May 21

Advantages of Asynchronous Curriculum Teams

Advantages of Asynchronous Curriculum Teams

Asychronous Teams Teague

1. Flexibility and Scheduling ~ Asynchronous curriculum development allows team members to work around competing professional and personal demands. (Dissanayeke et al., 2024) The design flexibility “increased the capacity of staff to fit marking and student queries around their schedules,” which is especially valuable for distributed teams working across different time zones and locations.

2. Enhanced Documentation and Institutional Memory (Rudiyanto et al., 2026) ~ Asynchronous collaboration “documents feedback and accelerates the cycle of improvement,” creating a natural paper trail that improves institutional knowledge transfer. This documented record becomes invaluable when team members rotate or when programs need to reference previous curriculum iterations and design rationales.

3. Deeper Reflection and Equitable Decision Making (Teague, 2026) ~ Asynchronous work allows team members to engage in deeper reflection before contributing their ideas. Rather than thinking on their feet during synchronous meetings, curriculum developers can thoughtfully consider design choices, review previous feedback, and construct more considered responses to curriculum challenges. Decisions are then based on careful analysis rather than impulse, prioritizing fairness and the specific needs of all team participants.

4. Improved Accessibility and Broader Participation  (Kaur et al., 2025) ~ By removing geographical constraints and time pressures, asynchronous formats invite “broader participation including casual and early-career educators who are often left out of traditional professional development opportunities. The asynchronous format also allows for deeper, repeated exploration of teaching materials, leading to more thoughtful reflection.”

5. Support for Diverse Thinking Styles (Radzi et al., 2023) ~Asynchronous collaboration accommodates different cognitive styles when the framework includes “individual asynchronous activities” paired with collaborative synchronous components, allowing people who think better independently or who need more processing time to contribute fully to curriculum design.

6. Scalability and Cost Efficiency (Kwak et al., 2025) ~ Asynchronous approaches support “scalable virtual IPE curricula” by eliminating the need for all participants to be present simultaneously, reducing infrastructure costs, scheduling conflicts, and technological demands associated with synchronous video conferencing—particularly valuable for large, dispersed teams.

7. Promotes Iterative Design and Refinement ~Asynchronous curriculum work encourages deliberate, iterative refinement of educational materials. Rather than making quick decisions in real-time meetings, asynchronous approaches allow designers to propose ideas, receive feedback over time, implement revisions, and re-circulate for further input, resulting in more thoroughly vetted curriculum (Anyinam & Coffey, 2025; Severino, et al., 2021).

8. Leverages Distributed Expertise (Dissanayeke et al., 2024) ~Asynchronous work allows curriculum teams to benefit from specialized expertise by enabling team members to “contribute their particular knowledge and perspective when they have focused time,” while “ensuring that learnings from the design process could be widely disseminated.”

9. Broader Perspectives and Contributions from Diverse Perspectives (Teague, 2025) ~ Asychronous curriculum teams with subject matter experts (SMEs) look at a curricular topic, skill, problem, or project  through multiple “lenses” rather than a single point of view, and using different educational experiences, pedagogical perspectives, cultural backgrounds, and skill sets to create better, more innovative solutions.

 

 

                                                                               References

Dissanayeke, S. R., Lewis, R., & Swindells, S. (2024). Designing an innovative digital group work assignment to foster employability: an adaptable hybrid approach for the COVID-19 pandemic and beyond. Open Learning: The Journal of Open, Distance and e-Learning, 39(2), 132–149. https://doi.org/10.1080/02680513.2024.2307623

Kaur, R., Bridgewater, A., & Harmon, J. (2025). Collaborative reflection in online education. ASCILITE Publications. https://doi.org/10.65106/apubs.2025.2768

Kwak, J., Young, V., El-Assad, L., Duah Oppong, K., Silverman, S., & Aguirre, A. (2025). Dementia-Capable Workforce: Outcomes of a Scalable IPE Dementia Curriculum for Health Profession Students. Innovation in Aging, 9(Supplement_2), https://doi.org/10.1093/geroni/igaf122.4094

Radzi, S., Tan, J. S., Rajalingam, P., Cleland, J., & Mogali, S. R. (2025). Developing and Testing a Framework for Learning Online Collaborative Creativity in Medical Education: Cross-Sectional Study. JMIR Formative Research, 9(1), https://doi.org/10.2196/50912 https://formative.jmir.org/2025/1/e50912

Rudiyanto, M., Harsono, & Muhibbin, A. (2026). Reframing collaborative leadership as context-sensitive praxis: Pedagogical innovation in EFL higher education in Indonesia.Theory and Practice in Language Studies, (16), 3, p. 889-898, https://doi.org/10.17507/tpls.1603.19

 

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December 21

Instructional Systems Development ~ 2026 ID Trends

Instructional Design Components and Inputs

Image Link: https://itdworld.com/blog/human-resources/instructional-design/

Upcoming 2026 Instructional Design (ID) trends are predictive for a  transformational shift.
Become familiar with the acronym LXD or Learning Experience Design which is a field transforming process from content creation to strategic learning architecture, where AI-enhanced personalization, Universal Design for Learning principles, and data-infused decision-making replace traditional one-size-fits-all training models. 

 

 

Top Ten Transformational Trends:

Learning Experience Design (LXD) Over Traditional ID – Static eLearning modules and one-size-fits-all training approaches are being replaced by personalized, engaging learning that’s closely aligned with business outcomes eLearning Industry. The focus is on creating learning journeys rather than just delivering content.

Universal Design for Learning (UDL) – Accessibility is being treated as a design philosophy rather than an afterthought eLearning Industry, ensuring courses work across devices and are inclusive for all learners.

AI Evolution Beyond Basics – The field is transitioning from using AI for basic tasks to mastering prompt engineering and creating strategic, data-informed learning experiences eLearning Industry. Some instructional designers are even evolving from AI users to AI builders, partnering with engineers to train specialized language models for education Substack.

From Content Creators to Strategic Learning Architects – The profession is shifting from content creation toward strategic learning architecture, requiring a blend of human-centered design thinking, data-informed decision-making, technical proficiency, and business acumen eLearning Industry. You’ll need to speak the language of ROI and connect learning outcomes to organizational KPIs.

Personalization and Adaptive Learning – AI-powered personalized learning and adaptive technology are creating customized learning paths that replace one-size-fits-all methods Articulate. This includes using data analytics to provide targeted guidance for individual learners.

Microlearning and Competency-Based Education – There’s increasing integration of microlearning and competency-based education as emerging trends Online Learning Consortium, allowing learners to access bite-sized content that fits busy schedules.

Immersive Technologies – VR and AR are enriching learning through simulations that provide virtual hands-on training in realistic environments iSpring Solutions, though implementation is becoming more accessible through 360 videos and mobile-based VR apps rather than expensive hardware.

Data Analytics and Learning Analytics – Success is increasingly measured by business impact, performance improvement, and ROI rather than traditional metrics, with Kirkpatrick’s model moving beyond reaction to behavior change and results eLearning Industry.

Social and Collaborative Learning – There’s emphasis on social learning pathway design that leverages peer teaching and knowledge sharing, along with asynchronous engagement strategies for building community across time zones eLearning Industry.

Spaced Repetition for Retention – Spaced repetition has learners review content at increasing intervals over time, working with how we naturally form long-term memory more efficiently than cramming techniques Articulate.

What’s Shifting Out

Text-heavy, passive learning content and rigid, linear course structures are declining in favor of interactive, hands-on experiences that integrate seamlessly with real-world skills.

For Your Course Design

Given these trends, you might want to consider how you can incorporate personalization, make your content more modular and bite-sized, integrate some level of data tracking for outcomes, and think about the learner journey holistically rather than just content delivery. And definitely think about how AI tools can support your workflow without replacing the human-centered design thinking that’s still essential.

 

“The past went a-way. When faced with a totally new situation, we tend always to attach ourselves to the objects, to the flavor of the most recent past. We look at the present through a rear-view mirror.” ~Marshall McLuhan, The Medium is the Massage

 

First published: December 21, 2024
Most Recent Update:

Category: Canvas LMS, EdTech, Education, Instructional Design, Online Course Strategies, Post Feed, Teaching & Learning | LEAVE A COMMENT
November 25

Tech BFFs — Parlay Ideas

Tech BFFs — Parlay Ideas

BFF is an acronym for “Best Friend Forever.” These websites and tips are so good that they will become your technology BFFs!

Texas Computer Educators’ Association remains the most trusted legacy resource for teaching and learning. From TCEA’s resource recommendations is an established AI tool called Parlay Ideas that will be helpful for your professional teaching endeavors.

Classroom discussion is the consistent instructional strategy. In STEAM learning, classroom discussion is a critical method for fostering critical thinking, problem-solving, and communication skills through open-ended questions and collaborative dialogue. Teachers guide these discussions, which can involve strategies like Socratic dialogue, Round Table Circles, and using real-world problems, to encourage students to explore ideas from multiple perspectives and build a deeper understanding of concepts.

Parlay Ideas is a legacy online AI application with free account options, that provides a brainstorming opportunity to facilitate higher-order thinking classroom discussion prompts and other learning opportunities. There are several tutorials embedded on the Parlay Ideas website.

Here is a short navigation video shared in my graduate courses:

Video and embedded Transcript at this link: https://www.loom.com/share/0bcf17d66b2844e5899beb1176552ed5

 

Thank you, TCEA!

Category: Apps, EdTech, Education, Teaching & Learning, Tech BFFs | LEAVE A COMMENT
July 11

Weekend Ed. Quote ~ July 11

“Accommodation and assimilation combined, peculiar to each schema, ensure its usefulness… which explains why the relationships of the parts which presuppose the schema are confirmed by experience” (Piaget, 1956; 1965; p. 128).

Image generated by DeepAi from the quote by Piaget

Image generated by DeepAi from the quote by Piaget

 

 

                                                              References

Piaget, J. (1956; 1965). The Origins of Intelligence in Children. International Universities Press Inc. 

 

 

More Weekend Ed. Quotes

#GCUTEC544 #GCUTEC595 #GCUTEC516 #GCUTEC521
#CUNE604, #CUNE605

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July 7

Using Recent Research and Cross-Cutting Skills for Your Instructional Practice

Learning does not need to be confined to boundaries and barriers.

Sometimes graduate students indicate that featured research in courses is not specifically applicable to their specific instructional practice, subject area, and/or grade level. This view seems to encourage a templated, one-size-fits-all-Lesson-Plans approach.

Learning is not confined to boundaries and barriers.

     A review of Piaget’s adaptation, assimilation, and accommodation process (1954, 1956, 1965), is an important reminder that learning does not need to be confined to boundaries and barriers.

 

 

Another important concept is the application of research to STEAM / STEM instructional practices using Crosscutting and Transferable skills, which are a key objective of the NGSS Crosscutting concepts.

This video expands the definition of Crosscutting concept to unifying ideas that apply across different STEAM/STEM subjects and general content disciplines. Crosscutting concepts and application skills help students make connections among subject-matter silos. They provide connections between research and instructional practice. Crosscutting concepts and Transferable skills fuse knowledge, develop deeper understanding, and personalize ideas to prior knowledge.

This video will show how to make connections between research and practice in three easy steps. (There are more steps, just three are included in this video.)


1 Video Transcript_Application of Current Research

VideoVersion_EnhancingGrade5ScienceProcessSkillsinEarthScience_AFoundationForDesigningInquiryBasedSTEAMLearningPacket

 

                                                                References

Lindayao, N. G., Salic-Hairulla, M. A., Dinoro, A. P., Ellare, A. O., & Madale, V. A. (2025). Enhancing Grade 5 Science Process Skills in Earth Science: A Foundation for Designing an Inquiry-Based STEAM Learning Packet. International Journal of Research and Innovation in Social Science, 9(4), 6277-6287.

Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.

Piaget, J. (1956; 1965). The Origins of Intelligence in Children. International Universities Press Inc. 

Teague, H. (2025). Application of Current Research & Cross-Cutting Skills to Your Instructional Practice. [Video.]. Loom. https://www.loom.com/share/f4d678c4ee0a42869218a98c98aaa199?sid=42540bc4-7145-4129-9efd-3d4861454896

 

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March 15

Assessment of IBL and CPS assignments

Assessment of Inquiry-based learning and Creative Problem Solving assingments can be challenging but time well spent. IBL and CPS assignments characteristics include collaborative and creative student projects in either solo or group endeavors.
Here are items to consider and strategies to implement:Effort Scott Young
 
1. Define Clear Expectations and Criteria:
  • Establish learning objectives: Before starting the project, clearly define what students should learn from the collaborative experience and how their creativity will be assessed.
  • Develop rubrics: Create a rubric that outlines specific criteria for evaluating both the collaborative process and the creative product.
    • Collaboration criteria: Include aspects like participation, communication, conflict resolution, shared responsibility, and effective use of teamwork skills.
    • Creativity criteria: Focus on objective indicators of creativity, such as variety of ideas, novelty of idea combinations, and novelty of communication, rather than subjective terms like “interesting”.
    • Performance levels: Describe different levels of achievement for each criterion (e.g., Novice, Proficient, Distinguished).
  • Share rubrics with students: Provide students with the rubric early in the project to communicate expectations and empower them to self-assess and improve. 
2. Assess Both Individual and Group Contributions:
  • Balance individual and group grades: Determine how the final grade will reflect both the group’s performance and individual contributions.
  • Collect peer and self-evaluations: Utilize methods like surveys, rating scales, or open-ended questions to gather feedback on individual and group performance. This can reveal participation issues and hold students accountable.
  • Consider adjusting grades based on peer evaluations: Peer feedback can inform your assessment and encourage more equitable participation. 
3. Monitor and Support the Process:
  • Regular check-ins: Monitor the teams’ progress regularly through observations, conferences, or online tools.
  • Provide feedback throughout the process: Offer timely and constructive feedback to teams, helping them improve their teamwork and address any challenges.
  • Encourage self-reflection: Prompt students to reflect on their own contributions and learning throughout the project. 
4. Emphasize Learning over Grades:
  • Focus on feedback: Provide detailed feedback, both written and verbal, that helps students understand their strengths and areas for improvement.
  • Shift focus from “earning an A” to meaningful engagement: Encourage students to be driven by curiosity and the pursuit of knowledge rather than just getting a good grade.
  • Consider alternative grading systems: Explore options like pass/fail or longitudinal grading, which can reduce pressure and shift the focus to learning and growth. 
5. Consider Specific Project Requirements:
  • Evaluate problem-solving: If the project requires problem-solving, consider assessing the elegance and effectiveness of the solutions developed.
  • Encourage innovative approaches: Give credit for novel and original ideas and their execution.
  • Assess project management skills: If relevant, incorporate assessment of project planning, task delegation, and timeline management. 
By implementing these strategies, you can create a more transparent, equitable, and effective grading system that promotes both successful collaboration and meaningful creative expression in student projects. 
Category: #STEAM, Post Feed, STEAM, STEM, Teaching & Learning | LEAVE A COMMENT