Instructional Design Systems

The use of technology in blending learning environments has created the ability to make education effective, efficient and available to all. But, what I have learned about online or blended instructional design is that the design:
 
  • Must have clear course and learner goals and objectives;
  • Must use technology as an enhancement – not a flashy distraction;
  • Must prepare and engage learners before the course begins;
  • Must contain seamless navigation that is user-friendly, consistent, and necessary;
  • Must include stealth learning assessments embedded at frequent points that enables the instructor to monitor and assess learner progress; and 
  • Must include both quantitative and qualitative evaluations.
I also consider Kirschner (2002) cognitive load theory when designing technology-based and online instructional design systems. To truly harness the power of the internet for learning: keep it simple.
That’s why I strive to keep my instructional designs clean, colorful and neat with lots of white space.  I also try to eliminate as much extraneous information as possible to ensure relevant intrinsic cognitive load. Kirschner’s research indicates this is the best strategy to achieve the germane cognitive load that constitutes learning.
 
To review samples of my approach to Rapid Instructional Design learning and cognition load-focused instructional design systems, please click the links below. 
 

Instructional Design Systems

 The Journey Soft Skills Online Canvas Training Course

 

“The Journey” Instructional Design Document
“The Journey” Instructor Job Aid
 
“Power of PowerPoint” Online Training Module
 
“Motivating Students to Read” Teacher Resource Website
 

 

Instructional Design Systems

“Digital Literacy Skills Required for Today’s Workplace”
 
 
Learning Needs Assessment
Assessment – Performance Gap Analysis
Google Docs
Individual Employment Plan for Adults with Autism Spectrum
Social Skills for Youth with Autism
Learning Needs Assessment