Category: Curriculum Development

Another Look at ADDIE

In an effort to explore how learning theory and motivation can be applied to the instructional process, I am taking another look at ADDIE. What can ADDIE do to make instruction more engaging and practical for diverse learning audiences?

Defining ADDIE…
  1. ADDIE is a flexible instructional system design (ISD) framework used to used to develop courses. ADDIE is Analysis, Design, Development, Implementation, and Evaluation.
  2. ADDIE is used primarily by many training developers and instructional designers for technology-based instruction.
  3. One reason for ADDIE’s success is that student assessments are tied to learning objectives or learner outcomes.
  4. One criticism of ADDIE is that there is not a strong enough focus on the student and instructor relationship.
  5. ADDIE has been a standard for professionally developed, high-quality online education and heavily used in corporate e-learning and training.
Continue reading Another Look at ADDIE

Personalized Learning through Adaptive Technology

Over the past few months, you may have heard some chatter about personalized learning through adaptive technology. Not surprising.

The Brookings Institution referred to personalized learning as a major movement in education. Murray (2017) stated that colleges and universities are increasingly seeking ways to customize curriculum and learner outcomes via adaptive technology to match student-needs based on unique learning profiles.

And as with any new development in higher education, faculty is chiming in with, “Can I use this for my courses?” “…and, how?” The short answer? Absolutely. The longer answer? Read on to find out how. Continue reading Personalized Learning through Adaptive Technology

Can Technology Make Curriculum Cool?

Over the past few months, you may have heard some talk about Curriculum, Instruction and Technology (CIT) as one of the new specializations for the old Masters of Education (M.Ed.) degree.  Not surprising.

Tech is cool. Curriculum is anything but.  Technology has been a part of the social fabric for about 20 years, or so. Curriculum was carved into stone tablets back in ancient Greece, by Plato or Aristotle, or someone. Think of technology as a much-needed injection of youth serum into curriculum. Technology has fostered new learning theories, new gadgets for instruction, and new ways of doing…well,  just about everything. Continue reading Can Technology Make Curriculum Cool?

Exploring Virtual and Augmented Technologies

In this blog post, we will explore how virtual and augmented technologies have found their way into classroom enhancing traditional learning by blurring the physical and digital world. Reducing the gap between the real and digital world makes the learning environment more flexible and adaptive.

Virtual reality (VR) and augmented reality (AR) have the potential to transform the way educators, communicate with students. But where do we start? With so many VR and AR devices, information, and experiences available on the internet, virtual and augmented technologies can be overwhelming.  The brief descriptions (1) and accompanying videos will provide you with the basic ideas and concepts for each technology. Continue reading Exploring Virtual and Augmented Technologies

How can a theory guide or inform practice?

Connectivism refers to a theory of learning that stresses the contribution of cultural and social context in the learning process.  Connectivism is closely linked to activity theory proposed by Engeström (Dunaway, 2011).  The association between knowledge, education, and experience is an important aspect of connectivism.  In the digital era, connectivism refers to a learning theory that stresses technology and communication and their effects on a student’s education.

Continue reading How can a theory guide or inform practice?