Archive for September, 2006

Learning 2.0 and Learner 2.0

September 30th, 2006

This is an easy week for me. I don’t need to write much because the blogosphere is writing it for me.

Learning 2.0 and Learner 2.0
Gagne claimed to have found the Nine Commandments of learning. A single method of instruction setthat applies to all five categories of learning, the secret code for divine instructional design. Follow the recipe and learning will surely follow.

Read the whole thing. It’s worth it.

And then write about whether or not you think there’s a “recipe for learning” …

Designing with Teachers in Mind

September 29th, 2006

The thing I’m constantly amazed by is the willingness for teachers to create environments that they can’t manage. This is true in the room as well as online. If you have 5 classes with 20 students, that’s 100 grades. If you assign one thing a week for grade, then that’s 100 grades a week. What you assign is set up in what you design.

On the cynical side, that explains why teachers like group work so much — and simple multiple guess tests that can be easily graded. The amount of work needed to grade and record 100 student grades is much easier if you can just tell the computer to do it. Or have several people work together so there’s only one project to grade. In our course, we have the luxury of a small enrollment, but what might I have to change if I were to design a course for — say — 100 students?

As our week of design and development comes to a close, and having read Keegan and Kearsley on the subject, what do you think? We’ll be talking about assessment later but how do we go about reconciling standards, practices, and outcomes in this – or any other – environment?

Stop integrating technology

September 27th, 2006

The blogosphere is a miraculous place. Just when you need somebody to talk about design issues, Dean Shareski pops up in my ‘gator.

Ideas and Thoughts from an EdTech » Stop integrating technology
Stop integrating technology
Recently I’ve tried to stop using the “integrating technology” term and simply talk about using it.

Go read the whole post then discuss among yourselves.

Fostering Engagement

September 27th, 2006

One of the initial problems a distance designer faces is how to get students engaged. The reason that this is such a problem is that people who are new to the process assume engagement while designing instead of building engagement into the design. It’s natural. When you teach in a classroom, you have an assumption that you can get the wallflowers to speak up. In the classroom, a teacher equates cued response with engagement and they transfer that assumption into distance delivery.
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Design and Development

September 25th, 2006

Designing a course is a bit like creating a recipe. The idea is to come up with the steps you need to end up with a desired outcome. You use a variety of tools and techniques, add in a collection of ingredients, and end up with a meal – sorta.
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Transition Day

September 24th, 2006

We began our journey by thinking about what we meant by the subject of distance education and looking up what others thought it might be. We’ve been focused for the last couple of weeks on the detail of the communications affordances required to communicate when we’re not all in the same room. We’ve been experimenting with using some of the most powerful of these tools since the first day and this past week has provided an opportunity for you to consider and examine some more exotic tools. Now we’re going to transition into how we design courses using these tools. Specifically, we’re going to talk about how to choose them, how to combine them, and how they might contribute to either education or learning.
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Ms B's Eighth Grade Class

September 23rd, 2006

Yesterday I was honored to be invited to speak to Ms B’s 8th grade Advanced Technology class at a middle school in rural Texas. The class has a space in TappedIn which permitted 15 of us to gather and have a conversation about my post on the evils of PowerPoint. The students were very interested in the source of the rules and wanted to know if I had rules for other tools. After discussing PowerPoint and some alternatives, I asked them if they knew what Phaedrus was and challenged them to find out about it as a kind of in-class project. We had a good conversation on the definition of technology. The session was much like our bi-weekly chats except that they were all together in the same room down in Texas and I was the only one at a distance of more than a few meters.
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Immersive Environments

September 22nd, 2006

As I’ve been reading your comments on the advanced tools, it seems to me that I haven’t done a good job at explaining the potential for the tools relating to immersive environments. Your commentaries are good as far as they go, but I think we need to explore the notion a little more fully.
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September 20th, 2006

Podcasting didn’t exist before September, 2004. I first got interested in the technology in November of 2004 when I started listening to Adam Curry’s “Daily Source Code.” At the time, there were, maybe 200 podcasters. Today, there are thousands. The second anniversary of podcasting has just gone past and the tools are beginning to get some attention so let’s spend some time bringing you up to speed.
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Exotic Tools

September 19th, 2006

Exotic is probably not a good choice of term. Maybe we should call these advanced, or specialized, tools. The reality is that the numbers of tools available in online environments has mushroomed in the last five years.
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