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Welcome to Effective Learning and Instructional Design! Here is a site where I develop and reflect effective learning strategies, teaching and instructional design methods to support learning effectiveness. With the use of internet/web application, knowledge can be accessed easily as it never has been. Although accessibility is an important factor in education, it does not mean the accessed knowledge is mastered (learned). To learn the knowledge, it requires the learners to interact with the content, absorb the knowledge internally, and make the knowledge their own. This process needs efforts and strategies. I offer teaching and learning consultation and coaches, in the field of performance improvement, knowledge management, STEM education, research.

 

Effective Learning and Instructional Design
goalLearning Goal ⇒

Address meaningful performance goals.

Often learning standards focus on addressing the content knowledge learning. However, learning should transform performance. The learned knowledge and skills should allow students to solve problems, explain phenomenon, and make better decisions. Authentic performance objectives provide a worthy goal and help learners to see the reason of their learning.

evaluation        Evaluation ⇒

Provide the evaluation criteria before learning.

This is like knowing what the target is would increase the chance to hit the target. From the learning objects, learners would know the learning content. They may not know what the “quality” of the learning outcome is. Using rubrics is a good way to present the evaluation criteria: the characteristics of each measurement scale should be described in all the learning objective.

background       Background knowledge ⇒

Assess learners’ background knowledge.

What learners have known will shape how they are going to learn the new knowledge. For this matter, it is important to assess learners’ previous knowledge before any instruction. The designed instruction needs to bridge learners’ existing ideas with the new information. To learn the new information, learners may need to restructure their existing ideas to incorporate the new ideas, or distort the new information to fit their old ideas. To learn something new, we need to know what we have known.

content Content Delivery ⇒

Offer more than one choice.

Different people may have different learning styles. Someone may prefer doing, while others may thrive on oral explanations. Someone learns most effectively on visual presentations, while others are doing their best by readings. Even only for one person, for different time sake, we may prefer one way over the other in learning. Concepts are learned best when they are encountered in a variety of contexts and expressed in a variety of ways. To provide more options in delivering the learning content will increase the chances for learners to interact with the learning content.

feedback        Feedback ⇒

Provide feedback early and often.

Learning is often not a solitary event. Getting feedbacks from teachers or peers is an important part in learning. In order to be most effective, the feedbacks need to be timely, specific, understandable and formed to allow self-adjustment.

self Self-assessment ⇒

Encourage self-assessment and reflection.

The most effective learners set their personal learning goals, adapt proven learning strategies and self-assess their work. The teachers’ role is to create conditions and promote independent and self-directed learning. Students need to take the lead in their learning. Teachers are there for facilitation and assistance.

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