What am I training for again?
From PhD ComicsIt's been a while since I've had the bandwidth to think about something other than my dissertation proposal. When I started this process four years ago (starting with matriculation in March 2014) I thought I'd be the first or second person in my cohort to be done (ha!), but like most marathoners I guess I am part of the pack looking at the fast folks ahead of me 😏. Being
Instructional Designers, and Research
Yet another post that started as a comment on something that Paul Prinsloo posted on facebook (I guess I should be blaming facebook and Paul for getting me to think of things other than my dissertation :p hahaha).Anyway, Paul posted an IHE story about a research study which indicates that instructional designers (IDers) think that they would benefit from conducting research in their field (teaching
Are MOOCs really that useful on a resume?
Thu, Feb 23 2017 12:45 | assessment, cMOOC, CV, HR, instructionalDesign, MBA, MOOC, pondering, resume, work, xMOOC
I came across an article on Campus Technology last week titled 7 Tips for Listing MOOCs on Your Résumé, and it was citing a CEO of an employer/employee matchmaking firm. One piece of advice says to create a new section for MOOCs taken to list them there. This is not all that controversial since I do the same. Not on my resume, but rather on my extended CV (which I don't share anyone),
Course beta testing...
Wed, Feb 22 2017 10:38 | coursera, development, instructionalDesign, MOOC, qualitymatters, software, testing, xMOOC
This past weekend a story came across my slashdot feed titled Software Goes Through Beta Testing. Should Online College Courses? I don't often see educational news on slashdot so it piqued my interest. Slashdot links to an EdSurge article where Coursera courses are described as going through beta testing by volunteers (unpaid labor...)The beta tests cover things such as:... catching mistakes
Pondering assigning groupwork...
Mon, Sep 19 2016 04:00 | assignment, Design, groupwork, INSDSG601, instructionalDesign, open teaching, teaching
The summer semester is over! Well, it's been over for several weeks now and the fall semester is in full swing, but I am not teaching this semester (focusing more on projects that have been on the back-burner for a while). Taking a break from teaching actually makes me think more about teaching in an odd way (I guess out of sight, but not out of mind).One of the courses that I teach is an intro
Fri, Aug 5 2016 11:29 | AAEEBL, adjuncts, assessment, Campus Technology, Conference, instructionalDesign, NeedsAnalysis, teaching
A number of threads converged last week for me, and all of the threads exist in a continuum. The first thread was one that began in the class that I am teaching this summer, INSDSG 601: Foundations of Instructional Design & Learning Technology. One of the things that we circle back to as a class (every couple of weeks) are the notions of instructor and designer. Where does one end and
#DigPed PEI with Amy Collier
Tue, Jul 19 2016 02:00 | #digped, #vconnecting, instructionalDesign, recording, unconference, youtube
I am not sure why my Surface Pro 3 camera decided to hyper correct the lighting in my home office, but it seems that the only way for me to be properly lit was to look at my secondary monitor, which gives the appearance of sidetalking... Oh well. It was a good session nevertheless :)
Missed Conversation with Laura Gibbs
Sat, May 21 2016 06:00 | #vconnecting, instructionalDesign, open teaching, pedagogy, teaching, youtube
A recent hangout I was on talking about online pedagogy with some really cool people :-)Note to self: Ouroboros as a pedagogical symbol...
Getting beyond rigor
Sun, May 8 2016 02:00 | academia, Badges, INSDSG601, instructionalDesign, pondering, rhizomatic, rigor, teaching
The other day I got access to my summer course on Blackboard. With just under 25 days left to go until the start of courses, it's time to look at my old syllabus (from last summer), see what sorts of innovations my colleague (Rebecca) has in her version of the course, and decide how to update my own course. I had some ideas last summer, but since then the course has actually received an
Sat, Apr 9 2016 04:30 | blendedLearning, book, cMOOC, instructionalDesign, MOOC, OCW, OER, PhD, research, review, xMOOC
Chugging along (hey I can see the light at the end of the tunnel!) with my review of Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which started some time last year. Today under the microscope is chapter 10, which is titled Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education. The
Thu, Apr 7 2016 04:00 | book, cMOOC, economics, instructionalDesign, MOOC, OCW, OER, PhD, profit, research, review, Sustainability, xMOOC
This morning, while commuting, I was able to read through another chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which I started back in August of 2015 (or somewhere there about). This time I am reviewing chapter 9, which is titled Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education. The
Are MOOCs the answer?
With the semester (almost) over it's the return of the crankypants reviewer (hmmm... maybe I should get that as a badge and use it for all of my article reviews ;-) ). Anyway, my goal this month is to finish reading the edited collection titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which I started back in August
Siri, Alexa, Cortana...OK google - show me something to learn!
Mon, Apr 4 2016 02:00 | #NRC01PL, cMOOC, corporate, EdTech, health, HR, instructionalDesign, knowledgeManagement, mobile, MOOC, SCORM, talent, technology, telephony, xAPI
Alright, so here it is, week 6 of NRC01PL. Even though I am technically in the same week as everyone I guess I am still marching to the beat of my own drummer. I wanted to join the live session on Tuesday, but other things intervened. Oh well.The topic of this week is the personal learning assistant. Hence my little callout to the four major virtual assistants (Siri for Apple,
EDDE 806 - Post V - The final one of the spring 2016 season
Fri, Apr 1 2016 05:00 | dissertation, EDDE801, EDDE802, EDDE804, EDDE806, instructionalDesign, knowledgeManagement, MBA, PhD, reflection, research
A couple of weeks after the last session of 806 for this spring aired I had an opportunity to observe the proceedings from across time and space (aren't recordings grand?). Looking at the (small) crowd that attended the live session maybe I should have attended! Anyway! It does should like next fall, or perhaps next spring once I am formally in 806, there might be a ton of people attending,
PLE, the Learner, Open Learning, and...Academia
Mon, Mar 28 2016 05:00 | #humanMOOC, #NRC01PL, accessibility, cMOOC, gaming, ideology, instructionalDesign, InstructionalTechnology, lurker, MOOC, open learning, PLE, xMOOC
Moving right along with #NRC01PL - this is a (hopefully) short post on Personal Learning Environments, which was the topic of week 4 of NRC01PL. Maybe this week I can actually catch up to this week's discussion (although twitter has been surprisingly quiet in this cMOOC). In any case, I love discussing PLEs because in order to meaningfully discuss PLEs we need to discuss the context in
The curious case of the cMOOC
Sat, Mar 26 2016 03:30 | #cck11, #change11, #ioe12, #NRC01PL, #rhizo14, #rhizo15, CCK11, cMOOC, content, CoP, curriculum, instructionalDesign, MOOC, openEd, PhD, research, wayfinding, xMOOC
Moving along in NRC01PL, here are some reflections of what was presented in week 3 of the Personal Learning MOOC. It's been rather busy at work, and at Athabasca as I am wrapping up my semester, so I haven't really gelled with anyone else in this cMOOC. I think that the topic would be interesting to discuss in connectivist fashion, but I have not yet (satisfactorily) done any wayfinding.
Content Knowledge vs Practice
Thu, Mar 24 2016 06:00 | #NRC01PL, ANT, cMOOC, content, instructionalDesign, interaction, MOOC, OCW, OER, practice
Hey! It's week 2 in NRC01PL! Well... no, it's not, it's probably like week 5 or something, but I am working at catching up ;-) The second week of this MOOC (which I've only now joined the Google Group) is on the Content/practice dichotomy. It's interesting because this comes up quite a few times in discussions in academia. The pendulum seems to swing from extreme to extreme. Too
Wed, Mar 16 2016 04:00 | assessment, feedback, grading, humor, INSDSG601, INSDSG684, instructionalDesign, rubrics
The other day I came across this PhD Comics strip on grading rubrics. As a trained instructional designer (and having worked with instructional designers on and off since I started university as an undergraduate student) the concept of rubrics has really stuck with me. That said, I generally struggle with rubrics.In theory they are brilliant - a way to objectively measure how well someone
EDDE 806 post II - Of research questions and generalizability
Fri, Feb 5 2016 12:40 | assignment, EDDE804, EDDE806, INSDSG601, INSDSG684, instructionalDesign, OER, PhD, postmodernism, reflection, research
Yesterday evening I attended my second formal EDDE 806 session (formal in the sense that I am doing blog posts for it, as opposed to just attending and being a fly on the wall). In any case, the session was pretty interesting, and Viviane Vladimirsky, a fellow EdD student, on her work on her dissertation.Just prior to Viviane's presentation, as we were going around introducing ourselves
The Adjunct’s dilemma – how much do you tell your students?
Among the many streams of things happening these days is keeping tabs on some interesting things happening in my various internet circles. I've resolved to just dip into my RSS stream and look at things periodically over a couple of days and not be as 'vigilant' as I have been in the past. Too many things to focus on, not enough time for news. That said, I came across an interesting
A way to visualize MOOC students...
Fri, Jan 29 2016 04:30 | #DALMOOC, #rhizo16, Analytics, cMOOC, coursera, EDDE804, education, edx, Employment, futurelearn, instructionalDesign, Learning Analytics, MOOC, motivation, PhD, review, rMOOC, xMOOC
Even though this semester is relatively calm, compared to last semester, I still find myself not writing as much as I think I would like. I've set aside, temporarily, the book I was meant to have finished reviewing last October, on MOOCs, until the semester ends and I can focus on them a little more. One reason for the refocus of energies is EDDE 804. We are focusing on leadership in education,
Assessing the process or the product?
Tue, Jan 12 2016 04:00 | assessment, INSDSG601, INSDSG690, instructionalDesign, open teaching, teaching
The other day I came across a post on ProfHacker written by Maha B. where she talked a bit about her own teaching experiences and whether one assesses the process of learning or the product of learning. I was thinking about this question in light of my own experiences as a learner, as a designer, and as an instructor who now has had experiences in introductory courses, capstone courses, and intermediate
Rhizo16 (planning) has begun...
Fri, Jan 8 2016 07:00 | #rhizo16, instructionalDesign, MOOC, motivation, pedagogy, rhizomatic, rMOOC, SNA
...and along with it the usual cast of characters and their zany antics (picture a 90s cartoon here).The debate and brainstorming currently happening is how to welcome new members in a new MOOC when we've all started developing connections, bonds, and rhizomes together over the past couple of years. Will anonymity work? New Groups? Delete old groups? Tea & Biscuits to welcome new members?
Schooooool's out for December!....
...Schoool's out...until January...OK, OK,... maybe my take on Alice Cooper's "School's Out" isn't as catchy...but it is indicative of the situation right now :-) EDDE 803 is over, and I am waiting for EDDE 804 to begin. Well, technically the course is over tomorrow, however all assignments are done and submitted, and I am not in maintenance mode in the forums.The final assignment
Sat, Nov 14 2015 10:24 | EDDE803, gamification, gaming, instructionalDesign, Management, MBA, motivation, MSIT, simulation
One of the presentations this week in EDDE 803 was from a fellow classmate that talked a bit about simulations. In the ensuing discussion I was reminded of a course I took as part of my MBA which used simulations. I thought that this would be a worthwhile post for here (as well as class) - at the very least it's one chronicle of my learning journey prior to the EdD.Queue flashback visuals
Gamifying Learning - EDDE 803 edition
Tue, Nov 10 2015 06:00 | #gamification12, Badges, EDDE803, games, gamification, instructionalDesign, InstructionalTechnology, MOOC, Presentation, xMOOC
It feels like it's been a long time since I've written here. Well, still here, still alive, still cracking away at those books, and articles, and assignments for 803. Initially, before this course started,I thought it would be a walk in the park given my background in instructional design. Maybe that was my error. While, content-wise, it is a walk in the park (given my background)
Week 5 down... Week 6 here we come!
Tue, Oct 13 2015 05:00 | EDDE803, education, gamification, instructionalDesign, internship, linguistics, MDE620, MOOC, PhD, xMOOC
Time seems to be on fast forward these days. Either that or I have too many things to do, and not enough time to do them in. When did week 5 just end? Time flies when you're having fun, and when you have a ton of your plate I guess. The past couple of weeks on EDDE 803 have been relatively 'quiet'. We haven't had discussion forums, and our live session was cancelled due
Previously on EDDE:AU:MOODLE
Sat, Sep 12 2015 04:00 | #vconnecting, EDDE803, instructionalDesign, internship, linguistics, MDE620, PhD, teaching
I think my interactions with Autumm in virtual connecting made me want to create a little trailer with dramatized highlights from my doctoral studies thus far. Alas, no budget for extras, scripts, sets, and green screens, so I guess I'll leave it to plain text for now ;-)This week marks the beginning of my second year at Athabasca's EdD program (survived year 1!), and I just began
Conflicting perceptions on Education
One of my resolutions, just before this new semester starts, is to not neglect periodicals that come in from time to time and at least thumb through them. Don't let too much work, of any sort, detract from the professional development of looking through work related periodicals (sounds oxymoronic, doesn't it?). Well, at least this way they won't pile up in the office ;-).Anyway, in keepting
Valuing teaching...and teacher effort expectations
Thu, Sep 3 2015 03:30 | #digped, equity, HR, INSDSG, INSDSG601, INSDSG619, INSDSG684, instructionalDesign, Management, teaching
Yesterday another faculty member took on the role and responsibilities of department chair. This is quite exciting for a variety of reasons, but one of them that comes to mind is that I get to experience things anew. "Training" a new department chair, even though my colleague and I report to them, provides an opportunity to explain to someone new what the operating rules of the university
How to teach swarming?
Mon, Aug 24 2015 04:00 | #rhizo14, #rhizo15, #rhizoANT, EDDE801, EDDE802, INSDSG601, instructionalDesign, swarm, writing
The other day I came across a post on someone's blog on group work, and I saw this funny (but true, at least to most of my experiences) graphic on group work. One of the soft skills required to graduate in the MEd program I teach in is to be able to demonstrate the ability to work with others on projects and joint efforts. This is quite broad as it doesn't specify whether someone is cooperating
Thu, Aug 13 2015 05:00 | accreditation, administration, assessment, Campus Technology, competency, higherEd, instructionalDesign
I know... I know... This is perhaps a tricky question to answer, but bear with me here, Perhaps the answer to this question of "how do we measure learning" is "well, d'uh! with some sort of test or assessment". This might be true in one-off training, you visibly see employees either performing or not performing, but when it comes to a higher education context what does it mean to have been badged,
What's the point of (higher) education?
Mon, Aug 3 2015 04:30 | adjuncts, Campus Technology, Conference, education, faculty, governance, instructionalDesign, keynote, Management, onlineLearning
With Campus Technology behind us, I've got some free time to compose some thoughts on what I experienced this year in Boston. I like going to Campus Tech each year as I have an opportunity to attend some sessions, see what the EdTech vendors are up to, and meet with new and existing colleagues. One of the keynotes this year, by SNHU (Southern New Hampshire University) President was really
Instructor Personality and its role in education
Mon, Jul 27 2015 04:30 | adjuncts, charisma, EDDE801, instructionalDesign, learning, personality, PhD, teaching
Continuing on my quest for 'inbox zero' for Pocket, here is another interesting post that deals with the personality of the instructor in the teaching and learning endeavor. There are actually two interesting strands here, one that deals with the instructor themselves, and one that deals with material creation. I'll tackle the material creation first as I find that this is what piqued my initial
Teaching and Instructional Design: two sides of the same coin?
This month I decided that it was high time I started preparing for the fall semester. Sure, my third class -EDDE803-(and third semester) of my EdD program is 2 months away, however since I have the books (thank you Athabasca for planning ahead! :-) ), why not start now that I am a little more relaxed? The first book that I just finished is by Diana Laurillard Teaching as a Design
What the heck is an instructional designer?
Sat, Jul 18 2015 07:00 | certification, education, instructionalDesign, learningDesign, MBA, ProfDev, professional
"Instructional Designer" - by AK & Net Art Generator- for #CLMOOCContinuing on my quest to read through what I've accumulated in my Pocket account, I came across a blog with the title Learning Experience Design: A Better Title Than Instructional Design? The title was catchy enough for me to save it to pocket for later reading (which seemed to be forever ago). In any case, Christy seems
It's the battle of the SPOCs!
Thu, Jul 16 2015 07:00 | #ccourses, #clmooc, #facepalm, #mobimooc, #rhizo14, #rhizo15, cMOOC, critique, EdTech, eduMOOC11, instructionalDesign, MOOC, onlineLearning, pedagogy, PhD, rMOOC, xMOOC
"Fractured Spock" - by me and Net Art Generator, for #clmoocOver the past couple of years, since the silly acronym "SPOC" was invented to denote a course that was the antithesis to the MOOC, a Small Private Online Course, I've had issues with the acronym, and took exception to this new discovery on the part of schools that newly invented this form of education, considering that there are
Thu, May 28 2015 08:56 | #rhizo15, appliedLinguistics, assessment, Badges, competency, computerScience, instructionalDesign, learning, MBA, MOOC, xMOOC
Image from Flickriver, Brian HillegasA few days ago, and totally by stroke of chance, I happened upon a twitter discussion between @HybridPed, @otterscotter, @actualham, and a few others. I am not sure what the original topic was but I came in when they were discussing assessment. Do we assess learning or competency? Some regarded learning as transcending competency and some saw competency
Post-Grades Assessments...and Grades...
Tue, May 19 2015 05:00 | #et4online, #ioe12, assessment, Badges, grading, INSDSG601, instructionalDesign, MOOC
I wrote (a few days ago) that I am re-designing an introductory course in instructional design (see syllabus here). In my assessment activities I've decided to go with a pass/not pass model. There will still be something approximating traditional rubrics and categories for different things that learners need to address in each activity, but I am toying with the idea of doing away
Counting, Grading, α, β, γ, δ ,ε, στ, ...
Sat, May 16 2015 10:00 | #rhizo15, assessment, computerScience, Creative Commons, EDDE802, grading, INSDSG601, INSDSG684, instructionalDesign, PhD
A few things happened this week which seemed to point to a nexus on grading, grades, and a throwback to Week 3 of Rhizo15 on what counts. The three thing that came together for me were Whitney's post from Week 3, My own grades from EDDE 802, and me designing (or rather re-designing) the introductory course in instructional design which I will teach/facilitate/rhizolead this summer. All these
Invasive species, echo chambers, and community: This week on Rhizo15!
Wed, May 13 2015 20:49 | #rhizo15, ANT, communities, community, EDDE802, instructionalDesign, MOOC, PhD, rhizomatic, rMOOC, SocialNetworkAnalysis
I was going for a News show feel with that title. I don't think it came across. The more I think about it the more I am thinking that video might satiate my dramatic tendencies - but that would take more acting talent and more time. It's just text for now! If you have an idea for a name for a Mock News Show (like the Daily Show but for EdTech, drop a comment ;-) )So, week 5 Rhizo15 - this
Goodbye Dave. Hello Dave.
Mon, May 11 2015 03:00 | #rhizo14, #rhizo15, INSDSG601, instructionalDesign, MOOC, open teaching, PLAR, rMOOC, teaching
Dave is really HAL, who is emulating DaveBusy week! Just finished grading my current class, and finished the syllabus for my summer class. Now the next stage in the course development is to create some instructions of the assessments, supporting materials, videos... oh my! I guess this is making me a bit late to this week's Rhizo Party on #rhizo15. I have not read responses of other
Learning Objectives...Subjectively learning...learning subjectives...
Wed, May 6 2015 04:00 | #rhizo15, EDDE802, instructionalDesign, learning, learningDesign, MOOC, objectives, rMOOC
I originally intended to do this over the weekend as part of RhizoRadio, but other "to-do" items kicked in and we're back to good-ol' text. I am hitting the rewind button (and you can't stop me), to go back to Week 1 of Rhizo15. The topic of Week 1 (as we are about to enter Week 4) is Learning Subjectives. When the topic came out my head was so steeped in EDDE802 that the topic didn't
The king is dead! Long live the king!
Sat, May 2 2015 17:18 | #rhizo15, content, education, instructionalDesign, learning, MOOC, rMOOC, xMOOC
This week in Rhizo15 we are talking about content. RhizoDave (I think I've decided that's Dave Cormier's new nickname - or his superhero name) has asked us to stretch and pull the word "content" and see what we come up with. The phrase "content is king" has already come up somewhere in Rhizo15 - it may have been on twitter or Facebook, but I guess that's just one of those phrases that
Wed, Apr 29 2015 14:49 | #et4online, #rhizo14, #rhizo15, cMOOC, EDDE802, higherEd, instructionalDesign, MOOC, PhD, rMOOC, SMMedia
This is my mind at the momentI must admit, my attempt at a witty post title probably fell really flat. Oh well, that's why I am not a comedian :-). Out of the fire (EDDE 802) and into the Rhizome! This is technically week 2 (or is it week 3?) of Rhizo15. Normally a cMOOC (or as others in the Rhizo14 gang have named Rhizo - an rMOOC), there is a little disorientation to be expected,
Humanizing online education: we're not just a bunch of robots
Captain Data (an android)End of another week. Sometimes when I reach cognitive overload I feel like a stranded sailor - what days is it? where am I? what did I do this week? Did I learn this thing this week or last week? Anyway, I've taken some notes throughout the week so that I can discuss and summarize a bit things that made me think. So, I had discovered a MOOC,
You keep using that word...
Sun, Feb 22 2015 18:31 | #altcred, #CFHE12, #oldsmooc, #rhizo14, cMOOC, coursera, discussion, eLearning, engagement, forums, instructionalDesign, InstructionalTechnology, MOOC, participation, pMOOC, rMOOC, selfpaced, xMOOC
Recently I read an article on Your Training Edge which aims to correct misconceptions surrounding MOOCs. The title of this particular post, and I guess myth that they tried to correct, was "MOOCs Aren’t Interactive, So There’s No Real Learning Taking Place". The basic idea in this misconception is really preposterous. I don't know when interactive became synonymous with learning, but it is
Connecting the dots...thoughts about working in academia
Tue, Dec 30 2014 05:00 | adjuncts, administration, equity, faculty, higherEd, instructionalDesign, practice, work
[warning: lengthier post than usual] Before I left for December my mini vacation I had a holiday themed catch-up with a number of friends and colleagues on campus. With the semester winding down, and with the holidays as an excuse it was a good opportunity for people to get together and share some news about what had transpired over the past semester, share notes, best practices, and so on. One of
Designing in the Open (and in connected ways)
Mon, Nov 24 2014 04:00 | #ccourses, #DALMOOC, engagement, INSDSG601, instructionalDesign, MOOC, rigor
Wow, hard to believe, but we've reached the final module of Connected Courses (and boy is my brain tired!). I found out last week that there may be a slim chance of me being able to teach Introduction to Instructional Design (INSDSG 601, a graduate course) at some point in the new future. This is something that was offered to me a couple of summers ago, but being away on vacation at the time
On Network Fluency
Wed, Oct 1 2014 17:30 | #ccourses, #rhizo14, accessibility, cMOOC, EDDE801, instructionalDesign, InstructionalTechnology, literacy, MediaLiteracy, MOOC, PhD, PLE, teaching
On the web, not one knows you are a ____________ (fill in the blank). Connecting with the previous elements of trust, I am continuing my opening exploration of this module's second topic: Network Fluency. The introductory chat is available as a YouTube video, and the discussion is on the topic of Social Capital and Personal Learning Networks.This subject of Network Fluency (or Network Literacy
Critical Pedagogy: Intentions and Realities (Online Edition)
Wed, Sep 24 2014 17:00 | #ccourses, criticalPedagogy, INSDSG684, instructionalDesign, LearningStyle, MOOC, onlineLearning, pedagogy, PhD, teaching
Back in September Maha Bali's post on Critical Pedagogy: Intentions and Realities hit the interwebs on the Hybrid Pedagogy site. It's something I've been thinking about writing an Online Edition from my own experiences teaching in an online environment. It seems to be a bit slow on Connected Courses this week (at least as compared to last week, measured in blog posts), so this seems like a good
Thoughts on teaching - provoked by Connected Courses
Wed, Sep 17 2014 17:00 | #altcred, #ccourses, #rhizo14, assessment, EDDE801, INSDSG, INSDSG684, instructionalDesign, MOOC, PhD, teaching
Wow, it's not even Wednesday noon (half-way through week 1 of module 1) in Connected Courses and the feed is buzzing with the title (and/or #whyiteach). Quite interesting. Lots of things saved to pocket. I will most likely read through them this weekend ;-) In any case, I joked on twitter earlier that I should write a post on why I don't teach (who knows, this post may evolve
Some ends, some beginnings, some ponderings, need coffee
This is an eventful week! Online classes begin at my institution. This is my first semester not teaching in a few years, so I will be pouring my time into the course I am taking, as well as any MOOCs I have time for. This week #whyopen ends, my course on Negotiation on NovoEd ends, and Connected Courses begins. I thought I would write a few thoughts on the end of WhyOpen
Educational Based Research - Part 1
Wed, Aug 13 2014 11:44 | #whyopen, appliedLinguistics, Creative Commons, Design, dissertation, EDDE801, INSDSG684, instructionalDesign, MOOC, OER, PhD, pondering, research, SLA
Well, in a week I will be in Edmonton starting off my EdD in distance education at Athabasca University. I know that most North American doctoral students probably don't think of their dissertation topic this early (I haven't even completed my first course), but I want to be pro-active and work on the thing while taking courses. So, Rebecca's post on Educational Design Research (EDR) was
No Walled Gardens badge
Wed, Apr 2 2014 11:05 | #altcred, #rhizo14, Badges, engagement, INSDSG619, instructionalDesign, motivation, PLE, teaching
Well, we are in Week 9 (or 13) in the course I am teaching this semester, and the badges experiment is continuing! This weekend, as I was reading assignment submissions, I saw that some students, in their design documents, have started incorporating Web 2.0 tools (should we just call them "web tools" now?) that encourage the use, formation, or exploration of personal learning environments
Here come the lurkers!
Tue, Mar 11 2014 10:46 | #rhizo14, cMOOC, corpusLinguistics, engagement, futurelearn, instructionalDesign, lurker, MOOC, participation, PLENK
Well, It's week 9 of Rhizo14 (or week 3 of the after party of rhizo14, depending on how you look at it.) Last week we had a discussion on de-mobing teachers (I guess enabling teachers to not teach to the test?). To be honest I lurked a bit last week on facebook since the day job, the other work obligations, the DML conference (which was awesome!) and subsequent weekend food poisoning
The forum is an illusion
Fri, Feb 21 2014 07:00 | #altcred, #rhizo14, Badges, INSDSG, INSDSG619, INSDSG697RM, instructionalDesign, LearnerAnalysis, LearningStyle
Well, last week of #rhizo14 and we're all pondering where to go from here, planning the next steps I guess. Although I am getting the distinct feeling that participants are going through the stages of grief ;-) In any case, the topic of this last week ties into enabling student independence, which was the topic of week 3, except that this week it feels more like kicking the birds out of
What MOOCs Can Do for the Traditional Online Classroom (Part II)
Sun, Feb 9 2014 06:00 | #altcred, blogs, cMOOC, collaboration, easter egg, instructionalDesign, MOOC, New Media, onlineLearning, social, twitter, xMOOC
Note: An MS Word or PDF version of this can be found here: http://www.scribd.com/doc/205135659/What-MOOCs-can-do-for-the-Traditional-Online-Classroom-Part-II Introduction2014 is upon us! We are now a couple of years from the big MOOC “explosion” in the news, and since we’ve gone to both extremes, too much optimism and too much pessimism, about what MOOCs can and can’t do, it’s now time to
Templates are killing creativity
Wed, Jan 22 2014 12:40 | #rhizo14, CBT, cheating, creativity, education, eLearning, INSDSG655, instructionalDesign, interest, learning, MOOC, motivation, selfpaced, teaching, template, WBT
Cookie cutters: detriment to creativity, or fuel to the creative fire?Last week, while I was updating something on LinkedIn, I saw one of my colleagues post a link to a post by the eLearning Brothers called The Top 10 Best eLearning Game Templates. I am generally not a fan of such list-posts, but every now and again I come across something really interesting. I usually don't teach courses on
Pretty nifty 3D surface
Thu, Jan 9 2014 07:30 | education, educationTechnology, instructionalDesign, InstructionalTechnology, MOOC, onlineLearning
I came across this in an article talking about the Stanford Remote Lab. Pretty nifty! I wonder what this might mean for online education (of various sorts) ten years down the road.
Udacity a lousy product? Perhaps...perhaps not...it depends.
Wed, Jan 8 2014 17:00 | #cck11, #edcmooc, cMOOC, coursera, futurelearn, instructionalDesign, InstructionalTechnology, MOOC, p2pu, udacity, UIDesign, xMOOC
Just before the spring semester starts and I start getting really busy with the day-job, teaching my class, working on a couple of conference presentations and working on the FutureLearn course on Corpus Linguistcs, and P2PU course with Dave Cormier, I thought I should really jump into a couple of Udacity course offerings to give the platform a real try out. In years past I stayed away, as a learner,
#edcmooc - almost human
Sat, Nov 23 2013 13:47 | #edcmooc, engagement, instructionalDesign, InstructionalTechnology, LMS, scifi, star trek
Man, it's been a crazy week. I've been jotting down notes for this post from the various viewings, readings, fellow blogger posts, and discussion forums. This was meant to be several posts over the week, but it all wrapped up into one big thing. Oh well. Such is life ;-) This week I'm creating some category headers to make things easier to read.From the week 2 synchronous sessionThe
SPOCs are illogical
Wed, Nov 20 2013 17:30 | #edcmooc, assessment, Evaluation, Flipped Classroom, instructionalDesign, MOOC, OER, open access, open learning, publishing, terminology
Angry Spock (Star Trek reboot)OK, OK... the title was easy pickings but this article is quite serious. I've chosen to ignore, for the most part, the whole idiocy of the term SPOC (small private online course). SPOCs are really just "regular" online courses, as I've written in my one other post about SPOCs. It bothers me that there is so much revisionist history around the topic of "traditional"
#edcmooc: One man's dystopia...
Mon, Nov 11 2013 15:09 | #edcmooc, ALN, cMOOC, connectivism, coursera, Evaluation, instructionalDesign, metaMOOC, MOOC, teaching
Seems like Week 1 of #edcmooc is now done, and I've read (or in some cases reviewed) the readings and videos that they had posted as resources for Week 1. During the Week 1 live session recap and discussion there was an indication that there were 20,000 registrants for the MOOC. I'd be interested in seeing how many of those 20,000 follow through and "complete" the MOOC, whatever "completion"
EDCMOOC - Perhaps 3rd time is the charm?
Wed, Nov 6 2013 19:30 | #edcmooc, #ESLMOOC, #mobimooc, cMOOC, coursera, instructionalDesign, MOOC, pedagogy
A while back, when #EDCMOOC was getting setup for the first time, a fellow colleague, co-author, and member of the MobiMOOC research team, recommended the E-Learning and Digital Cultures MOOC offered by the University of Edinburgh. I think the school was his alma matter and he had good words to say about the organizers. This is always a plus.Well, first time around I was too busy - I think I was actually
Let’s Learn from MOOCs and Recapture the Microphone
Quite a few topics have been twirling in my mind these days but nothing was really solidifying until I read the following three blog posts in my pocket account in at the same time:It’s Time to Redirect the Conversation about MOOCs - by David CillayMOOCs make waves in higher education worldwide - by Karen MacGregorMOOCs and Online Learning #wweopen13 - by Rebecca HogueThey are all interesting reads,
Critique of Making your own Quasi-MOOC
Thu, Oct 24 2013 06:00 | assessment, cMOOC, educationTechnology, Evaluation, instructionalDesign, InstructionalTechnology, MOOC, xMOOC
With three MOOCs done (only undertaking one now), I have a little more time to go through and read what has been piling up in my Pocket account. Now, over the past couple of years there have been a number of articles on building your own MOOC, from a variety of people. Some in publications like Learning Solutions Magazine, some in eBook form, some in in Blog form.One of the blog-form posts
1 week, 3 completed MOOCs, 1 MOOC Experience Reflection
Tue, Oct 22 2013 07:00 | appliedLinguistics, educationTechnology, instructionalDesign, linguistics, MOOC, reflection, xMOOC
Online Games & Narrative Course LogoLast summer, when I signed up for these things, I really didn't keep proper timing of the courses I signed up for, because I was signed up for three concurrent MOOCs, while working a full time job, and messing around with other interesting things (MOOC related). In any case, after several PACKED weeks, three MOOCs are done, and I have some thoughts
Badge MOOC Challenge 6: Building a Successful Badge System
Tue, Oct 15 2013 04:30 | #altcred, #ESLMOOC, #OpenBadgesMOOC, Badges, cMOOC, dissertation, education, ESL, Evaluation, instructionalDesign, languageAcquisition, MOOC, mozilla, PhD
Trust Network BadgeWell, this is it! We are in the final week of the #OpenBadgesMOOC, and this is the last post (for badge purposes anyway) from Mozilla's #OpenBadgesMOOC. As with previous blog posts in this series I am brainstorming about including badges in an #ESLMOOC that I am thinking of designing, developing, implementing and them studying for a potential PhD. With this week's
MOOCs to the rescue! (in lowering tuition)
Thu, Sep 19 2013 08:30 | Flipped Classroom, instructionalDesign, InstructionalTechnology, MOOC, video, xMOOC
I wish I could find a caricature of a personification of a MOOC as a super hero. It would fit really well in this post :) I was recently reading a news item on the washington post titled The Tuition is Too Damn High, Part IX: Will MOOCs save us?I have to say that it's amazing to me that Khan Academy is still included in the MOOC category even though Khan Academy isn't really about MOOCs.
MOOCs: What's YOUR audience?
Wed, Jul 24 2013 06:00 | Analysis, audience, cMOOC, instructionalDesign, LearnerAnalysis, MOOC, NPR, onlineLearning, xMOOC
Since I returned from vacation I've been catching up on news that happened while I was away, and listening to podcasts from May that I had downloaded to take with me to listen to, but due to the hustle and bustle of vacation, I ended up not listening to anything I downloaded. I was listening to a podcast from NPR's education feed when they were reporting on MOOCs and certain school's apprehension
On xMOOCs, autodidactism, design and the banking model
So I am back from vacation, and onto the MOOC path again. I am not sure if vacationing has made me a little less interested in MOOCs (and more interested in things like sitting on my deck, drinking coffee and reading a good book), or if the glut of xMOOCs, the commercial rush for people to make LMSs for them, and the elitism of certain providers as to which institutions can join their club. All of
Mon, Apr 22 2013 07:00 | appliedLinguistics, blendedLearning, instructionalDesign, languageLearning, linguistics, phonetics, phonology, xMOOC
This past week, crazy events in Boston aside, two new MOOCs began: LTMOOC, on Blended Language Teaching, and the Phonetics and Phonology MOOC from the Virtual Linguistics Campus at the University of Marburg. The Edx course on the Ancient Greek Hero took a hiatus week to allow people to catch up. I am still sticking to the Ancient Greek Hero course, and I did try to catch up with the scrolls,
First edX MOOC - Week 4 thoughts
I was looking over edX for a course that I could take out of interest, but also something that I could use to evaluate the pedagogy employed, as well as the platform (LMS) itself.I came across the Ancient Greek Hero, and since I never really did any classics in college, and the last time I read the Iliad was in 7th grade when I was in Greece, I thought that this would be a good chance to kill
The end of #oldsmooc
Hey! Another MOOC is done! The MOOC I am referring to is OLDSMOOC, and it will go down as one of the better MOOCs I've attended ;-) When I signed up for the MOOC, I did so for two reasons:I wanted to learn more about Learning Design (seemed like Instructional Design going by another name).I wanted a cMOOC, damn it! :-)Don't get me wrong, there are some interesting courses on coursera but I don't
Week 6 - OLDSMOOC & OER
It's week 6 of 9 in OLDSMOOC† and the topic is Curation of content, and one of the major areas is Open Educational Resources (or OER). I had to go back to last summer, when I was working on the #ioe12 MOOC, and the week that was specifically tackling the topic of OER to see what I wrote then on the topic.I think my main "complain" about OER is that it, in addition to spending time to find OER
MOOC Fail: Tempest in a teapot edition
Fri, Feb 8 2013 16:06 | #moocfail, #oldsmooc, cMOOC, coursera, Evaluation, instructionalDesign, MOOC, xMOOC
Last fall, when I was on an xMOOC-binge, I decided to sign up for a MOOC called Fundamentals of Online Education: Planning and Application (#foemooc). I knew the subject matter, but I decided to participate so I can compare notes. After all, I am teaching what is the same course online this semester in a non-MOOC format. I was also curious how it would be done in a MOOC format because I've been thinking
Some sample TLAs
This week I was messing around with the pedagogical patterns collector (see here) to see what the predefined patterns were in the system (and applied some to my Blended Intro to mLearning course. I didn't think that the Patterns would be good for a MOOC environment, but I also didn't have much time to mess around in creating a MOOC-appropriate Patterns and associated TLA (teaching learning activities).
OLDS MOOC Week 3 done!
Wow, this MOOC seems to be going by pretty quickly! We are already at the midpoint!This week I feel my participation in the MOOC was a bit more muted. I did want to participate more in the in the discussions but I got side-lined with start-of-the-semester things I needed for my day-job ;-) I did get through my stated activities (1, 2, 3, 4, 10) and I did do one of my optional ones (5);
OLDS MOOC Week 2: notes from the field
Week 2 of OLDS MOOC done, six more to go - escaped this week relatively unscathed ;-) For a more complete overview of my comings and goings during week 2 of the MOOC check out my cloud (and scroll down). Cloudworks isn't bad, I actually like it! But I haven't completely pinned down my workflow yet. I think Cloudworks would make a great electronic portfolio platform because I can see how clouds
OLDS MOOC: Week 2 Goals
Alright! This week I will make some goals for myself for my participation in OLDS MOOC! This week (titled "inquire") focuses on context. The introductory video for the week is at the end of this post. For those of you familiar with the Dick & Carey model, we are firmly in the "Analysis" Stages.As far as reading goes, I plan on getting acclimated to the Force Map, and exploring the Ecology
It's not about the lecturer, stupid!
Sun, Jan 6 2013 19:00 | assessment, coursera, instructionalDesign, lectures, MOOC, scaffolding, xMOOC
Up until yesterday I was in the course "Think Again: How to Reason and Argue" on coursera. I decided to drop the course (more on this in a subsequent post), but my decision to drop the course was partly based on my free time to devote to this course, and the assessment factors currently available for math and science (and logic is a Math course for me ;-) ). I was conversing with one of my colleagues
Analytics, and usage in Higher Education
Tue, Oct 30 2012 06:21 | #CFHE12, ELI, instructionalDesign, LAK, LAK11, Learning Analytics, MBA, MSIT
It's week 4 of #cfhe12 so it must be time for Big Data and Analytics as the topic of discussion. It's interesting coming back to this topic of discussion because it was the topic of the first MOOC I took part in, LAK11, and it's a topic I've been thinking (or at least keeping on the back burner) since I was in business school. On of th things to keep in mind when talking about Analytics is that there
xMOOC: of participation and offline apps
Fri, Oct 26 2012 15:00 | #CFHE12, apps, assessment, cMOOC, instructionalDesign, iOS, participation, xMOOC
**sigh**The mobile client ate my post! I will try to reconstitute as much of it as I remember ;-)In this blog post I am continuing the train of though started by thinking about different levels of participation, and my blog post on MOOC registration. Since MOOCs are generally not taken for credit, and since they generally don't need to conform to some sort of departmental outcomes standard (i.e.
What is participation? How the LMS determines what you do
Thu, Oct 25 2012 06:30 | #CFHE12, assessment, attendance, cMOOC, coursera, instructionalDesign, LMS, motivation, outcomes, participation, xMOOC
It seems like Rebecca and I were on the same wavelength yesterday when we were composing our blog posts and reflecting on various aspects of MOOCs. Rebecca wonders why there is only one level of participation in xMOOCs, and I have to say, having started my 3rd coursera MOOC yesterday (same one as Rebecca, the Design: Creation of Artifacts in Society on coursera), I can see that (from my limited
Last week of Blendkit2012!
Mon, Oct 22 2012 07:00 | #blendkit2012, blendedLearning, Evaluation, instructionalDesign, onlineLearning, qualitymatters, SloanC
Here it is! The final week of BlendKit2012! I know it is only a 5 week MOOC, but it seems to have gone by pretty quickly! The topic of this week, as with any well designed course, is evaluation - or: how do you know that your learning intervention (in this case designing a blended course) has worked and your learners walked away with the knowledge they need to be successful. The reading this week centered
MOOCs, demographics, and wrangling the edtech
Tue, Oct 16 2012 06:00 | #CFHE12, #ioe12, #mobimooc, EdTech, edupunk, instructionalDesign, mobiMOOC, MOOC, OER, open access, Open Resources, Openness
Yesterday morning I was catching up on some #cfhe12 blog posts by Bryan Alexander (who I have not seen in a MOOC in ages), a blog post about defining MOOCs by Rolin Moe, and my colleague Rebecca who writes about the ease and usefulness in MOOCs†. First, let me respond to Rolin's points (since I happened to read his blog post first).There are lots of people looking at the future of academic
BlendKit - Assessment
Mon, Oct 8 2012 13:53 | #blendkit2012, assessment, blendedLearning, coursera, instructionalDesign, onlineLearning, SloanC
It's week 3 of 5 in BlendKit2012, and this week's readings are on the topic of assessment (a pretty important topic if you ask me!). Thus far the contributions of my fellow participants have been pretty interesting to read as well (keep it up! :-) ). In any case, this week's readings give the reader a quick overview of the testing types that an online environment affords, talks (briefly)
Blendkit, I am flipping the tables on you!
Wed, Oct 3 2012 17:30 | #blendkit2012, blendedLearning, courseDesign, instructionalDesign, mLearning, onlineLearning, SloanC
BlendKit, prepare to have your mind blown!OK, I am a exaggerating a bit, but I am going to come to this MOOC from a non-traditional approach. I've been thinking about the DIY activities, and I have to say that the DYI tools (4th column, DIY project deliverables) are pretty nifty; not just for blended learning, but also for instructional design purposes in general. Now, I don't think I will have a ton
Beginning of BlendKit 2012
Last year, for me anyway, the major pondering point of the year was MOOC pedagogy. Between cMOOCs and xMOOCs I've seen, and I am now still experiencing a lot of different deliveries, technologies, interactions, and I've been pondering their underlying pedagogies, and what makes them work!While I am still thinking about MOOC pedagogies, I have out that pot on thwack burner to slowly simmer and I've
MOOCs, and accreditation
Mon, Sep 10 2012 17:00 | #change11, accredidation, Badges, cMOOC, coursera, Design, instructionalDesign, mobiMOOC, MOOC, participation, xMOOC
It's quite interesting, but the topic of MOOCs and accreditation keeps coming up :-)The post that prompted this blog post came from a post I saw on MobiMOOC today regarding information assessment and recognition of success. In MobiMOOC 2012 one of the new things that is baked into the course is the awarding of badges, with an eye toward Mozilla's Open Badges. There are currently three types of
MOOCMOOC (μMOOC) Day 5 Reflections
OK, It's Friday, one more day of MOOCMOOC, and today's topic is about creating our own MOOCs. I've written about my own MOOC creation plans (centering around teaching of language). I had hoped that I would be able to do this as part of a dissertation, but since a potential dissertation is way way way out there in terms of timing, I think I may have to move on this sooner, rather than
A MOOC by any other name (MOOCMOOC μMOOC day 1)
OK, so I did say that I would probably lurk in this MOOC, but I think I will upgrade my status to be that guy who yells from the stands at the people playing LOL :-) If I have time, I will do my best to come down to the green and kick the ball a bit myself ;-)The readings for today (and the general intro and topic outline available here) are things that I've encountered before in my almost-two-year
MOOCMOOC: the micro-mooc
Well, MOOCMOOC starts today, and while #change11 was an experiment in the massiveness of a MOOC both in terms of registered users and in terms of length (36 weeks), MOOCMOOC seems to be an experiment in how small a MOOC can be.I heard about the MOOC from the usual suspects, and while I do have my doubts about MOOCMOOC, I signed up (a glutton for punishment? Or curious soul? You decide). The point of
FSLT, Week 5, lecture on evaluation
Here it is! The final week of FSLT12, and the topic is evaluation! A topic near and dear to me, especially considering that it's the final step in th ID process before iterating :-) Here are two parts of this weeks lecture presentation.
Putting on my administrator cap: online vs on-campus enrollments?
This week I started a 2-week (online) workshop from the Sloan Consortium on Implementing the Quality Scorecard for the Administration of Online Education Programs. So far it's a pretty interesting course, and I've read through the reading materials supplied by the workshop facilitator. One of the things that stands out, and this makes sense, is that an academic department can't go at it alone.
On alignment and assessment
This week I am taking part in a Quality Matters workshop on Applying the Quality Matters Rubric. One of the videos that we're given was this pretty funny video on alignment and assessment.I think anyone who is interested in teaching, or anyone who wants to be an instructional designer, should view this first and use it as a mini case to point out what's wrong :-)
AAAL CALL wrap up
This is my final AAAL wrap up post, this time focusing on Computer Assisted Langauge Learning (CALL). There were a few interesting presentations (I guess for more CALL stuff I need to go to the CALICO conference) at AAAL on computer assisted language learning. One presentation (from a colleague at UMass Amherst if I am not mistaken) focused on using WIMBA to teach Japanese completely online. David
It doesn't all start with engagement
I was reading a post on change11 the other day and this video was talked about. The essence of th video is that in education these days we've gone crazy with assessments and we forget about th learner. Fair enough, I believe that this is indeed true in some states and school systems, especially with things like no child left behind. The problem comes in (for me at least) when the people start talking
Wisdom of the Masses and Course Creation
A few years ago, when I was still a student in Instructional Design, the then program director of the instructional design program had an idea for a new course for our program: a course on learning management systems. Her conception for the course was that students in the course would get hands on with many different learning management systems, so that when they graduated they would be conversant
Universal Course Design
I came across this video on Universal Course Design at my University over the weekend. Pretty nifty, despite the dated look :-)I couldn't get the flash file to play on this blog, so here's the original link to the video.Here is a Quicktime version of this movie (50MB) file. It is a better quality video for viewing on a large screen.
Instructional Design - more of an Artist, less of an Architect
This week's Change11 topic on Slow Learning reminds me of discussions I've had with friends and colleagues about Instructional Design in general. When I started my instructional design career officially and went to school to learn about ID, my university taught the Dick and Carey model. As part of the course my instructor, Mary Hopper, has us examining other models as well for our group projects
Slow Learning & thoughts on competency based education
This week on Change11 our host facilitator is Clark Quinn author of Designing mLearning and of Mobile Academy. It's interesting. My initial exposure to Clark has been through twitter and through these two books. I read Designing of mLearning as a potential text for a college level mLearning course (I like it for what it's worth) and I currently have the Mobile Academy on to
Αργή Μάθηση:...ή πάω αργά για να φτάσω γρήγορα;
Αυτή την εβδομάδα στο Change MOOC, ο προσκεκλημένος εμπειρογνώμων είναι ο Clark Quinn, o συγγραφέας του Designing mLearning και του Mobile Academy και το θέμα της εβδομάδος είναι η Αργή Μάθηση.Ο Clark έρχεται από τον εταιρικό κόσμο και βλέπει την μάθηση
Sat, Dec 3 2011 10:40 | #change11, education, gamification, instructionalDesign, learning, Management, MBA, MSIT, simulation, SloanC
Life and Death ScreenshotThis week is gaming and simulation week (if you haven't guessed from the posts that I've been posting and responding to) on Change11 with guest Clark Aldrich. As usual, I've skipped the live session since there is more than enough content on the blogs and what's been provided by the guest facilitators. The reading matter for this week is a short book by Clark titled Designing
Connecting and weaving knowledge
This week's Change topic was a nice break for me, allowed me to take a moment, catch up with other people's blogs, and the weekly session (which I made an attempt to visit while it was live, but I somehow missed it) was loose enough to allow for this break.In any case, the topic of this week was "Triangulating, weaving and connecting our learning." I've written before about disconnected knowledge (although
Course info for INSDSG697: Research Methods for Instructional Designers.
'Tis the season to be thinking about which courses you will be registering for spring courses; unless you're graduating this December, in which case let me be the first to congratulate you! :-) The spring course list is now out, check it out on our discussion board. When I was a student I always liked to have a syllabus for the courses I was thinking about registering for so that I could
Built-in Breaks for MOOCs
I viewed this week's live session yesterday afternoon (I really wish there were an export to MP3 function, I know WIMBA, one of the products going into Blackboard Collaborate allows this...but anyway - this isn't the MOOC facilitator's fault). In any case, I don't have much to say this week about the topic, so I will be catching up with things that other people write.I was brainstorming the other
Online Self-Organizing Social Systems
Thu, Oct 13 2011 17:30 | #change11, Creative Commons, instructionalDesign, knowledgeManagement, MBA, MOOC, Open Resources, Openness
This morning while commuting to work I had the opportunity to the last of this week's reading from David Wiley and Erin Edwards (Change MOOC) on Online Self-Organizing Social Systems. I have to say that this really piqued my interested. While reading the document I was transported back to my MBA days when I first started learning more about the topic of Knowledge Management and the work of Etienne
Where does a MOOC begin life?
Thanks to Rebecca and her "Does a MOOC need a Needs Analysis?" post I was reminded that I needed to subscribe to George Siemens' blog :-) George has a recent post titled "Who are MOOCs for? Confused Personal Thoughts" in which he admits that previous MOOCs haven't been user needs driven, but rather driven by the facilitators themselves. His description reminded me a little of BarCamps or
Know your learners...
I've posted a new blog post over at the UMassOnline blog with some thoughts about the net gen and teachers knowing their learners. Check it out: click here
ID Research vs. Application
One of the articles lingering in my Google Reader for a while has been this blog post. The topic piqued my interest since I've written (or talked a lot about) the role of research in practice in the ID field over the past few years while I was a student in ID (graduation today - yay!).One of my criticisms has been that professionals in the field (based on my observations) don't pay much attention
A Brief History of Instructional Design
Happy Friday to all!I came across this presentation a while back and it presents a brief history of instructional design. Pretty interesting! I came across some familiar names (Skinner and Mager for instance), and I was introduced to a few historical factoids that I didn't get as part of my ID training. It's interesting that there isn't much mention of ID models (a la Dick & Carey and ADDIE). I
Capstone now available on Scribd
This week I received the good news that my capstone had been viewed and evaluated by the powers that be, so since they know that I've done my work, I've decided to post my capstone on Scribd to share it with the community.Truth be told, I am not really sure when I will be able to capitalize on my capstone (actually building the course which I have designed) so I've released the work under a Creative
Capstone | Done!
Well, that's it folks! The capstone is completely done!I've proof-read the thing at least 6 times, made edits, added stuff, removed stuff, and kept myself from going overboard with the appendices! I printed it out, bound it, and submitted it! Woohoo!Of course school isn't over for the semester, there are still projects for other classes that will keep me busy until May, but at least there is one
ePortfolios - my take
Response to a colleague on sister campus, via our campus technology Google Group -- check out Carrie's original post here:Carrie,I was debating whether to leave a comment on your blog (as well as post on the Google group) or whether to post on my blog and the Google Group. Since this seemed like a rather lengthy topic I opted to post on my EdBlog :-) Speaking of Blackboard...all I can say about that
ROI, IOB, the MBA, the ID, and communication
I think that Thursday might be my Instructional Design day and Monday will be Linguistics Monday - at least for now. It seems like I am devoting a lot of days on ID and not enough on linguistics ;-)Anyway, a while back there seems to be this big broo-ha-ha over the culture clash between MBAs and Learning Professionals (instructional designers). One post was at Gina's blog - there were many others but
Intro to Instructional Design - what should it be? (part 2)
OK, so in the last post I covered the model to be used in an introduction to instructional design class. Now the model should not be the focus of the course. The model should be an overarching theme that can be used to tie other elements together, and to be used in producing a final project in the course.In an intro class I could expect the following:Introduction to some learning theories: Theories
Intro to Instructional Design - what should it be? (part 1)
In the past couple of months I've had some interesting discussions with colleagues and classmates about the introduction to instructional design class that we've taken in our instructional design program. It's interesting that people generally tend to fall into one of two camps: the anti-Dick & Carey camp, and the for-Dick & Carey camp.Before I go on, let me just say that our program uses the Dick
I love SlideShare! You can find some pretty exciting presentations on there :-)Here is a primer on cognitive overload:Chris Atherton at TCUK09View more documents from Chris Atherton.
Open Source Textbooks...
File this under random thoughts...So, we've been talking about textbooks in my linguistics classes for the last couple of semesters and how most of them suck when it comes to language learning. My classmates who do teach languages for their day jobs constantly find creative ways of working through the deficiencies of the texts that they are saddled with. On the other side of the fence, in instructional
Anyone can do instructional design!
In these past couple of weeks I've seen a number of articles where people talk about Instructional Design as something a laySME (layman subject matter expert) can (or can't) do.First I saw Gina's post about whether someone should be doing ID even though they can. Gina makes some pretty interesting points about whether people should do instructional design even though they think they can. This lead
I was reading an article on Science Direct on Librarianship Education. I am surprised that there is such a fuss over a name - however in a profession that only accepts individuals who received their degree from an ALA-accredited institution, it makes sense.Personally I think that librarianship, for the purposes of working in a public or academic library, is something that you don't need a Masters degree
The role of theory in Instructional Design
I was reading this article a week or so ago on the role that theory plays in instructional design. Even though the study was very limited (only 7 participants, and in several different industries), I've seen similar results when working with my classmates (I should point out that this post is not meant to criticize my classmates, but to point out observations in the instructional design field as a
Death by webinar
I was reading about the deadly online seminar (or death by webinar as I call it) on the cogdogbloy recently. I couldn't help but smile because it reminded me of a Death by PowerPoint presentation that I had created a couple of years ago.I have to say that I echo all of the author's gripes about these types of webinars and it is the reason I generally hate Wimba sessions when we have them. Most Wimba
Well here's some near-the-end-of-the-month humor for you.One of the things that I remember doing in my Introduction to Instructional Design class was looking at products (mostly toys) and without instructions figuring out what they do, and designing instruction for them. We would design instruction that would let the parent know in simple terms how to operate the toy so that they could show their kid.This
Theories of Instructional Design
I came across this presentation a while back - pretty interesting.If you've never taken any instructional design courses before, it's work the attention. If you have, it's a nice review :-)Theories Of Instructional DesignView more Microsoft Word documents from Jordan .
Has the LMS jumped the shark?
I was reading though my feed reader the other day and I came across this post. The author and I agree on many points, and I have elaborated more with my face to face colleagues on this issue.I had brought up the issue of blogs, wikis, bookmark-sharing and other potentially useful. The response I got was similar to this:Well, the new release of Blackboard now includes the ability to do Blogs, wikis,
Are Instructional Designers still relevent?
I was recently reading through the post titled IDs - It's time for some seriously tough love when I came across the following closing statement:When you look at the job titles, you see things like content analyst, technical writer, screen writer, video producer, project manager, budget manager, evaluator, test-writer, statistician, graphic artist, web designer, content author, scripter, coder, analyst.
What should ID be?
I came across a blog post entitled The Great ID Debate the other day. I actually found it quite interesting to read.I found the last three paragraphs quite poignant:Think about it - these days a good ID needs to be able to write instructional objective. Conduct a content analysis. And an audience analysis. Measure job/performance outcomes. Write a criterion referenced test Create a shared collaborative
History of the Internet
Here's and interesting (short) animated documentary on the history of the internet.For most geeks among us this is common knowledge, but it's a good video to get those among us who don't know much about the origins of the internet up to speed :-)I think this would have been useful as an instructional video at the beginning of our class on business networking (a class for MBA student to understand the
Do you know what cloud computing is?If not, Check this out (even if you do, check it out anyway. Common Craft make awesome videos):
Which chart type to choose?
I came across this easy to use guide regarding which chart type to use depending on your data type and amount.It's in Spanish, but it's not that difficult to decipher (or shouldn't be anyway).Download the PDF here
Fri, Jan 23 2009 03:50 | blogs, education, foreignLanguage, instructionalDesign, linguistics, terminology
Recently, while clearing out my Google Starred Items, I ran across this article on the Linguist that I meant to read - but it slipped through my radar.I do have to agree with Steve on some points. If you are strictly a linguist, the teaching terminology is jargon that just doesn't make sense. This is one of the reasons I decided to do a dual master's degree in Instructional Design and Applied Linguistics.
Presentations & the grad student
I've been a graduate student now longer than I was an undergraduate. One of the hallmarks of graduate education are presentations, many, many presentations.Granted my first presentations stunk royally, but I've made it my personal goal to be a good presenter by the time I am out of grad school. Blogs like Presentation Zen and classes like Visual Literacy do help, but there is also an element of posture,
Instructional Strategies: What Do Online Students Prefer?
Thu, Jan 15 2009 06:13 | instructionalDesign, InstructionalTechnology, LMS, methodology, onlineLearning, preferences, study
I read this study on the Journal of Online Teaching and Learning recently and it brought back memories of my two online classes last summer, and of the courses that friends of mine had to take online at other colleges and universities.Based on this input, I know what my preferences are for online learning:1. The class needs to be asynchronous. If I have to be in Wimba (or other teleconferencing tool)
Teaching in Virtual Worlds
Fri, Jan 9 2009 06:55 | 2cents, instructionalDesign, InstructionalTechnology, pedagogy, virtualWorlds
It's really hard to determine how well a presentation was from a simple powerpoint file. Nonetheless, here's an educause presentation on Teaching in Virtual Worlds.From my ventures into second life, I have to say that it is interesting, but trying to shoehorn it into the curriculum (just like shoehorning an LMS into the curriculum) won't work. A virtual world is a unique pedagogical environment (and
When the academic world and the real world meet
Thu, Jan 8 2009 08:02 | instructionalDesign, InstructionalTechnology, internship, learning, training, undergraduate
I saw this article over at the NEA journal. (click here for the full PDF)Having recently visited my dad, a person who is very intelligent but, who like the dad in the article, didn't go to college (heck my dad didn't even go to middle school). This story reminded me of a conversation I had with him about his work and salary versus mine (i.e. being the same) despite my education.I've heard a lot of
8 Experts Predict How Web 2.0 Will Evolve In 2009
This is a repost from FastCompanyOriginal Article: click hereIt's pretty interesting.GPS is nice, but I think Data Portability will be the major issue. No one likes their data to be held captive by a company.8 Experts Predict How Web 2.0 Will Evolve In 2009| posted by Allyson Kapin2008 was the year that Web 2.0 became more mainstream. More ad agencies, businesses, and non-profits used Web 2.0 tools
What Counts as Assessment in the 21st Century?
here's an interesting read by by Ken BuckmanIn recent years,there has been an ocean of ink poured over page upon page concerning the topic of assessment. I’m a philosophy professor in Texas where assessment seems to have its epicenter, so I think I have a unique perspective on the topic. Not only is assessment on the march due to misguided Texas legislative initiatives, not only is the Governor
Anatomy of an unworkshop
This is partly a rant, and partly a reference to an interesting blog piece I read earlier today.I was reading this blog article about the anatomy of an unworkshop. Now the content within the blog post is pretty interested, what I take issue with is the naming convention: the unworkshop.Sometimes I feel like academics have nothing better to do than come up with silly names to describe a slightly different
If it's free, why pay for it?
Back to instructional & educational technology during the winter break.Over the past few months a number of things have happened:1. We've seen IT departments bitten by the budget shortfall bug, and IT departments are looking at how they can be lean and mean.2. We've seen colleges contemplating stopping services like email that students can get for free and often have prior to entering college.3. Boston