As I trudge towards finishing another college course, I am reflecting back upon the past eight weeks in order to evaluate my learning and think about what I have accomplished. Last week’s blog post included a section where I wrote about my opinion of theory-based courses: even though I’ve taken lots of classes on educational theory and psychology, I never really felt like I was learning anything that would be of that much value as far as practical applications go. But this class felt like a good blend of theory and practice – understanding the basics of the different learning theories was important, but I also learned about how those theories could be used in real situations by an instructional designer.
I found surprising and interesting facts nearly every week as I learned about learning. One of the concepts that was most appealing to me was the idea presented by Dr. Ormrod in response to the discussion of different learning styles. Gardner (2003) is fairly well-known for his presentation of the different learning styles and how educators can use these learning styles in order to tailor instruction to every student. However, Dr. Ormrod suggested that while some people are definitely more visual learners while others are more verbal, one of the best things teachers can do is to teach students different learning strategies that have been proven successful. I really liked this concept for several reasons: first, it makes students responsible for their own learning; second, it give students tools that they can use in the future in a variety of circumstances; and third, it takes some of the responsibility off of teachers, who have enough to do without trying to cater to each student’s whims (Now, I definitely believe in individualized instruction, but I think my time is better spent teaching a whole class how to use a mnemonic device and then modeling its use for a specific concept, rather than developing 25 different ways to teach a particular concept to 25 different students.)
In contemplating my own learning process, I think the most important aspect is motivation. Learning comes easily to me – I can read an article and understand it thoroughly in just a few minutes, and I can whip up an A paper with very little effort. But if I’m not interested in the material, I have a very hard time staying focused and motivated. Even as an adult learner who typically, according to last week’s discussion, should be fairly self-motivated, I have a difficult time.
Learning theories, learning styles, educational technology, and motivation are the four main aspects that we covered in this course. I believe that they are intricately linked together in good teaching. An effective teacher needs to understand the various learning theories and learning styles, be able to use technology to deliver or enhance instruction, and understand and use motivational factors in order to maximize student learning. Without the understanding of the theory, a teacher doesn’t have a clear understanding of different educational methods. I find myself strongly drawn to the concept of connectivism, which is a theory that deals with the interconnectedness of technology, information, and social networks.
I think what I have learned over the past few weeks will be incredibly useful as I learn and grow as an educator. Understanding connectivism, especially, has important implications for teachers in an online environment. I also know that a solid understanding of theory has been useful more often than I would have expected.
Sunday, October 30, 2011
Sunday, October 23, 2011
Putting the pieces together
Coming to the end of this course, I have been reflecting back upon what I’ve learned and how my ideas have changed. I have to say that at the beginning of the course, I was skeptical about how much I really needed to know about learning theory. I mean, I took several educational psychology classes, and I even have a psychology minor in my undergrad – why would I need to learn anything more? But I am grateful for the in-depth study of the different learning theories.
In the first week, I talked about my learning style. I said then that I learn best when I can directly apply what I learn to real-world scenarios. That hasn’t changed. I also said my learning style was a mix of constructivist and cognitivist theories. After learning more about the other theories of learning, I would say that I still believe most in a blend of theories, but to constructivism and cognitivism, I would also add social learning and connectivism.
When I learn, I use technology in a variety of ways. I like to be able to search for information online, and then share and discuss my findings via social networking sites. I also found (in the process of creating my “mind map”) that my different networks of friends, coworkers, and classmates tend to overlap in significant ways. These findings lead me to believe that connectivism and social learning are really important aspects of my learning. In addition to finding information and then using it in connection with others, I also use technology to create and to teach. I’m creating lessons using computer technology that will be delivered over the internet, and also grading student work and communicating with them – while this might not seem to be related to my learning, I think that I’m learning something new every time I create a new lesson or look for a different way to teach certain material.
All in all, I still think that each of us learns best when we can have a hand in our own learning, have information presented in a variety of ways, and can use the information in meaningful ways. Knowing the theory behind my ideas has really helped me to put my ideas in a larger context, but the basic tenets of my own learning theory have not changed.
In the first week, I talked about my learning style. I said then that I learn best when I can directly apply what I learn to real-world scenarios. That hasn’t changed. I also said my learning style was a mix of constructivist and cognitivist theories. After learning more about the other theories of learning, I would say that I still believe most in a blend of theories, but to constructivism and cognitivism, I would also add social learning and connectivism.
When I learn, I use technology in a variety of ways. I like to be able to search for information online, and then share and discuss my findings via social networking sites. I also found (in the process of creating my “mind map”) that my different networks of friends, coworkers, and classmates tend to overlap in significant ways. These findings lead me to believe that connectivism and social learning are really important aspects of my learning. In addition to finding information and then using it in connection with others, I also use technology to create and to teach. I’m creating lessons using computer technology that will be delivered over the internet, and also grading student work and communicating with them – while this might not seem to be related to my learning, I think that I’m learning something new every time I create a new lesson or look for a different way to teach certain material.
All in all, I still think that each of us learns best when we can have a hand in our own learning, have information presented in a variety of ways, and can use the information in meaningful ways. Knowing the theory behind my ideas has really helped me to put my ideas in a larger context, but the basic tenets of my own learning theory have not changed.
Sunday, October 9, 2011
Connections facilitate learning
The first question we were asked to reflect upon this week was “How has your network changed the way you learn?” I feel like I’ve always had a “network” of sorts – I first began using the internet as a middle school student, so using a wide range of electronic tools has been a part of my education for a very long time. I remember having an encyclopedia on cd-rom, I have used Google since its early days, and I’ve been using the Internet to socialize with friends since I was 13. Therefore, I don’t think I can say that a learning network has ever changed my learning – it’s an integral part of the way I have always learned.
Next, I reflected upon the use of digital “tools” and the process by which I gain new knowledge. I use technology extensively for work, school, and my home life. I think that the best tool for learning, for me, is just the sheer expansiveness of what’s available on the internet. Anytime I’m interested in a topic or need a piece of information, I look to the Internet first – using the computer or my smartphone, or even my Kindle. When I need information at work, I first consult the “Virtual Library” (a collection of tutorials and information about a variety of topics), and then the “Professional Learning Community” (where I can find information about best practices for teaching in an online environment, tools and resources I can use in my teaching, etc). If those resources don’t answer my question, then I turn to the “human network” of teachers with whom I work. If I need quick information at home, I often turn to my smartphone for help – it’s easy and convenient to look up a recipe, find directions, or check my bank balance. One aspect of my “network” that I found surprising was the amount of learning I absorb from social networking sites. By reading the posts of friends just today, I learned interesting information about politics, food, and education.
Davis, Edmunds, and Kelly-Bateman (2008) outline the basic tenets of connectivism:
“Learning and knowledge rest in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known.
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.”
I definitely believe that my own learning network supports these principles. As I look back at my learning activity over just the past week, the one tenet that really stands out to me is the very first one: “Learning and knowledge rest in diversity of opinions.” I find this diversity of opinions in many aspects of my life, especially among my colleagues and my Facebook friends. The ability to discuss varying viewpoints through electronic or in-person means is an important part of the way I gain knowledge.
Sources:
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Next, I reflected upon the use of digital “tools” and the process by which I gain new knowledge. I use technology extensively for work, school, and my home life. I think that the best tool for learning, for me, is just the sheer expansiveness of what’s available on the internet. Anytime I’m interested in a topic or need a piece of information, I look to the Internet first – using the computer or my smartphone, or even my Kindle. When I need information at work, I first consult the “Virtual Library” (a collection of tutorials and information about a variety of topics), and then the “Professional Learning Community” (where I can find information about best practices for teaching in an online environment, tools and resources I can use in my teaching, etc). If those resources don’t answer my question, then I turn to the “human network” of teachers with whom I work. If I need quick information at home, I often turn to my smartphone for help – it’s easy and convenient to look up a recipe, find directions, or check my bank balance. One aspect of my “network” that I found surprising was the amount of learning I absorb from social networking sites. By reading the posts of friends just today, I learned interesting information about politics, food, and education.
Davis, Edmunds, and Kelly-Bateman (2008) outline the basic tenets of connectivism:
“Learning and knowledge rest in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known.
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.”
I definitely believe that my own learning network supports these principles. As I look back at my learning activity over just the past week, the one tenet that really stands out to me is the very first one: “Learning and knowledge rest in diversity of opinions.” I find this diversity of opinions in many aspects of my life, especially among my colleagues and my Facebook friends. The ability to discuss varying viewpoints through electronic or in-person means is an important part of the way I gain knowledge.
Sources:
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Connectivism
This week I created a "mind map," where I diagrammed the ways I connect with others using technology. One of the things this mind map doesn't show (that I wish it did) is how interconnected the various parts of my life are. I have coworkers as Facebook friends, for example, and I read classmates' instructional design blogs alongside cooking and parenting blogs. I use my smartphone for work, school, and play. So I wish I was more familiar with the mind mapping program, but I couldn't figure out how to make the map reflect that interconnectedness.
Sunday, September 25, 2011
Week 2: Information Processing Theory and elearning
This week I looked at two resources that helped me to better understand information processing theory as it relates to elearning. I felt like I already had a fairly good understanding of the basic theories about learning and how the brain works that we covered this week (thanks to a fantastic ed psych professor and a psychology minor), so I searched for resources that would help me apply the theoretical information to my job as an online educator.
Towards a Theory of e-Learning: Experiential e-Learning
This article, while it references course materials delivered via cd-rom rather than the web-based platform I am currently using, was very valuable to me because of the arguments made by the authors for a theoretical basis to all elearning. They argue that much of the existing drive in elearning is for technology to drive educational practice, rather than sound theory.
The authors give a very useful explanation (as well as a graphic representation) of an experiential learning model that fits elearning - this model is based on the perception process model and information processing theory. I also really liked the concept of a learning "combination lock" that takes into account the many variables that affect student learning.
Another part of the article I found valuable was the discussion of the benefits as well as challenges of using video as a teaching tool.
I found this article extremely useful in bridging the gap between the theory I had already learned about and the teaching practices I engage in each day.
Pedagogical Models for E-Learning: A Theory-Based Design Framework
This article had a similar focus as the first one I discussed: providing a theoretical framework for elearning. I found this one to be valuable as well. The author begins with a discussion of elearning from several different theoretical perspectives, including among others the cognitive information processing view. I like how the author included a table that made it easy to compare the various viewpoints.
What I liked best about this article was that the author takes some real-world examples and explains how pedagogical concepts and learning theory can be applied to different elearning scenarios.
References:
Beard, C., Wilson, J., & McCarter, R. r (2007) Towards a Theory of e-Learning: Experiential e-Learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6 (2). Retrieved from http://www.heacademy.ac.uk/assets/hlst/documents/johlste/vol6n02/127_beard_vol6no2.pdf.
Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44.Retrieved from http://www.learningdomain.com/MEdHOME/WEB-BASED/Pedagogy2.pdf.
Towards a Theory of e-Learning: Experiential e-Learning
This article, while it references course materials delivered via cd-rom rather than the web-based platform I am currently using, was very valuable to me because of the arguments made by the authors for a theoretical basis to all elearning. They argue that much of the existing drive in elearning is for technology to drive educational practice, rather than sound theory.
The authors give a very useful explanation (as well as a graphic representation) of an experiential learning model that fits elearning - this model is based on the perception process model and information processing theory. I also really liked the concept of a learning "combination lock" that takes into account the many variables that affect student learning.
Another part of the article I found valuable was the discussion of the benefits as well as challenges of using video as a teaching tool.
I found this article extremely useful in bridging the gap between the theory I had already learned about and the teaching practices I engage in each day.
Pedagogical Models for E-Learning: A Theory-Based Design Framework
This article had a similar focus as the first one I discussed: providing a theoretical framework for elearning. I found this one to be valuable as well. The author begins with a discussion of elearning from several different theoretical perspectives, including among others the cognitive information processing view. I like how the author included a table that made it easy to compare the various viewpoints.
What I liked best about this article was that the author takes some real-world examples and explains how pedagogical concepts and learning theory can be applied to different elearning scenarios.
References:
Beard, C., Wilson, J., & McCarter, R. r (2007) Towards a Theory of e-Learning: Experiential e-Learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6 (2). Retrieved from http://www.heacademy.ac.uk/assets/hlst/documents/johlste/vol6n02/127_beard_vol6no2.pdf.
Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44.Retrieved from http://www.learningdomain.com/MEdHOME/WEB-BASED/Pedagogy2.pdf.
A reply to "Efficacy of Web-based Instruction" by Ferdinand Krauss
(This assignment was meant to make a contribution to the IDT community by posting a response to a blog posting. After writing this reply to "Efficacy of Web-Based Instruction", I found that no matter what I try, I get an error message from the page that says "We're sorry. We cannot accept this data." So here it is, and hopefully Mr. Krauss will see this.)
As someone who is new to both teaching in general as well as teaching in an online environment, I found this post and the original article very interesting on several fronts: the concept of the traditional classroom as a baseline measurement, the idea that technology alone does not guarantee a better learning experience (rather, the importance lies in how it is used), and finally, the idea that web-based courses should focus on providing things that might not be possible in the classroom.
First, the idea that the “traditional” classroom is the baseline measurement for all other types of education to be measured by: I think this is a product of our ingrained belief in the system of education that we currently have – regardless of whether or not it actually works. Even more interesting is the idea that this course was about critical reasoning skills…but are typical exams a good measure of critical thinking skills? In my own college experience, I found that most tests are focused on how well I was able to regurgitate the main points of the professor’s lectures. So, measuring performance against the gold standard of traditional instruction doesn’t seem to be the best option. Perhaps the students in the online class got a better understand of how to apply their newly-learned critical reasoning skills? This probably wouldn’t have been measured on the test, but it’s a good indicator of their success in the course.
Next, I really like what you said about technology being just another tool that is used to facilitate instruction. The chalkboard, the computer, and the internet are just a few in a long list of technological advances that have affected education. The article states that the in-class students performed better academically than the students taking a web-based version of the course. But this finding was based on their scores on traditional types of assessments. It’s important to remember, as you said, that the focus should be on how the technology is used, not just that it is used. A web-based class shouldn’t be just an online version of a lecture-based course, but should do things that aren’t possible in the classroom, like extensive discussion and collaboration between students. In my experience in online (k-12) education, I’ve also noticed this. The curriculum I use is very rich in multimedia content and enrichment activities and exercises – I’ve heard considerable feedback from students that this method of content delivery is very different from what they received in traditional classrooms, but that they are much more easily able to master the content in this way. If I were merely uploading lectures to the elearning site and then expecting them to take a traditional type of test, then I wouldn’t be taking advantage of the benefits of online education.
References:
Grayson, J., S. MacDonald, and J. Saindon (2001). The Efficacy of Web-Based
Instruction at York University: A Case Study of Modes of Reasoning, 1730. The Atkinson Faculty of Liberal and Professional Studies York University, Toronto. Retrieved from http://www.atkinson.yorku.ca/~pgrayson/pdfs/areport1.PDF
Krauss, F. (n.d.) Efficacy of Web-Based Instruction. [Web log post]. Retrieved from http://ideas.blogs.com/lo/2004/04/efficacy_of_web.html
As someone who is new to both teaching in general as well as teaching in an online environment, I found this post and the original article very interesting on several fronts: the concept of the traditional classroom as a baseline measurement, the idea that technology alone does not guarantee a better learning experience (rather, the importance lies in how it is used), and finally, the idea that web-based courses should focus on providing things that might not be possible in the classroom.
First, the idea that the “traditional” classroom is the baseline measurement for all other types of education to be measured by: I think this is a product of our ingrained belief in the system of education that we currently have – regardless of whether or not it actually works. Even more interesting is the idea that this course was about critical reasoning skills…but are typical exams a good measure of critical thinking skills? In my own college experience, I found that most tests are focused on how well I was able to regurgitate the main points of the professor’s lectures. So, measuring performance against the gold standard of traditional instruction doesn’t seem to be the best option. Perhaps the students in the online class got a better understand of how to apply their newly-learned critical reasoning skills? This probably wouldn’t have been measured on the test, but it’s a good indicator of their success in the course.
Next, I really like what you said about technology being just another tool that is used to facilitate instruction. The chalkboard, the computer, and the internet are just a few in a long list of technological advances that have affected education. The article states that the in-class students performed better academically than the students taking a web-based version of the course. But this finding was based on their scores on traditional types of assessments. It’s important to remember, as you said, that the focus should be on how the technology is used, not just that it is used. A web-based class shouldn’t be just an online version of a lecture-based course, but should do things that aren’t possible in the classroom, like extensive discussion and collaboration between students. In my experience in online (k-12) education, I’ve also noticed this. The curriculum I use is very rich in multimedia content and enrichment activities and exercises – I’ve heard considerable feedback from students that this method of content delivery is very different from what they received in traditional classrooms, but that they are much more easily able to master the content in this way. If I were merely uploading lectures to the elearning site and then expecting them to take a traditional type of test, then I wouldn’t be taking advantage of the benefits of online education.
References:
Grayson, J., S. MacDonald, and J. Saindon (2001). The Efficacy of Web-Based
Instruction at York University: A Case Study of Modes of Reasoning, 1730. The Atkinson Faculty of Liberal and Professional Studies York University, Toronto. Retrieved from http://www.atkinson.yorku.ca/~pgrayson/pdfs/areport1.PDF
Krauss, F. (n.d.) Efficacy of Web-Based Instruction. [Web log post]. Retrieved from http://ideas.blogs.com/lo/2004/04/efficacy_of_web.html
Sunday, September 11, 2011
Entering the World of Instructional Design
Well, I'm beginning to settle into my new roles after a pretty big shake-up in the past few months: I love my job as a Connections Academy teacher, we're nearly finished unpacking at the new house, the kids are settled into the middle school and daycare routines, and I'm really enjoying the grad program I'm taking through Walden University. Juggling all of my responsibilities continues to be difficult (and the importance of cooking healthy food for my family has really taken a backslide - to the apparent dismay of my waistline), but it gets a teeny bit easier each day.
Anyway, here I am beginning to look into the world of instructional design. Well, you say, what IS instructional design? In easy to understand terms, it's the concept of figuring out the best ways to teach so that your students (whoever they are) can learn most effectively. This week we looked at the importance of professional development for teachers, and one article I read suggested that we should be frequently reading blogs to get ideas, stretch our brains, and basically be a part of the ongoing conversation about teaching and learning. Great idea, right? I've been reading blogs for years. I've even tried writing them (not very successfully, I might add). But most of the blogs in my feed reader are about food or parenting. Why didn't I ever think to use it for more than recipe inspiration or entertainment? So I went on an instructional-design-blog-finding mission...here are three of the best I found today:
1. Well-Rounded Professional by Lilly Kreitinger.
This blog first caught my eye because of the author's tagline: "Adventures in learning, training and career transition." I liked the way she embraces change and learning as an adventure, so I began to read. I found that this blog includes posts on a variety of topics, including instructional design, the use of social media, ID in education, and elearning - all areas in which I'm interested. It's a bit more focused towards the business world than education, but I think the content can still be relevant to the virtual classroom in which I'm currently teaching. This blog is still very "young" - just started last month. But the posts so far make me think that this is one I'll be interested in following as it grows.
2. Experiencing E-Learning by Christy Tucker.
I got a little bit excited when I found Christy Tucker's blog. I had been clicking through the links listed in my course references and not really finding much that looked like it would be valuable to me, but then a Google search for "elearning & instructional design blogs" brought up this one. Perfect! The site that came up in the Google search results was a list of lots of other ID blogs - hooray! And as I looked further, I found more and more to cheer about. The author sums up her site by saying the blog is about "Building Engaging Learning Experiences thttp://www.blogger.com/img/blank.gifhrough Instructional Design and E-Learning." She writes about http://www.blogger.com/img/blank.gifinstructional design, k-12 education, higher education, corporate training, and lifelong learning. She also has a weekly bookmarks post that I found extremely interesting - I like blogs that are good at linking to relevant information elsewhere on the web. The site even includes a series of posts that explains what an instructional designer does and how people get started in the field - I think this will be a valuable tool to help me explain to family and current colleagues about what kind of career I'm working towards.
3. Following a recommendation from Christy Tucker's blog, I found The Rapid eLearning Blog by Tom Kuhlmann, an eLearning professional who runs the community at Articulate.
Some of the content seemed a bit commercially motivated, but I really like the visual style of Kuhlmann's posts, and I found quite a bit of useful information in an easy-to-access format. In just a quick perusal of the site, I found a list of PowerPoint tips that will really be helpful as I'm getting accustomed to my virtual classroom, some suggestions for people getting started in the elearning world, and dozens of tips and tools that will be useful as I continue to learn more about the field of online education. The author actually is a bit critical of instructional designers, which I thought was surprising, but even more interesting was the discussion in the comments on that post. This is a great blog that's easy to read and contains some great tips and tricks.
So, that's a start, at least. I've added these and a few other blogs to my feed reader, and I'm committing to spending a few minutes each day reading through ID blogs and thinking about what I learn (in addition to those cooking and parenting blogs that I was already reading).
~Jen
Anyway, here I am beginning to look into the world of instructional design. Well, you say, what IS instructional design? In easy to understand terms, it's the concept of figuring out the best ways to teach so that your students (whoever they are) can learn most effectively. This week we looked at the importance of professional development for teachers, and one article I read suggested that we should be frequently reading blogs to get ideas, stretch our brains, and basically be a part of the ongoing conversation about teaching and learning. Great idea, right? I've been reading blogs for years. I've even tried writing them (not very successfully, I might add). But most of the blogs in my feed reader are about food or parenting. Why didn't I ever think to use it for more than recipe inspiration or entertainment? So I went on an instructional-design-blog-finding mission...here are three of the best I found today:
1. Well-Rounded Professional by Lilly Kreitinger.
This blog first caught my eye because of the author's tagline: "Adventures in learning, training and career transition." I liked the way she embraces change and learning as an adventure, so I began to read. I found that this blog includes posts on a variety of topics, including instructional design, the use of social media, ID in education, and elearning - all areas in which I'm interested. It's a bit more focused towards the business world than education, but I think the content can still be relevant to the virtual classroom in which I'm currently teaching. This blog is still very "young" - just started last month. But the posts so far make me think that this is one I'll be interested in following as it grows.
2. Experiencing E-Learning by Christy Tucker.
I got a little bit excited when I found Christy Tucker's blog. I had been clicking through the links listed in my course references and not really finding much that looked like it would be valuable to me, but then a Google search for "elearning & instructional design blogs" brought up this one. Perfect! The site that came up in the Google search results was a list of lots of other ID blogs - hooray! And as I looked further, I found more and more to cheer about. The author sums up her site by saying the blog is about "Building Engaging Learning Experiences thttp://www.blogger.com/img/blank.gifhrough Instructional Design and E-Learning." She writes about http://www.blogger.com/img/blank.gifinstructional design, k-12 education, higher education, corporate training, and lifelong learning. She also has a weekly bookmarks post that I found extremely interesting - I like blogs that are good at linking to relevant information elsewhere on the web. The site even includes a series of posts that explains what an instructional designer does and how people get started in the field - I think this will be a valuable tool to help me explain to family and current colleagues about what kind of career I'm working towards.
3. Following a recommendation from Christy Tucker's blog, I found The Rapid eLearning Blog by Tom Kuhlmann, an eLearning professional who runs the community at Articulate.
Some of the content seemed a bit commercially motivated, but I really like the visual style of Kuhlmann's posts, and I found quite a bit of useful information in an easy-to-access format. In just a quick perusal of the site, I found a list of PowerPoint tips that will really be helpful as I'm getting accustomed to my virtual classroom, some suggestions for people getting started in the elearning world, and dozens of tips and tools that will be useful as I continue to learn more about the field of online education. The author actually is a bit critical of instructional designers, which I thought was surprising, but even more interesting was the discussion in the comments on that post. This is a great blog that's easy to read and contains some great tips and tricks.
So, that's a start, at least. I've added these and a few other blogs to my feed reader, and I'm committing to spending a few minutes each day reading through ID blogs and thinking about what I learn (in addition to those cooking and parenting blogs that I was already reading).
~Jen
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