ID Live Recorded Session with Jane Bozarth

Here’s the recording for this week’s ID Live Show with very special guest, Jane Bozarth author of the newly released Social Media for Trainers: Techniques for Enhancing and Extending Learning.

You can access the recorded session here.

ID Live: This Week with Jane Bozarth

It’s another round of the ID Live Show on EdTechTalk!

Join us this week on Friday, September 10 at 12:00 pm eastern for a chat with Jane Bozarth, author of the newly released Social Media for Trainers: Techniques for Enhancing and Extending Learning.

Put it on your calendars and join us at this link: https://sas.elluminate.com/m.jnlp?sid=2008093&password=M.38BC2EDAB739D8E635ACBE1D093746

About Instructional Design Live:

A weekly online talk show, Instructional Design Live is based around Instructional Design related topics and is an opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.

Join us for ID Live this Week

This week on ID Live!

Zuochen Zhang and Rickard F. Kenny will be joining us to discuss their article: Learning in an Online Distance Education Course: Experiences of Three International Students.

Join the conversation, Friday at noon eastern at EdTechTalk.

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About Instructional Design Live:

A weekly online talk show, Instructional Design Live is based around Instructional Design related topics and is opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.

ID Live on EdTechTalk on July 23

This week's ID Live (Friday at noon eastern) looks like a juicy one!

If you're around (and not on vacation like myself), be sure to join in for a conversation following up on a recent thread on WCET regarding research that contradicts the DOE study’s findings on Evidence Based Practices in Online Learning: A Meta-analysis.

Shanna Smith Jaggar will be the guest to discuss the research and controversy.

Join the conversation, Friday at noon eastern at EdTechTalk.

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About Instructional Design Live:

A weekly online talk show, Instructional Design Live is based around Instructional Design related topics and is opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.

The Two Faces of ePortfolios

These are my live blogged notes from this week’s Instructional Design Live show on EdTech Taclk with Helen Barrett, Ph.D.

An article by Helen Barrett:  Balancing the Two Faces of ePortfolios

The conceptual model of an online portfolio - multiple purposes:

1) learning & reflection – main activity around learning and collaboration

2) showcase achievement/accountability

http://electronicportfolios.org/balance/index.html

These two activities need to work together.

Portfolio as workspace vs. showcase.

Collect evidence of learning in a variety of ways – a “collection of artifacts”.  But a portfolio is more than this collection – it needs to include the artifacts, but also some reflection on those artifacts.

Can hyperlink artifacts (assume all electronic) to a reflective journal (e.g., a blog) – many students are using their social networks as a way to document their life experiences (e.g., facebook and twitter). Some research showing that schools are starting to pay to attention to social networks in terms of learning.

The role of teachers and peers in this process?  Providing feedback.  Social networks provide a great place for this feedback – provide a conversation on and for learning.

The role of the teacher and the student is evaluation and assessment (self-assessment).

Most teach education programs are focused more on the showcase and not the workspace or the process.

ePortfolio as a process – rather than a product.

TEDTalk with Helen Barret on YouTube in Mumbai in February – the focus was on intrinsic motivation. 

How do you turn ePortfolios into intrinsically motivating process for the student?  The student needs to own the portfolio – it’s a lifelong process and not an assignment.  Don’t kill portfolios by making them a graded assignment!  (She references Daniel Pink’s Drive).

Ownership and intrinsic motivation:

• Autonomy (how much control does student have over their own portfolio.  If it’s totally prescribed than it’s not theirs).
• Mastery
• Purpose (use portfolio to find purpose and explore passions)

If the portfolio is owned by the institution, then students won’t see it as a place to document their journey.

One school in Maine gives students a website with their own domain name as a graduation present!  This is the direction in which we should be going.

Need to focus (in teacher education programs) more on reflection – and helping students become reflective practitioners. 

Reflection should be personal and not prescriptive.

Regarding tools: what do you want to achieve and then pick the right tools (e.g., Google Apps for Education)

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The recording of this session will be available at Instructional Design Commons.

About Instructional Design Live:

A weekly online talk show, Instructional Design Live is based around Instructional Design related topics and is opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.

ID Live with John Graves

This weeks’ discussion on EdTechTalk Instructional Design Live was with John Graves, Montana State University-Bozeman on Engaging Learners

(These are my live blogged notes…apologies for gaps and incoherencies :) )

John:  When you don’t have f2f contact with a learner, it’s important to establish yourself (the instructor) as a person – with a family and a life.

How do you foster that initial connection?

Front-load the course – make sure all the pieces are in place even before the student comes online.  “Organization, organization, organization” should be your mantra.  Organized and visually pleasing.  Students have an idea what they need to do.  There needs to be a sense of direction. 

The instructor needs to be front and center – a picture.  Share some personal info about you.  Include an introductory podcast so students can hear and see the teacher.

Then students are encouraged to share their own stories – an assignment in the first week is to introduce yourself as a student.

To engage students online – create an online scavenger hunt to expose students to components of the course that are available to them. (find things in the help system, the syllabus, etc.)  10 questions -- (He uses Desire2Learn) – Why does instructor not go by Carl Graves?  Students then need to go to introduction area and find his profile and find out why.  Students then sent to various arenas in the course – introduces them to the places like Help, etc. This really seems to help students figure out where things are.

Other ideas for icebreakers: 

http://www.southalabama.edu/oll/jobaidsfall03/Icebreakers%20Online/icebreakerjobaid.htm

Ongoing ways to connect with students:

John basically keeps 24/7 office hours to set up times online (via Skype, etc.) to meet with students.

Feedback of assignments.

Rubrics?

Building in peer review into assignments where students give each other feedback on work.

Students do self assessment of their performance as an evaluator for their classmate.

Focused on being the guide on the side rather than the expert – force students move beyond lower levels and into higher levels of questioning skills.

The recording of this session will be available at Instruction Design Commons.

About Instructional Design Live:

A weekly online talk show, Instructional Design Live is based around Instructional Design related topics and is opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.

Creating Social Presence in Online Classroom (ID Live on EdTechTalk)

Today’s session of Instructional Design Live on EdTech Talk is led by Jennifer Maddrell. This is the first in a three part series of the Community of Inquiry Framework.

What is social presence?

Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999).
Assessing Social Presence in Asynchronous Text-Based Computer
Conferencing. Journal of Distance Education, 14(2), 50-71.

" ... the ability of learners to project themselves socially and emotionally in a community of inquiry . The function of this element is to support the cognitive and affective objectives of learning. Social presence supports cognitive objectives through its ability to instigate, sustain, and support critical thinking in a community of learners" (p. 52)

Essentially – it’s giving people the chance to be known as a real person in an online virtual classroom.

Some initial reviews suggest a positive correlation between social presence and learner satisfaction.

From an ID perspective -- what can you do to create social presence in an online classroom?

Joni describes how she uses Twitter in classroom – how can you compel students to check in to the course even when they don’t have anything they have to DO? Wanted conversation to be more free flowing than an online forum – more natural and playful communication – not always about content of the course, but about students as people (how is your day going?) Reaching beyond the classroom walls.

Robert on what he does to extend social presence – depends a bit on the students. Social presence for many is constructed through discussion boards. Encourage faculty to have intro activities where individuals can identify a little about themselves, their interest and expectations about course. Can be dry, but there are fun ways to do this. Can provide ways for students to connect with each other. Tools like Elluminate can provide connection through voice and immediacy.

Should students be able to opt out of some of these exercises? Or should it be required?

Example: Blogging as place to review articles and post your own reflections. Many students weren’t comfortable putting their personal thoughts out there. (This was 3 years ago and early in blogging). Jennifer wondering if today people are more concerned with putting their content online and showing what they don’t know (employers can see, etc.)

The next step: research that looks to whether creating social presence creates improved learning outcomes. (Jennifer Maddrell’s PhD dissertation is focused on this).

There are three elements to community of inquiry framework:

• Social Presence
• Cognitive Presence (next week’s ID Live!)
• Teaching Presence (the following week on ID Live)

The recording of this session will be available at Instruction Design Commons. and here: View the Elluminate Live! recording

About Instructional Design Live:

A weekly online talk show, Instructional Design Live is based around Instructional Design related topics and is opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.

Instructional Design as a practice in corporate vs. academia

Episode #8 of Instructional Design Live on EdTechTalk.

A conversation with Professor Karl Kapp on instructional design – with a focus on the differences in ID as a practice in the academic and corporate worlds. 

(Apparently, it’s Karl Kapp month here on Learning Visions!  See my interview with him last week on his new book.)

These are my live blogged notes – apologize if they’re a bit all over the map.  You can listen to the session recording here.

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Bloomsburg University has a corporate track and an education track for ID.  Different focus in each track.

Corporate – often has requirement of rigorous tracking and requirements

Academia – professor comes knowing what to do. More project based, more team based.

In academia you often know a lot about your audience – ‘they are sophomores at our University’.  Corporate often needs more of that analysis.

People skills are important in both.  Faculty members (academia) are vested in the teaching.

Faculty members don’t often have education in how to teach.  And they often just know one way of teaching – in front of a classroom.  Big paradigm shift for them.

For example -- MIT has put all of content online – which is great.  But still don’t have the added touch of the faculty member.

On corporate side – the SME doesn’t end up being part of the deliverable.  They have content expertise, but usually don’t help deliver the content.

Instructional Differences in corporate vs. academic?

The purpose is often different.  Corporate situation (learning vs. training) vs. academic:

Good faculty members in academic are trying to make learners think differently about subject.  Get people to engage in critical thinking.

In corporate setting – very specific, finite need.  “Get sales reps to sell more)

In educational side – creating aha moments, metacognition moments.

In corporate – addressing specific problems, specific measureable outcomes.  (Ethics training, leadership are different).  But performance is more of the focus.

Similarities in corporate vs. academic:

• Both need goals, objectives
• instructional strategies
• instructional sequence

Corporate -- ‘5 things you need to know about this policy”

Assessment – how are they different in corporate vs. academic?

Ideally in corporate world – does training influence behavior that impacts outcomes? If you’re going to teach me new product functions, you’d ideally be able to tie that to increased sales of that product.  Tie learning objectives to operational/strategic objectives of org.

In academic side, outcomes aren’t usually that clear.  Knowledge acquisition.  Problem solving.  Different things you’re assessing.

In corporate environment – following the ADDIE model is a good way to ensure quality.  A quality process creates a quality product.  ADDIE is a process.

Instructional strategies make learning happen – mnemonics, examples/non-examples, four step method (model, observe, etc.)

When you design instruction on either side – using a process makes sense – but thinking beyond to strategies.  A really good instructor, naturally applies instructional strategies.  IDs need to add those instructional strategies.

On academic side can usually pull what the good professor is using; on the corporate side, we need to add those strategies (might be able to pull those from a good trainer).  On corporate side the ID needs to come up with those strategies because they’re not given to you.

How does a corporate organization assess whether their products are actually achieving what the intent is…that they met the need? 

Need to find out if the instruction is changing behavior.  How do we assess that?  Go back to academia/social sciences --- and build a quasi-scientific study.  You need to do a before and after measure.  What is behavior before and what is behavior after?  Often times we do change of knowledge (pre- and post- test).  But we all have knowledge we should act on.  Need to really measure change in behavior. (This often gets cut though – too expensive, too much time…)

To assess effectiveness of learning:

Tie outcome of training to performance – e.g., if goal is to reduce time of call – can measure that.

In corporate, need to think of training as part of a process and not a one time event.  In academia, you have a whole semester.  Use distributed practice.

It’s easy to do in corporate for the easy stuff – e.g., sales where they already measure everything.  How do you measure leadership behavior?  or safety/compliance.

Corporate has much more focus on self-paced elearning.

Academia can experiment a lot more with different technologies to see if successful. Corporate can’t do that quite as much…As kelly smith said “Higher ed is the test rat for corporate.”

What do you think?  What do you think are the differences in ID between corporate and academic?

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For more on Karl:

• Karl will be participating in the upcoming virtual worlds conference: http://www.vwbpe.org
• Learn more about Karl’s book Learning in 3D.
• Karl’s Blog:  Kapp Notes

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The audio recording for this session will be available at Instruction Design Commons.

About Instructional Design Live:

A weekly online talk show, Instructional Design Live is based around Instructional Design related topics and is opportunity for Instructional Designers and professionals engaged in similar work to discuss effective online teaching and learning practices.

ID Live with Charles Reigeluth on EdTechTalk

This week on Instructional Design Live on EdTechTalk.

Charles Reigeluth, University of Indiana, Bloomington – authored numerous articles and books.  Best known for Instructional Design Theories and Models.

(These are my live blogged notes from the session).

People learn at different rates.  And yet in our education and training systems we attempt to teach a fixed amount of content in a fixed amount of time.  Our systems are designed not for learning, but sorting.

This made sense in the industrial age (we separated the laborers from the managers, etc).  Doesn’t make sense in the information age.  We find that knowledge work has replaced manual labor as the predominant form of work.  Need to educate people to higher levels. 

We need a system of education that’s focused on learning, not sorting.  We need to hold achievement constant at a mastery level and allow each learner the time they need to reach mastery.  This requires a more customized approach to education and training instead of one-size-fits all.

Most important for instruction in information age paradigm:

• Think in terms of a task space (project-based learning, problem-based learning, inquiry-based…) – students work together on a task until they encounter a knowledge gap.  Then they jump out to an instructional space.
• Generality, practice, feedback (tell them how, show them how, let them do) – if any of those 3 elements is missing from instruction, learning will be more difficult for students.
• Practice until pre-determined level of mastery is achieved.  Allows student to generalize skill.
• Feedback on practice helps learner learn skill. 

Our systems are getting a lot more complex:  horse & buggy < trains < airplanes…

As they get more complex, there’s longer period of time between inception of system and reaching upper level of performance.  Lots of supporting systems need to be developed to support a complex system.

In the new paradigm of education/training – we’re now at the bottom of the S curve.  Can’t expect to achieve what this paradigm will be capable of in 30 years.

What does that new paradigm look like?  He has been doing research on this.

Teacher roles:

• Teachers role needs to change to guide on side (not sage on stage).
• Standup mode of teaching needs more self-directed learning, project-based learning.
• Teacher needs to be a designer of student work, a facilitator during that work, a mentor for the student (sticks with a student for a number of years - “looping”).
• The teacher no longer needs to be the full source of expertise – teacher can be learning subject with students instead of teaching students. 
• Teacher as guide on the side is no longer the subject matter expert. (Marlene argues that teacher needs to have some expertise in subject matter.)

Parent roles:

• Parent role needs to change – parents need to be more involved in supporting child’s education – helping child decide what to learn and helping child how to learn it.
• In corporate sector – a person’s boss needs to be involved in someone’s training and preparation.

Question from @kelly_smith01  How does performer know they are performing something wrong?  Is there feedback? – can build this kind of detection into an online task space.  Natural consequences that emerge from poor performance are usually sufficient to let student know they should reach out for some instruction.

“One of the most powerful ways to learn something is to teach it.” 

Reigeluth recounts his own experience of 3 years in school studying economics vs. 1 year of teaching it.  Peer learning is so important.  The expert forgets the challenges when first starting to learn a subject.

Technology needs to play a different role.

Based on comments in article in 2008 published in Educational Technology --

4 major roles or functions that tech has got to server for this new paradigm to be successful:

1. Attainment based progress – students only move on once they’ve mastered.  We need to keep track of what students have mastered.  An inventory of attainment.  Recordkeeping for student learning.

• a standards inventory
• a personal inventory
• a personal characteristics inventory (your interests, your learning styles)

2. Planning Function – given what a student has already mastered, what’s in zone of proximal development.  What’s student ready to learn next?  What fits into student’s career plan?  What do you want to learn next?  What projects to do next to learn that?  Matching students with other students.  Identifying roles the teacher will play?  The parent?  How will they provide support to this project?  Deadlines and contracts.  Contract spells out what the student is going to do – the project, the deadlines, the roles.

3. Instruction – once all those plans are done, students would begin working on task – periodically jumping out to the instruction space and sometimes back to the task space.  Interactive resources (technology) to be used for both task and instruction space.

4. Assessment Function – needs to be integrated with the instruction function. As student is practicing a skill, the formative and summative assessments are both provided automatically.  That information is then automatically fed back to the record keeping system.

All 4 of these functions are seamlessly integrated in this system – an integrated learning systems.  “Personalized Integrated Educational System” (PIES).

Use open educational resources, open architecture, Facebook type interface/portal – for students and teachers.

Many secondary functions such as communications, email, blogs, wikis, web 2.0 tools, data capture, demographics, etc.

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The audio recording for this session will be available at Instruction Design Commons.

Coming up Next on ID Live!  March 5:   A conversation with Professor Karl Kapp.  Join us Friday at noon eastern at http://edtechtalk.com

Online Chat with Charles Reigeluth (Instructional Design Live!)

As I reported here a few weeks ago, I’ve been reading Reigeluth’s ‘little green book’ for bedtime reading the past few weeks.

The exciting news is that Charles Reigeluth will be joining us on Instructional Design Live this Friday at noon eastern.

Come listen in! We might be addressing some of these scintillating questions:

1. How does the Information-Age paradigm of instruction differ from the Industrial-Age paradigm?

2. What are the key issues for designing instruction for the Information-Age paradigm of instruction?

3. How does use of technology fit in with this new paradigm of instruction?

4. What are the implications for the ISD process?

Stop by Friday at noon: http://edtechtalk.com/live

Talking ‘bout Instructional Design Live

I like to talk.  I often talk to myself while working in my office shed.  But don’t tell anyone that or they’ll think I’m some kind of weirdo.

Friday, February 19th, I’ll be talking it up with Robert Squires and the rest of the ID Live crew on this week’s edition of Instructional Design Live on the EdTechTalk channel.

Robert and I did a dry run yesterday.  I could fill up hours with my blather.  Why not listen in? 

We’ll be talking about my background, my work, and some of the differences in ID as practiced in the corporate vs. academic worlds. 

I love being a part of the ID Live show every week.  Opens my mind and eyes even more to the many shades of ID that we practice out in this big wide world. 

Good design is good design, but more and more I see how we each practice it differently.  Robert, for instance, works with faculty members at his university.  He doesn’t write a speck of content for those courses.  That’s a LOT of what I do.

Stop in on Friday at noon eastern.  Should be fun.

http://edtechtalk.com/

About Instructional Design Live:

Instructional Design Live is an opportunity for instructional designers and professionals engaged in similar work to discuss effective online teaching and learning practices. Each week features guest interviews and participant question and answer sessions.

EdTechTalk Episode #5: Promoting Learning Through Asynch Discussions

This week on EdTechTalk Instructional Design Live we talked about moderating online discussions and how to promote learning through asynch discussions.

What is EdTechTalk Instructional Design Live?  Read my recap from our first show in which we introduce ourselves.

On air today:  Marlene Zentz, Robert Squires, Cammy Bean

[Note – this is an area about which I know little.  So I said next to nothing, but I enjoyed listening!]

Today’s conversation will focus on some key ways to promote learning through asynch discussions:

1. Developing sense of community amongst the learners.  Discussion is where participants interact with each other and instructor.

2. Setting expectations and structure for discussions.

3. Assessing online discussions. Research suggests this is important in promoting student engagement

1. Building Community -- How is that established?

How do you build that community?  How do you build a sense of trust?

In practical terms – what do you do to build that trust? Encouraging Critical Thinking in online threaded discussions – Mary Engstrom

Instructor introduces self and shares experiences

A way of listening to what students say – without being judgemental

Key factor in building trust is allowing all voices to speak – and being careful how you moderate those voices.

Share who you are

Also common to have an introductory activity in that first week – to allow participants to share something about themselves.  You could have students post a youtube video that “represents” themselves and their expectations for this course.  Could suggest a little about their background.  Update profiles – links to blogs – although that might not always be appropriate.

Share who you are in introduction – but remember it doesn’t just happen through a single event.  Revisit these sharing activities as the course goes on.  Check in as to how group is doing.

Create that social presence in the first week.

2. Structuring discussions and setting expectations

Is there a best way to structure discussion and communicate expectations?

Have a discussion Rubrik.  Where students understand the expectation – or even where the students help establish that Rubrik and help define what participation entails.

Within that Rubrik – what’s considered appropriate?

Organize groups – not Group size of 6-12 is ideal…so individuals in that group have ability to express new ideas.

How much are students expected to post each week?  And the length.

Can be good to set a limit on the number of posts each week.

Uzuner:  he analyzes asynch discussions – educationally valuable talk vs. educationally less valuable talk.   Then he codes the posts – shows which posts are providing quality content for the group. http://jolt.merlot.org/vol3no4/uzuner.htm

3. Assessing Discussion

Behind the scenes – emailing individual students so you’re having one on one about how they’re participating in the discussion.  Encourage student-to-student interaction.

Jane Bozarth mentioned Karma Points: how students can be effective contributors, showing that you’re learning from others.

Assessment being a supportive item – rather than a punitive account of what you’re not doing right…encourage individuals to get the most out of the course.

Protocols for online discussions:

http://www.cudenver.edu/Academics/CUOnline/FacultyResources/Handbook/Documents/2009/DiscussionProtocols.pdf

Ways to promote discussions:

• Have  a guest speaker to spark things.
• Using Web Quests – like zunal.com (provide format for students to investigate complex issues)
• Collaborate activities and project – discussions become so connected to rest of the course

You can access the session recording here:

http://www.instructionaldesigning.org/ and http://edtechtalk.com/

Next week: A conversation with Anna Donaldson, author of Engaging the Online Learner: Activities and Resources for Creative Instruction

Join EdTechTalk: Every Friday at noon eastern:  http://edtechtalk.com/live

Instructional Design Live on EdTechTalk: Show #2

I'll be talking with Robert Squires today about Instructional Design on the Instructional Design Live show EdTechTalk.

Join us for the conversation, today at noon eastern time!

http://edtechtalk.com/idlive

Recap of Instructional Design Live Episode #0 on EdTechTalk

Friday Jan 8, 2009. 12:00-12:30 pm eastern

Instructional Design Live: Episode 0

This show is a chance to find out about what other people in the ID field are doing. We’ll be interviewing people in this area. As the first show, we’re introducing ourselves – background, work and interests. And what ID means for each of us.

(These are my live-blogged notes while participating in the show myself!)

Joni Dunlap, Associate Professor of Information and Learning Technologies at the University of Colorado

Faculty member School of Education and Human Development – Instructional Design

Post-secondary education settings. Interested in what’s going on at college and university. Lots of emphasis on online teaching in learning. Working with faculty in online teaching and learning.

Deals a lot with issues and challenges in the online learning environment. Issues with establishing social and teacher presence to make strong relationships online soon – so people feel safe; doing bio activities. Do a weekly professional support group for faculty.

Mary Engstrom, Associate Director of Extended Learning Services, University of Montana

Formerly faculty member at university of Ed at U South Dakota. Now at University of Montana. Doing practical side of what used to teach. ID team in continuing education. Support faculty. Interested in creating a professional development support group concept. Trying to create a community of practice in terms of faculty development – that social piece for faculty teaching online.

Marlene Zentz, Instructional Designer, University of Montana

Come from working with college faculty – to create powerful online courses. Now at University of Montana to bring student services online. Forming a top level leadership team to create an audit of where student services is now at. Wondering if any other campuses are doing that kind of effort?

Jennifer Maddrell, Instructional Designer, PhD Student: Old Dominion University

Getting PhD (distance learning) – connection of the distance learner to the university environment. Interested in establishing community for distance students.

Cammy Bean, VP of Learning Design at Kineo

The non-higher ed black sheep of the mix! I’ve been doing “ID” for 15 plus years in the (mostly) corporate sector.

Robert Squires, Instructional Designer at the University of Montana

Background in ESL – moved into ID about a year ago – with interest in using technology to improve learning experience for students.

What does Instructional Design mean to us?

Joni:

ID is in being in service to help learner’s achieve certain goals. “What can I do to create the best possible learning opportunity for students (and myself)?” Ways to create student engagement and creating personal relationships. How do we engage students that lead to their relevant professional development and personal enrichment? Who’s at the center of your work?

Mary:

Creating engaging learner experiences for helping students achieve personal and professional development – and how to help faculty do that well. “Articulation” – taking bone shards in an arch dig and piecing them together. Getting faculty to articulate what learning outcomes for course are. Her focus is on faculty development.

Conversation (stopped tracking who was talking when!):

Is the strategy (e.g., a threaded discussion) going to support what I want the teacher to get out of this.

Online learning (so many professional and personal distractions) can be really challenging to keep relevant. Need to keep it fun (not in an edutainment sort of way). Students needs to see connection to professional development.

Empowering students by their education. Instructional design involves creating empowering learning environments for students.

Jennifer:

Instructional Design as a term can turn people off. Any time you’re contemplating what you want to teach – that’s my definition of ID.

Robert:

Providing innovative – opportunities for ways to learn – in good practice…design something that is rewarding, empowering fun – and that the instructor enjoys.

Cammy:

Always intrigued by the broad swath of tasks that are covered by the term Instructional Design.

For the future:

With our diverse understandings of ID, our plan is to interview people who work in the field.

Next week: Mary Engstrom to be interviewed. Friday, January 15 at 12:00 pm eastern.

Look for a recording of the session here: http://edtechtalk.com/

Instructional Design Live on EdTechTalk: Fridays @ Noon (eastern)t

Today is episode #0 of Instructional Design Live on the EdTechTalk Channel, in which we cut our teeth.

Frequently Asked Questions

What is Instructional Design Live?

A weekly online radio show, of course, with a focus on Instructional Design. Way cool.

How do I listen in or participate?

I'm not exactly sure yet. I think you go to www.edtechtalk.com.

Skype is involved and also ustream.

When does it happen?

Fridays at noon eastern time, beginning January 8, 2009.

Who's involved?

• Cammy Bean (me)
• Robert Squires
• Mary Engstrom
• Jennifer Maddrell
• Joni Dunlap
• Marlene Zentz

I'll fill in some more info after this thing gets rolling! Very honored to have been asked and to be a part of this.