Blog Archives

Stanford MOOC Assignments and Disconnects

I had a chance exchange via Twitter with someone I have followed for a while, Joyce Seitzinger. She’s well-respected in Moodle circles, and is also an active participant in DNLE and regularly contributes through the Twitter #DNLE hashtag.

She was expressing some frustration with the nature of assignments and their (relative) lack of instructional/learning design.  I have to say, I agree with her.  Read the rest of this entry

StoryboardTrek – the Search for the Sweet Spot

I originally was going to make a comparison between Storyboards and educational quicksand, but having seen reactions to similar polemics, I figured I needed to adjust my stance somewhat.

The concept of planning out a highly interactive learning asset has its roots in film-making and – in principle – is a good idea. After all, movies are expensive enough to make without wasting time and film on shots that will end up on the cutting room floor. But the storyboarding process for media is pretty well understood and (I think?) follows some generally accepted conventions so you can(I think?) go from one production to another and make sense of what’s going on.

That hasn’t really been my experience with storyboarding for interactive learning assets. In fact, it’s anything but. Read the rest of this entry

Educational Ennui

With my wife tackling her B.Ed. (and hoping to transfer to my alma mater for Grad School) and one of my colleagues also starting the MA program I did, I’ve been tripping down educational memory lane of late.

That came to a head a little while ago as I participated in a FB message exchange with some of my former classmates as we responded to a query from one of our number about an instructional design challenge.  My friend Peter summed it up well:

As an aside, you have no idea how much I miss this kind of dialogue with you guys. This thread made my day.

With that, I got a pang of sadness.  Read the rest of this entry

My experience with Snapguide: Thoughts, implications, and a wishlist

It was one of those “Just in Time” moments for learning. I had been sharing some photos of a trip into Toronto through Instagr.am and cross-posting them to Facebook. A grad school classmate asked me how I achieved the effects. After listing the tools I used, she jokingly asked when I’d have the e-learning course ready for her to teach her how to do it all. Undaunted, I figured this was a good opportunity to try out Snapguide. Read the rest of this entry

3 Aspects of Deep Learning …

3 Aspects of Deep Learning ….

I love what John E. Smith (@StratLearner) has to say about this topic.  It’s closely related to a previously-mentioned post of mine that’s still in the works.  As L&D professionals, we need to be aiming for “deep learning” but it seems that our efforts often wind up only getting to a more superficial level; an issue that speaks more to overall implementation and adoption issues, rather than a specific ID fault.

What’s most telling for me is the opening quote. Read it, and you’ll see why.

Instructional Designer, Project Manager, or Both?

One of the topics of debate in my workplace is the concept of having the instructional designer also serve as the project manager for their own projects.  The rationale is that they are intimately involved in the project from design through implementation and are conveying information over to any project-level resources and establishing the deliverables.

This proposal raises some interesting issues.; PMs are normally positions of some level of authority and can request and assign resources, etc. So, if the PM did not have the authority PMs are also experts in the management and administration of projects, and all the mysterious things that go into them.  They are also not necessarily resources for the project, but they have a degree of responsibility to the project sponsor and the customer for the outcomes.

I’m going to try not to salt the waters too much, but I wonder what people think.  If you are an ID are you also your own project manager?