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I selected this article because I appreciated its practical applicability to instructional design. For example, drawing on research, it demonstrates how using a worked-example to develop problem solving skills is more effective than working through problems.

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I appreciate the way in which this video breaks down the elements of CLT in a manner that shows how failure to understand how the brain responds to overload can lead to poorly designed ID. In other words, if the goal is to ensure that participants learn; then the instructional designer must work to ensure that the process is not complicated.

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Cognitive Load Theory 3 - intrinsic, extraneous, germane.

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This article is excellent in highlighting the usefulness of inclusive educational approaches. While applied extensively in k-12 contexts, this remains to be an inconsistently applied approach in higher education. I'm interested in the realization of everyone's human rights, including the right to education - so UDL as applied to instructional design is quite interesting to me.

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National Center on Universal Design for Learning

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Excellent article (inclusive of a side-by-side comparison of learning theories) was an excellent primer to highlight the interconnectedness between traditional and emerging learning theories as applied to instructional design.

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Originated in architecture to promote inclusion of persons with disabilities, UDL has increasingly been incorporated in educational institutions. This researcher explains his journey towards greater inclusion for learners regardless of ability or disability.

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Universal Design for Learning—A Paradigm for Maximum Inclusion | Terence Brady | TEDxWestFurongRoad