Intro slides on Instructional Design at SU

For the beginning of the academic year 2017/2018, I prepared some introductory slides for new students — new master’s students in the Instructional Design program at Syracuse University and OSF grantees who are coming to Syracuse University:

Over the course of the summer, I’ve also prepared a video project on the essentials of Instructional Design for a Russian speaking audience. I duplicate that information in Russian here:

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Review of Merrill’s first principles was the first activity in the virtual residency. When we create instruction, we include activities for each one of these principles. Look for instances where these things are happening. Real-world problem – you don’t take people in space, but rather what’s going on in space? How well does instruction fit with all of these principles.

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Formative assessment is to modify or improve instruction. Students have a central part in it. It promotes learning through goals (+ criteria for success), feedback (central function of F.A.; where to improve and how), and (active) questioning (reflection) in the classroom. It increases self-efficacy, improve metacognitive awareness, motivation. Purpose: students take charge of their own learning. Their thinking must become visible. Everyone has to participate. Feedback promotes revision and rethinking. F.A. is very helpful bot for high students but for low and average.

Grades—bad idea, rather moving towards the learning goal. Comments + grades = bad (focus on comparisons, competitions). Example: “This has 3 errors. Find what they are and correct”, “The answer is … Can you find out a way to work it out?”, “You’ve used substitution. Try elimination this time.”

Other names: diagnostic testing, assessment for learning, educative assessment, classroom assessment.


I spent 3.5 hours today to redesign the initial storyboard, using the critique of the reviewers as well as my own knowledge of what can be done to enhance the instructional unit. The easiest part was to eliminate that which was unimportant. It was relatively simple, because certain things were off the wall. For instance, reviewing grammar at the end of Class Session 2 is absolutely unnecessary, because there are tutorials that students can and should watch outside the class. Also, duplicate exercises were removed. One of the reasons for duplicate exercises was that the teacher possible didn’t know that online homework has already required students to do certain exercises. Finally, I reduced the size of the words and phrases to mandatory learning from 93 to 60. Because students will have to learn them in one sitting, it is reasonable not to overload them. Plus, at least 20 words in the lists repeat the words that students definitely learned in previous Spanish classes.

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