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”
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”
Throughout my eLearning Feedback series, we’ve looked at the significance of relevant, relational feedback and how instructors can enhance their feedback by providing it to their learners through various audio and video tools. In the conclusion of this series, we’ll explore the value of learner-to-learner feedback and how you can create opportunities for students to provide relevant, relational feedback to each other.
Continue reading “eLearning Feedback: Encouraging Learner to Learner Feedback”
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”
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”
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”