Wiki resource for David Merrill’s First Principles of Instruction:
A reading list for instructional designers, especially those of us doing the “informal masters” on our own rather than enrolling. More than just instructional design, this list includes project management, psychology of learning, and other topics.
Cammy Bean’s reading list for instructional designers
Research, examples, benefits, and limits for collaboration in online learning
Overview and examples of learning communities, plus steps for getting started
Contrasts the idea of open, dynamic learning communities with closed courses developed through traditional instructional systems design processes. Examines the pros and cons of DLCs and when they would be most effective. Also looks at how the role of instructional designers is changing, and proposes different ways we might define our role.
Heretofore, instructional designers have thought they were in the business of designing instructional systems to meet prespecified learning objectives. But first the constructivist movement–and now communication technologies themselves–seem to be thre atening this conception as the sole way to support learning. People are learning without help from designed instruction! In many settings, in fact, “natural” learning is more prevalent than “designed” learning (Resnick, 1987). We believe that the situation requires a reexaminination of our core roles. Are we in the business of designing instruction or are we in the business of supporting valuable learning, wherever it may happen? The answer to this question will result in either a narrow or broad interpretation of our role and its relationship to non-instructional forms of learning…
Our own belief is that dynamic learning communities are proper objects of study. We should seek to understand how such communities function, how they grow, how they can be nurtured, and how they can be replicated across diverse settings. But nurturing is different than designing. We must respect the integrity of the community. In time, we may come to think of ourselves more as learning technologists than as instructional technologists, and learning support specialists more than instructional designers.
Resources, discussion lists, and an online book about creating learning communities, especially communities of “self-learners”
Scaffolding skills for learning online to support the development of lifelong learning skills. The authors identify 4 aspects of “learning to learn”: articulation, self regulation, repertoir of learning strategies, and self-evaluation skills. Design principles to support these 4 component skills are covered.
Creating professional learning communities in K-12 schools
Collection of resources for online learning communities and communities of practice from George Siemens
Descriptions of several good resources for online science materials, including NSTA’s SciLinks and the National Science Digital Library