Friday, November 25, 2011
Thursday, November 24, 2011
Thanksgiving Day 2011 - As Good As It Gets! Fundamental Questions - For Thanksgiving, For Everything, tlt.gs/fqfi
|Light Small Candles - Be Personally Happy, Publicly Useful|
Thanksgiving is my favorite holiday, but last night already topped my expectations. Our 3 children and their significant others, including our daughter-in-law visibly pregnant with my first grandchild, were sitting together in our living room. [Oops, I'm trying to learn not to think of it as "my grandchild," but I frequently slip.] The evening was so satisfying, so loosely fun, and so saturated with comfortable love that I even resisted my usual urge to take pictures. No one wanted to interrupt the flow. Dozing was permitted, because we know in this kind of gathering, to fall asleep demonstrates that person feels at home and accepted - and probably tired.
As I was thinking this morning about today's Thanksgiving activities, my mind briefly slipped into the keynote I'll offer at the 10th Annual CUNY IT Conf in NYC next week. I saw how our "Fundamental Questions" could serve both. So, today I'll see if we can take a few minutes together to think and talk about these powerful questions, especially after this tough year:
As we think about our future together,
1. What do you most want to gain? [Regain?]
2. What do you most cherish and want not to lose?
AAHESGIT & OTHER THANKSGIVINGS
A couple days ago, Chuck Ansorge, who has become a real friend through our work together and long-time connections, sent me an email reminder of my Thanksgiving message from 1996 when I was running the unpronouncable but valuable AAHESGIT listserv. Because of Chuck's prompt, I include that message below along with a few other excerpts and links from my past Thanksgiving messages.
PREVIOUS THANKSGIVING MESSAGES, MATERIALS - see tlt.gs/TnxgvngCmunty
Friday, November 18, 2011
There's an App for That - Kaufman, Lombardo 9:30AM Nov 18 Follow #lilly11 See: http://twubs.com/lilly11 Lots of good apps for iPad, android, Chrome browser
| There's an App for That - Kaufman, Lombardo 9:30AM Nov 18 |
Follow #lilly11 See: http://twubs.com/lilly11
There's an App for That - Kaufman, Lombardo 9:30AM Nov 18 Follow #lilly11 See: http://twubs.com/lilly11
There's an App for That - Kaufman, Lombardo 9:30AM Nov 18
Follow #lilly11 See: http://twubs.com/lilly11
Many Apps avail for installation and use in Google Chrome browser!
Favorite faculty apps (from survey done at Ashland Univ:
ProLoQuo2Go - high $180! but good for people with disabilities/special needs - almsot equivalent to Dynavox http://www.dynavoxtech.com/default.aspx?ctt_id=7788395&ctt_adnw=Google&ctt_ch=ps&ctt_entity=tc&ctt_cli=2x15384x64064x1558033&ctt_kw=dynavox&ctt_adid=9369188230&ctt_nwtype=search&s_kwcid=TC|16134|dynavox||SM|e|9369188230&gclid=CJzvwKe2wKwCFUdn5Qod6GersQ
Brain Pop - app is free, but "in app" downloads have fees
Short videos, quizzes, - mostly aimed at elem, middle schools
Android market more difficult to find good equivalents to iPad apps - so many unregulated options difficult to sort through - but if find good iPad app can search on same devloper and tilte within Android market.
Dragon Dictate - free version has max of 5 minutes; fee version has no limits? can say punctuation and have it often correctly "typed"
Apps avail from/within LMS platforms; e.g., BlackboardLearn app allows students to access Bb course from mobile device
Holy Bible - multiple languate, translations, audio readings
Molecules - show moving 3-d appearing images of selected molecules
Louvre - Free - digitized versions of most of art work within Louvre - with commentary, can be used to accompany
WATCH COMMENTS BEFORE DOWNLOADING APPS BECAUSE SOME APPS INCLUDE INACCURATE INFO
Geomaster - free - geography info - quizzes/games
NOT REALLY AN APP: join.me for tech support and beyond! join.me on web from computer; only 2 options: "share" (my screen - get 9 digit number) "join" view someone elses computer screen - enter the 9 digit number
Can be used with any computer, any mobile devices
Dropbox - free shared cloud storage - well-integrated with other apps; can show slideshows ; has search feature!
SOS first-aid avail from American Red Cross - avail for Android (not yet for iPad?); includes triage series of questions and gives advice for various situations; includes video demos
Google Translate - Android - voice input; text response in other language or voice response
i.clickrlite??? and keynote - presentation apps
GOOGLE CHROME APPS
When open new tab in Chrome browser, click on "Chrome Web Store"
Google Books - download entire books for reading on computer - free public domain books. Can buy non--free books
[can get free app blio to read books aloud]
Que onda Spanish - app for learning Spanish
Biodigital human - renders full 3-d image of human body, subsystems, etc.
TURNING OFF APPS - go to current app menu, hold until wiggle, click little red x in left corner to turn off (not to delete)
PUsh and hold bottom right keyboard button for docking, splitting options; if you push and hold individual key will see other options to select from
[Can produce zip file for any Prezi, can upload that to Bb, Moodle, etc...]
Lilly 2011 John Zubizarreta Opening Plenary: How counter misleading bad press for Hi Ed? Follow #lilly11 See: http://twubs.com/lilly11
Lilly intl 2011
Lilly 2011 John Zubizarreta Opening Plenary: How counter misleading bad press for Hi Ed?
Follow #lilly11 See: http://twubs.com/lilly11
recommends CASE US Prof of Year process
Meeting the award program's demanding criteria is not easy. As a result, not every eligible state and jurisdiction will have a winner each year. In 2009 for example, there were winners in 38 states, the District of Columbia and Guam (this includes both national and state award winners)."
" Judges will rate entries for extraordinary work in undergraduate teaching using the following criteria:
- Impact on and involvement with undergraduate students (25 percent)
- A scholarly approach to teaching and learning (25 percent)
- Contributions to undergraduate education in the institution, community and profession (25 percent)
- Support from colleagues and former undergraduate students (25 percent)
Important: meaningful connection w students who are NOT in his courses
Showed NEGATIVE responses to chronicle's ref to "students in charge of learning" description of prof of year!
lots of grad students [still] don't get any training in teaching.
Showed funny compelling video produced by free online tool XTRANORMAL
http://www.xtranormal.com/ "go viral in style"
" student discusses his grade with his teacher" in www.youtube.com
need Transformation of TL [ Teaching & Learning ]
What exactly are creative & active T&L?
Reflection - learning not only what, but also why &how ...students learning about and thinking about HOW they themselves learn. see work of Jennifer Moon in learning journals 1999 p.23
see: SETs = Student Eval of Teaching - k. a. Feldman
Brookfield 1995p.115 classroom critical incident questionnaire
What does it demonstrate when plenary speakers include personal info about
themselves and not seek or share comparable info about others in the room?
Thursday, November 17, 2011
Friday, November 11, 2011
ADVICE TO JEN Experienced/successful prof to teach 1st online course: Ask for help; PlanB; Be clearer; Use feedback
- You are not alone! Ask who can help you. Ask what resources are available to you. Ask what you can defer until you teach your 2nd or 3rd online course.
- Prepare for technological disaster. Always have a Plan B, C, ...
- Plan even more and provide even clearer, more explicit explanations and instructions.
- Find Low-Threshold Applications and free resources.
- Collect just enough use-able student feedback.
- Consider “course choreography”: sequence, pace, and opportunities for interaction as you plan “presentations,” activities, and assignments.
- Think about the “little stuff” that can be essential for creating and sustaining a positive supportive environment for your online students.
Above is a summary of responses to this question that I asked Beth Dailey, Jane Harris, Ilene Frank, during our weekly ad hoc “Keeping Up” conversation this morning:
"What advice do you have for someone in Jennifer McCrickerd’s situation? She is our guest presenter today on FridayLive! She is already a highly successful teacher, highly respected colleague, a good sport about technological disruptions, and willing to describe her efforts to prepare to teach to teach her first fully online course this summer. NOTE: My 3 colleagues have taught many online courses quite successfully and helped many colleagues to do so as well.
Here's a slightly organized version of the chat transcript from which those 7 items were extracted
Thursday, November 10, 2011
"My goal is to cover everything" says Salman Khan, the ultimate panupholsteraphile! He’s no anupholsteraphobe!
|Panupholsteraphilic or Anupholsteraphobic?|
Now there is hope. A new way to cover it all! From Salman Khan, the ultimate panupholsteraphile! the messiah of autodidactic polymaths! the self-proclaimed antithesis of anupholsteraphobes!
When asked on his own Website:
"What topics do you plan to cover?"
He succinctly replies:
"My goal is to cover everything."
- from Frequently Asked Questions, KhanAcademy Website 20111109
Since KhanAcademy is so successful, and Khan's energy so great, we can be relieved that he is striving only to cover the world, and not to rule it!
Finally, as if you hadn't yet noticed:
Most of us can't even see where the frontier is and what direction it's moving. We don't know whether we want to be on it, behind it, or ahead of it!
More... about KhanAcademy:
Students can learn effectively from working on "real-world" problems. But “Ender’s Game” is NOT a good example!
|"Whatever your gravity is ...the enemy's gate is down"|
I would NOT cite Ender's Game as an implied exemplar! For a better, different kind of example, learn about Jennifer McCrickerd's approach to teaching online for the first time. See below and join a free online FridayLive! session 11/11/11 at 2PM ET.
I've actually read and enjoyed Ender's Game - the short story and novel as well as several of the sequels. Andrew Watt's description of "Design Thinking" in the blog posting mentioned above is quite appealing, and I share his belief that problem-based teaching/learning can be highly motivating and effective. But not in Ender's Game. The author, Orson Scott Card, describes a future form of education in which children certainly do "work on real-world problems." However, Card takes this approach far beyond where most of us hope to go, and immerses the reader in compelling descriptions of the profoundly troubling consequences.
But you can judge for yourself! The story and the first 2 novels in the series won almost every award given in the science fiction genre.
Full Disclosure: We're planning an online discussion of educational/technological implications of Ender's Game, so I hope you read and enjoy one of the following and join our online conversation in 2012:
- Summary of "Ender's Game" SPOILER ALERT: IF YOU ARE LIKELY TO READ THE STORY OR NOVEL SOON, DON'T READ THE SUMMARY FIRST BECAUSE DOING SO MIGHT REDUCE THE IMPACT OF THE ENDING.
- Full text of original short story "Ender's Game" (free, online at Card's Website)
- Novel Ender's Game (available from Amazon & elsewhere)
Wednesday, November 09, 2011
"Wading into Online Teaching” FREE 2pm ET 11/11. Good reminder 90 people “waded into” TLT Roundtable 11/11/94 in DC!
How could colleges and universities be more hospitable to failure? Especially under current conditions of increasing workload and tenure/promotion pressures? Especially when many faculty members are feeling pressed to make a transition from mostly face-to-face courses toward mostly online courses?
See also TLT-SWG posting ""Why I No Longer Teach Online" Bunge article, Chronicle Hi Ed; Candid, Potentially Misleading, Potentially Helpful"
|Images as confusing as Twitter handles?|
You can chose and change your Twitter "name" within your Twitter profile rather easily and often. That will not have much, if any, effect on your official Twitter address or identity, which is known as your handle, your screen name, or your username. Those 3 terms refer to the same thing. But your Twitter "name" may be completely different from them.
"A user's 'Twitter handle' is the username they [sic] have selected and the accompanying URL, like so: http://twitter.com/username."
2. Message/Direct Message/DM
Tuesday, November 08, 2011
"Why I No Longer Teach Online" Bunge article, Chronicle Hi Ed; Candid, Potentially Misleading, Potentially Helpful
|"Online" has Many Meanings|
"I told my classes I could add online work if students requested it, but not a single student of the 147 enrolled in all my classes asked for it." This highlighted sentence is probably misleading. It seems to suggest that students are rejecting online options, and by implication, so should teachers. But without further explanation, it seems more likely that the undergraduates were responding exactly as Bunge should have expected would happen if she told students in ANY class that she could add more work (of any kind) if they requested it.
1. How did online assignments differ from other assignments in the course?
- How were courseassignments communicated?
- How was students' [text-only?] work examined, guided, structured and graded?
- Were students permitted, encouraged, or required to do their thinking and writing in any ways for the "online" assignments different from how they did their thinking and writing for other assignments?
- Were students permitted, encouraged, or required to read the passages for the online assignments in any ways that differed from other reading assignments?
- What was the nature of the online assignments, activities? The most common option would be to use the institution's Web-based course management system to enable and require students to participate in an asynchronous threaded text-only online discussion during which the instructor intervenes occasionally. That certainly wouldn't be my recommendation for achieving her stated goals.
2. What was the course schedule and how did it change? Did the course usually include 4 face-to-face class meetings per week? and
a. Was the schedule changed to include only three such weekly meetings with some kind of online activities provided instead of the fourth weekly meeting? or
b. Was some kind of online work added instead of substituted for class meetings?
3. What kinds of online activities were included in efforts to "use online work to coax students to think through texts on their own"?
Finally, I share Bunge's hope that our colleagues will "keep evaluating technology's impact, perhaps they will eventually find a way to invest its processes with the sense of shared humanity that binds together students and teachers in successful classes." And I hope she shares mine that our colleagues will continue just as avidly to try to achieve those successful classes - with or without online activities. By using whatever available technologies, supporting resources, pedagogies, etc. that seem worthwhile and well-matched to their own abilities, to the characteristics of their students, and to the purposes of those classes.
- Enter 2 or more Twitter usernames (e.g., our Twitter username or screen name is "tltgroup", usually mentioned or referenced within a Tweet as "@tltgroup"; similarly, Derek Bruff uses @derekbruff as one of his Twitter usernames/screen names)
- Indicate for each username whether you want to compare the associated list of usernames who are FOLLOWING that one or the list of usernames who are being FOLLOWED BY that one
- Press the "Compare" button
- Get a count and a list of usernames common to all you have entered.
- above excerpt from http://tweepdiff.com/about
"If you think someone else is a good judge of Twitter usefulness, you can diff yourself with them to discover new people to follow."
"By entering your name in both boxes and choosing friends for the first box and followers for the second, you can see who is following you, that you aren't following back, or who you are following that isn't following you back. This may help remind you to follow people, or it may remind you to unfollow someone who is no longer following you."
- above excerpt from http://signalsready.com/products/tweepdiff/
TweepDiff - Find Out Who You're Missing On Twitter
Monday, November 07, 2011
"Assessment" still a dirty word? Is it: A. Decisive B. Confirming/Refuting C. Acclaiming D. Appeasing, E. Wasteful?
|Assessment lightens or adds burden?|
[ ] A. At best (ideally?) DECISIVE: Information that will help decide among viable, appealing options when available judgment, wisdom, and leadership cannot.
[ ] B. At best (politically?) CONFIRMATION/REFUTATION:
Confirm what's obvious to us; refute what's obvious to them.
[ ] C. At best (most powerfully?) ACCLAMATION : Overwhelm the need for other evidence by acclaim.
[ ] D. Too frequently? APPEASEMENT: What's the least we can do to get them off our (my) back?
[ ] E1. Worse UNNECESSARY: Additional evidence will be ignored - no longer needed; e.g., studies of benefits/harm of wordprocessing in 1980s.
[ ] E2. Worst WASTEFUL: Decision will be made before results are available.
[ ] E3. Worsest HYPOCRITICAL: Decision has already been made secretly and study is superfluous
Thursday, November 03, 2011
Tomorrow 11/4 2pm ET FridayLive: update TLTRoundtable for transition to hybrid/online courses tlt.gs/frlv Free Reg
Friday, November 4, 2011 2:00 pm (ET)
At most colleges and universities today, many people feel pushed toward online education -- faster and with less clarity of purpose than they find comfortable [understatement?].
Steve Gilbert and Jane Marcus discuss how to “innovate” more comfortably and effectively when pressed to move from courses that are mostly campus-based toward courses that have more online elements. They will explain their emerging approach and apply it to a case study.They will recommend strategies and activities based on their combined experience with several colleges and universities - from inside, and as consultants - and by adapting and extending their previous work:
- TLT Roundtables: Guidelines, resources, and lessons learned - new question:
“Who should be at the table? Now? At the next stage of our planning and deliberations?”; Fundamental Questions - newest versions; Frugal Innovations; Small Collaborative Groups
- Counter-Counter-Implementation Strategies - work of Peter Keen, et al. tlt.gs/counterimp
- Marcus’ doctoral and related research: "Diffusion of Innovations and Social Learning Theory: Adoption of the Context Text-Processing System at Stanford University” "...adoption is a function of available resources, the perceived value of the innovation, and communication with other adopters. Her [Marcus’] dissertation research provides empirical evidence in support of the model, indicating that social/contextual variables are as important as resources in encouraging adoption of technology" - from “Creating a Campus Culture to Support a Teaching and Learning Revolution,” by Dorothy A. Frayer, CAUSE/EFFECT journal, Volume 22 Number 2 1999.
Innovation and PlayersThey’ll describe the innovation that is being considered and then identify who the key players are who need to be at the table to be part of the project. They’ll ask participants to explain why they believe the “players” identified as needing to be “brought to the table” are or are not essential, could be omitted, and those who might, in fact be missing.
They’ll examine the values that must/can be part of open, “public” discussion, as well as the values and other info that is likely to remain “private” or part of the “sub-text.”
They’ll consider how to elicit and build on the public statements of institutional [and less widely held and/or applicable] values for each of the representatives at the table as well as the private/personal/political goals of the various participants. The interplay between these two perspectives determines who serves as legitimate, loyal opposition or truly subversive "counter-implementers" during subsequent implementation.
Tuesday, November 01, 2011
If you deliver a course, you don't own it. "Deliver" is the opposite of "engage." A course is not a book or pizza.
If we talk about education in terms of "delivery" we have begun to deny responsibility for what happens AFTER the "material" is delivered. Yes, I know that many people can learn much that is worth learning on their own - if they have access to good information resources (including libraries, books, online, ...). But I believe that the historical evidence is overwhelming in the other direction. Most people need something more like engagement with others to learn much that is important - especially things that are important and not immediately applicable.
And, finally, if you develop or teach a course that you can truly "deliver," then someone else can deliver it instead of you. If your course is "deliverable" or worse yet "a deliverable", then you are unnecessary. Watch out!
See also postings from TLT-SWG:
- A Course is not a Pizza
- "Problem of Learning in Postcourse Era" Where have all ...
"Pizza & course materials can be delivered. Courses cannot. Even online.
- Easy to agree on TEXTBOOK problems, hard to find ...
- DIY Pizza: Open Education Resources (MIT) Precursor to ...
- A course is not a pizza or book. Who owns a course? If you deliver it, you don't own it! Who takes responsibility?