International Institute for Innovative Instruction

For teachers. For learners. For scholarship.

The International Institute for Innovative Instruction is dedicated to sharing knowledge and best practices with the international design community in order to collaboratively create the highest-quality instruction for learners everywhere.

Engage With Our Learning Community

Institute faculty, staff and members are highly engaged in scholarship to inform present and future design as a manifestation of teaching and learning with expertise in universal design models, gamification, complex skills acquisition, evaluation science, performance evaluation, training and research, authentic learning, and the neuroscience of learning. Our goal is to provide resources for others to integrate into their programs and agencies for great student and individual success. We invite you to join us. Engage with us in our virtual learning community.

Become a Member

More than 1,000 strong, Institute members have access to not only instructional design, teaching effectiveness, educational technology, and assessment best practices, but also the ability to network with other innovative, eager professionals in the field. Some of our other membership benefits include:

  • 50 percent off registration for the Institute's annual Teaching & Learning in Higher Education Conference
  • Invitations to the Institute's quarterly Professional Development Series live stream
  • Invitations to Institute events, presentations and workshops
  • Notifications about the Institute's quarterly newsletter, An i4 Design

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Latest Content

How to Put the Numbers to Work

Like many higher education institutions, Franklin University has access to a lot of statistics and figures through our Learning Management System (LMS), which reveal all kinds of things. We have stats on student grades, course completion numbers, and schedule changes. We know when, where, and for how long a student opens an assignment or tutorial in a class. We know how many times a learning unit was opened and whether or not it was marked as complete. We know if a student attempted to submit something and then deleted it. We have end-of-course survey responses, grades, drop rates, etc. – you name it and we have data about it.

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What’s Wrong with Feedback? Part 1

Feedback! Everybody talks about it. Learners loathe it, whether adequate or inadequate. Instructors and teachers grumble over its burdensome nature; it’s not uncommon to hear teachers lament “I spend so much of my precious time providing plenty of detailed feedback, yet my students don’t bother to read and incorporate it into their subsequent work!” Administrators of learning institutions, on the other hand, wonder why they have to deal with something that should be obvious to all concerned parties.

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Making Meaningful Change in the Classroom

The saying goes something like this: “Times change, people change. The only thing constant is change.”

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On Messy Instructional Design

“Instructional design is both science and art; it is systematic and elegant. And, most importantly, instructional design is messy!” I wrote those words a couple of years ago to introduce graduate students in the Instructional Design and Performance Technology (IDPT) program to the idea of iterative instructional design. It is the process of continually working through the entire design process to achieve meaningful, relevant instruction – but that can be messy work. And that’s because instructional design is rarely as straightforward or as pure as it might appear to be.

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How Educators Use Twitter

Back in February, the Institute launched its new Twitter account, and we’ve been engaging with educators and instructional designers around the world. I’ve been part of our social media team for the past few months, and I’ve been genuinely impressed by how educators are using Twitter to share ideas and resources.

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Reflections on Learning Assessment and a Call for Integrating Assessment Into Design

Margaret Miller (2012), president emerita of the American Association for Higher Education, chronicled how higher education’s attitudes had changed towards assessment over the past twenty-five years in a paper she wrote for the National Institute of Learning Outcome Assessment. She saw a similarity between these changes and the five stages of grief that people undergo – as proposed by Elisabeth Kübler-Ross – denial, anger, bargaining, depression, and acceptance.

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Make the Most of the Year-End Wrap-Up

Back in September, I posted a blog about the beginning of a term…how first impressions only happen once and we should make the most of the first day of class. Here we are in December and I am thinking about the end of the year and the impact I hope I have had on my students in 2015.

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Designing a Task-Centered Course With Engaging Multimedia: A Case Study

The International Institute for Innovative Instruction is always searching for new, engaging ways to help students learn. One of the ways to we do this is by designing or redesigning courses in such a way that the course achieves its learning outcomes; another way we do this is by creating purposeful, interactive multimedia. For the graduate course Instructional Design & Performance Technology (IDPT) 650 – Evaluation, we did both.

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Applying Project-Based Learning to Design Teaching Part 4: Strategies

Is there a fixed formula for how to integrate project-based learning into the design context? Probably not. Design teaching is both a science and an art. How to implement project-based learning is context dependent. In this blog post, I would like to discuss practices and activities in my own design course to illustrate some strategies that may be worth considerating during project-based learning.

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