https://pressbooks.pub/lidtfoundations/chapter/what-is-instructional-design/
Instructional Design-as-Process: Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
Personal note: This includes knowing when to use various LMS’es – for example, more gamified content that targets the younger audience may need H5P while institutions of higher learning or adult learning may need Canvas LMS.
Instructional Design-as-Discipline: Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.
Instructional Design-as-Science: Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.
Instructional Design as Reality: Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the “science” have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion. http://www.umich.edu/~ed626/define.html
E-learning authoring tools
- Adobe Captivate
- Articulate Storyline
Learning management systems
- Canvas
- Moodle
- Blackboard
Difference between blueprinting and storyboarding
How do we make sure that technology follows education and not the other way around?
How can distance learning ensure that virtual classrooms are not merely information-dissemination events but opportunities for professional debates and dialogue so that students don’t see themselves as passive recipients of information but rather as active contributors to knowledge development?