Category Archives: Instructional design

The first eLearning course I enrolled in in the year 2000 was a nightmare because I couldn’t find all the required pieces of the course on the website. Granted, LMS (learning management systems) were in their infancy at that point, … Continue reading →

I’ve taken a number of course in my bachelors and masters programs that focus on designing curriculum, but what struck me is the inconsistency definition of curriculum. I’ve heard some college educators define curriculum as their lesson plans. One of … Continue reading →

There are several different approaches one can take to sequencing learning, such as subject expert, general to specific, simple to complex, book, known to unknown, and problem to solution. This post will provide a brief overview of these six sequences … Continue reading →

After I’ve written a lesson plan, I review it and sometimes discover that I have taught my learners how to do something, but not clearly illustrated how the day’s lesson aligns to at least one of the course’s learning objectives. … Continue reading →

I hope you’ve had a chance to write down a number of learning objectives since you read my last week’s post. Using Bloom’s Taxonomy as a guide you should have easily compile more learning objectives than you need. Generally, a … Continue reading →

I’ve found that some educators don’t understand the difference between the goals or a course and the objectives of a course. Writing solid, meaningful, and measurable learning objectives is difficult, while writing learning goals, in my opinion, is much easier … Continue reading →

Last week I discussed the differences between learning outcome and learning objectives. That set the stage for creating learning objectives, which takes considerable thought and practice. I always preface my list of objectives with “Upon successful completion of the course, … Continue reading →

I’ve taken several motorcycle courses over the years, and the one mantra that all instructors have said is, “Look where you want to go.” This was repeated over and over again, yet years later, I occasionally find myself looking at … Continue reading →

Everyone has a different way of studying and learning new material.  As an educator, I was often guilty of creating lessons plans that favour my preferred learning style.  As Socrates said, “Knowing thyself is the height of wisdom,” but in … Continue reading →

Cellphone use in the classroom has been a topic of debate for over a decade.  It’s time that educators stop fighting technology, change their approach to teaching and embrace the evolving of students learning. Today’s classrooms, just like today’s training … Continue reading →