The Future of Distance Learning

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years?)

 In 5-10 years, the perceptions of distance learning will focus more on design, development, delivery of instruction, and not so much on location.  Currently, distance learning is becoming popular in government, businesses and educational institutions.  The government and businesses are utilizing online resources/programs to train and re-train employees new job requirements.   Educational institutions are adopting more online courses as well to give learning options for the students.   Since technology is a big impact in education and businesses, encouraging students to participate in distance learning is becoming very easy and persuasive.  The traditional school curriculums are using more online resources and technology media to teach students how to interact with each other, to complete assessments, and assignments.

 I believe that within twenty years distance learning will continue to be the primary communication tool and learning resource for all government, business and educational entities.  As of today, these entities are using distance-learning methods such as communicating globally via videoconferencing, interviewing job candidates and exchanging ideas and strategies.  Here are two examples from the government and educational areas.  Example 1, in the government arena,  the State of Michigan Department of Human Services should be completely transition to being an online communication tool between staff and customer because for the past year for persons applying for welfare, medical and food assistance programs all applications and approvals for services are completed online. Example 2, in the educational arena, some Michigan high schools have started transiting to blended learning; teachers are trained to become facilitators for online instruction and the students are becoming more accountable for learning class work. In most schools laptops are a necessity to have in class to complete class work and homework assignments, projects while the teacher monitors progress.  Overall, I believe that distance learning is an improved way of communicating, learning and being accountable to become self-regulators.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

According to Howell, Williams, & Lindsay, 2003, the instructional designer needs to implement a collaborative approach with faculty to help development, support, and training of the distance-learning environment to improve their comfort levels and perceptions.

As an instructional designer, I would be responsible for keeping up with the social media networks, current technological resources and applications for improving societal perceptions of distance learning.  Ensuring that I am able to collaborate, and design effective visual methods for learners to enjoy using, and understand will gain learners trust.  Once their trust and curiosity is gained, the learners will be eager to become active learners, and participants in the distance-learning environment.   I believe that using these strategies can assist me with improving societal perceptions of distance learning.

How will you be a positive force for continuous improvement in the field of distance education?

“Knowing the basic principles of instructional design can help to ensure that what is produced serves a necessary purpose, meets the needs of students, is attractive and well organized, is delivered in an appropriate mode, and is continually evaluated and improved” (Morrison, Ross, Kalman, & Kemp, 2011, p. 5).

 As an instructional designer, I can ensure that when designing and developing curricula to use as a guide the following conclusions instruction delivered to distance learners that are linked to effectiveness:

·         Training in effective instructional strategies is critical for teachers of distance learners (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Distance education courses should be carefully designed and developed before instruction begins (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Visualization of ideas and concepts is critical when designing instruction to be delivered to distant learners (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Adequate support systems must be in place to provide the distant learner with access to resources and services (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Interaction between the instructor and students and among students must be possible and encouraged(Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Assessment should be designed to relate to the specific learning outcomes of the instructional experiences(Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

Howell, S., Williams, P., & Lindsay, N. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Retrieved from http://www.westga.edu/~distance/ojdla/fall63/howell63.html

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance:

Foundations of distance education (4th ed.) Boston, MA: Pearson.

Course Project: Facilitating Distance Learning

Course Project Assignment: Online Orientation Program-Project Management Certification Course

Scenario 3: An online, fully asynchronous project management certification course. Trainees will be expected to view interactive media presentations and complete online assessments. Students will also be expected to regularly participate in an asynchronous question and answer forum. Asynchronous discussions could be delivered in either a CMS or a Web 2.0 tool, such as a wiki.

During the process of developing this orientation project, I learned that project management certification courses are becoming a requirement for project managers to earn the credential in the job market.  The certification proves that the education and competency to lead and direct projects that have been acquired through experience and educational training. Employers are seeking candidates that have project management certifications because it is gives a financial and technical advantage, globally recognized and in high demand in the business arena.

The highlights of my research were learning about  what learning management and computer management system are and the similarities/differences and how to use them in the educational and workplace environments,  technological tools, and the importance of knowing how to use them to the advantage in the workplace.  Learning about the websites like Learning Express Library that is a Michigan eLibrary that uses only scholarly and authentic resource that have educational and business information that are out there that are resourceful and offer free tutorials for those who are beginners, intermediate and advance computer literate.  

EDU 2.0 is the computer management system I chose to use for my online orientation site and I have some likes and dislikes about the system.  I had no knowledge of the purpose, how to operate this site but I learned to navigate through the system and was disappointed because I could not get the desirable visual I wanted. Overall, my experience was enlightened by learning about the valuable information that is available to use for educational and business purposes.

CMS: EDU.20  Username: Kimberlyds                  Password: kimmie2012http://kdsutherland.edu20.org/

Summary on Converting to a Distance Learning Format

Converting to a distance-learning format seems to be in demand for educational institutions, for-profit, and non-profit organizations. Being a learner in a distance-learning environment is convenient, challenging in being committed, determined and open-minded about learning new styles of learning, and being satisfied when the task has met expectation of good grades and learned knowledge because of the available opportunities for learners.

 During this assignment, I had the chance to learn and respect the developing process in distance education. I was able to remember the ADDIE Model processes learned during this course and previous courses. One of the processes I learned was about transiting from a face-to-face (f2f) learning environment to a blended on paper it the processes seem very similar yet different but when using cognitive skills to get the visual needed to put in perspective, it was difficult to do.  For example,  review the table below of the characteristics of transitions observed by Dr. Diane Oblinger, President and CEO of EDUCAUSE, a nonprofit association whose mission are to advance higher education using information technology.

Characteristics of Transitions Oblinger (1999)

Teacher-Centered (Traditional Classroom)	Student-Center (Virtual Classroom)
Lecturing	Coaching
Taking attendance	Logging online
Distribution requirements	Connected learning
Credit hours	Performance standards
Competing	Collaborating
Library collections	Network connections
Passive learning	Active learning
Textbooks	Customized materials

These characteristics of transition look simple to change but it is a systematic process. This process involves critical thinking skills, adjustments and time.  Overall, the information learned during this assignment was very informative and a lot to grasp in a short time frame but great information to have and continue to learn about.

Oblinger, D. G. (1999). Hype, hyperarchy, and higher education. Business Officer, 33(4), 22-24, 27-31.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009, p.232). Teaching and learning at a distance: foundations of distance education (4th Ed.). Boston, MA: Pearson.

Walden University

Walden University

The Impact of Open Source

Open Course: OpenCourseWare Consortium                      URL: http://www.ocwconsortium.org

Open Course: Kaplan University Open Course Ware        URL: http://ocw.kaplan.edu/

The OpenCourseWare Consortium is a collaboration of higher education institutions and associated organizations from around the world creating a broad and deep body of open educational content using a shared model (http://www.ocwconsortium.org).

Kaplan University is a member of OpenCourseWare Consortium allows the course materials available through an open content license.  Kaplan University Open Course Ware is an open educational resource that offers online courses in arts & sciences, business, criminal justice, general education, information systems & technology, legal studies and nursing.  This site does not provide access to faculty, but give open access to the materials used in a variety of Kaplan University courses (http://ocw.kaplan.edu/).   

Does the course appear to be carefully pre-planned and designed for a distance-learning environment? If so, how? If not, in what ways?

The IT 133 Information Systems & Technology-Software Applications course does appear to be carefully pre-planned for students that are enrolled in the course, have instructor-led guidance, and peer interaction using technology tools such as discussion forms.  Also pre-planned for an autonomous Open Courseware student that has no access to staff members or other course learners because this is a self-paced and learner-content interaction-learning environment. 

The course seems to be designed for a distance-learning environment; an asynchronous training course with the self-paced approach affords more autonomy to learners, allowing each to proceed at an individualized pace while providing benchmarks for progress and achievement.  A self-paced course presents a challenging environment for fostering collaboration because individual learners may be at different stages of the course at any given time (Anderson, Annand & Wark 2005).

Does the course follow the recommendations for online instruction as listed in your course textbook?” Which does it follow? In what ways? Which does it not follow?

The IT 133 Information Systems & Technology-Software Applications course fundamentals of online instruction are being followed as recommended in the course textbook.  From the perspective of being a courseware student with no instructor, or peer interaction, this course is organized, and requirements are very clear to the learner.  The course content -Abridged syllabus includes a detailed but brief overview of the course description, course outcomes and course project.  Each course unit includes the proposed learning outcomes, and the key points of interest the learner should accomplished after completing the unit assignments.   The course does not have inclusive dates to meet deadlines because it is an autonomous learning environment.

Did the course designer implement course activities that maximize active learning for the students? If yes, in what ways? If not, how is it deficient?

The course designer did implement course activities such as visual mnemonics that provided examples on how to navigate the software, streaming video demonstrations, online tutorials, and  assessment tools( unit review questions, fill in the blank, pic a letter, flash cards) to ensure that course materials was understood, and remembered  and will maximize active learning for the students.

References

Anderson, T., Annand, D., & Wark, N. (2005). The search for learning community in learner paced distance education: Or, 'Having your cake and eating it, too!' Australasian Journal of Educational Technology, 21(2), 222-241. Retrieved December 3, 2011, from http://www.ascilite.org.au/ajet/ajet21/anderson.html

Kaplan University Course Ware Site                 http://ocw.kaplan.edu/

OpenCourseWare Consortium                          http://www.ocwconsortium.org/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Distance Learning Technologies

Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

Coggno (Learning Management System)

Coggno is a Learning Management System toolkit and marketplace, which facilitates the transfer of intellectual property between course creators and the SME’s and/or organizations, educational intuitions and others who is interested.  Coggno designs and delivers online solutions for e-learning, training, assessments and courseware for organizations, corporations, associations, educational institutions and Subject Matter Experts (Coggno, 2011).

Coggno toolkit includes test editor, SCORM Publisher, question banking, video, quiz and assessment tools that enables organizations to provide rich, multi-media online training at a low cost.  In addition, Coggno’s LMS follows a pay per model and requires no up-front costs to create and deploy training (Coggno, 2011).

Coggno’s features combine with this application integrated LMS such as BB FlashBack screen recording.  According to Wikipedia, “BB FlashBack allows users to record everything seen on the PC screen. It also records commentary, PC sounds and webcam as picture-in-picture video to give course content a personal touch”.  In my opinion, BB FlashBack could be beneficial to this biodiesel manufacturing plant safety training modules.   This safety training is supposed to ensure that the modules show systematic processes, and ability to be demonstrated successfully after training.  BB FlashBack could allow the webcam to record each learner demonstrating live on properly using the machinery on the plant floor and the shift supervisors will have the capability of reviewing the recordings once completed.  

External Resources: Here are a few examples of external resources that have use Coggno products

Sport Safety International

http://coggno.com/customers/sport-safety-international

http://sportsafetyinternational.org/

Sport Safety International mission is to promote injury prevention and safe participation in physical activity and sports by providing the highest quality educational programming to athletes, parents, coaches, and sports medicine professionals (Sport Safety International, 2011). 

Sport Safety International have been a customer with Coggno since March 2011 and used Coggno-SCORM Publisher combined with Coggno Certificate tools because of the flexibility, ecommerce and ability to scale quickly (Coggno, 2011).

Design Build Institute of America (DBIA)

http://coggno.com/customers/design-build-institute-america

http://www.dbia.org/

DBIA promotes the value of design-build project delivery and teaches the effective integration of design and construction services to ensure success for owners and design and construction practitioners (Design-Build Institute of America, 2011).

DBIA has been a customer with Coggno since June 2010 and used Coggno-SCORM Publisher combined with Coggno assessment tools and ecommerce.  DBIA used products because of the flexibility, ecommerce and easy to use interface (Coggno, 2011).

References

http://coggno.com/

http://www.dbia.org/

http://sportsafetyinternational.org/

http://en.wikipedia.org/wiki/Coggno

Defining Distance Learning

Defining Distance Learning

Description of the evolution of distance learning as it relates to your own experiences

The evolution of distance learning has introduced a better way for employers to deliver trainings with improvement on budget, quality information and company time. Annually, I am required to participate in Recipient Rights training for my employer. Recipient Rights training ensures that I have the knowledge and follow current policies and procedures when providing services to clients with physical and mental health challenges also ensuring that services are provided in a safe, sanitary and humane treatment environment.  1999 – 2007 the training consisted of staff in the conference room, a facilitator, packet of information and then written test given after training.  The facilitator spoke in a monotone voice that was not interesting, I was loaded with information on mental health codes, no interacting , very little attention span  and then had to take a written test immediately after.  Since 2007, assuming because of budget cuts, and time restraints we have been taking online training and although the same information is being delivered, the difference is in the set up.  We have to view short videos with real people examples (visual), listen and read the needed information that helps to retain and understand it better and a quiz is given after each segment. 

Your personal definition and observations of distance learning before starting this course.

Prior to this course, my knowledge of distance learning was limited to correspondence study and video-conferencing in separate locations.  I can remember when I participated in a bible study course through correspondence and had to mail lessons utilizing the US mail system.  This made me feel very apprehensive, because immediate communication between facilitator-student was not available and the length of time it took to get a response to questions. 

Your revised definition, which combines your previous thoughts about distance learning

Learners have access to a supportive community that encourages knowledge building and social reinforcement (Moeller, 1998).  Today, I have unlimited knowledge and understanding about distance learning in education and business arenas.  In the business arena, I notice that employers are utilizing web-based instruction (webinars), telephone conferencing that has increases employer partners dialogue, social and learning skills.  The education systems have encourages self-learner approaches, collaborative learning environment and options of asynchronous and synchronous environments.  It seems in both arenas that the results are creating positive learning environments because people are being held accountable for learning and strengthen communication skills.

A summary of your vision for the future of distance learning as it continues on a path of evolution and change

Although distance learning is being implemented more in educational institutions and offers convenience, flexibility and increase technological skills, I would like to see more blended learning environments created.  Blended Learning combines face-to-face instruction with distance education delivery systems (Osguthorpe and Graham, 2003). The blended environments will encourage communication skills and interactivity skills among the people involved and universities, and employers (training/learning purposes) to use e-learning platforms, discussion boards, email systems and other media support systems to better prepare students/staff with needed valuable information. 

References

Moeller, L. (1998).  Designing communities of learners for asynchronous distance education. Educational Technology and Research Development Journal, 46 (4), 115-122.

Osguthorpe, R. T., & Graham,C.R. (2003).  Blended learning environments: Definitions and directions.  The Quarterly Review of Distance Education 4(3), 227-233.

Future of Distance Learning Mind Mapping

http://www.webspirationpro.com/view/1028806af08f

Learner Motivation Reflection

What did you find surprising or striking as you furthered your knowledge about how people learn?

Very surprisingly, I found that the ARCS model of motivational design (Attention, Relevance, Confidence, Satisfaction) developed by John Keller was vital to how people learn.  As I learned more about ARCS, I discovered that for this model to be successful for learners it has to be introduced in the  learning environment as a welcoming approach encourage a person to learn anything they desired or if required to learn.

 I teach employability skills such as interviewing skills, application writing, coping with change, attitude in the workplace, conflict resolutions, etc. to persons who were chronically unemployed, welfare/government recipients, returning citizens or have multiple barriers to employment.  They are a challenging group to motivate to learn about how to look for employment because of fear  for losing government benefits, for learning new information such as completing on-line assessments, applications for employment vs. fact-to-face completing paper applications and meeting with employers.  I found that the reason is because most of them cannot read or write well or the focus is on other barriers other than obtaining employment.

I implemented the ARCS model of motivational design and as a tool to teach employability skills materials and been successful so far.

Attention: Used visual but the audio media to gain attention because it forces all to listen and stay awake.  Usually, I utilized the lecture materials given by my manager but it did not hold the learners attention.

Relevance:  Related the materials to majority of the students current interests, career goals and general past experiences to encourage motivation and focus.

Confidence:  Encouraged self/group confidence and support for each other and everyone accountable for each other and want to be success because no one wanted to disappoint their peers.  The confidence also helped students anticipate positive outcomes of having the comfort and confidence in learning.

Satisfaction:  Overall goal was to make sure all the learners gained self-interest to be open minded about learning new methods to obtaining employment and be committed to trying.

How has this course deepened your understanding of your personal learning process?

This course has deepened my understanding of my personal learning process by introducing me to learning theories such as behaviorism, constructional and social learning and learning styles that I had very limited knowledge.  I have learned and now able to broaden and apply other my learning processes.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

I learned that motivation, cooperation, learning environment and depending on the outcome an instructional designer is going for, these are the connection between learning theories, learning styles, educational technology, and motivation.  The theories, styles, technology all have positive/ negative, strengths/weaknesses and appropriate times to use. I believe that an individual choice of learning theories (Behaviorism, Cognitivist, Constructionism, Social learning) influences the type learning styles (Visual, Auditory, Kinesthetic) learner will use to develop and/or learn educational technology.

How will your learning in this course help you as you further your career in the field of instructional design?

My learning in this course will help further my career in the field of instructional design by learning how to develop curriculums that I know how to link the learning theories, styles, technology that will be most appropriate.  I believe this can be a very difficult task to achieve because of the different learning styles and theories and learners.  Not really knowing the type of learners will be the challenge but I plan to develop and design from my personal growth and knowledge learned in this course.

Fitting the Pieces Together

Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

Because I have a deeper understanding of the different learning theories and learning styles, my view has changed drastically.  In the beginning I identified myself as a conventional learner because of my past limited educational experience of learning in the classroom that allowed direct peer/instructor interaction, visual learning that helped me learn, understand and retain information.  Now my view has changed to being an unconventional learning i.e. online instruction.  My recent experience as a first timer to online instruction since becoming a graduate student at Walden University has challenged me to become more of an independent learner, encourage peer/instructor collaboration and communication, improve my self-confidence, ability to learn and adapt to this online educational environment.  My written communication skills have improved, time management and organizational skills has become essential in my daily activities to be successful.  I am still a visual learner but have learned about more resources, tools and the vast technology information that is available to me.

What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

In the beginning of this course, I thought my learning preference was more aligned with the learning theory of Robert Gagne.  Robert Gagne is considered to be the leading researcher and contributor to the systematic approach to instructional design and training. Gagne known as a behaviorist, and his focus was on the outcomes or behaviors that result from training. Gagne’s theory is very simple process to follow that can allow learners to actually understand and retain the information which will get great outcomes for the learner. His “Events of Instruction,” a nine step process gain attention, inform learner of objectives, stimulate recall of prior learning, present stimulus material, provide learner guidance, elicit performance, provide feedback, assess performance and enhance retention and transfer related to the learning process Gagne, 1977.

Now my learning preference has also included Vygotsky’s "zone of proximal development" (Vygotsky 1978). According to the From Wikipedia, the free encyclopedia, the zone of proximal development often abbreviated ZPD, is the difference between what a learner can do without help and what he or she can do with help. It is a concept developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 – 1934). Vygotsky among other educational professionals believes the role of education to be to provide children with experiences which are in their ZPD, thereby encouraging and advancing their individual learning Berk and Winsler (1995).   

The ZPD approach encourages independent learning through problem-solving with/without supervision. This causes me to read, research and learn more about things and allow me to form my own opinion, solution whether in agreement or not with the author.  I have learned through developing more self-confidence to take risks to learn the truth.

What role does technology play in your learning? (i.e., as a way to search for information, to record information, to create, etc.)?

Technology is critical in my learning because I need the variety of resources such as academic, multimedia, interactive and blogs to assist with my instructional designing efforts.

References

·         Gagn’e, R. M. (1977). The conditions of learning (3rd ed.). New York: Holt, Rinehart, & Winston

·         Description above from the Wikipedia article ZPD, licensed under CC-BY-SA,

Berk, L & Winsler, A. (1995). "Vygotsky: His life and works" and "Vygotsky's approach to development". In Scaffolding children's learning: Vygotsky and early childhood learning. Natl. Assoc for Educ. Of Young Children. p. 24

Connectivism

Connectivism

How has your network changed the way you learn?

My network has had a positive impact on my learning now because I allow myself to seek help when needed.  I reach out to my sources via email, educational online references, and online search engines especially Google or Ask me.com for instruction, understanding and other resources such as classmates that may help me as well.

Which digital tools best facilitate learning for you? 

Emails, electronic presentations, Google, educational online library resources are the digital tools that best facilitate my learning.   I am a visual learner and have found that looking at the assigned videos for my course helps a lot. It gives me a better understanding of the material.  I look at the video then read the material.  It seems that I can get maximize the information received from both methods and have a better understanding. 

How do you gain new knowledge when you have questions? 

To gain new knowledge I always research on the internet the subject so that I can seek resources.  If I am successful or not I often will ask someone that may be knowledgeable in that area.  Once I have done both of these I will meditate, read and get an understanding that I can possibly relate past experiences.  Because I am a learner who has to understand (what, when, why) to get the complete picture and not just know the answer because I need it sometimes it’s difficult for me even if it’s simple to others.

In what ways does your personal learning network support or refute the central tenets of connectivism?

Because the central tenets of connectivism are tied technology, my personal learning network is very much supported by the use of using electronic resources for communicating.  As time progress I notice that there is a strong dependency on technology via cellular devices, computers and vehicles too.  I depend on the use of technology for my professional and personal needs.

Kimberly Sutherland Mind Mapping

http://www.mywebspiration.com/view/771735a28174

HighWire Stanford University

My Instructor gave this assignment on Evaluating and Identifying Online Resources. I evaluated and identified HighWire which is a division of the Stanford University Libraries that host 1426 Journals, Books, Reference Works & other Scholarly Publications (HighWire, 2010).

HighWire is a valuable resource because it has the ability to locate thousands of articles according to your topic choice is seconds. Example from the HighWire Home page I searched the Information Processing Theory topic and got 84,438 related article results. Once you have selected your article of choice HighWire will provide a free view of the abstract of the article and also give the option of subscribing to the RSS and this can be selected right from the abstract page.

Buzzle.com Intelligent Life on the Web

My Instructor gave this assignment on Evaluating and Identifying Online Resources. I have identified and evaluated Buzzle.com. and find it to be very resourceful.

Buzzle.com is a valuable resource to utilize because it has a simple layout that is organized, and easy to locate information. This web site laid out in an easy read format; it has headings that attract you to click and find more information. You can custom Google search for articles of your choice that are on Buzzle.com. For example, I searched information processing theory and approximately 100 articles related were listed in Buzzle.com within seconds. It lists categories such as Animals & Pets, Education & Higher Learning, Government & Politics, and Food & Drinks to Travel & Tourism and then gives you many articles to select from. Buzzle.com also displays the most recent articles on the main page where you can retrieve, read and or print what you need. I especially like how all the information is right at your fingertips and the web site is not overwhelming to locate information.

T+D Blog: Improv....As a Training Tool

T+D Blog: Improv....As a Training Tool

The Doorway to Professional Learning

The Doorway to Professional Learning

Posted on January 11, 2011 by kdsutherland

This blog was created to seek and learn information on instructional designers on an online environment.  I want to learn how to navigate on this site, learn technical techniques, and establish networking relationships so I can develop future training programs in my workplace.
 The following blog web sites were selected because they were simple and had the information needed to develop instructional materials.

1.  Centre for Learning and Performance Technologies (C4LPT) 

http://www.c4lpt.co.uk/   C4LPT is a subscription base online resource focusing on “trends, technologies and tools” for education and training professionals.  This includes instructional articles about eLearning and the tools and technology required to implement it.
2.  International Journal of Instructional Technology & Distance Learning (IJITDL)                        
www.itdl.org  The IJITDL is a free academic journal focused on advancing the fields of education and training.  The journal is published monthly and includes documents about instructional design, technology in education distance learning, research, theory and more.
3.   The Learning Circuits Blog           www.learningcircuits.org
  The Learning Circuits Blog is apart of American Society for Training and Developing (ASTD) online tool for publishing topical news, articles, links, useful resources and product demonstrations and reviews. Also Learning Circuits implements several web 2.0 tools including a blog and discussion forum that provide an extensive amount of information and support of the field of Instructional Design and Technology.
References
1. Centre for Learning & Performance Technologies. (2008). Retrieved January 10, 2011 from http://c4lpt.co.uk/index html
2. International Journal of Instructional Technology & Distance Learning. (2008). Retrieved January 11, 2011 from http://itdl.org/
3.  Learning Circuits. (2008). Retrieved  January 11, 2011 from http://www.learningcircuits.org