NG CMS Functional Requirement:Instructional Design Functions
Each column explains an aspect of a functional requirement. The Recommendations column is where suggestions from visitors are placed.
1. Function The Function describes how specific events, supports, designs, and interactions should work or be designed within a CMS.
2. Examples The Example is one illustration of how a Function might be conceptualized. There may be many examples that illustrate one Function.
3. Deeper Learning Principles NLII's Deeper Learning Principles include (a) Active, (b) Social, (c) Contextualized, (d) Engaged, and (e) Ownership.
4. Teaching Practice Teaching Practice describe how the function supports instructional decision-making, management, and behaviors.
5. Learning Activities Learning Activities explain how the organized experience of the learner support the deeper learning principles.
Recommendations	1. Functions	2. Examples	3.(a)Active	34.(b)Social	3.(c)Contextualized	3.(d)Engaged	3.(e)Ownership	4. Teaching Practice	5. Learning Activities
	Eliminate silos of courses (course content is based on higher order decisions, courses live within a curriculum; blueprint for course in program with content/objectives that are pre-determinied - make all of this visible).				If what I am learning is part of a greater, integrated whole, I am more likely to understand the context of my current learning.			My teaching (and student's learning) will be objective-driven.
	Opportunity for faculty to see the curriculum of other classes to see how they are dealing with/delivering a particular learning objective (could integrate into a whole; make plans at a completely different level, thinking of course and citizen in a community of courses); deals with prerequisites; would like to integrate with curriculum of prerequisites (and navigate back into that site) might be more likely to do more experimentation.	For example, within the faculty portal a course directory can be searched for courses that relate to specific programs of study, pre-requsites, or next courses in a sequence.	As a faculty member, by having access to other courses, I can be a part of a curricular community that extends over the student's entire university experience, not just the courses that the student takes with me.	As a faculty member, my teaching is improved when I can get feedback from colleagues about how my course relates to other courses in the program of study.	As a faculty member, I can better align course objectives and activities to related courses when I can access them periodically and when I need them.			As a faculty members, if I can see the content and teaching strategies of others, I can encompass their best practices into my own teaching.
	Locations, activities, functions, resources tied to learning objectives (can follow the numbers back).	For example, when a student wonders, 'why do I have to do this' he or she can click on a icon that pops-up a schematic of how the activity relates to course goals.			If what I am learning is part of a greater, integrated whole, I am more likely to understand the context of my current learning.			My teaching (and student's learning) will be objective-driven.
	Need a way for learners to take control of the content, even if highly structured.		The ability to control the content encourages me to more actively participate in my learning.				The more control I have over the content, the more ownership I feel I have for finding relevant and useful content.
	giving learners choices (already removed same time/same place).		If I have choices about what to learn, then I must become actively involved in making decisions about my own learning.	I can choose to learn independently or collaboratively, depending upon my needs.	Having choices can allow me to select activities or content that are more relevant to me.	The ability or need to make choices in my learning experience keeps me more engaged.	If I have choices about what and how I learn, then I can take more ownership of my learning.	Providing my students with choices respects and allows them to build on diverse ways of knowing and learning.
	Incorporate strategies for rich discussion and commentary within the framework.		If I can discuss and comment throughout the learning experience, I am actively participating.	Rich discussion and commentary provides me with the ability to exchange ideas with others in my learning community.	Discussion and comments can bring further relevant and contextual meaning of the learning to me.	If I am able to or required to discuss and comment throughout the learning process, I am far more engaged.	Participating in rich discussions or sharing my comments encourages me to take ownership for forming my own knowledge.	Instructor-supported discussions allows me to witness and steer my student's learning.	Rich discussions encourage my higher order thinking skills, and allows me to synthesize the content.
	Provide functions that can accommodate learner as the individual and learners as a group so that there is flexibility in what learners learn but also a structured format that encourages fast learners to contribute to community. Should not just allow fast learners to jump ahead since they should contribute to the group.		If the pace of the learning is flexible, then I can actively participate to influence it.			If the learning moves at a pace that is appropriate for my specific needs, I am more likely to stay involved.	If the pace of the learning is flexible, then I can take the inititative to influence it.	I can accommodate diverse learning styles and preferences.