Instructional Design

The concept of Instructional Design. Models, theories, trends, pitfalls, and anything you need to know, written from our Instructional Design experts.

July 8, 2015

The Importance Of Learning Objects In Instructional Design For eLearning

Thinking of your eLearning course in terms of learning objects greatly facilitates both the instructional design and development process of the eLearning course, as it offers eLearning professionals the great benefit of classifying eLearning content according to the learning objectives to be covered. In this article, I’ll discuss everything you need to know about the use of learning objects in eLearning course design, whatever your instructional design approach may be, and I'll also give 4 top tips on how to design and integrate learning objects in your eLearning course design.
by Marisa Keramida (M.Ed.)
July 1, 2015

Instructional Design Models And Theories: Anchored Instruction

The Anchored Instruction Educational Model was introduced in 1990 by The Cognition and Technology Group at Vanderbilt University, with John Bransford overseeing the research and considered to be the “founder” of Anchored Instruction. Since its inception, The Cognition and Technology Group has designed a wide range of multimedia programs that are based upon the Anchored Instruction Educational Model. In this article, I’ll briefly explain 3 basic principles of the Anchored Instruction and I’ll give you some ideas about its practical application in eLearning course design.
by Christopher Pappas
June 30, 2015

Divergent Thinking In eLearning: What eLearning Professionals Should Know

The word “divergent” is usually associated with rebels, free-thinkers, and anyone else who deviates from societal norms. It may even be a “dirty” word in some circles, particularly those that crave conformity. However, in the hands of an eLearning professional who knows how to use it, divergent thinking can be a powerful tool. In this article, I’ll share 4 best practices and 5 tips for using divergent thinking in your eLearning course design.
by Christopher Pappas
June 26, 2015

5 Instructional Design Tips To Enhance Metacognition In eLearning

An empowered learner is a successful learner. Not only do they have the confidence they need to solve problems autonomously, but they are active participants who are motivated and inspired to learn. One of the most effective ways to empower your online learners is to incorporate metacognition into your eLearning strategy. In this article, I’ll share 5 tips on how to enhance metacognition in eLearning.
by Christopher Pappas
June 13, 2015

Enhancing Working Memory: 6 Strategies for eLearning Professionals

Without any doubt, one of the most important brain functions with a significant impact in the learning process is working memory. In this article, I’ll explore how working memory functions and I’ll offer 6 strategies that eLearning professionals should follow in order to increase the effectiveness of their eLearning courses by enhancing working memory and, thus, facilitating the transition of knowledge from the short to the long-term memory.
by Christopher Pappas
June 12, 2015

Finding The Best Instructional Design PhD Degree: 6 Selection Criteria

Every eLearning professional has their own unique goals and objectives in mind when searching for the ideal Instructional Design PhD program. This makes the purpose of identifying the selection criteria even more challenging. In this article, I’ll share some invaluable tips that you can use to find the Instructional Design Doctorate program that checks all the boxes on your must-have list, regardless of your niche or desired career path.
by Christopher Pappas
June 9, 2015

Enhancing Long-Term Memory: 7 Strategies For eLearning Professionals

Memories may serve as fond reminders of the past, but they also allow us to achieve learning goals and expand our educational horizons in the here-and-now. It would be nice if our minds functioned like cameras and we could access our picture-like memories at any time we wanted. Unfortunately, this is not how it works; everything we see and hear is stored in different areas of our brains and we can easily lose information it if we don’t make a conscious effort to retain it. In this article, I’ll explore the basics of long-term memory and I'll share 7 strategies you can use to create memorable eLearning courses, the content of which will be stored in your audience's minds for a long, long time.
by Christopher Pappas
June 7, 2015

Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model

The Situated Cognition Theory, outlined by Brown, Collins, and Duguid in 1989, is centered around the idea that knowing is “inseparable” from actually doing and highlights the importance of learning within context. In the same year, Brown, Collins, and Newman also developed the Cognitive Apprenticeship Model, in which they identified several teaching methods for learning within context. In this article, I’ll briefly explain the basic principles of both the Situated Cognition Theory and the Cognitive Apprenticeship Model and I’ll give you some tips concerning the practical application of each in eLearning course design.
by Christopher Pappas
June 2, 2015

Enhancing Short-Term Memory: 5 Strategies For eLearning Professionals

Long-term memory may get all the glory, but knowledge retention and information recall wouldn’t be possible without the aid of its more temporary counterpart. In this article, I’ll discuss the basics of the short-term memory and I’ll highlight 5 strategies that eLearning professionals may follow in order to enhance short-term memory and, thus, to increase the effectiveness of eLearning deliverables.
by Christopher Pappas
May 30, 2015

Instructional Design Models And Theories: The Cognitive Flexibility Theory

The Cognitive Flexibility Theory, introduced by Spiro, Feltovich, and Coulson in 1988, is about how learning takes place in “complex” and “ill-structured domains”. In essence, it’s a theory that strives to determine how the human mind can obtain and manage knowledge and how it restructures our existing knowledge base, based on the new information received. Research on the Cognitive Flexibility Theory has sought scientific evidence with respect to how knowledge is represented within the learner's mind, as well as which internal processes take place according to the mental representations we receive. In this article, I’ll briefly explain basic principles of the Cognitive Flexibility Theory and I’ll give you some ideas about its practical applications in the eLearning course design.
by Christopher Pappas
May 28, 2015

Behaviorism In Instructional Design For eLearning: When And How To Use It

How to write about the “benefits” of behaviorism when it is the learning approach that has received the most criticism? Behavioristic theories may sound out-of-date as, nowadays, everybody involved in Instructional Design for eLearning seems to favor constructivism. The incorporation of social media into eLearning course design has also opened new e-ways toward social learning, keeping “behaviorism” somewhere at the far end of the corridor, a scapegoat to blame for whatever we, as ”eLearning experts,” find not constructive enough. Then, why universities still bother teaching about behaviorism? Is behaviorism as old-fashioned as we consider it to be and by no means applicable in today’s digitalized world? In this article, I’ll try to give you some tips on how behaviorism can be applied in today’s Instructional Design for eLearning, and to explain for what type of eLearning activities it is more appropriate.
by Marisa Keramida (M.Ed.)