Instructional Design

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

Getting To Know ADDIE: Part 2 - Design
August 24, 2015

Getting To Know ADDIE: Part 2 - Design

In the previous installment we took our first look at the ADDIE model. We learned its general characteristics, considered its advantages and disadvantages, and also discussed at length the first stage of the ADDIE methodology - Analysis. In this installment we will tell you about Design, the second stage of the ADDIE methodology. All the requisite data is gathered during the analysis stage. Once we have learned what the course’s target audience is, set the goals we aim to achieve, and determined the best way to deliver the information, it is time to set about laying out the structure of the course. This is precisely what happens during the second stage.
by Michael Treser
Getting To Know ADDIE: Analysis
August 16, 2015

Getting To Know ADDIE: Part 1 - Analysis

Although there are many different models and methodologies for the creation of training materials in the eLearning world, the ADDIE model is, undoubtedly, the most popular of all. If you are a veteran, you certainly know what ADDIE is and how to create in line with that model, and I doubt I will be able to tell you anything you do not already know. However, if you are new to the industry, or simply have not heard the name before, this article will get you up to speed, introducing you to the methodology and showing you how it can help you.
by Michael Treser
Learning Battle Cards: A New Tool For Instructional Designers
July 18, 2015

Learning Battle Cards: A New Tool For Instructional Designers

There are many models which should be taken into account while designing instructions. As an Instructional Designer you know them all; you can mix and match ADDIE with Kolb Cycle, 9 Events of instruction with Bloom's taxonomy... You may even know how to use brain rules and take care of your development process' Flow. Ok, so you are an Instructional Designer expert. But don't you feel overwhelmed with all these new tools and methods, which may be used for learning but you don't know them well enough to fit them into your development process?
by Marek Hyla
The Importance Of Learning Objects In Instructional Design For eLearning
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.)
Instructional Design Models And Theories: Anchored Instruction
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
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
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