Most often we approach the design of our main course elements – intended learning outcomes (ILOs), formative and summative assessments, and teaching and learning activities – by turning to Bloom’s Taxonomy (and most frequently the cognitive domain) to help us determine the appropriate level of thinking required and to help us express that accurately in our descriptions.
Sometime we can find ourselves overwhelmed with the distinctions that Continue reading The ICE model: An Alternative Learning Framework – Monica Vesely
I am an Online Learning Consultant (OLC) at the Centre for Extended Learning at the University of Waterloo. As OLCs we pride ourselves on a scholarly approach to course design and, as such, 20% of my time is allotted to research. One of the research projects that I began in Winter 2016 is a case study examination of a 
We’ve all encountered scenes like the one pictured above – you may even be looking at one outside your office window: pedestrians choosing to ignore the nicely-constructed, costly, often very pretty footpaths designed for them, and choosing instead to forge their own path. But have you ever thought about what scenarios like this say about design? Why aren’t pedestrians selecting the paths constructed for them? What do their choices say about the paths designers have constructed? What goal(s) motivate them to forge their own? These are the types of questions user experience (UX) designers ask.