Instructional Design

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

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
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
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