Tony Bates feels instructors in online learning should be better prepared, yet few resources are offered. He asks us to predict the future. I offer my take on it based on my prior career in commercial post-production.
Thomas and Lorang critique proprietary, “systems solutions” to information archives. They advocate a more reciprocal, community-based approach to constructing information and its structures; participation in collaborative, self-reflective, critical, and active “making”. The Rich Media Playbook supports this case.
The goal was to produce a Front-end Analysis of the SU School of Education website page updating system to determine needs, and then propose recommendations for performance improvement through instructional, professional, or organizational development.
User-based Design: A Systems Design Method for An Instructional Smartphone Application Used in Design-based Research – FULLTEXT
A formative improvement strategy utilizing User-based Design in the development of an iPhone app. iAdvocate is used informally by parents of children who have an IEP who need information anytime/anyplace in an advocacy situation.
This paper gathers information about Digital Literacy and the assessment instruments used to measure it. It is not an exhaustive review, but it is a useful start.
Instructional systems developers are challenged to create distance instruction with the advantages of online access but without communication pathologies.
On instructor professional development in higher education, or, What ails professors from becoming better instructors?
What could higher education instructors learn from the video post-production business?
Stephen Downes responds to a critique of connectivism and collective knowledge
I review and comment on several articles related to online ISD development schemes – part 1
This entry is in response to applying my ISD model towards planned change and instructional development.
Here is an updated status on the development of my ISD model, as of March 4, 2010.
On this week’s readings: issues with formative evaluation, research, and application of it in real settings.
A summary of ongoing development points in my ISD model development. I should give it a name at some point, eh?
Here is an updated status on the development of my ISD model, as of February 18, 2010.
Discussion of some axioms of structure and system as proposed by Anthony Wilden, relating to Digital Literacy assessment, and ISD
Part #1 of developing my Rapid Digital Literacy Assessment instrument, based on some axioms proposed by Anthony Wilden
A few thoughts on the “delivery” aspect of schools adopting the “student platform”, ostensibly to improve engagement
My ISD model development, as informed by Front-End Analysis studies
An Assessment Model for Content Creation in Distance Learning Environments for Higher Education
Examining Stephen Downes’ 2006 essay “Learning Networks and Connective Knowledge” – part 1
On a preliminary ISD model development effort informed by ADDIE, McLuhan, and Wilden
On re-reading Marshall McLuhan’s “Understanding Media” to understand more about Distance Learning: Hot and Cool media, Face-to-face learning and Distance Learning compared to pornography (again).
On re-reading Marshall McLuhan’s “Understanding Media” to understand more about Distance Learning, and learning though games.
On analog and digital communication theory, as proposed in Anthony Wilden’s article, “Analog and Digital Communication-On Negation, Signification and Meaning” – a prelude to forming a diagnostic tool for evaluating Distance Learning.
An exercise in comparing and contrasting Distance Learning and Pornography, Part 2
An exercise in comparing and contrasting Distance Learning and Pornography.
Some comments on having read half of Yong Zhao & Kenneth A. Frank’s paper on an ecological model for technology integration into classrooms.
On “feeling taught”, the ecology of face-to-face learning as rooted in evolution, and “my learning” as sentience similar to “my instincts” or “my love”.
On how being grilled as an employee in a high-pressure work environment has affected my learning ethic, my cynicism about hostile teachers, and why distance learning makes me panic.
Question #2. Does investment in current asynchronous technologies as a learning tool pose a risk that the failure of any of them to sustain their relevance over time might also make obsolete the skills leveraged by them?
Question #1: Could the use of asynchronous communication technology as a learning tool create a population of workers that will be proficient in the technology, but potentially destructive to the businesses in which they work?