scholarly journals Universal instructional design principles for Moodle

2010 ◽  
Vol 11 (2) ◽  
pp. 110 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Design Principles ◽  
Online Course ◽  
Instructional Designers ◽  
Teaching Online ◽  
Institutional Level ◽  
Instructional Design Principles

This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (MoodleTM) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.

scholarly journals Universal instructional design principles for mobile learning

2011 ◽  
Vol 12 (2) ◽  
pp. 143 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Previous Analysis ◽  
New Technology ◽  
Design Principles ◽  
Educational Materials ◽  
Instructional Design Principles ◽  
Content Design

The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

Culturally Sensitive Instructional Design Principles for Online Learning Environments

2018 ◽  
pp. 292-326
Author(s):  
Gülten Kartal ◽  
Elif Toprak ◽  
Evrim Genc Kumtepe
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Design Principles ◽  
Culturally Sensitive ◽  
Online Learning Environments ◽  
E Learning ◽  
Efficient Learning ◽  
Instructional Design Principles

Distance education and e-learning practices are preferred by increasing number of people and institutions in the recent years all around the globe. It's clear that there are different interests, expectations, needs, characteristics, and backgrounds of participants in these learning environments. In this connection, it is important that courses are designed, taking cultural diversity into account, optimizing self-learning in such environments. The instructional designs that support multiculturalism in learning environments, lead to more efficient learning. Based on the awareness about cultural diversity, this chapter focuses on culturally sensitive instructional design principles for online learning environments. Firstly, “culture” as a concept and its components, based on various prominent definitions in literature are given. Then, the design principles are discussed with a critical look on online learning environments, with an eye to different theories and studies of leading researchers in the field.

Designing Games for Learning

2009 ◽  
pp. 1183-1203 ◽  
Author(s):  
Scott J. Warren ◽  
Mary Jo Dondlinger
Keyword(s):  
Instructional Design ◽  
Real World ◽  
Psychological Factors ◽  
Game Design ◽  
Instructional Designers ◽  
Digital Game ◽  
Learning Game ◽  
Games For Learning ◽  
Addie Model ◽  
Instructional Design Principles

This chapter discusses two games that were designed to target learning as well as implications for the design of future games intended for this purpose. It illustrates how the ADDIE model of instructional design can be leveraged to produce digital game spaces as well as the limitations that designers face based on the goals of the project, the chosen technology, and the audience chosen for the digital intervention. The goal of this chapter is to use real-world examples of learning game design processes in order to prepare instructional designers for the complexity of using game and instructional design principles as a means of improving student motivation, learning, and other psychological factors that prepare them for engaging meaningfully in the educational experience.

scholarly journals Integrating design thinking into instructional design: The #OpenTeach case study

2021 ◽  
pp. 33-52
Author(s):  
Caitríona Ní Shé ◽  
Orna Farrell ◽  
James Brunton ◽  
Eamon Costello
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Design Thinking ◽  
Potential Method ◽  
Online Course ◽  
Instructional Designers ◽  
Course Materials ◽  
Thinking Process ◽  
Is Design

Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. Implications for practice or policy: A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach. Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

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