Back in 1997, I was a member of the Ed Tech faculty at Northern Arizona University. We had decided to move our Masters of Educational Technology online—and did what an inexperienced faculty without support would do.
We took our face-to-face curriculum and put it online.
It went about as well as you would expect.
Continue reading “From Instructional Design to Learning Design”
As someone with a recent background of scholarly writing, I had to overcome my unconscious assumptions that scholarly meant minimal “fun” or “play-based” interactions. After a few psychology and technology courses, I realized there was a smaller divide than I originally assumed. I spent a lot of time trying to find ways to investigate and discuss learning and cognition theories to fulfill my course requirements, but for a long time ignored the obvious truths behind why I wanted to study learning in the first place—witnessing learning either intentionally or unintentionally in various forms of play.
Continue reading “Playful Course Design”
When you’re developing an eLearning course, there is always an overload of “practical” stuff that you have to keep in mind. Development timelines, coordinating with subject matter experts, and making sure all the nuts and bolts are ready for the launch day of your course.
In the midst of all the details, I like to stop and consider how I can make each course I develop more effective than the last. There’s always a new angle or strategy out there to consider. I’m sharing 3 ideas here and I hope you’ll try them out.
Continue reading “Three Things to Consider when Designing your next Learning Experience”
Have you ever gone to training and thought that it wasn’t as helpful as it could have been or that you would have grasped and retained the information if it was delivered differently?
Continue reading “Delivering the Right Learning Experience”
Life is full of transitions. Usually they involve an alteration in the people around you, the environment, or both. Looking at this phenomenon through an instructional design lens, we can observe two things:
Continue reading “Acknowledging the Transition”
It’s that time of year again (if you work in education anyway). Students are returning. Classes are starting. Here in the Midwest, we’ve got crisp fall mornings and dew on the ground. Syllabi are being doled out like (unwanted) candy, and expressions of eagerness and anticipation will soon be replaced by glazed eyes and existential dread.
And for the first time in about a decade, I’m joining the crowd.
Continue reading “Back to School: The Next Step to Becoming an eLearning Expert”
A familiar African proverb says it takes a village to raise a child—it means the entire community must interact with children for them to grow up to be a healthy member of society. Similarly, it takes a village to create a healthy learning environment.
Continue reading “Building a Skilled eLearning Team”
You don’t become a professional by just calling yourself one. One key difference between professionals and non-professionals is this: professionals are bound by ethical codes.
So, what’s the professional code of eLearning?
Continue reading “The eLearning Professional”
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”
Wouldn’t it be terrific to know that your students are motivated and confident in their abilities to learn what you teach them? Rest assured, you can guide students towards self-directed learning by capitalizing on the synergy found in self-directed learning, self-regulated learning, and student self-assessment (SSA).
Continue reading “Student Self-Assessment to Empower Learning”