We’re in the middle of the second round of state testing and therefore completely distracted, so when the principal sent everyone an email thanking the staff for being the best bunch of teachers on the planet, I was like… huh?  This is a great week to feel appreciated. It got me to thinking about the teachers […]

Networks are powerful things. Thanks to "friends of friends" (specifically, Laura Deisley who connected me to Peter Gow) I was able yesterday to visit NuVu Studio. The brainchild of Saeed Arida, NuVu is a design studio / summer day camp / professional learning space for kids and teacher/educators located in Cambridge, Massachusetts. (It was the perfect kickoff to my week in Boston.) Quoting from NuVu’s vision page: NuVu is a full-time magnet innovation center for middle and high school students and a professional development program for teachers and educators. NuVu’s pedagogy is based on the architectural studio model and geared around multi-disciplinary, collaborative projects. Established in the Fall of 2010 in Cambridge, MA, NuVu provides students the opportunity to work collaboratively with experts, PhDs and alumni from MIT and Harvard as well as working professionals, to solve real-world problems in an intensive and fun studio environment. For teachers and educators, NuVu provides training on how to bring innovative practices to students’ learning using project-based methods. NuVu nurtures creative problem solving, team collaboration across networks, communication and presentation skills, systems thinking, adaptability, risk-taking and imagination, all critical for student success. I came to NuVu for ideas and inspiration. I left with an ample supply of each. Imagine a studio filled with movable furniture, computers of every size, shape & description, a myriad of construction materials, computer controlled fabricating devices, and the smartest people (kids and adults) you could find. That’s only half the picture. The curriculum is the other half. My visit coincided with their Summer program. I saw teams of students designing superhero fashions using software and systems they’d never seen before. I was blown away when Saeed explained that most students arrive with no prior knowledge or skill with the tools they will work with. They learn experientially. On the spot. With capable teachers alongside. That’s funny. Sounds a lot like what I want the K4STEMLAB to be… Almost everything in the space is mobile. (See that portable whiteboard? Yeah, I’m making one.) Chairs and tables can be rearranged as needs dictate.  (See the small group working behind the whiteboard? I didn’t want to disturb them as it was clear they wanted privacy). Though the students were older (middle and high schoolers), the overall feel of the space was very much like what I am envisioning for the K4STEMLAB. I didn’t see any lectures (if there are any they are likely quick and in small groups). I didn’t see students working on the same thing at the same time using the same software or tool. (I also didn’t see a fixed time schedule, but there are things even I can’t control.) But the most inspiring thing I saw was a group of teens working on what I am told will soon be a Kickstarter project, a motion-activated music mixer: This group of high school students is designing a device that allows them to control the computer using hand movements. This was their second prototype. It was partially functional but far from complete. If I recall correctly, none of these students had any formal (i.e., schooled) background in software design or fabrication. Clearly these are smart kids, but, they learned most everything they needed to know at NuVu, with the support of Saaed and his colleagues. Here’s another shot of one of the designers, hard at work: Everywhere I looked at NuVu, I saw creativity and ingenuity at work. There were no ‘classroom management’ problems. Just kids responding to design challenges, working together, learning from each other and senior staff. Thinking, creating, trying, failing, collaborating, trying again. And they were having an absolute blast doing it. I took a lot away from my visit to NuVu. First, it was great seeing so many of the learning space design elements we are trying to incorporate into the K4STEMLAB. It was also inspiring to see students and teachers working as peers, educators clearly as "guides on the side." But perhaps the most inspiring thing was seeing what kids can create when given the right environment, materials, support and challenge. We truly need to believe in our students (as we provide them with the right environment, materials, support and challenge). They are capable of more than we realize!

The debates and discussions following the announcement of Blackboard's intention to purchase two of the the education-targeted web conferencing companies have been fascinating. I was particularly interested in a recent exchange between Dr. Phil Ice (who also goes by the...

A few months ago I published a list of the 10 Qualities Of The Ideal Instructional Designer. Since then, the eLearning community contributed so many qualities to the list it is now overflowing. The comments more or less fell into a few categories: working with SMEs, designing and developing content, love of learning, business savvy and personal attributes. So here are the next 35 qualities. The effective instructional designer should: Competently Work with SMEs Put one’s ego aside when necessary and accept client feedback openly and non-defensively in order to nurture client relationships. (Diana Ouelette.) ‘Effectively channel’ SME’s—competently work with a ‘brain dump.’ (Craig Plain) Be a good listener. Tease out and focus on outcomes. (Steve Burdick) Be a good interpreter-a Rosetta Stone of learning. (Steve Burdick) Ask a lot of questions. (Jennifer Blochowiak) Design and Develop Effective and Creative Content Have good analytical skills. (Vijaykumar) Extract information from SMEs and structure and organize content it in a way that makes it easy to learn. (Camille B. Price) Organize information well. If it’s not something the learner can easily find, it’s not really there after all. (Avni Vyas) Conduct research and synthesize information from a variety of sources. (Kayleen Holt) Write well-defined measurable objectives based on the needs of the learner. (Vijaykumar, Jennifer Blochowiak) Write well. (Robert Becker) Have a capacity for ideation. This goes beyond thinking about learning and teaching and relates to the discovery of truth. (Robert Becker) Communicate well both visually and verbally. (Susan Guest) Create learning sessions with information that is useful and applicable to the learners’ real world—i.e. in the workplace where transfer of knowledge can occur. (Stephanie Schulze) Be a flexible problem solver who can apply instructional design concepts appropriately to unique situations. (Susan Guest) Keep the problem uppermost while designing solutions. (Thomas Garrod) Create deliverables that are learner-centered. (Jennifer Blochowiak) Create connections for the learner to the instruction, learning objectives and business goals through ID principles, multimedia design, activities and feedback. (Sighle Brackman) Engage the learner with writing, layout, imagery, theme and activity/feedback. (Sighle Brackman) Have a Passion for Learning Be obsessed with learning everything (as in #4 of previous list), but be prepared to take action before you have learned everything you might want to know. Be courageous about the choices you will have to make. (Chris Barnes) Have some experience as a teacher, lots of experience as a learner and a passion for learning. (Vijaykumar) Have a background in education coupled with curiosity and a love/hate relationship with technology. (Brian Wrest) Learn quickly and break things down in a way others can learn the information. (Susan Guest) Engage in cross-disciplinary knowledge, consult with others and expand one’s own knowledge base and perspective constantly. (Susan Guest) Have a passion and a thirst for learning. Be a learner’s advocate. Have a passion for truth, the ability to see things as they are (e.g., critical reflection), and a commitment to the learner. (Thomas Garrod) Develop Business Savvy Focus on expected business outcomes and design as leanly as possible to reduce time to proficiency and control costs. To be able to build a business case for learning and demonstrate why their solution will work cost-effectively. (Susan Guest) Create an effective design within the constraints of a project regarding available technology, budget, time and human capital. (Sighle Brackman) Be a skilled advocate for learning, for the audience, and for an effective process in order to gain resources and influence decisions. (Chris Barnes) Know how to facilitate—to teach a SME how to use a technology or demonstrate a new technique. It also helps guide design choices when you know how to facilitate. (April Hayman) Be cross-culturally competent and understand the needs of a global audience. (Susan Guest) Be proficient in three areas; instructional design, instructional technology and project management. Like a three-legged stool—if one leg is missing or shorter than the other it is very difficult to remain seated. (Nancy J. Edmonds) Strive for Personal Growth Have humility. This is a trait that many professors lose when they gain tenure. A great instructional designer, like a great teacher, is a servant-leader. (Robert Becker) Have a passion to impact the lives of people in positive ways through designing suitable learning interventions. (Taruna Goel) Appreciate and value one’s—however small or big it may be—and really believe that someone’s life is getting impacted as a result. (Taruna Goel) Feel ‘powerful’ in helping people become more effective in their personal and professional life and rise to the responsibility of doing that work effectively and to the best of one’s ability. (Taruna Goel) Oh no! You have more qualities to contribute? Comment below. Related Articles: 10 Qualities Of The Ideal Instructional Designer The Instructional Design Life Post from: The eLearning Coach35 More Qualities Of The Ideal Instructional Designer Tweet This! Share this on Linkedin Share this on Facebook Buzz up! Share this on del.icio.us Stumble upon something good? Share it on StumbleUpon Email this to a friend?

Note from Chevin:  My classmate, Donald, here to review Grade Cam, as part of our original contribution requirement for our Masters’ program.  Yay Donald!   Grade Cam Review: Mr. Donald Toney Have you ever wished that you could grade your test in an instant?  Ever want to track student progress and share student data?  Check […]

For months, I’ve been looking forward to this scholarship-funded professional development workshop, a chance to be immersed in the Engineering is Elementary curriculum with the people who developed it and a room full of like-minded educators. My Day One experience did not dissapoint. Kristin Sargianis (above), Director of Professional Development at the Museum of Science, was our lead learner for the day. A true leader, she started the day by introducing all the people at the Museum of Science that make the program possible. It was a small gesture, but a powerful one, and it speaks to the value her organization places on its people. (Remember folks, your most valuable organizational asset leaves the building at the end of each workday - what are you doing to recognize their efforts and value to your enterprise?) Kristin’s instructional style is a perfect mix of high-energy delivery and deep, deep content knowledge. Her constant questioning isn’t a presentation gimmick, it’s the foundation of the program itself, and I am convinced it’s the one critical skill needed for success with this program. "Why does it do that?" "How can you improve the design?" "What materials are best for the job?" "Can you tell me more about that?" I loved the emphasis on questioning and already can see how it will change my teaching. One of the reasons yesterday was so powerful is that we experienced the program both as a student/learner and as a teacher. (My apologies for using this pic, Kristin, but it’s the only one I have with the slide I want to show.)  Throughout the day we had to "change hats" as we explored concepts, tested our own thinking, engaged each other, and considered guiding questions. I really loved how the "teacher hat" slides incorporated insights, strategies, advice, and heavy doses of reflection.  I also appreciated the effort that went into creating the supporting materials for each lesson, and the amount of respect paid to different cultural heritages. I could see children from different countries made to truly feel "at home" by the carefully written stories, which are beautifully illustrated, too. We were challenged to design a plant storage container suitable for retail use. (That was the essential challenge in the story we read in the lesson.) Before we could begin, we had to go through the entire design process as a team. Kristin’s guidance through this part of the lesson was exceptional, and gave me many ideas for my own instruction. By the time we completed the intervening steps, we had considered all aspects of the design process necessary to construct a suitable package, and had agreed on the criteria necessary to measure success. That’s where the real fun began - creating our package. Teams were given a range of materials to begin with and a "cost sheet" identifying prices for each component. Price of the finished design was only one of several evaluation criteria. Looking around the room, I saw many different designs, many somewhat similar, but no two really alike.  My partner David and I managed to create the magnificence you see above just as time expired, scoring 12 out of 13 possible points, losing a point only because our design was slightly too expensive. Before we knew it, the day was over, and we were reflecting on what we’d learned. The experience was especially helpful for me because prior to this, I had really no idea how to begin integrating EiE material and their instructional approaches into my lessons. It is much clearer now. We are working today on simple machines, which I have a feeling is going to be even more fun than yesterday’s activity. I can’t wait to see where this goes, and, to come back to my district and share what I’ve learned so we can begin planning what these lessons will look like in my classroom. This is going to be awesome!

Starting orientation week of #dcmooc with live chat. See more about it at http://t.co/FHCLLBBWYM - open to all. Live: http://t.co/DmkhKhdPcD — Alec Couros (@courosa) May 14, 2014

Thanks again to the fine folks at Sloan C Emerging Technologies for Online Learning Symposium for inviting me to kick off the conference in San Jose this morning as the opening keynote speaker. Several people have asked for a copy...

I was still buzzing after the prior day’s learning experience as Day Two got underway yesterday morning. Projects scattered around the room got me excited that we’d be building things but that wasn’t in the cards. The day would end up feeling very different than the first but it was still powerful, fun, and we learned a lot. Today’s lesson, "Marvelous Machines," was all about physics, my favorite science subject in high school. Before we got into the lesson, Kristin introduced an ABC News segment from 1998 about the design process at the renowned design firm IDEO. This is their mantra: "Enlightened trial and error outperforms the planning of flawless intellects." The video that followed was dated but still relevant and valuable. I’ve linked the first segment below. You can watch part 2 here and part 3 here. (Ah, the wonders of YouTube…) Kristin then guided us through a discussion of the engineering design process we saw in the video. This was incredibly powerful; the video, though ancient by today’s standards, was a perfect illustration of  good design practices, the foundation of the EiE program. Kristin made sure we identified each of the design process steps and thoroughly explored the interconnections. Soon we were getting acquainted with several pre-defined "stations" featuring different technologies designed to move objects. Some were easier to understand and operate than others; the basic idea is that we would push, pull, lift or press down to get an object to move a fixed distance while we measured the force expended via an attached gauge. That’s when things got a little sideways. Measuring the movements was simple enough, and the predefined forms made data collection easy; I could see kids doing this work with little difficulty. The problem arose when we were challenged to COMBINE at least two of the different mechanisms into a subsystem to accomplish an objective. We were assigned a different system randomly and were able to choose others to use in combination. I’m not sure if it was the way the space was arranged, or the difficulty of using multiple systems together, or the size of the groups, but it seemed everyone struggled. I could be wrong, no one seemed upset, but there was a big difference in general atmosphere vs. Day One. Kristin and her colleagues were insightful and helpful, but we all seemed to be in each other’s way more than we were yesterday. Even though the day was difficult at times, it was "hard fun," and were were all ultimately successful in the challenge, and, more importantly, successful with the content, interacting with it as students would, understanding its limitations, how to modify processes and procedures, all so that students will get the desired result: transfer. As we wrapped for the day and completed our evaluations, my only regret is that I couldn’t have at least one of my colleagues attend with me. This program is INCREDIBLY powerful. It is being used by thousands of schools and literally millions of students worldwide. It is endorsed by industry groups and supported by companies like Raytheon that generously provided me (and therefore our school and community) with this opportunity. Of all my takeaways from the two days here, the most profound is that this program is helping to transform entire schools, public and private, magnet and charter, large and small. I met people from those schools. They attested to its power. Test scores are rising. Staff are working together like never before. If our K4STEMLAB initiative is to reach its full potential, it eventually has to spread beyond the walls of my classroom, into the elementary school, and ultimately, to the middle school as well. Doing so will take time.  But, clearly, the journey has begun!

Did you ever spend an hour writing a four or five word phrase or short instruction? During that time, you probably felt like an obsessive perfectionist—hunched over the computer trying to get it just right. Now that there’s a term for this type of writing and recognition of how important it is, we can all feel a little more normal. I’m talking about microcopy, and it refers to the little instructions and phrases that we use in eLearning and web page interfaces to guide and assure users. Importance of Microcopy Microcopy can make or break your product. Without a short instruction, users might not know what to do next. With the wrong instruction, users get frustrated. For example, I came across this instruction to your right while working on a site the other day. I thought I was supposed to click on the words, "click to expand." Actually, I was supposed to click on some links on the other side of the screen. Was I frustrated? I would have been, but I chanted Serenity Now. In addition to providing instructions and wayfinding, microcopy can assure users that things are safe and secure. Notice the  sign-up form in the upper right of the screen. Below the email field I wrote, "Your email address will never be shared with anyone." This assures potential users that their information will be safe and was definitely worth the 16 hours it took to write. Seriously. Writing Quality Microcopy Good microcopy gives your audience the information they need in a small space. Here’s what I’ve learned about writing short instructions and phrases. Clarify your intention or objective. Although it’s only a few words, you do have to think things through. Clarify your objective and purpose so you know what you want your little phrase to do. If you want users to know a course has an audio component, it’s not going to be the same statement as when you tell them how to raise and lower the volume. Don’t let things get blurry. Stick to one clear point. Get in the mind of the reader. Read your copy from the perspective of different users. For instance, read it from the viewpoint of someone who is not  computer literate, doesn’t speak your language well or is not paying good attention. Make sure your statement or phrase can be understood from many different perspectives. Be direct. Your goal is to be as informative as possible in a small space. Make your writing straightforward and precise. Do not waver from your intention. Use the right amount of words. There’s a fine line between using too many words and being overly sparse. Write your copy in as few words as possible, but use enough words to ensure the meaning is clear. Don’t go overboard. When you identify your purpose, stick to it. Don’t attempt to explain too much. That can actually lead to confusion or misinterpretation. Edit, revise, edit. Recheck your writing to revise and edit until it is perfect or you run out of budget. Make it noticeable. Make sure readers can see your microcopy. Although it should fit in well with the surrounding interface, your words need to be noticed. Plan ahead to ensure there is enough space for placing the copy where it can be seen. Consider adding  personality. Sometimes it is appropriate to add humor  and personality to microcopy. This can make an eLearning course or web site a friendlier experience. This isn’t always going to work, but when it does, unexpected humor is a novelty that most people enjoy. Remember its value. Writing microcopy is a service to your audience. Through your little phrase, you are helping people get oriented, find their way, or feel assured. That’s important stuff so do it with care. UPDATE: Read more about  Writing Microcopy on the Bokardo blog Read more about User Interface design on The eLearning Coach What are your tips for writing good microcopy? Please add them to the comments section below. I think the previous sentence is microcopy. Post from: The eLearning CoachWriting Microcopy: Tips and Pointers Tweet This! Share this on Linkedin Share this on Facebook Buzz up! Share this on del.icio.us Stumble upon something good? Share it on StumbleUpon Email this to a friend?

I like this video because… its an issue in education.  Its an issue in life.  We can’t get beyond the things we complain about as long as we pretend everything is ok, can we? (btw… for those who are uncomfortable, I’m not going to stop being the black chick with the Masters degree talking about education… […]

Don’t know what else to say but THANKS! Last week, the Northfield Education Foundation (NEF) donated $1,500 towards classroom supplies for the K4STEMLAB! The NEF has a long history of supporting our school, staff and programs, funding after-school clubs, field trips and more. It’s this kind of community support that makes teachers like me work even harder for the kids of Northfield. So, what are we going to spend (almost all of) this money on? FOAM CUBES. Yes, that’s right. I was first read about foam cubes in "Make Space", one of the books on learning space design that is having a profound effect on design of our new classroom. We are creating an "agile" space that can easily be reconfigured as needs dictate: portable white boards, movable furniture and cabinets, and so on. We also want the space to evoke creativity and FUN, and to be seen as unique in our school (or any other for that matter.) Foam cubes have been an element of agile learning spaces for a long time. The images below are screenshots from an ABC News special report from 1998 about the internationally renowned design firm IDEO. You can see the cubes in the foreground and center of their workspace: …and here, the cubes act as a partition: This pdf from Make Space explaining foam cubes does a great job explaining what these cubes do in an agile learning space and how to make them. It didn’t take long to realize that if I were to fabricate them, it would be expensive, time-consuming and not likely to generate an end result worth using. Fortunately, I found a suitable alternative on Amazon.com: The rest, as they say, is history. Thanks to the supreme generosity of the NEF, a full complement of twenty-six of these are on their way to our classroom. They will be used for seating, primarily, but I can also see them serving as laptop stands; flexible partitions; or being stacked artistically when not in use. Overall, they will help create the learner-centered environment we so desperately seek. Thank you, Northfield Education, Foundation, for your support!

If you are an elearning/ distance learning / online learning practitioner you should plan to join your peers and peeps at the 26th Annual Conference on Distance Teaching and Learning in Madison, WI August 4-6, 2010 at the Monona Terrace...

The students’ last day of school, I stood in the hallway staring into space. I listened and watched as children screamed goodbyes to each other and some of them cried and swore to always keep in touch. A few came looking for me and told me they loved me and hugged me tightly. I hate […]

If you need to learn anything from Facebook to Gmail to Captivate, you'll love lynda.com. Read the review.Post from: The eLearning CoachLynda.com Review: Looking for software tutorials?

Now that my Donor’s Choose project has been funded by a bunch of amazing people, it is time for me to pick the names of the ‘locations’ that will go underneath each one. I am getting seven clocks. I may set the first one to our local time and use YOUR HOUSE as the location name, which would mean I only need SIX names … but I’ve set up the poll to ask for SEVEN just in case. Please complete this poll and share it with as many people as possible - or better yet, READ THE QUESTION TO ANY KIDS YOU KNOW. Thanks! web surveys

I happened to see some of the chat from this morning's #Lrnchat talking about how all the acronyms in this discipline make people crazy. Over the years I have written probably about 4 bazillion glossaries, sidebars and so on, listing...

I have time (ha) so I’ll be reading a bit this summer.  First, if you don’t have it, download OVERDRIVE MEDIA CONSOLE and connect to your local library.  If you have a library card, you can "borrow" ebooks all summer long and not have to worry about late fees when you forget to return the […]

The arena of online learning is continually reshaped by technological advances. Just as we must pay attention to the latest research on learning and pedagogy, it’s important to be aware of current technological trends. These have the potential to redefine what it means to learn online. What technology trends of 2009 have impacted online learning and will continue to do so in the coming year? Here’s my list. Cloud Computing Cloud computing refers to delivering capabilities as an online service accessed from a web browser. The number of applications and services that rely on cloud computing seem to be growing exponentially, impacting both the development and delivery of online learning. Web-based tools for scheduling, project management and documentation increase productivity and enhance personal mobility. Online image editors and other multimedia production tools provide access to a host of new and often less expensive applications. Steaming media services, like Amazon S3, make it easy to store and deliver large media files. While online applications for webinars, presentations and mind maps provide new ways to learn and collaborate online. Open Source Software Open Source software products for eLearning, for which the source code is freely available, are becoming widely accepted. An increasing number of organizations are taking advantage of Open Source products, like Moodle and Sakai, for Learning Management Systems and authoring tools, like Udutu, for course production. The advantages? Open Source apps are usually free to download, which makes online learning more affordable. Access to the source code makes the programs customizable. Also, Open Source software often has a large and supportive community. The downside? The documentation for Open Source software can be disorganized or sparse. Some organizations forget to add in the costs of customization. Social Media Social media technologies are exploding, providing an array of offerings for learning online. The prevalence of social networking, real-time search and discussion, and collaborative technologies increase the opportunities for informal and unstructured learning and can enhance structured learning strategies as well. Although organizations have been slow to adopt and promote social media technologies for learning, interest in these approaches is increasing. Individuals, rather than organizations, have been using social media technologies for self-directed and collaborative learning for quite some time. Immersive and Gaming Environments With 3D virtual environments coming online at a steady pace, sophisticated virtual authoring software, and augmented reality beginning to take hold, learning in 3D is now more feasible than ever. Although it increases development time, the potential for improved learning transfer from virtual environments to the real world can no longer be ignored. And of course, there’s the motivational factor too. Mobile Technologies This year set the stage for a more robust mobile learning space, where limitations in access, power and speed had to be overcome. Due to more powerful mobile data networks, ubiquitous access to wireless, mobile tools that work across platforms and more smart phones and devices that are Flash ready, many types of learning can be set free from the personal computer. More organizations are exploring mobile learning to provide just-in-time resources and learning objects to an increasingly mobile and virtual workforce. eBook Readers The popularity of eBook Readers, such as the Kindle, are increasing the opportunities for learning from digital books. As these become more accepted by consumers, online learning professionals might consider incorporating digital books as part of an overall learning strategy. The devices will probably need to improve when it comes to color and graphics, but they are slowly impacting self-directed learning. Netbooks Netbook computers—those highly affordable mini-laptops—are making the Internet more accessible to the masses. Priced at around $200-$300 dollars, netbooks are contributing to a reshaped eLearning environment by increasing the number of people who can participate. In your opinion, what technology advances or changes in consumer and user behavior are impacting online learning? Comment below. Related Articles: 10 Social Media Tools For Learning Games and Simulations The Future of Learning Design How To Communicate The Value Of Social Media [Photo credit: Kozuch] Post from: The eLearning Coach2009 Technology Trends That Impact Online Learning Tweet This! Share this on Linkedin Share this on Facebook Buzz up! Share this on del.icio.us Stumble upon something good? Share it on StumbleUpon Email this to a friend?

Last week was a blur of activity even though I was only able to work two out of five days on the K4STEMLAB, Monday & Tuesday. Wednesday I ran technology workshops all day in Atlantic City for the ETTC and Thursday I was part of the team that brought the Padcamp unconference to life. Friday I got hit with a nasty stomach bug and didn’t accomplish much of anything. I had plans over the weekend to get into my LMS (learning management system) options but didn’t make as much progress as I’d hoped. Today got off to a great start however as we were able to get my SMART Board finally mounted and properly configured. The PC you see at the bottom left is a STUDENT machine. The SMART Board in my room is a STUDENT device. (Notice there is no monitor; I do have a wireless keyboard for it.)  I am not aware of any other classroom in the school where the SMART Board is not attached to a TEACHER computer. Since I don’t plan to use it as my primary teaching device, it made sense to attach a STUDENT computer to it. The small items you see on the floor are sample interlocking foam tiles from WeSellMats; I am trying to decide what to do about floor covering for that area. I think the interlocking tiles will work but am not sure. Once I get the foam cubes we ordered I’ll be able to make a better judgment. My Z-Rack is ready for assembly so I had to start fabricating the metal strap hangers needed to suspend it on the poles. I used tin shears to cut the pipe hangers to the right length and tried to bend them into the approximate shape needed. It wasn’t a total failure but it was harder than I thought. Tomorrow I hope to drill and mount the board.   Later in the morning I spent about an hour with a rep from Haiku Learning in a demo. I’ve heard a lot about their learning management system (LMS) and wanted to see what it has to offer. Don’t be misled by the frightening screenshot above, there is very little content on the demo classroom I built, I just wanted to get some experience with the configuration options and feature set. I really appreciated ths Google Apps integration. With a few mouse clicks, I was able to set up the demo to pull in our Google Apps user accounts, eliminating a major setup step (and separate data store). This is HUGE. I am now trying to determine how "friendly" the design will be once loaded with relevant content, and what features we need to disable. So far I’m very impressed. Tomorrow should see the Z-Rack completed and more progress with Haiku. I’d like to get the LMS work out of the way so that later in the week I can get some screencast lessons ready for testing. From there things should start to move pretty quickly. See you tomorrow…

:) pic.twitter.com/jm3dk17rIU — Science Porn (@SciencePx) June 9, 2014

On behalf of the entire team at WCET, I’m very pleased to share two big announcements. As of August 2, WCET became the Western Interstate Commission for Higher Education (WICHE)'s Cooperative for Educational Technologies. We continue to be known as...

Here is an end-of-the-year roundup of eLearning and related articles you might find helpful, interesting or enjoyable. They cover all kinds of topics. 12 Top Notch Online Presentation Tools Almost everyone has to give a presentation at one time or another. Whether yours are formal or informal, this list of online presentation applications  from SitePoint might be useful to you. 65 Tips for Getting the Most Out of Your eLearning Budget This free eBook from the eLearning Guild has 65 tips from experienced eLearning professionals. You will need to register with the Guild, which enables you to become an Associate Member for free. Agile Learning Design These eight articles by Donald Clark describe an approach for agile learning and training design. This link takes you to the final article, so you can see the list of previous ones. It also includes the Periodic Table of Agile Learning. How cool is that? Arguments For Informal Learning Jay Cross lays out some excellent reasons for organizations to incorporate informal learning into their overall training strategy in this article. Brief History of Social Media Want to read something fun? Brett Borders has written a history lesson of social media that may surprise you. Field Guide to Learning Management Systems In this free download from the ASTD, Ryan Ellis introduces readers to the many criteria to examine when you’re organization is in the market for an LMS. Learning Styles, Multiple Intelligences and Web Tools Here’s an interesting article by Jil Wright that matches varied web tools to an individual’s inclinations and strengths. LinkedIn Guide for Knowledge Workers Tony Karrer thinks knowledge workers should be getting more out of LinkedIn. His robust list of resources link to articles and guides for using this service more effectively. Rapid and Collaborative Authoring Tools Janet Clarey filtered the Authoring Tools Knowledge base from Brandon Hall Research for rapid, collaborative content development tools that can be used by developers and SMEs in different locations. This is a link to her valuable list. Review of 2009: 100 great resources Jane Hart lists her favorite resources of 2009. Stated in her own words, "I have selected 100 resources—articles, postings, PDFs, presentations, videos, etc.,— about (workplace and academic) learning, tools or technologies that I found of interest or practical use or made me think!" Top 25 Webinar Tips If you design, implement or lead webinars, these 25 tips should come in handy. Happy New Year to those using the Gregorian calendar. And to all visitors, may your dreams be fulfilled in the coming year. Best, Connie Post from: The eLearning CoacheLearning Around The Web Tweet This! Share this on Linkedin Share this on Facebook Buzz up! Share this on del.icio.us Stumble upon something good? Share it on StumbleUpon Email this to a friend?

So I’ve begun my summer professional development.  I love learning so much and there’s just so much out there to learn I tend to get overwhelmed.  Such a great feeling! This week, I attended one of the 19 eLearning conferences being offered by the State of Indiana this summer.  I spent 2 days in Lowell […]