{'fraction_non_alphanumeric': 0.02001906577693041, 'fraction_numerical': 0.0038131553860819827, 'mean_word_length': 5.176470588235294, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Diary of a trainer: learning to create online learning experiences

During Spring 2010, I converted an instructor-led workshop to a self-paced online version within our course management system, Blackboard Vista. My previous attempt at offering asynchronous training in Blackboard Vista had not been successful. I hoped to improve my results by allocating more time to planning, learning new skills, and material development and planned to communicate frequently with participants during the online workshop.
 This conversion process from instructor-led to online training was a learning journey for me which I documented in an informal tracking tool. I captured both my actions and my reflections on my learning and workshop creation process. Based on my journal, my paper summarizes what learning resources were useful to me, what I learned from personal experience and colleagues, how I incorporated (and compromised on) contradictory advice, how I decided which workshops to offer in an online environment, and the results to date of my efforts.