Instructional Design & Development Studio

syllabus for our course.

You can download a copy in pdf or other formats, or print using the file menu, if you want.

on youtube

Week 1 instructions

welcome video, going over syllabus

how to do the job interview questionnaire in moodle

copy you can save if you want for future job interviews

The How People Learn book can be read online for free, just google "how people learn" or follow the links from this highlighted section about the 3 key findings from research on learning and instruction.

full text of book online

Note the 'modern' and 'postmodern' distinction.  Most people don't use those terms, but we'll be focusing more on what Martin Ryder puts in the 'postmodern' category, such as problem-based learning.

A great resources with pages on instructional design theories, models, and technologies.

A meta-listing of job boards

instructions for week 2

Info on setting up your own moodle space, and thinking about a topic for your moodle project.

going back over answers to some of the job interview questions

See also the pdf copy of the job interview

Link to form for requesting your own personal moodle space.

This is the link (also in the top left sidebar) for creating a blog entry on this moodle site.

You'll be using your blog a lot to plan and keep track of your moodle project.

Some things may be slightly different since we are using the brand new version 2.0 of moodle.

official docs for teachers

A moodle course about moodle

May require free registration

List from wikipedia

Science education is where there is a huge amount of research into misconceptions.

Email me if there is some science or related topic that interests you, and I can help find examples of misconceptions if you like.

Another list of scientific misconceptions or phenomenological primitives

misconceptions about online learning and so forth

misconceptions about design, generally

article about a recently publicized study & book about student learning in colleges

some examples of the problem of poor teaching & learning practices in colleges

Desire2Learn (LMS vendor) sues the Utah Education Network (UEN) over its awarding of its new LMS contract to Utah-based Instructure.

see the original story in the SLC newspaper:

http://www.sltrib.com/sltrib/home/51072915-76/utah-contract-instructure-uen.html.csp

how to make the most of online learning

Read at least the table at the beginning.

You'll have to rotate it in your pdf viewer.

You need to scroll up to the top of the article.  For some reason it automatically scrolls down halfway when you link there.

by Jonassen

You'll need to rotate the pages in your pdf reader (try right clicking or using toolbar), or else print it out.

by Brent Wilson and others

This pdf also needs to be rotated.

Old but neat little paper making an analogy between skiing and designing constructivist learning environments.

Thought being in Utah, some of us might find it interesting :)

highly recommended video

See the opening examples, like making a bulb light, or where do trees get their mass from.

And notice the students have to be guided to discover things for themselves (constructivism) in order to really believe them.

See also the older video: A Private Universe.  There's a link to it in the sidebar of the page.

If you are off campus you'll need to use the vpn (virtual private network) software to access the full text of journal articles:  http://library.usu.edu/elecres/off_campus.php

abstract:

This study used two surveys, the Activities of Instruction 2.0 (AOI 2.0) and the School Technology Needs Assessment (STNA) to assess the relationship between teachers' level of constructivism and their level of technology use. Results indicate that constructivist practices and beliefs were significant predictors of technology use, after accounting for the contribution of other individual level demographic variables, and school-level environmental factors. Teachers with more constructivist instructional practices were more likely to report using technology; similarly, teachers who believed more strongly that IT was a useful tool for student-centered/constructivist teaching were more likely to use technology.

If you are off campus, use USU's vpn software to access this reading:  http://library.usu.edu/elecres/off_campus.php

abstract:

In this study the effects of two different interactive learning tasks, in which simple games were included were described with respect to student motivation and deep strategy use. The research involved 235 students from four elementary schools in The Netherlands. One group of students (N=128) constructed their own memory ‘drag and drop’ game, whereas the other group (N=107) played an existing ‘drag and drop’ memory game. Analyses of covariance demonstrated a significant difference between the two conditions both on intrinsic motivation and deep strategy use. The large effect sizes for both motivation and deep strategy use were in favour of the construction condition. The results suggest that constructing a game might be a better way to enhance student motivation and deep learning than playing an existing game. Despite the promising results, the low level of complexity of the games used is a study limitation.

Eric Mazur, author of the book Peer Instruction

http://mazur-www.harvard.edu/research/detailspage.php?rowid=8

social constructionist/constructivist

summary of a paper by Schwartz & Bransford

response to criticism of problem-based learning, which we'll learn more about next week

week 4 instructions

guidelines for your moodle project

week 5 instructions

how to take a typical 'topic' and make it more constructivist - like a problem-based learning activity, or scenario, or game, etc.

a summary of pbl

A long list of resources for learning more about problem-based learning

examples of pbl

Real-world math challenges created by Vanderbilt, led by John Bransford, who led the writing of the How People Learn book, too.

By David Merrill, former professor here at USU (and still an adjunct instructor).

Notice the main thing is that students (or trainees) work on a problem "that may be encountered in a real-world situation".

The Legacy Cycle is a problem-based instructional design model you can use to organize your moodle module if you wish.

Contact me for more info or examples.

a scenario for helping students understand Newton's third law

Part of Vanderbilt's Jasper Woodbury series from the 1990s.

Uses the Legacy Cycle framework

See A User's Guide to the Legacy Cycle for more info on that.

See chapter 1, page 4

p. 34, 47, 67, 93, 113 have other problem-based learning examples

week 6 instructions

chapter from the book Understanding by Design

summary of backward design principles

a flowchart

form to fill out when thinking about the design of your courses/lessons

help for the first stage of backward design

hint: national standards are typically full of the big ideas important in each discipline

help for the first stage of backward design

quick summary

to see some examples of lessons designed using backward design

NOTE: it starts out with examples that are NOT designed using the backward design approach, so don't copy that :)

Formative assessment is much more effective at increasing student learning

This paper summarizes research on formative assessment

Tips for making better quiz questions

free online book

See the assessment triangle

see the left sidebar

another page about CATs

Performance assessments are better than traditional assessments (like

quizzes) at assessing student understanding.

See this paper for more info on performance assessment.

Use the File menu to download the pdf copy, since it is rotated sideways.

You can right-click it or choose a menu option in your pdf viewer to

rotate it, or just print it out.

You might have students do something and then blog about it or discuss it or so forth, and perhaps use a rubric to evaluate it.

rubric tool

You could just make a table in a moodle page, too

sample rubric

sample rubrics

notes for this week

illustrated guide to using moodle as a teacher

nice presentation about how coming up with realistic scenarios and problems can make for more effective and engaging e-learning

another guide with some good tips

summary: students like them a lot and they can help make your online course better

The "Head First" series of books are quite popular and effective.

They use a lot of graphics and cognitive principles to help make topics more engaging and make learning from these books more effective.

Special issue on E3 learning.

You'd need to use the VPN software ( http://library.usu.edu/elecres/off_campus.php) if you want to access the full text of the articles, or you can just skim the abstracts without accessing the full text.

free site to make video screencasts and upload them directly to youtube (or download them in whatever format you want).  Works in the browser (using java).

See the demo video on the site for how to use it.

Other alternatives include jing and camtasia.

which you can use to create your exit survey

my summer course has links to several resources

like social bookmarking sites (like diigo), or sites that let you build professional communities (like ning.com), or sites like twitter or facebook.

from my summer course

your thoughts

online textbook for learning statistics

applet illustrating sampling

see chapter 7 of the introductory book linked here

the main site is at:  http://cast.massey.ac.nz/collection_public.html

hypertext textbook

sampling in statistics

see also the other sampling tutorial

from a web-based resource on social science research methods

it's hard to find info on sampling here though

from the SOCR project

See the sampling from a population link under the 'normal distribution' section

http://www.hippocampus.org/course_locator?course=Statistics%20for%20Social%20Sciences&lesson=6&topic=1&width=800&height=684&topicTitle=Sampling%20from%20a%20Population&skinPath=http://www.hippocampus.org/hippocampus.skins/default

from the Open Learning Initiative

See this research on its effectiveness:

http://oli.web.cmu.edu/openlearning/publications/71

research paper

video of a class lecture

another video where population is described

very popular videos

interesting talk about what the Khan Academy is doing

blog post about contrasting cases

good summary of the main points and issues

some have argued for a 5th level, see

http://en.wikipedia.org/wiki/Donald_Kirkpatrick

a free course

a list of different evaluation techniques

resources for another course on evaluation

resources for another course on evaluation - of instructional products

see the checklist in particular

I use OERL's evaluation plan resources when I write grant proposals

a bit out of date now, but I believe they are working on a new edition of this book

multimedia learning is the main topic for the rest of the semester.

This is a great book on the topic, but it is very out of date now

Evaluation and research have quite similar goals.  Nick Eastmond teaches online courses in both - I recommend taking one of them if you can.

" This site is designed to answer the question being asked: What does a high quality online course look like? It is our hope that instructors and instructional designers will use this site to learn more about the Rubric for Online Instruction, and be able to view examples of exemplary courses that instructors have done in implementing the different components of the rubric."

Resources and forms for doing instructional consulting

A fuller article (no figures though) is here:  http://findarticles.com/p/articles/mi_qa3886/is_200810/ai_n31110722/

more resources on instructional consulting

Sorry, I forgot to videorecord our speakers, but here are some notes on what we discussed

25 guiding principles, from U. Memphis

from eschoolnews

database

from my distance education tools course

Multimedia, and blended learning, is a key component

Resources on using youtube and other video services in education

The rise in online education, coupled with research suggesting the influence of instructor-learner interaction and frequency of student engagement with course materials on academic outcomes, highlight the need for innovative ways to keep the online learner connected to the course. This article describes results from a study conducted to examine students’ perceptions about the use of instructor-made videos that provided explanations of course assignments, syllabus requirements, discussed weekly topics, reviewed for exams, and answered student questions in video format in both a 100% online course and in several face-to-face courses. Student perceptions of this instructional strategy were overwhelmingly positive, with all of the students surveyed expressing satisfaction with this method of instructor-learner interaction. Open-ended answers revealed that students felt more connected to the instructor when able to view instructor-made videos. Descriptive results are provided for both the 100% online course and the face-to-face courses on variables related to frequency of viewing videos, purpose of videos viewed, and perceptions about the videos in regard to their experience with the course. Recommendations are also provided for online instructors interested in employing this teaching technique.

from my distance education tools course

chapter I wrote

A: the simulation

Having an open ended or exploratory activity FIRST (like in problem-based learning) leads to better learning than lecturing first.

Prensky article

example of a simulation

Look at how the man on the left "embodies" pressure, by having to push harder on the box wall - this exemplifies #2 in the cheat sheet: perceptual-motor grounding.  You take an abstract concept like pressure and try to represent it in a concrete or embodied way.

Microsoft report

yearly conference on the topic of using games in education

James Paul Gee

just the readings (references)

Example game.

This is a good example of games vs. simulations.

One isn't necessarily or inherently better than the other.

See this paper that compared game vs. non-game versions of electric field hockey:

https://docs.google.com/viewer?url=http%3A%2F%2Fpact.cs.cmu.edu%2Fkoedinger%2Fpubs%2FMiller%2C%2520Lehman%2520%26%2520Koedinger%252099.pdf

from EDUCAUSE

summary of a talk

open source alternative to Second Life or (the older) ActiveWorlds

opensim project at USU

hosted opensim sites for education and science

free multiuser virtual world software

nice resources for teachers in second life

guided tours, etc.

AECT is also in second life:  http://www.aect.org/Secondlife/default.asp

and see Lisa Dawley's EDTECH island:  http://edtechisland.wetpaint.com/

integrating the two

3D in the browser

need Chrome or Firefox browser

first MUVE (multi-user virtual environment) that works in the browser with no plugins

need chrome or firefox browser

by KataLabs: http://www.katalabs.com/blog/

Description of the qualities and characteristics of different types of project management software, along with criticisms, too.

Microsoft Project is the traditional solution, but I might recommend checking out web-based options that let multiple people login and use it together.

Comparison of different software options

Again, I might recommend checking out web-based alternatives

And, more expensive doesn't mean better

free, web-based project management tool

they also have a web-hosted version I believe

Basecamp is a pretty popular web-based project management site

It does cost money though

This site lists various alternatives

Huge dictionary/database of project management terms/knowledge

video course on project management

part 2