Difference Between Instructional Design And Curriculum Development – John Cormack, a well-known engineer and video game programmer, said that engineering is ultimately “about figuring out how to do what you want with what you’ve got.”

. They both involve facing a series of design problems, and the way we think about and approach these problems is the foundation for achieving exceptionality. Exceptional instructional design is ultimately grounded in a holistic and rich understanding of human learning and is approached with a sensitivity and deep understanding of context (e.g., people, environments, tools, tasks). The instructional designer does not need to focus on applying strict “rules” but rather on how to do things.

Difference Between Instructional Design And Curriculum Development

Like an instructional designer when solving design problems. In the spirit of John Cormack’s quote, an instructional designer is, in essence, a category

Curriculum Developer Cv Example For 2023 (skills & Templates)

. This chapter outlines how anyone can achieve quality instructional design using six fundamental mindsets and approaches, rather than simply walking through the features or outputs of quality instructional design.

Instructional designers combine foundational educational theory, models, and frameworks with the nuances of reality and context to support optimal learning outcomes. Excellence emerges from well-applied theory and frameworks. A better way to represent theoretical conceptualization and contextual application (how instructional designers make good design decisions) is through the “three lenses of innovation” (Kelly & Kelly, 2013, p. 19) and “disruption,” which IDEO describes. design thinking.” This model is modified here (see Figure 1) to focus on learners and exchange the “desire” for “learner-centered” (useful, pleasurable, meaningful experiences). There are three main lenses for effective instructional design, namely learning-design Guides thinking and decision-making:

Figure 1. Three Lenses of Learning Innovation for Instructional Design Adapted from Three Lenses of Innovation (Kelly & Kelly, 2013). Focused on learning

(2011), Stephen Anderson describes a “learning hierarchy of needs” (see Figure 2). In Maslow’s hierarchy of needs (1943, 1954), the base of the pyramid is essential and must be in place to successfully support the next level. Once a person completes one level, they look towards the next level of completion. For example, in the learning hierarchy of needs, learners need to log in (functional), but they also need better work time (reliable). When designing for learning, many people stop at “convenience” — meaning students can log in reliably, they can use the course effortlessly, find what they need, and know where to submit assignments. Students can use the course on multiple devices and access it anytime, anywhere: it

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But the happy, meaningful experiences represented by the first two levels of the hierarchy are where real change occurs in identity and outcomes. Exceptional instructional design never stops for convenience; Constantly striving towards it

To achieve design excellence, designers must meet all levels of the learning hierarchy, extending toward designing the top tiers of the pyramid when creating assessments and activities.

. In striving for effectiveness (the ability to achieve learning outcomes) designers draw on theory and understanding of human learning, motivation, and key principles of instructional design.

, there must be strong alignment between concrete instruction, activities and opportunities for specific feedback, appropriate assessments, and clear objectives and outcomes. should be

Learning Experience Design Vs Instructional Design

, learning design must be relevant, authentic, and connected to students’ lives (designers must know who the learners are). should be

, this experience can lead learners to experience moments of pride, joy or connection (to name a few positive outcomes). All of these aspects of performance require empathy with learners, where they are, and where we want them to be. Most instructional design work has a “learning-centered” lens, but it shouldn’t stop there. Exceptionally, second and third lenses should be used in practice.

. This second possibility means that, when innovating, new ideas should not be rejected simply because they have not yet been tried. If the findings are learner-centered and based on how people learn, the idea can be implemented and tested if it is possible to implement it in that context.

. Ideas may be learner-centered and viable, but if an idea or design is not sustainable over time, it may not be the best choice for learners or those responsible for facilitating it. Determining sustainability requires a deep understanding and sensitivity towards context. For example, in one case, one group of instructional technologists may lack the skills to edit and maintain certain types of interactions, while other groups may have the expertise, funds, and capacity. Context must be considered when making design decisions for each situation, as decisions made now have both positive and negative consequences over time.

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“Design thinking taps into abilities that we all have, but which are overlooked by conventional problem-solving practices. It is not only human-centered; it is deeply human in itself. Design thinking is intuitive, recognizing patterns, creating ideas with emotional meaning and function, and expressing ourselves in media other than words or symbols. Depends on the ability to express.

In 1959 (see Arnold, 2016), it was first discussed as a “way of thinking” and approaching design problems, and the term was coined by Herbert A. Illustrated in Simon’s 1969 book.

Since then, the concept has evolved as it is applied to a wide range of fields, from science to education to the arts. The Interaction Design Foundation (2019) describes design thinking as a linear process of solving design problems through five key, functional phases (see Figure 3): empathize, define, ideate, prototype, and test.

To think like a designer, one must empathize with learners; It helps the designer to clarify and define the design problem. Empathizing with a learner means understanding and feeling (as much as possible) what it is like to be a learner. For example, a certain nursing course has several discussion boards that students must post to six times a week. The designer thinks through the life, context, and prior experience of the typical student in this course, and realizes that students work 12- and sometimes 24-hour shifts, and they often work as adults with families. They often use mobile phones to access coursework, engage with coursework during breaks, and may be away from online learning for an entire day depending on their workload that day or that week. For half of the students, this was their first online course, and for the other half, they were familiar with online courses. Because students are working nurses, they bring more experience and background and want to be treated like knowledgeable professionals, not new students.

What Is Curriculum Development And Design?

By thinking in a typical situation, the designer gains empathy for the learner, which reveals problems and helps design design solutions that support students. Defining the problem allows the designer to generate design ideas and learn solutions, prototype them, and test them. This test generates additional questions or reveals additional problems, as well as improves ideas about how to design.

Figure 3. An example of design thinking used in the field of communication design. From Interaction Design Foundation (CC BY-NC-SA 3.0, by Teo Yu Siang).

In the article “UX to LX, The Rise of Learner Experience Design” (2016), Kilgore represented design thinking through a learner experience design lens. This model (Figure 4) closely links how designers approach the use of design thinking in instructional design. This model is also non-linear (so the dotted lines represent a return to iteration), with phases in the design process where different aspects of design thinking are emphasized, and discrete stages occur. For example, when starting a course development project, it is important to engage heavily in the “discovery” phase, which involves learning about the learners, empathizing, and “joining minds.” Design problem and objectives.

Figure 4. Design thinking in instructional design – empathizing, defining, ideating and curating, creating, learning and iterating (adapted from Kilgore, 2016). Dark gray dots represent design events that occur more frequently at intersections of design thinking processes. Instructional design models that support ways of thinking

Features Of The Three Approaches Compared *

Over the past century, learning design models have changed the way curriculum development is approached. Successive approximation model or SAM (Allen, 2002), attention, relevance, confidence, satisfaction or ARCS (Keller, 2010), Gagné’s nine phenomena (Gagné, 1965), backward design (Wiggins, & Tighes, 2012), and Merrill’s first principles ( Merrill, 2002).

The most “popular” such model is ADDIE, historically also known as instructional systems design or ISD (Clark, 2015; Dick, Carey, & Carey, 2014). It is widely used and referenced because it is broad in scope and user-friendly, and can be used repeatedly at various stages of design and development projects. This model can be used for educational, training, corporate and other types of projects.

Integrating those concepts, often in the form of a written curriculum,

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