My problem with the formal models of instructional design (e.g. Note: I let my argument lead where it must, and find I go quite beyond my intended suggestion of a broader learning design.  However, most of our design models are predicated on knowing what we need people to do, and developing learning to deliver that capability.  MORE >>

Learners are engaged in working on real things, and the contextualization facilitates transfer to the extent that you’ve designed the activity to require the types of performance they’ll need in the world. Getting there requires a different type of learning design that one focused on standards. design meta-learning MORE >>

In the mobile ideation session I ran today for some folks, the question came up about good and bad examples of design, and subsequent events reminded me of the topic of not just bad, but evil design. Let me cite a few examples. This seems designed for the sheer purpose to get more fees. designHow about you? MORE >>

If you get the design right, there are lots of ways to implement it; if you don’t get the design right, it doesn’t matter how you implement it. Too often, people under design and overproduce, resulting in great looking products that are worthless.  So, please, get design, and get the design right.  MORE >>

If only requiring the activities, the evaluation, inadequate performance might trigger a requirement to view content, for example.  Tags: design I was working with one of my clients/partners on an opportunity to develop classroom learning on a tablet.  The first push is to get something to show teachers and trial in a classroom.  MORE >>