In the infographic I created, I wanted to highlight not just the main events in the history of distance learning (left column) but also the fact that efforts toward quality distance-education have always accompanied each stage of this evolution (the right column).
You can click the infographic to get a pop-up version with zoom capability.
Welcome to geolawsdesign.com! This site is dedicated to presenting my professional background and sharing resources about online education—be it in leadership, scholarship, instructional-design, and/or teaching.
If there are online resources you’d like to see added to my site, please email me at firstname.lastname@example.org and I’ll be happy to oblige as time permits.
PS: You may have known this site in its previous form, as a resource for my instructional-design services at Augusta University. As of Fall 2017, I re-purposed the site as my professional online presence. For my services at Augusta University, visit the OFDTE page.
In my earlier blog post I suggested that there are people vitamins and course vitamins. You know what “people vitamins” are — your A, Bs, C, D, K, etc — nutrients that contribute to your body’s well being. Now allow me to explain what I mean by “course vitamins”.
If you go to your primary-care physician to have a conversation about how you can reach optimal health levels, you’ll most likely hear that you need to take your vitamins. The human body needs Vitamin A for vision and immune support, B vitamins for energy and red blood cell support, etc.
I’d like to make the radical proposition that if you were to go to your course’s “primary-care physician” (a.k.a. your instructional designer) to have a conversation about how to keep your course “healthy”, you’d also hear about essential vitamins.
So what are these essential course vitamins? What effects do they have on courses? And how do you “give” them to a course? For these answers and more, check back in with my blog.
Today, as we commemorate our nation’s signing of the Declaration of Independence, claiming our independence from Great Britain (ironically – a nation about to claim its own independence from the European Union), I feel deep gratitude for the privilege of being a citizen of our great United States of America.
There are many kinds of independence but the one I’ve been contemplating lately is independence of fear. When I moved to Augusta to take my current job, a friend had sent me off with the advice to live fearlessly. I did for a while and then forgot… As I was trying to recapture what it means to not be afraid (so that I may remember it for myself and pass it on to my son and hopefully inspire those around me), I found threefold inspiration this 4th of July weekend. As the proverb goes: ask and you shall receive! Continue reading →
Due to the high demand for meetings to work on the transition from this semester to the next, and drawing inspiration from daylight savings, I am temporarily reducing the base duration of meetings from 1 hour to 30 minutes.
This will allow me to see more faculty clients in a day. If you feel we need more meeting time, you have the option to add 30 or even 60 minutes to our 30-minute base when you make the appointment.
I hope you will enjoy the prompter service. Let me know what you think!
The question I still hear on a regular basis: “What is instructional design?”
The answer, as one of my colleagues and great teachers likes to say, is always “it depends”. In this post, I will try to demystify instructional design (also known as systematic instructional design). Continue reading →
As we move the clock forward and enjoy the longer days the season brings, we are also temporarily sleep deprived, which can negatively affect our attention. Here are some tips to help you make a smooth transition both at home and in the classroom.
Once upon a time, textbooks consisted of printed pages bound between two hard covers. Then textbooks became digital, with rich media and interactive elements. Then publishers started adding digital assets to the digital textbooks, in the form of PowerPoint presentations, glossaries, exercises, and exams. Can there be more? Yes, a new type of smart book is emerging. One that can think for itself.
Happy President’s Day everyone! In my family, this year began with a visit to Washington, DC, where we immersed ourselves in our nation’s rich history. Here we are, at Lincoln memorial. Continue reading →
This is a fun exercise we go through each semester. I love the fact that it allows us to integrate our left and right brain – after all, every course needs a bit of logic and a bit of creativity! In this first part, I’ll go over the “left brain” which represents the standard modules—basically modules that can benefit every single course. Continue reading →
Education is definitely an investment and funding that investment is not always easy. Just recently, I heard of a student who had to drop an entire semester’s worth of courses because his funding did not come through. I am so saddened by that…
August 17th is the start of the Fall 2015 semester. Here are a couple of tips to get you (and our students) off to a great start. If you have questions about any of these tips, please contact me. Also, please share your own tips as a comment to this post.
With the end of the semester in sight, the topic of final grade is on everyone’s mind. Here is a quick reference guide for most everything you want to know on regarding submitting final grades in D2L and Pounce.
Open was a big buzz word at the recent Distance Learning Administration conference. Open educational resources basically aim to reduce barriers to academic content. Could such materials work in your class? Let’s have a look at some basics.
Through Affordable Learning Georgia (ALG), the University System of Georgia (USG) aims to provide affordable textbook alternatives to distance-learning students. These electronic alternatives are low cost or free (most typically in the form of open education resources), and build on GALILEO and USG library resources.
Recently, ALG shared information about how you can use GALILEO resources within your D2L course. Let’s have a look at what is available to you and how it can benefit our students.
I just got back from the Distance Learning Administration (DLA) conference and let me tell you… it was fantastic. Hosted at the historic Jekyll island club hotel, this conference attracts eLearning administrators, faculty, staff (including instructional designers, technologists, and librarians) from many educational institutions around the nation. One of the topics discussed in multiple presentations was massive online open courses or MOOCs for short.
As a designer and/or instructor, I am a lot more accurate and efficient whenever I use course-development plans. What do I mean by “course-development plans” you ask? In a nutshell, such a plan specifies what happens in the course, in what sequence, and for what purpose. This document is built early on (in the instructional-design stage in the ADDIE model) and acts as a guide the course production and post-production. Continue reading →
Research shows that active discussions among online learners are essential to cognitive gain as well as student satisfaction with and perceived learning from asynchronous online learning [1-10]. But how can faculty teaching online courses ensure that students do not engage in shallow participation, but actively engage with the subject matter and peers, use critical thinking, and create new meaning? What goes beyond knowing and gets students to do something with their knowledge? In other words, what makes a discussion successful? Continue reading →
For a guided tour of the template, please refer to this narrated video. To enable/disable the subtitles, click the CC symbol (found at the bottom right corner of the screen after you start playing the video). Continue reading →
Did you notice that your D2L menu just got bigger? It’s because we now have the Attendance tool. Look for it at the top left corner of the screenshot in Figure 1, between Course Home and Classlist. Continue reading →