My new Animoto introduction video

So, for the past 3 semesters, I've had my online students do introductions in the discussion board using an online tool called Animoto. Students can create 30 seconds of video using still images & video, music & text and publish to the web in a very short time. I love this assignment because it immediately develops a sort of familiarity and community amongst the students. As an instructional designer and e-learning specialist, I know that community in the online classroom is paramount. My students repeatedly tell me that their favorite assignment was the Animoto introduction. They share it with their family and friends along with their classmates. What's more, when I'm responding to their emails and grading their assignments, I often times go back and look at their videos to remember who they are. It helps me to be more compassionate and a better teacher. I think that sharing my Animoto video with them lets them know that I'm approachable and human....not just a computer. Here is my Animoto video that I share with my students (I also accompany it with a brief bio/introduction):

Create your own video slideshow at animoto.com.

Workshops and training NEVER work: the disconnect between instructional design theory and practice

I know it's a bit of a negative title to the blog....but it's how I'm feeling at this very moment. As an instructional designer, I am schooled in the business of designing instruction that is aligned and designed to move participants from a start point to measurable outcomes. In theory, all of these outcomes should be met to a particular degree. When I design my courses, I find that I have the typcial frusteration of students who do really well followed by a large gap and then students who struggle and quit due to outside factors. In comparison, I see that my workshops (faculty professional development focused) follow a similar pattern, but sometimes the success rate (acheiving the projected outcomes) is even more dismal than my academic courses. Now, if I step back and take my instructional designer hat off, I'm not as dissapointed. I look at the faculty and staff that attended and see that though they didn't acheive the exact outcomes, they did move a step or two in the right direction. Often times, they acheived what they wanted out of the workshop. With professional development, isn't that what's truly important? So then I get to thinking. Why do I prepare these robust workshops with various outcomes....spend planning time....prep time....create handouts and websites...practice my content delivery...follow-up, etc.... If they truly are going to "get what they get" out of the workshop, why don't I just customize all my professional development attempts? How about picking several faculty a year to work with individually to customize their professional development endeavors. Measurable payoff for a small portion of the faculty, but less time spent on prep for a workshop in which most participants do not reach the projected outcomes.