Instructional Design Quotes

Any product that needs a manual to work is broken.

Meta-design is much more difficult than design; it's easier to draw something than to explain how to draw it.

The only 'good' learning is that which is in advance of development.

Like all great teachers he knew that a picture is worth a thousand words and that people learn most quickly by doing something or seeing something done.

Something I've really enjoyed learning more about is course design.

Computers aren’t magic; teachers are.

Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done: make choices.

In my teaching, I enjoyed creating models to clearly communicate my thoughts.

To teach is part of the very fabric of learning.

I love to teach - that's my role.

What you have in most education software is that they're catering to the decision-maker who makes the budget allocations, and that decision-maker has a lot of check boxes. Does it do this? Check. Does it do that? Check. They could care less about the end user experience.

You have to have coaches willing to adapt.

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.

I do have a tendency to want to go back to school at all times in my life. Maybe I'll do the Ph.D. in art history when I'm 50, or maybe divinity school. I like teaching, too.

I'm not a fan of technology . I'm a fan of pedagogy, of understanding how people learn and the most effective learning methods. But technology enables some exciting changes.

That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.

Each young reader has to fashion an entirely new 'reading circuit' afresh every time. There is no one neat circuit just waiting to unfold. This means that the circuit can become more or less developed depending on the particulars of the learner: e.g., instruction, culture, motivation, educational opportunity.

I wanted to keep things as normal as possible for the trainees, so I led my usual morning class. I called it Magic Problem-Solving 101. The trainees called it Whatever Works.

The real challenge is not to get people to remember more, but to get them to understand better. We're just now beginning to be able to show what we can implement with technological tools. I think our interest at Apple is to be the provider of the instruments that will help educators and students create and entirely new kind of learning than what we have now.

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves.

The work of education is divided between the teacher and the environment.

I've made some films for the military that are teaching things like cultural awareness and leadership issues, that sort of stuff. And try to, in essence, look at what training they're doing and say, 'This is how you can improve the training from a humanistic point of view.'

There's nothing a teacher likes better than ten minute videos. It's not the whole class, but it's not too short, it's enough to wrap a lesson plan around.

Teaching has never been far from my life. It's the most natural thing I do. Apparently, as I said, I cannot not do it.