There’s nothing quite worse than creating a course that doesn’t quite fit the bill, and you can’t figure out why not. Let’s hypothetically forget about all the essential components of course development that if done wrong, make instructional designers twitch. Pretending that there are no important practices (I refuse to say “best” practices), let’s focus on what you need to develop a course that has clear feedback loops when you teach it … so you can teach it again, better.
Stories make for very effective learning, sure, but how do you practice using them?
Today was a fantastic day leading a collaboration and learning workshop in Ohio for humanities and social science adjunct faculty, blending methods from Open Space and Lean Coffee to facilitate the workshop. Not having a strong sense of the faculty needs initially, I hosted several Lean Coffees across different cities in Ohio where this institution maintained sites this past February and March, as well as an online Lean Coffee, which was quite interesting, and successful, I must say. This drove … [Read More]
In my experience as an operations director at small, private university, I have found myself amused with some of the training snafus that I discovered. My favourite was when my Program Manager skyped me with this question.
Back in June I was gloating over my success of balancing life by truly adhering to the value of limiting my WIP. Whups! Six months have come and gone. Yeah, that wasn’t because I was sipping tea on the porch. In fact, by the time November hit, I was busy having a physical breakdown trying to keep too many balls in the air. As long as everything tended to “take turns” in priority, everything worked. However, when my director role … [Read More]
Personal Kanban. It’s that thing that changed my life from being productive to being super productive. Then I realized something, and uber productivity started kicking into place. I remember when I thought the ticket was visualization. Granted, that was absurdly awesome, especially since it allowed me to balance education, career, and family in one view. Then prioritization crept in …. slowly but surely. Control freak behavior started dissipating into confidence that everything would be fine. Emergencies transitioned into simply re-prioritizing. … [Read More]
For most instructional designers, this phrase simply means that you make sure the student can read the expected outcome just before an activity or are made aware of it as they go into an activity. However, Liz Keogh nicely blended the affective learning levels of receiving, responding, and valuing into her training due to her complete integration of the cognitive learning levels with the training.
This is the final blog post in a series that I have created for developing curriculum with an agile mindset.
The blog series that I have created for developing curriculum with an agile mindset is coming to a close, with only two posts remaining. This one focuses on the slack that the process has now given us.
Next on the list for my blog series for developing effective curriculum is to take a look at technology, in all of it’s glory and pitfalls! Recall that we discussed that developing solid outcomes are the cornerstone that drives the quality of your course so that you can then determine resources, and then select activities, optimize your facilitation options, and diversify the experience based on the needs of your learners. Throughout all of those posts, you’ll note a distinct lack of technology. … [Read More]