One thing we do well within the field of education is confuse everyone by either calling similar things different names (e.g., instructional designer/learning experience designer/educational technologist, etc.) or to call different things the same name (e.g., online learning). Today, I learned from a journal editor that “Service Learning” is “out” and “Community Engaged Learning” is […]
39:365 | What’s in a name? Read More »
As I’ve been doing deep dives into accessibility-related design issues, universal design has been something I haven’t been able to get my head around. While I have an appreciation for the general intent, much like other terms we use in education (e.g., interaction, engagement, etc.), the definitions and applications in practice are variously described making
38:365 | Universal Design Read More »
We frame the work we do at Designers for Learning around service learning. I’ve been working on several conference proposals where I’ve pulled (ok … self-plagiarized) a definition of service-learning from the same tired citations I’ve relied on for years: “Service learning is an educational approach that combines community service, academic coursework, and work-based experience (Bringle
37:365 | Service Learning Read More »
As I scanned through social media today, I came across a couple of things that are routinely posted related to instructional design. The first was an article proclaiming that online learning was found to be less effective than face-to-face instructional for a particular population of learners. As they say, if I had a dollar …
36:365 | Tools of the Trade Read More »
For the past several months, we’ve been working on a Digital Inclusion Design Challenge. As defined by the National Digital Inclusion Alliance, digital equity exists when “all individuals and communities have the information technology capacity needed for full participation in our society, democracy, and economy.” With estimates of global internet use at only 55%, many
35:365 | Digital Inclusion Read More »
We all have blind spots (e.g., being unable to understand something or to see how important something is) when we are learning about something new. For instructional designers, blind spots come with the territory as we’re always learning something new. One of the biggest challenges is how do we start something new when we don’t know what we don’t
34:365 | Blind Spots Read More »
I was supposed to be in Virginia this weekend working with a team of collaborators figuring out “What’s next?” for Designers for Learning. At the last minute, we had to postpone the face-to-face trip, but the momentum will continue in the interim with online conversations until we reschedule. This question of “What’s next?” runs through
33:365 | What’s Next? Read More »
Today, I connected in a series of small group meetings with people from Virginia to Oregon and dozens of points in between. I connected to them using Zoom, Webex, and Hangouts, but never managed to leave the condo with back-to-back web conferences from 10:30 to 4:00. The weird part is it doesn’t feel weird.
32:365 | Connected Read More »