September 30, 2014 Leave a comment
You could trace my posting (or lack of posting ) back to two basic realities -completing my Ed.D while taking on a new gig at edX in 2012.
It has been almost two years to the day since my last posting.
Okay this previous sentence sounds a wee bit too much like the opening line of confession with a priest. So forgive me, my non existent readership for my benign neglect.
I have come back up for air at the end of my Ed.D and transitioned to a new gig at HarvardX. This means that I have boatloads of additional time to wax poetic again in the digital learning space -right? Actually, I’ve never waxed poetic about digital learning (I don’t think…..). And I don’t know about the boatloads of time, but there is a definitely a bit more space.
The title of this post is a bit of joke -as I’ve always thought the first part would be a great title of a handbook for instructional designers and course developers who work with faculty. (Maybe I will even get around to publishing said book , of course my track record with blogging is evidence that this might just be a whimsical dream.) But since the big data bang ushered in by MOOCs, practical isn’t enough -we need (and should have) more evidence-based design practices.
So after two + years in MOOC land (and still going strong), I remain bemused about the current state of instructional design as well as the promise learning analytics and big data to in this space. Interestingly though, I don’t often find instructional design crossing streams with data folks (emphasis on often). My intention is to dust of this space and use it for reflective practice on bridging the theoretical to evidence-based examples to advance my own practice of practical pedagogy.