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In this post you will find a list of 49 FREE eBooks for instructional designers and eLearning professionals. If you have read any of the following books I will highly appreciate if you share your opinion with the eLearning community. If you know a free e-Learning book that is not included in the list please I will highly appreciate if you write a comment with a link to that book. It will be added at the top of the list!

In this post you will find a list of 49 FREE eBooks for instructional designers and eLearning professionals. If you have read any of the following books I will highly appreciate if you share your opinion with the eLearning community. If you know a free e-Learning book that is not included in the list please I will highly appreciate if you write a comment with a link to that book. It will be added at the top of the list!

Read this post from The Upside Learning Solutions Blog sharing details about The 50 Years of the Kirkpatrick Model

This web site has been designed for teachers and instructors in higher education to access a rich set of resources that support the development of flexibly delivered high quality learning experiences for students.

Victorious Kidss Educares is best IB world school in Pune. Our motto is 'Learning to Love to Learn'. We focuses on education for building character. Learning is not merely for earning. The curriculum is strategically designed to develop learning to enable children achieve excellence in all walks of life and to lay a firm foundation for a strong character, a caring, a loving and a charming personality. We have certified following programmes 1. Pre primary programme 2. Primary years programme 3. Middle year programme 4. Diploma programme Visit is @ http://www.victoriouskidsseducares.org

UpsideLMS Version 4.0 now comes in two variants (that run on the same robust and scalable architecture) - UpsideLMS Professional and UpsideLMS Enterprise. UpsideLMS Professional is designed and packaged specifically for SMBs and Training companies where the need for an LMS is to efficiently manage learning data, large number and churn of users and the need to quickly configure training with a high degree of flexibility. Additionally, it meets the needs of training companies for an easy way to manage multiple customers through a single system that include licensing and branding control and to have an eCommerce module. UpsideLMS Enterprise is for large enterprises that need the LMS to manage learning within the context of an organizational hierarchy, and tight links to a competency framework; they also tend to require solutions that are scalable.

In contrast to the digital footprint you use for your personal learning network, this focus is on the online digital footprint students' use in your science or math classroom. The power of a well designed digital footprint brings the capacity to transform a classroom into an online learning community. Within this community your students use digital tools to create and develop a personal learning network.

In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 

Pedagogy and curriculum that engages students from low-socioeconomic backgrounds and is deemed personally relevant to the lives they live, are seen as important factors towards equality of outcome by Wrench, Hammond, McCallum and Price (2012). Their research involved designing a curriculum and pedagogy that would be highly engaging to students of low-socioeconomic status. 'The interventions involved curriculum redesigns that set meaningful, challenging learning task(s) (culminating in high quality learning products); strong connection to student life-worlds; and a performative expectation for student learning.' (Wrench et al 2012 p934)

commented and annotated by several people, including me -- Jared Stein's comments particularly helpful

Tony Bates is one of the original gurus of highly interactive modern e-learning. In this blog he lets off some steam. Just reading this made me feel better.

elearning course pages should be designed for optimal online delivery and learning experience.

We know that "one size does not fit all." Even in training, there is a demand to offer custom and more relevant content to learners (vis-a-vis a generic content). This mandate can be achieved by offering Personalized learning for employee training.

Design thinking is a recent phenomenon in the world of eLearning and it is a method that combines empathy, ideation, and problem-solving of complex and undefined problems. In this article, I will discuss how design thinking can be applied to create better eLearning courses.

Learn to play guitar with this beautifully designed site. Work through the lessons using your own guitar along with your computer's microphone so the site can interact with you as you play in real time. The site will even help you tune it. If you haven't got a guitar to hand, you can use the on-screen virtual guitar. The course is designed for beginners, but lessons progress quickly. The site seems to work best on Google Chrome. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts

The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.  

For students engaging in creative personalised learning projects such as a 'Genius Hour' or 'Personal Passion project it can often be difficult for them to uncover the right project. Students have become so reliant upon their teachers to pose them problems that when they are given the option to explore one of their own design they don't know where to start. This is indeed a significant challenge as we know that our students will enter a workforce and world of learning beyond school where they must be active problem finders. How then might we provide the support they require without removing the opportunity for truly personalised exploration.