What *IS* Innovation? Tell us. The CFP for OLC Innovate 2016 (#OLCinnovate) is OPEN!

What *IS* innovation?

This is the FIRST question the Online Learning Consortium (OLC) co-chairs, Karen VignarePaige McDonald and I, asked each other as we started to organize the *NEW* OLC Innovate Conference (#OLCinnovate). Innovation is a BIG word. It means so many different things, to so many different people. Before putting out the call and promoting the #OLCInnovate conference (happening April 20-22, 2016 in  New Orleans, LA), we thought carefully about who we wanted to join the planning team and how to design a conference experience to live up to the “hype” of the word INNOVATE. This conference was formed to merge the best ideas of blended learning (from #blend15) and emerging technologies for online learning (from #et4online); however we expect this meeting in NOLA — OLC Innovate 2016 — to be SO MUCH MORE! Thanks to our AMAZING #OLCInnovate Steering Committee (Tw-shout outs HERE and HERE) we support to hash out what innovation means for the program tracks, developed thoughtful session types for program delivery/format, and, we hope, this conference will model the learning design we all strive for at our institutions and organizations.


So WHY should you attend #OLCinnovate 2016? [What’s in it for me? you ask.]

  • Advancing learning requires continuous visionary leadership from all disciplines
  • Connecting with multiple stakeholders (i.e. learners, educators, administrators, trainers, researchers, administrators, faculty, policy-makers, designers, and industry leaders) to strategize about the evolving needs at our institutions and organizations
  • Sharing learning and development ideas for all levels – K-12, higher education, & industry
  • Implementing solution-based approaches to learning design, support, and structure
  • Researching and developing evidence-based practices for learning is now more critical than ever.

Our #OLCinnovate planning team thinks this conference is a great opportunity to bring ideas, perspectives, research, and practices to the table to truly support innovation in education. The program tracks are structured around areas we all face with learning and development in K-12, higher education, and industry:

  • Workforce Innovation – connections from K-12 to higher ed to the workforce, curriculum to meet industry needs, partnerships for learning & work
  • Structural Innovation – systemic challenges, organization of education, learning spaces, partnerships between educators & technology solutions
  • Pedagogical Innovation – course & program approaches, methods, design, assessment models, etc.
  • Challenging Barriers to Innovation – digital divide, OER, Open Access, sharing evidence, ethical research collaborations, opportunities and areas for learning growth
  • Propose Your Own Topic – Tell us what YOU think innovation IS or what is missing!


The call for proposals (CFP) is OPEN until November 9 December 2, 2015 

Program Format (Session Types) include:

  1. Conversations That Work – why have a panel, when you can facilitate a discussion on the topic with others in the room? Think of questions, discussion prompts, and ideas you want to chat about for this 45-minute session.
  2. Emerging Ideas – Forget the “traditional poster session” we want you to share your practice, research, and work-in-progress ideas in 10-15 minutes to get ideas, feedback, and suggestions during this networking event with both on-site & virtual attendees.
  3. Innovation Labs – 5-minute chat about the concept/idea; 20-minute demonstration; 20-minute applied skills for learning, technology, research, design, or other.
  4. Research Highlights & Trends – 15-minute presentation on your original research; abstract due in November; final, full paper due January 31, 2016 with the potential to be invited to a special issue of the Online Learning journal.
  5. Workshops – these are interactive 90-minute sessions with valuable take-away learning outcomes for participants (free to all conference participants).
  6. Education Sessions – a 45-minute lecture about an idea/concept with 5-10 minutes for Q & A at the end.

There are a number of helpful tips provided on the CFP page; however if you have questions or needs, I would be happy to support you with your proposal development/submission. It is getting the right PEOPLE and VOICES to the table that adds value to any learning and development experience. Please help us invite of institutional stakeholders from education (K-12 and higher ed), and industry (technology, design, L & D, and corporate training) to #OLCinnovate. Share this blog post with your peers, and tell me who the #OLCinnovate planning team should reach out to or invite. Thanks!


Upcoming announcements of other #OLCinnovate program features, speakers, highlights, and are coming soon… stay tuned for more updates!

Digesting #dLRN15: Making Sense of Higher Ed

In the midst of the death of higher ed headlines,the  disruption of HE,  and all the higher ed is broken rhetoric tossed out, a few of us took a pause last week to discuss how to deal with the issues and challenges facing the post-secondary education sector at #dLRN15. I felt fortunate to be able to connect with a number of colleagues to talk behind the buzzwords, and dig into a the real issues challenges our colleges and universities face. It’s time and there is a need to take time for making change in higher education (thanks for the prompt post, @KateMfD). I am not sure that “change” was made, but I am proud to be part of the discussion and momentum that will move some of it forward.

pre-con Qa

Many thanks to the conference organizers for bringing a few smart kids around the table to discuss the following issues:

  • Ethics of collaboration
  • Individualized learning
  • Systemic impacts
  • Innovation and work
  • Sociocultural implications

The panels, sessions, and keynotes left me with more questions than answers – and that is a good thing. Beyond the formal program, the sidebar chats over coffee/snacks/pints were not to be dismissed As Mike Caufield said, I will need to process discussions had at #dLRN15 for weeks. There were some deep discussions into complex issues that could not be dealt with in just two days.

In our pre-conference meeting, each group picked a question/issue based on the themes the conference was focused on (see above). One the groups developed a question that resonated with me the most:


We always want to push forward with big change and innovative ideas in higher ed, but really do we sometimes forget to recognize the incremental changes occurring within our institutions? How do we acknowledge the slow movements and progress we make in HE or that it is an on-going process of change? There are many micro-movements occurring within our learning spaces to help us evolve. I know there are a number of amazing things happening within our colleges and universities — sometimes it’s these slow contributions that make the difference and we often fail to recognize this gradual progress. Slow and steady does win the race.


Ethics of Collaboration & Closing Remarks: Random Dude, Mike, Barbara & George

Fast-forward to the end of the conference, after a number of thoughtful conversations, this final panel reminded all of us of the call to action => to provide evidence for higher ed to shift. George Siemens asked us to utilize research to fuel the fight around the issues raised. Beyond collaboration, what are we really going to do with what we’ve talked about now? It’s great to hear that we are not alone in our discussions however we need empirical evidence to support the change ahead in higher education. I appreciated how this panel spoke about getting beyond the dichotomies and encouraged us to think about research in collaboration with our students and work. We really need to listen to our students and amplify their story/voice in the research we do. It’s easier to move and change when there is already momentum for systemic change, and perhaps #dLRN15 titled the scale for a few. There are a number of challenges and questions from #dLRN15 to consider with our research in higher education, including:

  • What were the foundational assumptions and purpose we thought about at the #dlrn15 ?
  • How do the threads of the conference fit together in a framework to support advancing higher ed? 
  • What does it mean to have a US-centric focus in higher education? How does it impact HE on a global scale? Does it?
  • Was there enough systems-level research or research on systems change at #dLRN15?
  • Is there a need for systematic-change at all levels to advert change in higher ed?
  • How can higher ed research impact practitioner-based work?
  • Is research is the lever for change for us? And does empirical evidence have the potential to change the higher ed system?
  • How can we create a true design jam process — where research is reviewed and reflected?
  • Why should we trust the researchers?
  • We are able to get learners to the institution, but just not to get them through
  • economics of higher education — and the future of higher ed
  • Do we have enough divergent thoughts or ideas shared? Is this an echo chamber or do we need to invite others into the room/discussion for HE? 

This conversation (thankfully) is not over. Here’s a snapshot of my #dLRN15 Reading List with reflections and then some. Let’s keep this conversation and momentum going.

Bringing Our Personality and Self(ie) to the Online

You can’t help but bring yourself to anything you are passionate about. I truly believe this.


This past week has brought conversation and debate prompted from a single blog post about The role of personality in education. Thank you, Martin. This post shared thoughts on how individual courses emerged with a “cult of personality” to drive it towards success, collaboration, interaction and then some. For these type of MOOCs, the learning design was intentionally focussed on the characters (Yes. Dave and Jim are characters… who I adore) to encourage participation and community in the vast Interwebs:

To be successful they often require someone with a well established online network to gather enough momentum, and because creating successful cMOOCs is hard work, that person usually needs to really be central in driving the course forward. And when this works well, it really does create a very engaging learning community.” ~ @mweller

I really think the “chalk and talk” can and should be changed for effective teaching and learning. This will take time, and much more than a popular face and/or a shiny technological platform to alter the culture of teaching and learning in higher education (online, blended OR F2F).:

…an understanding that public service is only a part of identity, and thus the educators who are engaging emergent technologies in the name of pedagogy and content need to be able and willing to build connections and relationships between the formal requirements of the educational system with the personal transformation of each individual.” ~ @RMoeJo

Of course, these ideas about personality and lead personalities are not always representative of the spectrum of learning we see leading these initiatives in higher ed. Social media has created opportunities for unique and powerful collaborations; however they have limited a voice from other populations. There are a number of flaws in elevating pedestals in online learning. Thanks for the reminder Kate, I appreciate her post to consider how we  reward and recognize privilege in our domain:

And on campus, we struggle with personality across student surveys and intellectual property policies: we haggle over the idea of the individual as creator of educational content whose expertise is the guarantee of student experience, while setting up procedures to assure the depersonalisation of content production so that students are protected from the vagaries of charm. Personality: can’t live with it, can’t live without it.” ~ @KateMfD

I am not naive in thinking a number of these social mediums and emerging technologies often influence the network, create affinity groups, and allow lead personalities to dominate. However; I am reminded these same social networks permit educators to customize student experiences, collaborate with researchers, and  build meaningful relationships to scaffold learning and inquiry.

A couple of weeks ago, I shared with student development and academic advising faculty/staff the only way I know how to best engage in what I do. To be myself, specifically, how to model your persona in the online to support student success and professional development on campus. In the #AdvSelfie session, we discussed how it is important, more than ever, to be present and engaged in the digital. More than ever we need to ask questions, be involved, and participate in the backchannel conversations happening at and around out institutions.

Mentoring and modelling online is the key to success for all in higher education — this includes our academic staff/faculty, administrators, staff, educators, and students of all educational levels. In an effort to engage in this dialogue, I challenged participants at the #NACADAmelb and other professional/faculty in higher ed online to BE PRESENT. This challenge stemmed from a 30-day challenge for those who are active online (or should be). To be the example for others on campus, I encouraged the advising group (hey – we all advise one way or another) to be the example with The #AdvSelfie Challenge – so you should probably participate as well:


The #AdvSelfie Challenge: Post your best selfie showing how you mentor and model your online persona for your #highered campus (students, staff & faculty) with the hashtag #AdvSelfie before July 31, 2015 at 11:59 pm CDT. Prizes WILL be awarded … so get creative!



UPDATE 08-14-15: And the winners of the #AdvSelfie Challenge Are….

Thanks to all of you who participated in The #AdvSelfie Challenge! It’s been great to see how you share some of yourself to colleagues, students, faculty and friends on campus. Kudos for being the digital mentors and models we need in higher ed!

Congratulations to the following “winners” of The #AdvSelfie Challenge:

Sara Ackerson, Washington State University Vancouver, WA: For reminding her colleagues and students to laugh and find the best things in others for success.


Amanda Mather, Texas A & M University at Qatar: For sharing who inspires and mentors her own advising career in high education.


John Sauter, Niagara University, NY: For connecting his university and professional advising community in WNY to be active participants and engage online.



All winners will receive in the mail their own copy of the What Happens on Campus Goes on YouTube book shortly.


Thanks for showing your #advselfie! Keep on supporting & being present online for your campus communities. Happy reading, y’all.

Thinking About Communities for Learning {#Rhizo15 Week 5 – Catch Up}

Q: What a #Rhizo15 post? But Laura, I thought the course was over? Is this not true?

A: The #Rhizo15 is never over with a community like this one. #truth

Week 5 poked and prodded at the notion of community for learning, with questions like:

  • How do we make sure there is always room for new and contrarian voices?
  • Do we need to create a them to have a we?
  • How do we cultivate a community learning ecosystem so that it continues to grow outward rather than inward?
  • What does that mean for learning?
  • Must rhizomatic learning be an invasive species?

In my efforts to set up my 10-week Summer courses (why I dropped off the #rhizo15 path as an “active participant” both blogging, tweeting & on the Facebook group), I thought more about how communities can enhance learning, both the informal and formal sides. As I read the #rhizo15 week 5 blog posts and thought a the questions above – it made me consider access and agency to learning – my own and others. Whether it has been a course, certificate, professional meeting or a training seminar — the best experience in learning has been the people and their contributions. The opportunities to dialog and share experiences have lent to stickier and more meaningful learning — for myself and others. There is great knowledge With regards to facilitation and instruction, I would agree with Lisa’s sentiments from week #4 where the fearless #rhizo15 leader, Dave has “chosen words, for every one of his prompts, that are very open to interpretation.” Others interpreted this prompt with metaphors and ideas, including cultivating a garden of learning/teaching, thinking about spontaneous growth, and considering lines of flight for the #rhizo15 course/community.

I agree with these sentiments for my informal learning practices. In a number of my personal learning networks and communities of practice, there are always issues of cultivating a broader network and experience for those involved with learning. It is critical to avoid the online echo chamber when surrounded by like-minded people. This notion of echos in the network vary for #rhizo15 learning community. Some believe this community provides learning support and outlets to challenge the norm, while other community interactions or experiences might be determined by an algorithm. It is important to find ways to challenge and engage the learning community to reflect upon their practice and consider contrary points of view. Sometimes it is a good idea to step back to assess the conversation and learning in the community. I think it’s healthy to have a critical eye when reviewing the participation, discussion, and contribution in the learning community. How can we evaluate and reflect this practice more in our own learning networks?


The Echo Chamber [Revisited] by @gapingvoid

In my efforts to set up my 10-week Summer courses (one of the reasons why I dropped off the #rhizo15 path as an “active participant” both blogging, tweeting & on the Facebook group for a while), I thought more about how communities can enhance learning, both the informal and formal sides. In reflecting on my own formal learning/teaching, I have always valued individual contributions and experiences shared by others. Whether it has been a course, certificate, professional meeting or a training seminar — the best experience in learning has been from the people. We typically have been prompted to respond, answer, or be involved in some sort of interaction — however the learning happens more when the group of learners actively participate, chat, and share. This got me thinking about how to develop a learning community in a formal course curriculum and consider ways to personalize the learning experience.

Forcing or facilitating openness? You decide.

I like the idea of openness guided by the instructor. I enjoy finding meaning and ways to interpret the discussions; however I knew that most of my learners need directions and clear targets. This prompt encouraged ways to facilitate “openness” in my own teaching/training to revitalize a sense of exploration for my learners/participants. I want to facilitate a space that is structured “enough”; however it  does make room for all voices and galvanizes my learners to contribute to include their different perspectives and experiences. How are you encouraging these type of “open” learning experiences in your courses? How are they being interpreted/received by your students?

This past Monday kicked off the Summer sessions at UNT, and I was excited to welcome my learners in #LTEC3010 (Personal Development) and #LTEC4000 (Introduction to Training and Development). Both courses guide career and professional development either as individuals or within an organization [both course syllabi are posted here, if interested]. Interestingly enough, these two different courses have a lot of similarity in understanding organizational learning and individual performance in the workplace. There is enough “structure” for our online undergraduate courses; however I have made room for research, questions, creativity, and contributions from the learners. To be intentional about community learning, there are a number of activities (e.g. discussions, research projects, etc.) and examples to encourage self-directed learning offered in each class. As per usual, I hope to model the impacts online communities of practice and professional mentoring can have on individual academic/career development, while also introducing how informal and online learning networks can support new modes for training and development.

We shall see how these learning communities develop and grow… more to share soon (I hope).

Being A Networked Scholar

Using social media and being a networked scholar allows provides you with an online, research presence and connects you to academics inside and outside your field. The power of open, social networks, allows academic to connect to research and researchers across disciplines. Consider all the ways you can collaborate and share in social media. A growing number of scholars have adopted and joined these online scholarly communities to meet other like-minded scholars, solicit for research support, share project progress, and  disseminate findings beyond a conference publication or journal article. A core value of open, online networked scholarship  is it is “a place where scholars can congregate to share their work, ideas and experiences” (Veletsianos, 2013, p. 648).  There are a number of researcher identification and citation tools connected to social media sites and scholarly metrics. Teaching and research information are being distributed and shared across platforms and communities.


“It is a critical time to rethink how research is produced, distributed, and acknowledged.”

(Pasquini, Wakefield, Reed & Allen, 2014, p. 1567).

As I investigate workplace learning and performance, it has been helpful to blog and bounce ideas off on others on Twitter. I have used Mendeley to work on literature reviews, Google+ hangouts for research team meetings, Google documents for collaborative writing/research, searchedAcademia.edu or ResearchGate to access publications, and posted academic results to SlideShare. These are just a few ways I like to “show my work” and work in the open as a scholar. Being social and online allows me to reflect on my academic teaching and research scholarship experiences, and it has connected me to a great number of academics who I learn and research among.

If you or another academic colleague are thinking about how social media and networks can impact your teaching, research, and service scholarship, then here are a few insights George & I shared for a Royal Roads University post on networked scholarship.

Network with colleagues

Higher education faculty and academics are adopting social media in growing numbers. A 2011 survey, for example, found that 45 % of higher education respondents use Facebook for professional, non-classroom purposes. Joining social media networks allows scholars to connect with colleagues, offer resources and discuss issues of professional interest.

Solicit feedback and reflect on your research and teaching

Academics increasingly share their work online, often engaging in activities that impact practice. Academic-focused social networking sites, such as Academia.edu and Mendeley, and general interest sites such as Twitter and SlideShare provide scholars with places to distribute, discuss and expand on their research and teaching.

Reach multiple audiences

In sharing in open social networks, scholars enter into interdisciplinary territory and often break down barriers between academic disciplines. Not only are the traditional walls of the academy thinner online, but academic work could reach broader audiences, such as practitioners and journalists.

Cultivate your identity as a scholar

Social media and online networks allow scholars to manage their online identity, track their citations, identify their spheres of influence and connect with colleagues. These tools support different ways in which knowledge can be produced, shared, negotiated and acknowledged. Learn more about a few of these tools here and here.

Become more open

Using social media and online social networks means being a tad more open, and that’s good for all of us. Openness is the practice of sharing resources and materials (e.g., syllabi, lectures, research papers) in a way that allows others to retain, reuse, revise, remix and redistribute them. Social media and online social networks often support an ethos of openness, enabling academics to share their work more frequently. A more open approach to scholarship allows knowledge and education to flow more freely and to be used more widely.

What advice do you give early career researchers and academics who are just getting started with social media?

I am not naive to say that being a networked, social scholars does not have any issues. What challenges do you see in being part of the “open” and involved in networked scholarship? Let me know. A follow-up blog post on this particular question and  issue to come…


Pasquini, L., Wakefield, J., Reed, A. & Allen, J. (2014). Digital Scholarship and Impact Factors: Methods and Tools to Connect Your Research. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1564-1569). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 1, 2015 from http://www.editlib.org/p/148918.

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

A version of this blog post is cross-posted on the Royal Roads University website.

Time to Drop the Mic Instructors: Learning Gone Wild {#Rhizo15 Week 4}

Thanks for your#Rhizo15 hack in week 4, Viplav. Your questions really got me thinking:

  • How do we really learn online?
  • How much of control and direction do we need?
  • How much of control do we want when we teach?
  • How do we expect others to learn in such environments?
  • What do we expect of them as co-learners?

For #Rhizo15, a strong and involved learning community, the answers are easier to navigate when we remove the instructor or when “DAVE’S NOT HERE.” With a number of educators who are passionate about learning and entrenched in thinking in #rhizo15, you are bound to keep the conversation going and the learners engaged. For most of us, we have experienced traditional pedagogical models and like the ideas of this sort of free-form learning and ability to dip into the curriculum as we like. Also, it won’t take much for someone to create a video, post a cartoon, record a sound cloud, or throw up a blog post on the topic of getting rid of the instructor. As co-learners, we thrive among the course banter and expect one another to contribute. So getting rid of Dave (metaphorically, of course) in #rhizo15, would not impact this course as much as we think (no offense, Dave).

Now, what would happen if we removed an instructor from a course? This could be online or face-to-face class. How would the learners react? When control is given to the course participants, will it be “Learners Gone Wild” or will our students take up the charge to contribute? My thought: it really depends on the course design.


These questions made me think back to my undergraduate days at the University of Guelph (Go Gryphons!), where most of my 4th-year history seminar courses were just that. As per the typical course syllabi, we were assigned weekly readings; however instead of coming to a “sage on a stage” lecture we were required to do the teaching. Each week 1-2 students volunteered  to offer a micro lesson, develop questions, and  facilitate the discussion on a topic. The professor often sat back in the class, and let us drive the critical analysis, synthesize the material, and debate about issues. It was GREAT! I thought – THIS is what learning is all about at university. I want more!


Student-centered learning theories & methods for flipped learning (Bishop & Verleger, 2013).

Student-centered learning is the key to deep learning, and although not described as “flipped learning” (Bishop & Verleger, 2013) back then, this is what most of my history faculty did at U of G. If you set up your curriculum to purposefully ALLOW for peer-to-peer learning, then removing the facilitator/instructor from the course may be just what you need. By creating intentional spaces (online or in-class) and opportunities for your students to co-learn, you might just be surprised on how they can bring more life to the course subject. During the course, instructors become facilitators of learning to support students with active learning strategies, such as individual problem-solving and team-based projects.Empowering your learners to take the reigns requires them to be embedded in the discipline of study. When you teach someone else about a concept, it requires a deep understanding of the material before you have to explain or critique it.

This does take some intention and planning in how you set up your course structure. It will be important for you to think about where, how, and when you want to infuse peer instruction and the support required for your learners. Think about how you want learners to contribute, lead, evaluate, and understand. When done well, this type of learning has huge benefits for both the instructor and leaders. There are so many possibilities to create dynamic interactions, meaningful conversations and critical thinking about your subject without your lead. Embrace the idea of “letting go of teaching” to see what might happen in part or all of your class. You might be pleasantly surprised at what YOU will learn from your students. Be sure to answer the following questions before you “drop the mic” as an instructor (adopted from Hoffman, 2014):

  • What positive opportunities can student-lead instruction offer your students?
  • How can instructors benefit from creating a cooperative learning experience?
  • What are the possible challenges students and instructors might with peer-assisted learning, and how might they be avoided?
  • What are evidence-based practices for learning environment without an instructor?

Interested in joining the #Rhizo15 world late or want to be part of the conversation and not just a lurker? Dave’s got a guide for that:

  1. This is a list of all rhizo15 blog posts
  2. Pick a title that resonates – click on it.
  3. Leave a comment
  4. Approach mirror, give the person in the mirror a high five
  5. Return contentedly to previous activity
Check out the course website http://rhizomatic.net or go to the hashtag on twitter #rhizo15
Also, you can write late blog posts (like me!) on any of the weekly topics.

For those #Rhizo15 slackers like Kevin & me (well, myself more so), we’re working on said things. The Slackers #Rhizo15 Guide will be available… when we get around to it. :)

Slacker's #Rhizo15 Guide... to comeCartoon via @dogtrax (Thanks, Kevin!)


Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings from the 120th ASEE Annual Conference & Exposition, Atlanta, GA.

Hoffman, J. G. (2014). The functionality and feasibility of flipping. Proceedings from the 25th International Conference on College Teaching and Learning, (pp. 112-126). Jacksonville, FL

Being Content Without Content {#Rhizo15 Week 3 Catch Up}

The irony from my last #Rhizo15 post = having to grade multiple assignments for the end of the semester. I should have seen that one coming. I set it up that way. Lesson learned. That being said, I have put a great more thought on my curriculum, with regards to evaluation, assessment, and, #Rhizo15 week three’s topic, CONTENT.

Dave’s prompt for Week 3: The Myth of Content and “Content is People” first made me think of Soylent Green is People, and then how most educators (myself included) tend to drive our students to learn based on the content over any other approach.


We create learning modules, assign specific readings, designate topics for lectures, and require discussion posts with specific content in mind. If a course was just a textbook or a course pack to read, then why teach? What would it be like to focus a class on a general topic? How can you offer a structure of learning for participation, inclusion, and knowledge sharing?

“We are all so much bigger than the content we teach. Perhaps that would go on our subjective portfolios and resumes – the place where all the really important things are listed and never realized.”  {Well said, Ron!}

It’s great to see how content can come “from the people” and present itself in a democratic way. I like the resources, references, and ideas shared from the #rhizo15 community. This is how we are modeling content by the learners. I suppose #Rhizo15 is a solid example of this, but can we do this within our disciplines and for our own courses? I would like to think so… and this summer, I might just have to test out the #rhizo15 waters with a new course I am picking up to teach:

LTEC 4000: Principles of Training and Development:. This course investigates the design, delivery and evaluation of training and development programs, specifically with regards to the relationship of modern technology and training theories.

In considering this strategy, I know I’ll need to create a framework for sharing, outline the purpose of the course, consider effective evaluation strategies, and offer a type of learning structure for my online students. My program typically has a wide-range of adult learners who share fantastic experiences and get to apply strategies from class to the workplace. Every semester, I learn a great deal when my learners to talk in discussion threads, blog posts, journal entries and on Twitter. I really am looking for my learners to embrace continuous learning in the workforce through discovery, curiosity, and inquiry.

I do have the same sentiments/questions shared by Mr. Misterovich:

  • Is critical thinking truly cognitive development or is it more socially guided?
  • In other words, should we not expect certain age groups to easily think critically because their brain development is not ready for it?
  • Or is critical thinking more of a cultural/social development?
  • If we choose to do so, could we introduce critical thinking earlier and start students stepping up the developmental stages earlier?

I look forward to the contributions my students will provide for training and development, and my own challenges/developments as I work on a “content-less” course. To be blogged about…