Loose Ends

This semester in 681 was a great opportunity to gain enough experience with Adobe Captivate that I will be able to open the software in the future and be able to start a project without much review or direction.  While the two day Adobe sanctioned course I took was great, it was only two days so a lot of what I learned was somewhere between my memory and my notes.  By focusing on Captivate for 12  weeks I able to take what I had learned in both classes and hone those skills over a period of time which certainly will help my retention of content.

Our final class session was the final project review, where each student shared their project while other classmates listened to the dialogue between student and professor and also was able to observe the module.  I was able to get my project together in time and there weren't really any last minute mistakes that I missed before uploading to the server.  However, remember how long it took me to create those photoshopped multi-action buttons?  Well I took all that time but then saved them incorrectly, so while my presentation clickable button appear grey I would have preferred they the purple buttons which appeared as the default buttons.  Ultimately, I would like to go back in and update the buttons; I realized it is a simple yet time consuming task and I needed to ensure other parts of my project were suitable for submission.

During our final session I was able to view a few projects created by my classmates.  I really liked the way one student used the Slidelet tool to highlight their navigation buttons.  I have thought about replacing the zoom used to highlight specific tools with the Tool Bar with the slidelet.  I want to compare both and see which produced a clearer capture of the tool, as I found the Zoom tool to be a bit grainy.

Another of my classmates used images in their quiz by way of the matching question.  In the left column were the names of the paintings and in the right images of each painting, allowing the participant to drag and drop the images to it's name.  I thought this would be interesting to see if I could make the left column an image and then have participants drag the definition of the tool to the image of the tool they would see within InDesign.

Overall, I think it this semester has given me the opportunity to become comfortable working in Captivate which in turn will allow me to use Captivate successfully at work to create innovative training solutions for our internal clients.

Next semester I'm taking Project Management and the Principles of Training & Development (required course) - hopefully those classes will give me something to share with you all via this blog.

Until Then!

PS.  I can't forget about the Upcoming Races widget over there -->
Tomorrow night is the Boordy 5k I'm excited to run like the dickens through this field.  What I'm not excited for is the hilly, terrible, fabled Annapolis 10 Miler next weekend - let's hope it hurricanes!

Week Nine & Beyond

Greetings from Crunch Time!

Since Week 8 we had a few more review sessions and was able to see everyone's projects progress as the deadline got closer.  The computer I was building my project on was replaced, luckily I was able to save my files - the bad news was that it took forever for our purchasing department to reinstall Captivate on my machine.  In the meantime I downloaded Captivate 6, which is pretty cool except it is not backward compatible.  So in 18 days when my trial expires, my module will be frozen in its current state forever.  Unfortunately I cannot copy and paste between versions of Captivate so at some point I will have to recreate the module entirely.  This isn't a terrible thing, though since I have learned quite a bit since I started building the module and will the rework as an opportunity to perfect some techniques.

Capturing the simulations of InDesign were tricky.  For some reason the videos were capturing extra frames that didn't even show up during the recording, but once it was added to my project these phantom frames popped up and could not be covered.  After a bit of fooling around I figured out how to minimize the appearance of these frames and then was able to delete the slides it did show up in.

I did have a few issues while recording audio, for some reason no matter what headset I used and where I tried to record there was always an echo that didn't occur in the audio recorded a week earlier.  Eventually I reverted back to my audio safety net of Adobe Soundbooth.  I was able to record the last few pieces of audio in 15 mins using the amazing internal microphone on my macbook.

Macbook Mic - 1  Logitech Fancy Schmancy Headset - 0.

As things are winding down the next post will cover our final session and the great work put forth by my classmates!

Week Eight

Hello!

Week Eight was easy peasy and EXACTLY what I needed!  Our actually class for week eight was a bit different, in that we each had a specific review time slot where we reviewed our project with our professor.  It was a great opportunity to put out what we've already created, get feedback, and ask any questions.  While I was logged in just during my timeslot, a few my other classmates seemed to be present the entire time.  I did get in a few minutes early and was blown away by what some of my classmates have created so far - wowzaaaa!

 I have been bogged down trying to get my background template perfect in photoshop before I start actually building in Captivate - something I'm sure to regret within the next 3 weeks.  This is the same problem I have at work where I can't start the actual work on something until I have all the extras in play.  I don't know why that is, but I'm going to go with the excuse that it is in an effort to avoid have to change the entire layout at the end.  I will also credit this terrible tendency to the reinforcement I received in my Adobe sanctioned Captivate course, where our instructor created amazing graphics in Photoshop before importing them into Captivate.  He mentioned how he doesn't do a bit of work on a project until he has everything he needs from the client - this is my new approach.  So far this was worked out alright for me, but as my clients increase their turnaround time this may not be the best avenue for me to pursue.

So I've gotten not just my layout and custom buttons completed, but I've also made multi-functional buttons so when they are rolled over or clicked they have a different appearance.  This is the super-cool thing that has taken me weeks to do and I'm starting to wonder if they will even work since I don't have 5.5.  I guess we'll see, either way I now know how to change the hue/saturation to images within Photoshop - and here's a hint it doesn't work on jpeg but somehow on .pngs.  So as an earlier post states - I'M IN LOVE WITH .PNGs!!!

This past week I was able to attend an advanced training on Adobe InDesign - which is the topic of the modules I am creating for 681.  I learned so much about InDesign that I didn't know and I am trying to be very careful about "product dumping" on the audience of my intro module. 

Well time to get back to storyboarding (for work), catch you in week nine of the summertime!

Ahh rhyming, don't judge!

Week Seven

In week seven we learned about Audacity which is a free music editing software similar to Adobe Soundbooth.  We reviewed the Audacity interface and took some time to practice deleting portions of sound files.  We focus on removing the portion of a sound file that had singing and voiceover, in order to just have the background music.  This type of editing could be done to use the instrumental portion of a song as intro or outro music for an online module.  We also learned we could loop this section of music in order to extend its play time. 

We then moved into Captivate and learned how to add audio into our Captivate projects.  We saw how audio integrates into the timeline and practice adding audio to specific objects within a slide.  This could be useful in a situation where children learn sounds, for example by clicking on the cow a 'Moo' sound would be triggered.  In a professional instance, it could be used to help mechanics recognize 'bad' sounds of a specific piece of machinery. 

Next week we are using our class time to do individual reviews of our projects, my slot is at 7pm.  I've completed the storyboard for the first of two modules and am now working on solidifying the artwork for the layout of my modules.  I am working to develop custom buttons, which will vary in color depending on if they are active, have been clicks, etc.  I am also tinkering with Captivate and InDesign to determine the size of my recordings.  I have to find a nice balance between the space for the movie on the screen and the area for text, I am unsure if I will be using audio in my modules.  I actually am attending a two day advanced InDesign training this week, so hopefully with the feedback from my review and what I learn in training I will be even more prepared to begin building the module. 

Until Week Eight!

Week 5 (and a Thunderstorm delay)

Happy Belated 4th of July!  A few updates before we get into what was covered during Week 5.  

• Quickly after my Week 4.5 post, I figured out that I was supposed to post my Analysis Report & Objectives to the discussion board.  This synchronous class thing is a strange bird and hopefully I can get the swing of it before the semester ends.  
• Due to the serious thunderstorms that kicked off our nation's birthday Week 6 was postponed.  Luckily I somehow avoided the storm and any side effects that were going on.  So I took advantage of my time at the beach and enjoyed an impromptu "spring break".  

Week 5 was an exciting time in Captivate.  We were introduced to pointers, buttons, and highlights, we able to practice with each, and even took some time to learn how to do custom buttons.  I am planning on doing one or two custom buttons for the 'home' and 'quiz' function of my InDesign tutorials, that will mainly depend on my ability to find acceptable images from Fotolia.  Fotolia is the stock image site we use at my company and I suspect it may not be the best stock image site out there, but I'm not the one who pays the bill.  

Since deciding to pursue the InDesign module, I spoke with the Training Manager to let her know the new deliverable that will be available to her team.  I'm pleased to say she was excited and hopefully it will be a valuable tool to expand the facilitators skill sets.  

Well, its time to keep on storyboarding!  

Catch you at the end of Week 7!

Cortney

Week Four (.5??)

Happy Sunday!

Before I hit the pool I decided to search around Blackboard for some submission guidelines for EDUC648.  Paul has done a great job mapping out our summer schedule, with reasonable suggested guidelines which I know is a HUGE relief to me during this short semester.  So while the milestones are suggested, I'm not sure if I actually have to send submit anything before the end of the semester - remind me to ask in class on Tuesday.  In the mean I'm going to post my Analysis Report & Objectives here...

Crawl, Walk, Run:

Introduction to Basic Text Edits in Adobe InDesign

Rationale

It is currently common practice for training facilitators to frequently request minor edits to course materials between classes.  Often times there is a quick turn around time requested and this places stress on the training team, instructional designers, and the print shop.  Due to the timeliness of the request, the instructional designers are forced to put a hold on other projects to make basic edits; managing multiple projects while spending time completing repetitive yet time consuming tasks add further delay to printing.  By empowering the training teams within Professional Development, Organizational Development, and Project Office (PD/OD/PO), with the ability to use InDesign to make basic text edits the team has more control over turn around time and is able to gain experience with a piece of design software.  

Sponsored by the Instructional Design team (ISD Team), this course will provide the training team with a summary of the InDesign layout and how to navigate through basic text edits.  The modules will be asynchronous and allow participate to learn a tool, see a tool in action, practice using the tool, and ultimately be tested on use of the tool.  A single page job aid will be provided to participants along with the modules, this aid can be used as a quick reference tool to identify specific areas of the screen such as tools, properties, and exporting to a PDF.  

Target Population

The target population of this course is primarily the facilitators and program managers within the Professional Development, Organizational Development, and Project Office Department (PD/OD/PO) at Aerotek.  This course will serve as an informal offering for the members of PD/OD/PO and therefore can be completed by any team member regardless of title, however access to an Adobe InDesign license may be limited.  Participants can be anywhere from a few weeks to years in their current role.  Being training professionals in one capacity or another, these individuals are invested in and eager for training.  While they are eager for training, some individuals may have a difficult time finding time to complete the course, due to their training or project schedules.  Participants are likely to be comfortable asking questions and are most likely to identify a member of the ISD Team as a resource.  

Course Description and Modules

The Introduction to Basic Text Edits in Adobe InDesign is made up of self-guided modules which will take approximately 20 minutes to complete.  The instructional methods will include web-based presentation, participant interaction, and knowledge checks.  The modules are to be completed asynchronously and can be completed individually or in groups with each individual working on their own laptop.  The modules will be delivered by way of Captivate video, Adobe Captivate Viewer may be a required download depending on each individuals current programs, and printable job aid will be provided to all participants.  

The course will be offered in the following modules:

•   Module 1: Introduction to layout of Adobe InDesign and basic tools.
•   Module 2: Making basic edits to training materials.   

Terminal Objectives

Given the content provided by way of Computer Based Training (CBT), a quick reference job aid, and access to laptops and Adobe Captivate Viewer, the participant participating in the Crawl, Walk, Run course should be able to make basic text edits to training materials in Adobe InDesign.  No deficiency will be allowed, and the participant must repeat text exercises until a level of success to be determined by the ISD Team Manager and the relevant Program Manager to ensure integrity of our training materials.  

Enabling Objectives

Module 1 - Introduction to layout of Adobe InDesign and basic tools: Given the content provided through CBT, the quick reference job aid, and access to laptops and Adobe Captivate Viewer, the participant should, without much error, be able to:

       1.  Identify tools areas of the Indesign interface such as the Menu Bar, Panels, specifically the Properties panel, and the Tools   

            Panel.  

       2.  Define the functionality of the Selection, Direct Selection, and Type tools.  

Module 2 - Making basic edits to training materials: Given the content provided by CBT and access to laptops and Adobe Captivate Viewer, the participant should, without much error, be able to:  

       1.  Identify common tools to be used during text edits, such as the Selection, Direct Selection and Type tools.  

       2.  Identify the Color panel and practice changing color of text.

       3.  Identify the text editing tools to alter font type, size, and alignment.

       4.  Complete basic text edits in a test environment.  

Evaluation Strategy

Participants will complete a level 1 evaluation to measure their reactions to the course and asynchronous environment.

A level 2 evaluation of this course will consist of built-in knowledge checks throughout each module and brief quizzes at the of each module.

Learner Prerequisites

Participants in this training must be a member of PD/OD/PO, in the future the course may be shared with other departments if required.  They must be nominated for participation by their Manager or Director.  Participants are required to download Adobe Captivate Viewer prior to completing the modules and they must complete the training individually on their laptop. 

Deliverables

• Analysis Report
• Storyboard
• Computer Based Training Modules (with Level 2 Evaluation built-in)
• Level 1 Evaluation materials
• Quick Reference Job Aid

Week Four

In Week 4 we finished up a few exercises in Captivate and then spent the majority of our class in Photoshop.  We were able to create a banner using 3 different photos and a bit of text.  Additionally, we were introduced to .jpg and .png files.  Over the past few months I have learned that .pngs are my best friend; not only do they interface with Captivate and become part of the file, but .pngs are also how I am able to insert images, logos, wheels, etc. with no background color, so the image is able to lay seamlessly over the background. 

You may noticed on the left hand side of this page there's a box listed upcoming races.  This idea made PERFECT sense when I thought I had decided to create the running module for my project.  So as I sat and tried to write my Rationale and Target Population, I began to realize that perhaps the running module was not the best choice, but we'll keep the race countdown for accountability reasons (and because I like it!).  Ultimately, I have decided to go ahead and create a module on basic text edits in Adobe InDesign.  So next on my plate is to finish up my Analysis Report and begin my storyboards (I've already been storyboarding in my head for a few weeks, so this should be easy peasy).

Next week we are scheduled to cover buttons, pointers, and highlights.  I'm excited for this lesson and am hoping to have some of my custom buttons developed my next Tuesday so I can work those into my practice exercises during class.

Not only am I up to my ears in Captivate, but so is Sophie!  Speaking of ears, aren't hers the best?!?!?

I told everyone about Soph on the first night of class & promised she'd be featured in an assignment or two over the semester, so hooray for following through!


Welp, until next week!


Cortney

Week Three

Hi Again,

In Week 3 we review our project ideas and received feedback from our instructor, Paul.  The feedback I received was very positive and by this point I had pretty much decided I was going to opt for the running module.

In class we were able to observe and practice recording simulations.  I was actually pumped when we began this lesson because earlier that day a colleague and I were trying to figure out how to record multiple types of simulations at once (Demo, Assessment & Training).  We had successfully completed this task in our Captivate training a week earlier and wanted to share it with the rest of our team at the teach-back the next day.

Tip:  To record multiple types of simulations at once go to Open - New Software Simulation, under Recording Type check Demo, Assessment, and Training.  Now you can use one recording session to produce three screen simulations that function differently but are identical.  This is a great tool to use if you are creating an online modules where users will learn a task, practice and then be tested.

Assignment for this week was to pick project and then being an analysis report with objectives.  You'll have to wait until the next post to see how my project starts off!

Until then,

Cortney

Week Two

Welcome Back!

Naturally I am a tired individual, as a child I once slept until noon on Christmas, sitting in bed for 3 hours with a computer on a Tuesday night - probably not my best idea.  But that is my current "office"situation and since my spacious closet doesn't have an outlet to bed I go, there's no reason my boyfriend and dog need to listen my web conference all night.

This week we still had some bumps logging in, figuring out the equipment, etc., but we were able to get into Captivate.  We review a few projects from prior semesters and we given a high-level overview of some of the software's capabilities.  In the past, I have had some experience with Captivate; I recorded a screen Captivate here, did a voice-over there.  However, the day before our 2nd class meeting I was exposed to a full on Captivate immersion.  My company was generous enough to send me off for a 2 day Captivate basics training with an AWESOME instructor Mark Snyder (I think?).  In that time I learned more than I expected and was not sure what the rest of my semester in 681 would be like because of this exposure.  With that said, our brief time with Captivate during Week 2 was gladly welcomed and I learned a few basic, behind the scene things that may or may not have been covered before my coffee kicked in during my training session.

Before Week 3 we are supposed to share 2 possible project ideas via blackboard for discussion next week.  My ideas are as follows:

-  InDesign Training:  The module would cover basic interface and how to make text edits.  This would be HUGE for our facilitators and would same time for both their team and the instructional designers.

-  Introduction to Running:  The running module who serve as an information tool on running, offering advice on getting started, training tips, gear, races, and resources.


Let's see what my project pipeline looks like for the next few weeks and then I can decide...

Week One

Our first week was a learning experience.  It was my first synchronous course and I'm willing to bet it was a first for a few of my classmates as well.  Most of our session was spent going through headset setup and getting oriented to Adobe Connect.  We did have time to go over the syllabus and get an idea of what the semester has in store for us.

By the end of the summer, we are to create a small web-based module, using Adobe Captivate, that provides some sort of instruction.  Since our time this semester is limited, we can create the shell of a project and fully develop one or two modules.

Before week two, we were tasked with gaining access to the remote server and seeing if we could log on successfully.  Since I'm a bit of a 'crazy planner', I was able to secure my new password and access the server before we logged off that evening.

That's all for this week - here's to smooth sailing here on out (hopefully)!

Cortney

Tag Team Back Again...

H Friends!

It has certainly been awhile since I started this blog for one of the certificate classes at Walden.  Now I find myself in a Masters program at UMBC once again journaling my trek through the world of Instructional Design.

This summer I am taking two courses at UMBC, 603 - Instructional Systems Development II and 681 - A Survey in Instruction Technology, the latter being the reason I am dusting off the old blog.  This will be my 3rd semester in the program and by the end of August I will have completed my 5th and 6th classes.  Unfortunately, a heavy course-load is the by-product of a young professional eager to conquer, acquire, and move on so I am making the best of it and using my on the job experience at Aerotek to find my way through.

It is currently the 4th week of the summer session, so admittedly I am a bit behind in the journaling.  I wasn't sure if I wanted/could use this blog space for the course; and to be honest this is my first ever synchronous online course so it has taken awhile for everyone to be up and running.

Side-note: I consider myself to be a bit of an online learning aficionado, I took primitive online courses in my undergrad, worked and studied at a 100% online university, and successfully completed online courses at UMBC - this synchronous thing is its own animal.

Anyway, I'm going to be making up for my tardiness with a few rapid-fire blog posts.  From this point on, expect weekly posting - hold me to it!


Cortney

A Time for Reflection

Throughout the course I have struggled with one aspect while dealing with the multiple learning theories. As I read through each one it seemed to make perfect sense, present a new idea, and yet still seemed exactly the same as the previous theory I had studied. Developing the Learning Theory Matrix allowed me the opportunity to see everything in one medium and put my finger on what it was that was bothering me. I was most struck by how from one theory to the next you can see an actual progression in thinking. After studying Connectivism, Behaviorism can appear quite remedial. I am now able to recognize and more importantly appreciate the work theorists have devoted to figuring how the way we learn. I can see that if it were not for the Behaviorist and Cognitivist theories, the more complex or detailed theories would have never been thought of. While judging from our course readings it may appear as if the various theories are in competition with each other, they actually aid each other and allow for their existence as a whole.

My understanding of my own personal learning process is just beginning to blossom. I know am able to not only recognize tactics that aid in my learning, but I also am able to implement them correctly. I find myself constantly assessing my own learning, a practice that Dr. Ormrod spoke to various times citing its importance. She also mentioned how being able to assess ones own learning is a giant step toward becoming an effective learner. Being in an online classroom made the content even more valuable, allowing me to access tools or apply ideas directly to both my academic program and real life. Looking back I believe I have always been more on the Constructivist end of the spectrum; this course has allowed me to branch out and become more comfortable with a variety of learning styles, specifically the Social Learning and Connectivism theories.

While the academic disciplines that involve learning theories, learning styles, educational technology and motivation may differ, I have seen them come together to provide gainful insight into the eyes of the adult learner. The most valuable idea learned over the past eight weeks is that no one theory, style or approach is the correct choice. The most effective and beneficial learning occurs from a true blend of theories and styles. We have studied that different learning theories can apply depending up on the nature of the material, that different styles may work for the same person at different times and that learners need to be invested in their learning in order to succeed. Without motivation learning does not happen, by being able to identify and manipulate effective theories and styles instructors are able to use technology to aid in the learning process.

I will be able to move forward as an Instructional Designer due to the solid foundation provided by this course. By having an understanding of the theories presented here I am now ready to learn technically how to create effective learning materials. As it was pointed out in what we have studied, technology (or any learning material) alone will not result in learning; information must be delivered in a way that will evoke a meaningful response from the learning.

Fitting the Pieces Together

Now that I have gained deeper understanding and insight into the different learning theories and styles my view on how I specifically learned has been confirmed and also has thrust forward my studying. I still see the most of myself in the Constructivist theory, especially in the way I consciously try to relate new information to knowledge I have already mastered. I have also come to see myself as an adult learner for the first time, this has led to my deeper understanding by applying what we have learned directly to my work. I have been able to gain the gist of some of topics via the reading, videos, discussion; however the information became cemented after I was able to use it myself, work it around and figure out what it actually means to me. I have been able to find a thread of connectivism in all of my learning, especially with an online program I am always connected to the online classroom, resources, and classmates.

Aside from just taking classes online, technology takes plays a huge role in my learning. I used to just search, retrieve and bookmark/print information I needed for coursework. Now I am able to used an RSS feed to organize sources I use, have used, and will continue to check in the future. I use Google docs as a way to work on assignments periodically from any computer up until the instant I decide to submit it to class. Fortunately the mind map assignment fell on the same week as a presentation I had given at a team meeting. I was able to use webspiration to create a more effective tool to educate colleagues. Most of all I have been introduced to blogs which have proven to be an abundant resource for information on Instructional Design from leaders in the field. It is refreshing to study a subject that is progressing with the times, as opposed to having to sprawl out among the library stacks to find reliable information.

Mind Mapping my Connections

In reflection to my mind map posted earlier this week I can honestly say that my network resources have expanded immensely over the past few months to a year. By using technology frequently I am able to see how valuable of a learning resource it is. I see a difference at work between classroom and online trainings, the latter being the preferred. Being able to recognize this allows me to brainstorm ways to effective design materials based off my eLearning experiences.

The digital tools I use to "live" day to day are my BlackBerry, work laptop, personal laptop, TV and ipod. I must say it was difficult for me to choose the best platform to facilitate learning for me. Favorite means of information would have to be my phone simply because of the convenience and access to almost anything I would need a computer to do. As for best it would have to be my newest addition, the macbook. I am able to manipulate and organize information with not just the programs readily available on my desktop, but also with programs available on the web like webspiration.

With so many options to gather information from I can't agree more that the "ability to draw distinctions between important and unimportant information is vital" (Review of Connectivism). There are so many biased perspectives on any single issue, it can end up more time consuming to sift through and find what is reliable and accurate information. A Google search on a single topic can yield millions of results (Learning Theory > 32 million hits). There is just an incredible amount of information at our disposal (Connectivism). In all learning there will always be some degree of connectivism, it is dynamic and will vary from person to person in how it is attained, processed, and retained.

Connectivism

Evaluating & Identifying Online Resources

While searching for articles regarding this week's topic of the brain and its learning relation to learning I found two pieces linking brain-based learning to actual classroom implementation.

The first "Connecting Brain Research with Dimensions of Learning" by Mariale M. Hardiman discussed the five dimensions of learning and links them to a number of best practices for teaching. I found this information to be very valuable. Hardiman references a Blue Ribbon School of Excellence in Maryland at the elementary/middle school level. The article discusses each dimension and then explains what processes occur in the brain. The author then moves on to offer examples of best practice and activities to implement in the classroom. A main focus of the article is on learners with learning disabilities and their immersion in a general education setting.

The other article, "Reinventing Schools Through Brain-Based Learning" written by Renate Nummela Caine and Geoffrey Caine I found to be somewhat valuable. The authors studied the reform of a California elementary school through brain-based instruction. The Caine's books, Making Connecting - Teaching and the Human Brain, was the outline for the restructuring of an entire school community - including teachers, the principal, parents, custodians, etc. all took place to help their school become a more effective learning environment. The article did offer insightful information; however the authors never went too in depth on any aspect, whether it be the actual reform process or the results it produced, aside from that the students were striding toward success.

Caine, G., & Caine, R.N. (1995). Reinventing Schools Through Brain-Based Learning. Educational Leadership. 52 (7).

Hardiman, Mariale M. (2001). Connecting Brain Research with Dimensions of Learning. Educational Leadership. 59 (3).

The First Time Around

I have been tasked with assignment of creating a blog and becoming an active participant in blogging in order to learn more about the field of instructional design. Eager to get my feet I am happy with the little gems I have found so far.

The ‘Instructional Design & Development Blog’ from the IDD Department at DePaul University showcases current professionals reflecting upon recent tasks, popular trends and the opportunity to bounce ideas off one another. I hope that this site will become more useful to me as my knowledge of Instructional Design grows. I found even as I read from entry to entry I am able to better understand the posts above. These entries will help apply the work done in class to real world situations that I have yet to experience. This blog will lend to my work in the ID field as best practices and useful techniques can be picked up and then applied to my training sessions with new hires. I noted how one professional mentioned CogDogRoo, a wiki site that can offer ideas on way to present using technology without PowerPoint. http://www.iddblog.org/

I was thrilled to see my next random selection has fallen on ‘The Line’ a blog created by an seventh grade English teacher, something I one day hope to be. She explains that her blog will explore lines – lines in education, line read and written, lines people think along, etc. The author’s attitude here is a bit more laid back from other bloggers I have encountered thus far. I hope to learn a great deal from the author’s insight and every day occurrences to aid in my graduate studies. The content found on ‘The Line’ can benefit my work done not just at work, but also in classroom observations, student teaching, and eventually my own classroom. http://theline.edublogs.org/

The final blog I decided to subscribe to for the time being is going to prove to be an abundantly rich resource. ‘Performance X Design’ is maintained by a seasoned Performance Consultant who offers great insight into the field of Instructional Design. He does not just speak about the way designers create learning materials, but at how the materials are created for those studying ID. He also offers readers a rundown of “what’s hot, what’s not” of e-learning. The archive of blogs is full of observations and finding from the latest convention or training organization. Once I begin to become more familiar with the terms the author frequently uses I will be better able to utilize his suggestions in the workplace. http://performancexdesign.wordpress.com/