• Interactive Instruction

    Interactive Instruction

    Interactive instruction focuses on interaction among learners, with the instructional leader and with other experts to enhance understanding and improve communication and collaboration skills. Interactive instruction can be challenging when teaching in online asynchronous environments. When thinking about designing an online course, instructors often look to traditional, face-to-face teaching experiences…

  • Indirect Instruction

    Indirect Instruction

    I cannot teach anybody anything, I can only make them think. – Socrates Indirect instruction refers to a set of learner-centered methods to encourage student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. A goal is to maximize students’ learning goals and encourage  problem-solving and collaboration. Leaner-centered…

  • Concept Attainment

    Concept Attainment

    Existence is no more than the precarious attainment of relevance in an intensely mobile flux of past, present, and future.  – Susan Sontag Concept Attainment – verbal or graphical examples are presented and students figure out the common attributes say between predator and prey or impressionistic and representational art. This…

  • Direct Instruction

    Direct Instruction

    Direct instruction is the use of explicit teaching techniques like lecture, demonstration or presentation, usually employed to teach a specific skill or set of information. Direct instruction is a teacher-centered and passive learning model, in which the students receive instruction rather than actively participating in the construction of the learning…

  • Adapting Content, Assessments and Resources

    Adapting Content, Assessments and Resources

    “You must be shapeless, formless, like water. When you pour water in a cup, it becomes the cup. When you pour water in a bottle, it becomes the bottle. When you pour water in a teapot, it becomes the teapot. Water can drip and it can crash. Become like water…

  • Organizing a Course

    Organizing a Course

    “Through others we become ourselves.” ― Lev S. Vygotsky Content, assessments and resources are arranged into modules that support student learning through scaffolding and chunking. A key concern in organizing a course is to determine the order of topics. Course designers must identify the learning opportunities to be employed and…

  • Selecting Strategies, Assessments and Resources

    Selecting Strategies, Assessments and Resources

    May your choices reflect your hopes, not your fears. – Nelson Mandela The key component of the selection in the instructional design process stage is to align instructional strategies, resources and assessments with course objectives. Objectives should provide a time frame during which student learning will be accomplished. Selection involves…

  • Identifying Resources

    Identifying Resources

    “You are never strong enough that you don’t need help.” ― César Chávez Resources are content, media, research and communication items and tools to facilitate student learning. Instructional resources must take into account student technology skills, learning styles and communication preferences. Content Resources are texts in the form of textbooks,…

  • Assessments

    Assessments

    If you can’t measure it, it doesn’t exist. Assessments are the techniques instructors use to determine student understanding assessments. and proficiency. As a general rule, assessments should provide for various kinds of responses. Two categories of Assessments have been identified: Summative Assessment Occurs at the end of a predetermined period…

  • Course Learning Objectives

    Course Learning Objectives

    What are we going to learn and how will we know we’ve learned it? Course learning objectives are the natural extension of a course goal, breaking down the broad, overarching purpose into specific, measurable outcomes that guide the learning process. While the course goal provides the “big picture” vision of…