In 1959, Peter Drucker, a well-known and an influential thinker, coined the term “knowledge worker” and predicted the emergence of the information society with its necessity of lifelong learning. In many ways, his vision of lifelong learning forecast the rise of online learning and instructional design.Continue reading “Are We There Yet? Peter Drucker, 2020 and the BOT”
We’ve talked before about how eLearning is a broad field that involves many disciplines. So, if you want to learn something specific to further your design skill, or just for your own personal development, it’s pretty easy to find a book that will help you on your way. In fact, Jessica wrote a pretty good list of books related to eLearning just last week.
But I want to approach that list from a slightly different angle: what not-at-all eLearning related books can we draw eLearning lessons from?Continue reading “Reading Wide: Learning from Beyond Instructional Design”
Have you ever lost yourself in a story? There’s nothing quite like it. The whole world passes by as you absorb the plot, setting, and characters. When you return (a little blurry-eyed) to reality, your whole perspective shifts to adjust to what you’ve experienced. After immersing yourself in the narrative, you have changed.Continue reading “Learning from Stories”
Our student workers truly enrich our work and days. It’s truly enjoyable for faculty and staff to watch students grow in the time they’re here. While the years at university sometimes seems to ebb and flow for students, it flies by for us. Today, senior Jordyn Moore reflects on her time working with the eLearning team.
As my fourth and final year at college draws to a close, I often find myself reflecting upon my time as a student worker in eLearning.
In a literature class I took in high school, my class submitted all of our papers online for the ease of checking plagiarism and providing feedback. As Ann described in her post about audio and video feedback, my teacher not only left us written comments but audio feedback as well.
Five years later, I still remember how encouraging his audio clips were to me. They were constructive and uplifting.
What made this feedback so meaningful? Why has it stuck with me for so long? I think it’s a combination of a few different factors.Continue reading “Useful Feedback from a Student’s Perspective”
Each day, the amount of data created increases by about 2.5 quintillion bytes, and 90 percent of the data in existence comes from the past two years (Marr, 2018). Without a guide (or a friendly-neighborhood librarian), it’s impossible to sort through that much data on our own. It’s no wonder our learners struggle with information overload (“Information Overload,” 2019).Continue reading “Bring Simplicity to Your eLearning Design”
Artificial Intelligence, or AI, has become a buzzword. Many label practically any decision made by machines as AI, and it becomes difficult to discern the difference between true AI innovation based on Deep Learning from the clever relabeling of existing capabilities. Many of these pseudo-AI efforts require massive investments of time and money to simulate an AI-like experience. This makes it vital for us to know how to spot true innovation.Continue reading “New Generation of Learning Design”
Ever save a file with a random name, only to not be able to find it later? If only you’d named it something meaningful! The same can be said for naming your eLearning materials.Continue reading “Choosing Meaningful Names for your eLearning”
In the past I’ve talked about how it’s important to not let efficiency get in the way of trying to master a new skill or tool. Today, I want to expand on that a little bit and argue that sometimes, leaning too much into monetary efficiency is bad.
Yeah. Sometimes you just gotta spend money.
I’m not saying be frivolous. But rather try not to get locked into design patters solely by financial concerns. Let me explain.Continue reading “Managing your Digital Toolbox”
Students are satisfied and motivated to improve when teachers provide clear, constructive feedback and affirm and encourage them, both verbally and nonverbally. As classroom environments become more digital and asynchronous, we must find ways to improve instructor and student communication, especially feedback.
In this series, I’ll share practical tips for instructor to learner feedback and learner to learner feedback. We’ll look at tools to help you improve and enhance the feedback experience in online courses. Today we’ll begin with why you should provide constructive feedback.Continue reading “eLearning Feedback: Make it Relevant and Relational”