Instructional Design

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

5 Ways To Make Learners Receptive To Learning
November 22, 2016

5 Ways To Make Learners Receptive To Learning

An important ingredient for a course to succeed is make students receptive to learning. How can we get this right, opening up their minds for the possibility of learning, and thereby making full use of what the course has to offer? Read on to find out.
by Srividya Kumar
6 Ways To Use Mistake-Driven Learning
November 21, 2016

6 Ways To Use Mistake-Driven Learning

We are fastidious about teaching learners all the right things. Do this, then do that, and then that. We don’t want to miss out on any point, lest they make a mistake. But what can mistakes teach us? Here is how to use mistake-driven learning by building mistakes purposefully into your courses and leverage them for teaching.
by Srividya Kumar
Memory And Learning, Part 2
November 18, 2016

Memory And Learning, Part 2

Last month, I began a series of articles about knowing and using the constraints of perception and memory. Unlike some other constraints on learning interventions (such as time), there are no ways to get around memory. We either work with it or people learn less well (or not at all). Here is my second article discussing the relationship between memory and learning.
by Patti Shank, PhD
How To Design To Help Working Memory, Part 1
October 25, 2016

How To Design To Help Working Memory, Part 1

When working on a project, it’s super helpful to understand and work within the project’s real needs and constraints. For example, when buying a car, knowing your finances and true needs will help you take into account what you can afford (including total cost of ownership) as well as what you really need. This thinking leads to better decisions. Because it’s often not possible to have everything, knowing what your client values most (for example, ease of updating and reduced costs for support) and what the audience most needs (for example, a quick start on basic tasks) helps you prioritize what you build and how you build it. Here is how to design to help working memory and offer more effective learning experience to your learners.
by Patti Shank, PhD
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