LDES 501-01 | Fall 2019

1. Design for Higher Education (Session 9)

1.1. Multimodal Learning Design

1.2. Technology

1.3. Spaces

1.4. Institutions

1.5. Education in the US vs. other countries

1.6. Extrinsic and other contraints

2. How People Learn (Session 2)

3. How People Learn (Session 3)

3.1. Role of Technology

3.2. Metacognition

3.3. What can students do?

3.4. Mindset

3.5. Role of Technology

3.6. What can teachers do?

3.7. Make it Stick: Strengths and Weaknesses

4. Design for Learning (Session 6)

4.1. Thinking like an assessor

4.2. The VALUE Assessment

4.3. How do we know they are learning?

4.4. Other questions

5. Design for Learning (Session 4)

5.1. Remember who you are designing for

5.2. Use of Backwards Design

5.3. The "twin sins"

5.4. Informal Learning

5.5. Instructional Design Frameworks

6. Design for Learning (Session 5)

6.1. Defining threshold concepts

6.2. Threshold Concepts & Troublesome Knowledge

6.3. Questions that remain

6.4. High impact practices in Higher Ed

6.5. Instructional designers are teachers

7. Design for Higher Education (Session 8)

7.1. Challenges

7.2. Questions

7.3. Defining UDL + Methods

7.4. Principles of UDL

7.5. Learning Engagements

7.6. Other strategies

8. Design for Different Contexts (Session 10)

8.1. Journal of International Higher Ed

8.2. Community College Journal

8.3. The Journal of Blacks in Higher Ed

8.4. Journal of Adult and Continuing Ed

8.5. Critical Reflection Trends

8.6. Usability and Accessibility of Journals

8.7. Questions Raised

9. Design for Different Contexts (Session 11)

9.1. Journal of International Higher Ed

9.2. Community College Journal

9.3. The Journal of Blacks in Higher Ed

9.4. Journal of Adult and Continuing Ed

9.5. Critical Reflection Trends

9.6. Usability and Accessibility of Journals

9.7. Questions Raised