Instructional Design

• SPECIAL ANNOUNCEMENT: NEW PUBLICATION NOW AVAILABLE
  147 Practical Tips for Synchronous and Blended Technology Teaching and Learning
  by Rosemary M. Lehman and Richard A. Berg
  Distance education today offers more than teaching and learning online. The growing sophistication and flexibility of synchronous technologies, plus continuing advances and familiarity with their uses, has opened up new opportunities for engaging students and relating with them in a myriad of ways.
  
  Honed through years of experience and grounded in distance education research, the tips selected for this book are placed in the respected framework of the instructional design process: pre-planning, planning, developing, implementing, evaluating.
  
  You will find here a quick tip that can inspire you as you plan a new course. You will also find ideas that can inform and expand your usage of the exciting options available.
  
  Rosemary M. Lehman is Senior Outreach/Distance Education Specialist and Manager of the Instructional Design Team at Instructional Communications Systems (ICS), University of Wisconsin-Extension. Richard A. Berg is Instructional Design and Distance Education Specialist with ICS.
  
  Of special interest is the Companion Web site designed to offer depth, additional materials, and a practitioner blog. With the web site, the book, and the blog, the reader has the opportunity to work with print and electronic media to create an innovative plan. The Companion Website and blog are hosted by Instructional Communications Systems of the University of Wisconsin Extension, making available their experience and wealth of information to us all. Join in!
  

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• Creating a Hybrid College Course: Instructional Design Notes and Recommendations for Beginners
  This article by Gordon Hensley of Appalachian State University appeared in the December, 2005 issues of JOLT (Journal of Online Learning and Teaching). From the abstract: "The instructor comments on the course and concludes with specific lists of suggestions on course design, interaction/collaboration, technology, assessment, and learner support. The article offers a synopsis, project results, and recommendations for others interested in hybrid learning."
• DESIEN
  The Distance Education Systemwide Interactive Electronic Newsletter interactive is a searchable newsletter which was delivered via email to subscribers until December 2003. Archived issues offer original articles which emphasize distance education themes or focus items. A new feature of the site are the RSS feeds page to view current distance education news and articles from different sources. DESIEN was published by the University of Wisconsin-Extension.
• Design SHOP: Lessons in Effective Teaching
  Comment, suggestions, additional resources and recommended readings about Instructional Design issues are provided on this Learning Technologies Web site from Virginia Tech. Content sections include strategies, development, assessment and evaluation. Some resources specific to Virginia Tech faculty and staff.
• Designing the Experience
  The Instructional Design Team at Instructional Communications Systems of the University of Wisconsin-Extension has provided several key instructional design principles and processes. Their emphasis is on designing for the overall experience of creating a virtual space.
• Developing Instructional Resources
  Utah State University has develop a series of modules designed to assist faculty in getting started with teaching online. The modules include tips and suggestions on when and how to use tools, technology and applications.
• Enhancing the Educational Impact of Distance Learning Experiences at the Local Level
  This article by Joan E. Cybela, Professor and Distance Education Specialist University of Wisconsin-Extension, identifies some tips to help ensure that in your role as facilitator, "education" not just "information" happens during your distance learning event.
• Faculty Development Services, University of Pittsburgh
  The Center for Instructional Development and Distance Education at the University of Pittsburgh supports instructors with their teaching and learning experiences. Included is help with the design of instructional materials using print, video, interactive television, computers and other media.
• Guiding Principles for Faculty in Distance Learning
  The Working Group of the Indiana Partnership for Statewide Education (IPSE) identified a need for a set of guiding principles that define good practice and a clear benchmark for faculty as they pursue activities in distance learning. Course Design was the first listing in Faculty Benchmarks and Principles.
• INSTDSGN Online Community
  This list is a resource provided by the Ohio Learning Network (OLN). Its intended audience members include instructional designer for eLearning courses. The online community provides tips, ideas, and news from members. An online archive is also available.
• Instructional Design
  From the Illinois Online Network (ION), this selected list of resources and articles refer to model and theories of instructional design, course objectives, as well as general references relating to instructional design for online educators.
• Instructional Design
  These guidelines have been developed by Video Network Services of the University of Minnesota. The guidelines discuss assessing the learners to determine what changes in teaching strategies may need to be considered.
• Instructional Design Bibliography
  Assembled with the advice of instructional designers from several universities, this bibliography provides citations to classics in instructional design along with recent articles tracking current trends, from the Center for Instructional Technology, University of North Carolina, Chapel Hill.
• Instructional Design SIG
  The Canadian Institute of Distance Education Research (CIDER) , the research arm of the Centre for Distance Education at Athabasca University, provides an online Special Interest Group on Instructional Design. It is moderated by Dennis Margueratt, CD, BEng, MA and includes questions and an opportunity to comment and respond. For example, one question posed on the site is: "What instructional design strategies do you think might contribute to learner motivation?"
• Instructional Design Models
  Martin Ryder from the University of Colorado at Denver and Health Sciences Center has collected several dozen links to instructional design models.
• Instructional Designer to E-Learning Designer: The Evolution in Roles
  Available from Educause, this presentation was given by Marla Gerein, Ulrich Rauch and Heather Stewart in 2006. Their abstract states: "Design is moving from a focus on instruction to a focus on learning, and the number of faculty seeking support is on the rise. Instructional technologists are becoming essential institutional assets. The panel will address the evolution of the role of instructional technologists and their importance in sustainable learning support services."
• Instructional Development for Distance Education
  From the University of Idaho, this is Guide #3 in the series Distance Education at a Glance. It was developed by Dr. Barry Willis. Instructional development provides a process and framework for systematically planning, developing, and adapting instruction based on identifiable learner needs and content requirements.
• Training Workshops for Videoconferencing
  The Instructional Design Team of the University of Wisconsin-Extension Instructional Communications Systems (ICS) has developed customized basic and advanced workshops to help clients acquire videoconferencing skills. Training materials have also been created.
• WideOpenDoors: Instructional Design and Educational Media
  According to its web site: "This site is designed to provide information about instructional design principles and how they relate to teaching and learning." Resources include an instructional design glossary, links to readings, and examples of instructional models. The site was created in part from the WideOpenDoors group.