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What This Blog is About In one phrase: Building Engaging Learning Experiences through Instructional Design and E-Learning I'm an instructional designer developing online learning, so that's primarily what I write about. * Instructional Design: This is what I do all day, and I'm always trying to learn how to do it better. * Higher Ed: The courses I create are graduate courses, so I'm interested in higher education. * K-12 Education: The participants in those courses are mostly K-12 educators, so I'm interested in what's important to my audience too. * Corporate E-Learning: Even though I'm in education, I know I can learn a lot from corporate e-learning. Besides, I'm employed by a for-profit company. * Lifelong Learning: It didn't start out to be a goal for my blog, but I've discovered that these tools help my own lifelong learning. I write about my discoveries: what works, what doesn't, what I'm thinking. * Technology: I write about technology, especially as it overlaps with any of the above areas. * Bookmarks: The Daily Bookmarks Posts are resources I find interesting or useful. You can view and search the complete list of bookmarks on Diigo or del.icio.us. On my Post Series and Recurring Themes page, I've collected some popular topics. This includes my liveblogged posts from the TCC 2008 conference and my series on instructional design careers. The top posts in the sidebar to the right are another great place to start reading.

What This Blog is About In one phrase: Building Engaging Learning Experiences through Instructional Design and E-Learning I'm an instructional designer developing online learning, so that's primarily what I write about. * Instructional Design: This is what I do all day, and I'm always trying to learn how to do it better. * Higher Ed: The courses I create are graduate courses, so I'm interested in higher education. * K-12 Education: The participants in those courses are mostly K-12 educators, so I'm interested in what's important to my audience too. * Corporate E-Learning: Even though I'm in education, I know I can learn a lot from corporate e-learning. Besides, I'm employed by a for-profit company. * Lifelong Learning: It didn't start out to be a goal for my blog, but I've discovered that these tools help my own lifelong learning. I write about my discoveries: what works, what doesn't, what I'm thinking. * Technology: I write about technology, especially as it overlaps with any of the above areas. * Bookmarks: The Daily Bookmarks Posts are resources I find interesting or useful. You can view and search the complete list of bookmarks on Diigo or del.icio.us. On my Post Series and Recurring Themes page, I've collected some popular topics. This includes my liveblogged posts from the TCC 2008 conference and my series on instructional design careers. The top posts in the sidebar to the right are another great place to start reading.

Indiana University's Center for Evaluation & Education Policy released a new survey (PDF) last week on virtual education in Indiana. The center surveyed principals and teachers throughout the state on their thoughts about delivering part or all of a student's education online. The report has severe limitations: It was commissioned by an advocacy group (although CEEP itself and the report are non-partisan) and it had a very low response rate (just 3 percent for principals). Those weaknesses were strong enough that we took a pass on writing a story, but the findings do raise interesting questions.

\nWelcome!\n\nWelcome to the new BC gateway to Open Educational Resources.\n\nHere you will find FREE TO USE learning resources that you can use to supplement your own course materials or learning. Some of these are from BC-based projects while others are from Open Educational Resource projects from around the world.

Online schools are changing education

Even Web 2.0 is a confusing mass of capabilities, yet already people are talking about Web 3.0. Where are we in all of this? What's important for educators to know?

An article about the use of social software in higher education.

The architects of education 2.0 predict that traditional universities that cling to the string-quartet model will find themselves on the wrong side of history, alongside newspaper chains and record stores. "If universities can't find the will to innovate and adapt to changes in the world around them," professor David Wiley of Brigham Young University has written, "universities will be irrelevant by 2020."

This case study describes the design and implementation of a foundations of educational technology course with the support of a web-based application known as Drupal. Drupal is a powerful free and open source web application framework in which one can use wikis, blogs, groups, and other tools to support the classroom learning experiences of students. In this course, distance masters students used these tools to build their own wiki-based knowledge base about the field of educational technology.

Web 2.0-Mediated Competence - Implicit Educational Demands on Learners

An online blog for those who use Blackboard to teach. This blog provides resources for educators using Web 2.0 technologies.

A Public (invitation/application) group for collecting references and resources about Web 2.0 use in Academia--for teaching, for learning, for scholarly practice; 21st Century higher education, social networking, social media, and social knowledge creation in general.

Gates: U.S. ed has no choice but to improve Microsoft co-founder said education is the field that has changed the least with technology

Video describes how education is changing.

As technology advances, new discoveries based on brain mapping are helping researchers understand how students learn. And those discoveries, in turn, are enriching and informing classroom practices in a growing number of schools.

from Educators' eZine --> Introduction and Background:Bloom's TaxonomyIn the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's

A report and podcast on the use of Web 2.0 technologies in education.

For the last decade we have been researching these issues, and much of that work is represented and described here. Most recently, we have undertaken a large-scale research project designed to assess people's understandings of credibility across the wide range of digital information resources available today, including new and emerging forms. Through this work our goal is to learn more about how people find and use online information that they believe to be credible, and to refine and develop appropriate theories of credibility assessment in the contemporary media environment. What we learn in this research will help to advance social science, improve how we educate people to think critically, and contribute to discussions of public policy development.

Carroll, T. G. (2000). If we didn't have the schools we have today, would we create the schools we have today? Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1).