There is international emphasis on the right that all individuals should have to comprehensive education with learning opportunities tailored to their educational needs, and Colombia is no exception. ...Thus, the work reported here aims to (a) propose a curricular structure that allows addressing diversity in mathematics class, enabling flexibility and adaptation according to students’ particularities and (b) construct didactic designs of mathematics adjusted to a flexible and adaptable curricular structure, addressing diversity in the mathematics classroom in Colombia. This article partially addresses these objectives by exploring the question: What conceptual elements need to be considered to construct didactic designs of mathematics that address diversity in the classroom? Consequently, the study presents elements of a curricular proposal based on universal design for learning (UDL) to address diversity in mathematics classes. This is exemplified through a didactic design created for the study of sequences and patterns, promoting, in basic and middle education, the development of algebraic thinking through activities involving generalization and the study of patterns.
Certain course features, such as engaging delivery, can benefit student learning. This essay presents one student’s opinion of what made for an effective introductory psychology course. The student ...provides his perspective on various features of the recently completed psychology course and how those elements supported his learning. The elements he identified included various ongoing knowledge checks, test reviews, tests, in-class engagement, personalized touchpoints, scaffolding, and student feedback. For each, the course instructor explains the pedagogical underpinnings of her choices. Faculty may find a student’s perspective on courses valuable as they consider their pedagogical decisions in terms of course design and delivery.
Instructional design models provide process insight that guides learning solution designers in their work to meet learning objectives and improve performance. Human resource development scholars ...often focus on individual learning components that support meeting learning and performance objectives. Learning practitioners who design learning solutions must review significant amounts of research studies to extract information that may assist them in their roles. This paper introduces the evidence-based Synergetic Learning Model, focused exclusively on design, intended to leverage the work of scholars holistically for the benefit of learning practitioners.
Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables ...instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.
Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights ...proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment.
In this paper, we report findings from a larger study that investigated design failure, as a phenomenon, in instructional design (ID) practice from the perspective of ID practitioners. Following an ...interpretive phenomenological study design, we interviewed 17 ID practitioners working in diverse settings, seeking their stories of design failure. Throughout the interviews and the analysis of the practitioners’ stories of design failures, we found that ID practitioners define design failure in different ways that are mostly not captured in design literature, that is: design failure as “failure during use of design,” design failure as “failure during process of design,” design failure as “an opportunity for reflection on design actions,” design failure as “an outcome or an event that needs to be avoided/prevented during the process of design,” and design failure as “an outcome or an event that could not be avoided/prevented during the process of design.” These findings and our discussions of them emphasize the generative role design failure plays in ID practice, the richness and the complexity of this phenomenon, and point to implications for IDT scholarship and ID education. In an upcoming paper, we report what ID practitioners attribute design failure to and what is the essence of design failure in ID practice.
The impact of the COVID-19 global pandemic on schools was massive and unprecedented. Many schools were forced to close, and teachers were forced to deliver their instruction online with a very short ...notice. To assist K-12 teachers to teach remotely, a simple instructional design model, CAFE (Content, Activities, Facilitation, & Evaluation), was created. This article describes the context in which CAFE was created and the three stages of improvement it went through from a simple instructional design table to the instructional design model. It also shares a reflection on the creation and characteristics of CAFE and finally, it ends with the introduction of the CAFE model.
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