Mary Engstrom

Instructional-Design-Live #29: Fun with Online Learning

05:07 - Robert 1
05:15 - Robert 1
Brain Rules link
05:30 - Mary 2
Thanks, Robert.
05:32 - Cammy
I've been slowly reading Brain Rules for the past few months!
07:48 - Mary 2
Welcome, Eleanor.
07:49 - Robert 1
Welcome Eleanor!
08:04 - Eleanor Rigby
Thanks! :)
09:01 - Robert 1
That reminds me of a scene from the office Cammy
09:42 - Robert 1
11:15 - Robert 1
I've tried Voxopop when it was called chinswing, but I like the idea of an audio message board: It doesn't have teh visual element, though
11:51 - Robert 1
This is a really good point.
12:50 - Robert 1
14:05 - Mary 2
In your experience, Joni, do onliine students begin making connections with one another on their own (via email, chats, etc related to assignments), or is this sense of community something you need to facilitate throughout a course?
15:31 - Robert 1
I think Wallwisher would be nice tool to extend this activity--add to web-based board:
18:17 - Cammy
Social often equals "fun"
18:18 - Robert 1
Hi Suzanne
18:33 - Suzanne
Hi, sorry I'm late to the session
18:40 - Robert 1
np, welcome
18:41 - Cammy
Welcome, Suzanne
19:48 - Mary 2
Thanks, Joni.
20:04 - Robert 1
@Cammy I think it is fun to 'buddy' with a friend
20:51 - Robert 1
Love the photo!
21:56 - Robert 1
Hmm..Now where did I put that experiment? (my caption)
22:17 - Cammy
I'm am the monster of eLearning and you must complete my course or be eaten!
22:19 - Robert 1
Perhaps I don't understand attention well enough
24:40 - Robert 1
25:59 - Suzanne
Wonderful idea!
28:21 - Robert 1
Dreaming of an online education
28:25 - Mary 2
Gotta run.... a meeting awaits me. Thanks, Joni.
31:03 - Robert 1
32:45 - Robert 1
33:43 - Robert 1
oh, yes
36:07 - Cammy
I'm always in favor of interpretive dance!
36:20 - Robert 1
36:49 - Robert 1
you bet
38:37 - Robert 1
yes, little surprises
39:03 - Robert 1
Good point!
40:03 - Joni
Thanks everyone!
40:08 - Suzanne
Thanks, Joni!

Time to put a little fun into online learning--with good reason: 'Emotional arousal helps the brain learn'. Medina, Brain Rules (2008). Joni Dunlap leads the IDLive team in considering how to incorporate fun into the fabric of a course to provide a more stimulating learning experience.


Instructional-Design-Live #26 Transition or Transformation: Implementing a New LMS

Moodle logoEver wondered what kind of change process is involved in moving from a proprietry LMS scuh as Blackboard to an Open Source system such as Moodle. Keith Lynip, director of Extended Learning Services at The University of Montana, discusses the nature of this process in this week's show.

Moodle MugInspired by a number of discussions at the Annual Conference on Distance Teaching and Learning in Madison Wisconsin,  we consider the process of transitioning from a proprietary learning management system such as Blackboard to an open source system such as Moodle.

Instructional-Design-Live#22 2010-06-18 E-Portfolios

Helen Barrett

Dr. Helen Barrett, former faculty at the University of Alaska, Anchorage has spent nearly a decade investigating the use e-portfolios for enhancing stduent learning. In this show, she lays it on the line: e-portfolios that are designed as summative 'showcases' of achievement are missing an opportunity to have students focus on substantive learning.

Dr. Helen Barrett, recipient of the EIFEL lifetime achievement award for her contributions to e-portfolio research and development, joins us this week to put a firm emphasis on having students control their learning through e-portfolios. In addition to highlighting the ‘two faces of e-portfolios’, Helen makes the case that universities have been placing too great an emphasis on e-portfolios for summative learning. 


Instructional-Design-Live#21 2010-06-11 Revisiting Cognitive Overload

stroop test


Arlene Walker-Andrews, Associate Provost and Psychology Professor at the University of Montana, discusses how cognitive capacitiesand the ability to attend to information need not be considered as limited. In other words, cognitive overload need not exist. This suggests interesting implications for the design of instruction that is both scaffolded and learner-centered. Some great analogies and resources.

Stroop Test

Having recently discussed the need to avoid cognitive overload in online courses, we take a step back to consider whether or not cognitive overload is actually an issue. As Arlene Walker-Andrews, Associate Provost and Psychology Professor at the University of Montana, points out: “I do not believe that attention and cognitive capacities are limited. In my view, attention shouldn’t be considered a finite resource, rather it should be characterized as “attending,” which suggests flexible, skilled action. Recent theories about attention suggest that although not all stimuli are analyzed, nonattended stimuli are not all filtered out and their impact on learning and memory will vary depending on relevance and/or personal experience.” Great stuff!

Join Arlene and the ID team this week to listen to what this means for individualizing the learning experience and tailoring instructional strategies to the cognitive abilities of learners.



Avaliable on the Web

Arlene's Notes for the Discussion


Chat Transcipt: Jun 11, 2010 10:05:22 AM - IDL 21: COGNITIVE OVERLOAD 'REVISITED'

Instructional-Design-Live#20 2010-06-04 The LMS and Learning

I hate Blackboard

Join the ID live team this week as we discuss the practical implications of using a centralized Learning Management System to manage the online learning experienece. The position of Jon Mott and David Wiley is discussed:

Mott and Wiley Quote


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