Designers for Learning On Air Event 6

Robert Squires joined our live webcast on April 12, 2013 to discuss his perspective on designing learning opportunities for online students. Robert is the Director of Instructional Design and Technical Support at the University of Montana UMOnline – School of Extended and Lifelong Learning. See … http://umonline.umt.edu/administration/default.php

To contact us: Jennifer on Twitter @jenm, and Robert at robert.squires@umontana.edu

This webcast is part of the Designers for Learning project. Find out more about the project at http://designersforlearning.org/

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.

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

Aug 20, 2010 10:01:49 AM – IDL 27: SUSAN KO–PRACTICAL ONLINE TEACHING
02:31 – Robert: http://www.routledge.com/books/details/9780415997263/
03:31 – Jennifer: oooh! A kindle edition, too! http://www.amazon.com/Teaching-Online-Practical-Guide-ebook/dp/B003AU7E8S/ref=tmm_kin_title_0/180-1316294-8598429?ie=UTF8&m=AG56TWVU5XWC2
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™‚

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.

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”

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.

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. 

 

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’
 
 

css.php