Technology use in education provides a wealth of opportunities for enhancing the student experience. It supports betterness goals for both the student and the educational institution providing the learning experience. However, the inclusion of technology-based pedagogies in structured learning experience has the potential to cause harm if its use is unrestrained. This three-hour professional development course introduces the concepts of digital wellness and entanglement, and explores the concept of restrained entanglement as an issue of best practice in instructional design.

With the closing of schools because of the COVID 19 pandemic, schools and districts have pushed instruction online.

The following reflects the distance learning plan for the Grossmont Union High School District. It establishes the tone and expectations for teachers. Additionally, we provide templates and guidance.

The Global UDL Classroom was initially designed between a U.S. based and international partnering institution of higher education to build an online learning community around UDL. The focus of this collaboration highlighted opportunities to engage both doctoral students and international educators in jointly building a virtual model classroom to study UDL principles, pilot applications of innovative pedagogical methods, and evaluate the effectiveness of online resources in varied and culturally different educational settings.

A comprehensive overview highlighting key laws, technologies, and best practices that have shaped the landscape of digital accessibility.This work is created for the College Project.

Learn how you can engage a Subject Matter Expert (SME) in a project.

This resource was created for first time individuals who are looking to meditate. It also serves as an example of a job aide or infographic. This was created as a part of a larger course on meditation. 

This project was created for anyone who would like your Articulate project published online quickly purchasing a server.

This OER collates and explores a number of techniques that can be added to teachers toolkits for when they need to remix content from digital assets and artefacts.

This video explains different human-computer interactions that can take place in learning. Instructional designers should be aware of such interactions when creating content.

This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.

This module is for Education Science majors specializing in Educational Technology, and those specifically interested in educational technology and instructional design. This module seeks to inform students about why accessibility is an essential consideration when developing online learning materials and how it manifests in online learning environments as well as provide a learning activity. In this learning activity, students will analyze their own online courses they are enrolled in and assess accessibility in their content.

In this text, you will see information literacy examined from the perspective of students in the School of Education and the School of Information at the University of Michigan. The diversity of these perspectives contribute to new understandings and realizations as their divergent backgrounds, experiences, aspirations, and influences, both in libraries and 'in the wild', are examined in common. Their findings lend a fresh perspective to the existing body of literature on information literacy.

Summary of Information Processing Theory and implications for K-12 and higher education classrooms

How we design professional development greatly impacts outcomes. This module addresses the incorporation of critical thinking and critical reflection skills into professional development sessions, with sections on cultural competency, incorporating participant self-assessment at the end of sessions using rubrics, and instructional design considerations when developing in-person sessions or online learning. It is intended to give an entry into these topics for anyone providing training in any setting.

An infographic showcases statistics and trends in accessible learning in the US, types of disabilities, and accommodations and modifications for each type.This work is created for a college project.

This short course aims to increase educators' awareness of matters relating to accessibility and how they can remove these barriers to increase access for all to education.

Instructional Design