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Principles of Resource Design
Last Updated on 09/09/2022 by James Barron
When designing resources, it is important to integrate the principles of resource design.
Using resources is an excellent method of targeting different styles of learnings, while targeting a student’s specific style of learning is largely disproven, it is important to utilise a variety of learning styles to ensure inclusive learning. For example, when designing a PowerPoint as a resource I always ensure a selection of text, images and videos, including audio, are utilised, by doing this I include the Visual, Reading and Auditory elements of the VARK learning style. I will then include an activity involving a Realia so that the Kinaesthetic element is also included.
Specific resource types can make it easier to target a specific learning style, other examples include making use of case studies to incorporate reading, using graphs and charts so that visual is included, podcasts implement the audio aspect effectively and board games apply a kinaesthetic approach.
One of the most important principles to consider when designing a resource is its relevance to the learning outcome, this could be particular criteria, such as “identify the main subsystems of a computer and explain how they are organised and connected.” Designing a resource in which students label the different subsystems of a computer would assist students in meeting these criteria. Another aspect to consider is if the resource is relevant to a particular aim, such as “To enable learners to understand computer systems and apply theoretical knowledge to practical application when building, configuring and maintaining computer systems.” Providing students with Realia as a resource, such as a CPU, will greatly assist them in achieving the aim of this unit.
Another extremely important principle that must be accounted for in designing the resource is the appropriate level of students. This could include the education level or student age, for example, designing a resource for level 6 students and then using it for level 2 students would prevent the level 2 students from utilising the resource effectively as it is likely the content and language is beyond what level 2 students can understand. Level 6 students being provided with level 2 resources will find the resource patronising, even if they are new to the subject and need to start at a beginner’s level.
When creating resources, it is essential to design based on the needs of the learners, for example, students with dyslexia may require a different font or a specific colour paper. This will be highlighted in the group profile. It is important that these specific designs are implemented on a resource level, rather than for a specific student, otherwise it will highlight the student as different.
Another factor to consider is if the resource should be a hard copy or electronic, some resources will lend themselves to a particular medium, such as a programs source code is easier to read in an electronic form and can be compiled into a functioning program, however, whenever possible the resource should be available as both a hard copy and electronic form.
Once a resource has been created it is important to consider if all students can access the resource, for example, do all students have access to the internet while outside the teaching establishment premises, how many students would be able to successfully copy a website address and, if told that the resources students require are located in the library, how many students would successfully locate the library or even attempt to locate the library. Verifying resource accessibility with students is essential so that resources are utilised by students.
During all aspects of teaching, it is important to promote equality and diversity, this also includes within resources. The simplest method of promoting equality and diversity is challenging stereotypes, I integrate this by not selecting a stereotype during resources, such as case studies, e.g., a programmer won’t be a young white male but possibly an older black woman. Other methods can allow the promotion of equality and diversity to be embedded at a greater depth, for example, a map highlighting the cyberattacks by different counties allowing in-depth questioning into areas such as reasoning behind particular counties having higher rates of cyberattacks.
It is essential that resources are flexible so that they can be adapted to enable an inclusive approach that provides differentiation so weaker students are supported while stronger students are stretched. I use gapped worksheets as they are incredibly flexible to suit a wide variety of student abilities, stronger students receive a worksheet in which the majority of the keywords have been removed, whereas weaker students receive a worksheet where some of the keywords have been removed. This is also linked closely with the level of support and guidance that I provide; this can also be in the form of a resource, such as a list of keywords, a glossary or a cheat sheet. I will often provide these before the lesson so that weaker students can get a head start before the class begins. Providing students with pre-lesson resources can be a very effective method of assisting students that require it, while not showing the additional support.
A method I use in every programming class is to produce a list of programming related tasks; these tasks start easy and become incredibly difficult by the end, following Bloom’s taxonomy. With stronger students I will verbally suggest they move to one of the higher questions so they are challenged immediately and do not become bored completing questions they find easy. This follows the Mastery and Developmental tasks theory from Geoff Petty.
When previously teaching level 2 & 3 students, I found providing a sentence starter an excellent method to get students who are struggling to begin and get past the blank screen, this normally resulted in the student being able to continue with the assignment.
All of the methods of adapting resources to enable an inclusive approach that I have discussed are easy to create and cost very little to implement, other methods are not as easy to create, for example, in the past I have created a script of my lectures so that students who have hearing difficulties could read as well as listen, however, after talking with students they said it was nice but unnecessary. When I consider how long it took to create these scripts it was not an effective use of my time. It is important to consider if an adjustment is reasonable, for example, allowing a student to not submit any work is not a reasonable adjustment in order to enable an inclusive approach.
A recent addition is the use of assistive technology resources that assist students within lessons. These include students with reader pens, this allows students to select a word and have it read to them. Another assistive technology resource is a device like the Kindle that allow students to zoom in on a particular section or word, assisting those with vision difficulties, also it is often easier for students with poor fine motor skills to turn the page. I have students that make use of each of these in my lessons; these resources largely do not require my input, although I also often wear a microphone so that students who experience hearing difficulties can hear my lecture elements of classes. The problem when wearing a microphone is that often the student and I will forget that I’m wearing it and either leave the class with it or have a private conversation with a colleague.
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Learning Resource Design
What is learning design.
Learning design, simply put, is the design of a learning experience. The purpose may be to support a learning goal or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn, and design decisions are based on current knowledge about how people learn.
Effective learning design is the result of a productive collaboration between content experts, learners and learning practitioners. Learning designers are familiar with promising practices related to course and resource design and the technologies that support it, including the creative use of open educational practices.
Consultations are available by request.
Process & Consultations
The context of your request will determine the process to a large extent. You may just want to talk about a challenge you are having in your course or learning environment. Or you may have an idea in mind to develop a new course, learning activity or learning resource.
What you can expect from a consultation:
- A conversation about your project, your learners and the goals or challenges you are working with.
- Identifying the problem or learning design challenge you are trying to address. This involves a discussion and decisions about focus and scope of the project.
- Determining a range of possible ways to address the learning design challenge - review examples where possible.
The design process extends to the following activities:
- Implementing a possible solution.
- Designing a feedback process
- Iterating initial ideas/ implementation based on feedback
Learning design consultations and projects are guided by a few principles:
- Respect . The goal is to honor your intentions, expertise and experience and help you to achieve your goals by leveraging our resources.
- Iteration . Small step development and frequent, early feedback helps ensure that the design supports the goals.
- Collaboration . Clear roles, decision making principles, documentation and process flows support collaboration.
- Efficiency and effectiveness . No project is perfect. Energy and resources can be focused to develop a usable resource as quickly as possible in order to learn from, build and revise over time.
- Sustainability . Considerations include sustainability of the project over time.
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Open Educational Resources Meet Instructional Design
To find the best OER, consider the skills you’re teaching, how content aligns with standards, ease of assessment, and whether you’ll provide an active, creative experience.
Well, we made it to 2015, the year in which we were supposed to have hover boards, flying cars, and the Cubs winning the World Series (that may still happen). Back to the Future II gave us a glimpse of what 2015 might look like through the eyes of Doc Brown and Marty McFly. Despite the many great innovations we've developed since that 1989 movie, one constant remains in our world: paper. Despite advances in tablet technology and eReaders, paper has found a way to coexist with technology and live on.
Personally, I enjoy reading a book made out of paper. I also like the romanticism of the Sunday New York Times and a cup of coffee. However, that's about the extent to which I consume through paper media. The rest of my world lies in a digital realm. But I'm just one person. What digital media offers us is convenience, personalization, and efficiency.
Asking the Right Questions
In my previous post , I suggested a strategy that would help organize the transition from textbooks to digital content delivery. The premise focused, not on recreating a textbook structure in digital format, but on simply remixing the idea of content delivery altogether. In essence, it's not the textbook that needs to change -- it's how we deliver content to our students. Additionally, this transition lies in how we design and integrate that delivery system and with what tools we can work.
When considering this transition, whether it's a district or school-wide initiative, or simply a personal mission, it will require some research into finding the right content and resources to deliver, as well as reimagining the instructional design process. Whether you are using technology or simply shaking up the myopic way that the textbook has forced many of us to teach for years, the key is to begin with some questions about your instructional design:
- What skills do you want students to learn and apply?
- What content will you deliver, and how does it connect to the desired outcome and align with standards?
- How will you check for understanding and challenge students to apply their learning?
- How are you transitioning the learning from a passive experience to an active, creative experience?
Ultimately, these questions will help begin the instructional design process. Additionally, it does not require any technology -- we just need to think differently about how we deliver content, check for understanding, and challenge our students to apply their learning. And by "apply," I don't mean a worksheet or a multiple-choice quiz. I mean that we must challenge them to question and use their learning to seek out an answer that cannot simply be Googled. After looking at these concepts, you'll begin to see ways in which you can integrate technology and find meaningful content for students.
Finding the Right Content
Once you've started sketching out your instructional design, you can begin seeking out resources for content. Since I first started writing about open educational resources a few years ago, there has been a flood of new sources that educators can seek out for content. But more doesn't always mean quality. I have never been one to suggest 300 apps for the iPad, or 378 Chromebook extensions for the classroom. Rather, find one or two apps or resources that work best for you, become an expert with them, and focus on student learning rather than app harvesting.
Below you will find two sources that I have used personally and recommended over the past four years. Both iTunesU and OER Commons are well-respected OER sites, and both offer a wealth of vetted, credible information that can be integrated into your instruction.
I mentioned this in my last post and feel that it's one of the most underutilized sources of content out there. Essentially, iTunesU is one of the largest repositories of OER in the world. Educators, professors, and academics from around the globe are sharing their teaching and their content. Depending on the licensing of the content, teachers can build their course by selecting pieces of created courses and organize it through the iTunesU course manager. This can be done on an iPad or a laptop. Additionally, educators can share courses and content with each other. School districts can also apply to get their own bookshelf in the iTunesU catalog. If your school district is using iPads, I highly suggest this option.
OER Commons
OER Commons offers educators a place where they can connect and share globally with other educators, and work with the curriculum those educators have shared. OER Commons offers a vast database of teacher-created curriculum and the ability to organize their courses. The content is vetted for credibility and provides citations for reference. Users can sign up for a free account, which lets them share, access, and curate their own content. Educators can also submit original content and house it with the other content on the site. Additionally, educators can add tags and align content with the Common Core State Standards and Next Generation Science Standards.
These two sources are a great starting point for organically integrating content into your instructional design. Whether you're using iPads, Chromebooks, or laptops, these resources will provide a wealth of information to add to your course. Again, we're not simply recreating the textbook in a digital form, but considering the instructional design, the technology used, and the content delivery system. Additionally, it allows teachers to have full autonomy over the content they deliver and to develop dynamic integration strategies that challenge our students not only to learn various skill sets, but to apply them creatively.
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Create learner-centered experiences in which course goals, activities, assignments, and assessments are aligned and accessible. Develop activities that are authentic and applicable to real world contexts.
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Active learning is any approach to instruction in which all students are asked to engage in the learning process. Active learning stands in contrast to "traditional" modes of instruction in which students are passive recipients of knowledge from an expert.
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In this guide, we introduce the 4As Framework (Atmosphere, Aims, Activities, and Assessment) which presents a practical and reflective design process you can rely on when creating new courses or redesigning existing courses.
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Support for online teaching and design can be found on the Teaching Support website. This site includes resources from CEI as well as other units across the University that support online teaching and design.
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This resource provides effective, research-based practices and resources to help you create, support, and assess team projects in your class, whether it’s online, face to face, or hybrid.
Faculty Guide to Team Projects
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Active learning classrooms (ALCs) are student-centered, technology-rich classrooms. They are easily identified with their large student tables and moveable seating designed to facilitate and promote active learning.
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This resource synthesizes common themes from the pedagogical literature about student learning that have a solid foundation of research behind them. The five principles highlighted here can help guide your teaching approach. For each of these principles we list concrete strategies that you can use or adapt in your teaching.
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Foster a climate of belonging by creating learning environments that support a broad range of learners and represent a diversity of scholars and perspectives. Consider the accessibility of all aspects of your course.
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This guide introduces a basic framework for “Inclusive Teaching at a Predominantly White Institution (PWI).” You will find definitions, key ideas, PWI assumptions, core concepts, suggested teaching practices, and references so that you can develop your capacity for inclusive teaching in ways that fit your teaching contexts.
Inclusive Teaching at a PWI
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Anti-racism positions racial equity work as an active and on-going process of identifying, describing, and dismantling racist systems, policies, and practices. These activities and resources aim to support academics across disciplines and identities who are engaged in addressing racism in higher education.
Anti-Racism Resources for Higher Ed
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When embraced fully, accessible and inclusive teaching is a paradigm shift that fundamentally alters thinking about curriculum, course design, the classroom and campus culture. This resource provides foundational information for teaching with access and inclusion.
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Trauma-informed teaching strategies incorporate calmness through clarity and flexibility, and integrate principles of Universal Design for Learning in course format and content delivery, assessment formats an grading, and instructor characteristics and practices.
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Artificial Intelligence tools like ChatGPT have prompted discussion about academic integrity and assessment design in our teaching. In this timely and dynamic resource, find key considerations and strategies to respond equitably to the potential and pitfalls of AI technologies.
AI and ChatGPT in Teaching - Curated and Updated
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Design Thinking is a mindset and approach to learning, collaboration, and problem solving. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design Thinking can be flexibly implemented; serving equally well as a framework for a course design or a roadmap for an activity or group project.
Download the HGSE Design Thinking in Education infographic to learn more about what Design Thinking is and why it is powerful in the classroom.
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Other Resources There are dozens of ready-made activities, workbooks, and curricular guides available online. We suggest starting with the following:
Stanford — d.school and the The Bootcamp Bootleg IDEO — ' Design Thinking for Educators ' and the Design ThinkingToolkit Business Innovation Factory — 'Teachers Design for Education' and the TD4Ed Curriculum Research — Design Thinking in Pedagogy — Luka, Ineta (2014). Design Thinking in Pedagogy. Journal of Education Culture and Society, No. 2, 63-74.
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Developing outcomes, outcome alignment, what are open educational resources (oers), oer research, pre-vetting oers, what is accessibility and why is it important, attribution.
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Are you involved in designing online courses for your educational institution? This resource includes best practices in applying learning design principles, searching for learning resources, identifying digital rights requirements, and ensuring accessibility compliance in the classroom.
Developing measurable learning outcomes is the first step of effective learning design. Through the process of backward design, a design team will first determine outcomes and then use the outcomes to determine everything else in a course: the assessments to generate, the activities to engage in, and the resources to provide. Finally, the learning outcomes are the basis to build the rubrics to accurately evaluate learning.
Here are some additional details to highlight the essential components of backward design.
Competency vs. Content
Many of us come from an educational background where the retention of information was the most frequently assessed skill, if not the most valued. Memorizing course content was key; knowing the material was paramount. However, current assessment models lean more heavily on a wider range of skills, especially competencies that require critical thinking and problem-solving skills.
You may think of this as a distinction between competency-oriented outcomes and content-based outcomes.
Outcomes should focus on competencies rather than content. Developing competency-oriented outcomes also focuses on the learner, providing opportunities to actively demonstrate and apply the learning.
Bloom's Taxonomy
Bloom's taxonomy is a useful standard when crafting learning outcomes. Bloom's taxonomy hierarchically maps verbs according to the complexity of skill required by the action described.
For example, some verbs such as "define" or "identify" rank as lower-order competencies, whereas verbs like "analyze" or "interpret" are considered higher-order competencies.
Vanderbilt University Center for Teaching .is available under a Creative Commons Attribution-NonCommercial 4.0 International license. UMGC has modified this work and it is available under the original license.
In practical terms, this means that outcomes should not become a list of course concepts. Ideally, we want outcomes that increase in complexity as the learner goes from learning about a concept to recognizing it at work in an example, to applying it in an original way, or even to creating something new using the principles of the concept.
This progression of learning, moving from lower-order competencies to higher-order competencies, can be seen in this example:
Define concept X
Explain using concept X
Analyze using concept X
Evaluate using concept X
Consider the following weekly outcomes. Note how the competencies increase in complexity.
The outcomes start from low-level "define" (be able to know the concepts; the concepts were not named specifically) to higher-level "explain" (separate parts of a comic to label their relationship), "analyze" (to assess a visual art style along a hierarchical system), and "evaluate" (argue meaning of an artistic choice).
Every week could use this same pattern applied to that week's topic, or it can spread out the complexity over several weeks. You could ask a learner to define a concept one week, explain or analyze it the next week, and evaluate it in the third week. This would support the concept of scaffolding and the student's progression toward meeting learning outcomes at the analysis, evaluation, and creation levels.
Tips for Developing Better Outcomes
When developing learning outcomes, remember to make sure they are specific, measurable, and achievable, as well as to use active verbs that clearly indicate expectations for student performance. Here are additional tips to consider.
Evaluating Learning Outcomes
Take a moment to review some examples of learning outcomes and consider how you would improve them. Remember to use Bloom's action verbs and to increase the level of complexity, whether your course is organized by week, project, or other layout.
Quiz: Multiple Choice
To assess your learning, complete the following quiz questions.
Question 1
Which best describes the rationale for applying the backward design approach when designing and developing online courses?
The backward design approach focuses on student learning and clearly identifies what the student should know after completing a course.
The backward design approach ensures the learning outcomes or competencies are the focus of learning, followed by the intentional alignment of all assessments, activities, and course materials to support the achievement of the competencies.
The backward design approach is best applied to course design and serves as a blueprint for all the course content.
Answer: Option 2.
Question 2
In Bloom's taxonomy, what levels are considered higher-order cognitive skills?
understand, apply, and evaluate
evaluate, create, and apply
analyze, evaluate, and create
Answer: Option 3.
Question 3
Which learning outcome measures the highest level of skill in Bloom's taxonomy?
Identify the issue, question, or problem for a research paper.
Develop a training needs analysis report to include performance gaps and an action plan to prioritize recommendations.
Describe the three main principles of universal design for learning.
Apply malware analysis techniques to reduce security risks and avoid malicious software attacks.
Links to Resources
Bloom's Taxonomy
References
Quality Matters (QM) Program. (n.d.). Specific review standards from the QM higher education rubric, sixth edition. https://www.qualitymatters.org/sites/default/files/PDFs/ StandardsfromtheQMHigherEducationRubric.pdf
Wiggins, G., & McTighe, J. (1998). What is backward design? Understanding by design, 7-19.
Now that you have identified measurable learning outcomes, you can then begin working on developing how to assess student learning and identifying what resources and activities will prepare students for these assessments.
When reviewing your course, there are two basic guidelines for outcome alignment:
All activities and resources in a unit of instruction must align with at least one of the outcomes.
All outcomes must align with at least one resource or activity and be measured by at least one assessment.
These guidelines are based on instructional best practices to ensure all learning outcomes are supported with relevant materials and activities and are also assessed in the course.
Alignment Process for Resources
When you are working with an existing course, you will be identifying the current resources within the course and selecting which ones are needed in order to successfully complete the course goals and learning outcomes. Let's review some questions to help guide you on this process.
Question 1: Do we need this resource?
For each resource or piece of content (text/video/interactive component):
If the content does not align with any of the weekly outcomes or is redundant, then it is best to remove it to support optimal learning.
It is also important to avoid having content aligned to weekly outcomes from prior weeks. If the learner has already demonstrated a competency in Week 1, then there should be no reason for the learner to have to read more content related to that competency in Week 5.
That being said, perhaps the content will be assessed on a higher level in a later week, in which case a revised version of the competency might reappear on a higher level later. Or perhaps the outcome in Week 1 itself needs to be moved to Week 5.
Question 2: Do we need all of this resource?
Furthermore, for each resource, you also want to:
This is especially true for textbooks and long readings. If there are sections of chapters that you do not think are necessary, identify them for removal. It is essential to provide only relevant resources not only for student learning but also to streamline course development processes. Keep in mind: Just because every resource aligns with an outcome, that does not mean that we have necessarily covered every outcome. This leads us to…
Question 3: Do all outcomes have resources?
Finally, for each weekly outcome:
Keeping Track of Resources
To assist in the alignment process, you may find it helpful to insert tables in your working document. The table will help you quickly survey resources and determine:
if any materials are not in alignment
if every weekly or project outcome is accounted for among the resources.
To assess your learning, complete the following quiz questions.
What is a recommended approach when a resource is relevant to the learning outcomes, but you determine it is too long for students to complete and potentially retain?
Remove the resource and contact the research team to search for a new one.
Select the sections that you identify as essential to include and work with the learning designers to process the request.
Retain the resource and explain to students’ which sections they should focus on but also encourage them to complete all sections.
To support students' understanding of the importance of learning outcomes, which approach best aligns with the course organizational guidelines?
Include guidance to students on how the learning outcomes are aligned to the assignments, activities and resources, as well as your teaching approach.
Provide guidance in key locations including the course introduction, weekly overviews, and descriptions of each activity and resource.
Explain how the outcomes, assignments, and content are connected in the course narrative and discussions.
All of the above.
Answer: Option 4.
When learning outcomes are misaligned, how might this affect students?
Students may be spending time on learning resources that are not relevant to the assignments.
Students may lose confidence in their ability to manage and demonstrate their learning effectively.
Students may focus more on how to obtain a high grade on assignments rather than focusing on what they need to learn and confidently apply in new situations.
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of higher education, 1(5), 5-22
Open educational resources (OERs) are free digitized materials offered to educators, students, and self-learners under a Creative Commons (or other "open") license that allows users to copy, use, adapt, and redistribute for educational and research purposes. Works that are in the public domain also fall into the category of OERs and are free to use by the public.
The following video provides an overview of what OERs are and how they are different from textbooks and other closed resources. The video highlights how educators can use OERs in their classrooms and describes the impacts on students. Take a moment to view and listen.
An Introduction to Open Educational Resources by Abbey Elder from YouTube is available under a Creative Commons Attribution 4.0 International license. UMGC has modified this work and it is available under the original license.
The 5Rs of OERs
To encourage educators to embrace the openness of OERs, a framework known as the 5Rs that was popularized by David Wiley of Lumen Learning defines the rights of open content and provides guidance on how to use these resources. These rights are maintained by open licensing organizations such as Creative Commons, and they enable creators to publicly claim how their work can be used.
Brief History of OERs
When OERs were introduced to the education world in 2002, skeptics questioned whether an open resource model would work. Faculty, college administrators, and others were concerned whether OERs could match the quality and authority of textbooks and supplemental materials published by the established textbook providers.
In the following years, as more organizations and institutions started open publishing programs, and Creative Commons began its licensing platform to certify and kick-start the open licensed model, some educators still questioned whether OERs could live up to their promise as free or low-cost replacements for traditional textbooks.
Today, the evidence is mounting that OERs can have a positive impact on the educational system, from K-12 through postgraduate programs. These impacts are both financial and performative.
Why Use OERs?
Initially, many educators, academic leaders, students, policy makers, and others advocated for the use of OERs in higher education because of the cost savings for students and families that open resources offered. The expense of traditional textbooks and supplementary materials continued to rise throughout the 1990s and 2000s, costing students on average $1,240 per school year, according to The College Board (2019).
Research showed that many students took fewer classes in order to afford their textbooks or did not purchase some textbooks at all, hoping to keep up by borrowing other students' materials or purchasing used editions. In a survey of 21,000 students in 2018, 64.2 percent of responders indicated that they did not purchase a required textbook for a class due to price, and another 42.8 percent said that they took fewer classes due to the high cost of textbooks and other learning materials (Florida Virtual Campus, 2018).
Many faculty and college administrators began to view the textbook dilemma as an accessibility issue, in which low-income and underserved students were increasingly at a disadvantage with their better-off peers, who could afford the textbooks more easily. OERs were seen as an effective way to ensure that all students, regardless of economic status, had the resources they needed.
Benefits of OERs Beyond Cost Savings
As OERs became increasingly available during the 2000s and have continued to expand worldwide, higher education institutions began to adopt OERs into their courses--even offering "zero textbook" classes. With the growth in OERs, educators realized that the benefits went beyond saving money for students.
Educators began adapting OERs for their purposes, creating original course content that involved and engaged students in ways that textbook reading and practice did not. In the process, teachers began to assess the materials and learning outcomes of their courses in a more deliberate manner because they now had the freedom to adapt, modify, and correlate those resources in a more targeted way.
The following reflect some of the reasons for transitioning to OERs:
To encourage faculty members to use and develop course materials that can be tailored and thus better aligned with the learning outcomes of their classes
To guarantee that course materials are as relevant and up-to-date as possible, especially for programs where changes in technology, methods, and tools are more rapid than what traditional textbooks can address
To seek out and use materials that engage students in a multidimensional way
To embed learning resources in courses that offer diverse perspectives
To provide course materials and instruction that each student requires to achieve the competencies to succeed
To ensure that students, regardless of income status, have access to the course materials necessary for success
To make the cost of education more affordable
Review and Reflect
To reinforce your learning, take a moment to answer the following questions.
What are the key characteristics of OERs?
Answer: OERs are educational materials that are openly licensed to enable users to retain, reuse, revise, remix, and redistribute.
What is one of the ways you can identify whether educational materials are OERs?
Answer: OERs include an open license, such as a Creative Commons license, that permits their use with no or limited restrictions.
College Board. (2019). Average estimated undergraduate budgets, 2018-19. https://trends.collegeboard.org/college-pricing/figures-tables/average-estimated-undergraduate- budgets-2018-19
Florida Virtual Campus, Office of Distance Learning & Student Services. (2018, December 20). 2018 student textbook and course materials survey. https://dlss.flvc.org/documents/210036/1314923/2018+Student+Textbook+and+Course+Materials+Survey+-+Executive+Summary.pdf/3c0970b0-ea4b-9407-7119-0477f7290a8b
Griffiths, R., Gardner, S., Lundh, P., Shear, L., Ball, A., Mislevy, J., Wang, S., … Staisloff, R. (2018). Participant experiences and financial impacts: Findings from year 2 of Achieving the Dream's OER degree initiative. Menlo Park, CA: SRI International.
How to Search for OERs
There are recommended sources and practical steps to follow when searching for OERs. The resources must be "openly licensed" and free of any copyright restrictions in order to include in your courses.
Using Google Advanced Search
Your search strategies can vary depending on the subject matter and the specificity of the desired material. As a general rule, results may decrease as your searches become more specialized. One of the ways to refine your searches for openly licensed resources is to use Google Advanced Search .
Recommended OER Repositories
Since Google may not find everything you need, here are some recommended sites to explore different types of OERs.
To search and retrieve content from the leading OER repositories, you can use keyword searching; however, it is recommended to use the site's browse feature. The resources in these repositories may not have tagged the assets by your specific keyword search, but the collection will most likely be organized by subject.
Best Practices for Pre-Vetting OERs
After completing your initial research, you may have a number of OERs that are relevant to your course and align with the learning outcomes. The next step is to pre-vet these resources to make sure that they meet your institution’s requirements with respect to open licensing, ADA compliance, and OER quality objectives.
This section is designed to provide you with practical steps to follow when executing this pre-vetting process. While there are additional accessibility compliance requirements, the focus here is on reviewing your OERs to ensure the following:
The OERs are openly licensed (i.e., are published under a Creative Commons license) or are in the public domain.
All of the third-party content in the resource is openly licensed.
Let's look at these factors one at a time.
Are Your OERs Available Under a Creative Commons (CC) License?
There are six types of CC licenses that are important to know when identifying usable OERs, and all the licenses require attribution. Most OERs clearly display the CC license symbol or license text (with a link to the specific license deed) on the first page of the resource. However, it is not unusual to have to search for the license in the document or web page if the license is not prominently displayed.
Before reviewing some examples of how to find the CC license within a resource, take a moment to review the six types of CC licenses. The order of the licenses starts with the most open, progressing to less open and the last two with ND (no derivatives) considered as not open.
Types of CC licenses
You can view this video clip for a summary of the range of Creative Commons licensing from most open to most restrictive.
Creative Commons Kiwi by Creative Commons Aotearoa New Zealand is available under a Creative Commons Attribution 3.0 New Zealand license . UMGC has modified this work and it is available under the original license.
Policy on No Derivatives
The "ND" (or no derivatives) restriction in a CC license simply means that the resource must be used "as is" with no modifications and must be redistributed in its entirety, as originally published.
This restriction may not be viable for some since modifications may be needed to the OER to fully comply with ADA accessibility requirements. Also, you will need to remove third-party content that is not openly licensed. These types of changes are not permitted with OERs published under an ND CC license.
What About Public Domain Resources?
Typically, public domain, or PD, resources are materials published by the US government and/or one of its departments or agencies (such as the US Department of Justice or the Environmental Protection Agency). Other PD resources include works that were once under copyright but whose copyright protection has lapsed and are now in the public domain.
An example of a public domain resource is a report from the Department of Education, Reimagining the Role of Technology in Higher Education . You can find the licensing and permissions information on page 3 of the report.
OERs and Third-Party Content
Perhaps one of the trickiest issues when vetting OERs deals with third-party content included in a resource that has a viable CC license. Many OERs include third-party content--images, videos, tables, and other graphic elements--that is copyrighted/closed and used with the permission of the rights holder.
When you are pre-vetting an OER for DR compliance, you will need to evaluate the resource carefully to identify if any content such as an image includes a copyright symbol or notice, or the words "used with permission" or "courtesy of." Some may include a date and name of the copyright owner. Any materials that are copyrighted with all rights reserved cannot be shared without the copyright holder's permission.
Pre-Vetting to Full DR Review
At this stage, you are pre-vetting the OERs to make sure that they meet the baseline criteria discussed above. You can then perform a more extensive vetting of the resources to ensure that each one is licensed under Creative Commons, that all closed/copyrighted third-party content has been removed from the resource, and that each OER fully complies with ADA accessibility standards.
If you created educational content and wanted to publish it under an open license, which CC license would you choose that requires that the work is attributed to you but would not have any other restrictions?
CC BY
CC BY-NC
CC BY-NC-SA
CC BY-SA
Answer: Option 1: CC BY: A license to use the content without any restrictions. As with all CC licenses, attribution is required.
Select the best explanation of an open license that you might share with your colleagues and students.
Open licenses enable creators to share their work freely with others who may then reuse, revise, improve upon, or create new work based on the original work. Creative Commons (CC) licenses are the legal tools that make the 5Rs possible.
Open licenses are the same as public domain, allowing free access to the materials and do not require attribution.
Open licenses are reserved for educational materials that can be shared and used for teaching and learning purposes only.
Answer: Option 1. Open licenses enable creators to share their work freely with others who may then reuse, revise, improve upon, or create new work based on the original work. Creative Commons (CC) licenses are the legal tools that make the 5Rs possible.
US Department of Education, Office of Educational Technology. (2017). Reimagining the role of technology in higher education: A supplement to the National Education Technology Plan.
In an educational setting, ensuring accessibility means removing barriers from physical spaces and instructional materials to enable all students equal access, including individuals with hearing and vision impairments, as well as physical and cognitive disabilities. When you explore these accessibility requirements in more detail, there are two definitions to keep in mind.
With advances in technology and the global reliance on the internet, the concept of accessibility has expanded to include digital content, which requires specific technology-based solutions to address what is known as digital accessibility.
Individuals with disabilities may use assistive technologies such as screen readers and modified keyboards to help them access and navigate digital content. Some examples of digital accessibility features and tools include:
videos with captions and transcripts for users with hearing impairments
images with alternative text (alt text) for users with visual impairments
screen readers to convert on-screen information into speech for users with visual impairments
keyboard navigation on websites for users with physical impairments
Accessibility Laws and Standards
As higher education increasingly expands its digital content and tools for students and faculty, it is critical to adhere to federal and state laws and industry standards to ensure all learners can benefit from these opportunities. Digital accessibility also enhances the overall user experience and contributes to a universal design that benefits all students and staff members.
The primary laws and standards that apply to digital accessibility, and are especially important for educational institutions, include the following:
Why Is Accessibility Important?
There are many reasons why accessibility is important to all individuals, not only to protect their civil rights but also to enhance their quality of life. Designing for accessibility using universal design principles benefits all students regardless of their ability. For example, providing closed captions for videos support students who are deaf or hard-of-hearing, and also supports diverse learning styles and nonnative language speakers. Here is a video on accessibility.
Portland Community College/UMGC is available under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported license. UMGC has modified this work and it is available under the original license.
Accessibility in Higher Education
In this section, we will focus on accessibility in the higher education sector and highlight essential aspects of an institution’s mission and overall approach to supporting student success.
With the rapid pace of technology advancements and the expanding global economy, the number of students seeking higher education, including students with disabilities, has increased in recent years. To serve this diverse student population, higher education institutions must provide inclusive learning environments with comprehensive accessibility policies and procedures, as well as the technology infrastructure to continually enhance their digital accessibility.
Accessibility for all students is supported in the following ways:
Inclusive education: As an inclusive education provider, it is important to provide all content in a format that is accessible for everyone who attends, works in, or is interested in getting information about their institution.
Mission and core values: Ensuring accessibility is an integral part of an educational institution’s mission as well as its teaching and learning philosophy.
Equitable learning community: Accessibility ensures that everyone is treated fairly and creates an environment suitable for learning. It also enriches the student population, providing different backgrounds, perspectives, and talents.
Legal requirements: Accessibility is the law. Public colleges and universities that fail to resolve issues of equal access face penalties and fines, as well as loss of federal funding and accreditation.
To reinforce your learning, answer the following reflective questions.
The terms "accessibility" and "digital accessibility" address different aspects of describing equitable access to educational opportunities. How would you describe these terms and highlight the differences?
Answer: The concept of accessibility has its roots in the earliest efforts to protect individuals' civil rights by providing accommodations for physical accessibility to public places. To address evolving technology advancement, digital accessibility focuses on the standards to ensure equitable access to web-based content.
While the increase in online learning in higher education has expanded opportunities for diverse learners, it also brings challenges to ensuring the digital content is accessible by all learners. To address accessibility, two US laws were passed that prohibit discrimination of individuals with disabilities and govern how universities provide their educational programs.
Identify the two specific laws and reflect on how they are different, especially with regards to digital accessibility.
Answer: The Americans with Disabilities Act (ADA) is broader in scope, protecting an individual's civil rights in all areas of public life, while Section 508 of the Rehabilitation Act is more specific to technology accessibility to ensure it can be used effectively by those with disabilities.
Center on Technology and Disability. (2016, October). Digital accessibility toolkit: What education leaders need to know. http://www.ctdinstitute.org/sites/default/files/file_attachments/ AccessibilityToolkit-508_FINAL_100616.pdf
National Science Foundation, National Center for Science and Engineering Statistics, National Survey of College Graduates, 2017.
US Department of Education, Office of Civil Rights. (n.d.). Resolution agreement: CR Compliance Review No. 11-11-6002. https://www2.ed.gov/about/offices/list/ocr/docs/ investigations/11116002-b.html
US Department of Education, National Center for Education Statistics. (2016). Postsecondary education. In Digest of Education Statistics, 2015 (2016-014). https://nces.ed.gov/ programs/digest/d15/ch_3.asp
Web Accessibility Initiative. (2016, May). Accessibility, usability, and inclusion: Related aspects of a web for all. https://www.w3.org/WAI/intro/usable
- OER Toolkit PDF version of the guide
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Top 7 Instructional Design Models to Create Effective Learning Material
Updated on: 5 January 2023
Creating effective learning material starts with instructional design. It has become a concept that is equally popular in both the academic and professional fields.
In this post, we will look at the instructional design process along with the top instructional design models that you can use to create effective educational and training material for students or employees.
What is Instructional Design?
Instructional design refers to the process used to create instructional material.
It is used to identify gaps in knowledge, skills, and attitudes of students or employees, analyzing learning needs and developing learning material to close them.
Instructional design helps give meaningful and effective instructions to learners in a way that will make learning easier for them.
Instructional Design Process
Here are the steps you need to follow when designing instructional learning material for your students or employees.
Conduct a needs analysis to identify the needs of your target audience as well as training and business needs.
Based on the analysis done on the learners, create a learner’s profile that includes information on their roles, responsibilities, skills, educational and professional experiences, technical knowledge, etc.
You should also assess their competency in the topic the training will be based on and the training methods/ they prefer.
Identify the learning objectives. These should be based on the outcomes you expect to achieve at the end of the program.
Course designing in itself is a process. Once you select the topics for the course or the training program, decide on the instructional approach for it (i.e. video or game-based approach).
Organize the content and identify a flow using storyboards . You can use it to plan content, images, icons, etc. that should be placed on different pages.
You can create a prototype of your online course, training program before you start developing it. This will allow you to test it for its effectiveness.
Once you have developed and launched the program, monitor and assess it to understand whether it is effective in accomplishing the learning objectives and fulfilling the requirements of the learners as well as that of the organization.
What are the Models of Instructional Design?
Instructional design models are used to explain the process used to design and develop instructions. There are several models that can be used in different settings; the following are some of the most popular ones.
ADDIE Model
Merrill’s principles of instruction, gagne’s nine events of instructions, bloom’s taxonomy, dick and carey model, kemp design model, action mapping by cathy moore.
ADDIE is a five-stage process that provides guidelines to create effective training material. It stands for Analyze, Design, Develop, Implement, and Evaluate.
Analyze: In this step, the situation is analyzed to understand the goals and objectives for the learning material, requirements, needs, skills and knowledge of the learners.
Design: Identify the learning objectives such as the knowledge you want the learners to gain and the learning outcomes.
Develop: Identify how you can help the students get to the objectives you identified earlier and develop the instructional strategies accordingly.
Implementation: Implement the strategies by trying out your training programs with students.
Evaluate: Evaluate and measure the success of the training material you have designed and delivered. Note what needs to be changed.
This is a task-centered approach that focuses on different ways learning can be facilitated. According to this instructional design model, there are four phases of learning;
Activation: Learning material should activate the knowledge the learner already has on the subject matter. This helps them use it as a foundation to digest new knowledge.
Demonstration: The trainer/ teacher should demonstrate the knowledge through techniques such as video demos, infographics, etc.
Application: Learners should be allowed to apply the knowledge they have gathered on their own to solve problems.
Integration: Learners should be encouraged to integrate new knowledge into their life and use it to solve problems.
Gagne’s nine event instructions is a systematic instructional design process that addresses the different conditions of learning. The nine steps of the process are
- Gain the attention of the students through stimuli such as a surprise, thought-provoking question, etc.
- Inform the students of the objectives or outcomes of the lesson before the instructions are given.
- Stimulate recall of prior learning by asking questions about the experience from the past. By relating to this past knowledge, they can easily make sense of new knowledge.
- Present the content to the learners in a way that is easy to comprehend
- Provide learning guidance with tutorials, case studies, examples, infographics, etc.
- Elicit performance by helping them internalize new knowledge through activities that encourage them to recall and use that knowledge.
- Provide feedback on the performance of students to facilitate learning.
- Assess performance by testing whether the expected outcomes have been achieved.
- Enhance retention and transfer to the job. Help students internalize new knowledge with techniques like concept maps , summarizing, job aids, etc.
Bloom’s taxonomy classifies the different skills and objectives the educators set for their students.
While in 1956 Benjamin Bloom created this classification system to organize the different levels of cognitive learning, it was later modified by Anderson and Krathwohl. Thus it came to be known as the Revised Taxonomy.
To learn about Bloom’s Taxonomy in more detail refer to this article .
This model focuses on the interrelationship between context, content, instruction, and learning. The components of the Dick and Carey model are as follows;
The Kemp design model which has a nonlinear structure or a circular structure conveys that the design process is a continuous cycle, therefore, it needs constant planning, design, and evaluation to ensure quality instruction.
This model includes 9 elements
- Identify learning goals and instructional problems or obstacles that may hinder them
- Research the audience to identify learner’s characteristics that you can use to create more relevant course material
- Identify the relevant subject content and analyze tasks to see whether they align with the defined goals
- Clarify the instructional objectives to the learners and how they will benefit from the instructional programs
- Make sure the content for each instructional unit is structured sequentially and logically to facilitate learning
- Design instructional strategies in such a way that will help learners to master the content and learning outcomes
- Plan the instructional message and the mode of delivery
- Develop evaluation instruments to evaluate the progress of the learners towards achieving the objectives
- Select resources that will provide support for both teaching and learning activities
Action mapping by Cathy Moore takes a visual approach to instructional design and is popularly used in the context of business. It’s a process that helps avoid information dumps and create more activity-centered training.
Add to the List of Instructional Design Models?
You can use the instructional design models discussed above to create an instructional environment and educational material that will guide learners to achieve their learning/ training objectives easily.
If you are aware of other popular instructional design models, let us know in the comment section below.
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6 Instructional Design Principles
As schools and institutions adopt technology to evolve the learning experience, instruction must meet the needs of all students. At the core of effective teaching strategies, instructional design is the researched development of educational materials and methods to produce positive outcomes for learners. This structured approach organizes and manages the learning process to help students succeed. Implementing instructional principles allows educators to engage students with interactive lectures and lessons through valuable digital learning resources.
What is Instructional Design?
Instructional design (ID) is the systematic process of creating educational and training programs that lead to effective and efficient learning experiences. It involves the strategic creation and organization of content, assessments, interactions, and feedback mechanisms to foster effective and engaging learning experiences within technology. The main goal of instructional design is to make learning more effective, efficient, and engaging for learners.
At a glance, instructional design:
While there are various design models, every instructional design model should incorporate several key principles. Let’s dig in.
6 Key Principles of Instructional Design
Delivering instructional materials that are engaging, tech-integrated, and accessible can be challenging in an evolving academic landscape. With this goal in mind, the following key principles ensure that institutions and schools provide quality learning experiences.
Understand Learner Needs: Instructional designers implement the best strategies to address the learners' needs, tailoring content to optimize the learning experience. Adapt materials for K-12 and Higher Ed students, considering differences between base knowledge and objectives.
Identify Learning Objectives: Learning objectives set expectations for everyone involved in the learning process. Educators use objectives to guide instruction, placing specific, relevant, and measurable expectations. As a result, students are motivated to set their own learning goals and achieve personal outcomes.
Craft Learning Experiences: Implementing an effective strategy that benefits learners and increases material retention is at the core of instructional design. Educators use the Universal Design for Learning (UDL) framework to create positive learning experiences. UDL addresses educational barriers by giving students a voice in how they want to learn.
Design Usable Courses: Usability assesses students' ability to interact with and navigate a course. The course interface appeals to its target audience and supports the academic experience. With efficient course design , educators can spend less time on technical challenges and prioritize instruction.
Ensure Equitable Access: Equitable and inclusive courses allow all students to learn. Course features include functions for students with auditory, visual, motor, or cognitive impairments. Accessibility in design ensures educators can support elementary students with IEPs, ILPs, and 504 plans and college students with diverse needs.
Evaluate Student & Educator Performance: Assessment rates the effectiveness of the learning strategies, providing opportunities for students to understand where they are on their learning journey and for teachers to build rapport with their students and reflect on their efficacy. Both educator and student feedback identify course strengths and areas for improvement, producing better learning outcomes in the future.
3 Essential Instructional Design Models
Systematic educational models are guidelines based on learning theory and psychology that influence instructional design principles. Here are three popular models that can enhance course design and student learning.
Addie Model: The Addie is an acronym and non-linear model with five important instructional design pillars.
- Analysis: Define goals and objectives; identify the learner's prior knowledge
- Design: Consider user interface and experience to support navigation for educators and students
- Development: Collaboration between instructional designers and developers to make features functional
- Implementation: Integrate instructional strategy into the course material
- Evaluation: Use assessment data to gain insight into student progress
Bloom’s Taxonomy Model: Bloom’s framework highlights six categories of student understanding. Each type represents a student's stage in the learning process.
- Remember: Students can recall and define basic concepts through memorization
- Understand: Students can verbalize understanding of ideas and concepts
- Application: Students can implement learning material in out-of-classroom experiences
- Analysis: Students can organize ideas and concepts
- Evaluate: Students can develop a personal stance or critique of the learning material
- Create: Students can use the material to create something new or solve a problem
Merrill’s First Principles of Instruction: Merrill’s Model follows five principles of instruction. Each approach identifies ways for the learner to develop a deeper relationship with the material.
- Demonstration: Provide examples and effective presentation of learning material to help students absorb the content
- Application: Assign performance tasks allowing the student to problem solve and apply knowledge
- Integration: Provide a further step for students to apply their studies in a real-world context
- Activation: Build on students’ prior knowledge, allowing them to form connections
- Engage: Find ways to motivate learners as they connect with the material
Combining Technique with Tool: Instructional Design + LMS
Combining instructional design with a learning management system (LMS) can yield learning experiences that are intentional and impactful, whether in-person, hybrid, or entirely online. The right LMS provides intuitive tools and features to support teaching and elevate learning.
Technology is integral to the modern classroom, requiring learning content to evolve. Instructional designers should integrate adaptive and collaborative learning into their plans to improve the user experience. Instructional design within Canvas LMS provides users with the following:
- Adaptive Learning: Customize the learning experience, addressing unique student needs
- Collaborative Learning: Pair and group students, encouraging participation and active learning
- Multimedia Learning: Use media and digital tools to reinforce content and enhance the learning process
- Microlearning: Deliver content in small increments, making the material digestible for learners
- Mobile Learning: Support online learning, providing students accessibility and flexibility
- Gamification : Engage learners through game element implementation, increasing focus and motivation
Working Together: Instructional Design + Teachers
Instructional design and teaching are interdependent to ensure students receive a high-quality education. Educators adopt instructional strategies and implement techniques in the classroom. Instructional designers generally have experience with or background in the subject matter and are often former teachers. By adopting instructional design principles, teachers can make applications for the courses and offer feedback for further ideation. Instructional designers and teachers both:
- Set Learning Objectives
- Design Curriculum
- Create Learning Materials
- Develop Effective Assessments
- Integrate Technology
Set up for Success: Instructional Design + Learners
Learners benefit from evidence-based coursework, a usable course interface, and an effective instructional strategy. With strong course design and robust educator delivery, students are fully immersed in the learning experience, increasing outcomes for success. How effective instructional design benefits students:
- Develops personal learning goals based on objectives
- Provides a healthy balance of consistency and flexibility in coursework
- Offers accessible features to benefit personal learning needs
- Facilitates timely and personal feedback on performance
- Increases opportunities for growth & achievement
Design and Educate with Digital Learning Tools
Explore creating enhanced course content, providing effective digital learning strategies, and teaching with the best tools. Learn more about adopting tech in the K12 classroom and choosing the best software for college student success .
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The story so far
Chapter 5 of my open textbook, ‘ Teaching in a Digital Age ’ is about the design of teaching and learning, which I am currently writing and publishing as I go.
I started Chapter 5 by suggesting that instructors should think about design through the lens of constructing a comprehensive learning environment in which teaching and learning will take place. I have started to work through the various components of a learning environment, focusing particularly on how the digital age affects the way we need to look at some of these components.
I started by looking at how the characteristics of our learners are changing, and followed that by examining how our perspectives on content are being influenced by the digital age, how both intellectual and practical skills can be developed to meet the needs of a digital age, and the importance of learner support within the learning environment. In subsequent posts, I will cover resources and assessment respectively.
In this post, I examine how resources can and do influence the learning environment and ultimately the design of teaching and learning.
Teaching assistance
I define teaching assistance as people such as adjunct or sessional instructors, teaching assistants, librarians, and technical support staff, including instructional designers, media producers and IT technical support. An institution may have policies or guidelines about how many support staff an instructor can have for a set number of students.
It is important to think about the best way to use supporting staff. In universities, the tendency is to chop a large class into sections, with each section with its own sessional instructor or teaching assistant, which then operate relatively independently, with often large differences in the quality of the teaching in different sections, depending on the experience of the instructor.
However, new technologies enable the teaching to be organised differently and more consistently. For instance, a senior professor may determine the overall curriculum and assessment strategy, and working with an instructional designer, provide the overall design of a course. Sessionals and/or teaching assistants then are hired to deliver the course either face-to-face or online or more often a mix of both, under the supervision of the senior professor (see the National Center for Academic Transformation for examples). Flipped classrooms are another way to organise resources differently (see Blended Learning in Introductory Psychology as an example.)
Furthermore, online learning may bring in more revenues through government grants for extra students and/or direct tuition revenue, so there may be economies of scale which would enable the institution to hire more sessionals from the extra revenues generated by the additional online students. Indeed, there are now examples of fully online masters programs more than covering the full cost, including the hiring of research professors to teach the program, from tuition revenues alone (the University of British Columbia’s online Master in Educational Technology is one example.) Thus design can influence resources, as well as the other way round.
This refers primarily to physical facilities available to an instructor and students, such as classrooms, labs, and the library. These may provide constraints on the teaching, because for example the physical set-up of a lecture hall or classroom may limit opportunities for discussion or project work, or an instructor may be forced to organise the teaching around three hours of lecturing and six hours of labs per week, to ‘fit’ with broader institutional requirements for classroom allocations (see How Online Learning is Going to Affect Classroom Design regarding attempts to re-design classrooms for the digital age.)
Online learning can free instructors and students from such rigid physical constraints, but there is still a need for structure and organization of units or modules of teaching, even or especially when teaching online (see Is content still important in a digital age? ).
The development of new technologies, and especially learning management systems, lecture capture, and social media,have radical implications for the design of teaching and learning. This will be discussed in much more depth in Chapter 7, but for the purpose of describing an effective learning environment, the technologies available to an instructor can contribute immensely to creating interactive and engaging learning environments for students. However, it is important to emphasise that technology is just one component within any effective learning environment, and needs to be balanced and integrated with all the other components.
The instructor’s time
The greatest and most precious resource of all! Building an effective learning environment is an iterative process, but in the end, the teaching design, and to some extent the learning environment as a whole, will be dependent on the time available from the instructor (and his or her team) for teaching. The less time available, the more restrictive the learning environment is likely to be, unless the instructor’s time is very carefully managed. Again, though, we shall see in Chapter 7 that good design takes into account the time available for teaching.
Resources, class size and control
Nothing drives an instructor to distraction more than trying to juggle with what are perceived as inadequate resources. Certainly, if a teacher or instructor is allocated a class of 200 students, with no additional teaching support, and an expectation that the class will be taught as a unit with six one hour lectures a week allocated to a large lecture hall, then the instructor is going to have difficulty creating a rich and effective learning environment, because the lack of resources limits the options. On the other hand, an instructor with 30 students, access to a wide range of technology, freedom to organise and structure the curriculum, and with support from an instructional designer and a web designer, has the luxury of exploring a range of different designs and possible learning environments.
Nevertheless it is probably when resources are most scarce that the most creativity is needed to break out of traditional teaching models. New technology, if properly used and available, does enable even large classes with otherwise few resources to be designed with a relatively rich learning environment. This will be explored in more depth in the next chapter. At the same time, expectations need to be realistic. Providing adequate learner support with an instructor:student ratio of 1:200 will always be a challenge. Improvements are possible through re-design – but not miracles. (For more on increasing productivity through online teaching, see Productivity and Online Learning Redux .)
Over to you
Your views, comments and criticisms are always welcome. In particular:
- are there other resources that influence the design of an effective learning environment that I should have included?
- Winston Churchill once said ‘We shape our buildings and in turn our buildings shape us.’ To what extent do you think online learning can free us of some of the constraints that buildings impose on the design of teaching and learning? What new constraints does online learning bring in terms of design?
- how do you feel about the whole issue of teaching assistance? I have grave reservations myself about the use of students as teaching assistants in universities, in terms of the quality of the teaching. I also believe that sessionals and adjunct instructors are badly treated in terms of how they are managed. In British Columbia we have had two Supreme Court cases and a major teachers’ strike over class size and composition, and in particular how much help school teachers should receive for coping with students with learning disabilities. But by bringing in less qualified (and cheaper) support for instructors, do we strengthen or weaken the learning environment for students?
Or any other comments on resources as a critical component of a learning environment, please!
Assessment as a key component of an effective learning environment.
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Hi Tony et. al.,
Please consider this a personal invitation to tour the new Sauder Learning Labs here at UBC. We believe we have brought to life many of the characteristics that you have argued for here. Here is the first draft of a video we have created to demo: Labs DRAFT: http://youtu.be/yfuktOsewww
Rob Peregoodoff Director, Learning Services Sauder School of Business, UBC
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Handbook of Digital Resources in Mathematics Education pp 1–25 Cite as
Resource Design for Re-Sourcing Teaching
- Jana Višňovská 4 ,
- José Luis Cortina 5 &
- Andreas Eckert 6 , 7
- Living reference work entry
- First Online: 02 August 2023
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Part of the Springer International Handbooks of Education book series (SIHE)
In this handbook chapter, we suggest that in designing resources for mathematics education, it is important that the designers explicitly contemplate whether and how the resources contribute to teaching. We guide the readers in considering how instructional design practices and the resulting resources always convey a specific positioning of the teacher within the educational process and expectations of teaching as a profession at large. We draw on conceptualizations of teaching as a complex endeavor in proposing that designing for supporting mathematical learning directly is insufficient. We then discuss two design research examples in which designing for teaching was overtly taken as a goal, and where digital resources played a role. We use these examples to derive three types of design tasks that, we propose, characterize designing for teaching: designing for resource relevance and clarity to the teacher and for resource viability in the teacher’s classroom. We comment on contributions of digital resources to these tasks.
- Resource design
- Designing for teaching
- Mathematics teachers’ resources
- Teacher support
- Digital resources
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We use “present in the resource” loosely here. Whether or how an innovation comes to be “present in a resource” from the teachers’ point of view is part of the discussion later in this chapter.
This is vividly visible, but not restricted to, computer-based individualized learning systems, which all but eliminate “interference” of the classroom teacher in learning.
While individual digital learning systems respond to user errors and successes to some extent, they only do so within a scope of proceduralizable forms of mathematical reasoning – the types of reasoning for which we rely on machines in their production.
An early version of the report on the Mexican case presented in this article was reported at MERGA 44 (Cortina et al. 2022 ).
Implications of P&P sequence for the organization of classroom activities (Cobb et al. 2008 ) remain largely in the background, as we focus on teachers’ adoption of teaching and learning goals.
https://sentidonumerico.com/
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Jana Višňovská
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Višňovská, J., Cortina, J.L., Eckert, A. (2023). Resource Design for Re-Sourcing Teaching. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_39-1
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Site: http://www.mmoma.ru/
The Moscow Planetarium
The Planetarium in Moscow first opened its doors in 1929. After a global reconstruction, it was reopened in 2011. Now it is a multifunctional complex that combines scientific and educational resources: the interactive museum «Lunarium», the Museum of Urania, the Big Star Hall and the Sky Park, family recreation center, that focuses on different age groups. The Moscow Planetarium is one of the biggest planetariums in the world.
Site: http://www.planetarium-moscow.ru/
Moscow Galleries
Garage museum of contemporary art.
Exhibit on display during the opening of «Art Experiment»
The museum is a kind of independent platform aimed to disclose and reveal a new way of thinking. The Garage Center currently reflects the contemporary innovations of national and world’s culture. It invites you to the beautiful world of modern art, showing its best pieces. This center offers a great number of various exhibitions, educational projects for kids and adults, and publishing. The Garage Center is also called The Museum of Everything. It provides ways and reasons for public dialogue and the creation of progressive ideas.
Site: http://garageccc.com/
The Multimedia Art Museum
Fifty Years of Bond Style Exhibition
The Multimedia Art Museum opened in October 2010 at the base of the Moscow House of Photography. One of the main principles of MAMM s work is complete openness to the new forms of visual expression and for the fresh, innovative trends in the Russian and foreign media art and photography. There are seven floors of spacious exhibition halls and minimalist architecture that is a great font for modern art. The exhibition history of MAMM and Moscow House of Photography counts more than 1300 exhibitions in Russia and abroad. Moreover, Multimedia Art Museum has different educational programs and holds famous Moscow art festivals: Photobiennale, «Fashion and Style in Photography» and others.
Site: http://www.mamm-mdf.ru/
Lumiere Brothers Photography Center
This modern photo gallery is located in the very heart of Moscow, next to the Kremlin, Cathedral of Christ the Savior, big art galleries, design studios famous clubs and restaurants. The photography Center houses in an old and huge mansion at the Moskva River Embankment. Lumiere Brothers Photography Center has three huge exhibition rooms, lecture hall, library with an immense collection of rare books in photography and an independent bookshop. The Center is conducting research work, organizing educational projects, providing a base for the future Russian Museum of Photography.
Site: http://www.lumiere.ru/
Winzavod (Wine Factory) is the first and the biggest Center of Contemporary Art in our country. It unites all the areas of modern culture: exhibitions, festivals, lecture programs, cinema, concerts, theater premieres. You will find here a big amount of art galleries, artists’ workshops, designers and photographers studios, art cafes, fashion showrooms, a bookshop, children’s studio and many other things. The purpose of Winzavod is to support and to develop Russian contemporary art, art initiatives and help talented young people. Visiting Winzavod you will see the art that defines not only today’s but also tomorrow’s life.
Site: http://www.winzavod.ru/
The Manezh was built in 1817 in honor of the 5th anniversary of Russia’s victory in the 1812 war. Then it was called «Exerzierhaus», building, intended for military drills. The building has the unique construction – wooden structure trusses overlap the space of 44.86 square meters without any intermediate supports. After 1917, Manezh served as a garage for government vehicles. And since 1957 it has been continuously used for exhibitions and public events. In 2004, the building was severely damaged by fire. Renovated in 2005 the Manezh doubled its area. Nowadays it is one of the leading Moscow exhibition halls. There are two exhibition spaces, a conference room and a cafe on the third-floor observation deck. The Manezh hosts numerous fairs, festivals, and exhibitions.
Site: http://moscowmanege.ru/
Flacon Design Factory
Flacon Design Factory, located in the territory of a former glass factory, has become a pioneer in the revitalization of industrial zone outside the historic center of Moscow. Flacon has become a powerful launch pad for multiple cool projects, self-expression of creative individuals and carrying-out of sociocultural initiatives. No wonder that the atmosphere at Flacon entirely coincides with its motto: «Create as you please!» The Factory includes offices, co-working zone, shops, workshops, exhibition and creative projects spaces. Lectures, film screenings, fairs, design festivals, innovative exhibitions, presentations, concerts, limited actions and design community work days pass here weekly.
Site: http://flacon.ru/
Artplay is near Winzavod in the former industrial space in the area Kurskaya metro station and occupies an area of 75,000 square meters. Artplay, providing a new life to carefully reconstructed factory buildings, has become an important part of the contemporary cultural landscape of the city. Artplay unites designers, architects, furniture, lighting, ceramics, decorative materials shops, involving them in cooperation with each other. Young Moscow galleries, artists’ studios, cafes, bars, bookstores, music club, school of design, theater, children’s art studio are also situated here. Three exhibition halls regularly host contemporary art exhibitions, festivals, video art, alternative music concerts, performances, film screenings, lectures and master classes.
Site: http://www.artplay.ru/
CCI Fabrika
The Center For Creative Industries «Fabrika» is an art space for non-commercial creative projects. Today it is the example of peaceful coexistence of art business, operating enterprise, production, and workplaces for talented people in Moscow. CCI Fabrika is a member of the international network of non-profit cultural centers – Trans Europe Halls. This project is a typical umbrella-center. It is developing in both ways: creating and exhibiting its cultural projects and offering workspaces for other creative groups. Here you can find art studios and workshops of design, architecture, cinema, theater, cartoon animation and contemporary music studios.
Site: http://www.proektfabrika.ru/
Moscow Museum-Reserves
Tsaritsyno State Museum-Reserve
Tsaritsyno State Museum-Reserve is one of the largest historical, cultural, recreation and touristic complexes. Its total area is more than 700 hectares. It is an excellent combination of nature – marvelous rivers, ponds, streams, forests – and scientifically restored and renovated architectural and landscape monuments. The museum’s collection of historical items, exhibitions, and educational programs will be attractive for both national visitors and foreign tourists.
Site: http://www.tsaritsyno-museum.ru/
Arkhangelskoye Country Estate
Russian cultural monument is a good sublimation of the stunning beauty of a green space and luxurious collection of paintings, sculptures, unique books and pieces arts and crafts. During its long history, the estate was used as a recreation place for emperors, politicians, famous writers and poets. Today it is the finest place to have an enjoyable walk and to see the richest collection Russian art.
Site: http://www.arhangelskoe.su/
Kolomenskoe Museum-Reserve
A unique historic place – Kolomenskoe – is situated in the picturesque surrounding over the Moscow River banks. A magnificent country estate has appeared at the lands full of legends. Archeological discoveries state that the first settlements appeared here in the VIII century. It is an ancient and uniquely formed place. Today this is a unique complex of cultural monuments of high historical value.
Site: http://mgomz.ru/kolomenskoe
Sergiev-Posad City
Sergiev Posad Museum-Reserve
Museum of Sergiev-Posad is a historical and art reserve. It is located within the unique wall of the St. Sergius Trinity Lavra. This ancient monastery gathered its treasures during centuries from the tsars, princes and boyars donations. Moreover, many art and craft items were made at Lavra’s workshops. Now, the collections of Sergiev-Posad Museum-Reserve include rare, ancient icons, Cyrillic alphabet books, medieval manuscripts, visual art items, gold and silver showpieces.
Site: http://www.stsl.ru/
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Egg drop project in freeform and numbers.
The Egg Drop Project is a classic. Students build a contraption from limited materials--in this case, 40 drinking straws and a meter of tape--that keeps an egg intact during a significant fall, usually from the second story or roof to the ground.
Inspired by Brisa Cabe’s Managing Workflow with Freeform, our Integrated Physics and Chemistry team wanted to integrate the iPads more organically into the lab project. Freeform and Numbers offered the combination of clearly displaying expectations for student progression through the work and the destination for recording and processing that thinking.
The Freeform itself begins with the background information, resource documents, preparatory classroom notes, and formula charts. [Note: In the linked Freeform workflow , our team's resources are not live links and are depicted by screenshots so as not to violate copyright protections. You will need to replace these with your own local resources.]
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Posted on February 27, 2024
This looks like a lot of fun! Thanks for sharing.
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Nice addition to the classic Egg Drop! Super to integrate Numbers and Freeform into the project and I’m sure it made it more fun and easier for students.
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Lindsey Krug (MArch ’19) and Lukas Pauer (MAUD ’14) Awarded 2024 Architectural Education Awards
The Association of Collegiate Schools of Architecture (ACSA) and the American Institute of Architecture Students (AIAS) recently announced the recipients of the 2024 Architectural Education Awards, which honor architectural educators for exemplary work in areas such as building design, community collaborations, scholarship, and service. According to the ACSA/AIAS press release, the “award-winning professors inspire and challenge students, contribute to the profession’s knowledge base, and extend their work beyond the borders of academia into practice and the public sector.”
Lindsey Krug (MArch ’19) and Lukas Pauer (MAUD ’14) received the New Faculty Teaching Award, a category that “recognizes demonstrated excellence and innovation in teaching performance during the formative years of an architectural teaching career.”
Lindsey Krug is Assistant Professor in Architecture at the University of Wisconsin-Milwaukee. Through the lens of the architectural user as a body in space, her work focuses on how design solidifies and reinforces taboos, hierarchies, and inequities. Krug has contributed to spatial research investigating human rights abuses and the killing of protesters in the 2014 Euromaidan protests in Ukraine as well as the ongoing and projected climate risks of melting permafrost in Russia. Her project “Gendered Generic” explores the relationship between gender, typology, and architecture. Most recently, her project “Women Offer You Things,” a study of print magazines, gender, and semiotics of the countryside, was exhibited at the Guggenheim in New York as part of the exhibition Countryside, The Future curated by OMA/AMO. Krug has previously practiced at WOJR, SITU Research, ODA, and Studio Gang.
Lukas Pauer is Assistant Professor of Architecture and Emerging Architecture Fellow at the University of Toronto. There, his contribution at disciplinary intersections is reflected in his engagements as a Faculty Affiliate in Urban Studies at the School of Cities as well as a Faculty Affiliate in Global Affairs and Public Policy at the Centre for European, Russian, and Eurasian Studies in the Munk School. Pauer is Founding Director of the Vertical Geopolitics Lab, an investigative practice and think-tank at the intersections of architecture, geography, politology, and media, dedicated to exposing intangible systems and hidden agendas within the built environment. He has been selected as an Ambassadorial Scholar by the Rotary Foundation, a Global Shaper by the World Economic Forum, and an Emerging Leader by the European Forum Alpbach—leadership programs committed to change-making impact within local communities. Pauer has gained extensive technical experience in construction at firms including Herzog & de Meuron and LCLA Office.
Founded in 1912 by 10 charter members, ACSA is an international association of architecture schools preparing future architects, designers, and change agents. The organization’s membership includes all of the accredited professional degree programs in the United States and Canada, as well as international schools and two-year and four-year programs. Together ACSA schools represent some 7,000 faculty educating more than 40,000 students. The AIAS is a nonprofit, student-run organization dedicated to programs, information, and resources on issues critical to architecture and the experience of architectural education.
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Moscow City Teachers’ Training University: Tuition, Admissions, Rankings
Moscow City Teachers’ Training University is a public university in Moscow, Russia. The Ministry of Education established it in 1995 as a pedagogical university, with only 1300 students in its first year. The university currently has over 18,000 students and offers degree programs in the humanities, natural sciences, sports technology, law, business, and language studies.
Moscow City Teachers’ Training University Overview
Moscow City Teachers’ Training University World Rankings
Here are the world rankings of Moscow City Teachers’ Training University from reputable ranking sources:
Ready to take your education to the next level? Discover the top universities in Russia by clicking here .
Tuition Fees at Moscow City Teachers’ Training University
Moscow City Teachers’ Training University tuition fees for both bachelor's and master's students are discussed in this section.
Bachelor's Tuition Fees
Master's tuition fees.
Although this range provide a good estimate of tuition costs at Moscow City Teachers’ Training University, the actual fees depend on your chosen program. Thus, for more exact figures, you may refer to Moscow City Teachers’ Training University tuition fee pages.
Ready to save in tuition and study in Russia? Click here to read our guides to tuition fees and cheapest universities in Russia and start planning your dream education today.
Admissions At Moscow City Teachers’ Training University
If you wish to study at Moscow City Teachers’ Training University, you’ll need to know the admission process, requirements, and other relevant information. Those may vary based on the program you’re applying to Moscow City Teachers’ Training University.
Moreover, the process and requirements for Moscow City Teachers’ Training University international admission may differ from domestic admission. Thus, if you’re an international student, check what additional requirements you need to submit and how you can validate your academic credentials.
To help you find all the admission-related information, we’ve compiled the bachelor's and master's admission pages of Moscow City Teachers’ Training University. Select which one applies to you and take note of the process and requirements.
From choosing your university to applying for your student visa, we know that studying abroad is not easy. However, we are here to support you every step of the way! Don't forget to explore our comprehensive guide as you prepare for your educational journey in Russia.
Degree Programs offered at Moscow City Teachers’ Training University
There are several Moscow City Teachers’ Training University majors or degree programs for bachelor’s and master’s level that you can pursue. Here are some of them:
If you want to know what other academic programs Moscow City Teachers’ Training University offers, please visit the bachelor’s and master’s course pages. These pages will give you detailed information of the programs they offer.
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Design the best school year yet with Canva. Organise your ideas and engage your students with free, fun, and teacher-tested tools — from the first day to the final bell. Learn more Canva your Campus Everyone on campus can create and communicate in any format, from docs, to presentations, to video, to websites and whiteboards.
Design Teaching Resource - The AIGA Design Teaching Resource is a peer-populated platform for educators to share assignments, teaching materials, outcomes, and project reflections. and starting posting projects. Do you have Information Design assignments to share?
Principles of Resource Design - Start Teaching Principles of Resource Design 03/08/2022 by James Barron Last Updated on 09/09/2022 by James Barron When designing resources, it is important to integrate the principles of resource design.
Learning Resource Design What is Learning Design? Learning design, simply put, is the design of a learning experience. The purpose may be to support a learning goal or to address an expressed or defined challenge or problem in the learning environment.
Education Create and collaborate visually in the classroom. Designs and documents to boost your learning. Free lessons, worksheets and templates, just for educators. LMS integrations Integrate Canva with your learning management system. Hear how others deliver creative and collaborative learning. Inspire future generations with the power of design.
01. Welcome to Canva for Education 3:11 02. Create a design 3:32 Teacher design playbook resource page 03. The Canva editor 4:33 Activity Canva editor anatomy resource page 04. Collaborate on Canva designs 2:41 Canva editor shortcuts cheatsheet 05. Share your Canva Designs 4:09 Sharing with others resource page 06. Working in the Projects Page 4:21
Open Educational Resources Meet Instructional Design. To find the best OER, consider the skills you're teaching, how content aligns with standards, ease of assessment, and whether you'll provide an active, creative experience. Well, we made it to 2015, the year in which we were supposed to have hover boards, flying cars, and the Cubs ...
Teaching Resources Teaching Resources These multimedia teaching guides provide research-based and practical instructional support for developing accessible and inclusive courses and class sessions in face-to-face, online, and blended modalities. Design Effective Learning Experiences Create Inclusive Learning Environments Assess Student Learning
Design Thinking in Education. Design Thinking is a mindset and approach to learning, collaboration, and problem solving. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design Thinking can be flexibly implemented ...
The backward design approach ensures the learning outcomes or competencies are the focus of learning, followed by the intentional alignment of all assessments, activities, and course materials to support the achievement of the competencies. ... Open educational resources (OERs) are free digitized materials offered to educators, students, and ...
Select resources that will provide support for both teaching and learning activities ; Action Mapping by Cathy Moore. Action mapping by Cathy Moore takes a visual approach to instructional design and is popularly used in the context of business. It's a process that helps avoid information dumps and create more activity-centered training.
As schools and institutions adopt technology to evolve the learning experience, instruction must meet the needs of all students. At the core of effective teaching strategies, instructional design is the researched development of educational materials and methods to produce positive outcomes for learners. This structured approach organizes and manages the learning process to help students succeed.
Resources. Resources available to teachers/instructors and the learners are a critical component of an effective learning environment. As in the case of learner characteristics, an instructor may not have a lot of control over the resources available to him or her, but resources (or the lack of them) will impact a great deal on the design of ...
We hope to engage the reader in considering the design of instructional resources as a process through which mathematics education research can contribute to re-sourcing teachers for teaching (Adler 2000; Pepin et al. 2013).In this sense, the chapter is a contribution to implementation research (Koichu et al. 2021; Maass et al. 2019), that is, research on developing and understanding processes ...
Discover 16 Educational Resources designs on Dribbble. Your resource to discover and connect with designers worldwide. Find talent; Inspiration; Learn design. ... View Education Resources - Illustration. Education Resources - Illustration Like. Pixel True Pro. Like. 7 1.8k
Here are educational design resources to support faculty development and the design of innovative and engaging continuing education for healthcare professionals. Instructional Design Carnegie Mellon University Eberly Center: Design & Teach Your Course Carnegie Mellon University Eberly Center: Teaching Principles
Become a Product Designer 100% online. Browse Course. Flexible Learning. Weekly Mentorship. Hiring Network. Explore a collection of free resources to learn graphic design, UI/UX, product design, and more.
Educational Resources - Design To Learn Educational Resources In addition to the materials available for purchase, we are always working to provide you with access to other resources. These include free materials for download and a free online communication assessment service. View Design to Learn products you can purchase online
This practical guide describes human-centered design concepts and core principles, how CCDF Lead Agencies can use it to ensure improvement efforts are driven by the needs of the people who use products and services, and key considerations to get started in this work. Use the Child Care State Capacity Building Center's Human-Centered Design Toolkit for Child Care and Development Fund Lead ...
Guidance Advances President Biden's Work to Invest in Early Learning. Today, the U.S. Department of Education (Department) released guidance for how states, local educational agencies (LEAs), and schools can use Title I funds to expand access to high-quality preschool for three- and four-year olds in a range of quality settings including schools, Head Start, and community-based organizations.
Academic support resources should also be available to students who may need them, and student data should be leveraged to make improvements. Learner agency and awareness. An attractive factor in online education is the flexibility it gives the learner in when and where to learn, particularly for students with competing priorities.
The Department of Education's Office for Civil Rights (OCR) released four new resources today with information for students, parents and families, and schools addressing civil rights of students with disabilities, as well as a data snapshot about education access for students with disabilities drawn from OCR's 2020-21 Civil Rights Data Collection (CRDC).
Now it is a multifunctional complex that combines scientific and educational resources: the interactive museum «Lunarium», the Museum of Urania, the Big Star Hall and the Sky Park, family recreation center, that focuses on different age groups. The Moscow Planetarium is one of the biggest planetariums in the world. ... Flacon Design Factory ...
Included in the appendices are sample syllabi, and additional reading and research resources. Teaching Costume Design and Costume Rendering is a guide for theatre and performance educators ranging from secondary education to undergraduate programs and graduate studies. It is a valuable resource both for costume educators approaching costume ...
From there, students are prompted to begin brainstorming design requirements and implementation. The Numbers response file allows for both collaboration and independent work. Assign the Numbers file to small groups in Classroom/Schoolwork or allow each student their own copy, allowing space for both collaborative and singular response.
1 Bring your ideas to life in minutes Express yourself with the world's easiest design program. Design now These teacher resources will spark engaging ideas for classroom activities. Discover these interesting teaching tools with free online teaching resources.
The Association of Collegiate Schools of Architecture (ACSA) and the American Institute of Architecture Students (AIAS) recently announced the recipients of the 2024 Architectural Education Awards, which honor architectural educators for exemplary work in areas such as building design, community collaborations, scholarship, and service. According to the ACSA/AIAS press release, the "award ...
The book isn't about higher education; it explores cross-cutting trends—people living longer and healthier lives, and technological changes that shorten the half-life of our knowledge and skills—that promise to blur the "stages" (play, schooling, work and retirement) into which most of us have historically divided our lives.
Student Type. Annual Tuition Fees in RUB. Domestic Students. 107,700 RUB - 165,500 RUB. International Students. 107,700 RUB - 165,500 RUB. Although this range provide a good estimate of tuition costs at Moscow City Teachers' Training University, the actual fees depend on your chosen program. Thus, for more exact figures, you may refer to ...