E-Learning Design – Where to begin?

I submitted my last assignment on Sunday, so now there is no longer any excuse to put off beginning work on my Summer project. I’m finding it strangely difficult to begin storyboarding, but I’ve been listening to Tim Slade’s webinar on how to write your first elearning storyboard. It’s good to listen to how others set about beginning the process and their justification for that method. Right now, I don’t know if I have enough or too little content. Although I have a rough idea about organising my content, I’m not certain this is the correct way to go about it. I think I’ll just follow Tim’s advice and get content down on paper. Hopefully that will help me create ‘flow’.


Word of the day – Eporticulture


Reading around the topic of ePortfolios, I came across the work of Kevin Kelly and Ruth Cox who define Eporticulture as follows:

Eporticulture (n.) the act or custom of learning, developing intellectually and professionally, and transmitting knowledge through the creation, review, and assessment of authentic, reflective, and integrative student work that is shared over time via electronic portfolios.

Etymology: e (electronic) + portfolio (a selection of a student’s work compiled over a period of time and used for assessing performance or progress) + culture (the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations).

Kelly and Cox argue that ePortfolios should be an integral teaching and learning tool. Taking the example of the evolution of horticultural testing into a complex science, they make the case for using the new tools and technology at our disposal to assess or ‘harvest’ students’ work in new and exciting ways.

Writing strategies

It’s been a busy week gathering all the data for inclusion in my ePortfolio. As usual, it will be a case of what to leave out and hoping that what stays in is of a good enough standard. As someone who struggles sometimes to commit thoughts to paper, I found Dr Pat Thomson‘s post on writing strategies made great reading. She argues that it’s not a bad thing to write in long chunks of time or to write in short bursts, or as she refers to it ‘snacking and bingeing’. I constantly wonder if my ‘method’ of writing is correct. Sometimes I get absorbed in research and will write for hours, while there are other times when I just need to step away from the laptop and clear my head. Usually, I’m more productive when I’ve had a break and managed to ‘unclog’ an idea. Could there be a better way?

When I was given my first writing assignments, I found it difficult to commit my ideas to paper, wanting a ‘finished’ draft with my first attempt. However, I’ve found that this is impossible. There is never a perfect first draft. I just need to put something down on paper and banish that blank screen. Each assignment is reworked until I have something I can bear to submit. Academic and instructional design bloggers note that it is usually better to get something finished than to keep trying to get it perfect. Certainly, in the instructional design arena, there won’t be the luxury of unlimited time to get a product out to a client, so it’s a matter of structuring my time in order to meet the deadline set.

My strategy is always to compile a daily list of tasks, no matter how small, and set myself a short deadline for completion. That way, I have the satisfaction of striking each task through and getting on with the next list! This was essential while I was completing my development proposal. Doing this helps me feel in control of a project and I prefer to give myself bit of breathing room by bringing an assignment deadline forward by a few days. That way, I can step away from the ‘finished’ product for a day or two, then read it with fresh eyes just before submission.


Having fallen victim to the dreaded ‘lurgy’ I wasn’t able to record my podcast last weekend so that is on my task list for this weekend. I’ve also chosen my song snippets and hope I remember how to put it all together on Audacity!



Kelly, Kevin and Ruth Cox. “ePorticulture: Growing A New Culture of Assessment.” E-Portfolios and Global Diffusion: Solutions for Collaborative Education. IGI Global, 2012. 56-69. Web. 9 Apr. 2017. doi:10.4018/978-1-4666-0143-7.ch005

The RDS is alive with the sound of music

It’s Feis Ceoil week and I spent this afternoon listening to the under 17’s clarinet competitors as they played two very demanding pieces, Glick’s Circle Dance from Suite hébraique no. 1 and Lefèbre’s Allegro moderato from sonata no. 6 in B flat. Having only a superficial knowledge of what is required to play the clarinet, I marvelled at how each competitor interpreted each piece in their own unique way. In addition to this competition, these teenagers will also be entering for practical exams in the next month. As anyone who studies music will tell you, this time of the year is the most hectic in terms of exams, competitions and performances. It was a welcome respite from compiling my ePortfolio artefacts and writing my reflection pieces. My own students will be taking their musical theatre exams next week, and they have been compiling their own ‘artefacts’ in the form of background information on the characters and the musicals from which their songs are taken.

While reading around the topic of social media, I came across this post by Peter Timms, who addresses what he calls ‘The Curriculum of Chaos’. This is essentially about using social media as a jumping-off point for finding information and harnessing it for learning opportunities. Certainly, I have found it invaluable to have so many methods of obtaining information at my disposal, and there is an energy and immediacy to this type of learning. I will admit that I was sceptical about any benefits that would accrue to joining Twitter or Instagram, but I’ve been converted (although I still need to curate much of what is in my news feed).

As this module draws to a close, I decided to revisit a paper written by Edith Achermann, Piaget’s Constructivism, Papert’s Constructionism: What’s the difference? that I had read earlier in the term. Papert’s constructionism centred around externalising our inner feelings. He wrote that in expressing ideas and giving them form and sharing those ideas with others, we help ourselves to shape and sharpen those ideas. I think this is key to educational blogs. In my educational reflective blog, I have to say what I think or don’t think about something. I have to commit to a point of view, but I may revisit this later and readjust my position. I think I may continue to blog even after this module ends as I find the process of reflection through writing helpful in synthesising my ideas.

And in case you were wondering about those clarinet pieces, here is the YouTube link to John Moses playing Glick’s Circle Dance from Suite hébraique no. 1.



Images: www.pixabay.com


Planes, trains, and barges

Week 9

It all sounded like a good idea back in February. I booked a short break, secure in the knowledge that the deadline for my development proposal was 20 March. I couldn’t have foreseen that we would receive an extension. Thus, this time last week, I was desperately trying to stick to my original submission deadline and ‘reward’ myself with a trip to Amsterdam.

Thankfully, it all worked out in the end. The proposal has been submitted and I can move on to my other assignments.


Now that I have submitted my Summer development proposal, I can concentrate more on my ePortfolio assignment for EL6052. Having researched several tools for creating an ePortfolio, I have decided to work with Weebly. Having looked at several YouTube clips, Weebly looks quite manageable. While the look of my ePortfolio is important, I am more concerned about writing the personal reflections that will accompany each digital artefact. I am only sorry that I didn’t take the opportunity to write a reflective blog last year, or at least document the process of creating each artefact, from inception to completion. Once some time passes, remembering the minutiae of each assignment becomes more difficult. I have found myself still dithering over what artefacts to include. Even though I am still focused on creating an Instructional Design ePortfolio, I am reluctant to omit an example of a Technical Communications assignment. I will make a decision this week and live with the consequences!

MadCap Flare or Podcast?

Our final assignment for EL6082 was posted last week. We may choose to create a 10 minute podcast on a topic of interest or create a digital artefact, using MadCap Flare or an alternative software tool. Because my Summer development project will necessitate creating many audio files, I’ve decided to create a podcast. This assignment will give me the opportunity to practice recording and editing with Audacity. I haven’t used Audacity since this time last year, and need to re-familiarise myself with this software. However, the greater challenge will be in listening to myself speaking. My singing students regularly record our lessons, so I am familiar with how my speaking voice sounds.

What I am not comfortable with is how dissimilar the recorded sound is to how I perceive my voice sounds in reality. Of course, everyone says this, so I hope that repeated listening to my voice recordings will reduce my sensitivities on that score.

What is a podcast?

A podcast, (a conflation of ‘iPod’ and ‘broadcast’) is an audio or video file which can be downloaded onto a desktop computer or mobile device and played back at a time of the listener’s choosing. Listeners can access podcasts via a podcatcher such as iTunes.  The beauty of the podcast is that the user can subscribe to a feed so that their favourite podcasts are automatically downloaded to a mobile device, or other specified location, as they appear. Podcasting may be perceived as a low threshold application, i.e. they are deemed a more accessible technology than other digital media and are a relatively simple tool for users.

Users have a degree of comfort in using podcasts, as they are akin to listening to the radio. However, podcasts come with an added bonus: they may be listened to multiple times, and at a time of the user’s convenience. Over the course of this MA, I have found this feature of podcasts invaluable. It has enabled me to listen to lectures while driving or walking. It has allowed me to get a ‘sense’ of the topic on an initial hearing, and then to listen a second time while viewing the PowerPoint slides to gain a more detailed picture of the topic being discussed. I have accessed great content via this medium, mainly for entertainment, but also for informal learning. Podcasts are a great way to engage in micro-learning. They have also made me aware that I need to create short audio clips for my Summer development project. My target audience will be accessing this e-learning resource while on the move and therefore key information needs to be conveyed quickly.

Images: www.pixabay.com

Auf wiedersehen, adieu

Week 8

This week has been busy. I decided that I had received the requisite number of respondents and began to correlate the data. As my topic (musical theatre exam preparation) is quite niche, I didn’t expect to receive a great number of responses. However, notwithstanding the small number of people I sent it to, I have had a response rate of 60%, which is well above the average rate of response of 10 -15%.

When deciding whether to opt for the development or the dissertation option for my Summer project I must admit that I was a little intimidated by the sheer volume of tasks that needed to be completed for the development route. It does feel as though there are several more steps that need to be completed for development than for dissertation. However, I can appreciate that putting in this work now, will (hopefully) pay off once I begin to develop my e-learning resource. This process has made me realise the range of skills an instructional designer must bring to a job. The key is to be organised and be able to multitask. In addition to drawing up a proposed work schedule, I drew up a proposal schedule.

Here’s a flavour of what I included on my list, in no particular order:

  • Learner analysis
  • Survey questions
  • Collate survey data
  • Interviews with SMEs
  • Task analysis
  • Objective analysis
  • Design screens
  • Interface design
  • References

The key is to be organised. When interviewing one SME, she informed me that their surveys found that teachers were big devotees of checklists. This comes as no surprise to me, as I got great satisfaction from placing a ‘completed’ tick beside each task. I’ve always had a penchant for lists, but this has gone into overdrive with this project. My takeaway from the process of compiling the data for this proposal is that you need to be focused and have a keen eye for detail. I hope I have managed to achieve that in my proposal report.

Au revoir mes amis

Tomorrow is submission day for our collaboration project. Our French colleagues have sent us their final version and we will be submitting our English version tomorrow. We needed to make an adjustment to our document, as the French students found one set of instructions ambiguous. They contacted us early this week and we managed to amend the document to everyone’s satisfaction. In retrospect, I would have preferred more communication with other members of our virtual team. Certain team members were uncommunicative, in spite of several overtures from the UL students. It seems that ours was not an isolated case, although other groups seemed to have well-functioning teams. As an exercise, I found it useful to experience the challenges that virtual teams come across. I am now forearmed about possible future difficulties and have learned a few strategies for avoiding similar problems in the future.

Images: www.pixabay.com


Champing at the bit (metaphorically)

There is a plethora of subjects I could blog about this week, but which one to begin with?

Ethics approval

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I finally got my Ethics approval. It was an anxious wait, as I wasn’t sure I would get approval, and this was coupled with a delay in receiving an answer from the ethics committee. All’s well that ends well though, and it feels good to be proactive again.

I have sent my survey to everyone I know who has an involvement with musical theatre (my proposed subject of study for the Summer development project), and they have promised me they will pass it on to their contacts. The replies are slowly trickling in and I hope to have the required quota by the weekend. An initial reading of the survey results suggests that I may need to refocus my online resource towards musical theatre teachers instead of students.


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In a stroke of luck, I managed to interview two SMEs in one day this week. I had confirmed a meeting with a senior examiner for one of the Irish music exam boards, and at the last minute received word that a second teacher was examining in the building that same day, and was happy for me to interview her that day also. So I’m busy typing up my transcripts and making sense of the data. Although I was quite confident that the results would vindicate my theory that a need exists for a resource on musical theatre, it feels good to be vindicated through the feedback from both the SMEs answers and the survey results.

Getting ethics approval and being able to actively achieve something this week has really energised me. Amassing all the different data needed for my proposal, (thankfully given an extended deadline), is quite a scrappy business. Now, in one stroke, I have all the data I need and must get down to the serious business of writing up the proposal. Looking back over my report for module EL6041, I can see that although the report was detailed and accurate, my writing style wasn’t quite good enough. In fact, I don’t think I fully grasped what academic writing was until the end of year one. If I intend to use my report for EL6041 as one of my artefacts for my ePortfolio, I will definitely need to do some serious redrafting.


What artefacts should I use? At the moment I consider my instructional design assignments to be my strong suit. My preference would be to include:

  • My draft report for module EL6041- Instructional Design
  • My learning object for module EL6072 – Interactive Courseware Workshop
  • My proposal and storyboards for module EL6072 – Interactive Courseware Workshop
  • My research report for TW5221 – Technical Communication 2 – Theory

That I really enjoy the whole creative process involved with instructional design has been a revelation to me, especially as my initial decision to study for this MA revolved around its technical communication modules. However, right now it is difficult to choose between instructional design and research. I absolutely loved last semester’s mini dissertation. Of course, that’s not what I said at the time, when I couldn’t stop researching articles and kept second guessing myself as to what the focus of my report should be. The whole digging up information aspect to research really appealed to me.

Harry Potter and reflection?

Yes, I did write that! A work colleague recommended I search for writings by Dr. Jenny Moon, associate professor at Bournemouth University. Moon describes reflection in learning as cognitive housekeeping, which I think is a marvellous way to think about how we process our learning. But where does Harry Potter feature in all this? In her guidance notes for students, 2001, Moon quotes from J.K. Rowling’s scene where Harry Potter is standing over the pensieve with Dumbledore in ‘The Goblet of Fire’, as an excellent example of reflective thinking.

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“At these times” said Dumbledore, indicating the stone basin, “I use the Pensieve. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form” (Rowling 2000).

Moon is absolutely right. Sometimes, when encountering something for the first time, it can be difficult to decipher. However, if you let it ‘marinate’ for a while, you can begin to analyse and then synthesise your ideas.

It’s oh so quiet…

Week 7

Sleeping angel
Pixabay CCO

Not having heard a peep from across the channel or the Atlantic, I messaged our team mates early this week to investigate how the work is progressing. Didier has replied with some queries regarding the placement of instructions. I hope that these are small issues and can be easily resolved.

It’s safe to say that since we relinquished the document to the French students, I have given it very little thought. We had done our best to produce an elegant document, and I think that largely we succeeded. I’ve also rationalised that this is a low-stakes project which shouldn’t be taking up my time; time that is better devoted to working on my Summer development project proposal, and on my ePortfolio. Although I have mellowed my stance on the reflective blog, this is a time for action. I’ll add a soupçon of reflection in another post about needs analysis.