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”
In my series on Keller’s ARCS Model for Motivation, I discussed the important role satisfaction plays in increasing and maintaining a student’s motivation to learn.
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”
Since this week is Open Educational Resources (OER) week, and 2018 was the year of open, I’m eager to touch on a topic that I feel passionate about that aligns with OER—Open Pedagogy.
When I think of Open Pedagogy, it brings to mind areas that I have a background in—practices and theories related to teaching and learning with technology and social justice. Open Pedagogy has several meanings, but we’re going to focus on perspectives specific to OER and Open Educational Practices (OEP).
Continue reading “Foster Collaboration with Open Pedagogy”
If you’re like me, you may not have noticed the quantum leaps in technology over the past four years. Technology is so omnipresent in our lives we’re often not aware of some of the profound changes going on around us—until something draws our attention to it.
Continue reading “Why Deep Learning Will Change Instructional Design”
Our university delivers courses in multiple modalities: traditional face-to-face classrooms, online, and also in blended (sometimes called hybrid) learning environments. Some students prefer the structure of meeting in class each week, while others need the flexibility online courses provide. Each modality provides students a way to achieve learning outcomes while addressing different learning needs.
Continue reading “Collaborating on an eLearning Parallel Development”
The next time you sit down to write a test, to place a quiz
in your online course, or send off a test key to your instructional designer,
ask YOURSELF some questions:
- Will the quiz motivate your students?
- Can you explain why each question is on the
- Are you using your test to promote learning?
Punitive to Positive
Which of those words has a better ring to it? Consider making
the quiz a vehicle for delivering a sense of purpose and motivating your
Continue reading “Dear Instructor—Take This Test”
On occasion I have a problem associated with the firing of the neurons in my brain. Some event triggers my amygdala, releases dopamine stimulating my frontal lobe—and I enter into a state of hyperarousal. My thoughts go into hyperdrive, and I charge over the hill like I am Braveheart leading an uprising against Edward the Longshanks.
Some see this characteristic as me being overzealous. I prefer to think of myself as…enthusiastic. Either way—at some point I see a need to pause, reflect, and not lose a sense of balance.
Continue reading “Shift Doesn’t Just Happen: Breaking Out of Imaginative Gridlock”
So, over the holiday break, in-between stuffing my face with food and watching holiday movies (yes, Die Hard counts), I took some time to catch up on my podcast backlog. Particularly, Limetown.
Continue reading “The eLearning Communication Loop”
In December 2018, I sat down with Tara, our Lead Instructional Designer, to ask her about the trends she sees influencing eLearning and higher education in 2019. Tara consulted in various industries over the years. She now keeps the entire history of our team in her memory. Let’s see what she has to say.
Continue reading “Three eLearning and Higher Education Trends for 2019”
We’ve reached the end of 2018—and what a year it’s been! From increasing the number of posts on the blog to presenting at conferences, it’s been a busy year for our team.
When we started Model eLearning, we decided to share content every other week. This year, we challenged ourselves to double that (yeah, we might have been a little crazy).
Your enthusiasm for the extra content lets us know we’re on the right track, though, so thank you for that! Over the year, we’ve met great people online and in person, and those conversations helped shape the topics and tone of Model eLearning.
Let’s look at a few highlights from 2018.
Continue reading “2018: Reflecting on a Year of Growth”