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instructional design for e-learning

EDUC 760 E-Learning for Educators   EDUC 762 Assessment in E-Learning   EDUC 763 Instructional Design for E-Learning   

EDUC 761 Creating Collaborative Communities in E-Learning   EDUC 764 E-Learning Practicum

Introduction and Reflection

Instructional design is the process of sustaining positive learning memories directly related to the learner being able to do something they were not able to do before. Instructional design is the combination of the art of teaching and the science of design with measures of common sense, compassion and care. The perfect lesson plan does not guarantee success as does not an overdose of sensible love. There must be an orchestration of events, interactions and results which move the learner along. Instructional design is this orchestration. 

With this understanding of instructional design, we go forward to orchestrate our courses so all students can find success. Our work centers on identifying the core content objectives and finding the right combination of activities (absorb, do, connect) to support learner development. We also must take care to use meaningful transitions in order to create a contiguity for the learner.  

Reality hits hard in our work when we have to confront reluctance, poor work ethic, or unethical behavior. We plan with the best in mind but clearly understand the human condition and prepare accordingly. We continue to seek those positive learning memories for our learners while realizing holding them accountable for their actions is also beneficial. 

Thus, as the instructional designer (a.k.a. conductor) leads, the rhythm of learning continues with the hope for all learners to find success as well as a new set of "instruments" to play. 

Resource: David Merrill on Instructional Design - Three Principles of Instructional Design - Demonstration, Application, Motivation (Real World)

Modules of Objectives-Assessments-Activities

Geometry is a mathematics course to assist students with developing an understanding of points, lines, planes and their derivatives. Students work to understand spatial relationships in both two-dimensional and three-dimensional space as well as demonstrate the ability to reason and prove those relationships.

The traditional Geometry course is taught over a 36-week period and provides students opportunities to display competency through a variety of assessments. School Profile - Student Demographics 

Course Summary Modules 

Learning Guides

Learning guides are designed to literally guide the students through the learning. Students will find resources to support learning and task completion as well as the details of the graded activities.

Module 1: Transformations and Similarity

Module 2: Constructions   

Sample Activity

The attached sample activity utilizes Bloom's Taxonomy in order to have learners use multiple levels of thinking to complete an array of activities. In order to view additional sample activities created for this course, you will need a LON-CAPA username, password and domain name. Contact Alan Campbell for additional information.  

Bloom's Taxonomy: Transformations and Similarity

Class Policies and Syllabus

The Geometry course will be managed based on respect. Students are expected to show respect at all time as well as put forth their best effort and complete work on time.

Class Policies and Syllabus

Alan Campbell