What Are The Similarities Between Traditional And Online Learning

Online learning or distance learning, also known as MOOCs, have become one of the fastest growing higher education programs. Some may argue that online classes are a wise investment in comparison to a less formal alternative.

What Are The Similarities Between Traditional And Online Learning

Do you consider yourself a business person? Do you sell things? Do you get sales on a regular basis? Can you order something, pay it forward, and remain solvent as a company forever? If so, do you own a place that has many rooms? Are you an architectural architectural designer? Do you allow your clients to bring their own items to your places? If you answer yes to one or more of these questions, then you may be familiar with the concept of an interior design.

A great interior designer is in the process of creating a space in a particular way that will produce a new product, a new visitor, a new type of client, and a brand new ecosystem. It’s a lofty process that involves imagination, strategy, and the ability to “think outside the box.” It is this concept of an interior designer that is often understated: There is not an exact standard or measuring stick to match a designer’s designs with a brand or product of interest to people like you. It is this absence of a pattern or benchmark that is behind the success of any one design.

Why choose someone who is not familiar with your brand or product when you have your own in-house design team?

Recent studies showed the potential for these two techniques, which are widely available in the online world of design, to improve learning outcomes and support student retention. Researchers at Arizona State University conducted a study with 10 schools in a first-of-its-kind experiment to test these theories on the delivery of online design education. They found that two different elements influenced the learning outcomes: custom design of student study tasks, which is the online nature of the courses; and “embedded content” – the content package delivered to students throughout the course.

In other words, these two elements of design are inter-related in ways that are surprising to the layperson. These findings also highlight the need for these two techniques to be thoughtfully implemented throughout a designer’s entire course, not just in the areas of instruction most practical for what the student needs to learn.

“Until now, the theory has been that this type of active listening and consideration of all aspects of the student’s career path provides the broadest benefit. However, we found that the level of learning that students achieve is negatively impacted when a designer does not embed the right embedded content in the initial courses they teach,” said Dr. Eran Zwinksman, the lead author of the study.

Another study conducted by the University of Southern California (USC) found that a designer who has never put together a project can learn about an issue within a single project in as little as seven days. This exposure is a perfect example of embedded content.

Identify all of the things that are unique about you.

Map all of your resources to your mission in creating a cohesive system of ongoing learning.

Embrace others who will benefit from your thoughtfully crafted learning strategies.

Understanding that the lessons learned over the course of your course are customized to meet your particular skillset is very powerful. You’ll have a better chance of retaining your students and retaining those skillsets. The most valuable thing to know about any type of online design course is that one on one interaction with the teacher makes a difference. Teachers are incredibly effective tools and they can literally turn around an entire experience from a learning failure to a learning experience with outcomes that make it worth repeating. The result for the designer and his students will be better content and results.

Start writing your own curriculum.

After a great creative project you will have ideas on how to improve your own courses.

This type of exercise can often be an epiphany for the designer. Also, it is exciting to move away from the functional and boring class work to the more creative and exciting real-world projects where teachers can help students translate their learning experiences into a tangible, practical, and sticky solution. Maybe you will write your own curriculum and perhaps even have a teaching studio.

You might also see more opportunity for future collaboration with others.

Making the journey from designing “the house we live in” to the “house we want” requires a new focus. In fact, it requires a redirection of energy, which happens when the curriculum shifts to engage your own energy. Learning to build something new and highly tangible is an exciting trajectory.

A great designer once told me: “You never know where you’re going to go until you begin to get there.”

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