Evidence Informed Learning Design

Learning and Development (L&D) programmes are too often based on fads, the latest trends or learning designers' personal preferences without critical evaluation. Evidence-Informed Learning Design allows learning professionals to move away from this type of approach by showing them how to assess and apply relevant scientific literature, learning science research and proven learning techniques to design their training in a way that will make a measurable difference to employee performance and overall business success. Packed with tips, tools and examples, Evidence-Informed Learning Design enables L&D and training professionals to save both time and money by ensuring that efforts are focused on designing learning that's proven to be effective. Covering techniques like interleaving and self-directed and self-regulated learning, as well as debunking myths and fallacies in the field, it covers how best to test, measure and reinforce learning in both online, offline and face-to-face scenarios. To ensure that employees develop the skills the business needs to succeed and that the L&D function is recognised as adding true organizational value, this book is essential reading for anyone responsible for designing learning.

Scenario-Based e-Learning Scenario-Based e-Learning offers a new instructional design approach that can accelerate expertise, build critical thinking skills, and promote transfer of learning. This book focuses on the what, when, and how of scenario-based e-learning for workforce learning. Throughout the book, Clark defines and demystifies scenario-based e-learning by offering a practical design model illustrated with examples from veterinary science, automotive troubleshooting, sales and loan analysis among other industries. Filled with helpful guidelines and a wealth of illustrative screen shots, this book offers you the information needed to: Identify the benefits of a SBeL design for learners and learning outcomes Determine when SBeL might be appropriate for your needs Identify specific outcomes of SBeL relevant to common organizational goals Classify specific instructional goals into one or more learning domains Apply a design model to present content in a task-centered context Evaluate outcomes from SBeL lessons Identify tacit expert knowledge using cognitive task analysis techniques Make a business case for SBeL in your organization Praise for Scenario-Based e-Learning "Clark has done it again—with her uncanny ability to make complex ideas accessible to practitioners, the guidelines in this book provide an important resource for you to build your own online, problem-centered instructional strategies." —M. David Merrill, professor emeritus at Utah State University; author, First Principles of Instruction "Clark's wonderful book provides a solid explanation of the how, what, and why of scenario-based e-learning. The tools, techniques, and resources in this book provide a roadmap for creating engaging, informative scenarios that lead to tangible, measurable learning outcomes. If you want to design more engaging e-learning, you need to read this book." —Karl M. Kapp, Professor of Instructional Technology, Bloomsburg University; author, The Gamification of Learning and Instruction

The Power of Evidence to Create Design Excellence This practical, accessible book—for design professionals and students alike—is about design excellence and how to achieve it. The authors propose an evidence-based design approach that builds on design ingenuity with the use of research in ways that enhance opportunities to innovate. They show the power of research data to both reveal new design opportunities and convince stakeholders of the value of extraordinary work. A guide for all designers who want to earn their place as their clients' trusted advisor and who aspire to create places of beauty and purpose, the book demonstrates: An approach to applying evidence to design that neither turns designers into scientists nor requires large-firm resources The wide range of types of evidence that can be applicable to design and where to look for it Direct, practical application of the evidence-based design approaches in use today Provides tools to distinguish strong evidence that can improve design decisions from misleading assertions resulting from weak research Benefits of evidence-based design, including improved human and building performance Two featured case studies illustrate the theory and practice of evidence-based design. The work of the authors' 2005–2007 AIA College of Fellows Benjamin Latrobe Research Fellowship provided an empirical foundation for this book, and addresses the use of rigorous research methods to understand relationships between design choices and health outcomes. The California Academy of Sciences, designed by Renzo Piano Building Workshop, Chong Partners Architecture, and Arup, provides transparent evidence that enhances building technology performance in the context of a powerful design expression. In-depth interviews and case studies are clustered around three research categories: modeling, simulation, and data mining; social and behavioral science and the physical and natural sciences; and including cutting-edge use of neuroscience to understand human response to physical environments. The twenty-two featured thought leaders include: William Mitchell, MIT Media Lab; Fred Gage, Salk Institute; Phil Bernstein, Autodesk; Sheila Kennedy, Kennedy & Violich; James Timberlake, KieranTimberlake; William and Chris Sharples, SHoP Architects; Vivian Loftness, Carnegie Mellon University; John Zeisel, Hearthstone; Paco Underhill, Envirosell; Susan Ubbelohde and George Loisos, Loisos+Ubbelohde Architecture-Energy; Chris Luebkeman, Arup; Martin Fischer, Stanford University CIFE; and Kevin Powell, GSA.

An in-depth, evidence-based design approach to the design of elementary and secondary schools The contemporary school must be a vibrant, living extension of its community. Evidence-Based Design of Elementary and Secondary Schools instructs design professionals on how to successfully achieve this goal. With assistance from research-intensive principles grounded in theories, concepts, and research methodologies—and with roots in the behavioral sciences—this book examines and provides strategies for pooling streams of information to establish a holistic design approach that is responsive to the changing needs of educators and their students. This book: Delivers an overview of the current research and learning theories in education, and how they apply to contemporary school design Explores the history of school design in the United States Examines the role of information technology in education Includes case studies of more than twenty exemplary school designs, based on research of the best physical environments for learning and education Considers what learning environments may be in the near future Evidence-Based Design of Elementary and Secondary Schools analyzes the current shift toward a modern architectural paradigm that balances physical beauty, and social awareness, and building technologies with functionality to create buildings that optimize the educational experience for all learners. Enlightening as well as informative, this forward-thinking guide provides educational facility planners, designers, and architects with the tools they need to confidently approach their next school building project. In addition, this guide provides administrators, educators, and researchers with design options for rethinking and creating innovative learning environments.

This book summarises the deep level of research carried out since 2008 within the emerging, evidence-based, translational design (EBD) approach to learning environments research. This programme has been carried out by the Learning Environments Applied Research Network of the University of Melbourne, its partners and colleagues. The chapters are based on ten, 3–4 year full-time doctoral research dissertations with each chapter outlining the key findings from these studies. The book links the chapters through the lens of evidence-based design which originates from the health planning sector. The rigour of that sector is based on the well-accepted methodology of translational research used in clinical medicine for many years. In adapting that practice, translational medicine is akin to translational development. When applied to other sectors and disciplines this becomes EBD health planning, translational engineering or, in the case of evidence-based architecture, translational design. Thus educational planning becomes the translational design of learning environments. These doctoral dissertations are examples of this approach. The chapters are organised into a narrative that examines evidence-based design through three key themes. The first explores key issues in learning environments, with three chapters covering spatial literacy in pedagogical practice; engaging students in learning spaces; and re-placing classrooms through flexibility. The second theme focusses on the socio-cultural implications of learning environments exploring student identity formation; aligning learning environment affordances for effective professional development in an innovative senior secondary school; and occupying curriculum as space in the arts. The third theme investigates the design implications for learning environments with four chapters covering corridors, nooks and crannies: making space for learning; the role of the primary school library in learning; plans and pedagogies: school design as socio-spatial assemblage; and evaluating the spatial changes in a technology enabled primary years setting.

Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples.

Evidence-based design, which bases design decisions on the best available current research evidence, is gaining traction among architects. Expanding the field from its origins in healthcare to other building types such as education, criminal justice, commercial, industrial, and places of worship, this book introduces design professionals to the concept of evidence-based design and its use in the creation of high performance environments. It focuses on the methods by which design professionals and their clients can create better buildings by critically interpreting the implications of credible research and careful observation of completed projects. Drawing a direct link between evidence and application, the authors provide examples of credible research that supports evidence-based design are presented, as well as specific applications and case study examples.

What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.