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The 2017 OpenSimulator Community Conference will be held in the OpenSimulator Community Conference Grid (or OSCC Grid) virtual world AND streamed live (@ on December 9th and 10th. In turn, even if you have never been in a virtual world, attending the OSCC event will enable you to gain first-hand experience attending a virtual world event as well as will introduce you numerous examples of how virtual world simulations are used in education. To learn more about how to register for the [no cost] event and move around within the conference grid, follow the step-by-step guide below.


A Few Highlights from the OSCC Program


If you still need to be convinced virtual world simulations and events are beneficial to educators, here are just a few of the highlights from the upcoming OSCC program (at…

  • The Liverpool & Manchester Railway circa 1830 (Graham Mills) - Presentation will detail how (in the absence of a photographic record of the railway) OpenSim is being used to model parts of the railway and adjacent areas.
  • 40 Virtual Cities Online (Christer Lindstrom) - Learn how public and private stakeholders are working together – using the OpenSimulator platform – to visualize, simulate, and plan future urban landscapes.
  • Spanish Language Learning (Martha Eugenia Lino and James Abraham) - Presentation will detail how students interact with learning objects and chatbots while strolling through a plaza or pyramid (to practice their Spanish language skills).
  • Case Study Simulations for In- and Out-of-World Use (Kay McLennan) - Learn how to create case study simulations (with NPC and chatbots) in an OpenSimulator grid and how the same simulations can be used for in-world tours and out-of-world instructional materials.
  • SLurtles Research (Carina Girvan) – Presentation profiles the research conducted on [the constructionist learning possible through] the use of shareable artifacts in virtual world learning simulations.
  • Bringing Literature to Life in OpenSim (Mary Howard and Andrew Wheelock) – A discussion of the Understanding the Holocaust Project (that correlates with the Diary of a Young Girl: Anne Frank) and the Westing Mansion Project (that correlates with the fictional story The Westing Game).
  • Developing Usable Prototypes for Serious Games in OpenSim (Rachel Umoren and Evalyn Gossett) - An overview of the development process for serious games, including prototyping, usability testing, and more.
  • Virtual Worlds Database (Alyse Dunavant-Jones, Valerie Hill, and Marie Vans) – Learn how the Virtual Worlds Database is promoting the best educational content virtual worlds have to offer, including the Digital Citizenship Museum.

Again, see the complete conference program at


How to Register for the OpenSimulator Community Conference


Register for the OSCC17 event on the web site at Note: While the conference will be hypergrid-enabled, please be sure to request an OSCC Grid avatar. That is, when trying to login (at the same time a lot of other attendees are trying to login), it is easier to gain access to the grid through a “native” avatar.

Also, if you are too shy to use your real name when you register, you can always use a nom de plume (for your avatar’s name)!


How to Download & Set-Up the Needed Viewer


The Firestorm 64bit Viewer is recommended to access the OSCC Grid (with the download page for the Firestorm viewer at More specifically, first choose your operating system (see below).


Next, click on the 64bit Firestorm Viewer for OpenSim.  Then, after the Firestorm Viewer is installed on your computer, you need to load the OSCC Grid into the viewer. To load the OSCC Grid, click on the “Viewer” drop down menu in the upper left-hand corner of the viewer. Next, click on “Preferences” and “OpenSim” (items #1 in the image below). Next, enter the URI for the OSCC Grid ( = item #2 in the image below). Finally, click on “Apply” (item #3 in the image below) and “OK” (item #4 in the image below).

Next (after you receive your OSCC Grid login information), to login to the OSCC Grid, enter your avatar’s name (#1 in the image below), password (#2 in the image below), make sure “OpenSim Community Conference” is the grid selected (#3 in the image below), and click on the “Log In” button (#4 in the image below).


As an aside, while the Firestorm Viewer is recommended for the OSCC event, there is another viewer – the Singularity Viewer at -- that allows the use of the URI in the grid text box WITHOUT the need for entering the grid URI into the viewer Preferences tab. See steps #1, #2, and #3 for the Singularity Viewer in the image below. In turn, since the Sinularity Viewer enables more rapid access to private OpenSim grids, it is a good choice for students.


How to Navigate around the OSCC Grid Virtual World

After you login to the OSCC Grid, your avatar will be on one of the four Landing Zone islands (see the image below).

While you are on one of the Landing Zone islands, use your keyboard arrow keys to practice “walking” your avatar around (see the directions in the image below).

Next, activate your movement control and camera control panels by clicking on each in the “Avatar” drop down menu in your Firestorm Viewer (see the image below).


Next, to teleport your avatar to the OSCC Keynote region, click on map icon located in the menu located in the lower band of your viewer (#1 in the image below), locate OSCC Keynote (in the scroll-able map – #2 in the image below – OR “Find” text box -- #3 in the image below), and click on the “Teleport” button (#4 in the image below). Note: To better spread out the load of multiple avatars logging into the region at the same time, conference attendees are assigned to one of the four landing zones and their OSCC Keynote region access matches their landing zone access. For example, if you are assigned Landing Zone 4 you need to click on OSCC Keynote 4 in the map OR type OSCC Keynote 4 in the “Find” text box.


After you arrive at the Keynote region, immediately right click on one of the chairs and click on “Sit Here” to seat your avatar in the chair. [Immediately seating your avatar minimizes the lag on the region (so more avatars can enter the region in time for the start of the event). Further, it is ALWAYS a good idea to arrive at a virtual world event venue EARLY. In contrast, waiting for the last minute to login often means you will miss five or ten minutes of the presentation (as you await your chance/turn to login).]

After your avatar is seated in the audience at the Keynote auditorium, the script in the chair your avatar is sitting in will automatically focus your view on the stage and the presentation screen. To pan around the auditorium, click on the ESC button on your keyboard and use your camera controls to change the angle on your viewer. Also, click on the chat button in the menu located in the lower band of your viewer (#1 in the image below) – so the “Local [typed] Chat” will be visible (#2 in the image below) and so you will be able to read any additional instructions from the conference organizers (#3 in the image below).


Also, prior to the start of the event, you will need to double-check to make sure your computer speaker (or headset) is turned on and set at the right volume. 


Note: Do not hesitate to login to the OSCC Grid in advance of the event – to gain additional experience navigating around a virtual world grid. Further, if you do login to the grid, you can tour the OSCC Shopping Zone (see the image below).

Finally, please consider attending the Educators’ Meet-Up [scheduled for 5:00 p.m. PST (7:00 p.m. CT) on Friday, December 8, 2017, on the Expo Zone 3 in the OSCC Grid (@ 71, 70, 25)] – to network with other educators currently teaching in virtual worlds AND for educators and others interested in learning more about teaching in virtual worlds.  Again, drop by to visit with colleagues, ask a question, share/locate content, and more!

In addition to the Educators' Meet-Up on 12/8/17, please be sure to join the Educators in OpenSim group (in the OSCC grid). More specifically, after you are logged into the OSCC grid:

  • Right click on your avatar;
  • Click on Groups;
  • Search for "Educators" (without the quotation marks);
  • Click on the "Join" button; and
  • Click on the "Yes" button.

Also, feel free to use the group chat function to network with other educators during the Open Simulator Community Conference!

Student retention is a concern in probably every college and university in America. We wouldn’t be in education if we didn’t feel it is a transformative experience and benefits not only the individual, but their family, community, and society as a whole. Many students start college and fail to finish often leaving them without the benefit of a degree/certificate and student loans to repay. Frequently institutions spend a great deal of effort trying to identify struggling students and connect them with resources intended to help them succeed, but at some point turn to what is generally referred to as early alert (EA) systems to increase the efficiency of their efforts.

I have been involved in early alert system efforts at two universities. At the first, I was very involved with evaluating products and ultimately selecting a system, but was not present for the majority of the implementation. At my current institution, I was not as involved in selecting the system, but will be in the implementation and future use. Where I am now we are just beginning the implementation process, and just completed the in-person discovery visit with the early alert system we selected, Nuro. I wanted to blog about my experience implementing the system, not related necessrily to a particular product but to relay what I learned through the process that may be beneficial for others considering or implementing a system as well.

I will attempt not to mention the same information that is easily found on the internet. The following are sites that have valuable information for anyone who is interested:

As we continue or implementation journey I hope to add additional blogs.

During Selection of a System
Here are a few thoughts about selecting a system that have shown to be very important.

1. Evaluate why a system is being considered. This may seem obvious but as word spreads on campus that this project is underway those who may be impacted (faculty, staff, etc.) will begin talking about what a new effort will mean to them and commonly why a change is warranted. Having information on retention rates, graduation rates, a clear picture of what resources are currently being spent on retention efforts, and what problems an early alert program could help solve is important in messaging across campus. Clearly mapping the current process and flow of information is valuable.
2. What administrative support exists for the effort? Early alert efforts normally impact the entire campus and require concerted and sustained effort from individuals with different reporting structures. IT, academics, student affairs, and financial aid are a few examples. Often these individuals report to different deans or vice presidents, and if any of these units are not fully committed, it could jeopardize the project as a whole. At our institution, the president and provost are behind the efforts and we have hired a consulting group to help manage and advise during the process. This level of commitment will hopefully ensure that those in each unit collaborate and do what is necessary to get the system up and running as smoothly as possible.
3. Ensure key individuals are involved in the decision-making process. Selection of a system should include frequent meetings and product evaluations from a number of key stakeholders on campus, including those from the most likely impacted units (IT, academic affairs, advising, business office, etc.). I encourage the process to be transparent so that those not involved directly can still feel connected and have input into the process at some level. Having a clear indication of what needs a product must fulfill helps guide this process. I suggest considering what an early alert system currently does, not what is planned for the future, or what it could possibly do as it is difficult to determine when particular features will be added or if the system could be altered to meet a particular need if it hasn’t been done before.
4. How easy is it to use? This goes without saying, but individuals will not use a system that is difficult or time-consuming to learn.

Early Stages of Implementation
We are still in the early stages of implementation, but here are a few things I would suggest based on experience so far.

1- Have subcommittees responsible for various aspects of early alert implementation with clear responsibilities, reporting, and accountability structures. I am a member of a subcommittee to look at data that will be included in the system and how we can improve our current system until a new process is in place.
2- Make a detailed map of current processes, who does what in this flow, and where information or students can fall through the cracks. We had a map, but I wish we had made ours more detailed. Share this will the entire early alert committee because many on the committee will not know how all of the current pieces fit (or don’t fit) together.
3- Make a list of all of current data that is being collected on students, how long that data has been collected, and how complete those data sets are. Also, identify where this data is stored (SIS, LMS, other system, etc.) and how, if at all, this data is passed from one system to another. Most EA programs have a predictive element where existing data is used to try and identify students who are at a higher risk of retention, and a current behavior/achievement element that would look at how students are performing and attempt to identify students in trouble to connect them with resources before they get to the point they cannot recover. Knowing what data the institution has collected gives insight into how it can be used to identify students at risk.
4- Specifically for a discovery meeting to kick off formal implementation:

a. If provided with a list of initial questions from the vendor, fill this out with as much detail as possible prior to the meeting. Ensure that everyone on the committee has read this information and has had a bit of time to process the data. This will help time be used more efficiently when working with individuals from the early alert company and make discussions within the committee more meaningful (shift the focus from what data exists to how it can be best used).
b. Ensure the right individuals attend the meeting in person. We had member of the committee attend, but a couple of our faculty members couldn’t be there due to class schedules. A few of us have experience as faculty, so could speak into that aspect a bit, but it would have been better to have current faculty in that meeting themselves. I also would suggest having the person who heads institutional research attend. Our institutional researcher helped fill out documentation, but what not present at the discovery meeting. In hindsight, it would have been better had she been there to answer follow-up questions. Similarly, many of our students are athletes but we didn’t have someone specifically from athletics a part of the meeting, but it would have been useful. We do have a medical and optometry school, and a member of the student services from these units attended. This was valuable as their needs for early alert are unique.
c. Administrative support is important. Our provost and president both stopped by during the on-campus meeting. I believe this showed full institutional support for the effort and set the right tone for everyone on the committee.
d. IT was key. Much of the discussion surrounded how data flows at the institution and what is needed to make all of the key system speak to one another. IT individuals with knowledge of all of these systems (SIS, LMS, etc.) was vital during this meeting.


Next steps
The discovery meeting was a good opportunity to determine steps moving forward, discuss data that will be included initially, and determine what access is necessary to make the early alert program communicate with other systems on campus. We will have a better feel of implementation timeline when we know that systems are speaking to each other as needed, but I am confident that we should be able to test the system before the end of our academic year. This is important so everything will be ready for full use in the Fall 2018 term when most of our students will arrive. Here are a few items that I know we will need to work on to make the system most effective.

1. Continue data determination- A number of common data points such GPA, gender, SAT/ACT, etc. will be included but we are also looking at including some of the results from national surveys given to students and involvement in athletics. There is the possibility of including some measurement from our student conduct system as well as information on students traveling to campus. Before long we will launch degree mapping software so next year this data may be integrated as well.  We have a lot of data that has been collected over time, but some may not have been given regularly enough or have enough value in determining student risk to include.
2. Grades- We as an institution will need to look at how we keep grades and how often these are updated. Prior to Canvas, many faculty kept their own gradebooks and entered a midterm score in our SIS. This will be too late to identify students with academic issues. When we began using Canvas in Fall 2017, the expectation was that faculty would start keeping gradebooks in Canvas. We will need to more clearly determine the requirement for keeping gradebooks and when grades need to be entered if the EA system will be able to reliably use this data.
3. Attendance- Similar to grades, in the past keeping attendance has been done a number of ways. We need to find a consistent and reliable way to keep attendance so that this information can be utilized effectively. Canvas is used, but there are some instances in which this has been problematic such as in courses where we have a combined lecture and lab, as there are instances where a person can be present or absent to either the lecture or lab on the same day. There may be ways around the issues we have faced, but it needs to be addressed.
4. Publishing courses- We will need to have guidance on when courses in Canvas need to be published. This is strait forward for our online classes but the majority of our courses are still F2F and there are questions about whether courses should be published the first day of the term, after the first class, by the end of the first week of classes, etc.

The early alert committee will be evaluating the need for changes in our policy or procedures and making recommendations to the administration.

We are excited to move forward and the potential to both using our existing resources more effectively and help students thrive at our institution. There is much work to be done, but as long as our community works together in this effort we have the opportunity to make substantive positive change.


I would love any insight from those who have been in a similar situation!

NB: This is the second post in a series on what we learned in our Fall 2017 Blueprint Course pilot. The previous post provides an overview of our experience (Lessons Learned about Blueprint Courses: Introduction), and  later posts consider our "failed" Blueprint pilot course (Lessons Learned about Blueprint: When Blueprint Wasn't the Solution) and replacing a course copy workflow with Blueprint (Lessons Learned about Blueprint Courses: Replacing Course Copy Workflows).


In my previous blog post,Lessons Learned about Blueprint Courses: Introduction, I provided an overview of our experience using Blueprint Courses (Canvas Release: Blueprint Courses) in Fall 2017. That post focused on our selection of four use cases for the initial pilot and some of the considerations (that is, course needs) in selecting these courses. Here I'm going to discuss one of the early steps: getting buy-in from teaching and administrative teams.


It's important to acknowledge that there are various types of buy-in that may be necessary. First, securing buy-in from teaching teams and other stakeholders for using consistent course content that faculty may (or may not) be able to change. Second, getting buy-in for using Canvas Blueprint Courses as a tech solution for providing this functionality.


Although I recognize that there is interest in the former (indeed, during the Fall Community Showcase (2017-11-1), where I discussed our use of Blueprint Courses, someone asked a question about this issue), here I'm really talking about the latter. Indeed, I strongly believe that requiring a common starting point for a course -- or common content throughout the course -- is a decision most appropriately made at the program or course level. As an instructional designer and Canvas admin/support, this program/course-specific requirement is not my call to make.


That caveat out of the way, if there is a course or program need to deliver consistency in Canvas content -- either as a starting point or maintained throughout the semester -- then we can and should recommend the best technology to meet that need.


Selling Blueprint Courses to Teaching Teams

We had a relatively easy time convincing our target teaching and administrative teams to participate in our Blueprint pilot. This was partially because our Courseware Team has a generally excellent relationship with the faculty and programs we support. They trust our team to make appropriate recommendations. But it's also because Blueprint offers functionality that solves problems for them.


That being said, it can be a risk to be first to try something new -- so you want to make sure that the benefits gained will outweigh the risks. Knowledge of course and program needs is crucial!


So here are some of the selling points we used to promote Blueprint to our target pilot courses. They fall broadly into two categories: features that the teaching teams want and productivity enhancements (either for our Courseware Team and/or for the teaching teams):

  • Consistent starting point for course content: Certainly, a consistent starting point can also be accomplished by importing content from another course. But Blueprint is faster and easier, as content is replicated across all associated courses at the same time.
  • Ability to update content at a later date: When teaching teams are tweaking courses until the last minute, that can create an unfortunate bottleneck just before the semester begins -- because we wouldn't want to manually import content in numerous sites after we've already set it up. Because Blueprint can sync updates after the initial course sync (How do I sync course content in a blueprint course as an instructor? ), it's no longer necessary to delay Canvas site replication until the template content is finalized. If an assignment needs to be added or changed at a later point, that's no problem! Blueprint can make it practical to create Canvas sites much earlier in the process, giving teaching teams (and possibly students) access to their sites much sooner. 
  • Ability to replicate some LTI tools: For multi-section, large-enrollment courses (like our communications courses that run in 56 sections in each quarter) with the same course readings, we often had to wait until the The specified item was not found. course pack was made available to students before creating and replicating content across sites. We wanted to make sure that the course pack (provided through a course-level Study.Net LTI integration) was part of any content import. Again, this often meant creating and replicating sites later than the teaching team wanted in order to minimize avoidable extra work. The ability sync some LTI tools with Blueprint made it easy. 
  • Maintain content consistency after Canvas site creation: For courses where content in Canvas sites really has to be the same, Canvas previously had a limited ability to deliver this functionality, beyond an initial course copy. The only guaranteed way to ensure consistency in content was to enroll all course sections into the same section. (This, of course, raises FERPA concerns, though different institutions interpret these requirements in different ways, see New FERPA requirements for cross-listed courses! for more.) Enrolling multiple sections (with multiple teachers and TAs, all with editing privileges within a Canvas site) can create it's own problems. With the ability to lock content (How do I lock course objects in a blueprint course as an instructor? ) of various types -- assignments, files, discussions, pages, and quizzes -- Blueprint becomes an easier sell when this is a requirement. Three of the four courses in pilot needed this functionality.
  • Limit the people who can change content: If one of the previous workarounds for content consistency had been to have a multi-section Canvas site, this can increase the number of people with editing capabilities. Blueprint removes this potential problem by allowing only people enrolled in the Blueprint template site to be able to change locked items. Problem solved!
  • Ability to update content across multiple courses at the same time: Of course, the biggest benefit that Blueprint Courses offer is being able to automatically update or add new content across multiple associated Canvas sites at the same time. If a large-enrollment, multi-section course needs this capability, then this is all it might take to sell Blueprint to a teaching team.
  • Post announcements to all Canvas sites at the same time: Lastly, several of our courses needed the ability to be able to post an announcement to multiple Canvas sites at the same time. Teaching teams found it frustrating to copy-and-paste the announcement content across site -- and if those announcements included links to files, pages, assignments, etc., the links need to be updated if the content is copy-and-pasted. But those links updated automatically when synced using Blueprint! For two of our pilot courses, this ability was a significant benefit.



Acknowledging where there might be Challenges

But Blueprint is a newly introduced feature, and it will mean new processes for teaching and administrative teams. Like any new feature, there can be a learning curve. So it's best to be upfront about where the challenges might be.

  • Communication issues among teaching team members, and communicating when a Blueprint synches changes to associated courses: Ken Black addresses issues of communication and planning in Tips for Designing and Maintaining Blueprint Courses
  • Need to train teaching and administrative teams in a new technology: It will be important to set aside time to meet with faculty, TAs, course coordinators, and other admin folks to make sure that everyone knows what they're doing. In our experience, the course that had the least satisfaction with Blueprint also had the largest number of faculty and TAs -- and not all of them participated in training sessions.
  • New technology/tool means there might be unexpected issues: This one is hard to predict! We encountered many, many issues where the Blueprint documentation wasn't detailed enough, or the documentation didn't match the behavior we observed. We opened lots of Service Cloud cases and new feature ideas. Over time, such problems should become fewer and further between, we hope. But it's best to acknowledge up front that there might be unexpected behaviors, and to agree on a plan for how you'll address them.

NB: This is the first post in a series on what we learned in our Fall 2017 Blueprint Course pilot. This post provides an overview of our experience, and later posts address how we got buy-in from teaching teams and administrative stakeholders for our target courses (Lessons Learned about Blueprint Courses: Getting Buy-In), our experience with a "failed" Blueprint pilot course (Lessons Learned about Blueprint: When Blueprint Wasn't the Solution), and replacing a course copy workflow with Blueprint (Lessons Learned about Blueprint Courses: Replacing Course Copy Workflows).


In Fall 2017, the Wharton School piloted Blueprint Courses (Canvas Release: Blueprint Courses) as a way to meet the needs of teaching teams that need to maintain consistency across course sections and Canvas sites. When Blueprint Courses were introduced during summer 2017, our Courseware Team was immediately excited, and we identified several courses that would greatly benefit from the capabilities offered by Blueprint.


We rolled out Blueprint in four courses during Q1 of Fall 2017. All were multi-section, large-enrollment courses that needed consistent content across multiple Canvas sites. Each course represents a slightly different use case, and in a series of blog posts, I'll talk about how things went. I'll discuss some of the lessons we learned, what worked well and what worked less well, as well as where we encountered unexpected challenges with this new feature. Some of what I'll address in this series includes:

  • Selling Blueprint to teaching teams
  • Setting up a Blueprint template site
  • What syncs and what doesn't (and when)
  • Syncing LTI tools with Blueprint
  • Communication, planning, and managing enrollment in multiple Canvas sites
  • Replacing Course Copy workflow with Blueprint
  • Groups and group assignments with Blueprint Courses
  • Modules in Blueprint


Locked items in associated courses have a "locked" Blueprint icon.

(It turns out that organizing and syncing content with Modules in Blueprint courses is more complicated than we expected.)


The courses selected for the initial roll out of Blueprint were:


  • MGEC 611 -- a half-term core MBA course with four faculty members each teaching three sections, a small army of TAs, and several support staff. Previously, this course had a single Canvas site (with all 12 sections!) in order to maintain consistency. Some of the faculty, however, wanted to customize the content for their assignments and course materials. We selected Blueprint to provide the teaching team with a common starting point, the ability to keep content in sync (if they chose not to modify their Canvas sites), and the ability to customize content if they chose. This Blueprint course has four associated Canvas courses, each with three sections (more than 800 students in total).
  • WH 101 -- a new core course in the undergraduate curriculum, which had been piloted in spring 2017 (with about 30 students) and was rolled out in the fall to almost 700 undergrads. This course is team-taught by three core faculty members, with the help of about 36 TAs. The challenge for this course was to provide the teaching team with an easy way to manage and update four Canvas sites and to maintain consistency across those sites. There were a number of challenges posed by the complexity of the course organization, scheduling, and frequent updates and changes as the semester progressed. The teaching team also wanted the flexibility to be able to post announcements across all sections/Canvas sites at the same time. This Blueprint has four associated Canvas courses, each with three sections.
  • WH 201 -- a new core course in the undergrad curriculum being piloted in Fall 2017 in preparation for a larger roll out in spring 2018. This communications course was collaboratively developed by several faculty members, and it required content consistency across all sections. Further, course coordinators in this program wanted to prevent teaching team members from being able to make changes within a Canvas site. One of the challenges for this course was dealing with rapidly evolving content that needed to remain in sync, as the course continued to undergo development after the semester started. This Blueprint has six associated courses.
  • WHCP 611 -- a half-term core MBA course that is the first of several required communications courses. Staff in the Wharton Communications Program had been asking for years for a way to ensure consistency across Canvas sites and to prevent instructors from being able to make changes to that content. Blueprint was an ideal solution! We were a bit concerned about including this course in the pilot, as this half-term course has 56 associated Canvas sites in Fall Q1, and an additional 53 associated sites in Fall Q2. And if things didn't work as expected ... well, that could have been a lot of sites that needed fixing!


In future posts, I'll discuss the specific challenges presented in each of these use cases and how they were addressed by our Canvas admins and/or by the teaching teams. Our Blueprint pilot was a resounding success by just about every measure. And I gave an overview of what we did in the Fall Community Showcase (2017-11-1). One of the teaching teams has decided not to continue using Blueprint (and I'll discuss this decision in a future post), but their path forward would not have occurred without first trying Blueprint. (I'm preserving some mystery here, can't you tell?)


If you are thinking about using Blueprint, I urge you to read Ken Black's encyclopedic post Tips for Designing and Maintaining Blueprint Courses. And then read it again. And maybe a third time. Ken provides outstanding advice for planning and getting started.


And if there are topics from our experience that you'd like to hear about, please let me know!

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