Reflecting Forward: How It All Applies

On April 20, 2010, Good Morning America captured a live interview with parents Christine Yablonski and Phil Biegler on Defending Unschooling: It’s Not Anything Goes. By this time, I had entered my sixth week in the Learning Theories and Instruction course and could not help but ponder the question of whether the concept of “unschooling” will be the next learning movement even after all that I had learned to date. After pondering this thought for awhile, I began to think of how, as an Instructional Designer, my role will play in tomorrow’s world of learning. In order to gain a better understanding of such a role in the future, I needed to allow myself to delve deeper into the understanding of how the various learning theories, styles, approaches and methods played a part in my past and present life.

The Learning Theories and Instruction course brought a plethora of the learning concepts I had been introduced to in the past through informal methods together into a more comprehensive forum. For instance, the concepts of A.D.D.I.E (Analysis, Design, Development, Implementation and Evaluation) and the A.R.C.S (Attention, Relevance, Confidence and Satisfaction) model have been part of my learning path before I realized what each concept meant, offered or how to apply them to learning, not only my own but others as well. In my current role as a training professional, my primary goal is to provide instruction to regional Call Center Associates regarding sales order management systems, procedures and policies for the medical device and diagnostic sectors of our organization. Prior to being introduced to A.D.D.I.E and the A.R.C.S model my method for training was based upon my previous learning experiences and what I felt was the best approach for the attendees of each class. Since my initial approach to learning was later discovered to fall under the cognitive and constructivist school of thought, I realize today that my teaching style fell under the same suit. Although my cognitive approach was found beneficial in delivering systems learning, by analyzing the course curriculum and the Associates motivational levels I found myself incorporating interactive (hands-on) sessions and role playing as part of the curriculum to maintain engagement of the Associates and to gauge (or evaluate) their level of comprehension on the subject matter allowing to build confidence in their daily work responsibilities.

Although earlier approaches were with the intent to understand the subject matter and deliver a strong and comprehensive training, this course has provided me with a deeper knowledge of the best way for me to approach future learning and how to apply such personal growth in how I assist others in their learning quests. To understand that my learning platform is built on cognitive and constructivist thoughts, theories and methodology but has developed into a cornucopia of various learning methods provides me with a renewed outlook on tomorrow and how instrumental such an understanding will play in my role as a current and future Instructional Designer. For example, my understanding of behaviorism provides me with additional instructional design tools in how to approach creating a learning plan or training course dependent on the course attendees. From a personal learning approach, I tend to steer away from behaviorist tendencies however I have come to embrace that such an approach may be beneficial to others when managing a task that requires rote skills.

Though there is so much more to learn, the knowledge I have attained thus far will assist in my growth in the field of Instructional Design by providing me a launching pad of history and the understanding of the various learning theories and styles. It has enabled me to not only understand my learning style(s) but has allowed me to understand and embrace the various ways of how to educate others in turn causing me to think “out of the box”, as well as open my eyes to our current and future world of technology and how it will assist and benefit us in our instructional design efforts.

This brings me back to my initial question and opening statement of whether the concept of “unschooling” will be the next learning movement even after all that I have learned to date. From an Instructional Design perspective, I find that the concept of “unschooling” will be classified as a learning style and theory in approximately 5 years. From a distance, the concept of “unschooling” takes on a different approach to reverse psychology in learning. Ideally, each learning theory and style we have learned over the past 8 weeks may be applied to such an approach with a larger focus on humanism. As an instructional designer, this concept opens us up more to the acceptance of connectivism and the potential to branch our knowledge off into the educational technology arena much like George Lucas’s Edutopia ™. George Lucas captured it perfectly in an interview with Daniel Goleman regarding Edutopia™ and I hope to apply the same principals as I further my path in Instructional Design. He said,

A really good teacher is not a person who is dictating information to students. We have discovered that if a teacher approaches teaching saying this to the student, "You are a bright intelligent person who can figure this out on your own, and if you need help, I'll help you" -- if you take the teacher out from the front of the classroom dispensing information, and you encourage students to find the information on their own with the teacher as a guide or facilitator in their information-finding adventure -- the students will learn a lot more and be much more empowered.

This very notion, regardless of the method of delivery (e.g. on-line training), carries a vast amount of weight in our efforts to learn and instruct, and to embrace this notion allows us as Instructional Designers, in my opinion, to reflect forward and apply all that we have learned and know to provide assistance in growth to others.

My Multiple Intelligences

Reference: BGfL Multiple Intelligences site

Adult Learning: A Puzzle of Life

My initial response to understanding my learning style(s) was that I found from my previous and recent experiences that I primarily learn through cognitive and constructivist methods. Yet after reading and reviewing the materials presented throughout this course and other references, I have come to a better understanding that I embrace various learning theories and styles. For instance, the behaviorist in me is revealed in how I pace myself in reading, writing and how I approach time management on relation to completing my assignments. The cognitive aspect of my learning comes into play when I find myself analyzing the information I have previously read and how it correlates to what I am currently doing to date and potentially the future. Constructivism, social learning and connectivism each are apparent in my ongoing and/or daily interactions with my peers, whether co-workers or Walden colleagues which allow further engagement in discussions that challenge and enhance my knowledge.

Today, technology plays a huge and continuous role in our learning whether we are directly or indirectly impacted by its presence. The most obvious is my enrollment with Walden University. Yet there are various aspects in which technology plays a major role in my ongoing learning and/or development. In relation to education (school), I utilize technology as a search engine to obtain access to varying resources and views. Although not all finds through technology are considered scholarly references, each may be considered extensions of such sources and may force us to want to discover its true birth place in turn trigger the desire to learn and the continuous outreach for knowledge. In relation to the workplace, technology is utilized on a daily basis to ensure ongoing connectivity to the internal, as well as, at times, the external activities that are relative to the business (e.g. healthcare). Regardless of the intent of use, technology has become readily accessible and a touch-point to many, if not all, and has been a useful supplement to educational and occupational growth. For me, such growth comes in the form of online courses (eLearning), search engines (e.g. Google), video montages (e.g. YouTube), interactive media (e.g. Flash media sites) and online social networking (e.g. blogs).

I am certain there are many more learning theories and styles that I and others embrace which we may not be aware; yet as I continue to learn about these various theories and styles I unlock a different aspect of myself. As an adult learner, I know that my approach to learning must be direct and to the point. I have discovered I am least likely to learn or attempt to learn something that appears to be overly convoluted or lack some form of structure. The introduction of technology bridges some of the gaps in concepts that maybe in the past we, as educators, were not able to convey. For instance, my determination to learn Spanish has been strong since high school, yet I have been challenged with understanding concepts, inflexion and grammar. During my undergraduate years I enrolled in a Spanish course to reach my desired goal. Although I was able to comprehend the grammatical aspect of the language, I still was unable to apply it to concepts. Today, I have revisited my goal and have turned to the option of utilizing technology (Rosetta Stone) as a possible learning tool. This choice reinforces my learning style and as the use of technology in a benefiting manner.

Which Apple Do You Choose?

In MI Theory and Personal Development (2009) Armstrong states "efore applying any model of learning in a classroom environment, we should first apply it to ourselves as educators and adult learners, for unless we have an experiential understanding of the theory and have personalized its content, we are unlikely to be committed to using it with students"(pp. 20). And I could not agree more. I think as role models, educators, directors and the like, we tend to forget that others may not always understand our intent in the manner in which we are attempting to convey or deliver an instruction, lesson, goal, etc. In order to understand how I can best facilitate learning for other as well as myself, I have to first get over the fear of knowing myself. Although I have already entered such a journey, this week’s assignment solidified my cause.

Of Gardner’s multiple intelligences (Armstrong, 2009; Gardner, 2003), I tend to embody and use six (6) of the eight: spatial, interpersonal, intrapersonal, naturalist, bodily-kinesthetic, logical-mathematical. As an artist at heart, I tend to utilize my artistic skills to convey messages primarily through spatial intelligence, yet each of the other noted intelligences aid me in my quest in delivery or learning. For instance, inter- and intra- personal intelligence is something that remains as a constant for me. Whether it is on the job as a Call Quality Monitor & Training Professional or while I am taking time for self-reflection, I find that such intelligence is pivotal to not only my own growth but others as well. The linguistic intelligence tends to suit well as a substitute to, if not complimentary of, my spatial intelligence. When I am lacking the words to express a concept, notion or idea, I am able to provide an image. Yet at times, I am able to use both effectively to convey a point to ensure comprehension. For example, to understand my learning growth cycle, based upon this week’s readings, attached is my learning tree and the fruits that I tend to grasp for more often to boost my learning health (intelligence).

In regards to the naturalist intelligence, although I am able to adapt well in unfamiliar surroundings, I am in agreement that to be within a familiar and comfortable environment enhances the ability for one to learn as well as teach. From a learning style and strategy perspective, comprehension monitoring allows me to gauge what I must do when I am reading or I will find myself literally lost in translation. However, if I am relating the information to a real life situation, when warranted, such as through elaboration, I am able to comprehend the concepts as well as retain the information for future reference. Although in the Laureate Education, Inc. video program, “Learning Styles and Strategies”, Dr. Ormrod found them as useful learning tools, however I find at times the use of mnemonics may cause more confusion than necessary. With the attempts to abbreviate a vast majority of concepts, phrases and the like, mnemonics rank on the lower portion of the learning decision tree for me much like memorization, rehearsal or recall.

Keeping this in mind, I think that Dr. Ormrod and Gardner brought forth one of the most critical messages to remind us of our course as Instructional Designers and our primary focus: that we must acknowledge that no two people are alike in learning or their approach to learning. Yet Gilbert and Swainer (2008) offer us a deeper perspective or different view as they want us to consider the fluctuation of learning styles within a set course or study. So, I ask how does this equate or coincide with multi-intelligences. Is it possible to fluctuate in intelligences as well as learning styles while attempting to take a course? Is such a shift recognizable, or does it occur in a flash?

Connectivism

In Connectivism, Davis, Edmunds & Kelly-Bateman (2008) quote Siemens's (2005)definition on connectivism as follows:

...connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday.

At times, we may not even realize that it only takes a moment to attain knowledge or learn something new or build on something you already know from someone else. Based upon this small snap shot of my network, or “mind map”, it confirms that I, like many, have access to various methods and means of knowledge attainment and/or learning. From previous learning experiences, I have found that the best way for me to learn is kinesthetically or visually. Some virtual tools to facilitate my learning are those that allow self-pacing (e.g. online courses, untimed eLearning courses) and are interactive. However, at times, asking questions is the most upfront method, yet it may not always be to most effective or efficient.

With this respect, I find that building from the feedback or information provided or attained from others enables me to branch off on my own to investigate or research further. From this method I tend to attain additional knowledge then what was initially intended. For instance, I may refer to a fellow colleague or a peer regarding a specific topic of interest (e.g. social intelligence). In approaching my colleague it is made apparent to me that the questions I am posing are being met with lack of enthusiasm in the responses unmasked by simple phrases such as “I’m not certain”. If minimal information is being provided, I tend to utilize the minimal information as a stepping stone and move forward onto researching the topic of interest through other facets or branches of my network, or mind map. In this particular scenario, I may pull from my higher education and web-based community branches generating interest around how to obtain the information (whether by hardcopy or online references).

If not for these very connections created within my network, I may not be at the level of knowledge attainment I am at today. The following are highlights of each aspect of my mind map and how it relates to the greater connection of networking, learning and knowledge attainment:

Social Impacts: Co-Educational Organization

This aspect allowed for diversity in relationships in turn building diversity in thought and expression. As I continue to build diverse relationships the expansion of my knowledge grows. Such relationships aid in my growth professionally, socially, and most importantly personally which opens the door to more networking.

Institutionalized Learning: Higher Education

For some, higher education provides a gateway to knowledge that was untapped or unforeseen. Yet, for me, the realm of higher education paved the way to additional avenues that were not planned through a curriculum. A majority of my knowledge base was derived primarily through the face-to-face relationships created within various social settings or surroundings. The high educational institution was the key to unlock such a door of opportunity to a “group think” community.

Higher education also provides an arena to allow focus on a particular interest of study (e.g. major or minor). As an undergraduate, Sociology was my selected choice of study. Since Sociology focused on the study of people and the various social microcosms, it sharpened my observational and analytical skills making it an easier transition in understanding or applying psychological concepts to the sociological world, and now the Instructional Design realm.

Connection to web-based communities

The introduction to web-based communities has been extremely revolutionary. Such tools as Facebook, YouTube, Wikipedia and other social networking online environments provide additional avenues to knowledge-based information or circuits. For instance, Google.com provides the opportunity for an online user to express their thoughts and intermingle with others on the same or similar platform through RSS (Real Simple Syndication) feeds. Through such a venture personal connections may be created to enhance the learning experience or enable additional methods or modes of knowledge attainment. This, also, aids in additional networking and ongoing connectivism.

Professional World: Corporate Training Professional

With the previously noted in mind, I am able to face and tackle various instructional design challenges in regards to training and development in the work place. At times, I pull from each aspect of my mind map to gain a better perspective on how to best meet a goal or handle a situation. When focusing on training and development, the utilization of my knowledge in the web-based communities and higher education areas compliments my creativity and innovation to ensure I am presenting the best solution for the adult learner.

Overall, I have come to a greater understanding of and respect for the varying learning theories and concepts and how they may apply to my role as an Instructional Designer and a continuous learner. I am allowing myself to learn more and more each day as I continue my journey with Walden University; a journey that I am happy to be able to add to my mind map of connectivism.

What are your thoughts? What does your mind map reveal about you and your learning style, approach or knowledge attainment? Do you think through this brief overview we would be linked by one another's networks? Much like 6 degrees of Kevin Bacon, I would think we would be and if not it would only be a short period of time before we crossed one another's paths.

Constructivism: The Blue or the Red Pill of Learning

As defined in Learning Theories and Instruction by Ormrod, Schunk and Gredler (2009) “constructivism does not propound that learning principles exist and are to be discovered and tested, but rather that learners create their own learning” (pp. 184). Based on this theory of constructivism, I find it plausible to create a “social” environment in an online classroom. Each of us over time has created the reality that we are competent and able enough to achieve the goals set for online classroom learning. We have allowed ourselves to be introduced to the world of technology as well as integrated such technology within our lives enough to have a conscious understanding that we are capable of partaking in online classes and studies. Due to such a reality we motivate ourselves and one another to construct meaning of our online moments and attempt to equate them to moments that are similar to face-to-face interactions. In order to do so, initially we adapt to the guidelines set forth (e.g. course policies) and intertwine this information into our reality, yet not allowing ourselves to loss our autonomy. In doing so, online (class room) discussions are entered openly by creating an atmosphere and dialect in which we are familiar. As we build on this reality we are also building our knowledge, in turn, building on the constructivist theory or concept of learning.

To aid in our quests, we are , at times, assisted with a concept coined as “…instructional scaffolding, which refers to the process of controlling task elements that are beyond the learners’ capabilities so that they can focus on and master those features of the task that they can grasp quickly…” (Ormrod, Schunk & Gredler, 2009). For instance, based upon Bruning et al, Puntambekar and Hubscher, theory of scaffolding, upon the opening of a course our Instructor provides us with resources (support) to assist in our efforts to complete the overall task(s) or achieve a greater gnosis of the various aspects of Instructional Design. If raise concern about the course, our Instructor provides feedback or additional guidance on how to potentially reach the answer (functioning tool) through 1:1 or class discussions or communications. Upon submitting an assignment, or posting a response to each week’s chosen topic, we are posed with cognitive scenarios or questions (extending the range of the learner) which engage us in a deeper form of “social” connection as well as attaining knowledge (Ormrod, Schunk & Gredler, 2009). I find this method beneficial as it allows for those at varying levels of knowledge attainment to pace ourselves to ensure adequate retention within the intended schedule of course topics.

Based upon Kim’s (2001) view of social constructivism, it can further be argued that online studies expands an individual’s culture as well as their societal boundaries. Online studies not only allow us to interact with others from a similar stream of thought or reality, but to also expand such cognition throughout differing cultures within the world. Since our reality and knowledge are created by the very interactions we have and/or maintain, it may be safe to say that we may also create the beneficial outcomes from such ongoing interactions.

From this understanding I continue to ponder the following: If we create our realities and knowledge, then which came first and how did it come about? Or is it all simply that which does exist because it can?

For Ism's Sake

Bill Kerr, blog writer of “Isms as Filter Not Blinker” (2007) brings forth the argument that we cannot rule out any particular, or specific, theory of learning since each are relevant to our growth and development; and I am in agreement. From an elementary perspective, let’s look the behaviorist learning theory and the potential outcome of those impacted solely by such a theory or learning strategy. For instance, what results would be achieved amongst a group of subjects that have been taught the behavior that accelerating through an amber traffic light is the “norm”? Although, this behavior may be the norm to some of us, by most laws, it is not considered common practice of the status quo. Yet, what if a small town of motorists were provided with this direction? From a strictly behaviorist perspective, this action would be that of non-consequence since it is a taught and learned desired behavior and result. Within that small town, which I will call Town A, it is acceptable to accelerate upon coming to an amber traffic light with no consequence. Yet, what if a motorist from a surrounding town, Town B, has decided to move to the Town A where the traffic laws vary from his/her town? Will the newcomer adapt to the surrounding environment, or conversely will an accident occur? Regardless of the outcome, a behavioral change or shift will take place on someone’s or some group’s behalf. So to this I pose, “at what juncture do we determine when one –ism shifts to another”?

In Learning Theories and Instruction (2009), Ormond, Schunk and Gredler argue that “…behaviorist approaches are probably more appropriate for certain groups…than others” (pp. 179). This, as well as Kerr’s views, supports the notion that more than one learning theory must be applied for growth and development. It can be argued that the varying strategies and concepts of learning are intertwined throughout or daily lives. As we are constantly evolving physically, we are also evolving in thought. To evolve in thought, it is understand, that one must undergo varying experiences. In relation to this subject matter, such experiences may be equated to the various –isms in which Kerr (2007), Ormond, Schunk and Gredler (2009) bring to light. If we take this argument and apply it to a classroom setting, we can possibly solve repeated issues that undermine a student’s growth. For instance, a student that demonstrates constant tardiness may benefit from a behavioral pattern or possibly the introduction of a cognitive approach to rectify the ongoing occurrence. Standridge (2001) may argue that “behavioral contracts, consequences, reinforcement, and cues” may assist in meeting the desired goal pertaining to the student’s attendance. Yet, from a cognitive approach, the instructor may consider different problem solving approaches to determine the best method in reaching the desired goal (Ormond, Schunk & Gredler, 2009). However, from a connectionism approach, the implementation of rewards or recognition over a period of time from demonstrating the desired result may also result in habit (http://tip.psychology.org/thorn.html).

We must take in take all these variations into consideration as Instructional Designers. If we focus primarily on one learning concept or theory we may limit our own abilities to provide outreach to those that need our assistance the most or may deter those that surpass the average capabilities of attaining certain knowledge sets. We must be amply prepared and flexible for what may or is to come.

Brain Education: Who Knew!?!

The brain, much like the heart, is an important part of the body and its function. However, the brain, unlike the heart, is seen as a critical piece to learning. In this week’s blog, we will discuss the manner in which the brain plays an integral part in the concept of learning and development. To begin, we must first understand the physiology of the brain. The brain can be described in sections, or hemispheres. There are four hemispheres of the cortex of the brain. The following are the four hemispheres and their primary function as noted in Learning Theories and Instruction (Ormrod, Schunk & Gredler, 2009):

Frontal lobe – Conscious thinking occurs in this lobe. Largely responsible for a variety of “human” activities such as language, attention, reasoning, decision making, planning, self-regulation, learning strategies, problem solving, consciously controlled movements and interpretation of others’ behaviors.

Parietal lobes- Receive and interpret somatosensory (Temperature, pressure, texture, pain) information

Occipital lobes – Interpreting and remembering visual information

Temporal lobes – Interpreting and remembering auditory information (Assists with long term memory)

With this understanding, we can delve into various scientific studies in relation to brain functionality and development within the realm of neuroscience and its impact on learning. In How People Learn: Brain, Mind, Experience, and School (2000), Bransford argues that "learning adds synapses [within the brain]. Learning specific tasks brings about localized changes in the areas of the brain appropriate to the task. Learning imposes new patterns…on the brain, and this phenomenon has been confirmed by electrophysiological recordings of the activity of nerve cells"(pp. 120-121). Based upon Bransford’s view, it is important to understand that it is not the exercising of the body that keeps the brain fit it is the actual exercising of the brain that enhances our abilities to learn. If a task is repeated daily, the brain, once the task is mastered, will no longer be driven to seek for additional activity. For instance, have you ever been bored at work from the monotonous activities and in turn it feels as though the day is dragging and you have not accomplished anything. The brain has become “stagnant”. It does not require extra energy to complete the task(s) at hand so the there is no additional nerve activity. Yet, when you are approached or faced with a new challenge or project, there is a sense of difference, invigoration or energy that comes about you. The brain is in the process of being exercised and gearing up to learn and grow.

Yet Immordino-Yang and Damasio take a different approach in exploring the brain, neuroscience and its connection to learning in We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education (2007). Immordino-Yang and Damasio “…contend, however, that the relationship between learning, emotion and [the] body…runs much deeper than many educators realize and is interwoven with the notion of learning itself. It is not that emotions rule our cognition, nor that rational thought does not exist. It is, rather, that the original purpose for which our brains evolved was to manage our physiology, to optimize our survival, and to allow us to flourish” (pp. 3). This argument pushes us to evaluate our very understanding on the premise of learning. From this basis, it can be argued that emotional stability is another critical component to effective learning and building cognitive skills. In this sense, stability relates to an individual’s capability to effectively relate to the surrounding environment. As the environment rapidly changes, we are unable to define stability in definitive terms. To understand this concept, in relation to Bransford’s view, we can simply use the example of the adult learner that has been in the same role (or career) for 15 years. This subject’s scope of practice has not varied greatly in the duration of their employment in turn affecting their morale and attitude towards the job. Bransford may argue that the subject requires new challenges to trigger essential brain activity and potentially effect the overall aspects of the body. Immordino-Yang and Damasio may argue that the subject’s emotional state, potentially created by the surrounding environment, is the main contributing factor to the subject’s decline in aptitude which directly affects the potential of promotion onto a new skill, level or role.

Interestingly, more and more educators are taking some of these types of theories, studies and understandings and introducing such concepts into their daily curriculum. What is Brain Education? provides us with a glimpse of some of the positive impacts the consideration of neuroscience and brain activity has within the educational institution. It highlights the 5 step training process of brain education: brain sensitizing, brain versatilizing, brain refreshing, brain integrating, brain mastering. I feel the "Brain Education" concept may be extremely beneficial to all age groups or learning styles. It keeps the student engaged and provides constant brain activity which allows for enhanced cognitive skills and builds emotional stability. From an Instructional Designer perspective, I feel that many of these concepts will enable me to learn how I learn as an individual and how much “brain power” I am allowing myself to obtain and exercise which in turn will allow me to understand the levels I am able to aid my students in reaching. If, based on these concepts alone, I will continually strive to learn and assist others to do the same in a positive and interactive environment.

What are your thoughts? How would Brain Education or the other views noted assist you in your Instructional Design quest?

eLearning, Design, Public Networking and Educational Policies

In order for me to become a successful Instructional Designer, I find that learning about the study’s history and concepts will enable me to broaden my horizons. Learning-Theories.com (2008) provides such an avenue with its index of learning theories and models. This site offers direct and informative definitions pertaining to the styles/methods/theories of learning and instructional design. In understanding these concepts, I am able to apply such concepts to deliverable electronic learning (eLearning)and traditional learning modules.

As we forge towards the future and engage in technology development as a tool for learning, we must not only consider the user capabilities, design and results, but we must consider the security of the public networks or websites we will utilize. Econsultancy: Digital Marketers United (2010) provides ten common tips to assist in ensuring your data and/or sites are secure. The Instructional Design & Development blog provides insight from various contributors from the Instructional Design and Development department of DePaul University. On March 1, 2010, an interesting point was posted (FERPA and the Web 2.0 Classroom: Part 2) by a fellow blogger which raised concerns about public network usage, specifically web technology, and the Family Educational Rights and Privacy Act (FERPA).

In response, I agree with the statements noted pertaining to FERPA and the utilization of net-based programs to drive innovation and collaboration amongst the educational realm, I would also challenge that instructor(s), as well as the student(s), ensure that the public learning environments being created be password protected or only open to those interested in creating accounts to partake in the forum(s). Although this may limit the amount of viewers it will, however, minimize potential risks in obtaining personal identifiers for those adding to the site as well as its creator.


With the previously noted in mind, I was in search of some additional insight on an upcoming project and the following site offered such guidance. Cathy Moore, creator of blog site Making Change: Ideas for Lively eLearning (2007), has created an interactive blog site for the novice to experienced instructional designer. The site provides scenario based design and eLearning solutions and ideas that are creative and fun. It also addresses ways to remain competitive and on-top by providing innovative solutions, as well as useful sites and references for additional assistance. I found this blog community extremely informative and user-friendly to where I too was able to drum up some ideas on how to draft out and create an effective eLearning training module for our regional Call Centers.