Connectivism

I support adaptive learning, especially the applications of AR/VR, AI, gamification, and micro-learning for a more personalized experience that helps overcome the Forgetting Curve. I typically incorporate technology, micro-learning, social media, texting, and gamification into my trainings. (See the below videos for a few examples.) For adaptive learning to truly be effective, digital technologies should […]

Nearly every instructional design project involves developing learning objectives for various learning scenarios. Typically, instructional designers collaborate with Subject Matter Experts (SMEs), asking open-ended questions to analyze and clarify what the learners will be doing. The answers we receive from our SMEs will help shape our learning objectives. When it comes to developing learning objectives, […]

In Part One of this two-part blog series, we looked at the traditional ADDIE model of Instructional Design and compared it to the quicker, more modern AGILE model. AGILE and Rapid eLearning design models take a quicker Instructional Design approach by eliminating extra or unnecessary steps from the ADDIE model. Of course, when implementing these […]

The ADDIE framework of Instructional Design and Curriculum Development continuously changes based upon the scope of the learning project as well as its identified learning audience. Custom learning solutions can be developed using the action steps listed in the ADDIE model. The ADDIE model includes the following phases: Analyze Design Development Implementation Evaluation These phases […]

The Understanding by Design framework for Instructional Design and Curriculum Development offers a planning process and structure to help guide curriculum, assessment, and instruction. Sometimes referred to as “backward planning” or “backward design” the two key ideas of Understanding by Design (UbD) are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.