed to collect background information on learners. This is a rapid phase that generally consists of examining the strengths and weaknesses of learners, learning about inherent prior knowledge, and establishing the overall goals of the project.

The preparation phase concludes with something called the SAVY start. The SAVY start serves as an opportunity for all stakeholders to gather and begin brainstorming on the design of training and its potential instructional modalities. The SAVY start is a session where the team will rapidly rotate design ideas. Gathered from various design ideas, prototypes are developed that are unpolished and void of interactivity. These prototypes are typically sketches and rough storyboards that serve as the backbone for further design sessions after the SAVY start concludes. Whether it be one day or one week, this meeting should consist of brainstorming, rapid prototyping, rinsing and repeating. At the conclusion of the SAVY start, the team should come away with potential designs for each content area.

Iterative Design Phase

As the project moves into the iterative design phase, the team generally becomes smaller and is narrowed down to Subject Matter Experts and project designers/developers. This phase consists of project planning and additional designing. The project planning phase should always take place after the SAVY start and consist of setting project timelines, budgets (time and money), and the assigning of a task that needs to be completed. For instance, certain team members may be responsible for scriptwriting, designing the instructional plan, while others are responsible for the actual development of the training collateral.

Once project planning is complete, the team can now move forward with additional designing. This is when project design decisions are made and the instructional components become more polished and tangible. The additional design phase will use the initial design decisions made within the SAVY start and further iterate until they have an agreed-upon design proof. For any one content area, the design team should strive to create three potential designs. The reason for three is so the team doesn't become fixated on one design that can potentially be void of necessary instructional components. Basically, it stretches the team to be creative and think beyond the obvious design solutions. This can be tough at first, but it will serve to enhance your overall design in the end.

Iterative Development Phase

Once the team has an agreed-upon design, the project then moves into a constant loop of developing, implementing, and evaluating. It is important within this phase to develop smaller chunks of the completed project to ensure you always have something usable for end-users to provide feedback on. This is one of the biggest differentiators with SAM. Unlike ADDIE, which waits until the end of the project to receive feedback, SAM always has something usable that learners can use and interact with at all stages of development.

Alpha, Beta, Gold Release

The Alpha stage serves as the first version of a fully complete project. At this stage, all components of the course are useable from beginning to end. This includes learner interactions in the form of media and formative feedback loops. At this stage, no major course flaws should be discovered, but it is still common for minor editing opportunities to come up.

The beta and gold release stages are the final components within SAM. The beta is a modified version of the alpha based on feedback and final review. It is not uncommon for the beta release to be the gold version of the project. The beta serves as a final opportunity to review and fix the project based on feedback from the alpha phase. Once final corrections have been made, the project moves into the gold release and is ready for full deployment.

To conclude, SAM allows designers to test their course early and often and be agile to revisions based on user feedback. This constant feedback loop serves as the catalyst for a more cohesive project that is flexible to the often influx of learning objectives.

# data[].attributes.attachment_link.description
The concept of Instructional Systems Design (ISD), which is rooted in cognitivism, has been around since the 1950s and was first developed as a way to systemically organize instructional material. Previous to ISD, teaching was generally "piecemealed" and fixed within behaviorist learning theory.

# data[].attributes.headline
Stages of Moral Development Model- Lawrence Kohlberg

# data[].attributes.subject
Stages of Moral Development Model- Lawrence Kohlberg

# data[].attributes.body
This model was patterned after Jean Piaget's idea on moral development, so Lawrence Kohlberg furthered this idea by studying how moral reasoning changes how people grow. His participants included, children, teens, and adults of different backgrounds, etc.

Each stage offers a new perspective, but not everyone functions at the highest level all the time. People gain a more thorough understanding as they build on their experiences, which makes it impossible to jump stages of moral development.

1. Stage 1 (Pre-Conventional)

Obedience and punishment orientation (How can I avoid punishment?)

Self-interest orientation (What’s in it for me? aiming at a reward)

2. Stage 2 (Conventional)

Interpersonal accord and conformity (Social norms, good boy – good girl attitude)

Authority and social-order maintaining orientation (Law and order morality)

3. Stage 3 (Post-Conventional)

Social contract orientation (Justice and the spirit of the law)

Universal ethical principles (Principled conscience)

# data[].attributes.headline
Action Mapping and Gagne's 9 events to complement the Design and Development Phases of ADDIE

# data[].attributes.subject
Action Mapping and Gagne's 9 events to complement the Design and Development Phases of ADDIE

# data[].attributes.body
Action Mapping is an instructional design process meant to streamline and simplify the instructional design process. It focuses on:

measurable goals

identifying exactly what learners need to know and what they need to do to reach that goal

realistic practice activities as opposed to the presentation of information.

So, it would be good for use in on-the-job training initiatives that need to be quick and succint in which learners are presented with new information and that require learners to practice, retain and apply the information they learn almost immediately.

https://elearningindustry.com/action-mapping-for-elearning-evaluation

Gagne’s Nine Events of Instruction form another model that can be used during the Design and Development phases of ADDIE to help create engaging learning experiences. Its steps include:

Gaining the learner’s attention

Communicating the learning objectives

Activating prior knowledge

Presenting the learning material

Providing learners with guidance

Providing learners with practice

Providing learners with feedback

Assessing performance

Providing learners with way to retain the learning through new real-world scenarios

I’ve used a version of this when designing lesson plans for my English classes.

https://elearningindustry.com/leveraging-gagnes-nine-events-of-instruction

To those who have used both - I'm curious about when you choose to use one over the other. I would appreciate it if you could share your thoughts in the comments below

# data[].attributes.body
If there's a Product-Market Fit (PMF) for startup founders, there's Course-Market Fit (CMF) for course creators.

Wes Kao presents her idea of 12 levers on how to achieve CMF.
https://www.weskao.com/blog/course-mechanics-canvas

# data[].attributes.attachment_link.title
Wes Kao — Course Mechanics Canvas: 12 Levers to Achieve Course-Market Fit

# data[].attributes.attachment_link.description
Course creators often ask the same questions about how to get started: How much should I charge for my course? How long should my course be? How many students should I aim for? Enter the Course Mechanics Canvas . By using this framework, you’ll be able to make more confident decisions about your c

# data[].attributes.headline
Equity, Social Justice, and Universal Design for Learning (UDL)

# data[].attributes.subject
Equity, Social Justice, and Universal Design for Learning (UDL)

# data[].attributes.body
Backwards design, ADDIE, Learner-centered, Susan Blum's Ungrading, Diversity-Equity-Inclusion (DEI), and more all contribute to the design of courses. Integrating UDL into every design and teaching component of the course can bring all of these concepts together.

# data[].attributes.attachment_link.title
CAST Co-Founder: UDL Must Address Barriers to Equitable Learning - CAST

# data[].attributes.attachment_link.description
Are there cracks in the foundation of the UDL Guidelines? CAST Co-Founder David Rose says there are in a highly personal, confessional, and reflective new essay.

# data[].attributes.body
Gagne's 9 events of instruction is an effective model to develop e-learning courses. This model can be used effectively during design and development phases of ADDIE.

# data[].attributes.headline
The Multimedia Learning Theory by Richard Mayer

# data[].attributes.subject
The Multimedia Learning Theory by Richard Mayer

# data[].attributes.body
Not a model of course, but I've used this a lot to guide my visual designs to make sure I am not overloading the learners and their load is not contrained in any way visually or audio related.

# data[].attributes.attachment_link.readable_text
Wayan K. Yana

Multimedia Learning Theory (MMLT) was originally developed by Richard Mayer in 1997. It falls under the grand theory of Cognitivism. According to Mayer (1997), multimedia learning theory consists of three aspects that help students learn more effectively. The first one is that there are two channels, namely audio and visual, for information processing; this is also known as the multimedia principle. This principle states that students may learn better from images and words than just from words. The second aspect is that each channel has a limited capacity to process information. In other words, human beings can only process information in limited amounts, and they try to understand the information by creating mental representations from the information sources. The last aspect is that learning is an active process of filtering, selecting, organizing, and integrating information based on existing knowledge.

Mayer (2002) also stated that the process of transferring knowledge from two channels (audio and visual) could be successful when information is integrated with existing knowledge. So, when students are actively processing incoming information, they also use their existing knowledge to help the process. For example, a group of tourists taking a tour in London will benefit more when a tour guide is explaining what they see around them. In other words, multimedia does not necessarily mean technology, instead whatever involves two channels is what defines multimedia.

Researchers have investigated the role of multimedia learning on students' achievement, and many studies provide evidence that MMLT is still valid and evolving in current educational practice. Several studies have shown that students tend to have positive learning experiences using multimedia learning materials. For example, a study conducted by Ercan (2014) showed that multimedia has an important role for students' achievement. The researcher examined the effect of multimedia learning material on 62 5th grade students' academic achievement and attitudes toward science courses. The participants were divided into control and experimental groups and were given a test on the topic of "Food and Healthy Nutrition." The findings showed a significant difference in the achievement post-test between the two groups. The experimental group had higher score than the control group. The findings align with what Mayer (2002) said about multimedia learning, that students learn more effectively with multimedia materials.

McTigue (2009) conducted another study that shows the significance of MMLT. The purpose of her study was to measure the importance of multimedia presentations to students' reading. Students in the experimental group read a science text with an illustration or diagram, while the other read text only. The study showed that students benefited more when reading with diagrams or illustrations. These findings raise concerns about the implementation of multimedia uses in classroom practice; the scant use of multimedia is the main concern that educators need to address in classroom settings. Teachers should present their materials in more attractive ways such as using more media to optimize students' learning experiences.

Further, Chang et al. (2010) conducted a study that applied multimedia material. They investigated the effects of multimedia uses on 7th-grade students' academic performance in science class. The researchers administered basic science tests to three different groups of participants. Findings showed that the students in the experimental group, taught with multimedia materials, had a higher score on the test. In other words, the findings indicated that the students taught with multimedia learned more successfully than the groups taught with traditional methods.
Model of MMLT
Figure 1 presents a model of MMLT.
Concepts
As can be seen in Figure 1, there are two channels used to process information, the auditory and visual channels.  The auditory channel processes information in the form of sounds, and the visual channel processes visible objects.  In MMLT, these two channels combine to process the incoming multimedia information.
Constructs
Visual and auditory information is taken in and transferred to sensory memory (short term memory). Mayer (2002) explains that short term memory is the first place where information is processed. After that, all the information (sounds and pictures) is transferred to the working memory. The working memory is where learners actively select the materials and organize them. The purpose of the selecting and organizing process is to dynamically produce logical mental constructs. The two memories have similar functions, however, the sensory memory process information temporarily until it reaches long-term memory. Mayer also stated that integrating the information with prior knowledge is significant to successfully transfer the knowledge.
Proposition
The theory proposes that, by combining information from the two channels, the information is transferred from short-term to working memory to be processed in-depth with the help of prior knowledge, and that processing helps the information stay in the learners' long-term memory (Yue et al., 2013). The key idea of the theory is that students can learn more effectively when they are given two or more media and are engaged in processes of selecting the most relevant materials, organizing them into cognitive mental representations, and finally integrating them with their prior knowledge.  In short, multimedia learning occurs when people build mental representations from words (such as spoken text or printed text) and pictures (such as illustrations, photos, animation, or video) to process information and integrate them with prior knowledge. This process improves the possibility that the information will go to long-term memory.

In classroom practice, this model can be used in many ways, for example, to help students explore the world. In geography class, teachers can apply this model to teach geographical areas such as the highest mountain or the longest river using a digital world map that uses both audio and visual information. This may promote deeper understanding as students can process more than one source of information. Most students cannot easily process information from texts only because it is difficult from them to process the information without visualization. Teachers should be aware that two sources of information help students learn more effectively, as they can process more information at the same time. This process will help them transfer the knowledge to long-term memory.

Researchers can use the model to examine the role of auditory and visual sources such as 3D videos to promote effective learning. Today, we live in an era where technology is booming. There are many sources of teaching materials that provide two or more information sources to create more attractive teaching and learning process. Furthermore, the model can also be used to measure the theory's effectiveness for different kinds of populations and media tools.

To sum up, MMLT suggests a way that can help students learn more effectively as they are more engaged in processing information. It will also create more fun in the learning activities as they find the materials interesting and engaging.

Chang, H. Y., Quintana, C., & Krajcik, J. S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94 (1), 73-94

Ercan, O. (2014). The effect of multimedia learning on students' academic achievement and attitudes towards science courses.  Journal of Baltic of Science Education,  13(5), 608-622.

Mayer, R. E. (2002). Multimedia learning.  Psychology of Learning and Motivation,  41, 85-139.

Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist,  32(1), 1-19.

McTigue, E. (2009). Does multimedia learning theory extend to middle-school students?  Contemporary Educational Psychology,  34(2), 143-153.

Yue, C., Kim, J., Ogawa, R., Stark, E., & Kim, S. (2013). Applying the cognitive theory of multimedia learning: An analysis of medical animations. Medical Education, 47, 375-387.

# data[].attributes.attachment_link.title
Theoretical Models for Teaching and Research

# data[].attributes.attachment_link.description
Wayan K. Yana Multimedia Learning Theory (MMLT) was originally developed by Richard Mayer in 1997. It falls under the grand theory of Cognitivism. According to Mayer (1997), multimedia learning theory consists of three aspects that help students learn more effectively.

# data[].attributes.body
Cognitive apprenticeship isn't a design process, but it's the framework I draw from most frequently when working with educators to conceptualize the kind of learning environment that they want to create. Drawing from the various elements of apprenticeship learning that make it so effective, CA outlines the characteristics of an academic environment that scaffold's a learners growing participation in an authentic set of practices by promoting expert modeling, global views of a discipline, intentional practice, coaching, and lots of externalized cognition on behalf of both learners and instructors.

# data[].attributes.body
I think many teachers are familiar with Backwards Design. We have established target goals we need to accomplish within a set time-frame and have to determine the smaller steps to get to those outcomes.

(1) Identify Learning Outcomes
(2) Determine Acceptable Evidence
(3) Plan Learning Experiences

# data[].attributes.attachment_link.readable_text
What is Backward Design?

Backward Design means planning instruction with the end goals in mind. This framework helps educators implement a proficiency-based language program over a realistic timeline, based on the current program model.

The Backward Design framework was developed by Jay McTighe and Grant Wiggins. Educators can find a concise overview of the backward design process here.
When using backward design to create world language units with functional goals and objectives, the process can be broken down into the following three steps:
1. Identify Learning Outcomes
When planning a thematic unit, the first step is to determine the learning outcomes or goals, i.e., what the students should know and be able to do at the end of the unit. The outcomes are framed in a real-world or authentic context.

2. Determine Acceptable Evidence

Determine what assessments will be given to show evidence that students have understood and achieved the learning outcomes of the unit. A summative Integrated Performance Assessment (IPA) scored with rubrics is recommended, as an IPA encompasses authentic cultural resources and performance tasks across the Interpretive, Interpersonal and Presentational modes of communication.

a. Find appropriate authentic resources.
b. Design Interpretive Tasks (listening, reading, viewing).
c. Design an Interpersonal Task (spontaneous oral, written, signed conversation).
d. Design a Presentational Task (speaking; writing; signing)

Use appropriate rubrics to evaluate performance or proficiency.
3. Plan Learning Experiences
Plan and scaffold learning activities that will help the students achieve the goals of the unit. By knowing in advance the learning outcomes and the evidence needed for the unit, content and activities can be targeted in a more relevant and effective way.

# data[].attributes.attachment_link.description
Backward Design means planning instruction with the end goals in mind. This framework helps educators implement a proficiency-based language program over a realistic timeline, based on the current program model. The Backward Design framework was developed by Jay McTighe and Grant Wiggins. Educators can find a concise overview of the backward design process here .

# data[].attributes.body
An IDer I interviewed during my survey of new careers suggested this model to me. I can see the ADDIE components in it and am interested in learning more.

# data[].attributes.attachment_link.readable_text
The 6Ds® are the six disciplines practiced by the most effective learning organizations.

When we compared highly-effective learning programs to less effective ones, we found the organizations that realized the greatest value from their investment in learning and development did six things well and consistently. These are the six disciplines of breakthrough learning-the 6Ds for short:

D1: Define the Business Outcomes-start with "why"; clarify the business rational and expected results in business terms

D2: Design the Complete Learning Experience-before, during, and after instruction

D3: Deliver for Application-employ instructional strategies that facilitate application on the job

D4: Drive Learning Transfer-provide structure, support and accountability for using new skills and knowledge

D5: Deploy Performance Support-provide learners with the job aids, coaching, apps and other support they need to be successful

D6: Document Results-measure, evaluate, and report the results to prove and continuously improve training's value.

If you want to find out more about using the 6Ds to increase the value delivered by learning and development in your organization, write to info@the6Ds.com or use the Contact Us link.

# data[].attributes.attachment_link.description
The 6Ds® are the six disciplines practiced by the most effective learning organizations. When we compared highly-effective learning programs to less effective ones, we found the organizations that realized the greatest value from their investment in learning and development did six things well and consistently.

# data[].attributes.attachment_link.title
Copy of ASSURE Model Instructional Plan - TEMPLATE

# data[].attributes.attachment_link.readable_text
Cognitive Load Theory (Cognitive Load Theory - the idea that working memory is limi... ) has recently become 'The Next Big Thing' in teaching. Dylan Wiliam tweeted on 26 January 2017 that he had 'come to the conclusion Sweller's Cognitive Load Theory Abbreviated to CLT, the idea that working memory is limited ... is the single most important thing for teachers to know.' This is an emphatic statement and it is important to consider the implications. As teachers, there are huge demands on our time, so when considering a new strategy it is essential to evaluate the evidence.

CLT, first researched by Sweller (Sweller, 1998) towards in the late 1980s, is based around the idea that our working memory - the part of our mind that processes what we are currently doing - can only deal with a limited amount of information at one time. Reif's (Reif, 2010) description of cognitive load is extremely useful: 'The cognitive load involved in a task is the cognitive effort (or amount of information processing) required by a person to perform this task.' There are a number of excellent resources freely available online that explain CLT (see Paas et al. (Paas et al., 2003) for a useful overview), so we will only touch on the foundations of the theory here that will be useful for the rest of the article.

The theory identifies three different forms of cognitive load:

Intrinsic cognitive load: the inherent difficulty of the material itself, which can be influenced by prior knowledge of the topic

Extraneous cognitive load: the load generated by the way the material is presented and which does not aid learning

Germane cognitive load: the elements that aid information processing and contribute to the development of 'schemas'.

CLT suggests that if the cognitive load exceeds our processing capacity, we will struggle to complete the activity successfully. In summarising CLT, De Jong (De Jong, 2010) states that 'cognitive load theory asserts that learning is hampered when working memory capacity is exceeded in a learning task'.

Working memory should be seen as short term and finite, whereas long-term memory can be seen as infinite. The aim should be to move knowledge to long-term memory because when a student is exposed to new material, they can draw on this previous knowledge and the cognitive load is reduced. However, if subject knowledge is incomplete, the student is unable to fall back on the long-term memory and the working memory becomes overloaded, leading to working memory failures. According to Gathercole and Alloway (Gathercole and Alloway, 2007), indications of working memory failures include:

incomplete recall

failing to follow instructions

place-keeping errors

task abandonment.

Of course, there are many other reasons for these that are not related to CLT; however, if teachers understand how this theory applies to their classroom, they can plan their lessons in a way that takes into account cognitive load.

Reducing cognitive load

Intrinsic cognitive load can be reduced by breaking down the subject content, sequencing the delivery so that sub-tasks are taught individually before being explained together as a whole. The idea is to not overwhelm a student too early on in the introduction of new work.

Extraneous cognitive load can be reduced by the way in which instructions are presented. We make sense of new material by referencing schema or mental models of pre-existing knowledge. Lack of clarity in instruction puts too high a load on the working memory, and so too much time is spent problem-solving the instructions as opposed to new schema formation. For example, lessons that use PowerPoint with excessive writing and the teacher talking at the same time, can inadvertently generate excessive cognitive load and lead to working memory failures. Chandler and Sweller (Chandler and Sweller, 1991) write that 'Cognitive Load Theory suggests that effective instructional material facilitates learning by directing cognitive resources towards activities that are relevant to learning.'

Van Merriënboer et al. (Van Merriënboer et al., 2003) recommend using simple-to-complex sequencing to try to reduce cognitive load. They advise starting with worked-out examples (where a full solution is shown, which students then have to apply to a new question), then moving into completion assignments (where a partial solution is given and they have to complete it themselves), and then moving to conventional tasks, where they are simply given the question. This acts as a form of scaffolding Progressively introducing students to new concepts to suppor... , which helps students to learn independently, without necessarily needing the help of their teacher for each stage.

Renkl and Atkinson (Renkl and Atkinson, 2003)further investigated this fading form of scaffolding. They suggestedthat moving through activities sequentially could reduce intrinsic load, as learners will have already mastered some of the knowledge they need to work out a solution in an earlier skill stage. Therefore, their research recommends beginning with a model (a complete example), gradually removing completed steps, which the learner will have to complete independently, and finally leaving just the to-be-solved problem.

These principles can be readily applied in the classroom by beginning with a model answer, then providing a writing frame/structure with a lot of information, followed by a writing frame/structure with less information, then finally a question that learners must complete independently without a writing frame. It is worth, though, being aware of the 'expertise reversal effect' suggested by Kalyuga et al. (Kalyuga et al., 2003), whereby if you continue to provide worked-out examples for experts, their usefulness is significantly reduced. Cognitive load theorists suggest this is because worked-out examples contain information that an expert could work out for themselves, making it redundant and therefore extraneous cognitive load rather than useful germane cognitive load.

Presenting information to minimise cognitive load

Chandler and Sweller (Chandler and Sweller, 1992) found evidence of the split-attention effect. This occurs when different sources of information discussing the same topic are separated by time or space, such as a diagram with a key that corresponds to separate text next to it. When information is presented in this way, it is left to the learner to attempt to amalgamate it, which generates extraneous cognitive load. Therefore, it is recommended that if one of the sources adds nothing new, it should be eliminated. However, if it is essential to include both sources, they should ideally be physically integrated (e.g. texts and diagrams combined). This way, extraneous cognitive load is reduced and working memory capacity can be used for intrinsic and germane cognitive load instead.

A word of caution

There are, of course, issues with CLT. Reif (Reif, 2010) writes that if cognitive load is reduced too much, 'the entire learning process would consist of too many small steps - and would thus become unduly fragmented and long'. There are also issues to do with the hypothesis being unfalsifiable. Doug Holton (Holton, 2009) points out that it is difficult to measure cognitive load, and therefore difficult to generate evidence to prove the theory.

An important question, though, is whether it is useful in the classroom. Ashman (Ashman, 2017) has explained that an understanding of CLT changed his maths teaching, and offers the following four examples:

1. I don't read out my slides - avoid simultaneous oral and text presentation

2. Break it down, further - pause for practice between individual problem types (this leads directly into number 3)

3. Example-problem pairs - give a worked example alongside an almost identical question

4. Stop after five minutes - advise students never to spend more than five minutes trying to solve a homework problem

So is CLT the single most important thing for a teacher to know? Perhaps not - it is a bold claim. But, if used correctly, it can improve teacher instruction, which is an important variable in the complex classroom environment.

KEY TAKEAWAYS

Break down subject content when introducing new topics and pause regularly to check understanding.

Present instructions clearly without using too many sources of information at the same time.

Be wary of reducing cognitive load too much - the learning process should be manageable, but not overly fragmented.

Dominic Shibli is Senior Lecturer in the School of Education at the University of Hertfordshire. Prior to that he was Head of Science and SLE for the North Herts Teaching Alliance.

Rachel West has a BSc in psychology and has been teaching psychology for three years. She is interested in raising awareness of the ways in which psychological theory can be applied to teaching practice.

References

# data[].attributes.attachment_link.title
Cognitive Load Theory and its application in the classroom

# data[].attributes.attachment_link.description
Cognitive Load Theory (CLT) has recently become 'The Next Big Thing' in teaching. Dylan Wiliam tweeted on 26 January 2017 that he had 'come to the conclusion Sweller's Cognitive Load Theory is the single most important thing for teachers to know.' This is an emphatic statement and it is important to consider the implications.

# data[].attributes.body
I used cooperative learning strategies in my elementary classroom but I feel like it has a lot to offer in any instructional setting. It elevates traditional group work, produces a higher level of understanding, and creates an engaging, fun learning environment!

# data[].attributes.attachment_link.title
What is Cooperative Learning? — Cooperative Learning Institute

# data[].attributes.attachment_link.description
The Cooperative Learning Institute is a 501(c)3 organization dedcatited to furthering the practice and study of cooperation in the classroom.

# data[].attributes.body
While not a model of instructional design, UDL needs to be considered in everything Instructional Designers create. We need to take into consideration the Why, What, and How of Learning. We need to engage in multiple avenues of Engagement, Representation, and Action & Expression.

I highly recommend everyone check out the UDL Guidelines for more in depth information. The website is very dynamic.

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.attachment_link.readable_text
But, before we think about design, let's talk about cooking

When you first learn to cook something, you might follow a recipe. You are told what ingredients to use in what quantities and instructed on how to combine them. As you get better, you begin to swap out ingredients, you stop measuring, and you pre-heat the oven without looking up a specified temperature. When you're really good, you invent recipes based on what you have on hand, a new ingredient that's piqued your interest, the needs of those you'll be sharing the meal with, the vegetables that are in season, et cetera.

The order and process of a recipe helps new cooks get started, but it's only with practice, inventiveness, experimentation, and constraints that you might begin to call yourself a chef.

I see design (thinking) in the same way. It's a beautifully accessible subject. Unfortunately, the accessibility of design is often confused with shallow ease and many (most?) organizations that set out to incorporate it into their company culture struggle with adoption because of this fundamental misunderstanding of the rigor behind the subject.

We saw over 1000 students at the d.school last year and I feel a huge responsibility to get design education right. As many of our students will graduate into organizations that hope to have designerly ways of working, and many companies look to the d.school to inform their own methodologies, I'll offer some thinking from my perspective:

Our pedagogy has evolved from the days of five hexagons.

The problem with the hexagons is that they've created THE design process, and that sounds grand and all encompassing, but in reality they are just a first recipe, a suggestion for how to get started. Behind the hexagons are a starting set of tools to experiment with in each of those modes as well as a set of mindsets and behaviors to embody and try on while doing them. While it is sometimes useful to give students a recipe experience with their first encounter with design, I see our most exceptional instructors creating the tools and experience arcs they need specific to the projects and learning goals of the moment.

At the d.school we endeavor to enable our students in eight core design abilities so that they might develop their own creative confidence and also inspire others, take risks, and persevere through tough projects throughout their lives. We want our students to be their own unique chefs. We don't want to churn out individuals that only know how to follow a recipe. Remember when Michael drove the car into the lake?

Through hands-on projects in our experiential learning-style courses students gain practice in these eight abilities via a wide range of tools, methods, projects, mindsets, behaviors, artifacts etc.:

Navigate Ambiguity
This is the ability to recognize and stew in the discomfort of not knowing, and then come up with tactics to emerge out of it when needed.
Design is loaded with uncertainty. There are important skills to learn such as being present in the moment, re-framing problems, and finding patterns in information. Ambiguity can arise within a project, a process, within oneself etc. It's as important to put students in ambiguous situations as it is to give them tactics to emerge from them.

Learn from Others (People and Contexts)
This ability includes the skills of empathizing with different people, testing new ideas with them and observing and noticing in different places and contexts.
Recognizing the opportunity to, and then learning from others is something that happens throughout a design project, both with end users as well as other stakeholders and team members. There is a sensitivity to others that develops with this ability.

Synthesize Information
This is the ability to make sense of information and find insight and opportunity within.
Data comes from multiple places and has many different forms, both qualitative and quantitative. This ability requires skills in making frameworks, maps and abductive thinking. This ability is hard for new students as it takes time and is co-dependent with navigating ambiguity.

Rapidly Experiment
This ability is about being able to quickly generate ideas, whether written, drawn, or built.
Brainstorming is a tool within this ability. It's about letting the doing lead your thinking, and leading with your hands. In order to rapidly experiment you need to be able to relax your mind into a mode of acceptance and generation and eliminate the natural tendency to block ideas that don't seem on point or feasible. This ability naturally pairs with Learn from Others. In many instances you are experimenting both by generating a flood of new concepts at low resolution but also by trying some of those concepts in context with potential users.

Move Between Concrete and Abstract
This ability contains skills around understanding stakeholders as well as zooming and expanding on product features.
Everything is connected. When students are building out a new concept, whether a product, service, experience, etc., they need to be able to nest the concept within the larger ecosystem that relates to it. We have Ray and Charles Eames to thank for helping us set the scene for this ability, but it also includes abstracting out for meaning, goals, and principles, as well as zooming in to define details and features.

Build and Craft Intentionally
This ability is about thoughtful construction and showing work at the most appropriate level of resolution for the audience and feedback desired.
Details matter when you're bringing an idea to life, no matter if the medium is cardboard, pixels or text. Furthermore, there are many sub-disciplines of design, each with their own set of tools and techniques. UX designers have a set of tools specific to creating human-centered digital interfaces. Architects have an arsenal of techniques to bring new structures into the world. Every other discipline: immunology, macroeconomics, K12 education, etc. has its own methods as well. This ability requires a sensitivity to the tools needed to create beautiful work in the domain that you are working in.

Communicate Deliberately
This is the ability to form, capture, and communicate stories, ideas, concepts, reflections, and learnings to the appropriate audiences.
Communication happens in a variety of contexts. This includes reflecting on your performance to a project team or crafting a video to show your product to a potential investor. As we practice experiential learning at the d.school, communication and the storytelling within, are paramount.

Design your Design Work
This meta ability is about recognizing a project as a design problem and then deciding on the people, tools, techniques, and processes to use to tackle it.
This ability develops with practice. We see it emerge in our more experienced students. It requires using intuition, mashing up tools and developing new techniques for the challenge at hand.

Though we live in the age of urgency, mastery takes time, patience, and practice. So, while I think it often makes sense to introduce first-timers to design by following a process, remember that it's not THE process. It simply gives them a small taste of the abilities designers flex. Design as a discipline is evolving and becoming a sophisticated catalyst for positive impact on projects big and small, but the road to results is far from formulaic.

FAQ / P.S. / */Addendum

Ok - my post is over, but since this is all still a work in progress I feel the need to blurt out a bit more and address some of the thoughtful feedback that I've already received. I've been sitting on this piece for a few months and it's taking up space in my brain. I think that by sharing it I'll be able to dive in further and flesh out each ability and give examples, share tools and activities, etc.

Q. Are the Eight Abilities just another process? ... Why don't you number them? ... Can you make fun doodles for each of them? A. The 8 Abilities are not a process and I'm not numbering them because I don't want to suggest an order or hierarchy. I love fun doodles. Natalie Whearley made some gorgeous art for them for our summer Teaching and Learning Summit. Check them out:

Q. Why reinvent everything? A. I'm not. I'm proposing a shift in how we think about design pedagogy because I think the current model has the field a bit stuck and I think small shifts in thinking can sometimes unlock ideas and new applications. Tiny poke. I think many of our d.school instructors and others are beyond process already. Q. How do I apply this? Can you give me some examples? A. We're experimenting with the 8 abilities in a number of ways in our d.school curriculum this year, and I'm excited to share how these unfold. I know I'm lacking in the examples / application arena right now but I wanted to share this thinking before things are polished so other folks can build on it too. I'm particularly interested in hearing if this resonates and how you see it manifest in your course / work / etc. If you have examples, please reach out. Q. What's wrong with process? A. Absolutely nothing - as long as it's not your everything.
Thank you to the following folks for your constructive feedback on various versions of this content and writing: Thomas Both, Charlotte Burgess-Auburn, Emily Callaghan, Leticia Britos Cavagnaro, Doug Dietz, Maria Doherty, Scott Doorley, Ashish Goel, Stacey Gray, Craig Griffiths, Mark Grundberg, Evelyn Huang, LaToya Jordan, Perry Klebahn, Emi Kolawole, Tom Maiorana, Bill Pacheco, Bernie Roth, Sarah Stein Greenberg, Natalie Whearley, Scott Witthoft

# data[].attributes.attachment_link.title
Let's stop talking about THE design process

# data[].attributes.attachment_link.description
When you first learn to cook something, you might follow a recipe. You are told what ingredients to use in what quantities and instructed on how to combine them. As you get better, you begin to swap out ingredients, you stop measuring, and you pre-heat the oven without looking up a specified temperature.

# data[].attributes.body
Project Based Learning (PBL)
Is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. PBL engages students in learning that is deep and long-lasting, and inspires for them a love of learning and personal connection to their academic experience.
Gold Standard PBL: Essential Project Design Elements

Engaging Entry Event

Challenging Authentic Problem or Question

Sustained Inquiry

Authenticity

Student Voice & Choice

Reflection

Critique & Revision

Public Product

# data[].attributes.attachment_link.readable_text
PBL leads to deeper understanding and greater retention of content knowledge

PBLWorks offers online and in-person Project Based Learning workshops and courses for educators seeking to give their students more. Whether you are new to Project Based Learning, advancing your practice, teaching in-person, or facilitating PBL curricula online, we have a path just for you. Pick your pathway and explore how to get started today...

# data[].attributes.attachment_link.description
Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

# data[].attributes.body
Gagne’s nine event instructions is a systematic instructional design process that addresses the different conditions of learning. This model is a great way to help students learn by drawing on what they already know, adding new information, allowing them to demonstrate what they learned, providing feedback and then helping with retention and transfer of knowledge.

According to Gagne, the nine steps of the process are:

Gain the attention of the students through stimuli such as a surprise, thought-provoking question, etc.

Inform the students of the objectives or outcomes of the lesson before the instructions are given.

Stimulate recall of prior learning by asking questions about the experience from the past. By relating to this past knowledge, they can easily make sense of new knowledge.

Present the content to the learners in a way that is easy to comprehend

Provide learning guidance with tutorials, case studies, examples, infographics, etc.

Elicit performance by helping them internalize new knowledge through activities that encourage them to recall and use that knowledge.

Provide feedback on the performance of students to facilitate learning.

Assess performance by testing whether the expected outcomes have been achieved.

Enhance retention and transfer to the job. Help students internalize new knowledge with techniques like concept maps, summarizing, job aids, etc.

Content from: Top 7 Instructional Design Models to Create Effective Learning Material - (creately.com)

# data[].attributes.body
This is not my favorite model (since sometimes I'm not 100% sure it's a meaningful revision of ADDIE). But it is another one!

ASSURE is essentially a slight rewriting of ADDIE for in-classroom settings.

# data[].attributes.attachment_link.readable_text
ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. "ASSURE" is an acronym that stands for the various steps in the model. The following is a breakdown of each step.

See also:
A - Analyze Learners
The first step in the process is that the teacher should analyze the attributes of her learners. There should be a focus on those learner characteristics which are associated with the learning outcomes desired. The information gathered will help you in the decisions that you make with respect to the other steps in the process. When you determine the character of the learners, it will guide you in choosing specific strategies and resources to aid the learning process.

The analysis of your learners should include:

The general attributes of your learners, such as age, academic abilities, gender, interests, etc.

Prior competencies

Learning styles, such as auditory, visual, and tactile

S - State Standards and Objectives
After the analysis of the learner attributes, the teacher must state standards and objectives for the learning module. This statement consists of a specification of what the learners will be able to do as a result of the instruction.

To be more concrete about things, this statement will focus on what the learner will know or be able to do as a result of the instruction. An example of this is with medical students. The learners will be able to name at least two databases and two search techniques that they can use to locate medical evidence for particular cases.

The objectives can be used in assessing the success of the students, perhaps for the grading process. Also, you can use them to let the learners know what they will accomplish through the class.

The mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning objectives. They are as follows:

Audience - For whom is the objective intended?

Behavior - What is the behavior or performance to be demonstrated?

Conditions - What are the conditions under which the behavior or performance will be observed?

Degree - To what degree will the knowledge or skill be mastered?

The objectives statement should be formulated with verbs that pinpoint the learning objective. A useful guide to the appropriate verbs to use is contained in Bloom's Taxonomy. Remember that assessment can only be based on your learners' behavior. A learner may know some material backwards and forwards but may not be able to perform well on a test.
S - Select Strategies, Technology, Media, and Materials
The second "s" in the acronym stands for select strategies, technology, media, and materials. Given what your learning objectives are, it's necessary to pick instructional strategies, technology, and media that will bring about the results that you want.

First, you should figure out what which delivery method will be best for your instruction. For instance, what proportion of your instruction will be instructor-centered and what proportion of will be student-centered? The first of these are strategies such as lecture, demonstration or showing a video. The second are strategies such as group discussion or cooperative group work.

Common sense weighs in on the side of learner-centered strategies. Learning becomes more exciting when there is more class participation. Ultimately, it's the learner who must gain mastery over the material, not the teacher. However, there will be a certain amount of crucial information and technique that the teacher must give over and demonstrate.

Learning is at its best when the teacher merely leads the student into discovering the correct answer to a problem themselves. An effective teacher is merely a facilitator to the process of learning.

Once you select your teaching strategy, then it's time to figure out which technology, media, and materials best support the method of teaching that you're using. This ranges from simple tools such as chalk and blackboard to more sophisticated ones such as power-point presentations. What must be remembered is that the instructor is the essential ingredient in giving over the material. Fancy tools are useful, but it ultimately boils down to having someone who knows more than what the textbook contains.
U - Utilize Technology, Media, and Materials
This step in the ASSURE process concerns making a plan as to how you will utilize the technology, media, and materials that you have selected. As with all of the instructional steps, you must make sure that your plans contribute towards producing the objectives that you have laid down.

It's important to follow the "five p's" process to achieve this:
Preview the Technology, Media, and Materials
This means that it's important to plan ahead of time just how you're going to use them. It's good to do a dry run of your lesson before you actually teach it. Make sure that the whole lesson will go smoothly and seamlessly.
Prepare the Technology, Media, and Materials
You need to gather together all of the things that you will need to teach your lesson. They must be working properly. For example, if you are making a power-point presentation, then you'll need to create the text and graphics for each screen.
Prepare the Environment
There is some minimal preparation required to set up the learning environment. Simple things like making sure that you have enough desks are important. Also, if you have control over the situation, you should make sure that there are no sources of noise that will disturb the students.
Prepare the Learners
First, you need to clearly inform the learners as to what the learning objectives are. This will help the learners create a mental map of what they need to absorb. Next, it's important to tell the students how they will be assessed. You need to tell them what their assignments will be, how they will be graded, if there are tests, etc. Also, you should explain to the students what the benefits of learning the material are.
Provide the Learning Experience
You then actually carry out the lesson. This is where all of your planning takes effect. You should be prepared to carry out the lesson with every prior step of the process in mind. This will insure your success as a teacher.
R - Require Learner Participation
This step actually belongs within earlier steps. It requires that you make plans to how you are going to actively engage your students in the material that you are teaching. This needs to be figured out both at the class level and the individual level.

The most basic step that you can take is requiring participation of the students in class discussions. A more sophisticated approach would require that students prepare questions and comments at home to bring into the class. You might try even allowing individual students to lead classes or discussions in the style of a seminar.

Beyond this, you need to plan exactly how the students will participate in the learning process generally speaking. How will they learn the information and techniques included in a lesson? This plan needs to be more specific than just saying that they will listen and absorb the material. Maybe you will encourage a specific kind of note-taking or other learning strategies.
E - Evaluate and Revise
The final step in the ASSURE process is just as crucial as all of the others. In this step, you evaluate the impact of your teaching on student learning. This includes an evaluation of your teaching strategies and the technology, media, and materials that you used. The following questions are useful to ask during this evaluation:

Did your lesson meet the learning objectives that you planned? How will you determine whether the students reach the objectives? Is your way of assessing the students in line with your learning objectives?

Can this lesson be improved? How? How are you going to assess the weaknesses in your presentation?

Was your choice of media and materials a good one? How will you assess the effectiveness of these tools?

Is it possible that other technologies, media, and materials would have done a better job?

The final step in your evaluation should focus on feedback from your students. Was their experience positive overall? Do they feel that they have reached your objectives and their own personal objectives? How will you determine whether or not your performance was effective?

In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of their technique does not come overnight, and there is always room for improvement. By following the ASSURE process, you will be sure to improve your teaching for many years to come.

# data[].attributes.attachment_link.title
ASSURE: Instructional Design Model - Educational Technology

# data[].attributes.attachment_link.description
ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. "ASSURE" is an acronym that stands for the

# data[].attributes.body
Usually in education contexts, ADDIE is a popular framework and in industry, AGILE is referred to. However, AGILE is starting to be used more in education. I like AGILE for it's iterative process characteristics and emphasis on chunking course design and development.

# data[].attributes.attachment_link.readable_text
The AGILE instructional design may have its roots outside of the world of eLearning, but it is now being widely used by Instructional Designers in all niches. In this article, I'll share with you the basics of the AGILE instructional design approach and I'll show you why it can be so powerful when designing eLearning courses.

The AGILE Instructional Design Basic Principles

The term AGILE is becoming increasingly popular these days and for good reason. It offers a broad spectrum of advantages to eLearning professionals, as it makes the eLearning design process more effective, efficient and practical. But what exactly is AGILE and what benefits can it offer you when developing your next eLearning course?

The AGILE instructional design approach is a project-oriented approach introduced by Conrad Gottfredson, a performance-support practitioner. It encompasses the five stages involved when designing eLearning experiences: Align, Get set, Iterate and implement, Leverage and E valuate.

According to Gottfredson, AGILE instructional design is geared toward meeting the needs of today's organizations to be "agile" and adaptive. Organizations are always looking for faster and more efficient ways to train their employees and improve on-the-job performance. AGILE is an iterative process that gives them the opportunity to use collaboration, feedback and iterations to streamline the eLearning design and development process. This does not only speed up eLearning course development time but it also makes the finished eLearning deliverable more successful.

The AGILE Instructional Design Process

eLearning content development based on the AGILE instructional design approach involves the following process:

1. Instructional designers meet with all stakeholders, eLearning professionals, eLearning content creators, clients and employees to brainstorm and formulate a plan for moving forward with the development of the eLearning course.

2. All members of the group agree upon the appearance and core eLearning content of the eLearning course. Typically this involves smaller segments of the eLearning content, which will be discussed in great detail.

3. The segment of the eLearning content that was discussed is then developed rapidly, before another meeting is called to address any modifications or additions that need to be made before moving forward.

4. Once all the issues have been remedied and concerns have been discussed, the eLearning team then repeats the process again for each section of the eLearning course. Thus, every segment of the eLearning content is fully developed prior to creating the next module or unit.

The AGILE Instructional Design Benefits

1. Focuses on learners and their interactivity with the eLearning course.
Rather than focusing on the process of learning itself, theeLearning authoring tools that will be used, and the eLearning design approach, the AGILE instructional design focuses on learners and how they will be interacting with the eLearning course, itself. During each meeting, the needs of the learner and how they will engage and participate in the eLearning course are seriously taken into consideration. This allows eLearning professionals to design eLearning experiences that are more engaging and immersive, as they are able to concentrate on how the learner is expected to perceive every eLearning activity, piece of eLearning content and design element, in general. This guarantees that every eLearning experience will be learner-centered and will meet the specific needs of the audience.

2. Produces higher quality eLearning deliverables more rapidly.
The eLearning project, as a whole, is divided into smaller chunks that must be completed before moving onto the next chunk or module. As a result, it is easier to identify and remedy all the issues that might have been overlooked, if the entire eLearning course had been developed at once. For example, agraphic that may be out of place or that may be too lengthy might have not been corrected if you were looking at the project as a whole, as these are perceived as minor details that can very easily be overlooked. However, since an entire team of eLearning professionals is there to analyze every individual section of the eLearning course, these problems and other eLearning mistakes can be modified and corrected early on. This leads to eLearning deliverables of higher quality that are designed at a more rapid pace, which benefits not only the eLearning professionals and the client, but also the target audience.

3. Reduces the need for extensive "last-moment" revisions.
It is very common for eLearning professionals to have to devote a significant amount of to last-moment meetings in order to address any issues orchallenges that have been revealed during the final editing process. AGILE instructional design, on the other hand, is carried out in stages. Every member of the group regularly evaluates and tests each section of the eLearning course, having the opportunity to make changes, throughout the eLearning development process. This, in turn, leads to a variety of benefits. For example, instead of having to delay launching the eLearning course due to unexpected revisions, you can roll it out right on schedule and start building your learner enrollment numbers and profits. It also gives you the power to avoid making repeated mistakes. Instead of including the same flawed graphic in every module of your eLearning course, for instance, you can iron out the issue during the first section and save yourself the time and expense of having to fix it in every eLearning course unit.

4. Allows for greater collaboration.
An important aspect of AGILE design in eLearning iscollaboration. Members from every cross-section are involved, from the stakeholders to the actual learners. All of them share opinions and offer feedback, which can offer eLearning professionals the chance to benefit from the insight and expertise of other members of the group. All parties are encouraged to voice their concerns, highlight any issues they might discover and offer advice that will make the finished eLearning course a more memorable and engaging eLearning experience for the target audience.

Knowing all of the benefits of AGILE instructional design approach, you may want to think about implementing it when designing your next eLearning course. It can not only make the development process more streamlined and productive, but it will also provide a better eLearning experience for your audience.

Another powerful way to create effective eLearning courses, is by implementing the mistake-driven approach. Read the article 7 Benefits Of Mistake-Driven Learning where I highlight the many benefits learners can expect to receive when you take a mistake-driven learning approach. After all, mistakes should be viewed as amazing opportunities to grow, rather than resounding failures that stand in the way of the learning process.

# data[].attributes.attachment_link.title
The Power Of AGILE Instructional Design Approach - eLearning Industry

# data[].attributes.attachment_link.description
The AGILE instructional design may have its roots outside of the world of eLearning, but it is now being widely used by Instructional Designers in all niches. In this article, I'll share with you the basics of the AGILE instructional design approach and I'll show you why it can be so powerful when designing eLearning courses.

# data[].attributes.body
This is another resource we use in our Instructional Design and Delivery class. Beth Kiggins

# data[].attributes.attachment_link.title
Robert Gagne's Nine Events of Instruction

# data[].attributes.body
I teach an instruction design and delivery course with a colleague. This is one of several resources in our section where we covered the instructional design process. Beth Kiggins

# data[].attributes.body
What is Learner-Centered Design?

Learner-centered design focuses on the quality of student learning (Barr & Tagg, 1995). It is based on the understanding that each learner has different characteristics and these characteristics should be employed to elevate both training and learning.

# data[].attributes.attachment_link.readable_text
Take a moment to step back from your role as an eLearning designer, instructor, or course developer and focus on yourself as a learner. Answer these questions:

What learning activities are the most motivational to you?

How do you interact with other learners?

What do you struggle with when learning new information or mastering a new skill?

Understanding your own learning preferences is an excellent place to start when considering the benefits of a learner-centered eLearning model.

Your answers to these questions are likely very different from your friends, family members, and coworkers. Yet many eLearning courses are designed so that every participant is expected to learn and perform identically.

A shift to a learner-centered design model allows you to meet the needs of all learners while maintaining rigorous expectations and quality content.

Learner-centered design focuses on the quality of student learning (Barr & Tagg, 1995). It is based on the understanding that each learner has different characteristics and these characteristics should be employed to elevate both training and learning.

Jackson, Stratford, Krajcik, & Soloway, 2000; Quintana et al., 2000 further explained that learner-centered design "considers learning while doing; it supports learners in the ways of using the software and throughout the use of it. It also indicates how and why to do the learning tasks. Moreover, these authors have defined learner-centered design as "the new challenge for human-computer interaction, with the goal of providing support for both learning a task and doing it."

According to Jonassen et al. (1995), there are four distinct attributes of learner-centered effective eLearning courses:

Context: Learning tasks should have a real world application that allows learners to connect personally with what they are learning.

Construction: Learners should be able to link their own experiences and prior knowledge with new learning.

Collaboration: A problem-solving scenario allows learners to develop, test, and analyze their ideas while being exposed to others' opinions. Each learner will arrive at an individual conclusion after collaboration is completed.

Communication with and within learners is essential to effective eLearning courses. Learners should spend time in conversation while planning and make sense of new learning. Conversation:

Evolving into a learner-centered approach for your eLearning course doesn't require you to sacrifice the content or your rigorous expectations. You can make small changes over time to implement a fully learner-centered eLearning course.

These changes include:

1. Shifting your mindset:

"The design of learner-centered instruction requires a paradigm shift, challenging our beliefs about learning and the role the instructor plays in the process" (Huba & Freed, 2000).

The first step to converting your eLearning courses to learner-centered experiences is to change your mindset. Learners are more active in this setting; they're questioning, analyzing, discussing, qualifying, and drawing conclusions. As an instructor or eLearning course designer, it is your responsibility to change your mindset to facilitate a healthy learner-centered environment. This new way of thinking will influence all of your instructional decisions: what content to include or not include, how to organize it and teach it, and how to assess it.
Also read: Would You Take Your Own eLearning Course?
2. Getting to know your learner:

It is important to remember that there isn't a "one size fits all" approach to building eLearning courses. All learners are different, and there are multitudes of ways to craft courses that work for a variety of individuals. Failing to pay attention to the diversity of learners can make a huge difference in the success of the course and may result in the inability to facilitate student-centered content.

A quick learner analysis will provide you the information to target students for additional support and to learn the strengths of individual students.
Learn more: A Template to Carry Out an eLearning Audience Analysis
3. Rethinking the learning objectives:

Consider shifting your perspective to create objectives aimed at describing what the student will be able to do at the end of the course. This is an essential part of the learner-centered model, according to UCD Centre for Teaching and Learning 2005 . Instead of describing the course content in the objectives, find ways to focus on what the students will be able to do, the tasks they must undertake and the tools they can use to deal with those tasks.

Image Source: Student-centred learning: What does it mean for students and lecturers?
4. Shifting the balance of power

Creating eLearning courses that shift the balance of power to the student is an excellent way of requiring more learner responsibility. Instead of waiting for content to be delivered students are engaged in creating their own meaning and learning. This change may seem a bit frightening at first, but it is definitely worth it.

Shifting the balance of power provides students the opportunity to manage their own knowledge, their own pace, and reflect on their individual efforts. There are a variety of technologies available, including online quizzes, blogs, and discussion boards, that support this philosophical shift to effective eLearning courses.

Changing to a learner-centered model for your eLearning course doesn't change the content or radically alter the outcomes. It simply shifts the focus, responsibility, and expectations to the individual learner's strengths and weaknesses and then shapes the course to meet these needs.

Implementing learner-centred design: The interplay between usability and instructional design by Panagiotis Zaharias practices

Implementing learning centered approaches in your teaching by Phyllis Blumberg, Ph.D. University of the Sciences in Philadelphia

# data[].attributes.attachment_link.title
Learner-Centered Design: The Secret of Creating Engaging eLearning Experiences

# data[].attributes.attachment_link.description
Take a moment to step back from your role as an eLearning designer, instructor, or course developer and focus on yourself as a learner. Answer these questions: What learning activities are the most motivational to you? How do you interact with other learners? What do you struggle with when learning new information or mastering a new skill?

# data[].attributes.body
Malcolm  Knowles six assumptions for designing adult learning are: (1) Adults need to know why they need to learn something (2) Adults need to build on their experience, (3) Adults have a need to feel responsible for their learning, (4) Adults are ready to learn if training solves an immediate problem (5) Adults want their training to be problem focused, (6) Adults learn best when motivation comes intrinsically.

# data[].attributes.body
It's important to be able to know how effective training is for whichever model that you choose for your design process. Evaluation is an area that is not often emphasized enough.

# data[].attributes.attachment_link.readable_text
The Kirkpatrick Model

Level 1: Reaction

The degree to which participants find the training favorable, engaging, and relevant to their jobs

Level 2: Learning

The degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training

Level 3: Behavior

The degree to which participants apply what they learned during training when they are back on the job

Level 4: Results

The degree to which targeted outcomes occur as a result of the training and the support and accountability package

# data[].attributes.attachment_link.description
The Kirkpatrick Model, or four levels of training evaluation, consists of Reaction, Learning, Behavior and Results.

# data[].attributes.body
This is the 5Di Learning Design Process from Nick Shackleton-Jones:

Define

Discover

Design

Develop

Deploy

Improve

# data[].attributes.attachment_link.description
Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid.

# data[].attributes.headline
The Owens-Kadakia Learning Cluster Design Model (OK-LCD Model). Beyond ADDIE and SAM

# data[].attributes.subject
The Owens-Kadakia Learning Cluster Design Model (OK-LCD Model). Beyond ADDIE and SAM

# data[].attributes.body
A new five-step model for training design that meets the needs of modern learning. The model’s five steps or actions are an easy-to-follow mnemonic, CLUSTER:

Change on-the-job behavior

Learn learner-to-learner differences

Upgrade existing assets

Surround learning with meaningful assets

Track transformation of Everyone’s Results.

There is an interesting book regarding this model:https://www.oreilly.com/library/view/designing-for-modern/9781950496662/OEBPS/fm1.htm

# data[].attributes.headline
The Owens-Kadakia Learning Cluster Design Model (OK-LCD Model)

# data[].attributes.subject
The Owens-Kadakia Learning Cluster Design Model (OK-LCD Model)

# data[].attributes.body
A new five-step model for training design that meets the needs of modern learning. The model’s five steps or actions are an easy-to-follow mnemonic, CLUSTER:

Change on-the-job behavior

Learn learner-to-learner differences

Upgrade existing assets

Surround learning with meaningful assets

Track transformation of Everyone’s Results.

There is an interesting book regarding this model:https://www.oreilly.com/library/view/designing-for-modern/9781950496662/OEBPS/fm1.htm

# data[].attributes.attachment_caption
Gagne's Nine Events https://www.shiftelearning.com/blog/top-instructional-design-models-explained  This is post is by Kim Freeman on the Padlet.

# data[].attributes.body
Gagne's Nine Events describes the learning processes for learner to successfully to engage in the content.  I find this model so helpful because it directly correlates to my work as a trainer and curriculum developer.

Robert Gagne proposed a framework comprising of a series of events based on the behaviorist approach to learning. These events follow a systematic instructional design process, creating a flexible model where events can be adapted to cater to different learning situations.

It is, in fact, one of the most used instructional design models as it provides a sound structure for developing effective eLearning.

The nine steps are:

1. Gain attention of the students —with stimuli that catch and engage their brain (novel ideas or thought-provoking question, etc.)

2. Inform students of the objectives — Establish the expected outcomes and criteria for measuring achievement.

3. Stimulate recall of prior learning —Leverage existing knowledge before introducing new knowledge and build on it.

4. Present the content — Deliver the content in easily consumable chunks.

5. Provide learner guidance — Guide them with examples, case studies, and other instructional support to supplement the content.

6. Elicit performance — Engage them with different activities that recall, utilize, and evaluate knowledge.

7. Provide feedback — Reinforce knowledge with immediate feedback (informative, remedial, corrective, etc.)

8. Assess performance —Test their knowledge with established (and transparent) criteria.

9. Enhance retention and transfer to the job — Use content retention strategies (concept maps, rephrasing, summarizing, job aids, etc.)

# data[].attributes.body
As I have been studying ID, I have learned more about the Successive Approximation Model or SAM method. Here is an article that compares SAM and ADDIE with a breakdown of each.

https://community.articulate.com/articles/an-introduction-to-sam-for-instructional-designers

# data[].attributes.body
Developed by the Association for Talent Development, HPI works within an ADDIE framework by beginning with an organizations business goals and focusing on results and accomplishments.

By following an iterative flowchart, the ID and SMEs begin with goals and outcomes, KPI, and management commitment first.

This method is very heavy on analysis first.
ADDIE steps are attributed below.

1. Determine Desired Performance (A)

a. Business Analysis: goals, details, commitment, measurements, audience
b. Performance and Key Performance Analysis: outcomes, key work processes / tasks, observation, info & decision processes
c. Identify performance gaps

2. Influence Analysis (A)
a. Analyze environmental factors and resources

3. Solution Selection (A)
a. Identify influences on performance
b. Identify barriers
c. Align solutions
d. Recommend solution set

4. Solution Planning and Implementation (DDIE)
a. Develop implementation strategy
b. Align organizational functions to plan
c. Obtain stakeholder approval / support
d. Design, develop, and test solutions
e. Implement solutions and track results

5. Evaluation and Results (IE)
a. Evaluate effectiveness and actual vs desired performance
b. Are performance gaps still evident?
c. Elicit feedback
d. Make improvements
e. Determine if expectations were met

# data[].attributes.attachment_link.readable_text
Traditional training is only about 5 to 10 percent effective in obtaining meaningful performance results. Another approach is needed. The human performance improvement (HPI) process provides you with a structure to follow on what can often be a not-so-systematic path.

In addition to identifying human performance gaps and their possible solutions, this standardized approach offers the ability to measure and evaluate the success of your efforts, eliminating guesswork.

HPI is results based and systematic. Rather than focusing on wants or needs, HPI follows a results-based approach to improving performance, distinguishing it from many human resource development activities. The process is driven by a business need and a performance need, but it doesn't stop there. It is justified by the results of a cause analysis.

HPI for Your Business

The HPI process helps you to articulate your business goals, link these goals to human performance, diagnose the current state of performance in the organization, find the root causes for performance deficiencies, implement solutions, and evaluate their results.

Being business focused means having a clear understanding of what your organization's strategic priorities are and using those priorities to guide your management decisions.

The process of analyzing performance begins with analyzing your business needs and gaps, which allows you to focus on the goals for your business.

While you may believe that your business goals are clear and understood by everyone within your business, this assumption is often wrong. If your business is like most, many of your employees will have difficulty stating what your business goals are and identifying how their work assignments affect those goals.

HPI Begins With Your Goals

A business-focused approach to applying HPI to your bottom line begins by identifying what the key business goals are for the client or organization. Your business goals could include goals for:

the entire organization

a department within your organization

a specific team or unit

a function.
In a large and complex organization, there are usually a variety of business goals at different levels of the organization.

Individual Performance and Business Goals

Performance by individuals results in output for your business or organization, but HPI begins at the end of the process, considering the business output or goals of the business, and then applying those goals backwards to the departments, teams, and individuals who will work toward satisfying those goals. The process of identifying your business goals is critical to applying HPI to your business.

Once you have identified your goals, it's important to verify that you have set a realistic target. Your business goals should be quantitative, meaning you should have a definite understanding of when the goals have been met, and time limited, meaning that you have a definite schedule when you can ascertain whether the goal has been achieved.

Gap Analysis Aims at Improving Performance

The process of analyzing performance always begins with business analysis, which allows us to identify the gaps in performance. HPI takes into account the influences that affect your business, the tasks that form the daily workload in your business or departments, the processes that are needed to deliver the outcomes desired, and the final goal that your business seeks to satisfy. The difference between the beginning point (current performance level) and the endpoint (desired performance level) is the performance gap.

By attending the HPI workshop, you will gain valuable skills to enhance performance in your organization! I'll see you in an upcoming course!

# data[].attributes.attachment_link.description
Traditional training is only about 5 to 10 percent effective in obtaining meaningful performance results. Another approach is needed. The human performance improvement (HPI) process provides you with a structure to follow on what can often be a not-so-systematic path.

# data[].attributes.body
I am so familiar with this design model as K-12 instructor. I see it as being a foundational construct underpinning ADDIE, or working in tandem. as a very robust design process for any instructional need or context.

# data[].attributes.body
I recently used the ISTE design thinking model to create a new podcast with my undergraduate students.  I found all parts of the process to be useful.  There are five steps: empathy, define, ideation, prototyping, and testing.  Once we created our first podcasts, we evaluated what worked didn't work, and the cycle continues.  I particularly like the practical experience underpinning of this design process. I have attached a short article that defines each part of the process. Robin

# data[].attributes.attachment_link.readable_text
Fail Better

From Designing Curriculum to Design Thinking

Defining a Design-Thinking Mind

Prototype Design Camp

Given this understanding of DT, let's go back to the original question: Imagine you were invited to create your own version of the classroom of the future. Where would you start?

This was precisely the question that members of the eTech Ohio conference planning team presented to Be Playful, a design firm I founded, a year ago in advance of their annual statewide conference.

For the eTech Ohio team, this was not a theoretical question. In essence, they wanted to design a classroom space placed physically in the middle of the conference that would creatively suggest the possibilities for learning and teaching at the front end of the 21st century.

Furthermore, this "classroom of the future" needed to integrate dynamic and cutting-edge technology. It needed to inspire large numbers of the estimated 6,000 conference attendees to come explore and collaborate. It also needed to compete for attention in an exhibit hall surrounded by student-built robots, Wii dance contests, and a range of innovative educational programs. More important, the solution needed to be unlike anything they had tried in the past.

As a passionate advocate for em-erging technology inspiring real-
time innovation in the classroom
and a designer working in the international school architecture field, this project offered precisely the type of challenge that brought together all
of my passions.

However, my first answer was a conditional "yes" that I wasn't sure the eTech Ohio team would accept. While many previous ideas celebrated emerging technology (and the impact of architecture), our energy focused more on what students (and teachers) would be challenged to do in a digital age learning environment.

Our proposal essentially stated:

The classroom can't just be a showcase for technology.

Students must be the center of the program.

Adults must serve as mentors, sherpas, and allies.

Students must solve real problems that they come up with.

To our pleasure, the eTech Ohio team said "yes." They were willing to support our idea of "seeing" students actively working, collaborating, solving problems, communicating, creating, and presenting.

To that end, DT made for the perfect partner as 45 high school students from 14 diverse schools in Ohio (as well as a school in Indiana and another in Georgia) trekked their way through the snow and ice to participate in the first-ever Prototype
Design Camp.

Their process took the following form:

Find a problem worth solving. Students spent three intense days (from 7:30 a.m. to 5 p.m.) working in teams of six to seven that set out to find, explore, and solve a remarkable problem focused on the future of learning. Students-as researchers and ethnographers-interviewed conference attendees, global partners, and virtual participants (via several digital platforms) on Day 1, leading to a range of design problems they wanted to consider.

Explore a range of remarkable possibilities. Once students returned to the classroom, they filled the space with colorful Post-It Notes and sketches rich with multilayered questions and descriptive idea sparks until each team identified their preferred problem. Problems ranged from how to empower young people to become global journalists while still in school to how to stretch the boundaries of a physical classroom and how to redesign the underlying relationship between learners and teachers. Working face to face with a cadre of professional designers, educators, and technology experts from around Ohio and the United States, design teams spent a day and a half exploring ways to come up with solutions worth prototyping.

Ask big questions of innovative thought leaders. In addition to having access to mentors within the physical prototype classroom, students also worked virtually with a range of national and global experts via Skype and various social media channels. This included ed tech visionaries Stephen Heppel in England and Ewan McIntosh in Scotland, Ming-Li Chai from Microsoft's corporate futures team, "Project Runway" finalist Althea Harper, TEDx curators, and others. Simultaneously, Prototype Design Camp students and mentors collaborated with educators around the world via Twitter, Facebook, live streaming of key conversations, and live blogging.

Rapidly prototype a physical concept. Student teams spent a full day trying to make their most inspired ideas come to life. In addition to an assortment of cutting-edge technologies, including 3D projectors, iPads, and an immersive menu of web 2.0 tools and social networks, the students had a range of art supplies, building materials, and props. We gave them permission to redesign the classroom as needed, from deploying an array of furniture to crafting just-in-time spaces. The attitude was "by any means necessary." Perfection was not expected. Prototypes only needed to be good enough to suggest possibilities and engage audiences.

Present to a live jury of professionals and the globe. At the end of the three days, Prototype Design Camp teams presented their solutions to more than a dozen jury members from different professional perspectives. They included the founder of a nationally recognized theater group, an architect who had designed libraries around the world, an architect rebuilding schools in Africa, a professional writer based at a modern art museum, a range of artists across various media, an engineer working in both mechanical and software realms, an internationally known librarian, a graphic designer, marketing specialists, and others. We asked judges to avoid "yeah, but" reactions. Instead, they were expected to invest in the students' ideas and offer real-world applications of those ideas. The final presentation was broadcast to the entire 6,000-person eTech Ohio conference and to the world via various social media channels.

Realize that even three intense days is only scratching the surface. Despite a remarkably immersive experience where our Prototype students successfully used a DT mindset to develop exceptional solutions to authentic learning problems, the real success lay more in students and mentors committing to the process itself than in the answers they presented.

--Christian Long is an educator, designer, school planner, educational futurist, and advocate for innovative learning communities. He is vice president of Cannon Design and founded Be Playful, a collaborative global design agency, and Prototype Design Camp.

DT is about using design to improve the human experience. It combines the ideals of what we want for our students: collaboration, systems thinking, and the development of a balance of creative and analytical habits. It also fuels what our students want for themselves: making an impact on the real world in real time and having adults take their passions seriously.

The process essentially comes down to a continuously evolving feedback loop with four elements: empathy, ideation, prototyping, and testing.

Empathy. DT is a creative process grounded in practical experience. By learning to observe human behaviors and needs in the context of real life, DT participants discover human-
centered questions and problems worth trying to solve. Better yet, it does so within a remarkably empathetic process that puts the experience of human beings at the center of the equation. It is no longer about answer keys with static facts that seem separate from the day-to-day lives of learners.

Ideation. Once a DT participant is able to identify a real-world problem worth solving, the next step is to explore ways to respond. The goal is not to find a perfect solution at this point. Instead, DT participants seek novel perspectives with a bias toward innovation. DT values the creativity and insights of all participants, regardless of specific expertise or a need to be "right" at first blush. It encourages outside-the-box thinking, which leads to unexpected creative solutions. DT relies on a creative process based on "building up" ideas (rather than the typical analytical process that looks to "break down" ideas). Key to this is the belief that there is no place for value judgments early on. The DT process rewards "and, and" responses from participants, as opposed to the "yeah, but" reactions that are typical of traditional academic experiences.

Prototyping. Once participants identify a wide range of possible solutions, the next step is to rapidly mock up examples. To DT advocates, the idea is to help make an idea real, tangible, and accessible. Ultimately, DT has a natural bias toward action. The best way to approach this-as many designers will tell you-is to use a rapid prototyping process fueled by an attitude of "fail and fail fast," something ideally suited for learning in a complex and often messy 21st century world.

Testing. Creativity and open minds aside, DT deeply values testing all assumptions. Solutions need to work. And better yet, solutions need to work in the real world and have an observable positive impact on the human experience. Because problems are found in the real world, answers need to be agile enough to adapt over time. Such a pedagogical framework naturally provides learners with the thinking tools to respond to an unpredictable future while remaining focused on the human experience.

As a former high school English teacher and longtime experiential education leader, I spent years searching for innovative ways to combine the best of traditional academics with the hands-on projects my students accomplished outside the classroom.

My students successfully ran international blogging projects mentored by professional jury members around the world, undertook an 8,000-mile creative writing/research road trip to discover the "real America," debated literary ideas via Skype with students around the world, created a pop-up black-box theater in the woods behind our school to bring Shakespeare to life, and spoke at national educational technology conferences.

Sometimes these projects were fueled by emerging technologies. Sometimes they were analog in nature. They all, however, had one thing in common: I was ultimately in charge of identifying the problem to be solved. And to be honest, I always struggled with that.

I didn't struggle because teaching in such circumstances was hard. Quite the contrary. I was amazed by my kids' passions and abilities, and I loved conjuring up new problems for them to solve. What I struggled with was the contradiction of being the "designer" of my students' experiences on the one hand while wanting them to truly "own" their learning on the other.

While I spent years trying to perfect engaging project-based/problem-based learning experiences, I never quite made peace with the fact that:

I was always in charge of the problems they would solve.

The problems were not always anchored in the real world (even if they were useful in terms of
academic skill development and general engagement).

Deploying cutting-edge technology was often becoming the primary driver of the project itself.

All too often, I felt pressured to prevent students from truly risking failure (and thus learning) in
a meaningful way.

Most project-based/problem-based learning examples I ran into (or created myself) still treated school and the real world as distant allies, not as rigorous partners that had to work hand in hand.

It wasn't until I discovered the concept of design thinking (DT) that I could finally see a new way to challenge our students to become agile thinkers and collaborators in an effort to solve meaningful problems anchored in authentic experience. Even better, DT demonstrated how my students could create their own learning from beginning to end.

Last spring, I was invited to speak at TEDxOverlake, a learning-focused event held at the Overlake School outside of Seattle, Washington, USA. When the event's curators asked me what part of education I wanted to speak about, I answered decidedly, "failure."

In fact, I didn't want to speak about just the general concept of failure, but I wanted to celebrate the words of Samuel Beckett: "Fail, fail more. Fail better." And I wanted to do so with an eye toward empowering students to thrive.

At first glance, Beckett's provocation appears to be counterintuitive. After all, our current system remains predicated on the belief that we should eradicate failure and guarantee that every student "succeed" at all costs. And yet, when we really look at what learning in the digital age is about-fostering multidisciplinary collaboration to solve increasingly complex problems with no clear answers-it seems impossible to imagine that an educational culture built on confirming "right answers" within predictable training scenarios offers our students a viable way forward.

Perhaps in the past when learning outcomes were more static, we needed students to be predictable. Tomorrow, however, we'll need agility, divergent thinking patterns, and an ability to test ideas in messier ways.

In other words, we need digital age learners to be comfortable with failure. And we need learners who know how to fail better.

# data[].attributes.attachment_link.title
Feature: Teach Your Students to Fail Better

# data[].attributes.attachment_link.description
Fail Better From Designing Curriculum to Design Thinking Defining a Design-Thinking Mind Prototype Design Camp Given this understanding of DT, let's go back to the original question: Imagine you were invited to create your own version of the classroom of the future. Where would you start?

# data[].attributes.headline
Merril's First Principles of Instruction

# data[].attributes.subject
Merril's First Principles of Instruction

# data[].attributes.body
Merril's First Principles of Instruction centers instruction on task-based learning by following five principles to demonstrate, apply, activate, integrate, and engage. This is a valuable approach as learners will problem-solve and make connections between their pre-existing knowledge and new learning. This approach is focused on the learner and provides engaging instruction. However, this may not be able to be achieved in all situations as it depends on the environment of the organization and delivery method.

I find Merrill’s principles similar to Design Thinking as they both foster demonstrating, experimenting, and problem-solving.

# data[].attributes.body
Baldwin and Ford’s Transfer of Training Model (1988)

Probably essential classics underestimated and never referred to today, though still at core of all other more colorful popular ID derivatives.  Contains all elements actual for business training.

Baldwin and Ford’s Transfer of Training Model (1988) is based on the idea that the transfer of learning depends on training inputs that include trainee characteristics, training design and work environment. However, an important point in the model is that the outcome of training is impacted by trainee characteristics and work environment in a direct manner, whereas the impact of training design depends on the levels of training outputs such as learning and retention.
https://research-methodology.net/baldwin-and-fords-transfer-of-training-model-1988/

# data[].attributes.body
Backward Design

In their book Understanding by Design, which was originally published in 1998, Grant Wiggins and Jay McTighe introduced us to backward design, an approach to instructional planning that starts with the end goal, then works backward from there.
Step 1: Identify what students should know and be able to do by the end of the learning cycle.

Step 2: Create an assessment to measure that learning.

Step 3: Plan a sequence of lessons that will prepare students to successfully complete the assessment.
https://www.cultofpedagogy.com/backward-design-basics/

# data[].attributes.attachment_link.readable_text
Sponsored by PowerSchool and ISTE U

This post contains Amazon Affiliate links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.

When I taught seventh grade language arts, one of my favorite things to teach was S.E. Hinton's book The Outsiders. Every year, we began the unit with a discussion about the cliques that formed in students' lives, how these groups interacted, the unwritten rules that governed their behavior, and what happened when groups clashed or people formed relationships across group lines. After we did some reflecting, writing, and talking, we were ready to start the book.

The reading went fine, more or less. Some chapters we did in class (I would read to them, then they would read silently), and others at home. Some students became as absorbed in the novel as I'd hoped they would; others, not so much. Predictably, some fell behind in the book like they did with all assigned reading.

I checked students' progress with occasional quizzes, we did some work on plot and characters, setting and theme, and then, after a unit test over the whole book-containing mostly questions that asked students to identify characters, setting, and key plot points-we spent nearly three class periods watching Francis Ford Coppola's movie version of the book. And I got to drool over Matt Dillon in the movie's opening scene again and again and again. From start to finish, the whole unit took about three weeks.

In retrospect, I'm not sure why it was my favorite. Seriously. I mean, even though I loved the book, my students' response to it was mostly lukewarm. Maybe it was just the idea of teaching it that I loved. Maybe it was the connections I was able to make to the stuff students dealt with on a day-to-day basis. I don't know. I taught that book a few times, and even though I looked forward to it every time, I always finished the unit a little unsatisfied.

And it's only now, years later, that I'm starting to understand that dissatisfaction: I can't say with any confidence that my students actually learned something from that unit. Upon deeper reflection, I'm not confident that any of my students learned anything of lasting value from at least half the lessons I taught.

This is a hard pill to swallow, because I wasn't half bad as a teacher. I had decent relationships with my students and I believe most of them had good experiences in my classroom, but real, durable learning? I can't say how much of that actually happened.

I don't love admitting that.

But at least now I understand why my teaching didn't produce a lot of actual learning: I never set clear, measurable learning targets.

Things would have been so different if I'd known about backward design.

When teachers talk to each other about the stuff they're teaching, they often say things like this:
"What novels do you do in 8th grade?""Oh that'll be perfect. I can use this when I teach the American Revolution!"
"I don't think I can fit that in; we're doing moon phases next month."

We tend to talk about our teaching plans in terms of the broad topics we cover. This shorthand is practical; we're not going to drill down into specific skill and knowledge objectives while waiting our turn at the bagel table. But when I think about the lessons I gave my students, the ones I observed in my colleagues' classrooms, and the work I've seen my own children do, I think this shorthand might be a pretty fair representation of what many of us are still doing: churning out lessons that keep students busy with our content without ever getting clear about what we want them to learn.

Instead of starting with a topic, we'd do better if we start with an end goal, and that's where backward design comes in.

Traditional vs. Backward Planning

Traditional Lesson Design

For many years, teachers have been planning lessons and units of instruction like this:

Step 1: Identify a topic or chunk of content that needs to be covered.

Step 2: Plan a sequence of lessons to teach that content.

Step 3: Create an assessment to measure the learning that should have taken place in those lessons.

Notice that in this approach, the assessment is created after the lessons are planned. Sometimes it isn't created until most of those lessons have already taken place. The assessment is kind of an afterthought, a check to see if students were paying attention to the stuff we taught them.

For most of my teaching career, this is how I planned. It's presumably how most of my colleagues planned. I believe it's still how many teachers plan.

So what's wrong with it? Well, when we plan this way, we're more likely to include content and activities that have questionable value. When teaching the American Revolution, for example, if our goal is just to "teach about the American Revolution," we can throw in anything that has any relation to that topic: a coloring page of the Boston Tea Party, a colonial flag craft project, or a worksheet where students unscramble words like minuteman, independence, and Hancock.

This random approach creates two problems.

The first and most important problem is a lack of durable, transferable learning. One reason so many of us don't remember much of what we learned in school is that we learned it through this haphazard, topic-driven approach. These random activities are taking up precious time that could be spent on much more valuable stuff.

The other is poor student engagement. Our students know when they're being asked to do something pointless. If they don't see the relevance of what they're learning or a direct line between the content of your course and a desirable outcome, they'll tune it out. Sure, many students will do what you ask anyway, because they want good grades and the benefits that come from them. But they're not learning. If you don't believe me, ask them.

Backward Design

In their book Understanding by Design, which was originally published in 1998, Grant Wiggins and Jay McTighe introduced us to backward design, an approach to instructional planning that starts with the end goal, then works backward from there. The "full" version of Wiggins and McTighe's original approach is pretty complex and can be time-consuming to implement. If you're ready for that, I recommend digging into their book. For now, though, I'm just going to share the most basic version of backward design.

Here are the steps:

Step 1: Identify what students should know and be able to do by the end of the learning cycle.

Step 2: Create an assessment to measure that learning.

Step 3: Plan a sequence of lessons that will prepare students to successfully complete the assessment.

The difference in order is significant: Plan the assessment first, then plan only lessons that will contribute to student success on that assessment.

I was first introduced to this concept in my sixth year of teaching, and the genius of it completely blew me away. I used it when planning my next unit and experienced the biggest spike in student success I'd ever seen. On top of that, I was actually excited about teaching the lessons I had planned. For the first time, it felt like none of my class was wasted; everything actually mattered. There was something a lot more satisfying about doing things this way.

Let's take a look at an example to illustrate the difference between a unit planned the traditional, topic-driven way, and the same unit planned with backward design.

Before and After: The Lunar Cycle

The Before, Where the Final Product is a Test

At some point in their school careers, students study the phases of the moon. One pretty typical way to teach this is as follows:

A lecture or video about the phases of the moon, followed by a worksheet to label the phases.

An interactive activity like scraping the filling out of Oreos to represent the lunar phases.

Following a teacher's sample, creating a physical model of the moon phases using something like styrofoam balls.

A unit test that requires labelling the phases of the moon from memory and answering multiple-choice questions about the lunar cycle, eclipses, and seasons.

In many classrooms, teachers also have students track the appearance of the moon over the course of a month, so that might be added as well.

Following this plan, a teacher would feel pretty satisfied that they "covered" the topic of moon phases. But if we look at the Next Generation Science Standards (NGSS), the standard relating to moon phases says that grade 6-8 students will:

" Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons" ( MS-ESS1-1).

Note the language here: Students are meant to develop a model, then use it to describe these patterns. But in the plan above, students merely copied a model, and they didn't use it to describe anything; even if the model required some written captioning to explain what was going on, because the model was a copy, it can't be safely said that students were really the ones describing the system.

Then there's the test. If we assume that a large portion of a student's grade is based on the test, then students are not being measured on their achievement of that standard. The standard does not require students to memorize the phases of the moon. Nor does it ask them to "demonstrate knowledge" of how the whole system works. The standard wants students to develop a model and use it to describe the system.

It would be easy to blow off this distinction, to say Bah, same difference. The test asks students a lot of questions that would show an understanding of these concepts, so we're covered.

But not really. Asking a person to develop a model is a much higher-order task than asking them to copy a model. Describing systems and patterns is way more challenging than selecting the correct description.

Developing models and explaining things is the work of real scientists: They notice phenomena, study it, then figure out how to represent those phenomena in order to make it clear to other people. To say, "Look at this! It's interesting and it explains why things are the way they are!"

And that's exactly what the NGSS authors had in mind: "Any education that focuses predominantly on the detailed products of scientific labor-the facts of science-without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering." (National Research Council, 2012, p. 43).

In other words, a superior education will teach students to think and practice like scientists. If we don't plan learning experiences that make that possible, we're giving them a sub-par education.

The After, Where the Final Product is a Model and a Presentation

So if we re-do this unit plan with backward design, we'll need to start by developing an assessment that would measure success with that standard. That means the assessment would not be a test where students merely label the moon phases, but a student-developed model of the moon phases along with some kind of presentation where students use that model to explain lunar phases, eclipses, and seasons.

When designing this final assessment, it's essential that the teacher crafts a rubric that clearly outlines specific, high standards for both the model and presentation. The rubric should list criteria for the accuracy and functionality of the model, plus the quality of the presentation itself. Here's an example of what that might look like:

With a good rubric in place, we then work backwards to determine what lessons students need to do excellent work on the final assessment.

Direct Instruction: Students still need to know the basics of the lunar system. Memorization is not the goal, so we're not grading for that, but students do need to know the information well enough to explain it and use the right vocabulary, so we can keep the lecture or video from the original plan. And having them work with the information a bit on some kind of worksheet or with some kind of online practice is fine, but I wouldn't give points for this work. If you need to motivate students to do it, require them to demonstrate proficiency (like scoring at least 80% on the match game with a set of Quizlet flashcards) before they can move on to the next step.

Active processing with models: Next, give students a chance to work with a model so that they experience the cycle in action. This will deepen their understanding of the earth-sun-moon system, which will better prepare them to give their own presentations. Something like this interactive model from CK-12 allows students to manipulate the time of day and the position of the moon to see how these variables change what we see in the sky. Working in groups, students could use the simulator to answer questions about the moon's appearance depending on what phase it's in and the time of day, then transition into making and checking predictions based on those variables.

Presentation practice: If students are going to do well on the final presentation, they'll need practice in explaining the lunar cycle in their own words. Using an existing model (such as the interactive mentioned in the previous step), have students explain the lunar phases, including information about the seasons and eclipses, to a partner or small group. Ask the listening partners to "coach" the presenter if their description has any holes or inaccuracies. Hearing their peers explain the system, along with attempting the explanation themselves, will help them use the language of the lunar cycle more fluently.

Model development: Now students begin developing their own models. The standard does not specify that this has to be a physical model, so you could offer students choice: The model could very well be made with styrofoam balls, but it could also be a hand-drawn diagram, a slideshow presentation, an animated video, a children's book, or even a short skit they present to the class or record on video. Many of these options, like the children's book, include the "presentation" piece right along with the model. Give students time in class to work on these models; this will ensure that they do their own work and will allow you to give feedback if a student is heading in the wrong direction. Remind them regularly that the explanation of the model is nearly half their grade, so they should consider scripting that out if their presentation is going to be "live."

Model presentations: Finally, students present their models. If you have a lot of students opt to give a "live" presentation this could take several class periods, which could be pretty mind-numbing since the subject matter is exactly the same for everyone. To cut down on that overall time, only have students present to the whole class if the class is actually participating in the model (like in some sort of skit or simulation). Otherwise, students can record their presentations on video or present to you one-on-one while their classmates work on something else independently.

With this "after" version, every lesson is designed to prepare students to give excellent presentations at the end. The whole time, they are using the lunar cycle vocabulary, correcting each other's misconceptions, and just like scientists, thinking about how to explain concepts to other people.

Some Questions About Your Lessons

Okay, so we've looked very closely at one small unit for a middle school science class. Now, take this same process and apply it to the things you teach.

1. What exactly do your standards require? Do they ask students to memorize and identify facts, or do they ask them to describe, explain, analyze, or create? (It's probably the latter.)

2. If it's the latter, how closely do your assessments measure those standards? Do they actually require students to do the describing, explaining, analyzing, or creating (which would likely require them to write, present, or create some product), or do they merely ask them to recognize when someone else does it in the form of an answer on a multiple-choice test?

3. Do you need to adjust your assessments so they more closely align with the standards?

4. If you do, the next step is to rework the lessons that lead up to that assessment. Does every lesson contribute to student success on that assessment? Could some of your lessons be omitted because they don't connect directly to the assessment? Are you missing anything? For example, if your assessment requires students to write in academic language and support their ideas with evidence, you should include some lessons that give students practice with that kind of writing.

5. Finally, will the assessment be weighted heavily in your gradebook? (It should be.)The lessons and activities leading up to the final assessment are there to give students exposure to the knowledge and practice with the skills necessary to perform on that final assessment; ideally, they should receive no grades at all on those activities. If you absolutely must assign some points, be sure the final assessment is worth a heck of a lot more than those smaller tasks.

Like I did, you probably also have some favorite lessons and activities. Some of these might turn out to be not just fun to teach, but also solid in terms of equipping students with knowledge and skills that will last.

If it turns out that those favorite lessons don't really align with any standards, you might be able to revise them so they do. Or you might keep them for other reasons-not every minute of class time has to be spent on standards-based instruction. Some activities have value because they help us get to know each other better, they help students develop social-emotional skills, or they simply offer a bit of fun. But if a lesson doesn't do any of these things, if it's disguised as learning but is doing little more than keeping students busy, it's time for it to go.

Using a process like backward design helps us get better at making these decisions. By making this approach part of our regular practice, we'll be able to look back on a day, a week, or a year of teaching and say with a lot more certainty that when they were under our care, our students learned.
Reference:
National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165.

Come back for more.
Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.description
Are we planning with clear, measurable, meaningful learning goals in to guide us, or are we just keeping students busy?

# data[].attributes.body
Bloom's Taxonomy is a hierarchy for competencies of learning often used to assist in the planning of learning activities and outcomes. The lower tiers (remember, understand) are lower order while the upper tiers (apply, analyze, evaluate, synthesize, and create) are higher order functions that allow students to better learn and grasp course materials.

More information: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
https://dataworks-ed.com/blog/2014/10/higher-order-questions/

# data[].attributes.body
Similar to Cognitive Apprenticeship Model. Learners must be able to apply knowledge outside of the learning environment. Think real-world application. Discussions and group work focus on problem solving tasks.

# data[].attributes.attachment_link.title
Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model

# data[].attributes.attachment_link.description
Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model. The Situated Cognition Theory!

# data[].attributes.body
In a nutshell, the 4Cs Map is a 4-step instructional design and delivery model that is based on how human beings naturally and normally learn, NOT on outmoded assumptions about human learning. The human brain is hardwired to learn in certain basic ways, regardless of age, gender, nationality, or culture.

(More details in Sharon Bowman's book "Training from the back of the room")

https://www.bowperson.com/2016/02/the-4cs-map-a-brain-based-instructional-design-and-delivery-model/

# data[].attributes.attachment_link.readable_text
Want an instructional design and delivery model that is easy to use? That is applicable to all the topics you teach? That is based on current brain science about how humans learn best? Here it is: the 4Cs Map.

(Scroll to the bottom of this blog for a free 4Cs Map PDF resource).

In a nutshell, the 4Cs Map is a 4-step instructional design and delivery model that is based on how human beings naturally and normally learn, NOT on outmoded assumptions about human learning. The human brain is hardwired to learn in certain basic ways, regardless of age, gender, nationality, or culture. Here is an overview of the hardwiring.

1. CONNECTIONS: The desire to learn - that is, to connect in meaningful ways to the physical environment and everything in it - is innate to the brain. For you personally, this means that, in order to learn effectively, you'll want to connect your own past experiences and prior knowledge to the topic you're learning about. The topic will need to be meaningful to YOU, not just to the person teaching it. And you'll want to connect with anyone who can help you learn more about the topic - not just the "teacher," but others who might have more knowledge or experience than you do. All this applies to the people you teach, as well.

2. CONCEPTS: As the brain immerses itself in learning, it gathers information in all sorts of ways: watching, listening, doing, trial and error, until, over time, it creates mental and physical patterns that will translate into cognition, emotion, and physical action. For you, this means you'll try to fit any new information into the cognitive, emotional, and physical world you already know. There will be a struggle inside your brain until you can find that fit between what you already know and what you're learning about. The same applies to those you teach.

3. CONCRETE PRACTICE: This step goes hand-in-hand with the one before it. As the brain learns new information, it immediately begins the trial-and-error application of that information to the physical world. For you, this means that you'll want time to practice using the information you've learned. You'll learn as much from your mistakes as you will from your successes. Gradually, you'll master what you've learned - and, of course, one of the best ways to master anything is to teach it to someone else. The people you instruct will need to do the same: to practice using the new information and to master it by teaching it to others.

4. CONCLUSIONS: Throughout the entire learning process, the brain assesses what it has learned and how it can use the new learning in its own life. The new learning gets folded into the old, and new cognitive, emotional, and physical patterns emerge. For you, this means that you'll do some self-reflection during this step of the learning process: evaluating what you've learned, how you can use it, how it will change your life, and how you feel about the entire learning experience up to now. Your feelings will also determine if you want to continue formally learning more about this topic. This self-reflection step is also important to those you teach.

Once you understand how your own brain is hardwired to learn, it is easy to use this information to instruct others. You'll engage the learners in your class or training in various ways throughout the entire learning experience: They will create meaningful connections of their own; they'll take in new information in multi-sensory ways; they'll practice using this new knowledge and teach it to others; and they'll end with some self-reflection, planning, and a feeling of satisfaction about what they learned and eagerness to learn more.

The 4Cs Map is a simple way to make sure you include all four brain-based steps in every lesson, class, or training you create. I call it a "map" because maps help us get to where we want to go. They show us where we began, where we are, and where we'll end up. "Using a map" is a great metaphor for this 4-step instructional design and delivery model.

When you're comfortable using all four steps to design and deliver effective instruction, you can "mess with the map" and mix up the pieces in ways that serve your learners best. You can also create "mini-maps," that is, breaking up large instructional components/modules into smaller "mapped" segments of instruction. The 4Cs Map is an eminently flexible and versatile design/delivery tool.

If you've never used the 4Cs Map (or if you want a refresher), here are some great resources to get you started:

Free Micro-Courses Scroll down the page to the short, image-rich slide presentation titled: "How to Map Your Instruction in 4 Simple Steps." Also view: "Teaching Adults Anything in 4 Easy Steps."

Sharon's Articles Scroll down and read the article titled: "Bag It! A Quick and Easy Way to Design Training."

This is my definitive book about brain-based instruction and the 4Cs Map, with detailed explanations and activities for each step of this well-researched instructional design and delivery model.

For a free 4Cs Map PDF resource, click on the red button below:

# data[].attributes.attachment_link.title
The 4Cs Map: A Brain-Based Instructional Design and Delivery Model

# data[].attributes.attachment_link.description
Want an instructional design and delivery model that is easy to use? That is applicable to all the topics you teach? That is based on current brain science about how humans learn best? Here it is: the 4Cs Map. (Scroll to the bottom of this blog for a free 4Cs Map PDF resource).

# data[].attributes.attachment_caption
SAM (Successive Approximation Model) is another method for ID.  What I love about it is that it is adaptive and emphasizes the iterative process. -Z. Arnold

# data[].attributes.body
The Constructivist Theory is not a design process, but I wanted to share this information because I feel that it can help guide the lens in which we view instructional design.

Of note: it is a stark contrast to traditional learning/teaching models.

While working in the competency-based model at my University, I have come to realize just how much more impactful it is for students to be engaged in a course that is based off of the constructivist approach.

Check out this article here:
https://www.simplypsychology.org/constructivism.html

- Emily Moran

# data[].attributes.attachment_link.readable_text
Learning should involve activities to process the new material, linking it to what the student already knows. Tasks should be authentic, set in a meaningful context, and related to the real world. They should not just involve repeating back facts as this causes 'surface' learning.

As students' learning will involve errors, tasks should offer opportunities for self-assessment, correction, peer discussion, teacher feedback and other 'reality checks'.

Brain friendly strategies involve plenty of water, oxygen, protein, good diet, rest, and physical exercise as well as brain exercise. Learning drops by 20% if you eat excessive carbohydrates as this causes the release of ceratonin into our blood which relaxes us.

Full focus can only be attained for the same number of minutes as your age, up to about 20 or 25 mintues maximum. Short breaks and changes of focus help.
Use:

'Teaching by Asking' or guided discovery

Explaining tasks that require students to express their understanding to each other, and to develop this understanding before expressing it (e.g. peer explanation, and Jigsaw)

Ask 'diagnostic' question and answer, and use wrong answers to explore and correct misunderstandings. 'Socratic questioning'.

Use thought provoking tasks and questions that are high on Bloom's Taxonomy, rather than simple recall as these require more thought and processing.

Analysis: 'why?' questions.

Synthesis: 'how' could you? questions.

Evaluation: judgement questions.

These high order questions require students to construct their own conceptions of the new material. You can't reason with material until you have conceptualised it, so questions that require reasoning force conceptualisation.

Use Case studies that relate the topic to real life or former experience and so former learning.

Use Group work requiring students to discuss the material, so that peer checking and teaching takes place.

Learning involves 'pattern making', so use mind maps and summaries that point out the relation of the parts of a topic to the whole. Also point out the relation of today's topic to other topics.

Teach skills in the context of the topic of your subject. Think of yourself as a skills teacher who uses content to teach the skills.

Stimulation increases the learning rate. So use rich multi-sensory resources, lively activities and generate a sense of fun where you can.

For more constructivist teaching strategies see the following handouts:
25 ways of teaching without talking Formative Teaching Methods
See also the chapter in Teaching Today called 'Teaching is a two way process'. This includes a game which is an excellent experiential way of putting over constructivism.

Also see Carole Dweck's theory of motivation. This shows that students do not hold a constructivist view, but believe that learning depends on talent.
Constructivist Teaching Strategies
* Use teaching strategies that require students to make a construct. (Presenting information is not enough.) Students must apply, use, or process the information.

* Ensure that all students are participating in making constructs; holding them accountable for their learning.

* Ensure the tasks require students to process the information at a high level on Bloom's taxonomy: Evaluation, synthesis, analysis etc.

* Require the students to make a product that is used to diagnose learning errors and omissions. e.g. speaking to a partner, matching cards, written work etc.

* Require students to check for their own, and each other's learning errors and omissions.

* Require students to correct these learning errors and omissions.

* Make the above fun!

For example:

Problem solving tasks with self assessment and peer assessment

Evaluation matrix

* Decisions-decisions:

Students, working in pairs are given a text or watch a video etc, along with:

' Summary cards' which purport to summarise key points from the text, some of which are true and some of which are false: e.g.
* The left ventricle feeds the lung
* Heart rate is measured in beats per minute, and if you are very fit your heart rate will probably be lower than average.

Consequences cards' which state consequences of the facts given in the text.
These consequences are not actually stated in the text itself. Again some are true and some false E.g.
* If you blocked the left ventricle no blood would get to the head
* Furring of the arteries would usually raise blood pressure.

The pairs of students must decide which cards are correct, and what is wrong with the incorrect ones.
This is a greatly enjoyed activit y with the atmosphere of a game.

* Peer explaining

Students in pairs are given two related texts about topics that have not been explained to them, for example one about measles and another about mumps. They each study one of these alone for say 5 minutes. Alternatively they could use the same text/video etc, but look at different aspects of it. For example students could watch a video or read a text on the marketing policy of a small company, and one student could look out for strengths in the policy and another for weaknesses. Each student explains their topic to the other who asks questions until they understand. Integrative task: The pair then works together at a task that requires them to work together on both topics. A useful question for this is to ask students to "State what is the same, and what is different about measles and mumps." Or "Considering both strengths and weaknesses, what do you think of the marketing policy? How could strengths be built upon, and weaknesses addressed?"

* jigsaw

A Cooperative learning method

Jigsaw is one of many cooperative learning methods with high effect sizes*.

1. Divide a topic up into, say, four sub-topics. For example childhood diseases could be divided into mumps, measles, whooping cough and German measles. Alternatively students can be given four different key questions or 'spectacles' that require students to analyse the same materials from a different point of view. For example all students are given the same information about the beliefs and policies of the Nazi party, and different groups look at this from the point of view of women, the working class, the middle class and the church.

2. Divide students into four groups. The teacher chooses the groups and they should be mixed ability, experience, ethnicity gender etc. Don't use friendship groups. Students may complain at first but will soon accept it if you are insistent.

Each group studies one disease or question with the help of texts and worksheets etc. This is usually done in class time, though you might be able to adapt the method for students to do their learning outside of class time. (See Independent Learning)

1. The students now form new groups. Each new group is a 'jigsaw', with one student from each of the four original groups. Any students left over act as pairs in a full group. Each group now has one 'expert' in each of the four childhood diseases. (They may have two experts in one disease)

2. The new group now completes an activity that requires them to Peer Teach each other about their disease, and requires them to cooperate with the rest of the group over a combined task that requires them to integrate the four topics. For example they could be asked to:

1. Explain your disease to the rest of your new group, using the same headings as for the earlier tasks. (incubation time, mode of transmission etc)

2. Cooperate to find three things all the diseases have in common

3. Cooperate to find, for each of the four diseases, four unique characteristics.

4. Design a leaflet on childhood diseases. In your place the four diseases in order of:

* i. Severity of potential consequences * ii. Ease of protection

# data[].attributes.attachment_link.title
Constructivism - a learning process - The Teachers Toolbox

# data[].attributes.attachment_link.description
Constructivism is the process of the student learning new material, using previous knowledge as a foundation for new concepts.

# data[].attributes.body
Technological
Pedagogical
Content
Knowledge

# data[].attributes.headline
Kemp design model (aka Morrison, Ross and Kemp model)

# data[].attributes.subject
Kemp design model (aka Morrison, Ross and Kemp model)

# data[].attributes.body
The Kemp Instructional Design Model: Nine Core Elements

Determine the specific goals, and also identify potential instructional issues

Identify characteristics of learners that should be taken into account during the planning process

Clarify course content, and analyze the proposed task components in relation to the stated goals and purposes of the course

Define instructional objectives and desired learning outcomes

Ensure that content for each instructional unit is structure sequentially and logically to facilitate learning

Design instructional strategies to enable individual learners to master the content, and achieve desired learning outcomes

Plan the instructional message and the appropriate mode of delivery

Develop evaluation instruments suitable for measuring and assessing learners’ progress towards achieving course objectives

Choose the appropriate resources that will support both teaching and learning activities

For the first element, the focus is on defining the learning outcomes for the course. This includes what the student needs to learn or the skills they need to acquire. For instance, what broad concepts, new knowledge, or course-specific content should the learner be have a fluent understanding about at course completion? What tasks should the learner be able to perform, or what skills should the learner be able to demonstrate? What ILOs are desired?

The focus of the second element is phase is on the learning styles and needs of students, as well as the germane cognitive load related to topics, tasks, and procedures.

The third element is similar to the third stage of the model proposed by 🤬 and Carey, as well as the analysis stage in the ADDIE model. It is a very important element, because it helps the designer to begin thinking about the overall content of the course in relation to the characteristics of the learner.

The fourth element, content and task analysis, is the phase that most specifically focuses on the whole learner, and determines the depth of understanding of new material that the learner should be able to demonstrate. Bloom’s taxonomy is a good resource for helping ascertain the level that a learner can be expected to process new information.

Element five (determining objectives for learners) is similar to the first stage in the 🤬 and Carey model, which deals with examining the course ILOs. In this phase, the designer analyzes the broad learning objectives of the course, and translates them into more specific and defined goals.

The sixth element is the design of activities that will assist in course facilitation.

In the seventh phase, the designer decides what instructional resources are necessary to allow teachers to effectively teach, and students to effectively learn.

The eighth component is one which is unique in the Kemp model, because it takes into account support services that are available, or that may be required, to facilitate both teaching and learning activities. For instance, the instructional design may specify a requirement for technological support personnel, or special education assistants.

The final component, which deals with formative and summative evaluations and assessment modes, is similar to at least two other models (Spector, Merrill, Van Morrienboer & Driscoll, 2008).

# data[].attributes.body
https://worldofwork.io/2019/08/🤬-carey-instructional-design-model/

1 – Identify instructional goals

Your instructional goals set out where you want to get to. In defining them you should align with your organization’s strategic goals, be clear on what learners will be able to do, or how they will behave after your initiative has been delivered and focus on real-world skills and behaviours

2 – Conduct instructional analysis

The second stage of the 🤬 and Carey Instructional Design Model is to conduct instructional analysis.

Your instructional analysis determines the current state of skills and knowledge in your learning population and through this your gap to your goals. This can be assessed through interviews, surveys, observation or different forms of testing depending on the nature of the skills.

Always take a good look at the people you’ll be instructing.

3 – Identify entry behaviors

In addition to analyzing your learning population’s current level of knowledge, you also need to understand their behaviors, traits, levels of motivation and other factors that will affect their learning journey. This information will help you design appropriate learning methods.

4 – Write performance objectives

Learning objectives should be SMART and should lay out tasks and processes that must be mastered and how they will be assessed.  These may be known as “SWBAT” in education (Student Will Be Able To).

5 – Develop criterion tests

To monitor and evidence both progress and effectiveness of instruction, you need to develop criterion specific tests. These should be of the right format and level for your learning population

6 – Develop instruction strategy

Only once you know what your goals, current state, gap, objectives and testing approach are should you define your instructional strategy. It should reflect your analysis and use appropriate learning theories.

Will you use online materials?

7 – Develop and select instructional materials

Materials, tools, exercises and delivery media should be decided once you have defined your learning strategy. These may include face to face, group-based, facilitated or online learning materials.

8 – Develop and conduct formative evaluation

The penultimate stage of the 🤬 and Carey Instructional Design Model is to develop and conduct formative evaluation.

Formative evaluation involves assessing how effectively you have formulated your learning initiative. This can be obtained through review, focus groups, testing of segments and piloting your learning program. Feedback obtained should be used to iterate the initiative.

9 – Develop and conduct summative evaluation

Summative evaluation takes place once you have delivered your initiative and is used to assess how effective it has been. Are your participants satisfied with the program? Have knowledge and skills increased because of it? Has the business noticed any benefits due to it?

It’s always essential to review results and evaluate performance.

10 – Ongoing Revision

You should continually review and revise throughout your instructional design and development process. Regularly seeking feedback, testing outcomes and iterating through stages of your learning products will help you ensure you deliver the best possible outcomes.

# data[].attributes.body
ASSURE:
- Analyse learners
- State objectives
- Select strategies (tech, media, materials)
- Utilise tech/media/materials
- Require learners participation
- Evaluate and revise

# data[].attributes.body
Don't dump info on learners.

What change do we want to create?

What actions do people need to do?
Why aren't people taking the actions? (Knowledge? Skills? Motivation?Environment? [tools, culture, processes etc])

Real-world practice activities (scenarios)

# data[].attributes.attachment_link.title
Design Lively Training with Action Mapping

# data[].attributes.attachment_link.description
For training designers in the business world. Use the map to design activity-driven training, not information dumps.. Book and blog: www.cathy-moore.com

# data[].attributes.headline
ABC/6 learning types - Laurillard's Conversational Framework

# data[].attributes.subject
ABC/6 learning types - Laurillard's Conversational Framework

# data[].attributes.body
https://abc-ld.org/6-learning-types/

Acquisition
Learning through acquisition is what learners are doing when they are listening to a lecture or podcast, reading from books or websites, and watching demos or videos (the teacher controls the narrative of learning).

Inquiry
Learning through investigation/Inquiry guides the learner to explore, compare and critique the texts, documents and resources that reflect the concepts and ideas being taught (learner in control of his own learning, and skills development. They navigate through the resources themselves. No intrinsic feedback from the resources, student cannot tell if their learning is improving. The essence of inquiry learning is that the learner develops their knowledge and understanding through activities that are as close as possible to the authentic practice of the discipline.

Collaboration

Learning through collaboration embraces mainly discussion, practice, and production. Building on investigations and acquisition is about taking part in the process of knowledge building itself. Collaboration is tougher than discussion because of the need to produce something together – “the externalized fruit of the negotiated discussion”. It is about taking part in the process of knowledge building itself through participation not acquisition. Participation and negotiation with peers.The fact that the students have to agree drives iteration.

Discussion
Learning through discussion requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers. The pedagogic focus is the value of reciprocal critique of ideas and how this leads to the development of a more conceptual understanding.

Practice
Learning through practice enables the learner to adapt their actions to the task goal, and use the feedback to improve their next action. Mostly done on an individual basis it is an essential part of the learning process. Feedback may come from self-reflection, from peers, from the teacher, or from the activity itself, if it shows them how to improve the result of their action in relation to the goal.

Production
Learning through production is the way the teacher motivates the learner to consolidate what they have learned by articulating their current conceptual understanding and how they used it in practice

https://www.futurelearn.com/info/courses/blended-and-online-learning-design/0/steps/191671

# data[].attributes.attachment_link.title
Diana Laurillard introduces the six learning types

# data[].attributes.body
Backward Design focuses on the end result of the course. As the name indicates, developers need to start at the end and work backward. Using learning objectives - where do we want learners to be by the end of the course? Then, how will they show they learned it (assessments)? Then, what is it we want them to learn (course materials)?

# data[].attributes.attachment_link.readable_text
The idea of Backward Design comes from Wiggins & McTighe and suggests that learning experiences should be planned with the final assessment in mind.

One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform' (Wiggins and McTighe, 2000, page 8)

By beginning with the end in mind, teachers are able to avoid the common problem of planning forward from unit to another, only to find that in the end some students are prepared for the final assessment and others are not.

There are three stages to backward design:

Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence of Learning
Stage 3: Design Learning Experiences & Instruction

Teaching to the Test vs. Teaching the Test

One criticism of this approach is that is appears to promote "teaching to the test". Yet despite the negative connotation that comes along with that phrase, arguable teaching to the test is exactly what the role of the instructor should be. This does not mean teaching the test itself, of course. But if a known final test or assessment is required, then backward design can be a useful way to prepare learners to perform well on the final assessment.

# data[].attributes.attachment_link.description
The idea of Backward Design comes from Wiggins & McTighe and suggests that learning experiences should be planned with the final assessment in mind. One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the ...

# data[].attributes.attachment_link.title
Gagne’s Nine Events of Instruction - Education Library

# data[].attributes.attachment_link.description
Robert Mills Gagné (August 21, 1916 – April 28, 2002) was an educational psychologist who created…

# data[].attributes.headline
Mayer's Principles of Multimedia Learning

# data[].attributes.subject
Mayer's Principles of Multimedia Learning

# data[].attributes.body
1. Coherence Principle – People learn better when extraneous words, pictures, and sounds are excluded rather than included.

2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added.

3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration, and on-screen text. And when words are presented as narration rather than narration and on-screen text.

4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.

5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively.

6. Segmenting Principle – People learn better from a multimedia lesson is presented in learner-controlled segments rather than as a continuous unit.

7. Pre-training Principle – People learn better from a multimedia lesson when students know the names and behaviors of system components.

8. Modality Principle – People learn better when words are presented as narration rather than as on-screen text.

9. Multimedia Principle – People learn better from words and pictures than from words alone.

10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style.

11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.

12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen

# data[].attributes.body
SCRUM is an agile learning design methodology, and like SAM, is also an iterative process. I guess it's associated more with large scale projects. I like its collaborative, transparent and role accountability aspects as well as its reflective component.

# data[].attributes.body
Merrill’s Principles of Instruction leverage the adult learner’s need to solve immediate, relevant real-world problems. In this video, Dr. Merrill discusses how "shoving a course online" and "tell, tell, tell" is ineffective. Real motivation comes when people can do something that they weren't able to do before. Although not necessarily a "process" like ADDIE, SAM, etc. it does help instructional designers frame their instructional design around what learners need to DO, not just know.

# data[].attributes.body
Based on my learning about this model, it is an iterative design process and puts a lot of focus on prototyping. It seems to involve many stakeholders in the "Savvy Start" where ideas are gathered & prototyping is done. It continues this prototyping in design and development and using Alpha, Beta versions of the product to gather feedback and make improvements.

# data[].attributes.body
ADDIE is an acronym for five phases of instructional design: analysis, design, development, implementation, and evaluation. You can adapt this course’s version of ADDIE for your context. You might find that some elements are not relevant for your online courses, or you may identify additional considerations or processes that are needed.