Where is distance learning headed?

The Perception

  Several years ago there was a negative perception of distance learning.  More specifically, online

Image retrieved from http://post.edu/online-education

degree programs were not viewed as credible or prestigious as those earned from a traditional college (Haynie, 2013).  However, that perception has changed because we are now seeing many top-ranked schools offering online classes and degree programs (Haynie, 2013, Wall Street Journal, 2015).  Many more employers are accepting of online degrees and consider them equal to degrees earned from traditional schools.  That being the case, I think the perception of distance learning will remain the same. 

Maintaining the Perception

  In order for distance education to continue to be accepted and remain credible, instructional designers (ID) will have to continue to design effective and efficient courses.  As we have seen, the growth of distance learning has been shaped by advances in technology.  New innovations are always being developed so instructional designers will have to match new web tools with research to ensure those methods promote learner engagement, deeper learning, and critical thinking (Tracey and Richey, 2005).  For IDs, the most important aspect is that the objectives are met and that the design promotes the same learning outcomes as traditional classes.  The Equivalence theory plays a key role here for instructional designers in that, the goal is not to create identical learning experiences but equivalent ones where distance learners can achieve and experience the same outcomes (Simonson, Smaldino, & Zvacek, 2015).  As long as that goal is achieved, distance education will remain accepted.

Instructional Designer's Role

  Instructional designers have the primary responsibility for designing the instruction (Morrison, Ross, Kalman, & Kemp, 2013).  With that responsibility, it is critical that IDs continue to learn and be aware of new innovations and strategies.  I think a good way to accomplish this is to follow blogs that specialize in eLearning and distance education.  These blogs provide lots of information in terms of best practices, new tools, and new ideas that are impacting distance learning.  Instructional designers are the link between the subject matter expert and the distance learner.  By knowing the advantages and disadvantages of the available technology, IDs can continue to improve the field of distance education.

Final Word

  Will distance learning, replace the traditional schools and colleges?  Probably not, but it can give

Cartoon retrieved from Pinterest

learners from around the world the same learning opportunities and learning outcomes (Wall Street Journal, 2015).  The world is always changing and looking for ways to improve.  The field of distance education is no different.  Institutions and instructional designers continue to use their creativity to design challenging yet effective instruction.  If we look at the new generation of learners, they are accustomed to using devices and navigating through different operating systems.  We as educators and designers can use that to our advantage in providing media-rich learning environments that keep those learners engaged and focused.

References

Haynie, D. (2013). What Employers Really Think About Your Online Bachelor’s Degree. Daily News, Retrieved from http://www.nydailynews.com/news/national/employers-online-degrees-article-1.1372092

Morrison, G.R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7^th ed.). Hoboken, NJ: Wiley & Sons.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6^th ed.). Charlotte, NC: Information Age Publishing, Inc.

Tracey, Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21. Retrieved from http://eds.b.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=b523bdba-6bf7-48a9-92ce-2fcb8247d48f%40sessionmgr107&hid=127

Wall Street Journal (Producer). (2015, April 27). The future of college: Digital and distance. [Video file]. Retrieved from http://www.wsj.com/video/the-future-of-college-digital-and-distance/8F56D364-CEB6-4465-9AAF-E6FC9D9E535A.html

A Best Practices Guide for Blended Learning

Moving Your Classroom to a New Level:

A Best Practices Guide for Blended Learning

Introduction

So you are thinking about moving from a face-to-face training format to a blended training format.  Be advised that not all classroom activities easily transfer over to online activities.  Use these tips to help guide you through the transition of moving to a blended learning model.

10 Tips for Success

1.  Pick your model- There are several blended models choose from.  Each has its own characteristics depending on the type of students you will have in your course.  Select this link to learn more about the different models. 

2.  Start from scratch- Activities used in the classroom may not transfer well to the online environment.  A blended approach needs a new viewpoint.  The focus of instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information (Simonson, Smaldino, & Zvacek, 2015).  When revising instructional materials, consider ways to illustrate key concepts using visual representations (e.g., tables, figures) (Simonson et al., 2015).

3.  Design to meet outcomes- There are a lot of Web 2.0 tools available.  However, do not use a tool just because it offers many bells and whistles.  Keep in mind that students are better able to focus on essential material when extraneous material is eliminated from a multimedia presentation (Mayer, 2007).  Along with that, visual text and graphics are the most popular tools in online learning (Kim and Gilman, 2008).  Whatever tools or applications are used, make sure that they are aligned with the course objectives and goals.  If there is any doubt, see the next tip; Get help.  

4.  Get help- Models for classroom instructional delivery and models for online delivery are vastly different (Moller, Foshay, and Huett, 2008).  An instructional designer can be a great asset in helping to create an effective online course.  Instructional designers can create a clear framework outlining the goals, delivery, and structure of the e-leaning program with clear benchmarks for success (Moller et al., 2008).  Inform the instructional designer of what you are trying to achieve and they can provide ideas and solutions to your needs.  

5.  Know your role- In this blended environment you will operate as a facilitator.  The learners will be responsible for their learning but in this new role, you will still need to guide them and be available for support.  Your online presence is essential and can be demonstrated through your interaction with the students as well as promoting student-to-student interactions.   

6.  Prepare the learners- This may be the first time the student has participated in a blended learning course so you may want to provide an orientation and rationale for using this approach (Malamed, n.d.).  The orientation can be useful in informing the students of the types of applications and tools they will be required to use.

7.  Collaboration- In order to create deeper learning for students, it is important that they are interacting and communicating with each other.  Consider using a discussion forum where students can respond to a topic you have selected that is relevant to the current lesson.  Discussions encourage active learning, opportunity for reflection, and interaction with fellow students (TravelinEdMan, 2010).  The responses may generate interesting threads and you can also see if they are grasping the new information.  Blogs and wikis are also great ways for students to communicate and demonstrate their knowledge of concepts.  You may consider using those tools if they are appropriate for your course.

8.  Set expectations- At the start of the course/training, set rules, guidelines, and standards and ensure you enforce them.  Give students due dates for assignments as well as any discussion posts.  All assignments should have a rubric explaining the criteria and specific expectations.  When students know when assignments are due and the expectations, they can better balance their personal time and other responsibilities (Simonson et al., 2015).

9.  Technical issues- Students will encounter technical problems.  Students should be provided

information on who to contact in case of a technical issue.  However, as the instructor, you should be able to help students solve basic problems.  In order to eliminate confusion, provide students with a plan in case they have a technical problem as well as an alternative means of communication (e.g., phone, email) (Simonson et al., 2015).

10.  Evaluate the program- When the course is finally launched and materials are available online, they should be readily accessible for the student.  It is frustrating for students who begin an online course only to find that they cannot access what they need (Simonson et al., 2015).  The Quality Matters rubric is a great tool for evaluating online and hybrid/blended course designs (Woods, 2014).  

References

Malamed, C. (n.d.). Best practices in blended learning. The eLearning Coach. Retrieved from http://theelearningcoach.com/elearning2-0/best-practices-in-blended-learning/

Mayer, R. E. (2007). Five features of effective multimedia messages: An evidence-based approach. In Fiore, S. M., & Salas, E. (Eds.). Toward a science of distributed learning (pp. 171–184). Washington, DC: American Psychological Association. Retrieved from the Walden Library databases.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70. Retrieved from http://eds.b.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?sid=6a0d2a18-2e6f-440d-9da0-272ceda3dd91%40sessionmgr101&vid=14&hid=117

Quality Matters Rubric. (2013).  Standards from the QM Higher Education Rubric, Fifth ed. Retrieved from http://www.tamut.edu/Academics/Dept_of_Learning_Technologies/PDFs/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

Schrock, K. (n.d.). Online tools and Web 2.0 applications. Kathy Schrock’s guide to everything. Retrieved from http://www.schrockguide.net/online-tools.html

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6^th ed.). Charlotte, NC: Information Age Publishing, Inc.

Thompson, J. (February, 2016). 6 Blended learning models: When blended learning is what’s up for successful students. eLearning Industry. Retrieved from

TravelinEdMan. (2010, July 31). 3. Managing an online course: discussion forums. [Video File].  Retrieved from https://www.youtube.com/watch?v=uTpEVLxbcvQ

Woods Jr, D. R.  (2014). Applying the Quality Matters (QM)(TM) Rubric to improve online business course materials. Research in Higher Education Journal, 23, 1–10. Retrieved from http://files.eric.ed.gov/fulltext/EJ1064131.pdf

A Look at Distance Education

Distance education has been around for a long time.  The first account of distance education came in 1833 when European newspapers offered composition, language and civil service examinations through mail correspondence (Distance Learning Timeline Continuum, n.d.).  Following that, William Rainey Harper developed correspondence courses at the Chautauqua College in the 1880s and, using what he had learned, instituted correspondence programs at the University of Chicago after he became its founding president in 1892 (Maeroff, 2004).  As technology advanced, so did the method of delivering instruction.  With the advent of radio and television, distance learning courses could be offered through broadcasting.  Now, over 180 years later, the Internet has taken distance education to a new level.      

With all of this history, how do we define distance education?   Simonson’s definition of distance education (as cited in Simonson, Smaldino, & Zvacek, 2015) is ‘institutional based, formal education where the learning group is separated, and where interactive communications systems are used to connect learners, resources, and instructors’ (p. 31).  My definition is not so sophisticated.  Prior to this class, my definition would be a means for students in different locations to collaborate and gain knowledge in an online environment while working at their own pace.  

While I was in the military, I participated in their correspondence course program.  They offered courses related to one’s military specialty (job), leadership and safety.  Even though these courses were of the professional education variety, it was still a positive experience for me.  I was able to learn and complete these courses at my own pace.  According to the 2009 Encyclopedia Britannica Book of the Year (as cited by Simonson et al, 2015), four characteristics for distance learning are: institutionally based, separation of teacher and student, interactive communications, and sharing of data, voice and video.  My current distance education experience is more in line with these characteristics and Simonson’s definition.  The advances in technology have made it possible to link students from around the world with an instructor and resources to collaborate and interact in an online environment.  Along with that, I have worked with Web 2.0 tools to view and share information.  These tools can really enhance the learning experience.  

The resources this week have given me a deeper understanding of distance education.  My revised definition of distance education would be an institutionally based educational program where the student and instructor are in separate locations and where an online learning management system and Web 2.0 tools are used to link the student, instructor and resources.     

History has shown that advances in technology have contributed to key changes in distance education (Simonson et al., 2015).  Distance education has taken different forms over the years, but the concept remains the same.  It allows individuals the flexibility of learning in their own time and space (Simonson et al., 2000 as cited in Tracey & Richey, 2005).  As more working adults/students find the value in distance education programs, educational institutions will have to meet those needs.  The challenge will come in terms of the instructional designer’s ability to design quality instruction and to deliver content using the appropriate tools.  New technologies have made it easier for students to access content any time and collaborate with other students from around the world.  Distance education programs offer an environment conducive to deeper learning through the interactions with the instructor, content and other students.  With many schools now offering distance education programs, it appears its future is promising.  Distance education will continue to grow and continue to make improvements as it has done in the past.  

References

Distance Learning Timeline Continuum. (n.d.)

Maeroff, G. I. (2004). A classroom of one: How online learning is changing our schools and colleges. Macmillan.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education.

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.

Human Performance Technology

How does the human performance technology (HPT) model of instructional design compare to the ADDIE model? There is no doubt that the ADDIE model contains the fundamental elements (analyze, design, develop, implement, and evaluate) for other systematic training models. The most commonly used conceptual model for systematic training is the ADDIE model (Cowell, Hopkins, McWhorter, and Jorden, 2006).  The goal of both models is the same: to create efficient and effective instruction that produces a desired result.

By definition (as cited in Chongwony, 2015), HPT is a systematic approach to improving productivity and competences, uses a set of methods and procedures- and a strategy for solving problems- for realizing opportunities related to the performance of people. This model is commonly used to improve performance in a work setting. The ADDIE model takes the instructional designer through steps and processes to produce reliable instruction whereas HPT, as stated by Chongwony, focuses on total performance environment to include people, processes, and the environment. The model can be seen here.

The HPT process begins by analyzing the present and the desired levels of individual and organizational performance to identify the performance gap. Once the gap is identified, interventions are designed and developed. Interventions may include restructuring job compensation, redesigning a workstation, or designing a simple job aid- in addition to or in place of training (Morrison, Ross, Kalman, and Kemp, 2013). Once the interventions are implemented, the change process can be monitored. Just like in ADDIE, evaluation is an ongoing process through each phase of the model. The HPT model continues until the desired outcome is achieved.

I think the advantage of the HPT model is that it takes all variables into consideration during the analysis phase. Sometimes the problem isn’t training or instruction, it is having the right tools to do the job. That was a problem I saw many times in the military. The mechanics were competent, they just needed the right tool that was in a serviceable condition. Companies that manufacture items or have systems for getting things done or customer service departments could benefit from this model. The model is about improving human performance and human performance technology will analyze the factors (human or environmental) to improve that desired level of performance.

References

Chongwony, L. (2015). Why You Should Include Human Performance Technology in Your Instructional Designs. Retrieved from http://engage.franklin.edu/i4/2015/02/18/why-you-should-include-human-performance-technology-in-your-instructional-designs/

Reflection on Learning Theories and Instruction

Since my class (Learning Theories and Instruction) started several weeks ago, we have discussed many learning theories. After getting a better understanding of the theories, I can see that at some point in time I have gained learning from all of the theories.  I can see the importance of knowing the theories and how they relate to how we learn.

How we learn can be a complex subject. Even though we can easily see if something has been learned through testing and performance evaluations, how that knowledge was retained and learned is not so easy to see. Everyone learns differently whether it is visually, hands on practice, through social connections, or connecting new information to prior knowledge and experiences. So it is important for instructors to take that into consideration if some students are struggling with the lesson content.

Even though the learning theories (behaviorism, cognitivism, constructivism, and connectivism) are different, they all have an important role in how we learn. With behaviorism, learning occurs through external processes like positive/negative reinforcement while cognitivism focuses on the internal process of how information is received and stored. Constructivism and connectivism are very similar in that knowledge occurs through interactions. As we grow older we gain more experience and create networks that provide us with information. The experiences we have help us relate to new information while our networks of people and online sources allow us to share ideas and acquire knowledge.

One thing I found interesting in this class is the difference between a ‘learning theory’ and a ‘learning style’. A learning theory explains the underlying psychological processes that influence learning while a learning style refers to the mode of instruction or study that a learner finds most effective to learn from. Like I stated earlier, everyone learns differently but sometimes it may be best to match the style to the lesson content. Harold E. Pashler, a professor of psychology at the University of California at San Diego, found that “for a given lesson, one instructional technique turns out to be optimal for all groups of students, even though students with certain learning styles may not love that technique” (Glenn, 2009). I think this is true. Depending on the lesson topic, the best method to present the information could be with more visual aids or a hands on approach or another method. It really just depends on the topic. 

As I pursue my career in instructional design, this course has helped me identify many of the challenges adult learners face as they continue their higher education and how to keep them engaged and motivated. Responsibilities like family and work can cause stress for adults going back to school. Also, there is a lot of new technology that may be intimidating for them as well. When instructional designers and instructors provide learning objectives, course expectations, and ‘how-to’ tools for programs or applications used within a course, it can help lower anxiety by putting light on the unknowns. Adult learners are self-directed and are most likely returning to school to improve their marketability within the workforce. So an important aspect of the instruction is to show its relevance and how the new information or training will support their goals.

Copyright: vladguk

We are always learning. We learn from our environment, interactions, and experiences. It is important to have knowledge of the different learning theories and that there are different learning styles or modes to present information. As we move deeper into a digital world, we will see new technologies like gaming, simulations, and robotics that will change how information is presented. Despite the new technology, the fundamental role of instructional designers is to make learning efficient and effective. I think this course has given me a good foundation in understanding how we learn and things to consider when designing or instructing a lesson.      

Reference

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Glenn, D. (2009). Matching Teaching Styles to Learning Style Not Help Students. In The Chronical of Higher Education. Retrieved from http://chronicle.com/article/Matching-Teaching-Style-to/49497/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Graphics
Hand photo. Retrieved from https://www.kickstarter.com/projects/90209899/painting-the-way-we-learn

Light bulb. Retrieved from http://www.shutterstock.com/pic-157727576/stock-vector-the-concept-of-effective-education-light-bulb-with-colorful-education-icon-file-is-saved-in-ai.html

Fitting My Learning Pieces Together

When I started this course (Learning Theories and Instruction), I considered myself a visual learner with aspects of the cognitive theory where learning is organized, sequenced and presented in a manner that is understandable and meaningful (Ertmer & Newby, 1993). I also saw myself using my past experiences to help in constructing new meaningful information.

Now, after studying each theory a little closer, I still see myself learning by creating meaning from experience (constructivism). However, the social learning theory and connectivism are also responsible for how I learn. I am influenced by my work environment, events in society, and other people. These influences/interactions are always feeding me new information and I filter the meaningful information from the not so useful information. According to Kim (2001), social constructivists view learning as a social process… meaningful learning occurs when individuals are engaged in social activities. A good example of this is when I am with my coworkers and we are discussing current events. With my schedule I usually only have time to catch some headlines so the social activity with my coworkers provides me with the in depth information and stories behind the headlines.   

Like a lot of people, I rely on my networks and online connections to acquire new knowledge. Karen Stephenson (as cited in Siemens, 2005) states:

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

In this digital age, technology offers new ways to learn. You can search any topic on the internet to view articles, videos, and images. One problem can be too much information so the user has to be able to discern what information is relevant for their needs. Along with that, information has become very accessible with the arrival of smartphones and tablets. Information can be accessed from just about anywhere and learning can happen from those online searches and interactions.

Technology is still moving forward and introducing new ways to facilitate learning like virtual reality training, more realistic simulations and devices, and other tools. People are always learning and depending on the context of the information, one of the learning theories will be utilized. An important thing to remember is that the advances in technology are just tools and that the learner must see the value and relevance of the new information or experience for the learned material to be retained.

Reference

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. In itdl.org. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

Networks and Connectivism

Everybody networks in some shape or form whether it’s socially or professionally. But how do our networks help us learn and how have they changed the way we learn?

With so much information accessible through the Internet, it is so much easier to find what you are looking for and learn about something new with a click of your mouse. When I was growing up I had to rely on a network of teachers, books, magazines, and television to gain new information. The Internet provides a means to connect with new ideas and new information instantly. So for me, my online networks give me a virtually unlimited amount of resources to learn from opposed to the limited amount I had when I was growing up.

         



In my learning mind map, I show email, Google search, forums, and YouTube as some ways I receive knowledge. I think the two I rely on the most are Google searches and YouTube. When submitting a topic into the Google search window, I am shown various articles and links to that topic. I can quickly browse and choose the link that offers me the most relevance.

When I am trying to figure out how to do something, especially a home or car repair, I use YouTube to access ‘how-to’ videos. The videos are very helpful for me because they give me a visual of the pieces and parts involved as well as an explanation of the task. I also use YouTube to listen to lectures and short clips that provide additional information and insight to new concepts that I am learning in college.

My networks provide me with new information every day. And that information usually comes in an unorganized fashion. Meaning- in one moment I may be reading information on military aircraft then the next moment I am reading a news headline. The information I receive is sporadic. Siemens describes connectivism as the integration of principles explored by chaos, network, and complexity and self-organization theories. Chaos, in this instance, refers to a random order of information. As I receive new information, I reorganize it and form connections with similar experiences and concepts. One principle of connectivism is the skill of seeing the connections between fields, ideas, and concepts (Siemens, 2005). Even though I get different bits of information through social media, interactions with co-workers, and video media, I can focus on the relevance to the information and make the appropriate connection.

 

Reference

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Learning Mind Map



Hello! Mind maps are a great way to get a graphical representation of how information is connected or linked together. Here is a look at how I mapped resources I use for learning in my professional, educational, and personal interests.



Information Process Theory (Online Resources)

If you look up just about any article on the information processing theory you will find the description of this theory to be the same in some shape or form. It compares the way people process information to that of a computer. In an article from BelievePerform.com, information processing looks at how information enters our system, how we interpret that information and make decisions, and how we put those decisions into action, and finally what we do with the new information our action generate. The article is informative in how the information processing theory can be used to learn skills in sports. Short term and long term memory are important when learning new skills. When talking about physical skills related to sports, they recommend imagery, rehearsal and practice, association and linking, simplicity, organization, chunking, positive reinforcement as means to help get the new learned skills into long term memory.





In another article about information processing, ExpertLearners.com uses a more traditional approach to explain the theory. If you are looking for an easy to understand explanation of this theory, I found this article very helpful. One thing that I like is the definition of terms associated with this theory.

When thinking about how a computer works, you have information input and output. For us, we get stimuli or input from external sources and the output is our behavior. The information process is everything that happens in between the stimuli and behavior. Take a look at these two resources to get a better understanding.   

References

An introduction to information processing system, memory and its role in sports (n.d.). In Believe Perform.com. Retrieved from http://believeperform.com/coaching/an-introduction-to-information-processing-system-memory-and-its-role-in-sports/

Cognitive Information Processing Theory (n.d.). In Expert Learners.com. Retrieved from http://www.expertlearners.com/cip_theory.php

Who is eLearning Industry?

For someone going into the instructional design field, eLearning Industry provides a lot of useful information. I learned about this site through Jirawat’s blog, http://jirawat-educ6115.blogspot.com/.

eLearning Industry was founded by Christopher Pappas and provides a variety of articles from how to improve online training to articles about top eLearning companies. The content is provided by professionals in the industry. One article I came across provided 24 tips to becoming an instructional designer. I thought this was interesting because 24 different instructional designers give their insight and tip about the profession.

With so many sites about the field of instructional design, this would definitely be one to bookmark. Along with the articles, there are links for authoring tools and learning management tools.

If you are already a professional in the field, a business looking into training strategies, or new to instructional design, this is a good place to find information about eLearning.

Resources for instructional design

In the field of instructional design there are many sites and blogs that one can go to get some insight about the profession as well as useful tools and what is new within the industry. Below are some sites that I think are a good source of information for instructional designers or anyone interested in this field.

1.       eLearning Brothers

This site, eLearning Brothers, was started by two brothers and provides templates, custom eLearning design, and training for eLearning professionals. Their blog has many articles about eLearning and using templates. I like this site because to only does the staff provide articles but they also have guests that contribute tips and information for new comers and professionals alike.   

2.      The Rapid E-Learning

Tom Kuhlmann created this blog site to share practical tips and tricks to help others in eLearning. One thing I like about his site is there are links for topics within the instructional design field like: Designing the right course, Instructional design, and Building scenarios for E-Learning to name a few. The articles contained in these topics could help anyone in the instructional design field.

3.      Experiencing E-Learning 

Want to know about a career in instructional design? Christy Tucker’s blog Experiencing E-Learning is the place to go. She provides a lot of good information about the profession itself like: job description, skills needed, getting started, and where to get certified. According to her site, she has been blogging for 9 years and her posts about careers in this field continue to grow views and comments.

4.      Journal of Applied Instructional Design

This journal was started in 2011 to encourage and nurture the development of the reflective practitioners as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. Its purpose is to bridge the gap between theory and practice by providing reflective scholar-practitioners a means for publishing articles related to the field of Instructional Design. I added this site to the list because it could be used as a source for useful articles on a variety of topics.

If you Google ‘instructional design’ or ‘instructional design blog’, you’ll see there are plenty of sites. I hope you get a chance to visit these sites and get some benefit out of them.