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Although it is a bit old, I found this article interesting because it gave a birds eye perspective of the instructional/educational designers role. I have never seen Bates study mentioned before - having evidence of the important role that educational/instructional designers play in the effectiveness of eLearning is worth investigating further.

Focus: Online Learning Design * Preparing the students is key to successful Online Learning It is unwise to assume that all students are familiar and comfortable with an online learning environment. * Within an online learning space instructions have to be clear. Clear and comprehensive instructions need to be generated for every learning activity. * The feedback provided to students is particularly valuable in the online setting. Feedback should be constructive, meaningful and timely if it is to be useful. * Helping Staff manage their workload - If teaching staff are not organised/prepared online teaching can be a heavier workload than more traditional teaching methods.

I really like the 'Selecting technologies' page, with the two tables that map possible tools to the learning outcomes.

* A repeated theme from PebbleBash was that students should be doing their own feedback and assessment. This addresses many common issues: student don't appreciate the feedback they get (low SPOT scores re feedback); educators are told by 'management' to do more feedback (unsustainable) and educate students about the feedback they are getting (obviously not meeting students' needs if it has to be explained) * Educators should be fostering "self-regulation"; educators always giving feedback tends to "foster dependency and place responsibility too far in the direction of teachers" * "Of special importance is the practice of students in making judgements about their own work and that of others" * May help with our staff being less dependent? Finding their own information? BUT "dependent on a learning environment that fosters continual improvement and creates opportunities for knowledge seeking and application"

Here's the follow-up research - Does student engagement in self-assessment calibrate their judgement over time? (http://dx.doi.org/10.1080/02602938.2013.769198)