Constraints on activities

Clark Quinn

When we design learning activities (per the activity-based learning model ), ideally we’re looking to create an integration of a number of constraints around that assignment. I was looking to enumerate them, and (of course) I tried diagramming it.

Activity or Application?

Clark Quinn

For example, his Guide to eLearning is as good a guide to designing elearning as you can get (that and Julie Dirksen’s Design for How People Learn , both appropriately in their second edition). Activity : that the learner takes, and. Application-based design?

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

E-Learning 3.0 Course Synopsis

Stephen Downes: Half an Hour

The MOOC environment is designed to support both types of learning. Ideally, course participants will have tools to manage their individual knowledge networks as well as means to interact through social networks. Each person enters the course with their own learning objective.

Course 194

Activities for Integrating Learning

Clark Quinn

I’ve been working on a learning design that integrates developing social media skills with developing specific competencies, aligned with real work. It draws heavily on the notion of activity -based learning. The learning process is broken up into a series of activities.

Innovation in open online courses

George Siemens

In a few weeks, our edX course Data, Analytics, and Learning (#DALMOOC ) will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. This is a short overview of the innovations that we want to explore during the course. DALMOOC has been designed to model a distributed information structure.

Course 209

Rethinking Design: Curriculum

Clark Quinn

The notion is that we need to redefine curriculum as a way to get away from a content base, and start moving to an activity base. design In addition to yesterday’s post about pedagogy , I also mentioned the need to get deeper on curriculum as well.

Design 274

Reconciling Activity and Decisions

Clark Quinn

On the one hand I talk about using decisions as a basis for design, and on the other I refer to activity -based learning. What was necessary was reconciling activity and decisions. From the design point of view, there are correct answers, and wrong answers.

Learning Design Insights

Clark Quinn

I attended a recent Meetup of the Bay Area Learning Design & Technology, and it led to some insights. I was tapped to host the Learning Design conversation (there were three others: LMS, Measurement, and Social Learning), and that meant that a subset of the group sat in on the discussion.

Design 179

Design, value & constraint

Dave Snowden

In Whistler earlier in the year we looked at the wider question of design and moved on in Tasmania to examine design in the context of resilience. In the final retreat of the year we continue the theme of design but this time with a wider focus on value.

Design 153

From Courses to Campaigns : using the 70:20:10 approach

Charles Jennings

One of the major strategic objectives for many HR and L&D departments in 2016 and beyond will be to extend their focus and services beyond courses and out into the workplace. Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance.

Course 219

Rethinking Design: Pedagogy

Clark Quinn

In thinking through how to design courses that lead to both engaging experiences and meaningful outcomes, I’ve been working on the component activities. Finally, the learners after class should be getting given elaborative activities. design

Design 197

Designing outside your comfort zone

Adaptive Path

That’s what we tell ourselves because as designers we often rely on tried and tested tools, methods and standards to help us arrive at a solution that should work. They may sound like best practices for just being a good designer, and they are. “Trust the process!”.

Design 206

Designing Backward and Forward

Clark Quinn

So I began thinking about performance experience design as a way to keep us focused on designing solutions to performance needs in the organization. From there, we can design forward to create those resources, or make them accessible (e.g. design meta-learning

Design 221

Online Learning Course Design

Tony Karrer

The Work Literacy online learning course is over and Michele Martin - Deconstructing the Work Literacy Learning Event and Harold Jarche - Post Work Literacy have posted their thoughts around the event. Here are some thoughts on the course and the implications for design of similar kinds of online learning courses. Social Network as Course Platform Like social networks generally, Ning, unfortunately feels a bit scattered. Sometimes we were more active.

Course 100

Pedagogical Principles of Design for Active, Reflective and Self-Regulated Learning

Stephen Downes: Half an Hour

Session summaries from the World Conference on Online Learning , Toronto Maureen Andrade - Self-Regulated Learning, Course Design, and Pedagogy: A Model for Learner Success Practical ideas to help students succeed in an online course. Students need to do activities in each of these dimensions (don’t make them optional). These can be applied in other contexts, including in your own courses. This is a database activity, so it’s easily searchable.

Course completion rates in online programs

George Siemens

For example, at Athabasca University, our course completion rates are high. From the draft report: As was the case in previous years, 85% of courses started by undergraduate students were successfully completed (the other 15% withdrew or failed; graduate and “non-starter” registrations were excluded). Online courses that I’ve taught through University of Manitoba have similar high success rates. Online programs are frequently criticized for high drop out rates.

Course 157

An integrating design?

Clark Quinn

In a panel at #mlearncon, we were asked how instructional designers could accommodate mobile. I’ve advocated that we consider learning experience design, but increasingly I think we need performance experience design, where we look at the overall performance, and figure out what needs to be in the head, what needs to be in the world, and design them concurrently. ADDIE designs courses. design mobile strategy

Design 141

Czech Course Followup Questions

Stephen Downes: Half an Hour

I was asked the following questions after my presentation to CZ Course RVP_VT21 yesterday: (Elements of Coop.) In my paper ' How to Be Heard ' I recommend that people use other blogs and articles as starting points for their own creative activities. We could talk about how better or worse to design these materials, but that now leaves the domain of cooperative versus collaborative learning.

Course 140

Designing E-Learning 3.0 in gRSShopper - 5

Stephen Downes: Half an Hour

We launched the course this week and I did a bunch of things to get ready. The key for me for planning my videos was to locate the magic URL on YouTube - specifically, this one: [link] As mentioned previously, I set up the videos to play in the Activity Centre.

Design 186

Instructional design: from “packaging” to “scaffolding”

Jane Hart

It also involves putting together formative quizzes and summative assessments to test understanding, and presenting this all in the form of courses, workshops, programmes etc. The use of scaffolding helps the learner to actively build and construct new knowledge.”

Design 285

Designing E-Learning 3.0 in gRSShopper - 4

Stephen Downes: Half an Hour

Activities Each week of the course will feature some events. I also want to be able to show slides and to include the activity feed. Plus, using the backchannel with the rest actually crashed my web server recently, so I need to fix that if I want to use it for the course.

Design 164

ID - Instructional Design or Interactivity Design in an interconnected world?

Charles Jennings

Instructional design is not only seen as a core competency for learning and development/training specialists, but it’s a huge industry, too. Most learning vendors tout their ‘expertise in instructional design’ as a key reason as to why we should engage them to produce learning content.

Design 246

Musing on Google’s Power Searching Course and marketing

Jay Cross

Today I completed Google’s Power Searching Course. After the course, I treat search more as an iterative process. I spent three or four hours taking the course. Course design. ” I complete the course with even more respect for Google.

Search 172

Designing E-Learning 3.0 in gRSShopper - 3

Stephen Downes: Half an Hour

[ Part 1 - Part 2 - Part 3 - ] I have the basic structure of the course in place and now I want to fill it out with some content. The course starts in a couple of days and it's important to ensure people have something to see and work with.

Module 158

Designing E-Learning 3.0 in gRSShopper - 9

Stephen Downes: Half an Hour

The RSS Feed The course isn't truly distributed until it has an RSS feed. We'll use the course newsletter as our RSS feed, except we'll publish the output in rss2 format instead of HTML. It's worth noting that I could put anything into an RSS feed like this - courses, modules, whatever.

Design 151

Are Instructional Designers Making Themselves Irrelevant?


So what does that mean for the poor instructional designer when over 70% of the learning they create delivers poor customer experiences? The easy thing for an instructional designer to do is to rely on simple instinct and maintain the status quo.

Design 275

Designing Learning Campaigns and Learning Challenges

Jane Hart

Many believe that traditional classroom training as well as “click-next” e-learning courses are both ineffective and unappealing. Learning Campaigns and Learning Challenges are two new approaches to training that take place over an extended period of time and involve a mix of resources and/or real-world activities. Week 2: How to design a learning campaign or challenge. Next public online workshop runs: 4 – 29 JULY 2016.

Design 145

Running SenseMaker® projects and Building signification frameworks - new courses announced

Dave Snowden

These courses are new this year - having run them in Europe, North America and Asia and got most of the kinks out, we’re now rolling these out in other regions. If you’re looking to work with SenseMaker®, these courses will combine theory, exercises and examples from the field to increase your capacity to use SenseMaker® regardless of sector, topic or application. The course is running in: Pretoria, South Africa - Tuesday 2nd June 2015. Tailored courses.

Designing E-Learning 3.0 in gRSShopper - 7

Stephen Downes: Half an Hour

In a cMOOC one of the core student activities is to create blogs and submit their feed to the MOOC. For me, that means any content source, whether I'm actively harvesting it or not. Also, the intent is to set the default to filter for Green (Active) feeds.

Design 151

Teaching Online Courses – 60 Great Resources

Tony Karrer

I received an inquiry about resources that would help instructors who are about to move into teaching online courses. If you are going to teach a course online or run an online learning event or an online conference, then there’s even more to being successful at that. It made me immediately think back to my first experience with an online session.

Designing Social Processing

Clark Quinn

In reflecting on the presentation I gave earlier this week, I realize that I didn’t make it clear that just making it social will make activities lead to better processing. Of course, my goal was evangelizing, but I reckon I should followup with some clarity. There are some design principles involved. First, the assignment itself needs to be designed to involve valuable processing activities. Tags: design social

X-based learning: sorting out pedagogies and design

Clark Quinn

It’s come up in a couple of ways how my (in progress) activity-based framework for learning is related to other models, e.g. performance-based learning. At core is the reasoning that meaningful activities have myriad benefits. Learners are engaged in working on real things, and the contextualization facilitates transfer to the extent that you’ve designed the activity to require the types of performance they’ll need in the world. design meta-learning

Design 190

Learning Experience Design thru the Macroscope

Clark Quinn

Our learning experience design is focused, essentially, on achieving one particular learning objective. At the level of curricular design, we are then looking at sequences of learning objectives that lead to aggregate competencies. You couple it with more self-evaluation, and you design a system that is patiently persistent in assisting people and supporting them along. There are some consequences, of course. design mobile strategy technology

Design 169

Design Elements in a Personal Learning Environment

Stephen Downes: Half an Hour

In this paper I would like to address the core design elements in the development of a personal learning architecture being developed in the National Research Council''s Learning and Performance Support Systems program. The MOOC combined several themes which were in themselves becoming increasingly important: the idea of massively multi-user environments, the idea of using open and distributed content, the idea of fully online delivery, and the packaging of these as an online course.

Design 197

Learning Experience Design in Action

Clark Quinn

In the course of their questions, I talked about these perspectives: Start with visceral experience : I want to ground the learning in their world. Drill down from the bigger picture in the world, to intermediate issues, to why this in particular is important, and have them actively explore the relationships. Ideally, the only required elements would be the series of activities, and the information resources surround the activities as options. Tags: design

Design 129

Connectivism Course – Pre Assignment | Full Circle Associates

Nancy White

I’m barely following Leigh’s online facilitation workshop, running a workshop for a client, guesting in a South African workshop and now starts George Siemens and Stephen Downe’s Connectivism Course. I love this idea of open courses (with a paying option for credit).

Course 130

IBM at MX 2014: Design-centered at Scale

Adaptive Path

Over the years, I’ve seen a lot of amazing work done to manage and lead in organizations from a design perspective. One of the things that stood out most from many of them is how important commitment from overall leadership is to putting design and experience at the core of an organization’s activities. Design-led change is hard and it’s clear that lip service to design doesn’t really cut it. IBM is serious about design in a way I have seldom seen.

Design 217

How I became a learning experience designer

Clark Quinn

Not meaning this to be a sudden spate of reflectiveness, given my last post on my experience with the web, but Cammy Bean has asked when folks became instructional designers, and it occurs to me to capture my rather twisted path with a hope of clarifying the filters I bring in thinking about design.

Design 148

Teaching in the Digital Age: Guidelines for Designing Teaching and Learning

Stephen Downes: Half an Hour

is a bad one), online course, personal experience, online personal learning environments, etc. military training, online course, nature as a learning environment. You need good course design, empathy, competence (which is where professors excel), and the imagination to create context.

“Can experience be designed?” Yes. No. Wait, yes. But.

Adaptive Path

Oliver Reichenstein’s recent article “Can experience be designed?&# Reichenstein does a good job cutting through a lot of the hype and fluff that surrounds experience design, drilling through the rhetoric in an attempt to reach a more substantive center. Experience Design: More than designing interfaces, less than designing houses. Not designing experiences, but designing for experiences. We can, however, design for experiences.

Design 200

Designing and Implementing MOOCs that Maximize Student Learning

Stephen Downes: Half an Hour

They present a unique design challenge. They have a more varied educational and cultural background than in traditional courses. The majority of active users say they’re taking the course for fun or a challenge, rather than a credential.

Design 185

Flexible Space: The Secret To Designing Powerful Training

Beth Kanter

I’ll be sharing my best tips and secrets for designing and delivering training for nonprofit professionals that get results. So, expect to see regular reflections on good instructional design and delivery for any topic, but especially technology related.

How to Design an Effective Nonprofit Staff Retreat: A Lesson from Life

Beth Kanter

Designing the meeting so it is effective and encourages team-building can be tricky. How to Design an Effective Staff Retreat: A Lesson from Life – Guest Post by Karen Axelson from ETR. And of course, we’d have fun while we did all of these things.