Learning-category

Designing for Learning

The subject of learning is a varied and complex set of ideas. Good online course design seeks to connect appropriate learning strategies with intended learning goals. These resources can help you to grow in your understanding of how you might design different types of learning priorities in order to fulfill different kinds of learning goals.

SDL Resources

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SDL Learning Processes

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One positive consequence of the growth of SDL in contemporary educational settings has been a refocusing on the processes of learning rather than simply its content. Theories of adult learning and transformative learning have long espoused this attention, and yet at the level of educational practice, SDL has helped educators envision practical approaches which lead to these broader outcomes. As designers, these strategies for constructing learning pathways immerge as ways to foster SDL as well as to evaluate student capacities and progress toward these goals.  Fostering SDL Open Educational Resources (OER) are a growing set of resources that can be useful in devising strategies that foster SDL in the lives of our learners. One particular, open online journal is directly connected to SDL, the International Journal of Self-Directed Learning. One synthesis of the literature on SDL by Gregory Francom from this journal is helpful to this discussion. Francom’s (2010) article entitled, “Teach Me...

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Seedlings

SDL Skills

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In his forward to the book Scaling Leadership, Ed Catmull, President of Pixar Animation and Disney Animation paints the following picture of his work: So much disruption; so little time. Not only are organizations expected to provide great products and services, but to do so while the landscape is shifting and quaking. For those of us leading, it’s both scary and thrilling. It is our job to lead our teams into these great challenges. I don’t know about you, but I’m in over my head, and I need help. [1] Your online design can offer one pathway in the development of SDL skills for emerging leaders who will be facing these kinds of challenges. Thus, as you envision the creation of such a learning pathway, consider how contemporary professional development initiatives and the growing research on what it takes to cultivate a growth mindset might help you in this process. Consider which...

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Self-Directed Learning

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Self-directed learning (SDL) has gained significant momentum as a design priority across the varied educational landscapes, today. Although this growth has been driven in part by the significant numbers of adult learners entering formal learning programs, it is perhaps most directly connected with the unprecedented, contemporary need to help learners gain capacity as life-long learners. Never before have global work and life environments experienced such rapid, persistent and volatile change. It is for this very reason that SDL has moved to the frontiers of learning both in the classroom and online. Although SDL as an educational concept can be traced back at least to the time of the ancient Greeks, more modern, formal uses of SDL came into practice via the writings of Malcolm Knowles in the 1970s. One of the key ideas in Knowles’ definition was the desire to see students “take the initiative” in their own learning [1]. Since that time,...

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Assessment

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Learning Taxonomies

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Post coming soon! Resources related to Bloom’s Taxonomy: Understanding Bloom’s Taxonomy Guide to Taxonomies of Learning Revised Bloom’s Taxonomy Handout for Revised Bloom’s Taxonomy Verbs for the Revised Bloom’s Taxonomy

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chalkboard in classroom

Modalities

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Although the name of this website is Designing for Online Learning, the principles of online course design can be applied in courses that are not conducted fully online. In fact, there are three course modalities that make use of online components to the course. The first modality to consider is the traditional classroom where teacher and students meet together in the same physical space. In this scenario, less than 10 percent of in-class time is conducted online or via technology. However, a teacher might want her students to make use of electronic copies of course documents or other online resources like articles or videos. She might also want to encourage her students to collaborate with each other using online tools like discussion forums or Google tools (Docs, Slides, Sheets, etc.) as they work on a group project. Or, a teacher might want her students to take quizzes or submit papers...

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Blended Learning

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Backward Design

Backward Design

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Post coming soon! For further reading: Understanding by Design (UbD) white paper (McTighe and Wiggins) Overview of Backward Design (from IU) Resources for Backward Design (from IU) Writing Course-level Learning Outcomes (from TTU)

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Information Architecture

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