Instructional-Design-Live #29: Fun with Online Learning

Time to put a little fun into online learning–with good reason: ‘Emotional arousal helps the brain learn’. Medina, Brain Rules (2008). Joni Dunlap leads the IDLive team in considering how to incorporate fun into the fabric of a course to provide a more stimulating learning experience.


Available on the Web

05:07 – Robert 1
05:15 – Robert 1
Brain Rules link
05:30 – Mary 2
Thanks, Robert.
05:32 – Cammy
I’ve been slowly reading Brain Rules for the past few months!
07:48 – Mary 2
Welcome, Eleanor.
07:49 – Robert 1
Welcome Eleanor!
08:04 – Eleanor Rigby
Thanks! πŸ™‚
09:01 – Robert 1
That reminds me of a scene from the office Cammy
09:42 – Robert 1
11:15 – Robert 1
I’ve tried Voxopop when it was called chinswing, but I like the idea of an audio message board: It doesn’t have teh visual element, though
11:51 – Robert 1
This is a really good point.
12:50 – Robert 1
14:05 – Mary 2
In your experience, Joni, do onliine students begin making connections with one another on their own (via email, chats, etc related to assignments), or is this sense of community something you need to facilitate throughout a course?
15:31 – Robert 1
I think Wallwisher would be nice tool to extend this activity–add to web-based board:
18:17 – Cammy
Social often equals "fun"
18:18 – Robert 1
Hi Suzanne
18:33 – Suzanne
Hi, sorry I’m late to the session
18:40 – Robert 1
np, welcome
18:41 – Cammy
Welcome, Suzanne
19:48 – Mary 2
Thanks, Joni.
20:04 – Robert 1
@Cammy I think it is fun to ‘buddy’ with a friend
20:51 – Robert 1
Love the photo!
21:56 – Robert 1
Hmm..Now where did I put that experiment? (my caption)
22:17 – Cammy
I’m am the monster of eLearning and you must complete my course or be eaten!
22:19 – Robert 1
Perhaps I don’t understand attention well enough
24:40 – Robert 1
25:59 – Suzanne
Wonderful idea!
28:21 – Robert 1
Dreaming of an online education
28:25 – Mary 2
Gotta run…. a meeting awaits me. Thanks, Joni.
31:03 – Robert 1
32:45 – Robert 1
dvolver is another one:
33:43 – Robert 1
oh, yes
36:07 – Cammy
I’m always in favor of interpretive dance!
36:20 – Robert 1
36:49 – Robert 1
you bet
38:37 – Robert 1
yes, little surprises
39:03 – Robert 1
Good point!
40:03 – Joni
Thanks everyone!
40:08 – Suzanne
Thanks, Joni!

Cammy Bean, Joni Dunlap, Mary Engstrom, Robert Squires

Instructional-Design-Live #28: International Student Persepctives on Online Learning

Zuochen Zhang, Assistant Professor in the School of Education at Windsor University, and Richard F. Kenny,Rick KennyZuochen Zhang Associate Professor at the Center for Distance Education, Athabasca University, joined us this week to discuss the perspectives of International students in online courses.

It is becoming common practice in higher education for online distance education programs to enroll international students, but what are the implications for online course designers and instructors when faced with learners from diverse backgrounds that may not be familiar with cultural references, discourse conventions or a constructivist pedagogical approach.  Tune in to find out more.

Discussion is based around Learning in an Online Distance Eductaion Course: Experiences of Three International Students

Available on the Web

01:28 – Robert
Please feel free to introduce yourselves as well–Jason, Neil
04:51 – Robert
07:06 – dave cormier
that’s certainly been my experience
07:19 – Cammy
How is that different than international students in a face to face classroom?
07:27 – dave cormier
Our MOOCs have been a study of international interestingness
07:57 – dave cormier
@Cammy in my mind the big difference is that the web lacks the cultural structures implicit in the a face 2 face classroom
07:57 – Cammy
I was an exchange student in Germany — I lurked in the lecture hall!
08:27 – dave cormier
@Cammy getting on the bus, crossing the parking lot, getting a coffee… all those things do a great deal to structure what happens in the classroom
09:23 – dave cormier
In an online classroom… these things are absent
09:29 – Jennifer
@zuochen … what about the perceptions of other students to the International Students?
09:48 – Cammy
@dave — yes, agreed
09:52 – dave cormier
@jennifer great question jen!
10:04 – Jennifer
Did they perceive a "difference" in interaction / communication?
10:25 – Cammy
Easier to be invisible online than in the classroom (although I tried to be invisible in the German classroom)
10:31 – Jennifer
@dc … thank you for the validation
11:13 – dave cormier
I’ve also found that people studying english abroad (particularly in asia) do far more of their study ‘silently’ and tend to be able to read much better than they can hear the language… and, of course, the written word lacks the complication of speed and accent
11:22 – dave cormier
@jmad always.
12:43 – Jennifer
@dc … was that ok, too?
13:18 – Robert
13:28 – Jennifer
very interesting …
14:19 – dave cormier
i don’t think it’s an equaliser… i think it biases differently
14:22 – Jennifer
there is a "pecking order" of sorts in online learning that is not much (any?) different that f2f
14:41 – Cammy
yes, jenn
15:24 – dave cormier
It becomes worse if you design to replicate face 2 face environments. an open structure that allows for decentralized discussion avoids the domination inherent in a single discussion
15:38 – dave cormier
a ‘single’ discussion forum replicates the same issues
16:18 – Rick Kenny
Or Canadian in my case.
16:27 – dave cormier
and mine πŸ™‚
16:46 – dave cormier
16:50 – Jennifer
… Canada is taking over the world
17:15 – Rick Kenny
We’ll be lucky if we can run oursleves… πŸ˜‰
17:31 – dave cormier
@rick we’ve not done the most amazing job of that lately
18:26 – Cammy
an added layer of self-consciousness for an international student
20:09 – Jennifer
22:10 – Robert
not the educatioal system
22:55 – Robert
that’s a nice idea
23:02 – Cammy
In your paper, you talked about changing the design to accomodate traditional vs. constructivist
24:36 – Jennifer
… which all begs the question .. how can / should the role of the instructor (as facilitator) draw out all participants and "smooth" out the bumps (bring out lurkers, address regional / cultural questions) in the conversation
25:33 – Cammy
And yet here they are in a non-traditional learning environment – perhaps done as a pre-req?
27:18 – Robert
I think of teh other minorities in north american contexts…
27:25 – Robert
27:27 – Robert
native american
27:35 – Robert
what about gender
28:45 – Jennifer
in my online learning experience … chicks tend to be the gabby ones in my classes πŸ™‚
31:21 – Jennifer
oh, that is very interesting!
31:37 – Robert
the research seems to be ambivalent on this I wonder to what extent individual differences, motivation, life experience, online identity play into this as well.
32:16 – Jennifer
so .. women are chatty, but mainly in "on point" discussions versus social chatter … hmmm
32:17 – Robert
on generder influence and participation, that is
34:20 – Robert
Flaming walls?
34:25 – Cammy
34:39 – Zuochen
35:53 – Jennifer
oh, wow!
35:55 – Robert
hmm, interesting -the culture of flaming
36:29 – Cammy
thank you!
36:54 – Jason Neiffer
Thank you… such an interesting topic and conversation! πŸ™‚
37:03 – Jennifer
… again … seems role of instructor as moderator needs to address / consider these issues to be prepared for the flame wars, culturals issues, etc
37:41 – Jennifer
thank you!!! TTFN!
37:46 – Rick Kenny
All the best everyone!

Jennifer Maddrell, Marlene Zentz, Richard F. Kenny, Robert Squires, Zuochen Zhang

Instructional-Design-Live #27 Online Teaching: Susan Ko

Susan Ko Susan Ko, Executive Director of the Center of Teaching Excellence at University of Maryland University College, published the first edition of Teaching Online: A Practical Guide 10 years ago. The third edition, published this year, reflects a number of changes that have happened in the field over that last several years such as the: Web 2.0 revolution, growing acceptance of online education, need for special training and continuing support for faculty and students, team course development, growth of open educational resources, and increasing use of mobile devices.

With unassuming clarity, Susan addresses a number of key issues facing designers and faculty in higher (and K-12) education today.

Available on the Web

02:31 – Robert:
03:31 – Jennifer: oooh! A kindle edition, too!
05:38 – Jennifer: What about synchronous teaching options? Is this changing the face of online learning in your experience?
16:31 – Jennifer: how have "perceptions" of oline learning changed (or not) over the years? perceptions of quality, satisfaction, faculty buy-in, etc?
24:05 – Jason: Neiffer: Sure
24:19 – Robert: yes
25:41 – Jennifer: @jason … I think k-12 is going to be a HUGE driver in online learning … esp. taking online learning from being for "alternative" adult learners to far more maintream
29:13 – Jennifer: @jason … good point re: importance of taking an online course (or program) to "get it"
30:30 – Marlene: Yes, continuous improvement is an important aspect of online teaching.
30:42 – Jason Neiffer: Good question, Robert…
31:53 – Jennifer: Great! Thank you, Susan … another fun virtual "brown bag" lunch for me πŸ™‚
32:38 – Marlene: Thanks, Susan!
32:38 – Jason Neiffer: Thanks everyone! πŸ™‚

Faculty Support, Jennifer Maddrell, Learning, Marlene, Online Teaching, Robert Squires, Susan Ko, Zentz

Instructional-Design-Live #26 Transition or Transformation: Implementing a New LMS

Moodle MugInspired by a number of discussions at the Annual Conference on Distance Teaching and Learning in Madison Wisconsin,  we consider the process of transitioning from a proprietary learning management system such as Blackboard to an open source system such as Moodle. Keith Lynip, director of Extended Learning Services at The University of Montana, discusses the nature of this process from the request for information from vendors to the selection of an open-source provider. Questions such as how to support faculty in this transition/transformation process are addressed.

  AttributionNoncommercialShare Alike  by afkatws

Available on the Web


03:24 – Robert
especially in terms of open source
10:28 – Robert
10:29 – Keith
we can.
10:30 – Mary
10:34 – Marlene
Yes, good sound.
11:28 – Tim Doherty
Thanks, that would be great!
11:42 – Tim Doherty
Tim’s email: [email protected]
11:56 – Keith
got it. thanks.
14:23 – Robert
lost you there
14:26 – Mary
we lost you keith.
14:37 – Tim Doherty
I seem to have lost audio.
18:07 – Keith
18:09 – Keith
18:56 – Marlene
Keith, Robert can edit the recording afterwards so most of this will be fine.
20:16 – Tim Doherty
I can suggest one pitfall in the initial process.
20:45 – Robert
Please do. the mic is yours after Keith has finished speaking
20:48 – Mary
Tim, please do so (you can take the mic to do so when Keith is done answering this question)
21:23 – Robert
24:56 – Mary
thanks, Marlene
25:46 – Keith
ah, ok.
27:40 – Tim Doherty
Makes complete sense.
30:18 – Keith
good point.
32:58 – Keith
thanks robert.
33:08 – Marlene
Thanks, everyone.
33:11 – Tim Doherty
Thanks, everyone–very grateful for the conversation!
33:11 – Mary
Thanks, Keith. And you too, Robert, for moderating the session.

Keith Lynip, LMS, Learning Management System, Marlene Zentz, Mary Engstrom, Robert Squires

Instructional-Design-Live #25 Is Online Learning Better?

In May 2009, the US Department of Education issued a meta-analysis and review of online learning studies that compared face-to-face, blended and online delivery modes, and found that: On average, students in online learning conditions performed better than those receiving face-to-face instruction.” Despite the caveats identified in the research, the conclusion, for some, was still: Online learning is better!ShannaShanna Smith-Jaggars, Senior Research Associate at the Community Colleges Research Center challenges this assertion in her response to the meta-analysis  (July 2010). Jaggars more fully explores the comparison of online and face-to-face instruction and finds only 7 studies out of 51 can be used to shed light on this question. Of these 7, Jaggars concludes that there is no significant difference between learning outcome achievement in face-to-face or online courses for certain student populations. Sound familiar? Time to channel our energies into more rewarding directions, perhaps.. As Jaggars puts it in this interesting interview, “what we really need to be doing is spending more time and effort in trying to figure out what are the most effective instructional practices in both modalities”

Available on the Web

Jul 23, 2010 10:02:28 AM – IDL 25: IS BLENDED LEARNING BETTER? 00:44 – Peggy George

Welcome Shanna πŸ™‚
03:04 – Marlene
Welcome, Keith!
03:25 – Peggy George
it has been very frequently cited so it is great to hear this analysis πŸ™‚
03:58 – Allison Rossett
Hi, Allison Rossett in San Diego
04:10 – Marlene
Welcome, Allison!
04:35 – Peggy George
06:02 – Robert
Shanna’s reponse:
07:15 – Robert
to the DOe study:
07:22 – Peggy George
thanks for those links
08:34 – Allison Rossett
more instructional support, more guidance, all good, but not likely when IHEs look to technology to save money
10:24 – Allison Rossett
I think universities have infrastructure that supports teaching. Teaching. Instructor to students. Not typically about materials, guidance systems, independent learning support. What those IHE programs do is ADD to what is already done, not supplant current approaches
11:23 – Allison Rossett
why not smart phones? Most have them.
12:48 – Peggy George
I think mobile phones are beginning to change that access dilemma and can also be used to tether computers for internet access
13:26 – Allison Rossett
not necessarily the whole class, but guidance, directions, podcasts
13:39 – Peggy George
all of the course content doesn’t have to be delivered on the smart phone
14:24 – Allison Rossett
A blended approach is a mash up of many approaches, with guidance and ideas there, where and when needed. White paper on blended learning:
14:48 – Peggy George
thanks Allison! I’m definitely a supporter of blended learning!
15:38 – Allison Rossett
what makes blended so interesting is the combo, the extension beyond the classroom, the nudge of ideas and habits into work and life
17:46 – Allison Rossett
but wouldn’t they be the MOST motivated and thoughtful?
18:20 – Peggy George
an online course needs to be much more than just delivering content online- that would be no better than the old "correspondence courses" where you read the book, answered the questions at the end of chapter and submitted them for a grade
18:43 – Amarjit Kaur
Hello I am Amarjit Kaur from Bergen Community College, NJ. i I train faculty to prepare online/hybrid coourse.
18:56 – Robert
Welcome Anarjit
18:59 – Peggy George
hi Amarjit Kaur-welcome!
21:40 – Allison Rossett
if you are interested in how workplace learning professionals are using technology in corp and govt settings, a study:
21:49 – Peggy George
I don’t think we need to be able to say it’s for everyone–we need alternatives for different situations, learning styles, access, etc. and students need to select the approach that is best for them
22:22 – Amarjit Kaur
I am interested in your thouhgts about testing online … I get asked this question many time about the cheatability factor.
22:39 – Marlene
Yes, "effortful" is key.
23:39 – Allison Rossett
Let’s talk about university/college procedures for course approval. Should online courses be required to prove themselves MORE than campus courses, to fill out more forms and answer more questions?
23:55 – Peggy George
great question Allison πŸ™‚
24:52 – Instructinal designing live
It seems to me that your main focus on only one segment of the community college population and are not considering adults who for whatever reason never went to college or never finished a degree and are there looking for cost effectiveness and convenience.
26:08 – Instructinal designing live
Sorry — "Me" is Janet Joyce. I am a training specialist for a mid-sized police dept in Virginia and am working to help officer get their college degree.
28:24 – Hilla Ifrach
Hello, I am Hilla Ifrach, Grants Administrator at CCRC. I also finished the Higher Ed program at TC so interested in online learning.
29:00 – Peggy George
welcome Hilla!
29:54 – Allison Rossett
Better is what? Better is access and outcomes and engagement. Question is how. Different strategies are necessary to accomplish that for different students, different content, different purposes. Online is different for GE v intro to programming v business ethics v nurse interns.
30:40 – Instructinal designing live
Absolutely! And for some students, better is get in and get done as quickly and possibly as cheaply as possible.
30:43 – Allison Rossett
Make waves with faculty. Isn’t that the job of the instructional design professional who works at a university?
30:43 – Peggy George
great summation Allison πŸ™‚
31:11 – Peggy George
thank you Shanna! you’ve given us lots to think about
31:26 – Keith Lynip
nicely done.
31:30 – Marlene
Really appreciated listening to these comments, Shanna.
31:36 – Allison Rossett
31:38 – trina johnson
Thank you Shanna!
31:43 – Peggy George
looking forward to hearing from Joni next week πŸ™‚
31:50 – Diana RS, UM COT
31:59 – Candi Merrill
Good show Robert. Thank you Shanna.
31:59 – Hilla Ifrach
sorry I got into the discussion so late, thx!
32:00 – Peggy George
bye everyone-have a great weekend
32:21 – Robert
Recording will be available at
33:08 – Sarah Prescott Phillips
Thank you, Shanna!
34:31 – Jason Neiffer
Thanks πŸ™‚


Marlene Zentz, Robert Squires, Shanna Smith-Jaggars

Instructional-Design-Live #24 AECT Research Symposium Papers

In a slight departure from our traditional format, we discuss several research papers that are being presented ataect the Association for Educational Communications and Technology Research Symposium being held in Bloomington, Indiana from July 20 – July 23. Jennifer Maddrell, presenting on the influence of Backchannel Communication on Cognitive Load, discusses her paper and several others in this 30 minute discussion. All papers presented at the symposium are freely available on the AECT website.

Available on the Web

Chat Transcipt:

Jul 16, 2010 10:01:31 AM – IDL 24: AECT PREVIEW OF PRESENTATIONS
03:46 – Robert
yes, it’s an interesting format
04:29 – Jennifer
Here is the org. link …
04:51 – Shane M
I do
05:47 – Robert
yes, it’s ok
06:46 – Robert
07:53 – Jennifer
Paper are linked here …
11:11 – Jennifer
is there a "value judgement" in that higher up the ladder is "better"?
11:39 – Jennifer
ok … so yes .. I guess higher is considered a "better" focus
13:51 – Robert
Yes, higher is better, but all items are subsumed within the higher category
16:24 – Robert
What slide was that on?
17:06 – Robert
Ahh, media comparison study….
17:24 – Robert
18:32 – Shane M
I don’t yet – I’m mostly just getting some info
19:58 – Shane M
which slide would this be?
20:03 – Jennifer
Slide 7
20:12 – Shane M
gottch thanks
20:13 – Shane M
24:06 – Robert
Voice can certainly convey more than text
24:12 – Shane M
is the audio simply a read version of the pdf?
24:17 – Robert
24:19 – Shane M
24:29 – Robert
you bet!
25:26 – Robert
26:29 – Shane M
bookmarked – thanks πŸ™‚
28:16 – Robert
34:17 – Robert
35:09 – Robert
35:45 – Jennifer
… and I look forward to Robert’s session, as well!
36:16 – Jennifer
Oh, cool! I will mention that!
36:35 – Shane M
I’ll definitely be looking into it thanks
36:43 – Shane M
it was great for me – thanks much
36:52 – Robert
37:00 – Jennifer
thanks, Robert! I will actually be at the conf. next week, so won’t be available πŸ™


AECT, Jennifer Maddrell, Robert Squires, research

Instructional-Design-Live#23 2010-07-09 Case-Based Learning Online


Xiaojing Liu, Senior Research Analyst at Kelley Business School, Indiana University, joins us this week to discuss how to design effective online cased-based learning courses.  Drawing on her research into cased based-learning startegies used in an MBA program, Dr. Liu considers the benefits and challenges of case-based learning from both a student and faculty perspective. Some insightful commments in the chatroom as well.

A review of casebased learning practices in an online MBA program: A program-level case study

Available on the Web

Jul 9, 2010 10:02:40 AM – IDL 23: CASE-BASED LEARNING

10:34 – Marlene
Welcome, Roey

11:12 – Roey Hilliard
Thank you.

12:08 – Marlene
Welcome Jan.

16:00 – Robert

16:24 – Robert
This should be a Review of Case Based Learning in an MBA program

18:43 – Jennifer
so … the case requires discourse among students (in discussion forum) .. how are students assessed? Participation in forum? a final write up? other?

20:05 – technolanguages
Hi there.

20:40 – Marlene
Welcome, technolanguages!

20:41 – Jennifer
is there support that "more multimedia" equates to better instruction?

20:53 – Jennifer
"more effective" instruction that is

23:00 – Joni
My students — in a professional preparation graduate program — really push back against case-based exercises. Their position is that they prefer to work on projects from their workplace. Have you found this with groups you have worked with? Maybe more appropriate for undergraduate programs in which students are not already in the profession?

24:08 – Jennifer
@joni … yes … wondering same … placing case within a context of relevance to student vs "generic" scenerio embedded in template case

27:07 – Joni
@jennifer I love cases because it makes it easier for me to facilitate and assess. When students work on their own projects, I have to work a lot harder on developing shared criteria and assessments that are appropriate across the diverse projects. But, it’s worth it — relevance, quality, application, project has a life outside the classroom. Maybe mini-cases are a way to go with these types of student groups — mini cases in support of their workplace (or service learning) projects.

30:22 – Joni
Another issue a colleague has shared with me has to do with her experience of cases online vs. in a classroom. She loves cases for her on-campus educational psychology courses, but really dislikes them online. I wonder if it is the difference between the use of asynchronous vs. synchronous tools? In the classroom it is all happening in real time, and maybe if she used more synchronous tools in her online courses she’d like cases there as well????

31:51 – Robert
Here is an example rubric: for peer evaluation

32:40 – technolanguages
Hi there. Loved the link.

32:56 – Jennifer
@joni … wonder if that has to do with all the usually problems with asynch. discussions ("me, too" reponses, lack of critical discourse among peers, rarely moving beyond "share / compare" to a discussed evaluation)

34:18 – Robert

36:10 – Joni
@jennifer Yes, I think you are correct about that. Also, I think there is power in the quick-fire, organic, back-and-forth that happens when students work on a case study in an on-campus space.

37:13 – Joni
So, both issues may be addressed by appropriate use of synchronous tools.

37:47 – Marlene
Perhaps small group discussions vs. whole group discussion is a factor to consider also.

38:09 – Joni
Or, at least, strategically timed use of synchronous tools, with asynchronous tools in support of more reflective aspects of processing.

39:46 – Marlene
Excellent point, Joni.

39:47 – Joni
@marlene Yes, that seems an important consideration. You want enough folks in the group to represent a range of perspectives. Plus, assuming the case study is authentic, then the complexity warrants more people involved (4 or 5???)

42:29 – Robert
Thought I would share a little tool for collaborative problem solving:

43:50 – technolanguages
Must be a good tool. New to me. πŸ™‚

45:09 – Jennifer
thank you for joining us today!

45:50 – technolanguages

45:53 – Jennifer

45:58 – Cammy Bean
Thanks all.

46:03 – technolanguages
Bye, bye.

46:06 – Marlene
Thanks for another good discussion.

46:08 – Joni
Thank you! Enjoy your weekend!

46:16 – Charlie Wellenstein
Thank you



Cammy Bean, Jennifer Maddrell, Joni Dunalp, Marlene Zentz, Robert Squires Xiaojing Liu

Instructional-Design-Live#22 2010-06-18 E-Portfolios

Dr. Helen Barrett, recipient of the EIFEL lifetime achievement award for her contributions to e-portfolio research and development, joins us this week to put a firm emphasis on having students control their learning through e-portfolios. In addition to highlighting the ‘two faces of e-portfolios’, Helen makes the case that universities have been placing too great an emphasis on e-portfolios for summative learning. 


Available on the Web

Live Blogged Notes:


Chat Transcript

Jun 18, 2010 10:02:46 AM – IDL 22: HELEN BARRETT – E-PORTFOLIOS

01:10 – Robert

01:12 – Mary 1
Yes, Cammy.

02:25 – Robert

02:34 – Mary 1
No, you’re just controlling your own window.

02:39 – Robert
We control our own

03:52 – Robert
Hi Linda

04:08 – Jennifer
hi, all! HVAC contractor just left … just in time for 90+ degree day πŸ™‚

07:12 – Robert
Here is alink to a recent article Helen wrote on these twp faces:

09:20 – Linda U
hi…finally got audio working.

09:25 – Jennifer
curious about your perspective on "ownership" of portfolio (institution vs student) … esp. for portfolio as workspace … and the importance (or not) of them to be able to take it with them after the formal educational experience is over.

10:46 – Robert
Audio is set for two speakers now, so grab the mic if you have a question πŸ™‚

10:47 – Jennifer
* take it with them, add it it, use it for other classes, etc.

12:30 – Mary 1
Is the "telling" the same as a collection of artifacts, then?

12:57 – Robert

17:17 – Robert
Perhaps this is the article being discussed :

25:49 – Robert
Hi Tanya

27:29 – Robert
Here’s Helen’s Ted Talk:

30:32 – Cammy
HI Tanya!

39:10 – Cammy
I’ve got to jump off for another call.  Thanks!

39:14 – Cammy
Great session.

40:19 – Cammy
My notes:

41:13 – Robert

41:14 – Jennifer
thank you for the resources and for sharing your perspective

41:30 – Linda U
very interesting session – thanks very much!

41:47 – Robert

41:48 – Tanya Fusco 2

41:55 – Jennifer

41:56 – Mary 1
Bye everyone.

41:58 – Mary
Thank you for the invite and to share this interesting discussion with me.


Cammy Bean, Helen Barrett, Jennifer Maddrell, Mary Engstrom, Robert Squires

Instructional-Design-Live#21 2010-06-11 Revisiting Cognitive Overload

Stroop Test

Having recently discussed the need to avoid cognitive overload in online courses, we take a step back to consider whether or not cognitive overload is actually an issue. As Arlene Walker-Andrews, Associate Provost and Psychology Professor at the University of Montana, points out: “I do not believe that attention and cognitive capacities are limited. In my view, attention shouldn’t be considered a finite resource, rather it should be characterized as “attending,” which suggests flexible, skilled action. Recent theories about attention suggest that although not all stimuli are analyzed, nonattended stimuli are not all filtered out and their impact on learning and memory will vary depending on relevance and/or personal experience.” Great stuff!

Join Arlene and the ID team this week to listen to what this means for individualizing the learning experience and tailoring instructional strategies to the cognitive abilities of learners.



Avaliable on the Web

Arlene’s Notes for the Discussion


Chat Transcipt: Jun 11, 2010 10:05:22 AM – IDL 21: COGNITIVE OVERLOAD ‘REVISITED’

00:06 – Marlene Zentz
Glad the link worked, Heather. Welcome!

01:00 – Gayla
Instructional Designer at Fayetteville Technical Community College in NC

01:28 – Marlene Zentz
Thanks, Gayla.

01:46 – Gayla
Can I access previous programs?

02:00 – Robert

03:56 – Mary
Yes! Go for it.

04:06 – Mary

04:17 – Jennifer
Way to step up Robert!

04:20 – Mary
much more difficult.

04:47 – Robert

05:18 – Gayla
relates to how we process visually also

06:17 – Robert

08:22 – Mary
eliminating extraneous info… that is an issue that needs to be addressed more in onilne courses, in my opinion.

09:03 – Joni
I agree, Mary. I think there is a difference between redundancy of relevant information, and the phluff that is a distraction.

09:25 – Gayla
Mary–in textbooks also

09:40 – Mary
good point, Gayla.

10:54 – Mary
Individualizing via Universal Design for Learning principles:

13:07 – Gayla
so often instructors present information the way they learn best

13:20 – Mary
very true, Gayla…..

13:34 – Gayla
too much text to me is difficult

13:50 – Mary
and most of them never learned via an asynchronous online learning environment

14:07 – Marlene Zentz
Welcome, Barbara.

14:20 – Mary

14:34 – Barbara Lindsey
Thank you

15:14 – Gayla
"attention guidance"?

15:27 – Mary
Yes, Gayla.

15:39 – Gayla
what is this?

15:43 – Heather waseman
Not to mention the issue with history textbooks following the new controversial texas standards for history.

16:04 – Mary
Roda and Nabeth, 2005. The role of attention in the design of Learning Management Systems (conf presentation)

16:35 – Robert
Roda, C., Nabeth, T. (2005) The role of attention in the design of Learning Management Systems IADIS International Conference CELDA (Cognition and Exploratory Learning in Digital Age) Lisbon, Portugal, pp. 148 – 155. Mary beat me to it πŸ™‚

16:48 – Gayla
Blackboard 9 now includes blog and wiki options for social learning opportunities

18:08 – Gayla
Classroom Assessment Techniques (CATS)

18:11 – Marlene Zentz
No, this is very interesting.

18:57 – Gayla
Using the discussion board

19:03 – Gayla

19:40 – Gayla
too much summative assessment and not enough formative assessment

19:45 – Mary

19:54 – Mary
yes, a diagnostic approach

21:17 – Mary
I understand what you’re saying, Arlene.  And I think instructors do that as they facilitate online discussions.

21:25 – Joni
I think part of this is contextual. I can think of a lot of professional situations that require folks to deal well with cognitive load issues. So, I try to weave in support/scaffolding that helps people develop their processing abilities.

22:36 – Robert
Chunking information

23:29 – Jennifer
I wondered if you could comment on how this applies to "Live" online lecture settings such as this. Tends to be an "if it is available, use it" perspective with regard to lastest conferencing technologies (i.e. text chat, audio, whiteboards, web browser), but at what point does the instructor need to limit communication and interaction opportunities during a live session? Same would be case with laptops in the classroom.

23:56 – Joni
Sort of the air traffic controller scenario…how do they develop the ability to manage all of the inputs.

24:40 – Robert
I really like this emphasis on the individual in your thinking–it’s much more learning centered than a purely scafolding approach to learning–taliroing, adapting, working with individuals as they are in the process of learning–nice

24:54 – Joni
And giving the students the tools to figure it out for themselves — self-assess a situation — in the future.

25:13 – Mary
This is usually done in a Week 1 "Meet and Greet" discussion in an online course, Arlene.

25:33 – Heather waseman
I teach 8h grade history with netbooks, and I am getting my masters in instructional media through wlkes and discovery education.

25:39 – Marlene Zentz
Advance organizers can be good tools to put in the hands of students too.

25:41 – Mary
Yes… podcasts, discussion boards, narrated PPTs, etc.

27:31 – Mary
nice analogies!

27:56 – Heather waseman
How much responsibility do students have in their own learning?

29:10 – Heather waseman

32:09 – Joni
Thanks everyone! Have a great weekend!!!

32:34 – Marlene Zentz

32:38 – Jennifer
yes … thank you

32:57 – Arlene Walker-Andrews
Thanks for listening.  Arlene

32:59 – Barbara Lindsey
Thank you!

33:16 – Robert

33:33 – Mary
interesting.  thanks.

34:03 – Jennifer


Arlene Walker-Andrews, Jennifer Maddrell, Joni Dunlap, Marlene Zentz, Mary Engstrom, Robert Squires

Instructional-Design-Live#20 2010-06-04 The LMS and Learning

Mott and Wiley Quote

As a student or instructor in Higher Ed institutions today, it is almost inevitable that learning management systems such as Blackboard or Moodle will play a key role in the learning and teaching experience. But is there a problem with using a single, centralized system to manage learning? David Wiley and Jon Mott argue that there are certain limitations to such centralized systems, including:

  • the perpetuation of the industrial age paradigm of learning;
  • privileging the role of the instructor at the expense of the learner; and,
  • limiting the power of the network effect in learning.

Join the ID live team this week as we discuss the practical implications of using such a system and whether we agree with these statements.

Available on the Web

Chat Transcript:

Jun 4, 2010 10:02:14 AM – IDL 20
01:11 – Mary
Hi, Mary Ann.

01:19 – Mary Ann

02:00 – Mary
Welcome, sasindel.

02:30 – Mary

02:31 – Mary Ann
use Angel now

02:34 – sasindel
Thanks. Moodler here…

02:44 – Deirdre
D2L, Moodle, Blackboard

02:52 – Mary
Lots of them!

03:02 – Mary Ann
blackboard – long time ago

03:16 – sasindel
Angel and Blackboard in my university courses

08:01 – sasindel

09:24 – Jennifer

13:15 – Robert
The article by Mott and Wiley:,%20David%22

19:04 – Deirdre
Doesn’t the push back experienced by Jen suggest that the stauts quo is not simply being maintained?

29:19 – Robert

29:28 – Mary
Thanks, Jen.

29:41 – Mary
you’re cutting out, Deirdre

29:47 – Jennifer
Jim Groom:

30:16 – Jennifer
D’Arcy Norman:

30:21 – Mary
still cutting out quite a bit, Deirdre

30:48 – Robert

30:51 – Jennifer
Scott Leslie:

30:52 – Robert
Jen has the mic

30:53 – Deirdre

30:58 – Robert
we missed it

31:08 – Robert
Try again?

31:09 – Jennifer
oops! Sorry!

31:11 – Mary
Can you try again, Deirdre?

31:12 – Deirdre
perhaps I should invest in a new headset.

31:22 – Robert
Who has the mic now?

31:29 – Mary
no one

31:32 – Jennifer
not me … I don’t think πŸ™‚

31:35 – Robert

31:41 – Mary

31:43 – Robert
got you now

31:48 – Jennifer
yes .. hear you!

34:02 – Mary
Thanks, Robert and all! Good discussion today.

34:45 – Jennifer
A post from Jim Groom on this topic ..

34:49 – Deirdre
Thanks for another informative discussion and for the links. Looking forward to next week’s discussion.

35:00 – Jennifer
bye, all!

35:01 – Mary Ann

35:13 – Robert


Jennifer Maddrell, Mary Engstrom, Robert Squires