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Instructional Design

Good Instructional Design Makes Student Learning Easier

Whether you are designing learning experiences, activities, and tools for students in your face-to-face class, your hybrid class, or your fully online class, there are certain universal design principles which benefit student learning.

Some are:

  • Redundancy – multiple opportunities to reinforce learning and to clarify concepts
  • Formative assessment – this is assessment for learning, which helps students learn better in the process of developing knowledge, skills, and values (summative assessment is of learning – the assessment occurs after the learning has happened and is therefore of little use in helping students learn the material better; final grades are an example of summative assessment)
  • Opportunities for students to connect what they already know with new information – (constructivism)

CETTL’s role in helping faculty as they design their courses ranges from a big-picture approach, which starts with building a course map of activities and assignments as they connect with student learning outcomes, to more discrete, fine-tuning aspects, such as what kind of group-work activity could be good to achieve a certain learning objective. A particularly good resource for working at all levels of course instructional design is Dr. Dee Fink’s book, which is available for check-out from the CETTL Library.

CeCE’s course-design specialists provide assistance in developing course materials and offer advice and technical instruction on issues related to online pedagogy for Online Courses, Self-Paced Online Courses (SPOC), and Interactive Video Courses (IVC).