Clark Quinn

APRIL 20, 2023

Which, to me, implies some important nuances on top of what’s traditionally done in instructional design (ID). From there, there are nuances on designing individual practice activities, and then aggregated into practice s (that is, putting practices together). How to address it?

Standards 196

Standards Director Instructional Design Roles 196

Clark Quinn

FEBRUARY 22, 2009

I intend to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do good design. I see several reliable problems with examples, and they aren’t even the deepest problems. Be exemplary!

Examples 100

Examples Cognitive Expert Problem 100

Clark Quinn

JANUARY 14, 2015

And part of it is in the knowledge and skills of the designers, but it’s also in the process. And I don’t mean ADDIE, though not inherently. Given that people are far less predictable than, say, concrete, fields like interface design have long known that testing and refinement need to be included. So what do I mean?

Instructional Design 100

Instructional Design ADDIE Doc eLearning Strategy 100

Clark Quinn

JUNE 8, 2021

First, of course, I have to point out my own Learning Science for Instructional Designers. Well-illustrated with examples and research, she covers embodied cognition, situated cognition, and socially distributed cognition, all important. Moreover, there’re solid implications for the redesign of instruction.

Cognitive 210

Cognitive Statistics Social Media Predictions 210

Clark Quinn

APRIL 17, 2010

My problem with the formal models of instructional design (e.g. ADDIE for process), is that most are based upon a flawed premise. I realize I’ve gone quite beyond just instructional design. Which, I think, is a naive assumption, at least in this day and age.

Cognitive 178

Cognitive Design Instructional Design Mashups 178

Clark Quinn

JULY 16, 2014

Obviously, examples are one thing, but let me make the case that the ‘how to’, the concept, should be in the form of a model. For example, expertise in many areas requires careful distinctions (e.g. such as in instructional design between the elements of learning).

Learning 175

Learning Predictions Instructional Design Expertise 175

Clark Quinn

NOVEMBER 10, 2015

Too often I see instructional design training and tools, in addition to talking about ‘objectives’ and ‘assessment’ (which I tend to call ‘practice’, for hopefully obvious reasons), talking about ‘content’. And I think that simplification is a path to bad learning design.

Content 100

Content Cognitive Templates Instructional Design 100

Clark Quinn

JANUARY 17, 2018

So, for instance, for instructional design, we should have an awareness of interface design, graphic design, media production, etc. I’d want to use such a process to choose situations, and then design group work, for the reasons I identified here. Resourced with models and examples, of course.)

Develop 126

Develop Compliance Training Expertise Predictions 126

Clark Quinn

SEPTEMBER 10, 2014

If we take the analogy from regular science and engineering, we are talking about taking the research from the learning sciences, and applying it to the design of solutions. When talking about the Serious eLearning Manifesto , for example, we’re talking about principles that should be embedded in your learning design approach.

Engineering 156

Engineering Pedagogy Learning Emergent 156

Clark Quinn

SEPTEMBER 20, 2013

Last night I did a presentation for the San Diego chapter of ISPI titled ‘making sparks fly’ I used that concept to talk about a couple of my favorite topics: deeper instructional design, and social learning. Then we elaborate with model-based concepts and story-based examples.

Cognitive 140

Cognitive ISPI Wiki Performance Support 140

Clark Quinn

JANUARY 7, 2013

Further, we’ll see more examples of the notion of a ‘performance ecosystem’ of resources aligned around individual needs and responsibilities, instead of organized around the providing silos. Others will try to cram courses onto phones, and continue to miss the bigger picture, increasing their irrelevance. Harold Jarche.

Predictions 178

Predictions Confluence Performance Support Social 178

Clark Quinn

OCTOBER 1, 2010

The media are presented simply with examples and steps, the examples are clear and relevant, and appropriate disclaimers are made about the changing nature of the technology. However, trainers are not always familiar or comfortable with social media, nor understand how they could practically be used.

Social Media 172

Social Media Media Social Social Networks 172

Clark Quinn

FEBRUARY 28, 2009

I was thinking about it as Learning Design, a view that incorporates instructional design, information design and experience design. However, real instructional design theory (particularly when it’s cognitive-, social-, and constructivist-aware) is great stuff (e.g. However, it’s not enough.

Cognitive 124

Cognitive Design Instructional Design Performance Support 124

Clark Quinn

JANUARY 12, 2012

There are lots of them, for lots of reasons: trainers converted, lack of degree, old-style instruction, myths, templates, the list goes on. You know, it’s not like one dreams of being an instructional designer as a kid. Frankly, the great examples are all too few.

Create 191

Create eLearning Guild Bloom Quiz 191

Clark Quinn

APRIL 23, 2012

He’s got pragmatic advices there, and lots of examples to help illustrate the possibilities. Chapters 7-9 are, to me, the most valuable from my point of view; how do you do game design (the focus of Engaging Learning ). ” Exactly! There are some interesting additional chapters.

Gamification 183

Gamification Instructional Instruction Case Study 183

Clark Quinn

JUNE 28, 2010

I’ve been a fan of HPT since it goes beyond ADDIE in considering other potential sources of problems than just skills (e.g. Harold Jarche pointed out that just mimicking the Human Performance Technology (HPT) approach (e.g. ISPI) would miss the same things it misses. Governance also needs to work it’s way into the mix.

Social Networks 165

Social Networks Cognitive ISPI Performance Support 165

Clark Quinn

MARCH 18, 2013

And we’ve known it for decades (just because MOOCs are new doesn’t mean their pedagogies are): clear models, annotated examples, and most importantly deep and meaningful practice focused on significant skill shifts (let alone addressing the emotional side of the equation). We know what leads to effective learning outcomes.

Change 196

Change Simulations Performance Support Pedagogy 196

Clark Quinn

OCTOBER 4, 2010

One memorable example had traditional HR policy drill-and-kill tarted up into a ‘country fair’ theme. To the layperson, or even perhaps the ordinary instructional designer, the nuances of good content aren’t obvious. We cover the content, show an example, and then ensure they know it.

Quality 179

Quality Learning Objects eLearning Strategy Instructional Design 179

Clark Quinn

SEPTEMBER 4, 2009

In last night’s #lrnchat on instructional design,there was some discussion of the term ‘learning facilitator’ versus ‘trainer’ (which now I can’t find!?!), When we have this formal situation, we often do the information, example, practice routine, that’s been shown to work.

Pedagogy 140

Pedagogy Instructional Design Learning Communities of Practice 140

Clark Quinn

MAY 17, 2011

What impact has mobile learning had on instructional design? I think that mlearning has had a beneficial impact on instructional design in several ways. For one, it requires minimalism, and that’s good for elearning in general from the perspective of the learner experience.

Mobile 190

Mobile Social Networks Wiki Augmented Reality 190

Clark Quinn

MARCH 15, 2009

The intention is to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do better design. I note that UNext/Cardean had a similar nav structure at one time.

Case Study 100

Case Study Alternatives Pedagogy Instructional Design 100

Clark Quinn

NOVEMBER 4, 2015

SO drilling in the exact meanings of words is valuable, as an example. As Van Merriënboer’s 4 Component Instructional Design talks about, we need to separate out the knowledge from the complex problems we apply it to. Though ideally, that’s coupled with using that language to set context or make decisions.

Metrics 100

Metrics Articulate Theory Exercise 100

Clark Quinn

FEBRUARY 24, 2011

The first half of the book is aimed at helping folks get their minds around social media, with the arguments, examples, and implementation hints. Peppered with charts, diagrams, bullet lists, and case studies, this book is really helpful in making sense of the different ways to look at learning.

Social Learning 177

Social Learning Social Case Study Social Media 177

Clark Quinn

MAY 17, 2010

The concept I was promoting was to write tightly around definitions for introduction components, concept presentations, examples, practice items, etc. I’ve been a fan of content models for over a decade now, from back when I was talking about granularity of learning objects.

Performance Support 161

Performance Support Integrate Performance Enterprise 2.0 161

Clark Quinn

FEBRUARY 15, 2009

The intention is to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do better design. Yes, doing good instructional design does take more work, but anything worth doing is worth doing well.

Instructional Design 113

Instructional Design Behavior Communication Pattern 113

Clark Quinn

APRIL 8, 2009

Yes, we’ll use example and practice context to support transfer, but we should refer back to a model that guides our performance. As that model is acquired through examples and practice, you provide the basis for self-improving performance. So then you need to provide guidance. And that’s useful and necessary.

Theory 124

Theory Twitter Predictions Learning 124

Clark Quinn

AUGUST 25, 2008

I received a question: I am an educator in Arizona about to graduate with my Masters in Instructional Design. I wish to apply my experience designing courses for online learning; however I've searched and don't know where to begin to actually learn how to use the LMS and course design software available.

Authoring Tools 113

Authoring Tools Authoring Tools Dreamweaver 113

Clark Quinn

FEBRUARY 17, 2010

Your vision is that once the wiki site is up for awhile, your instructional designers can take some of the knowledge that’s posted and create a job aid, reference document, and so forth that could be distributed more formally. You want to provide a platform for this knowledge to be shared, discussed, and build upon.

Portal 150

Portal Wiki Communities of Practice Site 150

Clark Quinn

MARCH 1, 2009

I intend to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do good design. Previous Series Post. Really, the key to learning is the practice.

Simulations 100

Simulations Cognitive Alternatives Learning Objects 100

Clark Quinn

JULY 28, 2009

Getting the details right about instructional design is quite hard, or at least it appears that way, judging from how many bad examples there are. Yet the failures are more from a lack of knowledge rather than inherent complexity. If not, why bother?

Create 100

Create Cognitive Learning Templates 100

Clark Quinn

FEBRUARY 1, 2009

The intention is to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do better design. This is the first in a series of posts on some broken areas of ID that I will be posting on Mondays.

Brain 100

Brain Taxonomy Expert Calendar 100

Clark Quinn

AUGUST 5, 2009

It’s not like you can pull someone else’s numbers off the shelf and apply them, though there are examples that can provide guidance, like the customer numbers.”. B: “Yep, it’s a shift, but they or at least the instructional designers should have the grounding in learning to make the shift. A: “Customers? A: “Darn right.

Conversation 100

Conversation Social Media Social Media 100

Clark Quinn

JUNE 22, 2010

The program at the University of Wisconsin-Stout Online Professional Development’s Instructional Design program regularly asks someone to answer a series of questions from their students. Here’re the questions and my answers as presented to the students: Learning Design Evangelist Clark Quinn Answers Questions.

Program 176

Program Instructional Design Cognitive ISPI 176

Clark Quinn

NOVEMBER 8, 2008

Next to the field, put either instructions (&# 9 digit starting with area code, no separators&# ), or better yet, an example (&# 925-200-0881″) next to the field. This puts the burden on the interface designer to communicate, and the user to adapt so is slightly less elegant, but may be more likely to lead to valid data.

System 100

System Design Cognitive Format 100

Clark Quinn

MARCH 8, 2009

The intention is to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do better design. Previous Series Post.

Summary 100

Summary Streaming Instructional Design Performance Support 100

Clark Quinn

MARCH 20, 2009

For what it’s worth, here’s what I replied (slightly modified for clarity and anonymity): First, I’d offer a pointer to John Carroll’s minimalist instruction (via “The Nurnberg Funnel&# ). That is, what is the LMS’s underlying model, and how does it lead you to predict how to do x, y, and z.

Wiki 100

Wiki Photography FAQ Internationalization 100

Clark Quinn

MAY 4, 2012

Please use one of your games as an example. Using a design framework of Analysis, Specification, Implementation, and Evaluation: Analysis. For any educational task, you have to start by looking at what your design objective is: you need to document what folks should be able to do that they can’t do now.

Games 196

Games Education Design Metrics 196