Sample Integration of Gagne’s 9 Events of Instruction for Workshop

Photo of authur with stars, leaves, and vines over image.
I used Pixlr to edit and manipulate my photo.

Pixlr Tech Teaser (15 min)
This instructional sequence is based on Gagné’s (1985) nine events of instruction. The internal processes for each event are based on the work of Gagné and Driscoll (1988).

Prep: Download Pixlr software to desktop. Open picture editor. Preload folder with images for practice. Locate some great images edited with the software to illustrate as examples.

Software constraints:
• Not compatible with Mozilla Firefox; Use Google Chrome or Internet Explorer instead;
• Advance level Editor will not save as an image file. It will download as an odd file type. You’ll be able to see the icon. Simply rename it as a .jpg or .png; and
• Limited text manipulation of font. For example, you can’t make font bold or italicized. To enlarge the text,  manipulate the text box size.

1. Gain Attention: Show some amazing images that you created with Pixlr for a class. (Internal process: reception)
2. State Objective: Use Pixlr to modify or enhance images for course content to add visual imagery, cues, or a personal touch to your online courses.  (Internal process: expectancy)
3. Stimulate recall of prior learning: Ask if they have ever worked with Pixlr, Picasa, Photoshop, or Gimp? Let them share their experience with these photo editing software programs.  (Internal process: retrieval to working memory)
4. Present content: (Internal process: selective perception)
• Free photo editing software. Free mobile app, too. Show intermediate level— Open Pixlr Express (Efficient);
• No need to login. Can save image to desktop. Log in to save images in the cloud;
• The more advanced level, Open Pixlr Editor, has almost the same amount of photo editing capabilities as Adobe’s Photoshop;
• Functions include crop, re-size, fix red-eye/whiten teeth, colorization, and 600 special effects.
5. Provide learner guidance: Share handout with tips. Demo Open Pixlr express (Efficient), which is mid-level.  (Internal process: semantic encoding)
6. Elicit performance: Participants upload photo from desktop for editing at Efficient level.  (Internal process: responding)
7. Provide Feedback: Answer questions and assist participants one-on-one.  (Internal process: reinforcement)
8. Assessment: Ask some basic recall questions about software, tips, and constraints.  (Internal process: retrieval & reinforcement)
9. Enhance retention and transfer: In one word, how do you plan to use it in your class? (e.g., lessons, projects, introductions) Invite them to a workshop on emergent technology to learn more about Pixlr.  (Internal process: retrieval & generalization)

Note: For more information on Pixlr, visit my blog on the topic. For more information on Gagne’s nine events of instruction, see my blog on that topic.


Gagné, R. M. (1985). The conditions of learning. New York, NY: Holt, Rinehart, & Winston.

Gagné, R. M., & Driscoll, M. P. (1988).  Essentials of learning for instruction (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Research Study: Plans for an Online Community of Inquiry

Plato’s Allegory of the Cave, Growth Mindset, and Technology

This summer, I read Plato’s The Allegory of the Cave for a course assignment. If you’re not familiar with it, see this YouTube video of a professor’s lecture and animation:

Plato’s allegory reminded me of the chains we place on ourselves as adult learners.  Ever since I graduated from college, I’ve encountered adults who profess the age-old idiom: “You can’t teach an old dog new tricks.”  As an educator, I confronted this in the Peace Corps when working with artisans, in college when teaching languages, and even within my own family dealing with challenging tasks.

I exclude my mother and myself from this.  She never allowed anything to keep her from learning something new.  She instilled in me the gumption to apply myself to any task, no matter how difficult it may appear to be.  From experience, I can assert that I’ve been successful at learning various difficult things as an adult.  For example, I learned to speak Portuguese at age 30, Latin dance at age 40, and statistics at age 50.  Of course, this list is only cursory.  I share my successes with my students to let them know that learning can occur at any time in your life.

The fable is related to learning theory and technology in many ways.  First, as instructional designers, we must keep ourselves informed of the latest research on multimedia practices.  Otherwise, we’ll become slaves to our own (or others) beliefs.  I have a growth mindset.  I want to know what the research indicates as an effective practice and then immediately start to apply it.  Of course, I have my hunches or intuition about how things should be presented.  However, I’m open to learning new ways to bring about improved learning outcomes.

Second, we will face opposition and disbelief in our practices and informed knowledge when we enter the workforce as novice instructional designers with our advanced degrees.  Naysayers of scientific findings will state that a certain empirically based practice will not work at their institution.  They may even state that they’ve tried it before with no improvement.  We’ll need to build a good reputation and gain buy-in from others in regards to introducing new ideas.  Otherwise, we may fall prey to Groupthink.

Here’s a PDF of the play:

My Schedule for SITE 2014 in Jacksonville, FL

Photo of Sandra Annette Rogers
Find me at the conference and say hello!

Four of my proposals were accepted for presentation at the Society for Information Technology and Teacher Education (SITE) International Conference in Jacksonville, FL.  I’d love to connect with any of my readers who are also going to SITE. This will be my first time to attend SITE.  I’ll be attending all the presentations on gaming.

Here’s my current schedule for the conference: (All times are Eastern Standard Time.)

1. Poster Session: The Electronic Village Online, An Open-source, International Collaboration for Professional Development,  March 19, 2014 at 5:30-7:00 P.M.

2. Roundtable: How to Make Your Online Course More Accessible, March 20, 2014 at 11:30 A.M. to 12:30 P.M.

3.Brief Paper: Massive Multi-player Online Role-Playing Games for Language Learning, March 20, 2014 at 3:20-3:40 P.M.

4. Brief Paper: Effective Online Communication in Higher Education, March 21, 2014 at 11:55 A.M to 12:15 P.M.

I hope to see you there!

P.S. Here’s my Padlet wall with all my activities:

How to Upload Media and Create a Podcast Channel

Title page to tech project

Dear Teachers,

This learning module instructs and guides students on how to upload a media file to a podcast channel, specifically It can be used to supplement any course content as a project. For instance, a student can produce an audio file on any topic and then publish it to a podcast channel as part of an oral language project. Poetry readings, musical performances, or reporting the weather are just a few ways to incorporate podcasting. This project could last several weeks.

Using emergent technologies is an important skill for the 21st century learner to apply, not only in class, but also in their personal learning networks, college, and future career. Moreover, this product can be used in K-12 schools to address the media skills embedded in the Common Core Standards (2010) for career and college readiness benchmarks. For instance, the English Language Arts Standard for speaking and listening in Grade 2 states (2.5 Presentation of Knowledge): “create audio recordings of stories or poems.” Podcasting would be an excellent vehicle for this task. A similar standard for presenting content in multimedia is included in grades 3-12 core standards.

The learning module includes the following components:
• a podcast interest and technology skill level questionnaire;
• a pretest and posttest on technical terminology (with answer keys);
• an 18-page PowerPoint presentation on the technical terminology;
• a K-W-L chart activity;
• a 7-minute screencast to demonstrate the procedures; (See YouTube video link below)
• a 6-page how-to guide with glossary to serve as a desk reference when performing the task;
• a student checklist of procedures and outcomes for self-assessment of the criteria;
• a rubric for the teacher to evaluate the project; and
* an 18-page teacher guide with research basis and instructional strategies.

Goal Statement: Students will successfully upload a media file to for an oral language project by following the steps in the screencast and supporting how-to guide. The learning context is during class time in the computer lab or on a home computer. Students will need to have already learned how to create an audio or video file and save it as a MP3/MP4 format on a flash drive for school work.

Get a preview of this product on Teacherrogers YouTube channel:
My YouTube Video Demonstration

I completed this project during my doctoral studies, so it includes the research basis for the use of podcasting. I think you’re really going to like this product, as I’ve put over a semester of effort into creating and pilot testing it! It’s for sale on TeachersPayTeachers in the Teacherrogers Store.

Your blogger,

Sandra Rogers


Create a Google Site from Gmail Account

Synopsis: Performance, Instruction, and Technology in Health Care Education

Note: Now that I’m in graduate school again, I do a lot less blogging due to all my homework. Therefore, I decided to share my homework on instructional design.  Plus, I thought it’d be a great way to review for comprehensive exams.

Cartoon image of health care professionals in a maze.
Source: John Hersey of Inc Magazine

Locatis, C., (2012). Performance, instruction, and technology in health care education. In R. A. Reiser & J. V. Dempsey (Eds.) Trends & issues in instructional design & technology (3rd ed.). (pp. 178-186). Columbus, OH: Merrill-Prentice Hall.

Performance in the health care field  is critical. It differs from other fields that allow for marginal errors and second chances. Therefore, learning health science education is paramount in life or death matters for those whose lives are touched by health care professionals. Locatis described historical and current trends in health care instruction and use of emergent technologies as they affect performance.  The Association of American Medical Colleges (AAMC) and researchers have been influential in changing teaching methodologies from laboratory and hospital-based to that of problem-based learning (PBL) and evidence-based medicine (EBM). Moreover, the AAMC called for the inclusion of informatics in medical curriculum.  Informatics refers to the use of information management systems such as databases, expert systems, educational simulations, robotics (programmed mannequins), and virtual reality environments.

Locatis described the history of medical education in three phases: prescientific, scientific, and post-Flexner.  The prescientific phase for the U.S. refers to the time prior to the 20th century.  The author stated that the anatomically structured drawings by Andreas Vesalius and Leonardo da Vinci are considered the beginnings of educational technology since they are based on direct observations and not speculation. A report written by Abraham Flexner published in 1910 by the Carnegie Foundation moved the field of medical teaching into the scientific phase.  For instance, Flexner called for a more formal education of medical practitioners to include an academic setting and affiliations with local hospitals. This provided academic rigor to the study of medicine, whereas before the graduates from commercial programs and independent schools were only accountable for memorization of symptoms and remedies.

In my opinion, the health care system is at a critical juncture with the Patient Protection and Affordable Care Act (2010), which will provide more citizens with health care than ever before.  A secondary goal of this act is to streamline the delivery of said health care.  The use of educational and informational applications (informatics) is necessary to address this influx of customers and streamlining of information properly.  First, it should inform the health care provider of the latest findings for a symptom or illness. Secondly, it should inform the patient of his rights to the side effects or alternatives to prescribed procedures and medicines. Thirdly, it should aid the health care providers with a smart system for collecting the appropriate information on their patients/customers. I appreciated how Locatis illustrated the rationale for instructional technology by describing the sensory nature of raw data. For example, the use of multimedia in health care systems can help students and practitioners learn about the data collected by including the sounds, images, and real time events.

Google Drive, Maps, and Google+: Basic Tech Tool #5 Blog Series

Visual Resume for Sandra Rogers
I used Google Drawings to create this visual resume

Google, how do I love thee? Let me count the ways: Google Drive (cloud storage for all types of media and word processing documents including access to your Google Apps such as Docs,  Drawings, Slides, and Forms. For example, Google Docs is a great word processing app for collaboration with colleagues or for use on student projects. Google Drawings are a fun way to create a resume or poster. Google Slides are like PowerPoint presentations except you can’t add voice, you’ll need an app for that. The advantage of Google Slides is that you can update them virtually with those persons or websites with the link.  Google Forms are a way to conduct surveys and otherwise get feedback. Google recently added quizzing capability to Forms.

I love Google Drive for the following reasons: ease of access from anywhere via my Gmail account, ability to share links or HTML code for embed, and I can correct errors quickly.  The days of putting something out on the web with an error and then spending hours trying to retrace your steps to make corrections on each website is over. With Google Drive products, you only need to log in to the original creation via your Gmail and correct it. Instantly, it’s  corrected on the Web—of course, the viewer would need to refresh the page to see the update.

Additionally, if you don’t see what you need, you can add an app to your Google Drive that integrates nicely (many of which are free): For instance, I just added the SlideRocket app to make better presentations. I’ll let you know how it works out.

Next, Google Maps, I know they’ve been around for a while, but I really like them. I’m collaborating on a community project of mapping various service providers listed in a printed guide for persons re-entering society after incarceration.  Navigating the myriad of starting fresh and obtaining the necessary resources at the right time will help the previously incarcerated and also reduce recidivism. This Re-entry Google Map can also be printed as a PDF and shared with those who do not have access to the Internet.  Additionally, you can keep the map private, if necessary, and share the link with identified participants.

Lastly, Google+ provides Hangouts, Events, an online profile, and the opportunity to provide updates akin to a Facebook status. Now that Google+ Hangouts has the ability to use live air streaming of your Hangout, many educators are using them. For example, the group of teachers I mentor during the professional development session for the Electronic Village Online will use a Hangout as part of their kick-off party this January. Moreover, the recording will serve as a way to meet the needs of participants who were unable to attend. The Google Events would be a great way to promote it.  Google Events provides an invitation platform and reminder.

How do you use Google? Do you love it or hate it?  Leave a comment and let me know.

P. S. I  just thought of one more.  Many of you are familiar with Google Translation, but have you tried it lately? If you type a complete sentence, it does a fairly good job in translating now. This is much better than word-for-word. The software can determine the context of the words in a sentence.  Moreover, it will pronounce it for you!  Just click on the microphone icon.

Contributors to my PLN for Computer-assisted Language Learning (CALL)

Dear Readers,
This is a partial and random list of educators I follow in my personal learning network (PLN).  Some folks are new to my network, while others I have known for some time.  Of course, these are mainly virtual acquaintances only, as I only get to see some of these professionals if we both attend a TESOL convention or other live event.  I used this style of a blog post on my nonprofit blog and really liked how it looked.  I hope you do, too.  If you don’t know these folks, find them on Twitter!  You can find me @teacherrogers. I listed these educators in my PLN titled the Online Educator, which feeds my Twitter-based newspaper on

Freelance Educational Consultant, Award Winning Writer and Course Designer, Specialist Technology Trainer, Blogger, Conference Speaker, Lecturer in Media & Tech

Business English trainer based in Erfurt. Fascinated by how English brings our world ever closer together.

ELT educator and magician in affective language learning with young learners. Storyteller, puppeteer, and frog collector.

ISTE’s Mobile Learning SIG, Mobile Learning Devices (MLDs)

curriculum design, instructional design, elearning, computer assisted language learning, corporate and blended learning development. (Moodle LMS, TESOL, TESL)

Autonomous ‘Personal Learning Networks’ for Language Teachers. An EU funded project.

ESL Teacher, Webhead, Mum….. I would love to change the world, but I can only change myself. But I CAN influence people around me by what I choose to do.

Podcasting Evo Session 2012 provides basic training in the production and publishing of digital media files (podcasts) and its use in the ESL/EFL classroom.

21st Century Digital Citizen living and learning on the web. Mi Identidad con la red de docentes en español –

Dr. Nellie Deutsch is an expert on blended and blended online learning and the founder of Integrating Technology for Active Lifelong Learning (IT4ALL).

I am a senior lecturer at the Department of Languages at the British Open University

ESAP teacher; ICT consultant; e-tutor. Interested in reading, learning technologies and functional diversity.

Helping language teachers incorporate technology.

Adult ESOL, ELL, TESOL, idioms, storytelling, poetry, online & blended learning, flowers, art, UU, intercultural, peace, photography, stop bullying, quotes,more

EFL teacher for over 12 years in Spain.

I am a teacher trainer at the Department of English, Faculty of Education, Olomouc, Czech Republic. I specialize in History, Lexicology, Art and ICT for ELT.

Retired EFL teacher. Teacher trainer and e-trainer in Web 2.0 tools. Lifelong learner. Member of the Webheads in Action CoP.

An EFL teacher,teaching all age groups and levels. My main interests are online teaching and learning and enhancing creativity in the language classroom.

Another Basic Tech Tool for Online Teachers: The World Clock

This blog is a follow-up of my 3 Basic Tech Tools for Beginning Online Teachers.

IV. How do you set the time for a worldwide event online? After all of your pedagogical considerations in planning your online session, don’t let the international settings throw you for a time warp! The tool that we use for conducting TESOL’s Electronic Village Online (EVO) is the World Clock at To be clear, don’t just slap up this link to your site and ask your participants to figure it out.

First, determine the time for the event in your local area, then convert your time according to the World Clock, which runs on Greenwich Mean Time (GMT) aka Coordinated Universal Time (UTC).

Next, schedule your event according to GMT. This will be more culturally acceptable, especially if you strive for a multicultural approach. Besides, if you give the time of the event in your country, say Argentina, and ask others to convert that time according to their country’s time zone, it may lead to confusion because their country may not be listed on the converter chart.   If you provide the time in GMT, then they can still convert their time at the link above by searching for neighboring countries with similar time zones.  Furthermore, central Europeans use CET which is one hour later than GMT.  Hence, if they set up the time to CET, participants will have to convert to GMT, and then their own country’s time zone.  Then there’s daylight savings times.  You can understand how things can become complicated!

Use this event planner to provide the time and date in GMT along with the name of your event.  Then post this link to your session with an invitation:

Finally, don’t forget all the important details related to your online event. Here’s a list to include in your announcement that I created as part of a job aid:

Name of Event:
Main Location (Online Platform):
Backchannel: (For Technical Assistance)
Time & Date:
Mode of Delivery:(Text-based chat, audio, video, or combination)
Special Instructions for Participants: (websites to join, software to download, browser compatibility, necessary equipment, i.e., headset with mic or w/o, and how-to RSVP)
Invitation to Participants:
Recording available afterwards at this link: (TBA or N/A)

Best Wishes,

Sandra Rogers