Article on Cialdini's research on the principles of influence and persuasion, specifically on consistency. When people make active, voluntary, and public commitments, they try to be consistent with that commitment. Try to get people to make small commitments first.
Highlights sentences, shows links to sources where content came from. I wish it showed the original and copied content side by side so it was easier to compare; you have to just go to the source and find it yourself.
How To: Write Questions that Stimulate Discussion | Thinkfinity
Although this is about questions for discussions in a community, these are good basic guidelines for online learning discussions too. These could work as guidelines for a student-led discussion on how to write good questions.
Developing Effective Questions for Online Discussions
Tips for online instructors (and IDs) on how to write questions for online discussions. Three types of questions are identified: factual, thought (Socratic), and problem-solving. By Judith Boettcher--this is now part of the book "The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips"
Detailed rubric for multimedia projects in multiple categories (preliminary work, design, content, presentation). This has held up pretty well considering the rubric is dated 1998.
Presentation on pricing for e-learning businesses and consultants. Slides 7 & 8 show a sample calculation of how to figure out how much to charge per hour. The formatting is awful, at least in FF, but the information is good. Overhead seems a little high to me--it makes sense if you are renting an office, but that should be much less if you're an individual working from home.
Someone mentioned this tool in a LinkedIn discussion about how to get paid as a freelancer. I don't spend enough time invoicing right now to justify this, but the tool looks promising if I ever get to a point where I am spending multiple hours doing paperwork.
What to look for in an Instructional Design and Technology Master’s Degree Program « Dr. Ray Pastore's Instructional Technology Blog
Ray Pastore from UNCW provides a checklist of 10 things to consider for ID masters programs. He doesn't include creating a portfolio here, although he does talk about getting real experience. What's the point of real experience with a client if you don't have a portfolio to prove it?
10 ideas for those new to teaching online, including being present, creating a supportive community, and a number of tips on writing good discussion questions.
Rubric for evaluating online higher ed courses, considering learner support, organization & design, instructional design & delivery, assessment & evaluation, innovative use of technology, and use of student feedback. CC-By
Free tool, no registration required. Create an event and some suggested times and send the link out to participants. Let everyone choose which times they are available. With registration, you can connect it to your calendar. I do sometimes miss enterprise Outlook for the simplicity of seeing everyone's availability when scheduling meetings, but this would probably work for most of my needs now.
Are You Meeting All Five Moments of Learning Need? by Conrad Gottfredson & Bob Mosher : Learning Solutions Magazine
Looking at the role of performance support at different places in the workflow, what the author calls the "five moments of need": New, More, Apply, Solve, and Change
<p> These
“Five Moments of Need” provide an overarching framework for helping learners
become and remain competent in their individual and collective work.</p>
<p>Here
they are:</p>
<ol>
<li>When people are learning how to
do something for the first time (<b>New</b>);</li>
<li>When people are expanding the breadth
and depth of what they have learned (<b>More</b>);</li>
<li>When they need to act upon what
they have learned, which includes planning what they will do, remembering what
they may have forgotten, or adapting their performance to a unique situation (<b>Apply</b>);</li>
<li>When problems arise, or things
break or don’t work the way they were intended (<b>Solve</b>); and,</li>
<li>When people need to learn a new
way of doing something, which requires them to change skills that are deeply
ingrained in their performance practices (<b>Change</b>).</li></ol>
Getting Started - Learning - Center for Online Learning, Research and Service - University of Illinois at Springfield - UIS
Resources for getting started teaching online in higher ed. Some of these are specific to this university, but much of this is general and could be applied anywhere.
Teach * Innovate * Create: Mapping an eLearning Project: The Angry Customer
Nice method for planning a branching scenario--use different color post-it notes on butcher block paper, with each color representing a separate branch
ChartTool - create nice looking charts with Image Charts!
Google Image Chart Editor beta tool for creating charts. Start from a gallery, enter the data, and adjust the variables. Creates html code for the charts (not a link to an image--the code to create the chart.
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions
Research on the effectiveness of concept mapping, answering retrieval questions, and reading in multiple sessions. I like the presentation of this in a scenario where you are asked to predict the results of research rather than simply summarizing the study.
Karl Kapp responds to Ruth Clark's claim that "games don't teach" and Richard Clark's claim that no research supports gaming with a review of the research and what it actually does and doesn't tell us.
Instructional games seem to foster higher-order thinking such as planning and reasoning more than factual or verbal knowledge.
Specifically, learning from simulation games was maximized when trainees actively rather than passively learned work-related competencies during game play, trainees could choose to play as many times as desired, and simulation games were embedded in an instructional program rather than serving as stand-alone instruction.
Challenge, interactivity and continual feedback can be applied to a classroom exercises, a paper and pencil activity or used online. The design is universal while the delivery vehicle can change. It is not technology that makes a game a game—it’s the design, the inclusion of a challenge and interactivity that make a game a game.
Reset? - Games In Learning | EPPIC - Pursuing Performance
Guy Wallace makes some ad hominem attacks against me for my criticism of Ruth Clark's claim that "games don't teach" (although he doesn't mention me by name or link to me, it's pretty clear that he is talking about my post). Once you get past the part where he says that Clark has made so many contributions to the field that it's not fair to attack her, especially if you're someone like me who isn't a "star," there are some valid points. He's correct that "popularity is not evidence" and that games can be more expensive than other solutions that might be just as effective.
This is screenshots of storyboards, rather than links to actual templates, but good inspiration for different ways to lay out a storyboard and examples of what to include.
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