Category Instructional Design (ID)
“For the Love of Instructional Design – The Non-Textbook for Learning Professionals” is here.
Thank you for inspiring me to write it. If it hadn’t been for your exasperated looks, your constant remonstrations, and your perpetual support, I might not have had the patience to spend three years putting this book together. Now, it’s in your hands.
Once again, thank you 🙂
We live in strange times. As human-written content continues to disappear from the Internet (Almost three-fourths of the web pages now have AI-generated content), when I write posts without AI-assistance, I feel rather chuffed.
Anyway, here are five posts that I like quite a bit. This list is somewhat eclectic in nature – but I heartily recommend the xAPI post to all experienced IDs, the creativity post to the perfectionists, the ghosting post to the ghosters and the ghostees, the AI workslop post to those who open their inboxes in the morning and feel a churning in their stomachs, and finally…the LLM’s announcement post to everyone who’s thinking that this is the end of the AI race.
Enjoy reading!
Fink’s Taxonomy of Significant Learning dissolves the distinction among the learning domains and presents learning as the sum of six dimensions, which pan across the learning domains. This post explains the dimensions and emphasizes that regardless of the principles/concepts/models you use, instructional design helps you create effective and holistic learning experiences.
Fourteen links that discuss several key instructional design concepts such as Bloom’s and Krathwohl’s Taxonomies, Merrill’s First Principles, John Sweller’s Cognitive Load theory, Miller’ rule, the ARCS model, constructivism, novice vs, expert, learning objectives, action verbs, audience analysis, and more.
Watch Li’l Bit dancing to celebrate the new session of the IDCDT-AIM Online Course and the introduction of the AI module.
Men and women react differently to the recession. Men stop buying underwear; women start buying lipstick. The question is – do they learn differently, too? Are gender-based cognitive differences real? What difference does it make to the instructional designers creating content for the adult learners?
The undeniable importance of Bloom’s Taxonomy sometimes makes us wonder why this particular concept has become almost a “guru-mantra” for instructional designers. In this post, we discuss BT, RBT, and how the taxonomy helps us build better courses ourselves and even with AI.
Merrill’s First Principles connect deeply with several other instructional design principles, and this is why, regardless of your own process of building effective courses, you’ll find the principles reflected in your design. In this post, we see how these principles reflect in the IDCDT-AIM Course.
I’m falling in love with instructional design once again. A starry-eyed instructional designer sits with “For the Love of Instructional Design – The Non-textbook for Learning Professionals.”
What is ghosting? Why does it happen? How does it impact both parties? How to deal with being ghosted? Why is ghosting on the rise? How ID helps?
And a glossary of ghosting-related terms, such as Orbiting, Bread-crumbing, Caspering, Submarining, and Zombying.
