Session Summary – The New LDL Instructional Design Model for Blended Learning

While the model set forth by Jodi Rust is aimed at designing blended learning courses for adult learners that incorporate problem-solving, experiential learning, and constructivism. The definition applied to Blended Learning Blended in this workshop was that of a course delivery method that allow faculty members to conduct part of the class in the traditional classroom and the other part online.

The activity Ms. Rust presented for rethinking the course from a Learner Driven Learning (LDL) model can be applied to many situations. The activity she walked the attendees through is an example of rapid instructional design used in the study on which the session was based.  Per the presentation slides, the activity went as follows:

Pick a course you teach

  • Step 1: What are 5 learning goals/outcomes you have for the class?
  • Step 2: How can you achieve these goals by allowing the learner to have more self-control/authorship responsibility for his/her learning?
  • Step 3: What background information, activities, and/or resources will need to be provided by the instructor (in what form)?
  • Step 4: How will you know if the learners reached the goals and what will be the learners tangible take away from the course?

Note: Given that tests are typically faculty driven, this assessment type is usually not considered a valid reply to the questions in Step 4

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