Explore Instructional Design Techniques

Assessing and Managing Project Risks

noreply@blogger.com (Mary Bentsen) — Thu, 09 Dec 2021 20:52:00 +0000

Project managers can experience expected and unexpected challenges at any stage of a project. One project I worked on that had scope creep was a project to develop training for an updated customer information system at a call center at an insurance company. I was one of three instructional designers on the project team. The design we created was for a course that was based on a quest. Originally, the sponsor only needed training for a new system, but after seeing the quest, they asked if we could redesign the soft skills portion of their training in addition to the system training.

When the scope of a project changes, project managers should communicate with the project sponsors and include them in the process of making decisions about how the change should be accommodated (Greer, 2010). On the project I worked on for developing systems training, the project managers accommodated that change by creating a change document, updating the schedule, and asking the project sponsors to review and approve the new scope and timeline for when the design team could deliver the training solution materials. If I had been the project manager, I would handle scope creep in a similar way by staying calm, documenting the change in a change document, and requesting approval of the document from the sponsors. Open communication is essential on a project team. Project managers should stay in contact with their team members by checking in with them between more formal meetings to find out how their work is progressing and if they need help with anything (Laureate Education, Inc., n.d.a). By hosting regular team meetings, sending status updates, and checking with team members regularly, project managers can make a project a success.

Another way that the change in scope could have been handled would have been to convincing the members of the project team to keep the original scope and adhere to the existing schedule so that the team delivers the training solution materials as promised. Whenever possible, project managers should obtain approval in writing for all project planning deliverables (Laureate Education, Inc., n.d.b). Project managers must ensure that they obtain approval from the project sponsors for the direction they choose to take.

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! Laureate Education, Inc. Retrieved from http://michaelgreer.biz/?page_id=636

Laureate Education, Inc. (Executive Producer). (n.d.a). Monitoring projects [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Executive Producer). (n.d.b). Practitioner voices: You can’t win them all [Video file]. Retrieved from https://class.waldenu.edu

Estimating Work Efforts

noreply@blogger.com (Mary Bentsen) — Wed, 24 Nov 2021 20:18:00 +0000

Estimating work effort and duration of the tasks on a project is challenging because it often requires input from many different team members. I reviewed two resources that assist project managers in building project schedules and developing resource management plans. The first resource I reviewed is Workamajig. Workamajig is a resource that assists project managers in developing schedules and determining the number of resources that are required to accomplish the tasks on project schedules (Cohen, 2020). There are best practices for identifying the inputs into the tool to develop a project schedule and plan. To develop a schedule, project managers must consider the timeline, the task list, and how they will handle changes (Laureate Education, Inc., n.d.). A helpful feature is Workamajig’s ability to provide customizable dashboards for tracking the status of projects (Cohen, 2020). Workamajig allows project managers to divide the work among resources so that team member’s time is properly allocated to the work efforts (Cohen, 2020).

The second resource I reviewed is Nifty. Nifty (n.d.) is an intuitive and user-friendly project management software application that works on multiple platforms. Nifty (n.d.) is a tool that helps project managers specify deliverables, due dates, and responsible resources on a project schedule. Project managers can use Nifty (n.d.) to track the status of a project and track project variables. An innovative feature that Nifty (n.d.) offers is providing a visual snapshot of the overall project on the project homepage. Effective project management requires the flexibility to change the schedule and adapt the project plan as issues and scope changes arise (Laureate Education, Inc., n.d.). Using software tools can ease the difficulty of managing projects.

References

Cohen, E. (2020). A Beginner’s Guide to Resource Planning in Project Management. Retrieved from https://www.workamajig.com/blog/a-beginners-guide-to-resource-planning-in-project-management

Laureate Education, Inc. (Executive Producer). (n.d.). Creating a project schedule [Video file]. Retrieved from https://class.waldenu.edu

Nifty. (n.d.) Tired of Juggling Multiple Tools to Manage Your Projects? Retrieved from https://niftypm.com/

Communicating with Project Team Members

noreply@blogger.com (Mary Bentsen) — Thu, 18 Nov 2021 17:20:00 +0000

Project managers should choose the most effective mode of communication for each message they deliver to their teams. In The Art of Effective Communication, a multimedia program demonstrates a message from a sender requesting a report in three different delivery modalities (Laureate Education, Inc., n.d. a). The author conveyed different meanings depending on which modality she used to deliver it. In the email modality, the message seemed about right. In a memo, a project manager should state the purpose, situation, solutions, specify the form of response, and be respectful (Laureate Education, Inc., n.d. b). In the voicemail modality, the message seemed a little too long. It is more effective to be concise and direct on a voicemail by asking a question that requires a response. In the example of the communication in the face-to-face modality, the speaker did not pause for a response in between statements (Laureate Education, Inc., n.d. a). The speaker’s tone sounded more serious than it seemed when the sender used email.

One factor that affected my perception of the message in different modalities is hearing the person’s voice delivering the message. In the video of the message that the sender communicated face-to-face, the receiver hears the tone, speed, and volume of the message and sees the sender’s face (Laureate Education, Inc., n.d. a). Hearing the message seemed more personal because the speaker’s voice had tone and inflection on different words that changed the meaning of the sentences to seem more severe or concerning. Another factor that affected my perception was that the amount of information seemed appropriate for an email more than it did for a voicemail. Many project team members may not have time to listen to long voicemails, especially those with whom a project manager usually communicates using email and in-person meetings. Project managers should determine what their stakeholders value most and tailor their communications to demonstrate the benefits to the given stakeholder (Laureate Education, Inc., n.d. c).

Of the three messages, email, voicemail, and face-to-face, the method that conveyed the message most effectively was email. Using email to deliver this message seems most effective because the author asks the receiver to respond using email, so it makes sense to send an email to which the receiver can respond. Project managers should send follow-up emails with a list of the main points and action items from their face-to-face meetings because an email is a form of documentation of what the project manager covered in the meeting (Laureate Education, Inc., n.d. b). In the examples of the communication, the author explains why she needs the information and why she requires an urgent response (Laureate Education, Inc., n.d. a). Email is an effective way to send an urgent message. An email is delivered soon after the author sends it, and an email may be more likely to be received than a voicemail. The length of the message sounded impersonal when I received it verbally through both voicemail and face-to-face methods.

To communicate effectively with their team members, project managers should tailor every message to the person they are communicating with. Project managers who are effective communicators solicit guidelines from the key stakeholders on a project, document guidelines for effective communication, and gain agreement and sign-off for the guidelines (Laureate Education, Inc., n.d. d). Some individuals may send nonverbal messages in their communications that they do not intend to send. Project managers must be thoughtful in matching the methods of communication to the subject matter and receivers of the messages they send.

References

Laureate Education, Inc. (Executive Producer). (n.d. a). The Art of Effective Communication [Multimedia program]. Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Executive Producer). (n.d. b). Communicating with stakeholders [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Executive Producer). (n.d. c). Practitioner voices: Strategies for working with stakeholders [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Executive Producer). (n.d. d). Project management concerns: Communication strategies and organizational culture [Video file]. Retrieved from https://class.waldenu.edu

Learning Lessons from Projects

noreply@blogger.com (Mary Bentsen) — Thu, 11 Nov 2021 18:29:00 +0000

After a project team completes a work effort, they should determine what aspects went well and which aspects they can improve in future projects. Project management and portfolio management are becoming more prevalent in companies across industries (“The Role of Project Management,” 2013). The ability to effectively manage knowledge is a challenge for every organization (Terzieva & Morabito, 2016). To review how smoothly a project goes and document the lessons for future use, project managers hold a post-mortem meeting (Greer, 2010). Project teams should take the time to reconvene and gather the lessons they learned from in completing the project.

A project I worked on that was not a success was a new hire curriculum for customer service representatives in a call center of an insurance company. One aspect of the training project that went wrong was that the scope changed three times because additional managers wanted their new hires to be included. The scope creep contributed to the project’s failure because the lead designers had to keep going back to revise the design to ensure that the content was general enough to apply to the newly intended audiences. To be more successful, the project manager could have spent more time and effort seeking out additional stakeholders interested in the same training. Scope creep on projects is caused by many reasons (Laureate Education, Inc., n.d.). Another way that the project could have been more successful would be if the leadership team who were the project’s sponsors should discuss their need for common training in the monthly meetings their monthly strategy meetings. Project managers should involve all stakeholders from the beginning of a project to avoid rework (Greer, 2010). Identifying all of the stakeholders in the beginning would have helped because the sponsors may coordinated a core curriculum made up of common training needs across all of the teams.

The sponsors decided to fold the project into a larger project that was already underway to develop new hire training for call center employees that was more general. I reworked the two deliverables I was developing by updating the nomenclature and changing the scenarios to be less specific to customer questions and references to software tools. The project manager handled the work by adding a week for instructional development. The rework could have been avoided if the project manager and sponsors had reviewed the broader training needs of their departments to see if similar work was already in progress. This would have helped because they could have folded the resources from the project I was on into the larger project earlier and avoided the extra resources it took to rework the content to fit the broader audience. In a post-mortem, a project manager gathers information from the project team members about which practices and processes could be repeated and improved (Greer, 2010). Project team members can document the lessons they learn so that they do not repeat the same mistakes in the future. Capturing implicit knowledge is essential for knowledge management in modern corporations (Terzieva & Morabito, 2016). Project managers should revisit the lessons learned before their next project to determine what efficiencies they can incorporate in their following projects.

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! Laureate Education, Inc. http://michaelgreer.biz/?page_id=636

Laureate Education, Inc. (Executive Producer). (n.d.). Practitioner voices: Overcoming scope creep [Video file]. Retrieved from https://class.waldenu.edu

Terzieva, M., & Morabito, V. (2016). Learning from Experience: The Project Team is the Key. Business Systems Research, 7(1), 1–15. https://doi-org.ezp.waldenulibrary.org/10.1515/bsrj-2016-0001

The Role of Project Management in the Execution of Corporate Strategy. (2013). Leader to Leader, 2013(69), 61–62.

The Culture of Distance Learning

noreply@blogger.com (Mary Bentsen) — Sat, 30 Oct 2021 22:25:00 +0000

Introduction

There are fundamental techniques that instructors should include in every distance learning course to make them effective in helping learners achieve the objectives. Distance learning is formal education or training delivered in a manner where the instructor is separated from the students, the instructor and participants communicate through technology, and instructors use media to share training content (Simonson et al., 2019). The definition of distance learning has changed drastically over the years as the internet, and other new technologies, have become available to trainers. Instructional designers must adapt their instructional strategies to design activities that use the technology to accomplish communication and provide learner support. Practitioners use different names to refer to distance learning, such as in K-12 education, where it is called virtual classroom, universities where it is called online learning, and in business and corporations where it is called eLearning (Simonson et al., 2019).

The Future of Distance Learning

In the future, peoples’ general perceptions of distance learning will continue to become more favorable. Participants’ perceptions will improve as more people are exposed to a high quality of online training. With the invention of the internet, people are connected all around the planet. Given the current world climate changes, pandemics, and population migrations, online training will become more critical because people will need to learn from their own locations when they cannot gather in classes in one location. The proliferation of new technology makes it possible for people to communicate in ways they never could before (Laureate Education, n.d.). Since training participants have likely used the same technologies they use in the classroom to communicate with others at a distance, they may already feel comfortable using the technology they will be asked to use during training, such as blogs or wikis (Laureate Education, n.d.).

Perceptions of Distance Learning

Instructional designers can improve public perception of eLearning by developing motivational, engaging training, and supporting participants with technical issues, online learning readiness, and facilitating communication among class members. Instructors can support learners by providing clear instructions and criteria, a syllabus, and grading rubrics (Simonson et al., 2019). Instructional designers should facilitate meaningful conversations and activities by providing discussion prompts and assignments that ask learners to apply the knowledge they acquire. To create online discussions where participants can apply the new information, instructors should pose open-ended questions that begin with why, where, when, what, and how (Simonson et al., 2019). When learners interact with the training content in meaningful ways, they are more satisfied than when they take a more passive role in learning, such as only reading or listening to a lecture (Nauidu, 2014). By providing clear instructions and opportunities to apply training content to realistic scenarios, instructors can demonstrate that online learning can be engaging, motivating, and effective.

The Role of Instructional Designers

To contribute to positive perceptions of online learning, I will apply evidence-based best practices to my course designs supported by research data. One best practice I follow is to provide learners with a course syllabus, rubrics, a readiness survey, easy-to-follow course layout, ground rules for discussions, instructor contact information, and discussion questions in the course. I will also continue to strive to make training accessible to all learners. I will make the training I develop accessible to learners of all abilities by adding text scripts for audio files and by including captions for graphics and photographs. It is the right of all people to have access to information and training to build the skills required to earn a living and contribute to society (Morgan, 2016).

Conclusion

The future is bright for online learning distance learning will continue to grow in popularity to deliver training in future decades. New technologies will be introduced for communicating. There will be new hardware and software to deliver content to learners and gather submissions for learners’ practice assignments. Employers and learners will see more online learning, more degrees offered from online programs, and more open learning courses that are free and accessible to the general public. Instructional designers have an essential role to play in shaping public perceptions of distance learning. Instructional designers have a responsibility to practice instructional design in accordance with evidence-based practice supported by research.

References

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

Morgan, A. (Jan. 2016). Accessibility as a civil right. EDUCAUSE Review. Available at: http://er.educause.edu/articles/2016/1/accessibility-as-a-civil-right

Naidu, S. (2014). Looking back, looking forward: the invention and reinvention of distance education. Distance Education, 35(3), 263–270. https://doi-org.ezp.waldenulibrary.org/10.1080/01587919.2014.961671

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.

The Evolving Definition of Distance Learning

noreply@blogger.com (Mary Bentsen) — Sat, 11 Sep 2021 14:49:00 +0000

The definition of distance learning is always changing from constant technological advances affecting business practices in all fields. There are different types of distance learning depending on what type of learners the distance learning is delivered, including virtual school for kindergarten through twelfth grade, online universities for college students, and E-Learning for corporate employees (Simonson et al., 2019). It is difficult to determine one standard definition of e-Learning because the technologies and techniques evolve rapidly (Sangra et al., 2012). Before taking Distance Learning EDUC 6135 at Walden University, I defined distance learning as a university correspondence course or online course with some synchronous and some asynchronous aspects.

Now that I have read the resources for the first week of Distance Learning EDUC 6135, I have formed a different definition of distance learning. For my new definition of distance learning, I agree with Simonson, Zvacek, and Smaldino (2019) that distance learning is any formal training program where the instructor provides activities to students from a distance in space and time, and technology-enabled communication devices connect the instructor and students. I also agree with Sangra, Vlachopoulos, and Cabrera (2012) who explain that E-Learning is training delivered through media that leads to learning outcomes. I revised my definition because now I understand that an accepted definition of distance learning has four essential components, including that it is 1) deployed by an institution, 2) has students and instructors who participate from different locations and times, 3) includes class members and instructors who interact through technology, and 4) includes multimedia learning experiences that the instructor shares with learners (Simonson et al., 2019). University courses offered online are distance courses, but now I understand that they are a subset of the different types of courses.

Other distance courses include virtual classroom training, online courses, self-study courses, webinars, massive open online courses (MOOCs), and E-Learning courses (Simonson et al., 2019). Virtual training is a term used for distance education in kindergarten through twelfth grade (Simonson et al., 2019). Corporations use E-Learning to deliver compliance training, such as how to comply with the Americans with Disabilities Act, competency training, such as how to show empathy to a customer, and job skills training, such as how to adhere to policies and procedures. The types of distance learning that corporate training organizations deploy include E-Learning, virtual training, and webinars (Simonson et al., 2019). Online training usually refers to proctored university courses taught at a distance by a college professor for college credit (Simonson et al., 2019). MOOCs are self-study E-Learning courses with large enrollments that are open to everyone (Simonson et al., 2019).

Due to the availability of the internet, open online training courses are available to more people around the world than ever before. Open courses will become more popular, which is a trend that has been expanding rapidly in some European countries (Simonson et al., 2019). Open courses are a viable option for low-income and rural students to increase their knowledge and skills. In the future, distance learning will grow exponentially. As learning technologies advance due to the convenience of participating in training online, the availability of different online activities for learning will continue to grow (Moller et al., 2008). Leaders in the software industry will continue to unveil new technologies that make it easier for instructional designers to include animation and more sophisticated-looking graphics in their distance training solutions (Moller et al., 2008).

Instructional designers should utilize the innovative software available for developing engaging training materials. Although delivering training to distant locations that lack educational infrastructure is possible with the internet, many underfunded regions do not have internet connections that they can use to access training (Simonson et al., 2019). In contrast, other countries have used distance education to train remote populations to build a skilled workforce online (Simonson et al., 2019). Today’s knowledge workers must have communication, technical, and problem-solving skills (Johnson, 2006). Instructional designers should learn the best practices incorporating instructional design methodologies for different types of distance learning as new technologies and communication devices are introduced into mainstream usage.

References

Johnson, D. (2006). Skills for the knowledge worker. Teacher Librarian, 34(1), 8.

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70–75. https://doi-org.ezp.waldenulibrary.org/10.1007/s11528-008-0158-5

Sangra, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework. International Review of Research in Open and Distance Learning, 13(2), 145–159.

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.

Applying Learning Theories and Emerging Technologies to Instructional Design

noreply@blogger.com (Mary Bentsen) — Sun, 26 Apr 2020 14:23:00 +0000

One interesting concept about the way people learn is that people are social, and we learn from others. For example, connectivism combines considerations of existing knowledge, technology, vast amounts of knowledge, and complexity of modern problems to explain how we learn using modern computer technology (Davis, Edmunds, & Kelly-Bateman, 2008). It is surprising how few scientific studies that researchers have conducted on the effects of different online strategies and learning styles, given all of the attention that industry experts have paid to learning styles (Pashler et al., year). Masa and Mayer’s (2006) research is interesting because they found that learning did not improve for those learners who received learning support in their preferred style of learning and that all learners benefitted from effective learning strategies.

The Learning Theories and Instruction course at Walden University has contributed to my understanding of my learning by helping me gain the perspectives of the many different theories that explain the complex process of learning. All of the learning theories work together to explain the ways people learn, and each learning theory has merits (Kerr, 2007). For example, there are different considerations instructional designers should have, according to adult learning theory, that are not thoroughly explained in any other theory, such as providing autonomy and considering their prior knowledge (Conlan, Grabowski, & Smith, 2003). The best learning strategies are those that are effective and motivational at the same time. For example, learners who get practice and feedback learn the skills better, and also gain confidence that they can perform the skills successfully (Artino, 2008). Instructional designers should always provide practice to learners because it is an effective learning strategy, and it also motivates learners.

I have also learned ways to implement emerging technologies into training. Each technology varies in the extent to which it contributes to effective learning (Brown, McCormack, Reeves, Brooks, & Grajek, 2020). Therefore, instructional designers should choose carefully between the options and match the right technology with each given skill in the training. Instructional designers must consider learner motivation in training designs and work to improve motivation purposefully. When learners are self-determined and can identify the benefits of the training, they are more successful at online learning (Artino, 2008).

Instructional designers should consider various learning theories and scientific research to determine which strategies to include in training designs. For example, researchers found that instructors can enhance learning by providing practice tests and providing opportunities to practice throughout training (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013).

Learners are more engaged and motivated when they have real problems to solve because it helps them build confidence that they can successfully apply the skills to their real-world performance (Artino, 2008). Another important lesson for instructional designers is that it is crucial to consider the ethical uses of learner data. It is crucial that instructional designers consider policies for handling data to protect learners (Brown et al., 2020). The most effective learning strategies are also the most practical, such as gaining learners’ attention and providing realistic practice scenarios with feedback. Instructional designers should implement a variety of proven learning strategies from each learning theory as they apply to the training content they are covering.

References

Artino, Jr., A. R. (2008). Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 37–45. https://doi-org.ezp.waldenulibrary.org/10.1007/s11528-008-0153-x

Brown, M., McCormack, M., Reeves, J., Brooks, D. C., & Grajek, S. (2020). EDUCAUSE Horizon Report, Teaching and Learning Edition (Louisville, CO: EDUCAUSE, 2020).

Conlan, J., Grabowski, S. & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbook equity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbook equity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Kerr, B. (2007). _isms as filter, not blinker (2007, January 1). [Blog post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Massa, L.J., & Mayer, R.E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning and Individual Differences, 16, 321–336.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi-org.ezp.waldenulibrary.org/10.1111/j.1539-6053.2009.01038.

An Investigation of Learning Theories

noreply@blogger.com (Mary Bentsen) — Sat, 18 Apr 2020 15:22:00 +0000

My views on learning have changed in a few ways. It is essential to look at learning from many different perspectives that work together to explain the complex intellectual processes involved in learning. There are helpful techniques to be learned from all of the learning theories throughout history, from Socrates to Prensky, and behaviorism to connectivism. Adult learning theory explains how adult learners are self-motivated, independent learners who focus on resolving issues that arise in their personal and professional lives (Conlan, Grabowski, & Smith, 2003).

In the past weeks, after reading about new learning theories, the theories that most describe my learning style are connectivism and adult learning. Those theories align with how I am a life-long, self-directed, self-motivated, and social learner. Connectivism helps explain today’s complex world of new problems and continuously changing information (Siemens, 2005). Living in the information age has changed how humans are learning (Siemens, 2005).

After reading research studies on how to apply social learning and adult learning principles, I have gained insight into which learning strategies that scientific evidence supports. Some of the most proven strategies for learning are dispersed practice with feedback, practice tests, and reflection (Dunlosky et al., 2013). Researchers found that online and blended learning are more effective than face-to-face learning alone (Means, Toyama, Murphy, & Jones, 2009). Researchers also found online learning to be more effective when it provides interaction and allows learners more control over what and how they learn (Means et al., 2009).

Technology helps me learn more because I can readily access information when I need it. Learning has become a part of peoples’ everyday lives, and we integrate it into our experiences with technology (Davis, Edmunds, and Kelly-Bateman, 2008). Technology, including the internet and social networks, provides knowledge and information that I can access quickly without having to remember it all. Then, I have more time and memory capacity available for more creativity and innovative thinking (Laureate Education, n.d.). Social networks and learning networks help learners locate new knowledge, which is a collective source of information that contains the most up-to-date information available on almost any topic. For example, I use an RSS feed to save online resources in categories instead of having to remember how to locate each resource. Now that I have learned about new learning technologies and theories on how to apply learning strategies, I can apply them to developing effective experiences for learners.

Conlan, J, Grabowski, S. & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbook equity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbook equity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Laureate Education (Producer). (n.d.). Connectivism [Video file]. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu

Means, B., Toyama, Y., Murphy, R., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Dept. of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service. Retrieved from http://eric.ed.gov/?id=eD505824

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Design & Distance Learning, 2(1). Retrieved April 19, 2020 from https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf