2. Blog Assignment: Evaluating and Identifying Online Resources

2. Blog Assignment: Evaluating and Identifying Online Resources

The Brain and Learning


This site by Dr. Perry discusses Neural System Fatigue in how learning is affected by stimulation on different parts of the brain and within the process of learning. Without the neurons responding to stimuli, they can fatigue and need time to recover. I like the analogy in the article about comparing neurons to the piano and the organ, where a piano only plays the one note while the organ keeps the sound going when you push down on the key. The same is true with the neurons in response to repartitioned patterns. I found it interesting in a classroom setting when a child is given straightforward information that their brain loses any indication of interest and it fatigues in comparison to learning material that is intriguing and challenging.

Perry, B., M.D., Ph.D., 2011.  How the Brain learns best.

Problem-solving methods during the learning process.


This site focuses on Psychological Research in problem solving experiences involving both content and thinking strategies, especially with real world problems.  The PBL Process  provides a list of problem solving supplements including problem scenarios, ID Knowledge  Deficiencies, and involves the roles of the student and teacher in collaborating learning. In  fostering complex thinking for the student, problems promote fundamental motivation. This article focuses on strategies that facilitators should use with the learning and thinking of students  instead of just being subject matter experts. Facilitators are to guide students to foster theircognitive skills  in developing higher thinking. The article also lists 5 goals of effective problem solving methods and skills. In the field of Instructional Design, you need to be able to define  learning strategies especially if you’re developing content such as problem based instruction.

 Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learner? Educational Psychology Review, 16(3), 235-266.

Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex systems. The Journal of the Learning Sciences, 9(3), 247-298.


Interactive Whiteboard (IWB)


  I found the article you presented very informative and similar to the Smart Boards that we currently use in our education department. They’re great when you’re facilitating a class and you have either a power point presentation or have the need to display graphics in engaging the students. The boards also have various functions like using special digitized markers that simulate what a highlighter would do on a standard wipeout board. The touch screen effect is a plus because it allows you to interact and process information while still creating a functional learning environment. I’ve imported three dimensional images connected with the curriculum I was teaching and the class was so mesmerized by that illustration which also created an in class discussion, prompting even those students that usually didn’t respond to my presentation. I’m sure in an elementary classroom setting, the boards are an excellent teaching sources for cognitive stimulation. The boards are also a great way of switching from board to video teleconference enabling all instructors to directly interact with other facilitators or organizations.  I reposted your blog site as well as the informative article on the Interactive Whiteboard (IWB).



Taking a Break – Zeigarnik Effect


I found this blog discussing what happens when you’re fully committed to a task like learning or reading something and you’re suddenly interrupted by something. For me to not complete a task stays forever in my mind and I anticipate when I can actually complete it because I could have finished it sooner. Apparently this is called the Zeigarnik Effect (Zeigarnik, 1927; McKinney 1935) which occurs when people remember tasks that are interrupted with the wrong information or it’s incomplete and it stays in memory longer than mostly when they’re motivated in a learning setting. Some ways that are listed in getting students back on the right track would be in action plans of providing explanations of learning on a website and having the students refer back to it for more information. I didn’t have a website at the time, but I did refer my students to their books on certain pages for references if they wanted additional information. It did help but the adjunct of having a website really could have benefitted them. For future classes, I’ll keep in mind to have a reliable site available. I like this information because it’s something I’ve experienced as a student or even when I was at home trying to complete a task like cooking a recipe and I get interrupted numerous times. I end missing an ingredient the recipe is just not going to work! See other comments people are inputting towards this site.

Humor in the classroom

As a Training Specialist humor is the best medicine and I do feel it’s important to add laughter to any presentation for any variety of audience members. It breaks up the monotony and boredom that is expected in a lecture within a training facility. Is it okay to add a joke or two during your presentation? Absolutely! I’ve had experiences where I inserted some funny incidents that happened to me and it lifted the mood in the classroom. They felt more at ease and even participated in an exchange of funny past times. Although you do need to keep a sense of control within the classroom setting so the class stays focused. That’s the one thing I had to take control of. It ‘s important to keep the disciplines consistent in using humor sparingly and in relation to the learning curriculum. Caution should e noted when you have those students who regard their education very high and simply do not find humor appropriate within a learning relm. Check out the rest of this article using humor in the classroom.



Becoming an ID

 I attached Jeffrey’s blog as he discusses helpful sites about Instructional Design that provide ideas to those of us who are new to blogging like myself. The iddblog.org is  a great way to identify with other designers who share their input and ideas on  topics and more. One in particular was by Ashanti Morgan who discusses  how designers looking for purposeful ways in developing proper content, strategic student interactions, and consistent course material. As ID’s we need to keep up with current information on effective online experiences that require mutual communities that engage and construct meaning to the framework of learning experiences involving three elements of social, cognitive, and teaching presence. Read more as she discusses and illustrates the community of inquiry lisitng the three elements.


I’m new to WordPress but I’m finding various blogs attached to it in reference to outcomes of instruction, learningcommunities and more.  http://en.wordpress.com/tag/instructional-design/

One in particular by Nicole Legault, provides 15 inspirational certificates to design in collaboration with a Learning Management System (LMS) which we have acquired in our organization. I found this blog interesting because we’ve had so many presentations needing certification upon completion of the online courses in order to give everyone credit for completion and to keep a hard copy in their educational folders for future reference. Yes, most of the time the certificate is processed through the LMS system at the end of the course that will alert the person ‘Congratulations on completing this course, please click to print out your certificate’. The certificate is legitimate but rather boring. This blog shares new features you can use in preparation for future certificates whether they’re within an LMS system or simply a training program for your organization. I think it would boost morale in encouraging staff to complete their eLearning requirements.