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"The findings suggest that a new role, the life skill promoter, has emerged. Furthermore, analysis of the remaining roles (pedagogical, designer, social, technical and managerial) showed that: (i) online instructors are, first and foremost, pedagogues; (ii) the design of the particular online program influences the pedagogical and designer roles and; (iii) the managerial role has declined in importance over the years due to the development of more intuitive and transparent online scenarios from the beginning of the course onward."

Good selection of tools for online presentations, etc.

This is a heady rant about motivating your user. (7 min). While some of the big words might be off putting, the simple game examples should be inviting. ? It serves as advice on making someone feel glad they performed a task you setup for them. The speaker is talking about video games, and behavioral engineering, but I think it relates to motivating online students. _________________________ tl;dr? the core takeaway is: points ain't rewards. Just because you gave someone points, doesn't mean they received them as a reward. Points only work as rewards when they are a "token" of whatever currency the player values. I think this is fascinating to keep in mind when trying to motivate students. (you might think of grades and degrees as tokens in different currencies) + I'm curious to learn how much the field of "instructional design" leverages behavioral engineering.

An overview of good instructional development: In a nutshell, the backwards process In writing curriculum or developing instructional tasks the following need to be considered. If you use the metaphor of those mylar pictures in textbooks that showed the varied layers of topography, or parts of the human anatomy, then writing curriculum is a similar process it is like developing a series of layers until it becomes a whole picture.

Great article by enthusiastic instructor that gives details about designing and delivering effective role-playing activities online. Relates activities to Bloom's taxonomy and gives tips for grading students.

From OLC Tweet stream - interesting to see how this review process includes instructor online skills as well as 'pure' course design

"Instructional designers are consumers (and sometimes producers) of the learning science literature - and they bring this knowledge base into their work with faculty. Once faculty have the opportunity to learn and apply learning science research for their online courses, they will want to do the same for their residential courses."

"W hat are your learning outcomes for all of your students?" "Do your students know that these are your expectations?" "Do students understand the relationship between their demonstrated achievement of your learning outcomes and their preparation for future success in life and work?"

"The case for learning out loud extends beyond the development of effective communication skills. An asynchronous, multimodal learning environment that invites students to verbally converse with one another has been shown to improve the social and emotional elements of learning." (also see http://www.slideshare.net/brocansky/learning-outloudsept2014)

A slideshow with guidance for writing alt text

"Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better. . . ."