Category: Teaching

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Design for Learning: Principles, Processes, and Praxis

I’ve never been satisfied with the textbooks available to teach instructional design. So after a couple of years at BYU, I decided to create something I could be happy with. Along with my colleague Rick West, we solicited chapters from both academic and industry experts on a variety of topics, and edited them together into a collection I’m quite proud of. The book is open access, published through EdTech Books. It’s available to read online or download for free. It can also be purchased for the cost of printing. I hope you’ll check it out.

Design for Learning : Principles, Processes, and Praxis (online)

Purchase a copy from Amazon

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Instructional Design for Business and Non-Profits

Sample Syllabus

Instructional Design for Business and Non-Profits Syllabus – Fall 2018

Textbooks I Use/Have Used

Design for Learning: Principles, Processes, and Praxis, edited by Jason K. McDonald and Richard E. West

Design For How People Learn, by Julie Dirksen

This course is an undergraduate version of my graduate introduction to instructional design. For topics and other materials please see what I’ve posted there: course materials for Introduction to Instructional Design.

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Principles of Learning

Sample Syllabus

Principles of Learning Syllabus  – Spring 2018

Selected Readings

  • Barab, S. A., & Dodge, T. (2007). Strategies for Designing Embedded Curriculum. In J. M. Spector, M. D. Merrill, J. J. G. Van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology(3rd ed., pp. 97–110). New York: Routledge.
  • Dickey, M. D. (2006). Game Design Narrative for Learning: Appropriating the Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research and Development, 54(3), 245–263.
  • Gadamer, H.-G. (2001). Education is Self-Education. Journal of Philosophy of Education, 35(4), 529–538.
  • Jonassen, D. H. (1991). Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm? Educational Technology, Research and Development, 39(3), 5–14.
  • McDonald, J. K., Yanchar, S. C., & Osguthorpe, R. T. (2005). Learning from Programmed Instruction: Examining Implications for Modern Instructional Technology. Educational Technology Research and Development, 53(2), 84–98.
  • Phillips, D. C. (1995). The Good, the Bad, and the Ugly: The Many Faces of Constructivism. Educational Researcher, 24(7), 5–12.
  • Schank, R. C., & Berman, T. R. (2002). The Pervasive Role of Stories in Knowledge and Action. In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative Impact: Social and Cognitive Foundations(pp. 287–313). Mahwah, NJ: Erlbaum.
  • Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13.
  • Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Internaional Journal of Instructional Technology & Distance Learning, 2(1).
  • Skinner, B. F. (1963). Operant Behavior. American Psychologist, 18, 503–515.
  • Thomas, G. (1997). What’s the Use of Theory? Harvard Educational Review, 67(1), 75–104.
  • Yanchar, S. C., & South, J. B. (2008). Struggling with Theory? A Qualitative Investigation of Conceptual Tool Use in Instructional Design.
  • Yanchar, S. C., Spackman, J. S., & Faulconer, J. E. (2013). Learning as embodied familiarization. Journal of Theoretical and Philosophical Psychology, 33(4), 216–232.

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Project management

Sample Syllabus

IPT 682 Project Management – Winter 2018

Textbooks I Use/Have Used

Learning Agile: Scrum XP, Lean, and Kanban, by Andrew Stellamn and Jennifer Greene

Brilliant Agile Project Management: A Practical Guide to Using Agile, Scrum and Kanban, by Rob Cole and Edward Scotcher

Making Things Happen: Mastering Project Management, by Scott Berkun

Topics

Diagnose

Organize/plan

Make progress

Communication

Manage risk

Other

Lifetime lessons learned about project management

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Advanced instructional design

Sample Syllabus

IPT 664 Advanced Instructional Design – Fall 2017

Textbooks I Use/Have Used

The ID Casebook: Case Studies in Instructional Design, by Peggy A. Ertmer, James A. Quinn, Krista D. Glazewski

Topics

This is a practicum course, so we do not cover topics in a traditional sense. Each class session focused on mentoring to help students be more successful in their assigned project (for a local client).

Other Resources

Grading rubrics

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Design Theory

Sample Syllabus

Design Theory Syllabus  – Spring 2017

Textbooks I Use/Have Used

The Design Way: Intentional Change in an Unpredictable World (2nd ed.), by Harold G. Nelson and Erik Stolterman

The Shape of Things: A Philosophy of Design, by Vilém Flusser

Other Readings

  • Banathy, B. H. (1996). Designing social systems in a changing world. New York, NY: Spring Science+Business Media. (Chapter 2, pp. 11-47)
  • Bayazit, N. (2004). Investigating design: A review of forty years of design research. Design Issues, 20(1), 16-29.
  • Belland, J. C. (1991). Developing connoisseurship in educational technology. In D. Hlynka & J. C. Belland (Eds.), Paradigms regained: The uses of illuminative, semiotic and post-modern criticism as modes of inquiry in educational technology (pp. 23-35). Englewood Cliffs, NJ: Educational Technology Publications.
  • Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84-92.
  • Cross, N. (1982). Designerly ways of knowing. Design Studies, 3(4), 221-227.
  • Cross, N. (2001). Designerly ways of knowing: Design discipline versus design science. Design Issues, 17(3), 49-55.
  • Dunne, J. (1993). Back to the rough ground: ‘Phronesis’ and ‘techne’ in modern philosophy and in Aristotle. Notre Dame, IN: University of Notre Dame Press. (Epilogue, pp. 357-382)
  • Dunne, J. (1999). Professional judgment and the predicaments of practice. Eurpoean Journal of Marketing, 33(7/8), 707-720.
  • Institute of Design at Stanford (n.d.). An introduction to design thinking: Process guide. Retrieved from https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf.
  • Kimbell, L. (2011). Rethinking design thinking: Part I. Design and Culture, 3(3), 285-306. doi:10.2752/175470811X13071166525216
  • Krippendorff, K. (2006). The semantic turn: A new foundation for design. Boca Raton, FL: CRC Press. (Chapter 2, pp. 39-75)
  • Lawson, B., & Dorst, K. (2009). Design expertise. Burlington, MA: Elsevier Ltd. (Chapter 3, pp. 81-112)
  • Norman, D. A., & Verganti, R. (2014). Incremental and radical innovation: Design research vs. Technology and meaning change. Design Issues, 30(1), 78-96.
  • Owen, C. L. (2005). Design thinking. What it is. Why it is different. Where it has new value. Paper presented at the the International Conference on Design Research and Education for the Future.
  • Parrish, P. (2012). What does a connoisseur connaît? Lessons for appreciating learning experiences. In S. B. Fee & B. R. Belland (Eds.), The role of criticism in understanding problem solving: Honoring the work of John C. Belland (pp. 43-53). New York: Springer.
  • Protzen, J.-P., & Harris, D. J. (2010). The universe of design: Horst Rittel’s theories of design and planning. New York, NY: Routledge. (Chapters 1.10 – 1.11, pp. 107-134)
  • Schön, D. A. (1987). The reflective practitioner: How professionals think in action. Basic Books, Inc. (Chapter 3, pp. 76-104)
  • Simon, H. A. (1996). The sciences of the artificial (3rd ed.). Cambridge, MA: MIT Press. (Chapter 5, pp. 111-138)
  • Stolterman, E. (2016). Some thoughts about the problematic term “design thinking.” Retrieved from http://transground.blogspot.com/2016/12/composing-some-blogposts-in-small-ebook.html.
  • Verganti, R. (2008). Design, meanings, and radical innovation: A metamodel and a research agenda. Journal of Product Innovation Management, 25(5), 436-456. doi:10.1111/j.1540-5885.2008.00313.x
  • Wilson, B. G. (2013). A practice-centered approach to instructional design. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mind tools: Essays in honor of David H. Jonassen (pp. 35-54). New York, NY: Routledge.
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Introduction to instructional design

Sample Syllabus

Introduction to Instructional Design Syllabus – Fall 2020

Textbooks I Use/Have Used

Design for Learning: Principles, Processes, and Praxis, edited by Jason K. McDonald and Richard E. West

Design For How People Learn, by Julie Dirksen

Design Thinking: Understanding How Designers Think and Work, by Nigel Cross

An Architectural Approach to Instructional Design, by Andrew S. Gibbons

The Design Way: Intentional Change in an Unpredictable World (2nd ed.), by Harold G. Nelson and Erik Stolterman

Videos

Foundations

Understanding your audience

Needs analysis

Personas

Critiques

Design processes

Problem framing

Learning goals

Content and task analysis

Topic analysis

Procedure analysis

Critical incident analysis

Generating lots of ideas

Prototyping

Measuring student learning

Holistic design

Being an instructional designer

Templates

Critical incident analysis

Empathy map

Environment and needs analysis

Ideas for instructional activities

Ideas for learning measurements

Ideas from instructional strategies

Ideas from precedent

Learner analysis

Learning goals

Personas

Planning instructional activities

Problem framing

Procedure analysis

Testing prototypes

Topic analysis

Rubrics

Content analysis rubric

Environmental and needs analysis rubric

Final project rubric

Idea generation rubric

Learning goals rubric

Persona rubric

Problem framing rubric

Prototype rubric

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