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Heidi Olson

Heidi Olson's Public Library

  • In June, I attended The eLearning Guild’s new FocusOn Learning Conference & Expo. There was one particular takeaway from the conference that I think we need to embrace more as an industry, a
Sep 08, 16

A research search tool that displays findings through a concept map to show relationships rather then straight search results.

Sep 06, 16

It is important to remember (cognitive) that there are two other domains to learning and understanding. This chart helps with verbs and assessment ideas.

Sep 06, 16

A list of the question types and the settings that are not compatible with Bb mobile device tests.

Sep 02, 16

This is nice little tool with lots of templates for creating data in fun and interesting ways.

  • inue to teach after being certified.  This includes providing documentation of professional development relating to online pedagogies or online technologies, adherence to the COP regarding general course operating procedures, and any and all departmental or college-wide academic requirements.


     The third COP (FSW Online Course Development) outlines the process to initiate course development, including the selection of the course developer(s), and external reviewer and instructional designer who are charged with vetting the completed course before it is allowed to go “live”.


     Finally, the fourth COP (TIFDOL General Course Operating Procedures) refers to guidelines for:  1) Syllabi and Attendance Verification procedures; 2) The requirement for a course introduction; 3) Course Communication and Grading timelines; and 3) Finally Grade Submission and Course Completion procedures.  Some of the more notable components of these guidelines is the requirement that an online instructor must provide an introductory video or presentation outlining their expectations for their students, they must rep

Aug 24, 16

This course design process uses five symbols: information, dialogue, feedback, practice and evidence to map our a learning experience.

  • Having participated in many poor  training sessions in the classroom and on the computer,  we recognize that it’s not the medium that causes  learning. Rather it is the design of the lesson itself and  the best use of instructional methods that make the  difference. A learner-centered approach suggests that  we design lessons that accommodate human learning  processes regardless of the media involved.
  • The trick is to use illustrations  that are congruent with the instructional message.  Images added for entertainment or dramatic value not  only don’t improve learning but they can actually depress  learning
  • In five out of five studies, learning from screens  that integrated words near the visuals yielded an average  improvement of 68%.

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