Constructivism

Instructional designers, or anyone else in the business of educating and training others, should understand the science and psychology behind learning and memory. Trudy Kowallis Christensen said, “When I design instruction, I usually don’t start with a particular theory. My main focus is the problem and the problem situation.” (Christensen, 1). As Instructional Designers, we […]

When I was a college undergrad in design school, one of my professors had a policy of deducting points from students who “ask too many questions.” She says this teaches students independence and prepares them for the real world, where “life’s not fair.” Ironically, I don’t remember this professor’s name. I don’t remember which class […]

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 […]

My latest project for my edX Micro Masters certification in Instructional Design involves developing learning objectives and questions for Subject Matter Experts (SMEs) for a couple different learning scenarios. Based upon Bloom’s Taxonomy for developing learning objectives, here is what I’ve come up with: Scenario #1: For the past ten years, KawKan has been using a […]

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 […]