Learning Design
Recently, I was reading an article on e-learning industry.com on the use of color. The author gave many good suggestions of how to use color, when to use it, and the meanings of an assortment of colors. It was an informative article.
It made me think about how little choice instructional designers have when creating e-learning for colleges and universities. Many times, the college or university supplies a branding guideline and that is that. No choice for colors, logos, and graphics.
Today’s digital students are demanding a higher quality of education and customized learning experiences. Accessibility and success depends on personal factors that extend beyond the campus. Students are looking for learning that relates directly to them. Online learning has allowed students with busy work schedules, hectic personal lives, and a lengthy list of responsibilities to continue their education. However, traditional online programs may fail to meet student needs, because they are mainly a one-size-fits-all solution. As adult learners are looking to explore career opportunities, new skills, or personal interests, their learning experience is significant. Universities that offer a student-centered design approach will engage and elevate their learners, and above all, retain those learners for the duration of the program.
As a college or university curriculum leader, you can propose tailoring the design thinking process or human-centered design process to student-centered design.
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.
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.