Design for Learning

Part I. Instructional Design Practice

1. Becoming a Learning Designer

2. Designing for Diverse Learners

3. Conducting Research for Design

4. Determining Environmental and Contextual Needs

5. Conducting a Learner Analysis

6. Problem Framing

7. Task and Content Analysis

8. Documenting Instructional Design Decisions

9. Generating Ideas

10. Instructional Strategies

11. Instructional Design Prototyping Strategies

12. Design Critique

13. The Role of Design Judgment and Reflection in Instructional Design

14. Instructional Design Evaluation

15. Continuous Improvement of Instructional Materials

Part II. Instructional Design Knowledge

16. Learning Theories

17. The Role of Theory in Instructional Design

18. Making Good Design Judgments via the Instructional Theory Framework

19. The Nature and Use of Precedent in Designing

20. Standards and Competencies for Instructional Design and Technology Professionals

Instructional Design Processes

21. Design Thinking

22. Robert Gagné and the Systematic Design of Instruction

23. Designing Instruction for Complex Learning

24. Curriculum Design Processes

25. Agile Design Processes and Project Management

Designing Instructional Activities

26. Designing Technology-Enhanced Learning Experiences

27. Designing Instructional Text

28. Audio and Video Production for Instructional Design Professionals

29. Using Visual and Graphic Elements While Designing Instructional Activities

30. Simulations and Games

31. Designing Informal Learning Environments

32. The Design of Holistic Learning Environments

33. Measuring Student Learning

Design Relationships

34. Working With Stakeholders and Clients

35. Leading Project Teams

36. Implementation and Instructional Design

Author Biographies

List of Authors

List of Keywords

Call for Chapters

Sources of Design Knowledge

The chapters in this section review different sources of design knowledge, both academic and practice-oriented. As instructional designers find ways to synthesize both, they find their designs become richer, more effective, and more recognizable by learners and stakeholders as a valuable resource upon which to rely.

Learning Theories The Role of Theory in Instructional Design Making Good Design Judgments via the Instructional Theory Framework The Nature and Use of Precedent in Designing Standards and Competencies for Instructional Design and Technology Professionals

This content is provided to you freely by BYU Open Learning Network.

Access it online or download it at https://open.byu.edu/id/sources_of_design_kn.