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I have always wanted to have my own blog.  I even tried a book blog once, but I couldn't read fast enough to blog often enough.  There's nothing worse than a blog that is only updated once a month!  Bill Carozza has inspired me to try again, but this time on something I do everyday and professionally.  Check out this article for a few good reasons educators should blog.

Teaches you how to replace the calendar in Angel with a google calendar.  When you update your google calendar it updates in Angel.  You can't make updates to the calendar in Angel, it has to be done through Google.  Great if you have multiple sections of the same class--only update once!

Nice find. I used this tool for all my classes and it works great. Now, though, I use that embed code and put the code into a section header in a lessons page. That way it's in the students view the moment the get into the course. Then I hide the calendar tab.

Love this idea! Jeff - do you have a separate google calendar for each course, or do you have one for all your courses? Also, I'm interested in using google blogs (blogger) for journals and would like to embed the codes, just as done for google calendar. Have you heard of anyone doing so? I tried changing a tab to a link for a blog, but am not sure if this is the best way. I did see an article in which the instructor had students create their own blog, then submit the link. The links were then put into a chart put into the course. Any other ideas?

"March 21, 2012 Thinking Developmentally: Designing Courses with a Progression of Learning Experiences By: Maryellen Weimer, PhD in Teaching Professor Blog Add Comment Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?"

Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?

"The concept of a job is going away" (Bersin, 2012) and so should the concept of assessment. At least assessment as we know it. Or the assessment forms that we dearly esteem. The truth is, most educators teach to assess. Yes, the end goal of the learning experience is to prepare learners to succeed in the assessment. Does anyone else see something wrong with this picture?

Yesterday was a big day for Twitter - the company premiered its first ever TV commercial during a NASCAR race, which showed off a brand-new hashtag page that could open a new and very welcome revenue stream for the micro-blogging platform.

I know the tools are out there, but sometimes I feel like I don't have time to find them.  Luckily, Mohamed Kharbach did it for us!  Check out his blog learn about the skills educators should have and use the links to learn or brush up on them. 

If you're like me and Twitter seems too vast to venture in check out Corey Murray's blog on Education hashtags.  He provides a quick list of common education hash tags to follow to get you started.  Try following some of them to keep yourself up to date on the ever changing world of education.

A blog post with helpful tips on publishing an open textbook. Written for BCampus and their open textbook initiative, but most steps relate to publishing in general

I like the point about designing engaging activities using problem - solving: "Instead of a series of click-and-read screens, give the learner a problem to solve. Then provide all of the information that you would normally have pushed by creating access to additional, just-in-time resources. As the learner attempts to solve the problem, she'll pull the information she needs." Perhaps this is how we should be using Articulate Engage - to present problems with potential solutions... Food for thought!

This article raises some great questions - how much "instruction" do we still need to give to students on using things such as the "play" feature etc.? Can we assume they have the skills - or do we need to do a little research to find out what types of instructions that seem obvious to us might not be obvious to them, and vice versa. Food for thought! Connie

Great discussion on how to design self-checks - what options should we be giving the learners?

You have to read this one - it's a pretty good prank! Happy April Fools

Interesting perspective - especially relevant since so many IDs are in the process of getting a Masters!