Category: Instructional Design

I’ve been doing this for while, sometimes new instructional designers ask me for some helpful tips. Here are my top 5:

1. Focus on learning outcomes: The primary goal of instructional design is to help learners achieve specific learning outcomes. Therefore, it’s essential to design your course or program with these outcomes in mind. Ensure that your content, activities, and assessments align with the learning objectives.
   
2. Use multimedia and interactive elements: Use multimedia, such as videos, graphics, animations, and interactive elements, to make the content more engaging and facilitate active learning. For instance, you can use interactive quizzes, games, or simulations to reinforce concepts and provide immediate feedback to learners.
   
3. Design for different learning styles: People learn differently, and it’s crucial to consider various learning styles when designing your instruction. Incorporate a range of learning modalities, such as visual, auditory, and kinesthetic, to accommodate diverse learners. Provide different modes of presentation and interaction to appeal to different preferences.
   
4. Encourage social learning: Social learning can be a powerful tool for learners. You can encourage collaboration, discussion, and peer feedback through online forums, social media, or group assignments. Social learning can help learners to develop a sense of community and increase motivation.
   
5. Evaluate and improve: Evaluation is an essential part of instructional design. Use formative assessments to monitor learner progress and identify areas where improvement is needed. Use summative assessments to measure learner achievement against the learning outcomes. Use feedback from learners and instructors to refine and improve the instruction for the next iteration.
   
6. Bonus – Keep it simple: Remember, your learners are not rocket scientists. Unless, of course, your course is about rocket science. In that case, good luck, you’ll need it.

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More: Using Instructional Design to Create High-Quality eLearning Content

(I’m bringing some content over from an old platform.)

Some thoughts for the learner regarding assessment.

The path of assessment is one of great importance. There are two types of assessments that measure your learning: formative and summative.

Formative assessments are like the wise sage who guides you throughout your journey. They are conducted during your instruction and practice to provide ongoing feedback to you and your teacher about your progress. Formative assessments help you identify where you are struggling and guide your teacher to better meet your needs.

On the other hand, summative assessments are like the final test that determines your level of mastery of the material. They are conducted at the end of a period of learning, such as the end of a unit, course, or school year. Summative assessments are used to make decisions about your grades or promotion to the next level of education.

In short, formative assessments help you learn and grow, while summative assessments determine your level of mastery. Keep walking on this path with great care and diligence, and you will surely find success

Remember, that both formative and summative assessments are important for your learning journey. Formative assessments help you identify your strengths and weaknesses, and provide an opportunity for improvement. Summative assessments help you evaluate your overall progress and understanding of the material.

However, do not become too attached to the results of these assessments. They are simply tools to help you measure your progress and mastery of the material. Your true success lies in the effort you put in every day and the knowledge and skills you gain from your studies.

As you continue on your path of education, keep an open mind and a willingness to learn. Embrace the challenges that come your way and use them as opportunities for growth. With dedication and hard work, you can achieve great things and make a positive impact on the world.

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More: Test and Quiz Questions – Oh My!

(I’m bringing some content over from an older platform.)

Some thoughts on creating quiz/test questions.

First, the following are some high-level considerations when creating quiz and test questions for adult e-learning courses.

1. Learning Objectives: Quiz and test questions should align with the learning objectives of the course. They should test the learner’s understanding of the core course material and ensure that they have mastered the key concepts. Before creating quiz questions, it’s important to have a clear understanding of the learning objectives of the course.
   
2. Relevance and Real-World Application: Adult learners are typically more interested in learning that is relevant to their work or personal life. Quiz and test questions should be designed to reflect real-world scenarios and applications. This can help learners better understand how to apply the course material in their own lives or work environments.
   
3. Clear and Concise Language: Quiz and test questions should use clear and concise language that is easy for learners to understand. Avoid using technical jargon or complex sentence structures that could confuse or distract the learner. Additionally, be sure to provide clear instructions for each question and any supporting materials or resources that may be necessary to answer the question.
   
4. Balance of Difficulty: Quiz and test questions should be balanced in terms of difficulty. If all the questions are too easy, learners may not feel challenged and may not be fully engaged. Conversely, if all the questions are too difficult, learners may become frustrated and lose motivation. It’s important to provide a mix of easy, moderate, and difficult questions that challenge learners at different levels of understanding.
   
5. Authentic Assessment: Quiz and test questions should be designed to assess the learners’ comprehension and mastery of the course material. This can be achieved through authentic assessments that simulate real-world scenarios and tasks. For example, a case study or scenario-based question can provide a more authentic assessment of the learners’ knowledge and skills than a simple multiple-choice question.
   
6. Fairness and Bias: Quiz and test questions should be fair and unbiased. Avoid creating questions that are culturally or gender biased, or that assume a specific level of prior cultural knowledge or experience. Also, ensure that the questions are not overly subjective or open to interpretation, as this can lead to inconsistent grading and perceptions of unfairness. Finally, be sure to review the questions for potential bias and sensitivity with a diverse group of people to ensure that they are fair and inclusive.

True/False Questions:

1. Clearly state the question and the possible true or false answers.
2. Make sure that the question is a statement that can be proven true or false.
3. Avoid double negatives or double positives in the question.
4. Avoid using “all” or “none” in the question as this can make it too broad.
5. Use specific and relevant information from the course content or other training document to create the question. In your internal course notes, maintain a reference back to the specific spot in the content where the answer is provided.
6. Avoid using “sometimes” or “may” in the question as this can make it too ambiguous.
7. Avoid using negative phrasing in the question, such as “not” or “except”, as this can make it more difficult to understand.
8. Avoid using absolute words like “always” and “never” in the question as this can make it too broad and not always accurate

Multiple Choice Questions:

1. Clearly state the question and provide a list of possible answers.
2. Make sure that the question is a statement that can be answered by one of the options provided.
3. Use specific and relevant information from the training content to create the question. In your internal course notes, maintain a reference back to the specific spot in the content where the answer is provided.
4. Avoid using “all of the above” or “none of the above” as an option as it can make the question too broad.
5. Avoid using similar or identical options as this can make the question too easy.
6. Avoid using leading or biased language in the question or options.
7. Avoid using “all” or “none” in the options as this can make it too broad.
8. Provide options that are similar in length and complexity to prevent one option from appearing more likely to be correct.
9. Provide options that are similar in length and complexity to prevent one option from appearing more likely to be correct.
10. Avoid giving away the correct answer in the question itself or in other options.
11. Avoid using double negatives or double positives in the options.

Creating Fair Questions:

1. Avoid using personal opinions or biases in the question or options.
2. Use language that is neutral and inclusive.
3. Avoid using technical jargon or language that may be unfamiliar to some learners. (Unless the course content is focused on technical jargon or technical language that the learner needs to know.)
4. Ensure that the question is relevant and aligned with the learning objectives of the course.  (If the question is not aligned with the learning objectives, learns some perceive these as trick questions.)
5. Avoid making the question too easy or too difficult for the intended audience. As always – know your learners.
6. Test the question with a diverse group of people to ensure that it is fair and easy to understand.
7. Avoid using graphics or images that may be offensive or triggering to some learners.
8. Review and revise the question regularly to ensure that it remains relevant and fair.
9. Avoid using culturally or socially insensitive language or content.
10. Avoid using graphics or images that may be offensive or triggering to some learners.
11. Avoid using leading or loaded questions, which can bias the answers or steer the learners toward a specific answer.

It’s also important to consider the context in which the questions are being used. Are they formative or summative assessments? Are they used for self-assessment or for grading? Different types of questions may be more appropriate for different contexts.

It’s important to keep in mind that designing good questions that are fair, accessible, and align with the learning objectives is an ongoing process and not just a one-time task. You should always be open to feedback and willing to make changes to improve the effectiveness of your questions.

Good quiz and test questions for an eLearning course are fair, accessible, aligned with the learning objectives, and designed with the intended audience in mind. They are clear, and specific, and avoid using biased or loaded language. It’s important to review and revise the questions regularly to ensure they remain effective.

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More: Using Instructional Design to Create High-Quality eLearning Content

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In the field of education, there are various approaches to designing a curriculum, creating lesson plans, and delivering instruction. Two of the most commonly used approaches are learning experience design (LXD) and instructional design (ID). While both LXD and ID share some similarities, they also differ in various ways. In this article, we will compare and contrast these two approaches to education design, explore their benefits, and how they can complement each other.

Learning Experience Design (LXD) vs. Instructional Design (ID)

LXD is like the new kid on the block, all hip and trendy with its focus on creating an immersive and engaging learning experience using technology. It’s like throwing a party for your brain, complete with games, simulations, and personalized learning paths. Who says learning has to be boring, right?

Learning Experience Design (LXD) is a relatively new approach to education design, often referred to as a “human-centered” approach to education design. LXD focuses on the learner’s experience and emphasizes the use of technology to create immersive and engaging learning experiences. LXD incorporates a variety of elements, including gamification, simulations, social learning, and personalized learning paths, to create a learner-centered environment. The aim of LXD is to create an emotional connection between the learner and the learning content, which leads to a deeper and more meaningful understanding of the subject matter.

ID, on the other hand, is like the granddaddy of education design. Think of it as the blueprint for a house, where everything is planned out to the smallest detail. ID is all about creating effective, efficient, and engaging instructional materials that can be delivered to a wide audience.

Instructional Design (ID) has been around for many decades and is a more traditional approach to education design. ID focuses on the systematic design of instruction, and its primary goal is to ensure that learning outcomes are achieved. ID involves creating a detailed plan for a course or lesson, outlining the learning objectives, the delivery method, and the evaluation criteria. The focus is on creating effective, efficient, and engaging instructional materials, which can be delivered to a wide audience.

Benefits of Learning Experience Design (LXD)

One of the main benefits of LXD is that it takes into account the learner’s needs and preferences. LXD uses a variety of techniques to engage the learner, including gamification, personalization, and social learning. This results in a more engaging and interactive learning experience that can lead to better retention of the material. LXD is also highly adaptable, allowing for quick changes in the learning content to address the needs of different learners.

Benefits of Instructional Design (ID)

ID has been used for many years, and its effectiveness in creating high-quality instructional materials has been proven time and time again. ID ensures that the learning objectives are clear, the delivery method is effective, and the evaluation criteria are fair and accurate. ID is a highly structured and organized approach, which makes it easy to replicate the learning experience for different learners.

Complementary Nature of LXD and ID

While LXD and ID differ in their approaches to education design, they can complement each other. For example, LXD can be used to enhance ID, by adding gamification, social learning, and personalization to the instructional materials. These elements can make the learning experience more engaging and interactive, leading to better retention of the material. On the other hand, ID can be used to structure and organize the learning experience, ensuring that the learning objectives are clear, the delivery method is effective, and the evaluation criteria are fair and accurate. The combination of LXD and ID can lead to a highly effective and engaging learning experience.

Wrap Up

While both LXD and ID have their unique advantages, they can be used together to create a highly effective and engaging learning experience. LXD focuses on the learner’s experience, while ID ensures that the learning objectives are clear and the delivery method is effective. The combination of these two approaches can lead to a highly effective and engaging learning experience, which can lead to better retention of the material and a deeper understanding of the subject matter.

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More: Subject Matter Experts & Content Creation