Instructional Design

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

Divergent Thinking In eLearning: What eLearning Professionals Should Know
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
Finding The Best Instructional Design PhD Degree: 6 Selection Criteria
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
Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model
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
Instructional Design Models And Theories: The Cognitive Flexibility Theory
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
Behaviorism In Instructional Design For eLearning: When And How To Use
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.)
Instructional Design Models And Theories: Keller’s ARCS Model Of Motivation
May 20, 2015

Instructional Design Models And Theories: Keller’s ARCS Model Of Motivation

John Keller is the founder of the ARCS Model of Motivation, which is based upon the idea that there are four key elements in the learning process which can encourage and sustain learners’ motivation. These four elements form the acronym ARCS of the model and stand for Attention, Relevance, Confidence and Satisfaction (ARCS). In this article, I’ll describe each one of them and I’ll share some of the eLearning strategies that eLearning professionals need to know in order to develop really engaging eLearning courses.
by Christopher Pappas
The Free eBook: How To Become An Instructional Designer
May 19, 2015

The eBook: How To Become An Instructional Designer

Is there a single path to become an Instructional Designer? What kind of previous experience do you need? Is Instructional Design an art or a science? In this eBook on "How To Become an Instructional Designer" 24 Highly-skilled Instructional Designers share their success stories. Enjoy your reading!
by Christopher Pappas
Instructional Design Models and Theories: The Component Display Theory
May 16, 2015

Instructional Design Models and Theories: The Component Display Theory

The Component Display Theory was introduced in 1983 by M. David Merrill to work alongside Reigeluth's Theory, with the first detailing the “micro elements” of an effective instructional design, though Reigeluth's theory the “macro elements”. The Component Display Theory soon gained popularity among instructional designers and in 1994 Merrill presented a new version of it, known as the Component Design Theory. In this article, I’ll go through its basic principles and how they can be applied to instructional design for eLearning.
by Christopher Pappas
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