Sentences with phrase «way instructional content»

Not exact matches

Presenting content in a simple, meaningful way, is the art of good instructional design.

We are thinking of giving you real time assistance in creating your content in the most instructional sound way possible, so that your content has the highest learning impact

Thus the responsibility for operationalizing standards, day in and day out, falls on the teacher, who carefully plans the scope (breadth and depth of content) and sequence (the order in which content is learned), and is able to execute instruction in a way that capitalizes on what TeachThought calls instructional fundamentals.

Don Clark, an instructional designer and training writer, observes that there are a range of effective ways [3] to sequence learning content.

Instructional Designers in Offices Drinking Coffee (IDIODC) is a weekly live videocast and podcast that focuses on helping our peers create better eLearning content and user experiences in an educational and entertaining way.

Here are a few ways that Instructional Designers can incorporate «gamification» into eLearning content while still holding true to Gee's eLearning principles:

It prescribes a way of creating instructional material that helps learners organize their content in order to make it meaningful for transfer.

However, interactive PDFs provide a basic level of interactivities that allow Instructional Designers to chunk content in a meaningful way and provide learning guidance to learners.

Developers can use a combination of various Instructional Design theories and models to chunk and present the content in an instructional and Instructional Design theories and models to chunk and present the content in an instructional and instructional and engaging way.

While scholars have described PCK in a variety of ways, many of the researchers who extended Shulman's work included the following two elements of PCK: (a) knowledge of students» understanding of conceptions and content - related difficulties and (b) knowledge of instructional strategies and representations of subject matter likely to improve students» understanding of content (Angeli & Valanides, 2009; Graham, Borup, & Smith, 2012; Park & Oliver, 2008).

An instructional designer can take mandatory content and present it in interactive and engaging ways.

They are even more excited when they realize that it's not only a tool for engaging students in instructional content but a way to help develop a strong, positive culture by infusing more student voice into the classroom.

In short, it allows instructional content to be conveyed in a way that is preferred by individual learners.

In fact, there are a variety of ways that Instructional Designers can help their Subject Matter Experts create more effective and engaging eLearning content.

If you're involved in distance learning as an online professor, an instructional designer, an instructional technologist, an administrator, a content creator, or in any other way, conferences can be a smart way to make sure you stay current in the field.

The first subtheme focused on the ways in which teacher - learners incorporated in - depth content knowledge as an integral part of their instructional plan.

Yet, as the reflections of the 17 teacher - learners examined in this study suggested, video production used as an instructional strategy and integrated in classrooms in robust and rigorous ways promotes content learning.

Thus, teacher educators need to work with existing pedagogical beliefs, content and technology knowledge and skills, and prior knowledge and experiences and seek ways in which more innovative instructional practices become commonplace and the appropriate and effective utilization of technology to support innovative instructional practices is ensured.

Among the program's goals: redesigning academic content and instructional practices, personalizing learning opportunities, and using learning time in more meaningful ways.

States must intervene in their lowest - performing schools, for example, in ways that are consistent with the Education Department's «turnaround principles» such as «ensuring that the instructional program is research - based, rigorous, and aligned with State academic content standards.»

The critical element for history instruction rests in the finding that students believed the profile to be a better way to demonstrate understanding of the content, versus traditional instructional strategies.

That is, whereas some teachers found certain instructional approaches and content helpful, others found it less beneficial, highlighting the need to meet teacher learning needs in more targeted ways.

Nor does paying attention to students» styles get in the way of using content to guide instructional decision making.

While it is not the job of the instructional designer to become an expert in the subject matter, it is important that they become comfortable enough with the content to determine the best way to teach it.

In this way, I was able to see how the focal principals conceptualized their roles as instructional leaders, to which areas in the institutional environment they found the messages salient, and the variance in the content of the messages.

Teachers at SMCPS can better focus their teaching strategies and content, making every instructional moment count now that the district can disaggregate data from the student level all the way up to the district - wide level, The data pulled from Unify also enables the district to customize professional development and resources on opportunities that will have the greatest impact on teaching.

This is an important question because each content area has its own body of knowledge, ways of communicating, arguing and reasoning — and particular instructional practices best suited to teaching it.

Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants, instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

These uses, while practical, did not change the lesson content or instructional approach in any subsequent way.

It also requires more than simply moving some instructional content online.1 «The technology used for the online learning must shift content and instruction to the control of the student in at least some way for it to qualify as blended learning from the student's perspective.»

The Literacy Advisory Board members focus areas are to provide input on ways RIDE can more strongly support teachers in their efforts to implement good teaching based on Rhode Island content standards, review instructional resources and curriculum to determine their utility as foundations for good teaching and learning and serve as a vital channel of communication among RIDE, PreK - 12 educators, institutions of postsecondary education, and Rhode Island professional organizations.

Each CTE teacher worked with a math partner in the development of math - enhanced lessons and supportive instructional tools — learning new ways to teach their respective content areas.

To take a more snackable approach, instructional designers do need to think differently about the way the content is created, maintained and consumed.

They're even more excited when they realize that it's not only a tool for engaging in instructional content, but a way to help develop a strong, positive culture by infusing more student voice into the classroom.

We're already seeing a shift in the way instructional designers think about creating learning content.

Teaching Channel Teams is a private collaboration platform that transforms professional development with customizable video content as well as social sharing within safe networks and collaborative communities where teachers and teacher leaders can connect, share best practices, and interact with instructional video in a new way.