Reconsider what's possible. Create impactful learning experiences, based on an understanding of your audience's needs.
Develop the components that drive the success of your learning design: curriculum, assessment, implementation, marketing and community.
Leverage technology to reach your audience in new and unexpected ways. We can facilitate your learning face-to-face, online, synchronously and asynchronously.
Check out our blog for tips, tricks, templates and tools you can use.
Writing learning objectives is a true art, one that many instructional designers and educators are actually terrible at. We all learn in our teacher education programs that our learning objectives should be SMART (Specific, Measurable, Attainable, Relevant and Time-framed). But why do we so often fail to write objectives that meet this simple criteria? The trick I use when writing learning objectives is as simple as it is valuable.
We’ve all got them. Those tried-and-true lectures, presentations and activities that we’ve used again and again throughout the years to great success with our learners. But maybe things are feeling a bit, well, tired. Refreshing your old content doesn’t have to mean overhauling everything. There are some quick and easy tweaks you can make to update any instructional content in a flash.
As a consultant who helps organizations develop meaningful online learning experiences, I find that there’s a lot of resistance towards moving programs that have worked in face-to-face environments into an online-only delivery platform. I hear “you just can’t do X online” multiple times a week. While I reject that any of this is true, I do acknowledge that there is something different about teaching online. It’s a simple difference, but it’s one that has big implications for online learning designers.
Educators work within and thrive off of communities. Our schools and classrooms are situated within neighborhoods and towns, connected with families, community-based organizations and local governments. Much of our professional learning takes place through PLCs -- sometimes in person, and sometimes on line. But when it comes to strategically creating and nurturing learning communities, there’s a good deal to learn from business about what communities are, what they can and can’t do, and how to manage them.
Just like any other well-designed experience, great learning experiences have to start with a deep understanding of your learners. But kids today...amirite? In all seriousness, it can be hard to understand the motivations and needs of youth you’re trying to reach. Luckily, there are some easy-to-implement tactics you can use to start incorporating student voice into your learning design right away.
Last week, EdSurge published an article outlining some of the reasons why the EdTech boom hasn't impacted underserved students. The well-researched piece cites some compelling reasons, but it doesn’t paint the full picture. Because let's face it; EdTech doesn't work for underserved kids because it's not designed or even meant for them.
So you want to be more intentional about the experiences you're creating for your learners. That's great! But where do you start? There are six simple questions to ask yourself as you're getting started.
Ever wondered why your students will spend hours immersed in the virtual world of a video game, but have zero attention span when it comes to your lessons? Or why the teachers in your school will show up for happy hour at the local bar but wouldn’t be caught dead in your after-school PD workshops? The answer has at least something to do with Experience Design, and as a learning designer there’s a lot you can borrow from the field to get and keep your learners engaged.
Hi, my name is Melissa Jones and I am no longer an Instructional Designer. Don’t get me wrong; I do the same work that I’ve always done. I just don’t use the words “Instructional Design” to describe that work anymore. And it’s about time more of us educators did the same.