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- [[Category:Instructional Design]]687 bytes (102 words) - 15:57, 5 May 2014
- ...(1989). "Formative assessment and the design of instructional systems." ''Instructional Science'', 18: 119-144. [[Category:Instructional Design]]2 KB (246 words) - 14:17, 7 May 2014
- [[Category:Instructional Design]]1 KB (166 words) - 15:50, 5 May 2014
- '''[[Documentation:Learning_Design/LD Template|Learning Design Template]]''' ...e: 14.6667px;">[[http://cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf|Design patterns for teachers and education (system) designers. Pattern book output2 KB (199 words) - 14:04, 5 May 2014
- ...iki provides resources on teaching techniques and best practices in course design. Feel free to add other resources and provide a brief comment on its usabil ...ive Teaching]: Excellent resource that discusses teaching mistakes, course design, effective lectures, and student problems.7 KB (878 words) - 23:44, 26 November 2015
- | <span style="font-family: Arial,Helvetica,sans-serif;">Course Developer/Instructional Designer</span> | <span style="font-family: Arial,Helvetica,sans-serif;">Course Developer/Instructional Designer</span>6 KB (739 words) - 10:17, 6 May 2014
- [[Category:Instructional Design]]1 KB (147 words) - 10:32, 6 May 2014
- [[Category:Instructional Design]]1 KB (129 words) - 10:21, 5 May 2014
- '''Marlene Brooks, Instructional Designer - Open Learning, Thompson Rivers University''' ...ners. Marlene is new to TRU. She has provided curriculum and instructional design support at Memorial University, University of Guelph and University of Regi4 KB (631 words) - 10:21, 6 May 2014
- ** Limited ability to meet instructional design needs ...l stakeholder perspectives including instructional/administrative/clerical/design/delivery etc.4 KB (437 words) - 15:15, 9 April 2015
- ...tization takes place when the number of courses entering the instructional design process exceeds current capacity. '''Chair, Instructional Design'''<br>2 KB (286 words) - 21:30, 27 March 2015
- ...ou to use the various checklists given in your text, evaluate the content, design, supplementary materials and delivery of your peers' presentation in an obj ...0, 11, 12 checklists from the text to evaluate and comment on the content, design, supplementary materials and delivery of each student's presentation. Stude3 KB (340 words) - 11:12, 7 May 2014
- [[Category:Instructional Design]] *[[Documentation:Learning_Design/Learning Design Patterns Project|Learning Design Patterns Project]]2 KB (196 words) - 11:52, 7 May 2014
- ...Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Design rules: </span> ...l; font-size: 14px; text-decoration: none; vertical-align: baseline;">Four design types:</span>10 KB (1,048 words) - 11:37, 7 May 2014
- [[Category:Instructional Design]]574 bytes (68 words) - 15:25, 5 May 2014
- * Reflection and evaluation built into design process (Laumakis, Graham & Dzubian (2009) [[Category:Instructional Design]]1 KB (157 words) - 14:44, 5 May 2014
- ==Design Considerations== Develop a systematic design model that embraces elements identified: COI, UNITE3 KB (272 words) - 14:48, 5 May 2014
- [[Category:Instructional Design]]547 bytes (53 words) - 14:06, 7 May 2014
- [[Category:Instructional Design]]900 bytes (104 words) - 15:05, 7 May 2014
- [[Category:Instructional Design]]689 bytes (103 words) - 10:48, 5 May 2014