New for 2021!
Learn about all things instructional design in our new blog. Come here for tips and ideas to help you design fantastic online and blended learning experiences.
Most online learning experiences involve some, if not a substantial amount, of reading. There are numerous practical and academic benefits to reading and the use of text-based content. Many learners prefer or need to have learning materials available in a “readable” form, which supports their individual note taking strategies and the use of assistive technologies.
Whether you are designing for blended learning, an online MOOC, or organising a collection of learning resources, the curation of your online platform is just as important as the content itself. If you have ever used a virtual learning environment (VLE), or learning management system (LMS), you may have encountered a common problem. Quite often
There’s something alluring and majestic about the the shape of a pyramid. You don’t have to be a mathematician (I certainly am not) to appreciate the way a pyramid naturally lends itself to represent common hierarchies and relationship concepts. Throughout the history of instructional design, the pyramid has appeared within both models of learning theory
Linearity is often criticised as being at odds with learner-centred experiences. However, the creation and interrogation of lines and trajectories is also a fundamental component of how people learn. So how can we harness linear learning opportunities in a learner-centred way? Linear teaching tends to come under scrutiny when it unnecessarily defines and restricts learning
Scavenger and treasure hunts are a great way to increase learner engagement, in face-to-face, blended and even online learning formats. There is actually a difference between scavenger and treasure hunts, although the names and formats tend to overlap. Treasure hunts tend to be about finding and solving clues to reach a final destination (the treasure).
We all want to say our online learning materials are engaging, but what does that really mean? One way to look at this issue is to consider the push-pull relationship between the course content and the learner. The idea that content may be “push” or “pull” is actually a popular marketing concept, which might sound