Category Archives: Professional Development

Professional Development, Training, Faculty Development, Workshops

Maximizing Learning, Implementation, and Reflection with Creative Professional Learning Models

This blog post accompanies my session, Maximizing Learning, Implementation, and Reflection with Creative Professional Learning Models, presented at the 2018 Teachers’ Convention of the North American Division of the Seventh-day Adventist Church.

PPT: Maximizing Learning, Implementation, and Reflection

Models of Online Professional Learning

Scaffolding for Success with Large Scale

  • Cheat sheets: simple instructions with screen shots for each tool used
  • Phone numbers: who to call? tiered level of support
  • Facilitators for large groups
  • Mechanism for smalls schools to interact
  • PDF agenda, resources, instructions, handbook. Printed ahead of time.

Additional Resources

Flipping Your Classroom, Personalizing Learning: Practical Strategies & Ideas

This blog post accompanies my session, Flipping Your Classroom, Personalizing Learning: Practical Strategies & Ideas, presented at the 2018 Teachers’ Convention of the North American Division of the Seventh-day Adventist Church.

PPT: Flipping Your Classroom, Personalizing Learning


Personalized Learning

  • KnowledgeWorks: What is Personalized Learning?
  • Lim, J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3) , 317-332. doi:10.1080/01587919.2016.1233050
  • Lim, J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of Research in Open and Distributed Learning, 17(1). Retrieved from
  • Self-Directed Learning Habits
  • 4 Steps to Successful Self-Directed Learning (from a university center of teaching)
  • Universal Design for Learning
  • Lin Hsiao, J. W. D. (1998). The impact of reflective facilitation on middle school students’ self-regulated learning and their academic achievement in a computer-supported collaborative learning environment. (Ph.D.), The University of Texas at Austin, United States — Texas. ProQuest Digital Dissertation database.
  • Mager, R. F., & Clark, C. (1963). Explorations in student-controlled instruction. Psychological Reports, 13(1), 71-76.
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology8, 422.
  • Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Retrieved from  doi:10.1007/s11165-005-3917-8

Video Resources

Open Courses and Resources

Recording and Hosting Videos

Assessments at the Door

Resources for Teaching, Active Learning, and Engagement


For Further Reading

Additional Resources

20 Tools for Significant Learning and Student Engagement

This blog post accompanies my session, 20 Tools for Significant Learning and Student Engagement, presented at the 2018 Teachers’ Convention of the North American Division of the Seventh-day Adventist Church.

Updated PPT: 20 Tools for Significant Learning and Student Engagement (updated 8/8/18)

Note: 8/8/18 Additional links added to Learning how to Learn; and Caring



Note that I have deliberately not included tons of sites and ideas because I wanted this to be simple and not too overwhelming. To pique interest.

Learn about Designing Significant Learning Experiences

Learning How to Learn

  • Evaluating and selecting content sources, i.e. YouTube, TedEd, books!
  • Teach students to subscribe to the journal’s feeds i.e. ALT or Community of Inquiry
  • Using project based learning and makerspaces for student-designed projects
  • Teach students to monitor their own understanding (print flashcards, Quizlet), and mind map knowledge, identifying areas to learn more, selecting and pursuing
  • Reflection on their own blog, like UMW does with A Domain of One’s One
  • Showcasing and extending learning with job portfolios: i.e. via Mahara or other portfolio tools


Human Dimension

  • Blog or discuss ways in which one’s personal life affects and is affected by the subject via WordPress, VoiceThread, Weebly, Edublogs.
  • Be an ethical, responsible member of a team serving others; tools to support groups: GoogleDrive and similar tools to support collaborative learning.
  • Observation of real-life human experiences related to the content; report back to the class.



  • Analyze and critique an issue or case study, and organize and present it via Padlet.
  • Apply the skills in context; document ability with video via YouTube, Videoscribe, FlipGrid, or Animoto.
  • Create a recommendation for a corporation in a real-world problem/situation, build and present on GoogleSites or PowToon.

Foundational Knowledge

  • Create and share/narrate a mental map or conceptual structure of major concepts. or Mindly the app or MindMeister.
  • Create a presentation: Explain & predict concepts and ideas. i.e. Prezi
  • Have students access and interact with primary sources of content – i.e. TedEd, Library of Congress, and more.

Online Tools and References

Fink Taxonomy and Tools v2 PDF Handout – Permission granted to reprint freely. Please share any adaptations.

What would you add? Feel free to comment and share. 


Maximizing Reach, Learning, and Reflection with Online Professional Development

This blog post accompanies my session, Maximizing Reach, Learning, and Reflection with Online Professional Development, presented at the 2018 Nebraska Distance Learning Association Conference.


Models of Online Professional Learning

Scaffolding for Success with Large Scale

  • Cheat sheets: simple instructions with screen shots for each tool used
  • Phone numbers: who to call? tiered level of support
  • Facilitators for large groups
  • Mechanism for smalls schools to interact
  • PDF agenda, resources, instructions, handbook. Printed ahead of time.

Jazzing Up Your Curriculum: Applying Principles of Jazz to Collaboration

I’m presenting at the ICDE World Conference on Online Learning 2017 in Toronto, Canada, with co-authors Amy Spath, Ken Conn, and Roxanne Glaser.

This presentation is part of a collection of presentations on Professional Development. In this short post, I’m including some additional references and resources.

The full presentation is on this Google Slidedeck

“Jazz workshop” Resources

How to Get Published in a Peer Reviewed Journal

I’m attending the ICDE World Conference on Online Learning 2017 in Toronto, Canada and blogging the sessions I’m attending.


  • Diane Conrad, co-editor of IRRODL
  • Lesley Diack,Aberdeen, Scotland, Research in Learning Technology, Journal of the Association of Learning Technologists; she’s one of five editors, it used to be ALT-J
  • Tannis Morgan, Justice Institute of British Columbia, serves on multiple editorial boards
  • Lucy Gray, editor for Open Learning
  • Jill Buban, Online Learning Consortium, Online Learning Journal, formerly Journal of Asynchronous Learning Networks

Stories of Rejection

  • The politics of rejections. Knowing the audience.
  • Sometimes seen articles they’ve rejected appear in other journals.
  • What about when there are two good reviews and one bad review. Sometimes the reviewer is wanting a different article – their perspective.
    • Tip: responses from the author regarding the reviewers that are very well thought out – these can make a major difference. There might be something in the reviews that’s out to lunch. As an author you need to respond and give a rationale for why you use this or not.

What prepared you for the role of an editor?

  • The experience of being an author, a student
  • The desire to support authors who are new to writing in the area
  • Part of the role of a reviewer is to give good feedback to help them; same situation as supporting students
  • Working on a new journal with others, shaping a journal
  • Doing a lot of peer reviews
  • Started a class newspaper in grade four
  • I enjoy helping people learn to write; and I enjoy reading what other people have written, reviewing puts you on the front line of the research
  • My supervisor told me to review so that my writing would improve
  • It’s good for me as a professor to be an editor
  • Writing in journalism and news

Is this cheap labor?

Provocative question from the moderator to a panel of women.

  • There isn’t a stipend for editorial work at one journal; at another there is
  • It’s voluntary, time consuming
  • Some element of prestige
  • It’s service
  • It’s relaxing work for me
  • In one situation the assistant editor got a stipend and the editors did not

What’s the most difficult decisions you’ve had to make as an editor

  • When reviewers don’t agree
  • Sometimes the judgment call is suitability to the journal – that’s easy; but then other decisions are more difficult
  • Further discussion of reviewers… IRRDOL rates reviewers on the quality of the review
  • Some of the journals represented are trying hard to publish from countries who have had less of a voice
  • One option is to have three reviewers required for each article
  • Challenges with articles written by non-native speakers, providing editing or recommending the author get additional editing assistance

The process of publishing: How should an author choose a journal?

  • Look at the topics in the journal, seeing how your article fits in the journal
  • Authors do throw articles blindly out; they haven’t researched the journal
  • Journals have information that outlines the scope, interests
  • Look at the masthead and see who is on the editorial board – that shapes the concern of the journal
  • Authors can write a letter to ask whether the article fits in the journal
  • It saves a huge amount of time to ask about the article ahead of time; otherwise you’re wasting time in the review process
  • Review the archives of the journal to get a flavor of the topics
  • Rolling publications means that your journal can get published faster; as they are reviewed they can be posted
  • Open journals are a great way to get your work out there
  • Look at how many issues a year they publish
  • From the audience: Contact North has a searchable directory of journals regarding online learning
  • Don’t submit to more than one journal at a time!!

What are you looking for when you receive an article?

  • First the article goes through a plagiarism service. Shouldn’t be 50-60% or more of a previous article
  • Checking to see if it’s a fit
  • Good methodology / sound research
  • Missing the description of the population
  • There is nothing new
  • Does it matter?
  • Abstracts are often very bad – it should say certain things – the journal websites tell about it
  • Be clear about what you’re writing – what is the article about, what type of article are you writing
  • Follow the journal guidance on the website
  • Different journals care about different things – ignoring the past history of online learning
  • Results and conclusions often don’t match the data

Great advice and discussion on the publication process and issues for online learning.

Using Blogging to Contribute Expertise and Convey Credibility

Today I’m presenting at the United States Distance Learning Association National Conference 2017: Using Blogging to Contribute Expertise and Convey Credibility. This post shares the accompanying resources.


My blogging history:

Tools for blogging:

Ideas for Blogging

Scheduling and Tracking Writing

Promoting and Learning

Getting Ready for USDLA National Conference 2017

Are you going to the USDLA National Conference next week? I am. Hope to see you there! Here are some bits I’m looking forward to:

  1. Indianapolis! USDLA has been in St. Louis for as long as I can remember (well, I first learned about USDLA in 2008, so that’s not so long ago compared to the 30 years anniversary USDLA is celebrating this year!) USDLA board member, Samantha Penney, has put together a great little collection of things to know about Indy and the attractions nearby. Maybe I’ll get a chance to see the White River State Park!
  2. Elliot Masie is doing the opening keynote – that is bound to be an amazing experience!
  3. Darcy Hardy’s preconference on strategic planning. Hoping to pick a few tips and possibly find some holes in our strategic planning that I can get ideas to fill!
  4. Bill Jackson Sunrise Run/Walk. It’s always fun to get up in the morning and see professional colleagues in their running gear! Curious to see what Indy sights we’ll see on our run/walk this year!
  5. Scavenger Hunt on Sunday night. These activities are fun for meeting people. One thing I love about USDLA is that as the conference goes on, you start recognizing more people because there are so many opportunities to be together and learn from each other.
  6. A great line-up of sessions. Of course it’s always hard to choose. This year, it seems everyone really got their racing hats on when writing session titles. Usually there’s a few people who take the theme into their session in creatives ways too. Looking forward to lots of good learning!

Your Turn

What about you? Going to USDLA? What are you hoping to learn? And/or, is there another conference that’s your favorite? What have you picked up recently that you’re applying now in your distance learning work?

Taking the Teaching Perspective

Have you ever been really ticked because someone didn’t do something the way you wanted them to? Have you ever seen someone else really frustrated because they aren’t getting the results they want? Have you ever been frustrated that your students weren’t responding the way you wanted?

Recently, a fellow faculty member commented,

I tell my students to only spend an hour on this assignment. If they don’t have it done in an hour, to write on it what they tried, where they are frustrated, and just turn it in.

Because if they can’t do it, it’s because I didn’t teach it well enough, and I need to teach it better.

These situations can happen all the time! Frustration explodes!

Man putting fist through laptop

Photo credit: SaintLuxx

  • An administrator frustrated that a faculty member isn’t accomplishing assessment tasks as desired.
  • A teacher frustrated that students aren’t making the desired progress.
  • A committee leader frustrated that the members aren’t doing their part.


Who’s to blame in these situations? Is it the student or teacher? Leader or follower? Both sides?

Taking the Teaching Perspective

I’m not sure if I’m crazy, but I always think of professional development, teaching, training, in situations of conflict and unmet expectations.

  • Were the necessary resources provided?
  • Was the task or expectation scaffolded?
  • Is the underlying concept clear?
  • Are there some missing steps from point A to point B that weren’t clear in the instructions or expectations?
  • In online environments, were the needed resources and instructions where the student was expected to use it? i.e. instructions near or in the spot where they turn in the work?

In higher education, often the attitude is that the student should “come and get it” and it’s their responsibility whether they are successful or not.

Yet, one could take the teaching perspective. One could try to understand where the other person is coming from. One could try to consider the novice perspective vs. one’s own expert perspective.

Your Turn

  • What do you think? Is there a limit to this concept?
  • What does it take for someone to be able to see another’s perspective?
  • Should the teacher/leader take all the responsibility for failure? Where does this break down?
  • Is it useful to consider the teaching perspective in a conflict?

Last Bits from IFWE 2016

I’m attending the IFWE 2016 conference in San Antonio, TX and this is my last blog post, wrapping up my learning. Here are some snippets from the last sessions I attended.

15 Tips When Working With New Technologies and Learning Ideas

Description: After working with faculty and technology in a variety of positions in Distance Learning, this presenter has discovered 15 tips on how to work with all these new-fangled learning techniques and/or technologies. Come join us to learn!

Presented by: Diana Amis (University of Texas at San Antonio)

This session was targeted to those who might get frustrated or overwhelmed with new tools and technologies. These 15 tips help you tackle something new in a logical manner: 

  1. Breathe!
  2. Patience is a Virtue
  3. Fresh Set of Eyes
  4. Take a Brain Break
  5. Stressing out is not worth it
  6. Time Management
  7. Chunking
  8. Bridging the Gap/ Filling a Need
  9. Baby Steps
  10. If all else fails, ask questions
  11. Communication
  12. Support – call the company
  13. Trial version – test it out
  14. Contact Info for the company
  15. Does it apply – do you need it?

A Matter of Trust: Technology and Privacy in eLearning Environments

Description: This session will discuss educational privacy issues online, with a brief overview of relevant federal and state laws. A possible framework within which to address privacy – and to contribute to an environment of trust – in our online distance courses and communities will be proposed and shared.

Presented by: Susan Stephan (Nova Southeastern University)

This was a great session that I decided not to blog because we had such interesting discussions about things that don’t have a black/white answer. It was really interesting to go to this session on the same day that I attended the learning analytics session. The unique angle that Susan brings to the idea of privacy issues is the trust side. The learning exchange is really a matter of trust between the institution, the faculty, and the students. I learned about a few issues that I’m going to go back and check out. I also really enjoyed the conversations on whether or not it matters that our privacy is so eroded. Fascinating!

Delivering Innovation and Entrepreneurship to the MENA Region

Presented by: Meghan Kent (Stanford University) and Ireen Massis (Stanford University)

Description: During 2015 – 2016 Stanford University designed and delivered a curriculum in Innovation and Entrepreneurship to promote gender equality in the labor force in the MENA region. The curriculum was distributed virtually, allowing for unlimited scale of and the highest possible impact to the region. During this session we will share the initial needs, survey results from the pilot program, and our own observations, obstacles, and solutions. Furthermore, we will share our findings from women who have taken the course and the impact that it has had on their academic, personal, and professional lives.

This was a fascinating project. They basically had a specific course that they wrote so that faculty in UAE could use it as a “course in a box” – it was a course on innovation and entrepreneurship. The cultural differences made the project an interesting process journey – lots of learning shared out of that. 

Women & Gaming: Educational Gaming for All

Presented by: Amber Muenzenberger (Triseum, LLC) and Shawna Fletcher (Texas A&M University)

Description: Gaming has grown immensely over the last decade, including using games for education and professional development. There are a growing number of gamers around the world, including women. Join the conversation of gender roles in gaming, ties between gaming and elevated interests STEM careers, and inclusion of gameplay in education.

Amber sure has some good work going on! She’s at Triseum – and they’ve built two cool education games – Arte Mecanas – an art history game; and Variant – coming soon – that teaches calculus (aligned to AP too). These are for the college level. Interesting data and experiences shared on how males and females are playing games – how much time, what devices, etc. What a powerful discussion among the women attending. 

Wrap Up

So, wow, IFWE! First time. It happens every two years. It’s time to plan for 2018! Mark your calendars. It’s an amazing experience – networking, support, life coaching, great e-learning!