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	<title>Instructional Support &#187; Instructional Design</title>
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	<description>Promoting Effective Teaching &#38; Learning at the UNC School of Government</description>
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		<title>New Poster Theme: Frugality in Teaching and Learning</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=753</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=753#comments</comments>
		<pubDate>Thu, 13 Aug 2009 23:01:01 +0000</pubDate>
		<dc:creator>Nancy Kiplinger</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Add new tag]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[training]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=753</guid>
		<description><![CDATA[How does the concept of frugality apply to teaching and learning? For me, it is about being economical while being effective&#8211;that is: using sound instructional practices that have been empirically proven to produce learning, focusing on the knowledge and skills learners need to do their jobs and protecting learners from cognitive overload, and producing instruction and instructional materials that are engaging. Likely there&#8217;s not much in the previous sentence that instructors would disagree with, yet many continue to rely on unproven concepts (or misconcepts) when designing instruction. For example, many instructors waste time and effort because they believe they must  consider and design for multiple learning styles. Others try to fit the notion of a learning pyramid (learners remember 10% of what they hear, 30% of what they see, 50% of what they do, etc., etc.) with the way they develop and deliver instruction. Still others adhere to the belief that we learn best from formal instruction. Persuasive arguments are made against these and other learning myths in Parts 1 and 2 of an article by Wallace Hannum of this university entitled Training Myths: False Beliefs That Limit the Efficiency and Effectiveness of Training Solutions. Part 1 has been available for several months in the [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=517' rel='bookmark' title='Permanent Link: Poster Theme: Teaching is More than Telling'>Poster Theme: Teaching is More than Telling</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=160' rel='bookmark' title='Permanent Link: Distance Learning Preferences Poll:  To listen or Read?'>Distance Learning Preferences Poll:  To listen or Read?</a></li>
</ol>]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Visuals and Dumping the Drone</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=672</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=672#comments</comments>
		<pubDate>Fri, 29 May 2009 05:02:09 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Presentations]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=672</guid>
		<description><![CDATA[With the Online Modules pilot group, we&#8217;ve been discussing ways to make our presentations less wordy, and more visual.  I was impressed with this slideshow on dumping the drone form our presentations, and the way it used so few words&#8212;yet it&#8217;s still easy to follow even without the audio (narration) or script! It&#8217;s geared toward online corporate presentations, but it&#8217;s relevant to the elearning modules that a number of faculty in the school are currently developing.  There are also some great nuggets in there for any of our presentations.  Take a look. What did you get out of the presentation? Let me know. Possibly related posts:Improve your Presentation Visuals&#8211;free campus workshops By The Numbers&#8230;a year in review


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=909' rel='bookmark' title='Permanent Link: Improve your Presentation Visuals&#8211;free campus workshops'>Improve your Presentation Visuals&#8211;free campus workshops</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1018' rel='bookmark' title='Permanent Link: By The Numbers&#8230;a year in review'>By The Numbers&#8230;a year in review</a></li>
</ol>]]></description>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=672</wfw:commentRss>
		<slash:comments>1</slash:comments>
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		<item>
		<title>Faculty Spotlight: IDE Online Presentations</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=609</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=609#comments</comments>
		<pubDate>Mon, 27 Apr 2009 17:40:46 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Faculty Spotlight]]></category>
		<category><![CDATA[How To]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Just for Fun]]></category>
		<category><![CDATA[Presentations]]></category>
		<category><![CDATA[Tools]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=609</guid>
		<description><![CDATA[Indigent Defense Education Faculty: John Rubin, Whitney Fairbanks, and Alyson Grine Program Manager: Meredith Murray Events: Indigent Defense Education Type: Narrated PowerPoint: recorded during live presentation Tools: PowerPoint, Adobe Presenter, lavalier microphone Date: Fall 2008-ongoing Clients: Indigent Defense Link (view sample):Involuntary Commitment Process Objective: Make Indigent Defense training available for clients unable to attend live sessions. Challenges: Recording sessions live in class. Equipment requirements and setup. Capturing audience responses and questions. Description: The School of Government&#8217;s Indigent Defense Education (IDE) wanted to better meet the needs of their audience and stay abreast of changing technologies and advancements in communication.   As so many of their programs consist of relevant, timely, and essential information for indigent defenders, the IDE group initiated a Narrated PowerPoint project, to help disseminate information more broadly to their clients.  Many North Carolina indigent defenders are unable to attend their trainings due to space constraints, their work responsibilities, location, travel budgets, etc.  In order to cater to a larger audience IDE is offering this means by which their clients may receive training regardless of their ability to physically attend. Although there exist myriad methods and channels by which to disseminate information over the Internet&#8211;including traditional video webinars, straight [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=352' rel='bookmark' title='Permanent Link: Faculty Spotlight'>Faculty Spotlight</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1095' rel='bookmark' title='Permanent Link: Finding Free Images for Presentations and Courses'>Finding Free Images for Presentations and Courses</a></li>
</ol>]]></description>
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		</item>
		<item>
		<title>So, you wanna do something with media, huh?</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=563</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=563#comments</comments>
		<pubDate>Sun, 19 Apr 2009 02:35:00 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[media]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=563</guid>
		<description><![CDATA[So, you wanna do something with media, huh?  The following 9 questions are worth asking yourself before you undertake any media project for your course-whether you do it yourself, or work with a TLS team member 9 Questions for designing media for instruction and learning What is the need, problem or gap for which use of the new media might enhance learning? Would the application of new media help assess prior knowledge and build on existing skills? Would the application of new media enhance clients&#8217; organization of information-given that organization helps determine remembering? Would the application of new media actively engage clients in purposeful practice that promotes deeper learning or automaticity (where desired). This, so that your clients focus on underlying principles, models and processes, not superficial features of problems? Would the application of new media help provide frequent, timely and constructive feedback or guidance? Would the application of new media adjust to individual client differences with increasingly diverse backgrounds and abilities? Would the application of new media increase cost or help create efficiencies in your course? How would the application of new media promote a learning-centered instructional approach? How would the application of new media address motivational or attitudinal [...]


No related posts.]]></description>
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		</item>
		<item>
		<title>Poster Theme: Teaching is More than Telling</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=517</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=517#comments</comments>
		<pubDate>Mon, 13 Apr 2009 05:00:16 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Did you Know?]]></category>
		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[poster]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=517</guid>
		<description><![CDATA[Our new poster theme emphasizes the truth that teaching is more than telling or presenting.  Alone, telling and showing do not automatically result in learning.  Learning is most likely to occur when 1) the information presented meets a learner&#8217;s needs, 2) when learners adapt the knowledge to their context, and 3) when learners get to practice and demonstrate their new skills or knowledge. A good teacher always tries to see things from the learners&#8217; point of view&#8230;  He or she may picture one of their students (a real client) as they prepare presentation materials and activities, but doing this can be challenging. Too often, the only time we really reflect about teaching is when we encounter poor examples such as an ambiguous question, a confusing example, or text on a slide that is too small to read, etc. This is why&#8211;in an effort to become more learner-centered&#8211;I often undertake a task that puts me back in a (formal) learner&#8217;s shoes.  I might force myself to take an online class or webinar (just like my students), or simply be more reflective when attending a presentation.  During such a webinar or presentation I might ask myself: What am I doing as an [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=753' rel='bookmark' title='Permanent Link: New Poster Theme: Frugality in Teaching and Learning'>New Poster Theme: Frugality in Teaching and Learning</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1138' rel='bookmark' title='Permanent Link: Using Images in Teaching (Presentation)'>Using Images in Teaching (Presentation)</a></li>
</ol>]]></description>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=517</wfw:commentRss>
		<slash:comments>1</slash:comments>
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		<title>Identifying Audience Needs</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=525</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=525#comments</comments>
		<pubDate>Tue, 07 Apr 2009 22:51:10 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Presentations]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[TurningPoint]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=525</guid>
		<description><![CDATA[Dona Lewandowski recently created a powerful introduction to her course that really anchors and gives a human face to the technical information she was attempting to communicate to her Magistrates.  Dona considered her clients, identified a &#8220;missing link&#8221; in her course, and came up with this solution.  Her solution is simply brilliant, easy to make and will be remembered! (SOG intranet password required) As teachers we are 1/2 of the learning equation, the client too must be an active participant for learning to happen.  But it is incumbent on us to put our self in our client&#8217;s shoes, learn their needs, and do what we can to eliminate obstacles to learning.  If you were in their shoes listening to you, would your information and activities be useful?  Would it be busywork, or engaging and relevant?  If you were them, is there something else you wish you&#8217;d be getting from your course? Let&#8217;s assume for a moment that as a high-performing organization&#8211;intent on helping public officials and citizens understand and improve state and local government&#8211;that what we teach is critical information for their jobs. Have you made clear why the information you are sharing is critical and helpful to them? Before [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=50' rel='bookmark' title='Permanent Link: TurningPoint: Why use TurningPoint?'>TurningPoint: Why use TurningPoint?</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=203' rel='bookmark' title='Permanent Link: Of Pinewood Derby Cars, Learning Design, and Wheels that Spin'>Of Pinewood Derby Cars, Learning Design, and Wheels that Spin</a></li>
</ol>]]></description>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=525</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Of Pinewood Derby Cars, Learning Design, and Wheels that Spin</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=203</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=203#comments</comments>
		<pubDate>Wed, 18 Feb 2009 08:38:00 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[learning]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=203</guid>
		<description><![CDATA[The Story: It&#8217;s the season. If you&#8217;ve got a cub scout in the (extended) family, you may know it&#8217;s Pinewood Derby time. This is my first Derby experience. Growing up overseas, it wasn&#8217;t something I did as a kid. My son Drew and I scoured the web for ideas, and even attended a workshop together at Lowes on how to build a winning pinewood derby car to have a chance at speed or creativity awards. We&#8217;ve done all the things we read and heard about:  We came up with a fun design, carved and sanded, sealed and painted, sanded and painted some more, ground down burrs, buffed axles and wheels, affixed and set weights, lubricated, and then some. I finally stuck the wheels on, excited to see how long they&#8217;d spin, and nothin&#8217;!  Well, they spun, but not for much longer than they did when they came outta the box (~10 seconds for those that are counting). It was a bit of a let down. We (dad) put a lot of work into that thing, and sure, there was some joy in the journey and satisfaction in doing a project with my son&#8230;but the wheels don&#8217;t turn very smoothly. I [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=753' rel='bookmark' title='Permanent Link: New Poster Theme: Frugality in Teaching and Learning'>New Poster Theme: Frugality in Teaching and Learning</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=525' rel='bookmark' title='Permanent Link: Identifying Audience Needs'>Identifying Audience Needs</a></li>
</ol>]]></description>
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