Last week we discussed the importance of developing assessments appropriate for the instruction we create.
During the lecture, I realized that often, a certain assessment may be assessing more than what I think it is going to. I spaced out (sorry, Prof. Monson) and started thinking about the math assessments I took while in school. Usually, I was assessed on my knowledge of, say, equations — but I was also assessed … Keep reading »
This was a forum posting for one of my classes. My response started becoming so long that I decided to put it here. After all, it’s a question worth exploring. Here’s the full question:
Do we need technology to reach today’s learners? Is a chalk board enough? How did we ever learn before the computer?
I would say yes, we do need it — but not necessarily because low-tech methods … Keep reading »
A lot of people ask me, “Your domain is AwesomeToast… but what does that mean?”
This is often a very difficult question to answer, as the definition of awesome toast is complex and varied — only some of which actually relate to toast as it is commonly understood. That said, I believe the following video begins to scratch the surface and gives an effective (and mouth-watering) demonstration of the fundamentals of … Keep reading »
iTunes 10. Good stuff. But I’m really surprised that Apple — who are known for their design expertise — would not only violate a well-known design convention, but their own well-known design convention with those stoplight control buttons. It may seem like a simple annoyance, but multiply it by 1000 times over the course of a week or a month, and you have a fairly irritating problem.
You’ve probably heard the phrase, “measure twice, cut once.” It’s good advice, and it works very well for wood/plastic/metal. But what about instruction? Well, it’s pretty much the same–but with one major difference. The beauty of computer-aided learning is that a product is often never “finished” — meaning we have a final product that we’re stuck with. Especially with Internet-connected instruction, we have the ability to update, fix, and adjust … Keep reading »
So I’ve started the Instructional Design & Educational Technology graduate program at the University of Utah. The typical response when I tell people this is a momentary blank look, then a comment along the lines of, “Oh, good. We need more of those.” It’s true, we do. But why? What does “instructional design” even mean? Those are good questions with complicated answers. Let’s see if I can begin … Keep reading »