Coursework with Karin

2012-02-06T10:23:00.000-07:00

For those who are following my blog, I apologize for my posts (or lack of). I had to withdrawal from my course at Walden this semester because I was diagnosed with a 1.5 cm. gallstone that was affecting my health and needed to be removed. I first had noticeable pain and symptoms Saturday evening, had it removed on Thursday, and was home with my family on Friday. This medical miracle was amazing.

It was confirmed at my follow up appointment when an autopsy (yes, they check it out once it is removed) revealed that it was gangrene. Yes, it was an internal gangrene - dead tissue. I did not even know this was possible, but it is and was. It could have gone septic and killed other internal organs. I am truly blessed for all those who had a hand in my gall bladder diagnosis, treatment, and surgery.

Although, I will not be able to post about my coursework this semester, I will pick up and chime in when I can. To all my classmates, please feel free to contact me if you need a good laugh or someone to let you know that you are not alone. Now I am really out of touch, so who can give you a better perspective than me?

Good luck as this course comes to a close. I hope I will have the opportunity to take future courses with you at Walden as I finish my Master's with all the bumps . . .hills . . .(okay seriously) mountains that I have to face.

Best Wishes,
Karin N. Koch

The Evolution of Distance Education

2012-01-08T22:47:00.001-07:00

Distance learning has proven to evolve as new inventions andtechnology emerges. According to theDistance Learning Timeline Continuum (Laureate Education) mail correspondence datesback to 1833 and the first computer and internet technology is introduced fordistance learning course delivery in 1979.

When I put this in perspective, I think about how the first deliverywas three years after I was born. Thisis an a-ha moment. I am really behind inthe times regarding how long distance learning has been around and how far ithas come. I always thought of distance learning involvingcomputers and online coursework, but it makes so much sense that it dates backto mail correspondence. Mailcorrespondence is now gone to the sidelines because of technology, but it hasso much historical significance.

     When I think of mail correspondence courses, I am remindedof the draw a picture ad in the back of magazines. I am sure everyone has seen the picture of aprofile view of a bear with a hat. Istill see commercials for these dated applications today. The point is that I did not think of that asbeing part of the history of distance learning. Distance education is “institution-based, formal education where thelearning group is separated, and where interactive telecommunication systemsare used to connect learners, resources, and instructors” (Simonson, Smaldino,Albright, & Zvacek, 2012). Lookingat this definition, mail correspondence fits along with all the others that arefeatured in the Laureate Education’s multimedia presentation that highlightsthe history of distance learning. Thispresentation has had a significant impact on my knowledge as well as outlook onjust how far back in history ideas can be traced.
     As a new member of the Instructional Design community, thiswas an astounding revelation and what I thought was a new and up and comingarea of education. But then I wasreminded when I watched the video, “Distance Education: The Next Generation” (Laureate Education)about Everett Rogers Theory of Innovation and Ideas. As an educator, I know firsthand how histheory is applied to education. If anythingmakes sense or should be done, then it will face scrutiny and take what seemslike forever to be accepted. I had notthought about it outside of that area. But,seeing it in the history and evolution of distance learning opens my eyes evenfurther to how the theory can be applied to so many aspects of our world. It was stated best in the video by “today,distance education is widely adopted and approaching critical mass in society” (LaureateEducation). I would not have thoughtthat my traditional old fashion, old school, face to face learning style wouldbe enjoying completing my graduate studies online at Walden.
     I chose online distance learning because it fits myschedule, life, and gets me closer to my goal of obtaining my master’sdegree. This is mainly due to theconvenience and flexibility to fit into my life as a wife, mom, andprofessional. Another important factoris technology. When I started my firstyear at Frostburg State University, I had no computer of my own.   I brought my Brother electric typewriter andthought I was so cool. Soon I discoveredthe computer lab and spent countless hours learning by trial and error on anycomputer I could find. That freshmancould not have seen that I am doing my assignment on my own laptop that will beplaced on my online blog which is available thanks to this thing called theinternet. It is crazy to think back on howtime changes and so fast. Technology and accessibility have had a significantimpact in my experience with distance learning. So, I know looking at the history and what it has done for me, these andmore have changed landscape of distance learning.

Resources

Distance Learning Timeline Continuum. Laureate Education,Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=7437497&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education, Inc. (n.d.). Distance Education: TheNext Generation. [Video file].
Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=3899999&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.(2012). Teaching and learning at a distance: Foundations of distance education(5th ed.) Boston, MA: Pearson.

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Mind Map is published using wespiration athttp://www.webspirationpro.com/view/1061686abcff

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Time to find Time for Time

2012-01-08T12:43:00.001-07:00

So, I am keeping it real. . . the challenge this week has been finding time to plan out my time needed for my coursework to then set time aside for the coursework. It is now Sunday and I know that an assignment is due, but fearful that I have missed a blog post.

This is my first course in which I have a blog to attain in addition to the standard coursework. I am fearful that this will be a weekly standard, however I have not found the time to look ahead (as much as I know I need to do) for me to find time for the next 8 (now 7) weeks of work for this course.

I hope if you reading this you feel better because you are not as behind as me or you are laughing because you completely understand. Either way, I hope you know I am who I am and can only laugh at myself and share such experiences.

Look for an official post later. I just hope I typed this correct and do not need to edit later because then the time is changed and I look like I did all the assignments at one time. . . that would suck :O)

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Hello, Distance Learning!

2012-01-05T19:43:00.001-07:00

For all my classmates that have chosen to follow me . . . I'm sorry :O)

I hope to bring my own spin and insight into the world of distance learning.
WARNING: I am an educator and advocate of children and families.

I believe:

You do not know what you do not know. (This is especially true when it comes to parenting and providing for children.)

Knowledge is power, Education is Key.

DREAM as far as the stars, BELIEVE in your heart, and you will ACHIEVE <3

Thank you for reading!

Fitting the Pieces Together

2010-08-15T22:36:00.001-06:00

When I started Learning Theories and Instruction over seven weeks ago, I thought I knew what I was getting in to. Piaget, Erikson, Pavlov, I had learned all those theories in my undergraduate work in Early Childhood/Elementary Education, so such concepts would not be too far out of my comfort zone. At the end of Week 1, I was fully aware that I was out of my comfort zone. When you are faced with the challenge to learn outside your “ideal learning environment,” it is a whole difference experience. I knew the background, gained further knowledge in my assignments, but with the lack of face to face instruction and the personal element, I was struggling to put into words what I wanted to say.

As in my first post, in order for me to have my “ideal learning environment,” I need structure, visual or hands on experiences, as well as social interaction. With on-line learning, the structure is clear and there were no questions of the expectations and requirements for the course. I found that the timeline and other interactive programs that were visual helped fulfill my need for visuals in my learning. Deadlines and time constraints were not helpful when I struggled on an assignment with heavy reading, especially scientific articles. The hardest to overcome was the lack of hands on experiences and social interactions. I learn best when I can have face to face conversation in which I can read body language, get immediate feedback, and have intelligent discussions on topics that I may have an opposing view from that of the instructor or classmates. Face to face conversation is how I work threw my thoughts and come to the conclusion of what I want to express in my work. In Week 6, I realized that my supportive husband was my “class” that I needed to work through my thoughts and complete the assignments. It is not the same as having a classroom of diverse colleagues, but it helped me tremendously.

I had no doubt that technology plays a vital role in my learning, however over the past seven weeks I have learned how I do and do not use technology. Like most students and professionals, technology is apparent when we use computers, mobile devices such as a blackberry or iPhone, as well as other interactive tools that have become part of our everyday life. I use PowerPoint to create presentations that I use when I teach a professional development class or give a key note speech at a conference. I am now a fan of blogs and other on – line interactive and communication tools that can be utilized to enhance a learning experience. Being uninformed and not having the time to become educated, I was very hesitant to tackle such forms of technology.

This class made me set aside time to learn about the pros and cons of such media. This knowledge has now empowered me to learn more and help others that may not be informed of the asset they can be to reach your educational goals. I have begun this process with my husband and friends. My husband has been talking about setting up a blog for runners to follow his everyday struggles and routine so they can know that they are not alone. After I set mine up, he soon followed. It is so cool to look over at him blogging every night (or at least trying) so that he may inspire or help another runner out there that is reading his posts.

What I have learned is how the future looks for these devices as well as parts of technology that I did not know about. Reading about all the technology that is currently active and what is happening behind the scenes to improve others was eye opening and revealing to me when I read the Horizon Report (2009). I struggled with the terminology, but when I continued I knew the concepts and ideas that were being discussed. So being aware of the scientific terms was really helpful as I continue to learn more about instructional design and technology. The one that I found the most interesting and wanted to learn about was the Semantic – Aware Applications. I felt that since this was new that I would focus my discussion assignment for last week on this new area. After reviewing my post, this may have not been the best decision, but it is through that mistake that I learned this valuable lesson.

I have learned a tremendous amount about my “ideal learning environment” and challenges that I face when I do not have such an environment. One of my famous statements to my students is “use what you do know to figure out what you do not know.” Although it took me six weeks of keeping my head above water, I did overcome my challenges with on – line learning. Do not give up because it is from mistakes that we learn best and hopefully we will not make them again. I say this as I enter my final week for this course and prepare for the next course in line to advance my knowledge and career with Walden University.

References:
Anderson, R. C., Spiro, R. J., & Anderson, M. C. (1978). Schemata as scaffolding for the representation of information in connected discourse. American Educational Research Journal, 15(3), 443–440.

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed ). Alexandria, VA: Association for Supervision and Curriculum Development.

Brooks, J., & Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Connectivism (2009, September 11). Utah state opencourseware, lowriders, and system design [Blog post]. Retrieved from http://www.connectivism.ca/

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

Frisby, C. L. (2005). Learning styles. In S. W. Lee (Ed.), Encyclopedia of school psychology. Retrieved from Sage Reference Online database.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5–26.

Huett, J., Kalinowski, K., Moller, L., & Huett, K. (2008). Improving the motivation and retention of online students through the use of ARCS-based E-mails. American Journal of Distance Education, 22(3), 159–176.

Huett, J., Moller, L., Young, J., Bray, M., & Huett, K. (2008). Supporting the distant student: The effect of ARCS-based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113–126.

Jenkins, J. (2006). Constructivism. In Encyclopedia of educational leadership and administration. Retrieved from the e-Reference from Sage database.

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

Kapp, K. (2007, January 2). Out and About: Discussion on educational schools of thought [Blog post]. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Kerr, B. (2007, January 1). _isms as filter, not blinker [Blog post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking research and practice to improve learning, 48(4), 16–23.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.

Muniandy, B., Mohammad, R. & Fong, S. (2007). Synergizing pedagogy, learning theory, and technology in instruction: How can it be done? US China Education Review, 4(9), 46–53.

O'Bannon, B., Puckett, K., & Rakes, G. (2006). Using technology to support visual learning strategies. Computers in the Schools, 23(1/2), 125–137.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. InSight: A Journal of Scholarly Teaching, 2, 14–25.

Rosenberg, S. (2009). Say everything: How blogging began, what it's becoming, and why it matters. New York: Crown.

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal, 46(3).

Smith, D. S. (2008). A case study in situated cognition. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=A_case_study_in_situated_cognition

Smith, M. K. (1999). Learning theory. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/b-learn.htm

Stansberry, S., & Kymes, A. (2007). Transformative learning through “Teaching with Technology” electronic portfolios. Journal of Adolescent and Adult Literacy, 50(6), 488–496.

Is the Mind Map a Visual Representation of Connectivism?

2010-08-01T20:12:00.000-06:00

A mind map is a visual representation of Connectivism. There is no better way to showcase the connections to learning than a mind map that reveals the ways in which you learn. According to Siemens, “Connectivism is presented as a learning theory that integrates technology, social networks, and information.” In a mind map, it is clear where technology is present, what social networks are used, and how information is gained from your network

As I think back to high school when I did not have computer access outside school and did not have a cell phone, I realize that the way I learn and my network has changed dramatically. In high school, I would talk to friends, plan activities, and do what I wanted to do. No responsibilities outside of work, school, sister, and daughter. Most of the time activities would be planned with a face to face conversation, rather than email or text. In comparing me as a high school student and learning now as an adult, I have more freedom to choose what, who and how I wish to gain knowledge or information. This is vital to my learning and network.

Learning for me is best learned hands on or on a personal level. For this reason, I learn best from my Blackberry and computer. My Blackberry holds the key to a variety of learning opportunities, I can check email from colleagues and friends, record voice notes, and look up information when I am working and do not have access to a computer. My Blackberry is a vital part of my learning everyday for both personal and professional learning. When I was in high school, I would have never thought that I would be taking an on-line graduate course from the comfort of my own home on my laptop computer. I use it to gain, compile and present information for various purposes. It has become my number one facilitator for learning. It allows me to be creative and present material to others which in turn teaches me what I need to improve upon or keep the same. My computer is vital to every network and allows me to learn from every person and key that I type.

When I have a question I seek information from a variety of sources. First, I ask my husband. He is very knowledgeable and I know that he will not make me feel like an idiot for asking. I can ask him anything from why is the sun so hot (yes, I did ask that in a moment of stupidity) to where in the world is Liberia. I gain information from him whether he does or does not know the answer. From there I can see what direction is best to find out the answer. I try to seek out and ask an expert on the subject matter and sometimes I turn to the internet. Even after I find the answer to the question, I tend to want to know more. At that time, I seek out colleagues and/or friends in which I value their opinion. I may not agree on everything he/she has to say, but it gives me a different perspective to ponder.

Evaluating my mind map, my personal learning network supports the central tenets of Connectivism. The following are just a few examples of how my approach to learning and learning network supports the tenets of Connectivism as outlined in Davis, Edmunds, & Kelly – Bateman’s article.

1. Learning and Knowledge rest in diversity of opinions. I seek information from a variety of sources and not just one. For me it is important to have as much information and perspectives as possible so that you can form your own opinions or ideas.

2. Learning is a process of connecting specialized nodes or information sources. This is most apparent in my work as an advocate for young children, trainer, and being a mother. Each of these networks overlaps because each individual experience plays a part in my overall knowledge of young children.

3. Nurturing and maintaining connections is needed to facilitate continual learning. Nothing is more obvious than the dialogue and list of contacts that continually grow with every interaction and experience. I have experiences and relationships that have continued for the past 18 years that have allowed me to be the successful trainer that I am today.

4. Currency. It is vital to keep up-to-date knowledge on every subject matter, but especially that in which you are teaching. You cannot teach history from a textbook that was published in 1955. You will miss out on such important events in our history that has made us the country we are today. As George Santayana put it, “Those who do not learn from history are doomed to repeat it.”

References:

“Connectivism.” George Siemens discusses his theory of Connectivism.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

“George Santayana quotes.” ThinkExist. (1999 – 2010) Retrieved from http://thinkexist.com/quotation/those_who_do_not_learn_from_history_are_doomed_to/170710.html

Connectivism: Mapping My Learning

2010-07-28T20:41:00.001-06:00

http://mywebspiration.com/view/494475ab3f8

Behaviorism and Cognitivism Theories: Best way to learn?

2010-07-14T23:34:00.002-06:00

In Bill Kerr's blog post _ism's as filter, not blinker, it is a dialogue with fellow bloggers including Karl Kapp and Stephen Downes on learning theories. Kerr's conversation started with an entry at learning evolves wiki. He questioned learning theories and how it has and may progress. The dialogue expressed both opinion and thought provoking questions. This is just the example I needed to guide me as I gain knowledge about eLearning and the benefits of blogs.

Kapp (2007) stated "lower level learning requires a behaviorist approach as does the expectation of outcomes that must be measured," made me think, what if a lower level learner was unable to memorize, recognize, or label. Does this mean that they are unable to progress in their learning? What if a student does not have the mental capability, could the behaviorist approach still be utilized? Behaviorism involves, “observable and measurable aspects of human behavior” (Standridge, 2001). If an instructor/teacher only uses the behaviorist approach then it would be determined that the student is unable to learn. Should the teacher continue with this exclusive style of teaching? I agree with the response of Penny (2007), “We need the integration of across – the – board curricula just like we need the integration of all the _isms.”

I am unclear on what Kapp is referring to when he talks of lower level learning. Is it in reference to the age of the student, development stage, test scores, or mental capabilities? He continues by suggesting, “procedural and rule-based learning requires an emphasis on Cognitivism.” Cognitivism is describing the learning process (p. 99), while procedural knowledge consists of concepts, rules, and algorithms (p.70). It is clear that rule based learning works hand in hand with procedural, but does it have to have an emphasis on Cognitivism to be successful?

When I read Solomon Nariwo’s post I thought it was right on target. Theories should work together and support one another to complete the learning process (2010).

References

Kapp, K. (January 2, 2007). Out and About: Discussion on Educational Schools of Thought. Message posted at Kapp Notes Blog. Archived at http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (January 1, 2007). _isms as filter, not blinker. Message posted to Bill Kerr Blog. Archived at http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Learning Theories and Instruction (Custom Edition). United States of America: Pearson Custom Publishing.

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Revealing Reputable Reliable Resources

2010-07-11T20:21:00.001-06:00

It is hard to find reputable sites that you can use as a resource and reference in your citations. My media and technology classes and colleagues have made it clear to me throughout the years on the importance of using reputable sites. For those who may not know, Wikipedia is not a reputable site. It is a great starting point for research, but do not take everything you read as truth. Anyone can change material on the page, so check the references. There are many other search engines and sites that are reputable other than Wikipedia.

I was introduced to the ERIC (Education Resources Information Center) database in college I quickly learned the value of this resource. At that time, over 15 years ago, the database was a collection of lesson plans for teachers. In recent years I have not needed to use the site, so when I revisited the site for this class I was amazed at the amount of information available to everyone, not just classroom teachers. The collection of articles, journals, and much more is useful for every facet of the educational community. The best part was how easy it was to navigate through the site to find what you need. If you do a search, you can refine your search, just as you would at amazon.com. You can break it down into your career field, area of interest, and even the target audience. This is particularly helpful when you search and have over one thousand results to sort through.

Finding a second site was harder than I thought. I know tons of great databases and as soon as I can find my notes or remember them, I promise to post them here on my blog. But, for some reason when I needed the information, I am unable to recall it. I don’t know if it is the pressure of a grade and having to have it or just old age. None the less, I began my journey to find a reputable reliable resource that reveals information that I find useful. The Walden server was down at the time of my search, so that eliminated a few resources that may have made the process easier. So to Google I went. Soon, I found that Google has a search engine called Google Scholar which searches journals and articles on the topic of your choice. This was a great discovery in itself.
With Google Scholar I found The Free Library by Farlax. During my search I found an article titled “Learning Outcomes, instructional design, and the 50-minute information literacy session,” by Sara D. Miller. This was an interesting example of the application of instructional design and how to make sure you cover the content. A testament to no matter what amount of time you have to instruct, make the most of it and achieve your objectives. The free library was a winner because it gave great citations and most importantly, it is FREE!

Big Dog & Little Dog’s Performance Juxtaposition

2010-07-04T23:15:00.001-06:00

Juxtaposition is the act of an instance of placing two or more things side by side, according to Merriam – Webster on line. I needed to understand the meaning of Juxtaposition before I could even progress to learn more about the website Big Dog & Little Dog’s Performance Juxtaposition. Once I got past the challenge to understand the title, I could then dive into the information presented on performance, learning, leadership, and knowledge. This summarizes all that I would like to gain to expand my knowledge and techniques to deliver quality instruction.

When I was looking over “A framework for designing learning environments,” I really like the use of graphic organizers to enhance and simplify the information. This presentation of information can be found throughout the entire website as it covers an array of topics. The variety of topics is so interesting because they all have a common denominator that you may not recognize until you read and/or understand the information presented.

The best part about the site was the endless number of resources cited. After looking around, I found templates for lesson plans, PowerPoint presentations, and much more. When I looked over the lesson plans, I felt a sense of satisfaction. Given the creators background in military and training, it was gratifying to know that I set up my instruction the same way. All my work in education is an asset to where I stand today. I never thought I would be on this path, however here I am. After looking over the Big Dog and Little Dog’s Performance Juxtaposition, it reaffirms to that I have a talent and I am using my talents in areas of need that will benefit all those I teach.

http://www.nwlink.com/~donclark/hrd/sat1.html

2010-07-04T22:39:00.000-06:00

After unsuccessful searches for information on instructional design, outside of eLearning and/or on line college courses, I came across a website that caught my interest. On-line coursework is the primary focus of instructional design, at this time I would like to improve upon my current teaching practices and prepare for a future in on line learning.

One area that I found most relevant was Backward Design 101 which is a method of planning that I use when preparing for a professional development presentation. I start with an overall idea or concept that is needed, then the goals and objectives that are most relevant. From there I work backward to insure that I reach my objectives without losing site of the purpose. When I teach I want my students and myself to have fun learning, so I want to share as much information as I can that will benefit them. This is an obstacle when you have a limited time to present the information to the students. When I work backwards, I find that I stay focused on the topic and do not lose sight of the purpose, goal and objectives.

This was what sparked my interest of the website, but upon further review, I found it had much more to offer. Specifically it presented the instructional design models in a clear and user friendly format. Being new to the terms and methods, this was an ideal way for me to gain an overall idea and then continuing the links to learn more. Another feature that I enjoyed was the information on conferences and professional organizations that could even further enhance my educational experiences. I am constantly seeking professional development opportunities.

The instructional design website http://www.instructionaldesign.org/index.html
is a valuable resource for educators just starting out or for those who may want to improve their instructional techniques. If you have time, I encourage you to navigate through the site and see if you can have as positive experience as me.

The eLearning Authority

2010-07-04T21:20:00.002-06:00

I came upon this blog by pure luck. I followed link after link after link, exactly how I found this blog, I could not accurately share. However, when I did read the entry entitled “Is Instructional Design Dying,” I wanted to see what more the site had to offer.

The blog was formed by a consulting firm with a focus on eLearning. Reading about the blog, it was verified that instructional design is a vital part of eLearning. The entries I read gave me an insight into the good and bad of instructional designs effect on learning, specifically eLearning. I feel this blog will give me a different perspective and opportunity to open my mind to instructional design.

“Is Instructional Design Dying?” posted on July 2, 2010, gave both the benefits and pitfalls of instructional design. This balance of information appealed to me because I like to know all the facts and both sides in order to draw my own conclusions. If I am unclear, I investigate further to know and understand. I felt that the information presented was honest and fair. These qualities are important to me when I am learning. For this reason, I want to follow and contribute to this blog.

Another post of interest was “Can eLearning developers learn something from guitar lessons.” I found it easy to understand the analogy between guitars and eLearning. I would never have made the connection to the concept of eLearning; however the analogy was a perfect presentation for me to understand.

All these factors combined want me to follow and contribute to this blog. I plan to do this not just as a part of my coursework, but beyond. I would like to keep up to date on concepts, ideas, and perspectives on eLearning and instructional design and feel that this blog can offer me this and much more.

http://learntoelearn.wordpress.com/

Oh What Fun it is to Ride. . .

2010-06-30T22:06:00.000-06:00

. . . the Wave of Technology!

This is my first blog post. This is not as hard as I thought, but not as easy as Facebook. I am going to do my best to keep up with the task of sharing information with my Walden Classmates. I hope this will be an instrumental tool for collaboration and challenges that I may encounter throughout my coursework at Walden University.