tag:blogger.com,1999:blog-76960062011-04-22T14:50:04.064+12:00A reflective journal for Mary's learning journey, starting with USQOnline FET5601 Instructional Design for Flexible Learning.Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.comBlogger501100tag:blogger.com,1999:blog-7696006.post-1160645744539939872006-10-12T22:16:00.000+13:002006-10-12T22:35:44.576+13:00

One issue I probably need to make explicit is where I have been looking for information as I researched this piece.Primarily, I've looked at what I can find on the internet, free of charge. That's partly pragmatic - it's easier and therefor more cost-effective than a cumbersome interloaning process for hard copies of proprietary information. It's also, I think, a reflection of the changing face

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1160643545843661622006-10-12T21:42:00.000+13:002006-10-12T22:37:19.750+13:00

So, having decided to get back to the blog the question is what to start with...One of the most useful starting points I found was Informal Learning by Marcia L. Conner. The copyright date is given as 1997-2005, (last updated May 18, 2005) from which I gather that it is a living document, ie still being added to and amended.Conner identifies 2 axes of workplace learning, formal - informal and

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1160557222945229302006-10-11T21:40:00.000+13:002006-10-11T22:03:37.103+13:00

Wow - it's three months since the last post! Not that I've been idle over that time, I've been doing some research for the AECT handbook chapter on informal learning, and changed some of the settings on the blog, but I've let the habit of posting to this journal slip. One of the things I found is that I'd somehow set the comments function to only allow comments from blog members - so I've fixed

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1152922950511475342006-07-15T12:14:00.000+12:002006-07-15T12:23:09.746+12:00

My Thursday discussion group is turning out to be very interesting, and heaps of fun - as I expected. Some time last week, Andrew gave me a copy of The Presence Workbook. This is a free downloadable resource from www.presence.net/ . It is a companion volume to Presence: An Exploration of Profound Change in People, Organizations, and Society (2005) by Senge, Scharmer, Jaworski and Flowers,

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1147486605417070292006-05-13T13:50:00.000+12:002006-05-13T14:16:45.510+12:00

Well, I think I've put the formal study on hold for this year.It ended up too late to enrol in Massey's external courses - they all seem to be double semester. Oh well, never mind. The time and headspace that I would have been using for study is being well filled at the moment with proseletysing on the subject of feral learning in other contexts. In April, I completed the first draft of the

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1146388505164408422006-04-30T20:14:00.000+12:002006-04-30T21:16:29.270+12:00

An interesting detour in the paper chase... which I will share with you because I am sure it's not by any means unique, so feel free to substitute the names of the intitutions and / or governments concerned for any others that fit.In spite of brave talk about the Closer Economic Relationship (CER) between Australia and New Zealand, education is not transferable. Of course, it's not necessarily

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1143175875694827702006-03-24T16:15:00.000+12:002006-03-24T17:23:33.946+12:00

I've spent a lot of time over the last couple of weeks revisiting my draft paper of feral learning and reworking it into a draft chapter for a book Jan Visser is preparing in the Lifelong Learning series. It's good to focus on it again, and to see some of the things I've written down. It was hard, though, to begin the process of re-engaging with it - it's neither fresh enough to be completely

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1142370618168290102006-03-15T09:43:00.000+13:002006-03-24T16:14:28.426+12:00

My friend JoEllen gave me a wonderful book for my birthday recently, Sarah Laughed: Modern lessons from the wisdom & stories of biblical women by Vanessa L Ochs. In it. Ochs retells the stories of women from the bible, drawing out the central theme for each and elaborating on it through narrative and commentary.I've only read the first chapter so far, Eve: Tasting wisdom, but already it's got

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1141775815390900922006-03-08T12:49:00.000+13:002006-03-08T12:58:33.276+13:00

Jack Mezirow (1990) the originator of transformative learning theory defines transformative learning as… the process of learning through critical self-reflection, which results in …a more inclusive, discriminating, and integrative understanding of one's experience. Learning includes acting on these insights. (Mezirow, 1990 p.xvi)This occurs when not only the individual's knowledge base, but their

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1141774736648641192006-03-08T12:19:00.000+13:002006-03-08T13:28:51.036+13:00

Following on from yesterday's reflection on my own learning style, here's an interesting piece on cognitive style as measured by the Myers Briggs Type Indicators (MBTI):Cognitive style, as a variable, measures the strength of your preference for the manner in which you process information. It is different from cognitive skill. You can develop skills that are not necessarily in line with your

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1141689620640610512006-03-07T12:27:00.000+13:002006-03-07T13:00:20.713+13:00

One thing that is coming home to me again at the moment is the crucial role of community in my own learning & motivation.Over the past few weeks, I have only been in touch with a couple of other people (Frances Bell of Salford University and Jan Visser of the Learning Development Institute) with an interest in eduction in general, and the idea of feral learning. I find it very easy to lose

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1141687144665619902006-03-07T12:02:00.000+13:002006-03-07T12:27:45.320+13:00

I mentioned Jan Visser's blog the other day - there's a link to it in the sidebar. Recently Jan put up a second post on feral learning which captured a couple of important points I've been trying to tie down. He says:In a comment added to my earler post on Feral Learning (February 24, 2006),Yusra Visser refers to the need for actors in a structured learning environment,such as is typically the

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1141685374711506152006-03-07T11:24:00.000+13:002006-03-07T11:59:49.133+13:00

I contacted Ted Nunan the other day and asked him if he can cast any further light on the origins of the term Feral Learning, and got a very reply back within a couple of days. He thinks he may have picked up the term from Prof Bill Green who was then at Deakin. I'm waiting for a response from him.So I've now got a cluster of Australian academics talking about Feral Learning in the early 1990's.

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1139799119660353702006-02-13T15:04:00.000+13:002006-02-13T16:28:03.156+13:00

Here's an object lesson in how important it is to keep up to date with what's happening in cyberspace...When I first came across the "feral learning" concept, it was as a single throw-away line in the Ted Nunan paper I've been consistently referencing as the source of the term (Nunan, T.Flexible Delivery - What is it and Why a part of current educational debate?July, 1996.)Now, whether it's to do

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1139517928333985052006-02-10T09:01:00.000+13:002006-02-10T11:32:44.516+13:00

Well, I might not have got around to submitting the paper yet and giving feral learning a formal launch, but the concept is gaining ground. Yay!I posted an extract from my blog on a Moodle forum, CABWEB , where it was greeted with enthusiasm and a high degree of recognition by other participants.Christine Clifford from The National College for School Leadership in the UK said...... thank you for

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1122108323731971292005-07-23T20:43:00.000+12:002005-07-23T20:46:40.570+12:00

This is more like!I've followed the advice one of my classmates offered and logged on with Mozilla instead of IE - seems to be much more stable. I feel as if I've actually arrived at last.Now, to actually do some work.... but first I need to go watch Terminator 2 with my son.

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1122088420195094702005-07-23T14:56:00.000+12:002005-07-23T15:13:40.203+12:00

Well, for a while there I thought I wasn't going to get any traction on the Masters this year - but here I am, enrolled for FET8660 Masters Project I - which will be my chance to work up the Feral Learning material I started to develop last time around in the ID paper.I'd started off looking to enrol int he Communities of Interest paper that Shirley takes, but that's not available 'til Sem 3.

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1098232647215672862004-10-20T13:31:00.000+13:002004-10-20T14:23:34.883+13:00

Ohboy ohboy ohboy! I just sent in my project - boy does that feel good! Poor Shirley though - it's H-U-G-E! I've just reached saturation point with it - and I need to get it away this week so I can spend the next 4 weeks catching up on my counselling course... The next task is to reduce the contents of this blog into a 1-screen summary and submit it for my learning log! H'mm. Not the easiest

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com2tag:blogger.com,1999:blog-7696006.post-1097567648113284692004-10-12T20:52:00.000+13:002004-10-12T22:27:04.276+13:00

Several threads have come together for me during e-Fest, and the feral learning model is beginning to take on more definition. Feral Learning is a phrase coined by Ted Nunan (1996) [see below]. My interpretation of the concept draws on constructivist and transformative learning theory. Lert's start with an acknowledgement that learning (as opposed to being taught) is a basic, instinctual

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1097566849298273562004-10-12T20:00:00.000+13:002004-10-12T21:11:24.320+13:00

So, here I am home again after another stimulating day at e-Fest. I don't know if the bus I was waiting for was late, or had already gone, but I waited about 40 minutes for one and so I missed the keynote address from Martin Dogiamas about Moodle which I was looking forward to. I guess I'll just have to look it up for myself - and if the notes go up on the conference site, which I'm assured they

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1097470478275470682004-10-11T17:48:00.000+13:002004-10-11T18:08:23.433+13:00

I'm just back from the first day of the e-Fest conference. Marc Prensky was the keynote speaker, and he was great! If you ever get a chance to go see him, you should. (Did you know that 50% of the world's population is under 25? Eeeep!) Another interesting presentation was on mobile learning (via cellphone / pda technology etc) by Elizabeth Valentine who talked about "learning nuggets" & "

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1096705610827393062004-10-02T20:48:00.000+12:002004-10-02T20:46:45.256+12:00

As for a self-evaluation...'mmm. (I'm reminded of my 11-year-old's comment about the self-evaluations they are required to do at school. His strategy: Always give yourself an A on the theory that others will take you at your own estimation, and the teacher's grade is more likely to be talked down by your self-assessment than talked up.) I hope I'm not quite as cynical as that, but I think looking

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1096706699924185832004-10-02T20:32:00.000+12:002004-10-02T20:56:25.586+12:00

Evaluation is the stage of the process by which everyone has tended to become weary. The enthusiasm and creativity of the analysis and design stages have faded, and the remaining work seems tiring and not particularly rewarding. In a constructivist environment, and more particularly in transformative learning, the division between analysis, design, learning and evaluation is somewhat arbitrary.

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1096705883294958082004-10-02T20:26:00.000+12:002004-10-02T20:31:23.293+12:00

Constructivist Evaluation: a summary of GUIDELINES AND CHECKLIST FOR CONSTRUCTIVIST (A.K.A. FOURTH GENERATION) EVALUATION by Egon G. Guba & Yvonna S. Lincoln. http://www.wmich.edu/evalctr/checklists/constructivisteval.htm I found the original of this article very useful once I'd translated it from the original gobbledegook, but incredibly difficult to read. This is my plain English

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1094761433523514462004-09-10T08:14:00.000+12:002004-09-10T09:11:22.853+12:00

Reflect on the design and development process. Use this to help you move to the design and development phases of your own flexible learning course. Personal statement The design phase of an instructional design project is, to me, the most interesting, and the most difficult. It is the point at which mechanistic formulae and menu-style prescriptions either fulfil or disappoint the educator's

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1094162012440693252004-09-03T09:51:00.000+12:002004-09-10T08:14:03.420+12:00

Jonassen's article is annoying me. I want to agree with him and find him useful, but just when I think he's on to something he goes and constrains it to the point where it becomes self-defeating. Most of my frustration is about the conflict between his stated intention (constructivist, student creates meaning, etc) and his reductionist framework which allows the student to create only that

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1094090177663951892004-09-02T13:40:00.000+12:002004-09-02T15:14:52.140+12:00

Shirley put me onto the concept of transformative learning in her feedback on my project proposal. Bloody brilliant! Here's one take on it from the Wikipedia link above [accessed 2Sept04] that sums it up quite well: Perhaps one of the best definitions of transformative learning was put forward by O'Sullivan (2003): "Transformative learning involves experiencing a deep,structural shift in the

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com2tag:blogger.com,1999:blog-7696006.post-1093991744672385072004-09-01T10:12:00.000+12:002004-09-01T10:35:44.673+12:00

Clark, R.E. 1994, ‘Media will never influence learning’, Educational Technology Research and Development, vol. 42, no. 2, pp. 21-9 I posted this today in response to another posting on the forum. It's been interesting going back to the Clark article - I thought I agreed with it more than I think do now. Clark's basic point is that whether you put leaning material on a page of writing, or

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com1tag:blogger.com,1999:blog-7696006.post-1093150863715275942004-08-22T16:51:00.000+12:002004-08-22T17:01:03.716+12:00

This is really cool stuff from my Social & Individual Psychology course! The section on motivation relates to the intrinsic & extrinsic motivation for doing things, and how they can ibnnterfere with each other. The implication is clearly that offering external rewards for something a learner may wish to do anyway may be counterproductive. So focussing on the credits to be gained, or pleasing the

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1093043150682153552004-08-21T10:49:00.000+12:002004-08-21T11:09:26.146+12:00

I got some really nice messages in response to the last posting. It's so good to know that others are finding the same things tough going. I don't feel like such a dead-head when I know it's not just me! Rena's comment on the last posting has got me thinking about developing a web-ring for learners to access as they confront the same questions. Some of the most useful ones for me in clarifying

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092783514772692132004-08-18T10:45:00.000+12:002004-08-18T10:58:34.773+12:00

Now that I'm here, I'm not sure where to start. What I want to say is that I'm starting to remember why I never finished this course last time around! There is so much to take in, and so much to read, and so little time to process it and let it form a coherent body of knowledge... I think if I was doing nothing else buyt this, it owuld be okay, but trying to get on top of it in 10 hours per

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com1tag:blogger.com,1999:blog-7696006.post-1092194226187937552004-08-11T10:58:00.001+12:002004-08-18T10:45:36.583+12:00

[Okay, so I said I wouldn't, but now I'm going to anyway... ] The analysis phase of Instructional Design (ID) involves creating some initial parameters for the project. Depending on the context of the project to be undertaken and the preferred type of instructional design model , the analysis phase may require more investigatiuon of these parameters, or less. The core questions must still be

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092178910033118242004-08-11T10:58:00.000+12:002004-08-11T12:19:41.756+12:00

The models of instrructional design that I've looked at over the past couple of days have been more similar than different. They each have their own slant, but they're pretty much variations on a theme - the underlying dynamic is the same. ADDIE is an acronym that describes both a specific model, and a genre of instructional design models that follow the basic 5-step process. ADDIE models are

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092178260517235992004-08-11T10:44:00.000+12:002004-08-11T10:51:00.516+12:00

Thank God for classmates who do read the instructions properly! David has just replied to my posting on the forum, pointing out that the instructions for the discussion activity are quite clear that this activity is a reflection on the analysis process, with reference to what that might mean for the individual projet proposal. Which clarifies the situation quite a lot, really. Just shows what

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092129746462892062004-08-10T21:08:00.000+12:002004-08-10T21:23:16.363+12:00

I feel more confident about doing the analysis activity now I've spent the time going through the different ID models. I think last time around I never quite reconciled the "ADDIE is only one model of ID" with the fact that we never discussed any others. Spending the last couple of days working through those differences and parallels has felt a bit self-indulgent, but it's been useful to clarify

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092103115110903822004-08-10T13:45:00.000+12:002004-08-10T21:08:15.526+12:00

9-element model based on Dick & Carey elements are self-contained & not necessarily sequuential (cf hierarchical "steps")significant for including review processes (summative / formative evaluation) in description of ID Central issues - - Learning needs; - goals; - priorities & constraints Learner CharacteristicsContent task analysisLearning ObjectivesTeaching / Learning

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092102351282332702004-08-10T13:36:00.000+12:002004-08-10T13:45:51.283+12:00

The critical idea of minimalist theory is to minimize the extent to which instructional materials obstruct learning and focus the design on activities that support learner-directed activity and accomplishment. (Theory Into Practice)Based on constructivist theory (Piaget, Bruner)formulated from studies of people learning computer app.s"guided exploration" approach Principles: 1. Allow learners to

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092095158162517752004-08-10T11:35:00.000+12:002004-08-10T13:35:14.216+12:00

"... it is reasonable to define instruction as being made up of events external to the learner which are designed to promote learning" (Gagné, 1977).Systems approach Learning events act on learning conditions to produce learning outcomes (capabilities)1965 writing heavily behaviourist oriented.By 1985 evolved to cognitive framework, esp. information processing[Gagne believes]...an instruction

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092019438032821822004-08-09T14:34:00.000+12:002004-08-10T13:28:27.070+12:00

Based on Gagne model"The first step in conducting a goal analysis is to categorize the goal into one of Gagné’s (1985) domains of learning. Each goal should be classified into one of the domains because of the implications for the goal analysis and to identify the appropriate subordinate skills analysis techniques" (Dick & Carey, 1996)9 stagesInstructional Goals - Identify graduate profile (what

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092017621612428262004-08-09T14:13:00.000+12:002004-08-09T14:34:14.756+12:00

Algorithms: problems (eg mathematics) that are precise, unambiguous, easily definedHeuristics: problems (eg ethics) that have an intrinsic level of uncertaintysystems basedconcerned with identifying mental processes esp. unconscious ones identify models of "expert" learning, thinking and performance break complex tasks down to elementary knowledge units and operationsparticularly applicable for

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092017431149263272004-08-09T13:55:00.000+12:002004-08-09T14:33:40.936+12:00

Basic ID modelworks for any kind of learning, including WebA nalyze - identify key parameters: purpose, needs, audience, resources, etc (In other words, the market research phase)Design - create the framework: medium & mode to suit content & purpose, identify learning objectives (In other words, planning)Develop - create the content to fit the framework Implement - (delivery): publish the

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092009587140749802004-08-09T11:53:00.000+12:002004-08-09T12:13:32.613+12:00

Having cleared this week to work on the course, I'm now clogged up with a head cold, so it looks like it might be slower going than I'd hoped. The first task for this week is to catch up on some of the reading I haven't done over the past couple of weeks while I've been trying to get my Counselling assignment done. Mergel is still a good overview, I enjoyed being ale to skim through it quicker

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1092008582482132632004-08-09T11:40:00.000+12:002004-08-09T11:52:54.983+12:00

Herewith, a (lightly edited) copy of two postings I made to the 5601 discussion forum, that were very useful for me to write. It clarified some of my experiential learning as a second-comer to the course... I've been skirting around and around, not getting to the point ... The guidelines page says: "Analysis (learning needs assessment, learner/learning context analysis; procedures for

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1091666028062382182004-08-05T12:25:00.000+12:002004-08-05T12:33:48.063+12:00

I'm starting to realise how hard it is to repeat a course, and do it properly. The feeling of deja vu is strong - and I'm finding it really hard to focus on reading the material properly again. I know I didn't do it justice the first time. It was too new, and there was too much to take in, and too much going on in the rest of my life - but still, it's hard to discipline myself to do it. Being

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1091241629032879282004-07-31T14:25:00.000+12:002004-08-05T13:17:56.820+12:00

I've been wondering which project to use for the coures work over the last week. Last night I went to J's for Shabat, and we talked about the spiritual direction workshop she went to last weekend. It all became clear! The two main possibilities have been the 'Cloud College' activity for 8640 that I was using previouslya learning module aligned with the Parihaka Project.And, there was something

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com1tag:blogger.com,1999:blog-7696006.post-1090638533551180462004-07-24T14:46:00.000+12:002004-07-24T15:25:01.590+12:00

This, of course, is the $64,000 question! I recall how difficult the practitioners I used to work with found it to reduce the concept into a brief explanation. They could quote models, and educational theoried underpinning it, and describe what they did on a daily basis - but this distillation was always problematic. I would describe instructional design (as a verb) as the process of

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1090532070663105582004-07-23T09:19:00.000+12:002004-07-23T09:34:30.663+12:00

I had an 'aha!' moment at about 4:30 this morning.  It's taken me until now to reconstruct my train of thought... It was a recognition of how well Shirley's use of the Announcements screen works.  I haven't seen it used quite like this before, although sometimes it's been close.  I obviously can't afford to shortcut past it on this course, as i"ve sometimes done in other semesters. Shirley uses

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1090368628051796462004-07-21T11:52:00.000+12:002004-07-23T20:56:10.830+12:00

Summary: A really useful and sensible outline of how to intrduce high quality, technology-rich delivery into an organisation.  Bates draws on his own experience, and research, to identify the key success factors.  They are Create a vision for teaching and learningreallocate funds to support technology implementationdevelop strategies for inclusiondevelop a sound technology infrastructuredevelop

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com3tag:blogger.com,1999:blog-7696006.post-1090367482340400592004-07-21T11:46:00.000+12:002004-07-21T11:51:22.340+12:00

The class is huge!  Shirley has set up 3 separate forums for introductions, and I'm having trouble even getting through all the messages on one!  I think I may have to be a bit more discriminating about how many messages I try to keep track of than I have sometimes been in the past.   I know from experience that the forums can take up far too much of my time.   I'll see how I go trying to read

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0tag:blogger.com,1999:blog-7696006.post-1090365697745140112004-07-21T11:12:00.000+12:002004-07-21T11:31:04.583+12:00

I've just begun my USQ FET5601 course for the second time. (!)  I've been thinking for some time that for an online course requiring a reflective journal, a blog would be the obvious way to go - so now I'm going to try it out.    My objective: to record comments on & responses to the course materials as I go, to monitor my learning and make most effective use of the experience.   This is

Maryhttp://www.blogger.com/profile/15740639707484011044noreply@blogger.com0