Jason Moss

Using video to capture lab results is a great idea.

I understand that learners have preferences, but if I'm not mistaken, the research shows the impact on grades is not affected by aligning materials to learner preferences. I can see how learning preferences affect motivation, which is very important for any learning modality.

I appreciated the clear list of questions the assignment description should address for learners. What will I demonstrate and why this assignment is relevant are but two examples. By addressing these questions upfront, the learner can align to the goals and be unburdened by thoughts of why am I doing this.

I appreciated the focus on how traditional live instruction strategies that work are absolutely reproducible online. We simply use the available technology to bridge the gap between students and teachers.

Measurable outcomes that are visible, simple navigation, a clear structure, and quality media are all powerful tools for instructional design. My question is, how do we get a community to buy in?

Another great chapter. I like the technique for critical thinking; reviewing and informally assessing students then changing one part of the context to foster student discussion. i also appreciated the focus on assessing outcomes rather than objectives. The action verb used in the outcome generally reveals the type of assessment that would directly measure student learning. If the verb is describe, a research paper is a good choice. If the verb is demonstrate or apply, a practical assessment or a project is a good choice. This chapter had me thinking about ways to provide the basic requirements of a project… >>>

I found this was an excellent chapter in the training. I use these strategies in course design consistently. Specifically, I find project-based learning where authentic assessment and outcomes are communicated to students at the outset is effective. Communicating the relevance of a project is done in two ways: the first is through an informative video from the instructor where the relevance and expectations are clearly communicated, and the second is with clear text. I find the instructor can communicate industry use and relevance in a way that connects with students and is less cumbersome to absorb than text. The specific… >>>

I've always found Mayer's books on multimedia instruction very helpful for understanding the best ways to deliver instruction that pairs eyes and ears. I also believe in adding interactivity to lessons and always having an active component that helps students move information from short-term memory to working memory.  

Hi April,

I design online courses and one of the components I include is a direct engagement strategy. That means I have a component each week where students and instructors will interact in some meaningful way. Some weeks work well with a live Zoom lesson, but others are better suited to discussion board interaction. When I design a live lesson, the focus is on student participation. I do not believe in having an instructor lecture for 45 - 60 mins for online lessons. Why would a student show up for that when they can just watch a video archive. Planning… >>>

I definitely appreciate the point about keeping the learning outcomes and the assignments authentic or real-world focused. As a course designer, I strive to write assignment overviews that describe how the assignment is related to real-world use.

The concept of dynamic outcomes, which seem to involve students in determining them, was interesting and a bit surprising. I would like to better understand the practical side of this point. Do we involve students in writing the outcomes based on their areas of focus?

Another poignant point refers to training faculty not only on the technology and software features but also on… >>>