to create learning experiences that build upon learner's existing knowledge

iterative

planned

ordered steps

observation

evaluation

problem-solving that starts with people you are designing for and ends with new solutions designed to suit their needs

learning experience design

ADDIE

SAM

UbD

systematic / stepwise process

instructional design process model that focuses on:

learning objectives (LO),

content,

or instructor activities

iterative / rapid process

different approach / backwards design

instructional design process model that focuses on:

learner outcomes

designers gather information on the target audience's existing knowledge & skills to clarify instructional problem

designers write learning objectives, plan assessments, outline instructional content for learning experiences

designers create & assemble content assets and assessments

learners get to engage with the learning experience

designers gather feedback, revise, and improve the learning experience

SAM phases

instructional approaches to learning

learning occurs by reinforcing desired behaviors through rewards & discouraging certain behaviors with consequences

metacognition - awareness of your thoughts & thought processes

learners construct new knowledge by integrating information from past experiences + gain knowledge through discovery

social media

online networks

blogs

information databases

this theory is best applied when learning tasks require

remembering

understanding

applying

the lower portion of Bloom's

this theory is best applied when learners are faced with well-defined problems, which require learners to

understand

apply

analyze

evaluate

create

the upper portion of Bloom's

this theory is best applied when learners are faced with complex, or ill-structured, problems requiring learners to

understand

apply

analyze

evaluate

create

the upper portion of Bloom's

stimulus-response

prior knowledge-new knowledge

exploration-inquiry

learning challenges the way a learner thinks & helps them to grow from new perspectives

adults - tapping into prior knowledge

trying (doing) to make meaning

adult learners who are persistent in their education & take the initiative to learn independently

foundational knowledge

application

integration

human dimension

caring

learning how to learn

gain attention

inform learner of objectives

prior learning

present content

provide guidance

practice

provide feedback

assess performance

enhance retention & transfer to the job

gain attention

inform learner of objectives

prior learning

present content

provide guidance

practice

provide feedback

assess performance

enhance retention & transfer to the job

activation

demonstration

application

integration

problem-centered

multiple means of engagement

multiple means of representation

multiple means of expression & action