By Kegan Remington
As instructional designers, what is it we are trying to improve in our world? Learning? Teaching? Application of knowledge? Or some ideal state combining all three?
I would venture to guess that very few of us design instruction focusing on only one aspect of learning. But how do we convince our learners to approach learning the same way? How do we get them to think about their learning at a higher level, and better understand the implications of their newly gained knowledge? . . . (click here to continue to full article)