Design Process & Strategies

Learning Experience Design with High Impact!

picture of denise kreigerDenise Kreiger Consulting, LLC, works collaboratively with higher education institutions, K-12 schools, and corporations throughout the course design and development process.

This includes mentoring and guiding faculty, teachers, and/or staff to incorporate instructional strategies and technology that are based on sound pedagogical practices grounded in learning theory in classroom-based, hybrid/blended, and online deliveries.

Collaboration | Design Process | Instructional Strategies with Technology | Learning Theory

Collaboration with Faculty, Teachers, and Staff to Design Courses and Learning Experiences that . . .

      • Are fully “aligned” with course learning objectives, program goals, and/or core curriculum standards.
      • Promote student-centered learning.
      • Develop higher-order thinking/skills.
      • Provide engaging, socially-connected learning opportunities.
      • Incorporate technologies to enhance learning.
      • Deconstruct projects and provide “scaffolding” in assignments to help students succeed and meet the learning goals.
      • Provide grading rubrics to evaluate students’ work and communicate expectations & desired outcomes.
      • Include ‘authentic’ assessments – formative and summative – beyond more traditional assessments (i.e., tests, papers).
      • Assure high-quality learning experiences based on industry standards (e.g., Quality Matters).
      • Promote independent learning.
      • Promote accessibility & universal design.
      • Put “pedagogy” first!

     

Learning Design Process

The process may vary depending on whether the goal is to design/develop a full-semester course, multiple courses in a curriculum, a professional development course for a certificate, or one specific project or micro learning experience. Below is an example of a more formal, instructional design approach to assure the integrity of the process.

  1. Learning Needs Assessment 
    Audience analyses (instructors & learners)
    Goals of course, curriculum, program
    Existing course redesign vs. new course design vs. course transition (e.g., from face-to-face class to hybrid or fully online)
    Design/development team (e.g., faculty/teacher – SME; instructional designer/technologist)
    Timeline for project and time commitment by team
  2. Course Design/Course Mapping
    Course learning objectives
    Course assessments
    Course outline of units, topics, and activities and assignments
    Ensure “course alignment” throughout the course

    course alignment support quality course design
    Course Alignment Supports Quality Course Design



    Product    :     Course Syllabus with Schedule; “blueprint” for course development. 

  3. Course Development
    Develop course in a learning management system or platform
    Develop course structure
    Develop prototypes, models, templates, and/or samples
    Develop week-by-week units of study:
    – Readings
    – Media and/or technology
    – Lecture
    – Activities
    – Assignments
  4. Course Implementation
    Facilitate the learning process while teaching the course
    Build a learning “community”
    Communicate with students
    Provide ongoing feedback and grading of assignments
    Note any issues or problems
  5. Course Evaluation
    Post-course faculty/instructor course debriefing with ID
    Evaluate successes, challenges, & issues to resolve
    Review student/user statistics and performance
    Review student surveys for feedback
    Fine-tune and/or revise course, as needed.

Instructional Strategies with Technology Integration

students collaborating
Students Collaborating 

 

 

 

 

 

 

Public Domain Mark This work (Collaboration, by Startup Stock Photos via Pexels – CC0 license) is free of known copyright restrictions.

Incorporating instructional strategies that promote higher-order thinking/skills and active learning with technology integration, such as:

  • Asynchronous Online Discussions
  • Flipped Classroom (hybrid & face-to-face learning)
  • Digital Storytelling (e.g., Piktochart for infographics; Storybird, Voicethread)
  • Project-Based Learning
  • Inquiry/Problem-Based Learning
  • Experiential/Applied Learning (e.g., in the “field”)
  • Collaborative Learning (e.g., “curating” content; presentations; Google Apps, Google Sites)
  • Case Study
  • Social Media (Twitter, Diigo social bookmarking, Wikis, Facebook, Pinterest, blogging, GroupMe, Slack)
  • Video (e.g., YouTube, TED Talks, Khan Academy; recorded instructor lectures)
  • Game-Based Learning
  • Debate
  • Peer Review
  • Critical Reflection

Learning Theory

Instructional strategies and approaches are grounded in learning theories, such as:

  • Bloom’s Taxonomy
  • Constructivism/Social Constructivism
  • Community of Inquiry
  • Lave/Wenger’s Communities of Practice
  • Vygotsky’s Scaffolding
  • Dewey/Kolb’s Experiential Learning
  • Gardner’s Multiple Intelligences
  • Mayer’s Cognitive Theory of Multimedia Learning
  • Sweller’s Cognitive Load Theory
  • Mezirow’s Transformative Learning
  • 21st Century Skills