Links to resources as well as Jason Rhode’s personal reflections on topics related to Instructional Design for Online Learning (IDOL) and educational technology in general.
Yes, that’s right, I’m starting another blog. You can find it at jasonrhode.edublogs.org. I have numerous other blogs already, such as my dissertation digest and my personal site. So, why another blog?
I’ve found each and every blog to serve a distinct purpose. I’ve been wanting a place where I can just ramble about anything [...]
As part of my dissertation research, I’ve drafted an interaction matrix that helps explain the dynamic variety of interactions that are often considered essential in fostering a socially constructed learning environment. What follows is the rationale for this model that can serve to help guide the design and development efforts of meaningful and memorable learning [...]
I’ve been wanting to give VoiceThread a try, so using the model of a socially-constructed self-paced learning environment that I developed some time ago, I created the following narrated presentation using VoiceThread. This by no means exibits the full potential of this tool, but it is my maiden voyage using this technology. To [...]
I’m often asked the question, “What is instructional design?” While there are certainly many ways in which to describe ID, here’s a succinct definition from the Capella University Instructional Design for Online Learning microsite:
Instructional design is a systematic process for creating instructional materials and learning activities to meet the needs of learners in a [...]
The substance of educational transactions have been characterized differently in the literature, but there appears to be consensus on the fact that the determination of the appropriate measure of control for a given transaction may perhaps define the essence of effective instruction.
Michael Moore’s (1986, 1993) theory of transactional distance proposes that the existence and relationship [...]
Paulsen (1993) states, “Future adult students will seek individual flexibility and freedom. At the same time, they need group collaboration and social unity.” This prediction about the future of adult distance education has certainly come to typify the current state of adult online education. Educational social software (ESS) defines a wide array of new educational [...]
Rick West makes some great points in this posting concerning the appeal of social networking sites, especially for young adults in contrast to the struggles that are often inherent in cultivating engaging and constructive asynchronous discussion. The major difference that I see between social networking sites utilizing Web 2.0 technology and traditional asynchronous discussion [...]
Chris Sessums’ brainstorming diagram of the function of blogs as a learning space:
I came across this essay by Terry Anderson entitled, “The people formerly known and students and teachers” in which he explores the changing expectations that Web-connected learners and instructors have today.
Anderson concludes his essay by stating, “The people formerly known as students, taught by the people formerly known as teachers each share a demand for [...]
A wide assortment of approaches are possible when creating self-paced learning environments. Many complaints of self-paced learning emerge from the inherent isolation of the learner from the instructor, other learners in the course, as well as larger communities within the learning environment. With the incorporation of new social networking tools, self-paced learning can be structured [...]
Dr. Michael Allen has created this podcast episode in which he discusses why the ADDIE model of instructional design doesn’t work.
Click here to subscribe to his podcast in iTunes.
To read his entire article in his most recent e-zine, click here.
Anderson’s paper entitled, “Getting the mix right again: An updated and theoretical rationale for interaction” examines the various interactions that are necessary for deep and meaningful learning to take place (student-instructor, student-student, & student-content).
Based on these foundational types of interaction, Anderson proposes an interaction-based model of e-Learning that results from the generation of opportunities for [...]
In the paper entitled, “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching” Kirschner, Sweller, & Clark present empirical corroborating evidence attesting to the superiority of guided instruction over what has been called self-directed instruction.
The perspectives presented bring to light the differing perspectives [...]
http://www.eden-online.org/eden.php
Assessment is an important component of virtually all instruction, whether face-to-face or online. Murray, Gillese, Lennon, Mercer, & Robinson (2002) speak to social responsibilities that educators possess regarding assessment and note, “Instructors are responsible for taking adequate steps to ensure that assessment of students is valid, open, fair, and congruent with course objectives.†This is [...]
