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      <title>Instructional Design  by Jasmine Phillips</title>
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      <pubDate>2019-09-10 05:10:31 UTC</pubDate>
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         <title>Instructional design </title>
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         <pubDate>2020-07-06 05:44:01 UTC</pubDate>
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         <title>Models </title>
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         <title>Apps for ID</title>
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         <title>Tips</title>
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         <title>Story board </title>
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         <description><![CDATA[Story board that]]></description>
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         <pubDate>2020-07-06 05:53:40 UTC</pubDate>
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         <title>Olc publications </title>
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         <description><![CDATA[Olc ]]></description>
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         <pubDate>2020-07-06 05:55:46 UTC</pubDate>
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         <title>Rubrics</title>
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         <pubDate>2020-07-07 06:29:07 UTC</pubDate>
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         <description><![CDATA[Making Online Learning Active | Higher Ed Gamma]]></description>
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         <description><![CDATA[Principles for Quality Online Teaching - Online Network of Educators]]></description>
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         <pubDate>2020-07-07 22:15:55 UTC</pubDate>
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         <description><![CDATA[Definitions ]]></description>
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         <title>Theory </title>
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         <pubDate>2020-07-08 00:43:22 UTC</pubDate>
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         <title>Design Theories</title>
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         <pubDate>2020-07-08 00:44:27 UTC</pubDate>
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         <title>Diigo board</title>
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         <title>Story board for design </title>
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         <pubDate>2020-07-10 23:51:36 UTC</pubDate>
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         <title></title>
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         <description><![CDATA[Tips for lesson planning]]></description>
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         <pubDate>2020-07-11 00:27:35 UTC</pubDate>
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         <title></title>
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         <pubDate>2020-07-12 15:24:10 UTC</pubDate>
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         <title></title>
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         <description><![CDATA[Rubrics]]></description>
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         <title></title>
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         <pubDate>2020-07-12 19:05:36 UTC</pubDate>
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         <description><![CDATA[Story boarding ]]></description>
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         <title></title>
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         <pubDate>2020-07-14 05:30:04 UTC</pubDate>
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         <title>Discussions</title>
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         <pubDate>2020-07-16 04:20:33 UTC</pubDate>
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         <title>Thinking </title>
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         <description><![CDATA[]]></description>
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         <pubDate>2020-07-16 04:31:13 UTC</pubDate>
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         <title>Critical thinking </title>
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         <pubDate>2020-07-16 04:40:55 UTC</pubDate>
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         <title>Metacognition activities</title>
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         <description><![CDATA[<div>strategies might also lend themselves to creative thinking and metacognitive activities:</div><ul><li>Inductive learning   </li><li>Problem-based learning </li><li>Case-based learning</li><li>Debate</li><li>Socratic method</li><li>Roleplays</li><li>Inquiry labs</li><li>Simulations</li></ul>]]></description>
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         <pubDate>2020-07-16 04:41:54 UTC</pubDate>
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         <title>Creative Thinking Objective Examples</title>
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         <description><![CDATA[<div>Some explicit Creative Thinking Objective Examples:</div><ul><li>Utilizes a range of idea creation techniques (i.e., brainstorming, mind mapping, role-playing, etc.) (Cognitive domain)</li><li>Creates new ideas or combines old ideas in new ways (Cognitive domain)</li><li>Values new and diverse perspectives (Affective domain)</li><li>Accepts failure as an opportunity to learn (Affective domain) </li></ul>]]></description>
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         <pubDate>2020-07-16 04:42:50 UTC</pubDate>
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      <item>
         <title>Instructional Designs/Strategies</title>
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         <description><![CDATA[<div>Brainstorming activities</div><ul><li>Cooperation and Collaboration activities</li><li>Problem-based learning</li><li>Debates or role-playing where you have to support a different perspective than your own</li><li>Socratic dialog focused on exposing one's assumptions</li></ul>]]></description>
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         <pubDate>2020-07-16 04:43:42 UTC</pubDate>
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      <item>
         <title>ID Strategies Metacognition</title>
         <author>phillipsj84</author>
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         <description><![CDATA[<div><strong>Instructional Strategies to Improve Metacognition &amp; Self-Directed Learning</strong></div><ul><li>Establish one's own learning goals/generating one's own research questions</li><li>Guided reflection before, during, and after learning events...things to reflect on include: <ul><li>one's learning strategy, whether it worked and how they can do it differently</li><li>one's current understanding and areas in need of improvement followed by self-evaluation of how much was learned and what still needs to be learned</li></ul></li><li>Explaining one's understanding of a topic or one's choices in completing an open-ended assignment</li><li>Applying current knowledge to new situations (learning transfer)</li><li>Self-evaluation of work</li><li>See <a href="http://resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Pages/activities-for-metacognition.aspx">Activities for Metacognition</a> for more ideas in depth</li></ul>]]></description>
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         <pubDate>2020-07-16 04:44:18 UTC</pubDate>
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      <item>
         <title> metacognition,</title>
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         <description><![CDATA[<div> is comprised of two components:</div><ul><li>Knowledge of one's own cognition: <ul><li>knowing what factors influence one's own performance (i.e., knowing strengths/weaknesses)</li><li>knowing about the various learning strategies that work for you in general</li><li>knowing which learning strategy to use in one's specific situation</li></ul></li><li>Regulation of one's own cognition: <ul><li>Planning and goal setting</li><li>Monitoring and controlling one's own learning</li><li>Evaluating one's own regulation </li></ul></li></ul>]]></description>
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         <pubDate>2020-07-16 04:44:52 UTC</pubDate>
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         <title>Choosing a design model</title>
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         <title></title>
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         <description><![CDATA[ID]]></description>
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         <pubDate>2020-07-16 18:14:10 UTC</pubDate>
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         <title></title>
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         <title></title>
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         <title></title>
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         <description><![CDATA[Rubrics]]></description>
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         <title>Adapting Powerpoint lectures</title>
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         <title>Videos</title>
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         <title>Resource Site</title>
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         <title>Interactive Presentation Tools</title>
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         <title></title>
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         <title>Mind map tool</title>
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         <description><![CDATA[<div>Key Facilitator Roles</div><div>In Facilitating Online Learning, William Draves offered 6 different roles for you as an online facilitator.</div><ul><li><strong><em>Generative guide</em></strong>, where you "lay out a spectrum of current or possible positions taken to indicate avenues of questioning that have remained overlooked or unexplored."</li><li><strong><em>Conceptual facilitar</em></strong>, where "key concepts in activities or readings may have been omitted, misconstrued or overemphasized.</li><li><strong><em>Reflexive guid</em></strong><em>e</em>, who "restates or redrafts, canaries a sense of non-directive integration as though the dialogue itself is goal oriented.</li><li><strong><em>Personal muse</em></strong>, where you hold your own beliefs up to question.  Rather than argumentative dialogue, there is no winner or right answer.</li><li><strong><em>Mediator</em></strong><em>,</em> when "you redirect discussion away from defense of hardened positions and toward goals that are central to the interests of all parties."</li><li><strong><em>Role play</em></strong><em>,</em> when you assume a role so you can highlight or introduce, through characters or tales, key points that were omitted or need reinforcing.  Or you set up a "pretend" situation in which students take on a role to discuss.</li></ul><div> And as stated before, keep discussion forums light.  Prompts should not have more than 3 questions to discuss.  Keep one question fun yet relevant.  Most important, ask the right questions.</div><div>Asking The Right Questions</div><div>Trisha Bender's helpful book, <em>Discussion-Based Online Teaching To Enhance Student Learning: Theory, Practice and Assessment</em> provide guiding principles in designing the right discussion forum question.  I f you have more suggestions, please feel free to share your ideas in the Thinks Lounge.</div><ul><li><strong><em>Design High-Level Questions</em></strong>:  Stimulate online discussions by designing questions that are thought provoking, hypothetical, evaluative, involve a case study, role-play or a synthesis of elements already learned.</li><li><strong><em>Types of questions to avoid</em></strong><em>:</em>  Avoid questions that require a yes or no answer or that ask for one specific fact.</li><li><strong><em>Encourage an Informal Conversational Style</em></strong>:  Warn against long posing that sound more like essays.  This might discourage other students to read or interact with the initial post.</li><li><strong><em>Encourage Full Participation</em></strong>:  Instructor can step back and let the conversation happen.  But if the conversation starts to wane and there are still students not responding to the original question, the instructor can either weave together different student remarks to summarize what was stated or nudge silent students to weave into the discussion thread and identify re-occuring themes.</li><li><strong><em>Ask Students to Become Discussion Leaders</em></strong><em>:</em>  Another option to try later in the semester is instead of the instructor asking the questions, ask students to develop discussion questionsAssist them in asking pertinent question that will contribute to the building of knowledge of the discussion topic.</li><li><strong><em>Ask Students to Complete the Sentence</em></strong><em>:</em>  Completing a sentence can stimulate discussions.  Studnetrs  cand respond to one another if their interest has been captured</li><li><strong><em>Magic Wand</em></strong><em>:</em>  Let's pretend.  Provide a question that provide students the opportunity to think big, fearless and courageous. There are no wrong answers.  It is just to promote a vision.</li></ul>]]></description>
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