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Introduction to Open Educational Resources

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Introduction to Open Educational Resources

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TAGS: OER, OPEN CANVAS COURSE, COPYRIGHT, LESSONS, RESOURCES, LEARNING

SOURCE

Arteaga, R., &amp; Wakim, S. (n.d.). Introduction to Open Educational Resources. Retrieved October 9, 2020, from https://canvas.instructure.com/courses/1123092

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Introduction to Open Educational Resources

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TAGS: TEACHING ONLINE, OPEN CANVAS COURSE, RESOURCES, DESIGNING, ASSESSMENT, INTERACTIVE, ACCESSIBILITY

SOURCE:

Indiana University. (n.d.). IU - Teaching Online. Retrieved October 9, 2020, from https://canvas.ucdavis.edu/courses/34528

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Distance Learning: A Gently Curated Collection of Resources for Teachers

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Distance Learning: A Gently Curated Collection of Resources for Teachers

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TAGS: TEACHING ONLINE, DISTANCE LEARNING, RESOURCES, BLOG, PODCAST, VIDEOS, COMMUNITY OF LEARNING

SOURCE:

Gonzalez, J. (2020, March 30). Distance Learning: A Gently Curated Collection of Resources for Teachers. Retrieved October 9, 2020, from https://www.cultofpedagogy.com/distance-learning/

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Sponsored by World101 and Listenwise

Disclaimer 1: This post was written in the Spring of 2020 as a response to the COVID-19 outbreak, so a lot of the information here is discussed through the lens of distance learning launched by a global pandemic. I have attempted to broaden the lens beyond our current situation to take other distance-learning situations into account.

Disclaimer 2: I recommend quite a few tech tools in this post. Before you proceed with them, please check with your district to make sure the tools comply with your specific use policies for age, privacy, etc.

If you've found yourself teaching in a distance-learning situation, especially if it's been foisted upon you by circumstance, you'll discover pretty quickly that distance learning offers different challenges from face-to-face instruction. And if you look online, you'll find tons of ideas and resources that can help you tackle those challenges, so much that it's easy to get paralyzed at the volume of it all. This is especially true if you're expected to hit the ground running with very little notice.

To help you, I'm going to take my best shot at sharing clear, carefully curated information on distance learning. We'll do this in four parts:

In Part 1 I'll address your head and your heart, the very real, valid emotional and psychological factors that may be preventing you from doing a decent job with online learning.

In Part 2 we'll get into the nuts and bolts of distance learning, options for content delivery, different ways students can demonstrate learning, and some of the tech that can make it all work.

In Part 3 I'll share some general tips and advice I've gathered from teachers in the field.

And in Part 4 we'll talk about troubleshooting, solving some of the more specific problems that come up often when we talk about online learning.

PART 1: START WITH YOUR HEAD AND YOUR HEART

None of the practical stuff is going to do any of us much good if we're in a distracted, panicked headspace and haven't tended to the ways our current situation has impacted our emotions. Here are three things you can do to get your head and heart in a better place.

Get Perspective

There will likely be times when the people in charge of you start to expect too much, or you expect too much of yourself. If you're in a situation like the one we happen to be in right now, in the spring of 2020, you may need to regularly step back from what's right in front of you and remember that we're dealing with life and death circumstances right now. None of this is normal, and there really is no precedent to follow. Most people are doing the best they can on any given day, and that means things will not go smoothly. And by "people," I mean everyone: students, parents, your colleagues, your administration, your family members, and you. YOU. Giving yourself plenty of grace is key at times like this.

If you need something to help you regain perspective and cut yourself some slack, read Carolyn Todd's editorial, Is Anyone Else Just Barely Functioning Right Now?

Now if you personally have a cool, level head at the moment, but someone else is pressuring you to do more, keep in mind that they are feeling their own unique pressure to perform, and they're passing that on to you. It may be an opportunity to validate their feelings, or it may be time to push back on expectations that are simply unreasonable.

Get Physical

When things start to feel like too much, start moving. Decades of research has pointed to the link between physical activity and brain function, but most of us don't need research to know that some of our best ideas come to us when we change things up and go for a walk, a run, or a bike ride. This is especially important during times when we are more likely to be cooped up in our homes, such as, say, a quarantine imposed by a global pandemic.

Get with Other People

One of the things that has really overwhelmed me in the process of putting this post together is knowing that everyone's situation is a little different and not having the tools to address each situation.

One way to alleviate this is to get in touch with others who are more familiar with your specific needs. Apart from collaborating with your colleagues, a great way to share ideas is to find and join online groups. Two I'm recommending here are on Facebook. If you're not on Facebook, I strongly suggest you set up an account just for the purpose of collaborating with others.

Dealing with Educational Inequities in Distance/Online Learning: This group was created "in response to the growing list of resources and practices during the COVID-19 shutdown that further increase the educational divide as it relates to accessibility; race; socio-economic status; gender; and other marginalized communities. We want to demonstrate real solutions in distance/online learning that can provide solutions for all learners."

PART 2: THE NUTS AND BOLTS OF ONLINE LEARNING

Online learning has so many components to it; each one could honestly get its own whole blog post. Since I can't go too in-depth all at once, I'll just do an overview of all the pieces and link out to a few resources that can help you learn more about each one.

1. CONNECTING AND COMMUNICATING WITH STUDENTS

It's essential that you have clear, consistent, accessible channels for communicating with your students. Different pathways for communication will need to be established. The first two are essential and asynchronous, meaning participants can access the conversation whenever it's convenient; they don't need to be present at the same time. The third pathway is optional and is usually synchronous, meaning participants must "attend" the conversation at the same time.

Must Have: Outgoing Communication asynchronous On this pathway, you give instructions, post announcements, and generally inform your students about what's going on and what's expected of them. Some teachers are creating daily or weekly videos for this purpose, while others are writing out instructions in places like Google Docs, and others are doubling up-pairing short videos with written instructions so students get the information through different modes.

It seems like one of the most important considerations with outgoing communication is that you keep it consistent: Pick one place to deliver and store outgoing messages and stick with that, so students know where to look, nothing gets lost in the mix, and no one gets overwhelmed with information overload.

Must Have: Incoming Communication asynchronous This pathway is for students and parents to reach out to you with questions, feedback, and updates on their ability to complete required work.

Nice to Have: Two-Way Communication
synchronous OR asynchronous On this pathway, you and your students can communicate back and forth in a more open dialogue, where you broadcast yourself live and students attend as participants in one-on-one, small-group, or whole-class sessions.

Video conferencing: For this pathway, many teachers are using video conferencing tools like Zoom, Google Hangouts Meet, and Microsoft Teams. These can be great for community-building and giving students a sense of connectedness with you and each other.

It's important to note that these platforms also have their pitfalls, one of which is that they may directly violate your school's privacy policies, so be sure to check with the people in your district who are in charge of compliance with those policies to make sure you're ok. This article from Edsurge does a good job of explaining the potential problems with video conferencing; it focuses specifically on Zoom, but the concepts would apply to any video conferencing tool.

This infographic, created by the Celina High School SWAT Team in Celina, TX, and their advisor, Tisha Poncio, offers tips for students when participating in video conferences:

Alternatives to Video Conferencing: If you've decided not to go the video conferencing route for now, you can still set up text-based discussions that can get students interacting:

Discussion boards: Many platforms, like Google Classroom, Blackboard, Edmodo, and Microsoft Teams, give you the option to set up ongoing, text-based discussions on individual topics. You can make these optional, open for students to ask questions on their work, or make participation a required part of students' grades.

Backchannel discussion: If you'd like something that feels more dynamic and "live," try a backchannel discussion, which can happen at a set time (synchronous) or stay open for a longer period of time to allow students to participate when it's convenient for them (asynchronous). You can open up a text-based chat room in YoTeach (which is very similar to the now-defunct TodaysMeet). If your students are 13 years or older, you could also set them up on Voxer, which allows them to use voice or text to carry on discussions.

2. KEEPING EVERYTHING ORGANIZED

Ideally, you and your colleagues will have chosen a single platform for storing and delivering assignments, collecting student work, posting announcements, and so on. Many schools are already set up on a learning management system (LMS) like Google Classroom, Canvas, Blackboard, or Edmodo. If you don't already have something in place, and you don't have time to learn a new platform, it's probably not a good idea to jump into anything new.

But creating a central hub should be a priority. What parents and students are saying most often is that it's incredibly stressful to have to keep up with multiple platforms and multiple streams of information, with some pieces coming through email, others through Remind, others through an LMS, and so on. With more than one child at home and more than one teacher per child, things can get out of hand very fast. It's perfectly fine to use different tools as part of your instruction-you might assign Quizlet flashcards, Edpuzzle lessons, Newsela articles-but for communication, keep things as streamlined as possible.

One simple approach taken by some schools is to maintain a single document (usually a Google Doc) for the whole school. In that document are links to individual documents for each teacher.

This type of document-which is just a really simple hyperdoc -creates a central hub where parents and students can start every single time, then click over to the places where they can find updated information for their classes. Even if you don't use this specific model, setting up something like it will make your whole school run more smoothly.

Individual teachers can then replicate this type of hub for their own classes, creating a central folder or file where students can find daily or weekly assignments and other communications.

3. LESSON DESIGN

Entire degree programs have been created to show teachers how to design lessons for online learning, and I wasn't able to delve into this enough for this post. What I did find are two resources that you might find helpful without getting another master's degree:

One principle that I've seen in several discussions of online learning is the idea that it works better when you give students some choices, choices in how they take information in and choices in how they demonstrate learning. The next two sections will share some possibilities for both of those.

4. OPTIONS FOR DELIVERING CONTENT

One of the main things you need to do when setting up online instruction is figuring out how students are actually going to take in the content. You have a few options, and it's a good idea to not just stick to one avenue, since you ideally want to give students multiple modes of intake.

Readings

Google Docs or Microsoft Word Files: As long as you remember to manage the security settings on these so they can't be edited, these kinds of files are perfectly fine to use as reading materials.

Regular PDFs: One advantage of using PDFs is that you generally don't have to worry about them being altered by the student, and things like fonts and other design elements will be preserved no matter what device a student is using.

PDFs with Annotation Tools: Several tools like Edji and Kami allow users to annotate PDFs, which would make a great close-reading assignment.

Websites: There's a ton of outstanding free content online that would make excellent reading material for class assignments. On CommonLit, Newsela, and Actively Learn, you can find good reading material for many grade levels and subject areas. NewseumED offers fantastic primary sources for history and social studies.

Websites with Customized, Added Layers: With any website at all, you can use Insert Learning to layer on your own instructional content, such as notes, discussion questions, quizzes, and other embedded content.

Videos

Video is a very popular way to deliver content online, because it has the potential to restore the voice and visuals that are lost when we move away from face-to-face instruction. Once you have a good video, you can share it directly with a link or use a tool like Edpuzzle or PlayPosit to build a complete lesson around that video.

You have two options for sourcing your content: use videos that were created by someone else, or create the videos yourself.

Created by Someone Else
Obviously, the internet is absolutely loaded with videos, and using them means you don't have to make them yourself. What's challenging is finding videos that (a) are appropriate for student viewing, and (b) accurately represent the content you want to deliver, in a way that's succinct and maybe even entertaining. Finding videos that meet these criteria can be really time-consuming if you don't know where to look.

To save time, it helps to go to sources that have already proven themselves as creators of high-quality educational videos.

Khan Academy offers a massive library of videos on math, science, and arts & humanities, including history and government, so that would be a great place to start.

Look for YouTube channels created by organizations that already have a strong reputation for good content, like National Geographic, the History Channel, and the Metropolitan Museum of Art.

As with anything else, your colleagues are going to be one of your best sources for finding good stuff, so ask around at school, or find a group on Twitter that can recommend something for you.

Created by You The good thing about creating your own videos is that you have total control over the content. Probably the easiest way to create instructional videos is with screencasting software, which simply records whatever is on your screen while you narrate into a microphone. So you could, for example, create a PowerPoint-based lecture, then just deliver that lecture on your screen and use screencasting software to record it.

Here are two affordable, popular options for screencasting:

Screencastify
screencastify.com
This recorder is built right into Google Chrome, which makes it an incredibly convenient tool for creating on-the-spot screencasts. As of right now, the editing tools are still kind of rudimentary, which means you're not likely to end up with a very polished end product. Still, for many purposes, this tool gets the job done quickly and easily. Watch this video to learn how to use it.

Screencast-o-Matic
screencast-o-matic.com
This popular recorder is one that you download onto your computer, which is slightly less convenient than one that's built into a browser, but the editing features available with the paid plans might make it worth it for you. This video gives you an overview of how it works.

Static Slide Presentation

Slideshows that combine text with appealing visuals can be a nice alternative to text readings. They're also much quicker and easier to create than videos, and viewing them requires a lot less internet bandwidth.

These kinds of slideshows, which students would click through on their own, should ideally be designed with that independent experience in mind. Unlike a presentation that you give live, these would not be simply a support for a speaker; they'd need to stand completely alone, with all the necessary text on the slides, rather than in the speaker notes.

Rather than sharing these as a file, which would require you to adjust editing permissions and would likely result in the student looking at it in editing mode, you can share it in presentation mode so the slides take up the full screen and it feels more like an experience, like in this sample presentation. Learn how to set this up with a Google Slides presentation in the video below:

Audio

Content can also be delivered via audio, which can be a nice change of pace for students who are used to text or videos only, and because audio files are much smaller than video files, they're less likely to strain home internet capabilities.

Listenwise houses a fantastic library of curated, standards-aligned podcasts.

You can find lots of other podcasts on pretty much any topic imaginable. Here are some good ones that are produced specifically for student audiences.

Recording your own audio instructions, reflections, or lectures is simple and quick. You can use a voice recording app on a smartphone or a web-based tool like Online Voice Recorder to create MP3 files, which are just audio files, then upload those files right into whatever platform you're using to distribute information to students. In many cases, students will be able to play them right on that platform.

Interactive Learning Experiences

Some tools have come along in recent years that allow you to create interactive online learning modules, where students click through various instructional components, play games, take interactive quizzes, and so on. Although some activities may not justify the time it takes to put these interactives together, they can offer something different and more fun than the standard fare. You can find these on sites like GoConqr, Deck.Toys, BookWidgets, and Wizer. The one platform that seems to have the most robust collection of options is Genially. Take a look:

5. OPTIONS FOR DEMONSTRATING LEARNING

Just as there are many different ways to get the content into students' heads, you can also offer choices for how students demonstrate their learning. Probably the quickest, most traditional way to measure whether students learned the material is to give them some kind of test or quiz, but that may not be the best way to get students to experience the content in a deep way. Sticking only to tests also favors students who work well in that mode, rather than allowing other students to shine in areas they might be stronger in. Beyond all that, it's not much fun.

On Twitter, I asked teachers for some fresh ideas for "end products," and got tons of ideas back. Below I've listed some really good ones. Before you jump on these, be mindful that these end products still need to align with your instructional goals and are not what we call Grecian Urn assignments, creative-looking projects that don't ultimately have much instructional value.

Book: Students create a children's book, mini-textbook, handbook, comic, or other kind of book. These can be done on paper or created with apps like Book Creator.

Google Tour: Using Google Tour Builder, students can create customized tours that combine photos, text, and targeted locations on Google Earth. These could be used to create tours that explore current events, historical periods or phenomena, science or geography topics, global research topics, students' personal histories or future plans, or completely fictionalized stories that take place in various locations around the world.

Infographic: On paper or using a tool like Piktochart, have students create an infographic to represent or teach about an idea or set of data.

Lesson: Have students write their own lesson on a chunk of your content. Provide them with the basic structure of a lesson to follow, including objectives, direct instruction, guided practice, and some sort of assessment to measure their success.

Model: Students can create a physical model representing some aspect of your curriculum, then photograph it from various angles or create a video tour of the model with their own narration.

Museum or Multimedia Collection: Have students curate a collection of artifacts representing a curricular concept, along with their own written captions, in a Google Slides presentation. Two fantastic resources for gathering these artifacts are the Smithsonian Learning Lab and the Google Arts & Culture website.

Podcast: Have students use the recording tools mentioned in the "Audio" section above or an app like Anchor to record a podcast where they express an opinion, tell a story, or teach about a content-related topic. If students have a lot of material, they can break their podcast into multiple episodes and do a series instead.

Scavenger Hunt: Have students participate in a content-based scavenger hunt and take photos to record their findings. An app like GooseChase can make this even more fun.

Sketchnote: Have students create a sketchnote to represent a content-related topic using paper or with a drawing app like Sketchpad.

Video: Students can create their own videos as creative, informative, persuasive, or reflective pieces. These can be public service announcements, commercials, mini-documentaries, instructional videos, short feature films or animations, or TED-style talks. Tools for creating these can range from quick response platforms like Flipgrid, to screencasting tools listed in the previous section, a tool that creates stop motion videos like Stop Motion Studio, or simple online video creators like Adobe Creative Cloud Express.

Website: Using tools like Weebly, Wix, or Google Sites, have students develop a website to document a long-term project or teach about a particular idea.

PART 3: GENERAL TIPS AND ADVICE FROM TEACHERS

Begin again.

If distance learning has been introduced suddenly, where it takes the place of face-to-face learning rather than being the standard from the start, treat the beginning of the shift the same way you'd treat the beginning of a school year, by establishing routines and protocols before digging deeply into content, and giving extra energy to rekindling culture and relationships on the new platform even if they were already established in the face-to-face setting.

Keep home responsibilities in mind.

When schools are closed district-wide, all children are out of school and under one roof. This means older kids may be shouldering some responsibility for caring for their younger siblings, and that could impact how well they are able to keep up with deadlines, log in for synchronous events, or respond to communication in a timely manner. Letting students know up front that you get this, and maintaining flexibility with deadlines, can go a long way toward keeping lines of communication open and avoiding misunderstandings.

Make social interaction a priority.

When we are kept apart from one another for whatever reason, our need for human interaction increases. So if you're teaching a distance learning course that was set up that way to begin with, it's important to build in structures to keep students interacting with each other and with you.

This principle is even more vital in situations where distance learning is coupled with large-scale social isolation.

Some of the tools and systems I mentioned earlier, like video conferencing and discussion boards, can meet this need; even your own outgoing video, audio, and written communication can be used for more "human connection" reasons. A good general rule to keep in mind is that you don't need to use 100% of your time for instructional purposes; allowing space for regular conversation, venting, and laughter can be incredibly important.

Keep messaging to a minimum.

I mentioned this earlier, but it's important so I'm repeating it. If kids and parents are receiving multiple messages from multiple teachers every day, and families have multiple kids, they can become overwhelmed really quickly, and things will start slipping through the cracks.

Try to limit the number of platforms you and your school are using for distributing information. Ideally, you'll have one clear channel for sending out announcements and messages, and those will be limited in number. Parents and students will have one place to look for all important information, and that "place" will be clean, simple, easy to navigate, and updated regularly so that all users can count on the information being current. The closer you can get to this ideal, the more smoothly things will go.

PART 4: TROUBLESHOOTING

Two specific problems tend to come up more often than any others when it comes to distance learning. Although neither one is completely solvable, here are some of the ways schools are addressing them:

1. Students Who Do Not Have Home Access to Tech

The whole notion of distance learning becomes a problem if some of your students don't have devices or reliable internet access. Here are some ways to address this problem:

Get more students connected. In a 2017 post, When Your School is Short on Tech, I showcased some ways that schools are getting unconnected families online, including information on how some schools partner with organizations like Kajeet to loan WiFi hotspots out to families. Although some of the solutions may not be relevant to a distance-learning situation, you may find some resources that can be helpful in your community, even if they can't be implemented right away.

Offer non-digital options. Some districts are working around the problem by offering paper resources for pick-up and drop-off. This is how we did distance learning in all the years before the internet, so it's certainly possible to do it again.

Use the phone. If you've tried other avenues and still can't get a hold of some families, a regular phone call might be your best option. If you want to keep your number private, you can set up a Google Voice account, which allows you to call, text, or message another phone without sharing your personal number, or use some of these phone settings to block your regular number. If you are reaching out to families that don't speak your language, try the free TalkingPoints app, which allows you to communicate with them in their language.

Use the mail. Although not ideal or cheap, it may be possible to mail materials back and forth (if you have office staff still going to school each day, they may be able to help with this). Even if instruction isn't possible this way, consider the impact it would make if you took ten minutes to mail a hand-written letter to an otherwise unconnected student, just to let them know you're thinking about them.

Consider home visits as a last resort. This isn't out of the question. And if you're deeply concerned about reaching students who can't be reached in any other way, it may be possible to just drive to their neighborhoods and, maintaining all precautionary measures and social distancing, check in with them. One visit might be all that's needed to at least establish a phone connection that you can maintain from that point on.

2. Meeting Special Education, RTI, and Language Learning Needs

So many of our students have individual needs that we have figured out how to meet in a school setting. When school moves to a distance-learning model, both teachers and parents are often at a loss for how to continue working with students with IEPs, those who receive RTI support, English learners, and other students who get one-on-one time with educators specifically trained to meet their needs.

Since this one is really far out of my wheelhouse, I reached out on Twitter for help. Really, your best bet is to read the replies to see what might work for you. You'll not only get some good ideas, you're likely to connect with people you can reach out to for even more good ideas.

Apart from that, I have a two more resources to share:

Microsoft has a growing suite of tools made specifically to make online learning more accessible for all learners. One or more of these may make it easier for you to meet more students' needs from a distance.

The TalkingPoints app enables teachers to communicate with parents in the parents' native language, and it even works if parents only have text-based phones.

As I neared completion on this post, I opened up my inbox and found five other resources that had been sent to me for possible inclusion in this post. Looking through them made me realize I had missed gobs and gobs of information here. I felt completely deflated and overwhelmed all over again, but then, as I have often had to do in the past couple of weeks, I took a deep breath, closed up the things that were distracting and upsetting me, and said to myself, "Today you have done enough."

I hope this has helped you in some way. If not, tomorrow is another day.

Come back for more.
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Distance Learning: A Gently Curated Collection of Resources for Teachers

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An overview of the nuts and bolts of distance learning, including general tips, advice on tech, and troubleshooting some common problems.

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TAGS: INSTRUCTIONAL DESIGN, RESOURCES, TOOLS, TIPS, COMMUNITY

SOURCE:

Lieberman, M. (2018, May 16.). How to Break Into Instructional Design. Retrieved October 9, 2020, from https://www.insidehighered.com/digital-learning/article/2018/05/16/tips-and-resources-instructional-designers-entering-field

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Though it has existed longer than many realize, the field of instructional design remains an emerging profession within higher education. As a result, many instructional designers tell "Inside Digital Learning" that they came to the field following a major career change. Some find the move daunting. Having a helping hand or a guiding voice can make all the difference.

It can be difficult to know where to turn for advice -- until now. "Inside Digital Learning" asked more than a dozen instructional designers to weigh in with advice and resources to help early-career designers get acquainted with job expectations and attitudes within the field. Bookmark this link for those moments when you're wondering how to proceed, or when you want to impress someone new to the field with your expertise and resourcefulness.
What skills should instructional designers expect to showcase when looking for jobs? Heather Garcia, instructional designer, Foothill College
Look into getting a graduate-level degree or certificate. There are a lot of programs available online now, and many colleges offer both certificate and master's-level programs. Going through a formal program will allow you to gain a foundation in instructional design, build a portfolio and network with others entering or already in the field.

Think about the environment you would like to work in. Do you want to work in an educational or corporate setting? Do you want a full-time job at one organization or would you prefer to work on a contract basis? While the degree paths are similar, having a vision for where you want to work can allow you to tailor your projects and classes to fit the environment in which you aspire to work.

Improve your diplomacy and customer service skills. A huge part of instructional design is working with other people and getting buy-in from multiple stakeholders. Often, an instructional designer is working in the role of project manager and coordinating the work of faculty, subject matter experts, media experts and many others. Knowing how to manage relationships is critical to the success of any project.
Betsy Gilbertson, instructional designer, Auburn University Journalism and Media Resources

Continue to do research in the areas of instructional strategies, assessments, learning styles, technologies and project planning

Connect with other instructional designers across various universities and companies to build a support system and a network of experts to ask questions and share struggles with

Have good communication lines with upper administration so they understand the struggles and successes of the program as you continue to design and develop projects

Do not say no to the clients. Say "Let's see what we can do" and come up with the best alternative if you can't meet their exact request.

Realize there is no way to know everything all the time, and you do not have to be an expert in everything. You just have to be willing to find out ... so you will sometimes feel out of your depth, and that is OK. It's an opportunity to ask questions and grow.

Be patient: with yourself, with the process and with others.

Every mistake is an opportunity to learn. Do not let it discourage you.

Build an inspirational wall or electronic portfolio that houses the information that you will not remember but will need. This should also include the information that inspires you to be an instructional designer.

Go to conferences and participate in webinars. Every session can give you new insights. Take a course from your university, online or through a workshop to continue learning and remind yourself what learning feels like. The best designers are always students.

Being able to see the big picture, but still be detail oriented as necessary.

Camille Funk, director of DesignPlus, University of California, Irvine, Division of Continuing Education

See if you can find a specialization or certificate in instructional design to give you a pedagogical foundation and an introduction to the tools you will need.

Join an educational association (specific to instructional design) and start networking. When you make friends in the business, you can learn from what others do.

Ask your supervisor if you can partner or shadow on projects with a senior instructional designer.

Ask to be an instructional design assistant. I've had several people in other jobs in departments that want to learn more, and I always accept the help and allow them to work on low-hanging fruit to help my very busy instructional design team. It's a good introduction to the process.

Take internships and contract jobs where you have the ability to partner with other instructional designers.

The easiest way to get in the door is by networking, and you usually do that by working on projects with others in the field. If you can find ways to open doors to projects and experience, that's the best way to build your portfolio and connections.

Taylor Kendal, senior instructional designer, Metropolitan State University of Denver

Build a personal portfolio and write regularly about how your ID work intersects with other interests and disciplines. Look to collide ideas as often as possible and carve out a unique space for yourself -- discovering your identity as an ID is often the most challenging aspect of the profession because IDs are often seen as jacks-of-all-trades.

IDs require both focused technical skills as well as broad interpersonal skills. I like to say that the best IDs live in the clouds and the dirt -- theoretical and future facing, but also focused on the hands-on skills of technical practitionership.

Conflict resolution and empathic skills help immensely ("Joe/Jane Faculty, put Twitter down -- it's not helping you or your students")

Foundation of learning theory and/or design science ("Joe/Jane Faculty, here's the pedagogical reasoning for my steering you away from Twitter given your specific context")

Think of yourself as a networker, bridge builder, idea connector and culture crafter.

Karen Watte, director of course development and training, Oregon State University Ecampus
One key skill that instructional designers must have is the ability to communicate effectively. They must be able to listen carefully to faculty to understand the challenges and concerns that they have. Good interpersonal skills are critical and really help engender confidence in the eyes of the faculty. Instructional designers must also be creative problem solvers. Being able to provide a range of solutions that address a course-design challenge is much better than only presenting a single solution. Faculty can then choose one of the options that is most comfortable and manageable for them. Skills at navigating the institution's learning management system, media support system and web-conferencing tools are also important.

Instructional designers need to have excellent time-management skills and the ability to juggle multiple projects at one time. They need to have skills at prioritizing work and always be looking for ways to improve their efficiency. New instructional designers should be customer service oriented and able to collaborate effectively -- knowing that not everything they suggest will be accepted. Even though an ID may have put considerable effort into an idea, they need to not take it personally if a faculty member decides it does not work well for them.

Instructional designers may be surprised to learn that they may frequently need to explain what their role is to faculty. Faculty may not be familiar with a collaborative course development approach, and being able to explain how you bring value to the process while ensuring the faculty member's academic freedom is important. The Oregon State University Ecampus instructional design team recently created a poster used at the annual Ecampus Faculty Forum that showcases online teaching, to help faculty learn more about what instructional designers do.
Melissa Williams, senior instructional designer, Mitchell Hamline School of Law
Many IDs come to the field as career shifters with no related degree. Hiring managers will consider someone without formal credentials, or even specific experience, in instructional design if the applicant demonstrates the following four qualities of successful instructional designers.

Emotional intelligence and communication skills: a successful ID must have the ability to perceive others' needs and change communication approaches to match the needs of their design partners -- both subject-matter experts and other designers (because the best IDs can design alone or in a team).
Online Communities and Chats
Clark Nelson-Shah recommends, "Reply, retweet, engage, hashtag and make plans that go beyond Twitter. Form squads and digi-microcommunities to write, present, gather and spread ideas, commune. And meet as many in real life as possible."

Taylor Kendal recommends a list of social media practitioners to follow.

Thirst for lifelong learning and tolerance for change: instructional designers must be willing to leave habits and mind-sets behind as new information, technologies, or resources become available. Besides, we need to enjoy learning in order to stay engaged with our work! IDs must enjoy taking a shallow dive into other disciplines and topics as they work with various subject matter experts.

Foundational educational knowledge: although it's helpful just to know from experience what does and doesn't work in the classroom or course room (and former teachers often make great IDs!), the most crucial foundation is educational theory. Know how to apply fundamental theories and principles of learning, like Vygotsky, Gagne, Wiggins and McTighe.

Comfort working with technology: it's less important to be proficient in specific software than to be able to learn a program quickly and effectively. Research categories of tools and try out a few so that you understand how a learning management system works, or what commonalities exist between video capture and editing software. Make some stuff, break some stuff and practice, practice, practice. You'll build a portfolio that you can share, and you'll reduce the natural anxiety that comes with encountering a new tool or skill (a great quality both for interviews and for working with subject matter experts).
Weiwei Zhang, academic technologist, Western Oregon University
An online course is a form of art that delivers the content of the course while demonstrating the instructor's personality through the ways content is communicated, stories are told, activities are designed and goals are met. The job of an instructional designer is to help the instructor create this piece of art, and that means being able to understand not only the intention and educational value of each piece of material included in the course, but also being able to grasp each instructor's unique qualities and find ways to make these qualities stand out. To do this, instructional designers must identify the bits and pieces, the sparks and inspirations, that instructors bring to a course. These might come up in an initial conversation with the instructor, but capturing them is a challenging part of the instructional designer's job, especially ones who are new to the field.

Instructional designers typically have a good, solid knowledge base in education and instructional technology, and it is easy to approach instructors from a "let me fix this course based on this theory" perspective. However, when the theory is explained, it sometimes leaves the instructors feeling forced into practices they are not familiar with and are not attached to. It is important to listen and to let instructors know you are providing advice based on their needs, their students' needs and who they are instead of trying to fit their course into a premade template that is not designed specifically for them and their course.

Knowing how many changes to propose and how much slack to give and take are also very important but challenging. When instructional designers clearly see an element that needs to be modified or improved, the next thing to do is to think about how to approach it appropriately and effectively so that it's more likely the instructor will agree with the idea. Sometimes, breaking down a bigger change into smaller and easier-to-accomplish ones is a good technique. Patience is a required quality for every instructional designer.
What attitudes does a successful instructional designer need to maintain? Taylor Kendal

The most important attitude is optimistic adaptability and openness to change and uncertainty.

Collaborative mind-set with an intentional interest and effort in embracing multiple perspectives.

Michael Goudzwaard, learning designer, Dartmouth College

Empathy (for faculty/content experts and learners)

Technical curiosity/tinkerer

Lifelong learner

Bold experimenter

Servant leader

Highly collaborative

Penny Ralston-Berg, instructional designer, Penn State World Campus
Openness, collaboration and mutual respect come to mind.

Attitude and approach is important. It's crucial to approach design with an open mind -- to learn more about the situation and learners and to collaborate with the subject matter expert to find the best solution. A designer who approaches a new project with a pre-existing solution in mind may miss out on the ideas and potential solutions generated through collaboration.

More about collaboration and the designer/subject matter relationship is discussed in this MindMeld book.
Clark Shah-Nelson, assistant dean of instructional design and technology, University of Maryland School of Social Work

Exploratory, experimental, iterative, agile

Communicative, community-minded, collaborative, relationship-oriented

Ego-free collaboration: collaborate, collaborate, collaborate!

Orientation toward accessibility and inclusion

Champion open and collaborative communication technologies (chat/IM, project management) as opposed to less transparent (email)

Keep an eye on scalability. What if what you are doing could be easily replicated and scaled up by other IDs or institutions?

Addy Tolliver, senior instructional designer, Southern Methodist University
My advice for new instructional designers entering the higher education environment is to be extremely patient. A lot of universities still lack policies and procedures that facilitate and promote the work of IDs. And a lot of universities are still unsure of the role of IDs on their campuses.

While the work of an ID is extremely valuable, learning technology professionals are usually not tenured faculty or part of an executive team. That means that it is very challenging for an ID to assume positions of leadership that promote institutional change unless there is help from other university champions.
Learning Resources

Volunteer and pursue discounted conference opportunities (OLC, QM, EDUCAUSE, DigPedLab, SXSWEdu, WCET)

Short courses on a topic from a day to several sessions:
NERCOMP offers many one-day sessions

Local ID-focused groups offering meet-ups and community building initiatives (e.g. Pedago.me)

Leadership training such as Learning Technologies Leadership Institute

A career mentor, someone who knows enough about your job and institution, but has enough organizational and career-stage distance to offer a longer view perspective

Peer-mentoring programs: EdSurge LOOP and EDUCAUSE ID2ID

​List of instructional design competencies

LinkedIn Learning -- Instructional Design

Educause constituent groups (Instructional Design, Blended and Online Learning, Openness, Accessibility, etc.)

When working with faculty/subject-matter experts (SMEs), the skills of patience, understanding and flexibility are key. My personal experience with faculty suggests that the digital world is still something unfamiliar to them and that unfamiliarity sparks uncertainty, hesitation and fear. And although SMEs have a lot of expertise in their fields, they are often novices and lack knowledge of best practices for designing courses and teaching in digital environments. Thus, it takes patience and tact to prioritize SMEs' subject-matter knowledge while, at the same time, not compromising in the application of online course design and online teaching best practices.

Although the place of and role of IDs in higher education are still very fluid, the work can be extremely fulfilling. Therefore, resilience and persistence are necessary stills for a new ID. From the faculty development side, and from my personal experience, most faculty see value in working with an ID to design their courses and report that the experience has helped them improve their teaching and their intentionality toward creating better courses. From the analysis of teaching evaluations, student experiences (and often grades) are often improved.
Weiwei Zhang
Like everyone who starts a new job, it takes time to see, understand, merge or change the culture, and it takes time to get to know people and find the "perfect zone" to navigate. Pushbacks are normal -- instructional designers do creative work, and not all creativity or innovation is liked initially. Sometimes it takes time for others to experiment and then decide whether or not a new design is an effective one. I often advise my graduate assistants in our Education: Instructional Design program to discuss their ideas with faculty and approach it as "let's try this technique." We provide reasoning for suggestions, for example, describing the results we saw in other courses or universities that implement a similar approach, or providing students' feedback on certain types of activities. Faculty are generally interested in research-based facts that focus on application, instead of abstract theories.

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Tips and resources for instructional designers entering the field

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Though it has existed longer than many realize, the field of instructional design remains an emerging profession within higher education. As a result, many instructional designers tell "Inside Digital Learning" that they came to the field following a major career change. Some find the move daunting.

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Instructional Design for a New Generation

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Instructional Design for a New Generation

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TAGS: INSTRUCTIONAL DESIGN, RESOURCES, TOOLS, BLOG, COMMUNITY

SOURCE:

The Rapid eLearning Blog. (2020, September 29). Instructional Design for a New Generation. Retrieved October 9, 2020, from https://blogs.articulate.com/rapid-elearning/instructional-design-for-a-new-generation/

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Ok...I'm not sure that's the right title. I'm working on a presentation that covers instructional design challenges and wanted to share a few points to consider about course design and how we need to move past the way many of today's courses are constructed.

Technology has changed the landscape for today's course designers

Years ago, someone other than the learner controlled access to content. We were all beholden to the subject matter experts and their walled gardens. We saw this in universities. We saw this in organizations. Subject matter experts owned content and they determined how it was packaged and delivered. Organizations created their learning management systems and determined who had access to what and when. Their quizzes determined who was smart enough.

But a lot of that has changed.

The internet and mobile devices give us access to everything we need to know, and mostly at a point when we need to know it. It doesn't make us deep experts, but it makes us experts enough.

Need to repair sheetrock gone bad? Find a YouTube video. I won't be quitting my job to build sheetrock walls, but I can learn to do what I need to do when I need to do it.

If I know something and want to share it. I'll join a community. I can create a video (or some other asset) and make that available for others who want to learn what I know. The people who want to learn can find what they need when they need it. And they can find some comfort in the personal connection to an expert. They won't feel sold to or manipulated. It's a community and not a place worried about optics and spinning the meaning of every word.

Course designers need to embrace a new role

It's not enough to build a course and upload to a learning management system. This forces all of the content behind a wall. We should start to see our role evolve.

Today's learner has access to what they need. They can get it when it makes the most sense to them. It's usually in context. And it's not overwhelming.

However, they may not always know what they need or how much of it. And they may not know what's most critical or what's best for meeting objectives. They may also waste a lot of time on irrelevant content.

This is where we step in. Instead of just being traditional course creators, we should become both curator and connector.

Curating resources helps sort through the noise and package what's most important to meeting objectives.

Connecting is all about facilitating a learning community and connecting experts with novices. It allows the content to live and breathe. The community has a knack for sorting value.

There will always be a place for formal course design and delivery. Government regulations and the fear of lawsuits will ensure that. However, if learning is really the goal, then how we make content available and help people succeed must be more than just putting together a bunch of online presentations and quizzes. Look at the way you learn things today and where you go to learn them. Find ways to make that part of your instructional design, too.

Upcoming E-Learning Events

October 6: Amsterdam. 10 Production Tips from the E-Learning Challenges by David Anderson. Register here.

October 21: Sydney. 3-Hour Articulate Virtual Event: 10 Production Tips from the E-Learning Challenges, Creating Engaging Software Training in Rise 360, and more. Register here.

October 29: ATD Nashville. Here's Why You Need an E-Learning Portfolio.

Free E-Learning Resources

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Instructional Design for a New Generation | The Rapid E-Learning Blog

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Ok...I'm not sure that's the right title. I'm working on a presentation that covers instructional design challenges and wanted to share a few points to consider about course design and how we need to move past the way many of today's courses are constructed. Years ago, someone other than the learner controlled access to content.

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Click on the Padlet below to access my Faculty Guide.

TAGS: FACULTY GUIDE, DEVELOPING, ONLINE COURSE, RESOURCES, LEARNING

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TAGS: TOOL EVALUATION, RUBRICS, COMMUNITY SUPPORT, PROFESSIONAL RESOURCES, LEARNING

SOURCE:

Online/Tech Tool Evaluation Rubric. (2020, March 31). Retrieved September 21, 2020, from https://edtech.worlded.org/mlearning_resource/online-tech-tool-evaluation-rubric/

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Tech Tool Evaluation Rubric

This evaluation rubric can guide a thorough evaluation of the affordances of a mobile app. Use it to assess whether the app makes use of useful navigation cues, rich-media, relevant content, assessment, and accessibility features, among other characteristics. Your analysis can help you understand whether or not the app can meet the needs of your learners.

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Online/Tech Tool Evaluation Rubric - EdTech Center @ World Education

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Tech Tool Evaluation Rubric This evaluation rubric can guide a thorough evaluation of the affordances of a mobile app. Use it to assess whether the app makes use of useful navigation cues, rich-media, relevant content, assessment, and accessibility features, among other characteristics. Your analysis can help you understand whether or not the app can meet [...]

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TAGS: TOOL EVALUATION, RUBRICS, CHECKLISTS, LEARNING

SOURCE:

Ed Tech Center. (2020, March 23). Tool Evaluation Criteria. Retrieved September 21, 2020, from https://workforceedtech.org/tool-evaluation-criteria/

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The primary criterion for featuring a tool in the Workforce EdTech Tools repository is its proven effectiveness in improving education, employment, or economic mobility outcomes for adults developing foundational skills. Each tool's profile includes information on how this effectiveness was demonstrated.

Below is a list of robust criteria presented as key questions to evaluate the pros and cons of an edtech tool in this context. While no tool excels in every area, the importance of each criterion depends on the type of tool, implementation goals, and context. You can make your own copy of the associated Workforce EdTech Tool Evaluation Scoring Rubric and Notepad (an editable Google Sheet) to take notes, score, and make decisions with your team about adopting a certain edtech tool for the workforce development and adult foundational literacy context.

Criteria for Evaluating Workforce EdTech Tools:

To Increase Reach and Impact of Adult Learning & Employment Initiatives

Is there evidence that this technology can help meet your goals? Proven Effectiveness

What evidence exists to prove the effectiveness of the tool?

To what extent does this evidence suggest that the tool could help meet your specific goals?

What other organizations have effectively leveraged the tool? What factors are different or similar to yours (setting, users, goals, etc.)?

What outcomes can you expect, and over what period of time?

Is the Technology accessible and easy to use for all learners? Accessibility

Ease of Use

How much training will the user need to use the tool effectively? What are the steps between purchase and active use, and how does the vendor support that process?

Is the tool built using best practices in Universal Design so that it can be accessed, understood, and used by all people to the greatest extent possible?

Are instructions easy to find and follow? Is the layout clear for easy navigation?

Can users freely navigate, backtrack, and explore the content if helpful or needed?

Digital Inclusion

How does the tool accommodate varying levels of internet connectivity, including full online, intermittent, and offline usage scenarios?

How does the tool support users with different digital literacy levels, including registration requirements, initial training, ongoing support, navigational cues, and integration with familiar tools or interfaces?

Can the tool be easily accessed on multiple devices including desktop and mobile, and on various operating systems (Android, Windows, iOS, etc.)?

Language and Culture

How well does the tool address language needs, including translations into users' first languages, consistency and accuracy of language access, and appropriateness of text complexity for the intended users' literacy levels?

Does the tool's content reflect cultural diversity, avoid bias, and appropriately represent the cultural contexts of its users?

What is the cost and is it affordable now, during scaling, and in the long-term? Affordability

What is the pricing model for the tool? Are there subscription models or pricing tiers, and how might they impact the tool's affordability in the long run?

What are the primary cost considerations for the tool, including long-term updates, maintenance, and any required additional investments (staff training, e.g.)?

Will the tool remain affordable as you scale its use over the long term?

Is the tool enjoyable and used effectively by the intended audience to meet their goals?
User Experience

Onboarding, Hook & Engagement

How seamless and engaging is the initial login and introduction to the tool?

What strategies are implemented to maintain user engagement through diverse content forms and interactive features?

Are the contents up-to-date, accurate, relevant, and effectively aligned with users' goals?

How is content organized and presented to ensure it is digestible, logically structured, and supports seamless transitions between activities?

User-Centered Design and Feedback

Does the tool prioritize and effectively meet the needs of its primary users, adapting to their interactions and avoiding biases?

What do user testimonials or external reviews indicate about its success in meeting these needs?

How do the vendors engage end-users in the design and evaluation process?

Does the tool provide adequate and accessible user support and communication? User Support & Communication

What is the onboarding process and what are the resources the tool provides for training new users to use it?

Does the tool provide support for users? Is the tech support easily accessible and sufficient?

Are there accessible and effective communication methods for updating users and keeping them engaged?

Is the solution set up to give you the data you need in a sustainable way and are you clear and comfortable with the privacy policies?
Data, Privacy & Security

Data Access

Does the tool provide the data you need for your intended purposes related to its intended use and measurement of impact?

Do the tool's reporting functions meet your needs and the needs of the end-users?

Can the data be easily accessed, visualized, and aligned to measurable goals?

Is the data collected and exported in a way that enables data interoperability with other tools and systems?

Privacy & Security

What data is shared, how is it shared, and with whom?
Are users effectively and appropriately made aware of data policies and practices in a way that is easy to understand and explain?

Does the tool or connected tools collect, track, or otherwise leverage Personally identifiable information (PII)?

Are you confident that the vendor will continue to exist and provide needed support and updates to the product for the period of time you may need it?
Longevity

How long has the tech solution/ developer been in business and at what development stage is the product (BETA or fully developed)?

How committed is the provider to regularly updating the tool and incorporating new advancements?

What strategies does the provider have in place for continuous research and technological advancement?

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Tool Evaluation Criteria - Workforce EdTech

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The primary criterion for featuring a tool in the Workforce EdTech Tools repository is its proven effectiveness in improving education, employment, or economic mobility outcomes for adults developing foundational skills. Each tool's profile includes information on how this effectiveness was demonstrated.

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TAGS: TOOL EVALUATION, RUBRICS, ELEARNING TOOLS, HIGHER EDUCATION, LEARNING

SOURCE:

Anstey, L. M., &amp; Watson, G. P. (2018). Rubric for eLearning Tool Evaluation. Retrieved September 21, 2020, from https://teaching.uwo.ca/pdf/elearning/Rubric-for-eLearning-Tool-Evaluation.pdf Centre for Teaching and Learning, Western University

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TAGS: TOOL EVALUATION, RUBRICS, BUILD, PROFESSIONAL RESOURCES, COMMUNITY LEARNING

SOURCE:

IRubric: Evaluation of Web 2.0 Tools rubric. (n.d.). Retrieved September 21, 2020, from https://www.rcampus.com/rubricshowc.cfm?sp=yes

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iRubric: Evaluation of Web 2.0 Tools rubric

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iRubric N5XA4A: Rubric title Evaluation of Web 2.0 Tools. Built by lctaylor using iRubric.com. Free rubric builder and assessment tools.

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Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

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Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

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TAGS: TOOL EVALUATION, CHECKLIST, BLOOM'S TAXONOMY, EVALUATE TECHNOLOGY, LEARNING

SOURCE:

TechPudding. (2011, April 04). Checklist for Evaluating Tech Tools, Apps, Software, and Hardware. Retrieved September 21, 2020, from https://techpudding.com/2011/04/04/checklist-for-evaluating-technology-software-and-applications/

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I have been searching high and low for an efficient, easy-to-understand list of criteria for evaluating hardware, software, tools, and everything in between. Most online articles that I found focus on selling things, or are incredibly vague or incomplete so I decided to do some brainstorming based on what I have found in my own practice speaking to students, teachers, specialists, and researching online. Here's what I came up with.

TechPudding's checklist for evaluating technology:

Always put learning first. What is it that you want your students to learn, examine, discuss, think about, use as assistive technology, and research? it is useful to create a list of what you want to do first so that you don't forget anything or get distracted by extra bells and whistles. How does the technology help to accomplish your learning goals? There are so many options for applications, software, and hardware out there that you will definitely be able to find a tool for every learning opportunity.

Higher order thinking skills. Does the tool support you and your student's engagement in higher-order thinking? Andrew Churches' Educational-Origami wiki provides a look at Bloom's Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) and Bloom's Digital Taxonomy (remembering, understanding, applying, analyzing, evaluating, creating).

Does it follow universal design for learning (UDL) principles? Meaning, does it allow for: 1) multiple means of representation, 2) multiple means of expression, and 3) multiple means of engagement? UDL principles are becoming more and more important as we move toward personalized, real-world learning and away from teachers as conduits of knowledge that use limited modes of teaching and delivery.

How about usability? Is it user-friendly? Is it easy to learn for everyone who will need to learn it, including teachers, administrators, students, and parents? What kinds of training and support are necessary? How long does it take to get comfortable with it? One way in which you can "try before you buy" is by downloading a trial of a prospective application or service. It is useful to have people of varying comfort with technology try it out, and for students to try and evaluate it.

How much does it cost? What can you, your students, and your institution afford to spend on training, maintenence, upgrades, and the like?

Word-of-mouth. Researching online user discussion boards and asking specialists for recommendations can be very useful. But also be careful about word-of-mouth. I find that people often recommend anything that is new, just to sound like they are on top of the trends (or they try to sell you products and services).

Reliability and support. How much support is required? Are there frequent updates that need to be installed? Does it break down easily? You can find information about this from real users on discussion boards.

Flexibility. This refers to how the software is used, what it can produce, how much it can expand with increased use and access, and how it might expand to offer more services in the future. For instance, utilizing Google Apps may offer incredible options in the future as its services and access points expand.

Evaluation and monitoring tools. Does the technology come with tools for you to monitor how you and your students are using it? Does it come with tools for you to evaluate your students' learning? If these tools are built-in to the application, it can be a huge bonus for both teachers and students.

Security and privacy. How does this technology protect information and privacy of its users? Who has access to what is shared and how is it shared?

User interface. The more I use different tools, the more this has become a deal-breaker for me. When user interfaces are cluttered, illogically laid out, or overly complicated, they immediately turn me off. Information and commands should be laid out with the most-used ones easily accessible. There should be no more than 3 mouse clicks to access any option or command, and vocabulary should be readily accessible to new users. Again, UDL principles dictate that software and apps should offer visual, audio, text, and other forms of support, not just one. Furthermore, the user should be able to create their own shortcut keys and commands for exactly what she/he would like to accomplish.

Sharing and communication. We know that collaboration online and sharing with an authentic audience is important to both student learning and teacher collaboration. Therefore, the software should enable sharing either in a secure way to authorized users, or in a public way to all users online. The tool should make it easy to view, share, comment, communicate, evaluate, contribute, and socialize synchronously and asynchronously.

Integration with existing tools. Does this tool support or integrate well with the existing tools that you are currently paying for or using? Can you use it to "fill in the gaps" for existing applications? How can all of the tools that you use collaborate with each other and enable you to do more than you could with them independently?

Don't get attached to one tool. This is the most important thing to remember! There was a time when we all thought that Microsoft Word was the be-all and end-all of word processing tools. But now there are multiple ways to produce, share, collaborate, and contribute to written texts. There will always be new tools-one is released every second, so don't get stuck using only one. Always be on the look-out for recommendations and discussions about the next thing. That way, you will be able to find the best tool for whatever job you are engaged in. You can sign up for online newsletters, blogs, and other services to help stay up to date.

What are your criteria for evaluating technology, applications, software, tools, or hardware for the purposes of learning and teaching? What can you add to this list based on your experiences?

Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

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Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

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I have been searching high and low for an efficient, easy-to-understand list of criteria for evaluating hardware, software, tools, and everything in between. Most online articles that I found focus on selling things, or are incredibly vague or incomplete so I decided to do some brainstorming based on what I have found in my own practice speaking to students, teachers, specialists, and researching online.

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TAGS: TEACHING ONLINE, RESOURCES, SUPPORT, TRAINING, TECHNOLOGY, COMMUNITY OF LEARNING

SOURCE:

OneHE. (2020, April 01). Moving your teaching online. Retrieved September 18, 2020, from https://onehe.org/online-teaching/

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If you have a resource you want us to add, or have spotted something you think others will find useful, email us or mention @oneheglobal on Twitter. We will be monitoring social media daily for new content to include and share, using the hashtags #onlineteaching #teachingonline

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TAGS: ONLINE RESOURCES, ADVICE AND TIPS, COURSE DEVELOPMENT, TECHNOLOGY, LEARNING PLATFORMS, INFOGRAPHICS

SOURCE:

Online Learning Resources. (2020, September 01). Retrieved September 18, 2020, from https://www.natcom.org/academic-professional-resources/teaching-and-learning/classroom/online-learning-resources

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In response to the COVID-19 pandemic, more and more colleges and universities are shuttering their physical campuses and ordering instructional faculty to migrate courses online. NCA's Teaching & Learning Council has developed this list of online teaching & learning resources; please return for updates and new resources in the days/weeks to come.

Infographics

As part of NCA's efforts to respond to the COVID-19 outbreak, NCA identified a sampling of articles in the NCA journals relevant to the study of Communication amid crises and disasters. NCA and Routledge, Taylor & Francis, have made the articles free to access.
Disaster Communication ​Health Communication ​Education ​Inequality and Health

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In response to the COVID-19 pandemic, more and more colleges and universities are shuttering their physical campuses and ordering instructional faculty to migrate courses online. NCA's Teaching & Learning Council has developed this list of online teaching & learning resources; please return for updates and new resources in the days/weeks to come.

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TAGS: INSTRUCTIONAL DESIGN, RESOURCES, TOOLS, CONTENT, COMMUNITY OF LEARNING

SOURCE:

Instructional Design Central (IDC). (n.d.). Retrieved September 18, 2020, from https://www.instructionaldesigncentral.com/

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Instructional Design Central
Helping you create learning experiences t hat make a difference

About IDC

Instructional Design Central (IDC) provides instructional design related professionals access to resources and learning content to help them be amazing at what they do. IDC is also a vibrant community that connects more than 34,000 of instructional design related professionals around the globe in more 20 countries worldwide. Subscribe to IDC for relevant content, promotions, and industry news.

Instructional Design Foundations
Course & Certificate

​

The Learning Circle Framework™

Are you looking for a simple and modern instructional design model that meets the needs of todays fluid workforce and delivers results? IDC has created a simple framework (and presentation template kit) that is founded upon agile product development and modern instructional design principles-we call this The Learning Circle Framework™.

IDC's Instructional Design Foundations course is packed with everything you need to know to be a great instructional designer. Our interactive course starts with the basics by providing an overview of instructional design and the role of the instructional design. This course then moves to more intermediate topics such learning theory and principles that act as the foundation for great instructional design. Lastly, the course wraps things up by providing an overview on instructional design models and offers practical tips and tools to apply instructional design.

FREE Instructional Design Templates

Instructional Design Central (IDC) offers one of the largest instructional design template libraries with thousands of downloads worldwide each year.

What is Instructional Design?

What Does an Instructional Designer Do?

What exactly is an instructional designer and what do they do? Instructional designers create and deliver learning products for business, K-12, higher education, and government organizations. Instructional designers are the 'architects' of the learning experience and the 'directors' of the instructional systems design (ISD) process.

In short, instructional design is the process by which learning products and experiences are designed, developed, and delivered. These learning products include online courses, instructional manuals, video tutorials, simulations, etc.

IDC Customers and Partners

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Instructional Design Central (IDC) provides instructional designers & learning experience (LX) design professionals access to content and resources.

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TAGS: INSTRUCTIONAL DESIGN, RESOURCES, DEVELOPMENT, BEST PRACTICES, TRAINING, WEBINARS

SOURCE:

FLVC-IDN (Instructional Designer Network). (n.d.). Retrieved September 18, 2020, from https://dlss.flvc.org/idn

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Florida higher education institutions have observed an increasing need of training and supporting online faculty on pedagogies, instructional design, course development and technology. To address this need in 2018 FLVC successfully launched the Instructional Designer Network (IDN) in partnership with Seminole State College of Florida and the University of Central Florida, who are representing the Florida College System (FCS) and the State University System of Florida (SUS), respectively. The IDN is the statewide professional development network for the Florida instructional/learning designers, instructional/learning technologists, and educators who are interested in:

learning and sharing best practices in education;

new pedagogies;

new technologies;

quality assurance;

student success;

online instructional design and development; and

other popular topics in education.

Through the network and community, the IDN sponsors professional development events and creates collaborative opportunities to help instructional design and technology professionals to:

share research and best practices;

gain the knowledge and skills to support faculty;

support student success in Florida.

Best Practices & Real World Tips

The Rapid E-Learning Blog: Blog with practical, real-world tips for e-learning success.

E-Learning Heroes: Active online community that offers tips, e-learning challenges, discussions, and access to templates and assets.

Learning Solutions Magazine: Magazine with strategies, tools, technologies, services, and best practices to design, develop, implement and manage online learning programs.

eLearning Industry: Online community or professional which offers articles, concepts, software and resources.

eLearning Learning: Hub that collects and organizes the best posts and articles on online learning.

The eLearning Coach: Website with actionable strategies, practical content, product reviews and resources for understanding, designing, and developing online learning.

Cathy Moore: Blog with ideas for designing lively training for working adults.

Jane Bozar Bozarthzone: Blog with ideas for creating and outsourcing inexpensive online learning solutions, along with general thoughts about the training and development field.

Organizations

Quality Matters: Organization that supports quality assurance.

Online Learning Consortium: Organization that provides professional development, instruction, best practice publications and guidance to educators, online learning professionals and organizations.

The eLearning Guild: Online community with information, networking, and resources for online learning.

Education Advisory Board (EAB): Organization that provides best practice research and practical advice to key academic and administrative leaders.

The International E-learning Association: Online community of online learning professionals, researchers, and students.

EDUCAUSE: Online community of IT leaders and professionals committed to advancing higher education.

The Association for Talent Development: Professional membership organization supporting those who develop the knowledge and skills of employees in organizations.

Training & Support

Lynda: Online learning platform that helps anyone learn business, software, technology and creative skills to achieve personal and professional goals.

Atomic Learning: Online training and development solutions for education.

TechSmith: Online tutorials, support and community for several development products including Snagit, Camtasia, Relay, Loop, Jing, etc.

Adobe TV: Online resources and support for Adobe tools and services.

Development

eLearning Brothers: Online library of templates and assets.

eLearning Infographics: Online library of infographics for online learning.

eLearning Art: Online library of templates and art for online learning.

WebAIM: Comprehensive web accessibility solutions.

Thinkstock: Online library of royalty-free stock images.

Unsplash: Online library of free, high-resolution images

Freesound: Online library of audio snippits, samples, recording available for use under Creative Commons licenses.

Library of Congress: Online library that offers a rich, diverse and enduring source of knowledge to inform, inspire and engage you in your intellectual endeavors.

w3schools: Website with tutorials and support for programmers.

Professional Development Webinar Series

Collaborating with our colleagues, partners, friends and supporters across the state, FLVC-IDN hosts or co-hosts monthly professional development webinars in Spring and Fall terms of academic year. The webinars cover various popular topics and are presented by guest speakers who are experts in the field. The webinar recordings and related resources are archived and shared with the community as well as on this website.
October 2018

UDOIT Matters
Nancy Swenson, Karen Tinsley-Kim, Jacob Bates and Wendy Howard, University of Central Florida
February 2019

Valentine's CoLAB Online Networking Event
Co-hosted by: University of Florida Office of Teaching Excellence, TOPkit and FLVC-IDN
*This event was not recorded.
August 2019

FLVC IDN "Open Mic"
Yunhong "Tom" Tu, Florida Virtual Campus
*This event was not recorded.
September 2019

Online Project Management for Instructional Designers Panel
Katie Profeta & Lucia d'Ancona, Indian River State College
Amanda Major & Sue Bauer, University of Central Florida
Christie Nicholas & Heidi Schroeder, University of South Florida
Brenda Such & Emma Brady, University of Florida
Co-hosted by: University of South Florida, TOPkit and FLVC-IDN
February 2020

DAccess for People with Disabilities to Online Programs and Resources*
David Kutch
Office for Civil Rights
U.S. Department of Education
*This webinar was not recorded under our agreement with the OCR.
March 2020

Issues, Tools and Solutions for Web Accessibility*
Logan Gerrity & Matthew Vitale
Office for Civil Rights
U.S. Department of Education
*This webinar was not recorded under our agreement with the OCR.
April 2020

Resources for Web Accessibility: A Follow-up and Q&A Session*
Judith Risch, David Kutch, Logan Gerrity & Matthew Vitale
Office for Civil Rights
U.S. Department of Education
*This webinar was not recorded under our agreement with the OCR.

Subscribe to FLVC-IDN Listserv

FLVC-IDN Listserv serves as a forum and working tool in support of the Instructional Designer Network. Subscribe to the listserv and receive newsletters and announcements on professional development, career opportunities, as well as rich resources shared by the IDN community members.

Follow FLVC-IDN On Social Media

To provide multiple channels of communication and better support our community and network, the FLVC-IDN is pleased to announce the launch of the following social media sites. Please "Follow" and/or "Friend" us on Twitter and Facebook. More importantly, please use the opportunities the technologies brought us to connect, share and engage with our wonderful colleagues and community.

@flvc-idn flvc-idn

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Florida higher education institutions have observed an increasing need of training and supporting online faculty on pedagogies, instructional design, course development and technology. To address this need in 2018 FLVC successfully launched the Instructional Designer Network (IDN) in partnership with Seminole State College of Florida and the University of Central Florida, who are representing the Florida College System (FCS) and the State University System of Florida (SUS), respectively.

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A Starter Kit for Instructional Designers

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A Starter Kit for Instructional Designers

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TAGS: INSTRUCTIONAL DESIGN, IDEAS, LESSONS, LEARNING

SOURCE:

Ahearn, A. (2017, July 20). ​A Starter Kit for Instructional Designers - EdSurge News. Retrieved September 18, 2020, from https://www.edsurge.com/news/2017-07-20-a-starter-kit-for-instructional-designers

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A 2016 report funded by the Gates Foundation found that in the U.S. alone, there are 13,000 instructional designers. Yet, when I graduated from college in 2008, I didn't know this field existed. Surely a lot has changed!

Instructional design is experiencing a renaissance. As online course platforms proliferate, institutions of all shapes and sizes realize that they'll need to translate content into digital forms. Designing online learning experiences is essential to training employees, mobilizing customers, serving students, building marketing channels, and sustaining business models.

The field has deep roots in distance education, human computer interaction, and visual design. But I've come to believe that contemporary instructional design sits at the intersection of three core disciplines: learning science, human-centered design, and digital marketing. It requires a deep respect for the pedagogical practices that teachers have honed for decades, balanced with fluency in today's digital tools.

Most people with "instructional design" in their job title are involved in converting "traditional" written curriculum or in-person teaching into an online course. But they can also be creating learning apps, museum exhibits, or the latest educational toy. My classmates from Stanford's Learning Design and Technology master's program have gone on to design for big brands like Airbnb and Google as well as edtech upstarts including the African Leadership University, General Assembly, Osmo and Udacity.

Over the last few years, we've traded resources, articles and work samples as we try to build our own starter kit for this fast-moving field. Below are some of the lessons and resources that I wish I knew of when I first went on the job market-a combination of the academic texts you read in school along with practical tools that have been essential to practicing instructional design in the real world. This is not a complete or evergreen list, but hopefully it's a helpful start.

Lesson 1: Start with a deep understanding of your learners.

No matter what type of learning experience you're building, it's always smart to start getting to know the people you're designing for. To conduct learner research it's helpful to combine practices from design thinking with those of participatory research or teacher action research that educators have been practicing for many years.

I typically start by developing an Empathy Guide like the one put together by the Stanford d.school or reviewing the free book by Giff Constable, " Talking to Humans" to structure productive conversations. After conducting observations and interviews with target learners, I synthesize my findings into learner archetypes.

Then, I test instructional concepts and product ideas by building rough prototypes that I put in front of learners to get their feedback quickly. The d.school has a great Prototyping Dashboard you can use to organize the hypotheses. If you're looking for a crash course in the entire design thinking process, you can check out the free course offered by IDEO.org or the free resources from IDEO's Teacher's Guild.

Lesson 2: Ground yourself in the fundamentals of learning science.

Teachers have spent decades learning how to reliably help students master new skills, debunk misconceptions, and connect their prior knowledge to new concepts. To be a good instructional designer, you should steep yourself in the research on learning and teaching. The best and most digestible books I've found are " The ABCS of How We Learn," a 2016 book by Daniel Schwartz and " How People Learn," the 1999 foundational text edited by John Bransford, Ann Brown, and Rodney Cocking. If you're looking for a crash course in digital education specifically, recordings from Stanford's lecture series on Education's Digital Future are all available for free online.

Lesson 3: Determine the "powerful ideas" you want to teach and build your curriculum using backwards design.

To get serious about education technology, you have to read Seymour Papert. His " Mindstorms: Children, Computer and Powerful Ideas " is a classic that is critical to helping you realize that all the ideas about edtech that we think are so unprecedented have actually been mulled over for decades. Pay particular attention to his chapter on "powerful ideas" where he describes how essential it is to find the enduring, transformative concepts that you want to teach and put those at the forefront of your design approach.

Once you've read Papert, use the Understanding By Design Framework to structure your curriculum. This approach helps you clarify your target outcomes and how you'll collect "evidence of learning." This curriculum design approach is used by teachers who work in traditional classrooms, but holds up just as well in the digital realm.

Lesson 4: Go study other great teachers and other great learning experiences.

Before becoming too beholden to the particular features (or limitations) of a technology platform, try to think bigger and more creatively about how you can meet the needs of your learners. One of the best ways to do this is to seek out inspiration from other learning designers. For example, look at the examples of host education that Airbnb puts together. Look at the altMBA program that Seth Godin runs using Slack. Watch how Angela Duckworth delivers messages to camera. Check out the beautiful animations produced by Amnesty International or the interactive lessons produced on Oppia. And look at examples of tangible rather than screen-based technologies that have been produced by groups like Paulo Blikstein's Transformative Learning Technologies Lab.

Rather than limiting yourself to looking at educational resources produced by schools or universities, find examples of instructional materials from other sectors to get ideas. The field is so new that there are no definitive ways to do it "right" and lots of approaches are worth learning from.

Lesson 5. Get a lay of the technological landscape, but don't let your LMS hold you hostage.

If you're going to be an instructional designer who specializes in online courses, you should get familiar with your platform options and be prepared to speak to the pros and cons of each. Start with the "big four" that most people have heard of: Coursera, Udacity, Udemy, and EdX. Check out the list of global MOOC platforms curated by Class Central, but realize there are entirely different ecosystems of platforms that specialize in corporate training or adaptive learning. Then also read some critical perspectives from the likes of Digital Pedagogy Lab or the MIT Media Lab.

No current online education platform is perfect, but focus on being able to speak to the distinctions between them and make a recommendation based on the learning goals. You don't need to master all of the options, but it's helpful to keep a pulse on the major players. Perhaps more importantly, design content and learning experiences that are "platform agnostic," meaning that you can easily transport them to another platform. Finally, check out the blogs of online learning pioneers like Connie Malmud who have been chronicling the field for many years and who has helpfully compiled a glossary of common terms.

Lesson 6. Don't try to migrate an in-person experience into an online format.

One of the biggest mistakes people who are new to instructional design make is trying to replicate or simply migrate an offline experience onto an online platform. Instead, the better approach is to think about what the technology can do uniquely well and then design your experience to leverage those affordances. Allan Collins and Richard Halverson's book, " Rethinking Education in the Age of Technology," is a useful place to start, along with the perspectives and research of Mitch Resnick and the late Edith Ackermann of the MIT Media Lab.

Lesson 7: If you build it, they won't come. Understand the fundamentals of digital marketing.

People will not automatically show up for your online course-unless you're working for a big-name institution like Y Combinator or Harvard University. As online courses have proliferated, the market for students has also fragmented. To be an effective instructional designer, you also arguably need to know the basics of digital marketing and how to write compelling copy to get someone to click through, enroll in, and persist in your course.

One useful post on strategies to drive enrollment and sales of an online course was produced by the founders of Groove. Udemy has also created a great toolkit to help online course instructors market their learning experience. These strategies might seem distasteful to people whose primary focus is learning outcomes, but the reality is that if you don't attract the right population of students to your courses (even if they're free), all of your hard work and pedagogical design is moot.

Lesson 8: Collect student feedback. Iterate. Share what you learned.

Finally, perhaps one of the most important lessons is to get out from behind your computer and actually go meet the learners who experience your courses, apps or experiences. Set up Skype calls to interview them. Pore through the feedback they submit on surveys.

Some of their input will inevitably sting-especially when you've spent months building a course and someone only watches two videos before leaving a scathing review. But listen for the underlying pain points. Synthesize your feedback carefully and make changes, but avoid designing by committee. Finally, share your data, your lessons, and your failures with the broader learning design community when possible.

The field is fast-moving but still has a lot to figure out. The more creative pioneers we have who are pushing the boundaries of how to design compelling, thoughtful learning experiences in new formats, the better.

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​A Starter Kit for Instructional Designers - EdSurge News

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A 2016 report funded by the Gates Foundation found that in the U.S. alone, there are 13,000 instructional designers. Yet, when I graduated from college in 2008, I didn't know this field existed. Surely a lot has changed! Instructional design is experiencing a renaissance.

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TAGS: EDUCATIONAL TOOLS, TABLE RANKING, LEARNING

SOURCE:
Hart, J. (2020, September 1). Top 200 Tools for Learning. Retrieved September 18, 2020, from https://www.toptools4learning.com/

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Here are the Top 100 Tools for learning generated from the 17th Annual Tools for Learning survey. There were a total of 2,022 votes and this year there were more votes from the education sector than last year, which is why many of the educational tools have regained lost ground on this year's list. New tools on the list are shaded yellow in the table below, and tools returning to the list are shaded green. The big news for this year is that ChatGPT has jumped straight into the chart in the No 4 place. 2023 is the year that AI has finally taken off. For a categorisation of the tools (both as a list and in graphical format), take a look at By Category

To work through the list tool by tool, start with YouTube and follow the link at the top right of each page.

Total Page Visits: 921732 - Today Page Visits: 295

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Top 100 Tools for Learning 2023 – Results of the 17th Annual Survey published 4 September 2023

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Here are the Top 100 Tools for learning generated from the 17th Annual Tools for Learning survey. There were a total of 2,022 votes and this year there were more votes from the education sector than last year, which is why many of the educational tools have regained lost ground on this year’s list. New tools on the list are shaded yellow in the table below, and tools returning to the list are shaded green. The big news for this year is that ChatGPT has jumped straight into the chart in the No 4 place. 2023 is the year that AI has finally taken off. For a categorisation of the tools (both as a list and in graphical format), take a look at By Category

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TAGS: EDUCATIONAL SITES, LISTS, BLENDED LEARNING, ELEARNING

SOURCE:

Kapuler, D. (2020, March 10). 15 Sites for Blended Learning. Retrieved September 18, 2020, from https://www.techlearning.com/tl-advisor-blog/8160

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(Image credit: iStock/KeremYucel)

Blended learning is a teaching approach that combines both traditional instruction and digital technologies to create lessons. Face-to-face teaching is augmented with online lessons and content.

These sites provide support, lessons and other resources for educators using a blended learning approach.

- A free visual and student-based response system that educators use to blend learning and assess students in real-time on browser-based devices.

Blended Play - Uses gamification to support blended learning, and allows educators to create the questions used in the multiple games available.

- An easy-to-use platform encourages creativity and sharing by supporting digital storytelling, project-based learning, interactive presentation and more.

- A free social learning environment where educators can share class materials, collaborate with students, and keep parents informed.

- Allows educators to flip a classroom or lesson by editing a video and adding questions. Ideal for self-paced learning.

- A new learning management system (LMS) that allows educators to create courses and lessons, track student progress, and integrate group discussions.

FlipSnack Edu - Build your own online classroom in which you can add new lessons or upload existing ones, and where students can create and share projects.

- Uses a web interface and mobile app to create digital lessons, blend learning, and generate detailed reports.

- A free platform for teaching civics through multiple resources and through various approaches such as game-based learning, project-based learning, and web quests.

- An engaging and popular game-based site that provides opportunities for students to take control of their learning and educators to track student development.

Khan Academy - A vast, curated resource for online learning where users learn at their own pace through interactive exercises and videos.

MySimpleShow - A very popular site for creating beautiful looking explainer videos/slideshows, as well as to "flip" or "blend" learning.

- Educators can build device-friendly lessons, manage and track student performance, take attendance and notes, grade, communicate and more.

- Take classroom engagement to the next level through virtual hand raises, data-driven class discussions, best practices and more.

- Provides a variety of tools for professional development, including quizzes, polls, infographics, live broadcasts, and more.

Other resources:

Blended Learning Tool Kit

Blended Learning Infographics
A version of this article was crossposted at David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at dkapuler@gmail.com and read his blog at cyber-kap.blogspot.com

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(Image credit: iStock/KeremYucel) Blended learning is a teaching approach that combines both traditional instruction and digital technologies to create lessons. Face-to-face teaching is augmented with online lessons and content. These sites provide support, lessons and other resources for educators using a blended learning approach.

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TAGS: AUTHORING TOOLS, LISTS, DESIGN, ELEARNING

SOURCE:

Instructional Design Central. (n.d.). Top Rated eLearning Tools. Retrieved September 18, 2020, from https://www.instructionaldesigncentral.com/top-rated-elearning-tools

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Best eLearning Tools

Top Rated eLearning Tools

There are dozens of affordable eLearning development tools on the market. These top eLearning tools allow instructional designers and eLearning developers to rapidly create online courses. eLearning tools range anywhere from free to $3,000 for an individual license. Most top eLearning vendors also offer a monthly cloud-based subscription option. Below is a list of IDC's top ranked eLearning tools:

eLearning Evaluation Tool

Are you looking to purchase a new eLearning authoring tool? This tool includes 20 pre-built eLearning requirements aligned with industry standards, and a vendor selection criteria and rating rubric. This tool is designed to aid anyone through the eLearning tool selection process.

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Best eLearning Tools There are dozens of affordable eLearning development tools on the market. These top eLearning tools allow instructional designers and eLearning developers to rapidly create online courses. eLearning tools range anywhere from free to $3,000 for an individual license. Most top eLearning vendors also offer a monthly cloud-based subscription option.

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TAGS: ELEARNING BLOGS, LISTS, RANKS, RESOURCES

SOURCE:

eLearning Feeds. (2014, September 29). Top eLearning Blogs - e-Learning Feeds. Retrieved September 18, 2020, from https://elearningfeeds.com/top-elearning-blogs/

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eLearning Feeds ranks and scores hundreds of Top eLearning blogs, while helping eLearning oriented readers to answer the question "What's happening in the eLearning industry" on a daily basis based on the Top eLearning Blogs.

Check out the Top eLearning blogs to stay updated on what people are talking about in the e-Learning Industry. If you are the owner of a Top eLearning blog feel free to Submit your Top eLearning Blog's RSS Feed.

The Top eLearning News

Also, you are more than welcome to Subscribe at eLearning Feeds to get the TOP eLearning News based on the Top eLearning Blogs, delivered by Εmail - Spam Free.

If you share the same eLearning passion with us, do not hesitate to stay in contact!

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The Top eLearning Blogs! eLearning Feeds ranks and scores hundreds of Top e-Learning blogs, while helping eLearning oriented readers to answer the question "What's happening in the e-Learning industry" on a daily basis based on the Top eLearning Blogs. Check out the Top eLearning blogs to stay updated on what people are talking about in the eLearning Industry.

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TAGS: ELEARNING TOOLS, LISTS, BLOGS, EDTECH

SOURCE:

Poth, R. D. (2019, April 30). Versatile Tools for Blended Learning. Retrieved September 18, 2020, from https://www.definedlearning.com/blog/versatile-tools-for-blended-learning/

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Defined Learning (formerly Defined STEM)

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By Rachelle Dene Poth

Years ago when I started to use more technology in the classroom, I thought that by having students watch videos at home, rather than in class, I would be "flipping" the classroom. Fortunately, I learned quickly that I was not, and made some changes to implement blended learning instead. As part of my ongoing reflection, I continue to think about the many changes that I have made and the tools that have helped me to create a more authentic and engaging learning experience for my students. There are so many tools available, and we always want to first consider the "why" behind using them and also think about the purpose and how versatile the tools can be. Learning opportunities for students are everywhere and the best part of having so many choices is that it promotes student agency. Students can find something that meets their interests and needs, and that offer more meaningful ways to engage with the content. Choices will lead to purposeful learning experiences for students.

Sometimes it is fun and beneficial to try unconventional tools or methods, to immerse students more in learning and do things differently than what they have become accustomed to. Making a change to thttps://www.definedstem.com/blog/versatile-tools-for-blended-learning/he traditional style and structure of the classroom can feel uncomfortable at first, but giving students more control in designing their learning is worth it. The flexibility of these tools enables learning to happen anywhere and at any time, based on the student's or school schedule, which help to foster a blended learning environment. Here are a few ideas to immerse students in learning.

Augmented/Virtual Reality

One of the biggest areas of growth in education has been the use of Augmented and Virtual Reality in the classroom. In my own classroom we have used a variety of tools and students have enjoyed the time exploring new tools and definitely different ways to learn. The idea of teaching by using tools for AR or VR can seem challenging, but it really can be quite simple to add it into the course and there are tons of resources available. I recommend exploring the resources shared by Jaime Donally on all things related to Augmented and Virtual Reality in education.
Tools to try:
These tools can offer more powerful ways to immerse students in learning, to "travel" and "explore" places and things more closely. Students can create, problem solve, become more curious and experience something unique through the use of these tools, which enable learning to happen beyond the classroom walls and involve students in more collaborative experiences.

Learning beyond the classroom: Virtual Field Trips

1. 3DBear: A newer platform that enables students to add objects into their space and then narrate a story in augmented reality. Teachers are able to create a class account and can choose from the lessons available for grades 1-6 and up, in content areas including ELA, Math, Social Studies, Science, and also STEAM-related topics. Each lesson includes links to reading materials, timelines, and also worksheets. Teachers can sign up for a free trial.

2. CoSpaces: A tool for creating "spaces" where students can tell a story, create a game to represent their learning in a more authentic and meaningful way. Students can work together on projects and design a more immersive story together. Working together helps students to develop their digital citizenship skills as well as promote social emotional learning skills. An engaging way to reinforce content by having students design spaces they can then "walk" through in virtual reality.

3. Metaverse: An augmented reality tool that teachers can use to create assessments with or have students design an interactive "experience" full of choices in characters, GIFS, 360 images, themed objects and more. There are "experiences" available and it is easy to get started by watching the tutorial videos from Metaverse. Students can create their own experiences and share them with classmates and teachers can create more engaging review activities for students.

4. Shapes 3D Geometry: An app that gives students and teachers a more interactive way to explore core concepts of geometry and that can help students discover 2D and 3D shapes in an augmented reality experience. Using a Merge cube, students can examine 3D shapes by holding the solids in their hands, manipulating them and being able to more closely understand the core concepts of geometry.

Tools to Try:
It is important for students to experience learning and explore the world, beyond the limits of the classroom time and space. While we can't easily take students to faraway places,there are different tools that make these "trips" possible. The right tools bring in a world of learning for our students, enabling them to closely look at a location rather than by simply watching videos or looking at pictures in a book. We can even connect students with other classrooms and experts around the world by using one of these options in our classes. Many of these tools are easy to get started with and some even have lessons available, which makes the lack of time factor, not an issue.

Tools for anywhere learning

1. Google Expeditions: By using Google Expeditions, teachers can "guide" students in faraway lands or have them closely view an object in Augmented reality. All that is required is the App, and then students need to be on the same wifi as teachers in order to "explore" in the classroom. Teachers can choose from more than 100 objects in augmented reality and 800 virtual tours to travel around the world. Each tour includes a script with guiding questions and enrichment activities, all easily accessible by downloading them to a device.

2. Skype: Years ago, connecting with other classrooms took a lot of time to plan, working with different schedules and access to the right technology. Now through tools like Skype, students and teachers can connect with anyone in the world. By joining the Microsoft community, teachers can connect with other classrooms and create connections for students to communicate by using Skype or for more fun and pushing the critical thinking, collaboration and problem-solving skills, try using Mystery Skype.

With blended learning, students have the online component as well as the traditional in-class instruction. One type of blended learning involves the use of stations. By using some of these tools, especially if access to devices is an issue, students can participate in station rotations and learn in multiple ways. The best part is that these tools are accessible when convenient for students as well.

1. Nearpod: A favorite because it is such a versatile tool that offers a lot of options for how to have students interact with the content, and even go on virtual reality tours and explore 3D shapes. Some of the activities you can include are polls, open-ended responses, matching pairs, for a few and also including content such as BBC videos, PhET simulations and more recently, a Desmos graphing calculator. A tool to enhance instruction whether in or out of the classroom, and one which students can use to create their own lessons to share.

2. Buncee: Students can create multimedia presentations that include a variety of items such as animations, emojis, 360 images, and web content including videos that can be embedded into the presentation. Teachers can create a lesson using Buncee by adding videos, audio, including hyperlinks and sharing one link with students, that leads to multiple other activities.

3. Quizizz: A game based learning tool that can be used for instruction, both in and out of class, or for students to create their own games as more authentic practice. Quizizz has thousands of games available in the library and recently added a student log-in that enables students to track their progress and gives them access to prior games played so they can always go back and review. Having this available to students makes it more personalized because students can get extra practice whenever they need it.

4. Kahoot!: Challenges with Kahoot have become quite popular. Teachers can "challenge" students to participate in a game as a way to practice the content or review for an assessment. Students can even challenge each other by sharing games and codes, which makes it good for peer collaboration and building the social emotional learning skills.

5. Synth: A podcasting tool that can be used to have students respond to questions, participate in a conversation by responding to a prompt or a "thread." A thread is a string of responses in a conversation. Creating with Synth is easy and simply by recording a prompt that can also include a video, teachers can promote communication and student discussion beyond the school day. Teachers can then listen to all student responses as a podcast.

Finding new tools to explore is always fun, especially when we have students create with them and share their work with classmates. We learn more about their interests and needs and they have a more personalized experience.
About the Author:
These tools have made an impact on my students this year and I have seen a lot of benefits by offering students a variety of tools to choose from. Creating a more interactive classroom experience and expanding the where, when and how students learn, leads to more of a blended learning approach. It is important to show students that learning can happen anywhere and give them the tools to make that possible.

Rachelle Dene Poth has been teaching at Riverview High School in Pennsylvania for the past 21 years. Rachelle currently teaches Spanish and a STEAM course What's nExT? In Emerging Technology. Rachelle is an attorney and has a Master's Degree in Instructional Technology. She was President-Elect of the Teacher Education Network and Communications Chair for the Mobile Learning Network and was selected as one of "20 to watch" by the NSBA and received the PAECT Outstanding Teacher of the Year for 2017. At ISTE 2017 San Antonio, Rachelle received the Presidential Silver Award for Volunteer Service to Education. She is a regular blogger for Getting Smart and Kidblog. Find Rachelle regularly on Twitter @Rdene915.

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Versatile Tools for Blended Learning - Defined Learning (formerly Defined STEM)

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By Rachelle Dene Poth Years ago when I started to use more technology in the classroom, I thought that by having students watch videos at home, rather than in class, I would be "flipping" the classroom. Fortunately, I learned quickly that I was not, and ...

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Top 10 'Must Have' Blended Learning Tools.

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Top 10 'Must Have' Blended Learning Tools.

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TAGS: TRAINING TOOLS, LISTS, BLENDED LEARNING, ELEARNING

SOURCE:

Continu. (2018, October 24). Top 10 'Must Have' Blended Learning Tools. Retrieved September 18, 2020, from https://blog.continu.co/blended-learning-tools/

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You want to schedule a meeting with your sales team. But your simple meeting request is met with, "I am out of the office that day," "I am traveling to a sales call" or from the meeting facilitator, "I am having a hard time finding an open conference room to train." In-person training can be challenging to coordinate multiple schedules and to justify costs associated with it.

One the other hand, online training can leave employees feeling disconnected from a group exercise or left with unanswered questions. This leads to frustrated team members and an unsuccessful training session. That's why more and more companies are now implementing blended learning training.

Blended learning is simply a hybrid of classroom and online training. It can take the headache out of the scenario we just gave. And likewise, the headache of the drawbacks of a solely-based online training program. Blended learning gives you options and flexibility. So what blended learning tools are available today? How can you make the most of your blended learning training sessions? Here are some top tools we recommend.

1. Use learning management system partner

If you don't currently use a learning management system (LMS) partner, it's time to find a provider. LMS companies can build your training system to support both in-person training and online training. Once your system is in place, an LMS provider will help you create personalized training experiences, reduce training costs, and track employee performance/skill development. Plus, your employees will learn smarter and be more engaged during the training process.

2. Educational games

People of all ages play video games. But besides recreational fun, games are a great way to infuse your training with new life. Gamification in training is another blended learning tool to keep employees learning and remain an active participant during a training session.

There are four different types of games you can implement.

Serious game or educational games come in the form of quests or legends and are under a general theme. Some theme examples are movies, T.V. shows or casino games. Employees are divided into teams that compete against each other using their mobile devices. Everyone receives instructions on a general screen and results are given in real-time.

Audience response systems

Sitting through a classroom-led presentation can be boring. Instructors try and reach out to the audience to make it more interactive, but how many in the room really interact during a given session? Maybe five at the most?

That's where audience response systems (ARS) can be a great blended learning tool. All employees are given a tablet during the training session with a pre-installed ARS app. The instructor then asks a general question or polls the attendees and everyone responds by typing in their answer on their tablet. Answers are calculated in real-time and then can be displayed back to the audience in a graph format. Employees stay engaged, data can be collected for future training use, and everyone leaves training feeling like their voice was heard.

FAQ cards is another great blended learning tool. They can be used as part of your training workshops in sales or customer service scenarios. What you can do is role play with your team and each card of the FAQ app can present a challenging situation. A participant would then open the card, read it, and act out the scenario given.

Since repetition has been shown to work well in memory retention, it is great to incorporate during training. Interactive poster apps are one of the blended learning tools that can solidify key messages for takeaway.

Basically, participants scan a QR code of a poster or a brochure for example. Then, they are granted access to more information on the training subject matter. Once they memorize this material, participants are then tested through quizzes on what they have learned. It's a fun way to memorize key information through gamification.

3. Digital badges

Digital badges are another great blended learning tool to consider implementing. They can be used in a few ways. One is it can help designate one type of course from another; making it easier for employees to locate within a learning management system. Secondly, digital badges are a motivator for employees to successfully complete a course or a series of courses.

Basically, you can assign different course with badges and track to see which employees are earning the most badges. Not only is it a great analysis tool, but digital badges can be used to award top performers.

Some companies to check out for digital badges include Credly and Badgr.

4. Formative assessment tools

Formative assessment tools are a great way to track how your blended learning program is running and how your employees are performing. Specific examples include how assignments are submitted, surveys or polls are taken, and tests are administered. These basic capabilities can be found in most learning management systems today. However, to get the most accurate assessment of how your program is performing and functioning, it's a great idea to look for outside apps to integrate within your LMS.

Here are a few formative assessment apps to consider:

FlipGrid: Creates prompts to start discussions and offers employee conversation via video

Formative: Gathers and acts on employee feedback and tracks their growth for any employee subset on any type of device. Creates multiple types of questions including true/false, multiple choice, show your work, short answer, drawing or essay formats

Quizizz: Builds personalized quizzes or searches through those made by others. Quizzes can be assigned via mode or for use in asynchronous settings

Turbonote: Chrome extension that allows employees to take notes and reflect as they watch a video

Kahoot: Creates, plays, and share fun learning games

Answer Garden: A real-time learner participation, online brainstorming, and classroom feedback tool that allows you to see employees' big concepts and takeaways

Padlet: An online virtual bulletin board to collaborate, reflect and share links and pictures

Assessments by Continu
5. Webinars

Webinars are a great way to bridge the gap between in-person training and online training. It is a happy medium and therefore an ideal fit for your blended learning environment. Employees can ask questions, message peers, and webinars can be recorded for employees who can not attend the day of.

A couple tips of to make your webinars part of your key blended learning tools are to schedule them far enough in advance to avoid schedule conflicts. Also, send out a few reminders with an outline of what will be discussed before training day. That way employees are prepared to ask questions and can anticipate the subject matter better. After your webinar has ended, be sure to ask employees for follow up on how the training went and if there are additional questions that were not answered during the session.

6. Blogs

When you first hear the word "blogs" you may think they are a vehicle to improve workplace communication externally. But blogs can also be beneficial in blended learning training internally, for employees.

Every employee's skill set is different and usually different by department as well. Employees who do not deal with the latest technology or more seasoned employees may resent online training. In their eyes, new technology is hard to navigate and time-consuming for training purposes.

A way around this is to introduce blog writing as a blended learning training exercise. You can start by breaking your trainees into groups. Then task each one to write a blog about a key business problem and how they would solve it step by step.

There are so many free blogging platforms today and they are easy to use. So employees do not need to have graphic design or HTML experience. A few free blogging sites are WIX.com and Network Solutions.

Not only will this help improve employee and team communication skills, but it will also help your tech-shy employees feel more comfortable. And who knows, maybe one of these employee-created blogs can make your internal or external blog feed?

7. Simulations

The worst part about training is you teach your employees new skills and then they soon forget these skills once they return to their desks. Or, worse, they convert to their old methods. In order to avoid this situation, you want to teach skills, but more than teach skills, you want these skills retained and used by your employees.

That is where simulations come in. Simulations reinforce what was learned and help with changing employee habits. In order to begin, you first want to teach employees key skills in whatever format you want. Then, you want to set up a simulation highlighting these key skills along with any pre-existing knowledge your employees may have. This will help tie new skills with what they are already using.

Simulations should be around 10 minutes to fit with busy schedules and keep employee attention. Also, make sure these can be performed in-person, but also via mobile for contractors or sales staff that are traveling frequently. And each simulation should only focus on one key topic or task to avoid sensory overload. Simulations are a great way for employees to learn from one another and reinforce new skills.

8. Social media pages

Some other great blended learning tools are social media pages. Employees often sift through personal Facebook or Twitter accounts so why not make them part of training? For example, you could create a LinkedIn page for a certain sector of employees. Add posts periodically and invite trainees to add comments or feedback. Or start at YouTube channel and post webinars, presentations, and tutorials.

Social media pages are also a great way to keep training top of mind for your employees. For example, you can gain insight into how your training program is doing. Try posting a poll on a Facebook page on what training employees would like to see in the future. And you can use the calendar feature to post upcoming training sessions.

9. Case studies

Case studies are a great way to train employees whether in the classroom or online. If you are teaching several new concepts, it's easy to forget what was taught once back on the job. But with case studies, employees are taught concepts and then immediately asked to apply these concepts during training.

In order to implement case studies in training, you'll first want to come up with some real-life scenarios Then, you can share these scenarios with your employees. Working in groups, attendees will work to solve each issue at hand. If in a classroom setting, ideas can be written on large pieces of paper taped to the wall. Or if you are working virtually, ideas can be shared via virtual message board.

10. Story mapping

Story Mapping was invented by Jeff Patton. He has been using this technique to design software products for several years now. Basically, story maps look at a product or feature from a user perspective. This same technique can be a useful blended learning tool. You want your employees to always think in terms of how your product or service is used by your customers.

So using a visual map, employees will plot the customer experience at each stage. For example, if attending a blended learning course, the steps you may take are:

Be informed about the course by an instructor.

Discover the course.

Take the course and be engaged throughout the course.

Finish the course.

Go back to work and apply the new skills of the course.

We've given you 10 great blended learning tools to take your training to the next level. But we are curious about what works best for your company. If you currently use a blended learning environment for your training, what tools or activities are the most successful? What feedback have you received from your staff about these tools?

Please comment below and let us know your thoughts. We'd love to learn what others are doing well.

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Top 10 'Must Have' Blended Learning Tools | Continu Blog

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You want to schedule a meeting with your sales team. But your simple meeting request is met with, "I am out of the office that day," "I am traveling to a sales call" or from the meeting facilitator, "I am having a hard time finding an open conference room to train."

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MedEdPORTAL. (n.d.). Retrieved September 18, 2020, from https://www.mededportal.org/

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OpenCourseWare, M. (n.d.). MIT OpenCourseWare. Retrieved September 18, 2020, from https://ocw.mit.edu/

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Remote Learning Resources for Higher Education by Microsoft

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Remote Learning Resources for Higher Education by Microsoft

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Remote Learning Resources for Higher Education. (n.d.). Retrieved September 18, 2020, from https://education.microsoft.com/en-us/resource/896b443d

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Remote Learning Resources for Higher Education

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Online Technology Tool Selection Criteria

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Online Technology Tool Selection Criteria

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Stucklen, E. (n.d.). Online Technology Tool Selection Criteria. Retrieved September 21, 2020, from https://drive.google.com/file/d/1WO_WRYMhIA7yPkFw88-0AF4W-cm48NB0/view?usp=sharing