Andragogy (adult learning theory) first appeared as a learning theory in the 1950s, and in 1968 Malcolm Knowles extended the research by presenting six assumptions of andragogy. The author defined andragogy as "the art and science of helping adults learn" (Knowles, 1988, p. 43). The theory is focused on the difference between adult learners' needs as opposed to pedagogy, which is centered on the needs of younger learners.
A rubric is a learning and assessment tool that articulates the expectations for assignments and performance tasks by listing criteria, and for each criteria, describing levels of quality from excellent to poor (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). The clarity of rubrics is the most important characteristic for its comprehension and application.
Quality Matters (QM) is a continuous improvement model for assuring quality of online and hybrid/blended courses through a peer review process. To meet Quality Matters expectations, a course must meet all the Essential Standards AND achieve a total overall score of 85 out of 100 points.
In Assessing the Online Learner (Palloff & Pratt, 2012), , the authors present effective assessment as not only an element of good course design, but a key component in student engagement.
As an instructional designer and educator, understanding and using Bloom's revised taxonomy is crucial to creating significant learning experiences. An important part of the course design process is aligning the Bloom's levels with the topic.
Understanding the connection between formative and summative assessments, and the how formative assessments should help the learner do well on the summative assessment, is vital for an instructional designer.
Addressing generational differences in course design is an important, yet challenging task for instructional designers. In theory, design for younger learners is less complex than design for mixed-age adult learners. Much has been written comparing Baby Boomers to Millennials; however, today’s secondary schools are not filled with millennials. These students are from Generation Z (also known as post-millennials, iGeneration, Homeland generation).
My experience includes working as a nonprofit training and development specialist, training director, and as an instructional designer in higher education. Plus, I'm almost finished with my IDTE Master's program (3 classes to go!). Basically, I could be considered something between a novice to early intermediate designer. Here’s what I’ve learned so far.