When Bad Things Happen to Good [Online] Teachers [TLT-SWG-28]

Online classes cannot entirely avoid technical disruptions.

How can we develop realistic expectations, and prepare contingency activities - both for students and teachers?

Context
When the online connection breaks, if you're alone in a room with a computer, you're REALLY disconnected. When teaching or learning online, we're using highly complex systems that are unpredictably - but often - subject to changes that no one can fully anticipate or control. More…

Problem
Most experienced teachers have ways of adjusting when they sense a face-to-face class veering off track, but the same repertoires don't work the same ways online. We need new ways of detecting and preparing for technical disruptions, new ways of negotiating realistic expectations, and new ways to remain calm and patient when online problems happen. Most of us haven't much experience with the kind of sudden isolation caused by breakdowns in online systems, and we don't like that abrupt, disorienting transition.

Conflicting Views
- Online sessions aren't worth the trouble until "they" can eliminate those breakdowns!
- Online students shouldn't complain about technical interruptions.

Solution? Questions!

Attitudes: How can we develop realistic expectations and lower everyone's stress when technical interruptions happen?

Activities: What kinds of constructive alternatives - both for teachers and students -? can be prepared? By whom? For which kinds of interruptions?

Triage: What kinds of interruptions can be safely ignored? What kinds deserve alternative plans? What kinds require rescheduling the session?
More… [Leave a comment with your suggestions!]

When Bad Things Happen to Good Online Teachers [Context for TLT-SWG #28]

Ray’s sound went out suddenly in the middle of the 1st session of our online workshop [CATs Online] last week. Even though he’s the most technically skillful of our teaching team, we lost him for 5 minutes – a long time during a live, synchronous session – especially when he was the one running the slides.

Later that week, as I was preparing to send a message to participants in our introductory Blogs workshop, all my Blogger blog feeds suddenly began misbehaving. Since I had recently changed some settings for my browser and some Web-based tools, I wasn’t sure what was causing the trouble. It took me two days of exploration, asking for help, etc., to finally get around to the “obvious” solution. I went into my Blogger settings for TLT-SWG and changed the site feed options. These settings hadn't been changed for months, but changing them might have reset something. [Digital equivalent of clearing the throat?] Within a few minutes the problems began to disappear and have not returned. But I didn’t REALLY know if it was my action or some other event that solved the problem. All I know is I was delayed a couple days in my plans for the workshop and I lost several hours of work time.

These two examples are not very unusual.

I’m both reassured and worried every time a NASA launch is scrubbed or postponed due to mechanical or computer problems. The reassuring part is that even NASA with so many highly intelligent highly committed people still has equipment interruptions.

Each of us now has a uniquely complex configuration of software, connections, and settings on our own computers. Like the space launches, we’re using highly complex systems that are unpredictably – but often – subject to changes that no one can fully anticipate or control. New upgrades and updates. New settings. New uses. Etc.

So, those of us who believe there are good reasons for using new options to extend education – including professional development – must learn to live with some risk of temporary technical failure.

Most of us who have taught for more than a year or two have learned some ways of detecting when a course is not working well and some ways of making adjustments to get back on track. But we still have a lot to figure out about how to recognize and deal with technical and other problems that can arise in online and hybrid courses. We can’t rely on exactly the same repertoires.

NOTE: The online workshop I mentioned above is about adapting CATs – techniques originally designed for quickly getting constructive feedback in a traditional classroom – to online activities.

“Don’t trust anyone over 30” vs. “They’re delightful once they’re 30”

Transition: From “Don’t trust anyone over 30.” to “They’re delightful once they’re 30.”

When I was under 30, some of my generation said we couldn’t trust anyone older.

About 15 years ago, when I was over 30 and had 3 kids, I was returning from keynoting a conference and got a ride to the airport from a retired faculty couple. They were on their way to “the city” for a special evening. I was worrying about one of my children and asked for advice. They chuckled, and then assured me: “Once they’re 30, they’re delightful.”

I’ve passed along that advice often since then. Of course, one’s own children are always wonderful in their own uniquely challenging ways. But from ages 10-25 they are also unpredictably difficult.

PS: I just spent a prematurely delightful weekend with my 26-year old son and his wife in Chicago.

When Bad Things Happen to Good Online Teachers [Solutions? Questions!]

Attitudes: How can we develop realistic expectations and lower everyone’s stress when technical interruptions happen during online sessions?

Activities: What kinds of constructive alternatives – both for teachers and students – can be prepared? By whom? For which kinds of interruptions?

Triage: What kinds of interruptions can be safely ignored? What kinds deserve alternative plans? What kinds require rescheduling the session?

How can we develop good answers to these questions:

1. When is the risk of technical interruptions during live synchronous online sessions worth the trouble?
2. What can be done to minimize that risk?
3. What should be done to prepare for those breakdowns?
4. How does/doesn't it help when we use team activities or CATs [Classroom Assessment Techniques] in the TLT Group’s online professional development workshops? Can we effectively exemplify what we are advocating? Does that help our workshop registrants use these options in their own online and hybrid courses? [Both in synchronous and asynchronous online sessions.]

These questions emerged from the frustrating, brief, technical difficulties we had in our 9/12 online workshop session about "CATS Online." Our workshop leaders proved themselves thoughtful, effective, resourceful and highly flexible in coping with the technical interruptions. I’ve invited them to consider these questions and share their thinking with us here and in our next workshop session.

Welcome to CATs Online Workshop [Begins 9-12-2006]

Welcome!
Please leave a comment introducing yourself. If you like, add a question or suggestion for this workshop. Best of all, suggest some additional resources - esp. an example of a CAT that has been used online - that your colleagues in this workshop might find interesting and useful.

Visit the home page for this workshop at:
http://planning.tltgroup.org/CATsFall2006/workshop.htm


We look forward to communicating with you during the next 2+ weeks!
Steve Gilbert

Welcome to TLTG OLI Blog/Intro Workshop [begins 9-12]

Welcome!
Please leave a comment introducing yourself and giving the URL for a new Blogger blog you've created for mutual use in this workshop! If you like, add a question or suggestion for this workshop. Best of all, suggest some additional resources that your colleagues in this workshop might find interesting and useful.

Visit the home page for this workshop at:
http://planning.tltgroup.org/blogswikisworkshopfall2006/workshop.htm


We look forward to communicating with you during the next 2+ weeks!
Steve Gilbert

Boudreaux on Undergrad Athletics [1 minute audio]

David Boudreaux's view of undergraduate athletics in a 1-minute recording. Not an example of Cajun Academic Humor!

David E. Boudreaux, native and resident of Thibodaux La., is Vice President for Institutional Advancement at Nicholls State University. We appreciate the warmth, good nature, and underlying care for humanity that often emerge from his unique "Cajun Academic Humor." Boudreaux's stories provide welcome breaks in our ever-busier, ever more fragmented lives, and help us regain a broader, healthier perspective.

And, for more Boudreaux stories - Cajun Academic Humor - go to:

http://www.tltgroup.org/listserv/tlt-swg.html
I hope you enjoy them!

Steve Gilbert

PS: You can also click here for MP3 file access!

Students Active Engagement - Successful use of IT [TLT-SWG-27]

Pres. of student govt. at Nicholls State U. used athlete-generated PowerPoint in impressive presentation to La. Board of Regents. Student success story described in 5 minute interview with David Boudreaux (VP Inst. Adv. and source of Cajun Academic Humor - david.boudreaux@nicholls.edu). I'm looking for more stories about STUDENTS ACTIVELY, CONSTRUCTIVELY ENGAGED through successful combinations of academic/human/tech activities within colleges, universities.

Can you provide an MP3 recording and some text? Or could I interview you via phone or Internet? Best if recording/interview includes at least one student who can describe his/her own experience of ACTIVE, CONSTRUCTIVE ENGAGEMENT through a successful combination of academic/human/tech activities within a college or university.

We also welcome your suggestions about ways to involve students in our live online professional development sessions. Those invited will receive complimentary registrations. Click here for VERY BRIEF online form for recommending students, topics, and roles - for either interviews or participation in online sessions. Or leave a comment at the end of this blog posting.

David E. Boudreaux, native and resident of Thibodaux, La., is Vice President for Institutional Advancement at Nicholls State University. We appreciate the warmth, good nature, and underlying care for humanity that often emerge from his unique "Cajun Academic Humor." Boudreaux's stories provide welcome breaks in our ever-busier, ever more fragmented lives, and help us regain a broader, healthier perspective.

And, for more Boudreaux stories - Cajun Academic Humor - go to:

http://www.tltgroup.org/listserv/tlt-swg.html
I hope you enjoy them!

Steve Gilbert

Students Online: Cocktails or Symposia? [TLT-SWG-26]

Prologue to “Cocktail Parties and Symposia”

We're just beginning to figure out how to include undergraduate and graduate students more “visibly” and more often in our online professional development sessions. In my first conversations about this goal I’ve found some interesting backlash: faculty and other academic support professionals who are worried that students will not participate well in this environment, may not behave as intended, may not prepare adequately, or may express opinions that are more personal than thoughtful.

For those worried that students will not be treated respectfully or behave respectfully and contribute thoughtfully, I often suggest to people who are beginning to think about online education – and to worry about things getting out of hand and wasting time in that environment which is still so new to so many – that they consider the differences between a cocktail party and a symposium. Please see more about this comparison below.

I have no doubt that we should include students. I don’t want to be one of those who advocate various forms of “learner centered-ness” and claim to know what students want and need – without asking the students, without giving students opportunities to be heard, without really listening to students. Whenever I visit campuses, I always ask for an opportunity to chat with some students, and I always learn something useful about that institution (often something quite positive that my hosts may not have noticed or thought to mention; occasionally something negative that is being ignored and that could be easily remedied).

But I have more enthusiasm and questions than answers about HOW to include students. So we welcome your suggestions about ways to involve students in our live online sessions likely to enhance the events (and avoid embarrassment) for everyone involved. And we also seek nominations of specific students for specific sessions. Those invited will receive complimentary registrations. Click here for an online form for recommending students, topics, and roles. Or to respond more publicly, leave a comment by scrolling to the very bottom of this TLT-SWG blog posting.

Cocktail Parties and Symposia

I often suggest to people who are beginning to think about online education – and to worry about things getting out of hand and wasting time in that environment which is still so new to so many – that they consider the differences between a cocktail party and a symposium.

What these events have in common is the effort to bring together an interesting mixture of people who are likely to enjoy each other and benefit from interacting. The success of both venues relies on the verbal contributions of those invited, and to some extent on their improvisational skills.

These events differ in the devices and skills used to facilitate interaction among the participants. Many cocktail parties go flat because the combination of people and booze cannot be relied upon to produce something meaningful or even pleasant. It is much more likely that symposia participants might prepare to offer useful or interesting observations on the topic known to all in advance. The cocktail party host/hostess might attempt to encourage one or two individuals, to introduce a few newcomers to some others. However, it is much more likely that the leader would feel responsible and authorized to redirect the entire flow of conversation in a symposium than in a cocktail party.

Symposia can fail too, but when they succeed it is usually because a leader thoughtfully designs the activities and TAKES RESPONSIBILITY FOR GUIDING AND INTERVENING.

So, too, with online courses and workshops. Just as teachers in traditional courses are responsible for guiding and shaping the way in which their students prepare for and participate when face-to-face, those who lead online sessions are responsible for students’ preparation and behavior as well. And, many students are still much more likely to be uncertain about the boundaries of appropriate behavior when participating in an online event than when in a more conventional classroom.

I'm happy to take or share responsibility for guiding and intervening in future TLT Group online sessions that involve students.

Fortunately, we've already found some colleagues willing to help us find students and develop and experiment with different roles for them. These colleagues have worked with many students in a variety of unusually constructive and successful activities involving technology: technology assistance, adult literacy training partnerships, first year experience advising, teaching/learning center support, service learning, ….

Please help the TLT Group involve students actively and effectively in our live online sessions in ways likely to enhance the events (and avoid embarrassment) for everyone involved. We also seek nominations of specific students for specific sessions. Those invited will receive complimentary registrations.

How should we prepare the students? Should we give the students access in advance to the description of the workshop and/or specific questions on the topic? In what ways can we realistically expect students to prepare for these live, synchronous, online, multi-way audio sessions? [Should we pre-record the students instead of having them with us live? Only if necessary!]

What roles should we offer to students in our online sessions?

Why should/shouldn’t we include more than one student per session?

Again, you may click here for an online form for recommending students, topics, and roles. Or to respond more publicly, leave a comment by scrolling to the very bottom of this TLT-SWG blog posting.

“Best Practices” – Defined Usefully? [TLT-SWG-25]

Context: Early today I was arguing with myself that we should NOT claim that our online workshops offer “Best Practices.”

Problem: “Best Practices” is a term implying a level of certainty and ease of comparison unlikely to be achieved in most human endeavor – except by those who oversimplify or cannot perceive the full complexity of their surroundings.

Solution? Define the term “best practices” as: using reasonable standards of effectiveness and efficiency, adopting widely accepted research and evaluation procedures, and pursuing continual, incremental improvement… while acknowledging the legitimate value of experience, observation, and judgment.

Conflicting Views?

• “Best practices are defined as strategies, activities, or approaches that have been shown through research and evaluation to be effective and/or efficient.”
  - Fla. Dept. of Educ. http://www.fldoe.org/cc/Retention/

• “…The notion of 'best practices' does not commit people or companies to one inflexible, unchanging practice. Instead, Best Practices is a philosophical approach based around continuous learning and continual improvement.”
  - ManagementGlossary.info. http://managementglossary.info/index.php?a=term&d=1&q=Best+Practice&gclid=CO2WpfPLh4cCFSBYSAodvgrLrw

• “…Best practice is a management idea, now out of favour, which asserts that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc…”
  - Wikipedia http://en.wikipedia.org/wiki/Best_practice

MORE DEFINITIONS OF "BEST PRACTICES"

A best practice is a technique or methodology that, through experience and research, has proven to reliably lead to a desired result. A commitment to using the best practices in any field is a commitment to using all the knowledge and technology at one's disposal to ensure success. The term is used frequently in the fields of health care, government administration, the education system, project management, hardware and software product development, and elsewhere.

In software development, a best practice is a well-defined method that contributes to a successful step in product development.

- Whatis.com http://whatis.techtarget.com/definition/0,289893,sid9_gci498678,00.html

Best practice is a management idea, now out of favour, which asserts that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc.

However, the notion of a best practice is not new. Frederick Taylor said as much nearly 100 years ago. “Among the various methods and implements used in each element of each trade there is always one method and one implement which is quicker and better than any of the rest.” This viewpoint came to be known as the one best way. In modern parlance, best practice.

History, however, is filled with examples of people who were unwilling to accept the industry standard as the best way to do anything. The rate of enormous technological change over the past century bears witness to this fact.

The Japanese word kaizen has been imported into Western organizational language and stresses the importance of efforts to improve constantly. This ethos is antithetical to the commonly accepted notions of best practice. In fact, best practice can breed a complacent attitude. Some organizations wear it as a badge of honor, believing that having adopted this technique, method or process that a particular organizational problem has been solved and no further improvements are necessary. But, in reality, best practice could be nothing more than mediocrity in a different context, a form of unplanned obsolescence.

- Wikipedia http://en.wikipedia.org/wiki/Best_practice

A management idea which asserts that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc. The idea is that with proper processes, checks, and testing, a project can be rolled out and completed with fewer problems and unforseen complications.

In real-world application, Best Practice, is a very useful concept. Despite the need to improve on processes as times change and things evolve, Best Practice, is considered by some to be a business buzz word used to describe the process of developing and following a standard way of doing things which multiple organisations can utilise for management, policy, and especially software systems.

The notion of 'best practices' does not commit people or companies to one inflexible, unchanging practice. Instead, Best Practices is a philosophical approach based around continuous learning and continual improvement.

- ManagementGlossary.info. http://managementglossary.info/index.php?a=term&d=1&q=Best+Practice&gclid=CO2WpfPLh4cCFSBYSAodvgrLrw

"Twins - Names" [Almost 2 minutes audio]

Identity, authenticity, and accurate labeling keep getting more important on the Web - and elsewhere!
"Twins - Names," another Boudreaux story is available
[Almost 2 minutes Audio - Cajun Academic Humor]

For more Boudreaux stories - Cajun Academic Humor - go to:
http://www.tltgroup.org/listserv/tlt-swg.html
I hope you enjoy them!

Steve Gilbert
NOTE: David E. Boudreaux, native and resident of Thibodaux, La., is Vice President for Institutional Advancement at Nicholls State University. We appreciate the warmth, good nature, and underlying care for humanity that often emerge from his unique "Cajun Academic Humor." Boudreaux's stories provide welcome breaks in our ever-busier, ever more fragmented lives, and help us regain a broader, healthier perspective.

Colbert's "Wikiality" - Weakening Chains of Credibility

The chains of credibility are weakening.
Facts and truth are losing the power to sway opinion and decisions.
How can we simultaneously depend on and distrust public sources of information?

Many professions still require the highest standards of evidence, attribution, and reason: librarians, scholars, scientists. They can lead the way to responsible usage of wikis and other rapidly emerging Web options – “Web 2.0,” “Social Networking” etc.. They can re-strengthen the chains of credibility. Who else can help?

Stephen Colbert's humorous pseudo attack on Wikipedia reflects this paradox. He "... praised Wikipedia for its fungible factuality. ...'Wikiality,' the idea that if you claim something to be true and enough people agree with you, it becomes true. ..."
- From: "It's on Wikipedia, So It Must Be True" By Frank Ahrens, Sunday, August 6, 2006; F07
http://www.washingtonpost.com/wp-dyn/content/article/2006/08/05/AR2006080500114_pf.html

SEE BELOW FOR COMMENTS ABOUT COLBERT'S "ATTACK" ON WIKIPEDIA

FOR MORE ABOUT WIKIS:

Upcoming online workshop about Wikis:

http://planning.tltgroup.org/buildfirstwikiFall2006/workshop.htm

http://www.tltgroup.org/Registration/DescriptionPage/blogswikis.htm

MORE EXCERPTS FROM:
"It's on Wikipedia, So It Must Be True"

http://www.washingtonpost.com/wp-dyn/content/article/2006/08/05/AR2006080500114_pf.html

By Frank Ahrens, Sunday, August 6, 2006; F07

"...On Monday's night's "Colbert Report" ...Stephen Colbert praised Wikipedia for its fungible factuality. ...'Wikiality,' the idea that if you claim something to be true and enough people agree with you, it becomes true. ...

"...Wikipedia's peer review comes from a coterie of interested parties -- citizen editors -- on particular topics, and each person can have conflicting interpretations of fact. Such problems have led to Wikipedia recently barring new or anonymous users from editing the entry on Israel, for instance.

"...Colbert then urged viewers to take part in rewriting history and fact.

"...Wikipedia's truth-squadders ... locked down 20 entries on elephants to all but longtime users. They did the same to Colbert's entry, and they barred the screen name StephenColbert from making further changes. The last move is more symbolic than practical; there's no way of knowing whether StephenColbert is the Stephen Colbert -- the real one or the character -- from the show.

"Then Wikipedia took the smart step of posting the pre-Colbert entries alongside the many, many post-Colbert ones to show exactly what was changed and when it was changed by subsequent editors.

"The whole process has a mind-boggling, recursive-loop feel to it, as one Wiki-editor edits an entry and seconds later, another re-edits it. At one point, a post-Colbert entry took on a "yes, you did/no, you didn't" tone. Gaah!

"...If Wikipedia's DNA prevents it from hosting a single standard for truth -- or truthiness -- then its sources of information need to be evident and their tracks easily seen so readers can have as many facts as possible to determine their accuracy. Not, of course, that anyone would or should use Wikipedia -- or really, anything else besides this column -- as a single and authoritative source on any topic.

COMMENTS ABOUT COLBERT'S "ATTACK" ON WIKIPEDIA FROM
[ili-l] re: Stephen Colbert v. Wikipedia

a. From Neal, Jason
http://lists.ala.org/wws/arcsearch_id/ili-l/2006-08/6D8CAC895F95814FA9CD510290ABA61C072AA1F1@MAILFS1.uta.edu

Date: 2006 13:10:34 -0500; Thread-index: Aca8nEZeOU4GmY72RpaU2jB0QPnHBAAAEaAg

“In any case, I don't think the sketch actually tried defaming Wikipedia.

I think it was a pretty tame and witty sketch pointing to its flaws, including the ways in which it could be manipulated for propaganda purposes that distort reality. It also provides a good counterpoint to the uncritical info-libertarianism (and perhaps postmodernism) of those
who sing its praises. As for Colbert's act of "vandalism," I don't think it's any worse than someone posting something totally inaccurate; before the "tonight's word" clip about "Wikiality," Colbert changed some things in his Wikipedia entry to give it more "truthiness." Wikipedia also leaves itself open to similar acts of vandalism (or "vandalism"), which requires a level of vigilance that more static resources don't need.

However, looking at the other side of Wikipedia's flexibility, it also has the potential to be much more in-depth than traditional reference resources. It may require more vigilance and "buy-in" from various constituencies, but a good balance of openness and standards could make Wikipedia a formidable intellectual tool.”

Date: 10 Aug 2006 14:00:00 -0400; References: <44d9f6e5.2000708@yorku.ca>; Thread-index: Aca8nS+UtiXTpUwWRLimZozSZC9NIQACCyL

"I agree with Mark Robertson. It does not serve our students to simply tell them that Wikipedia is bad, and that they shouldn't use it. It does nothing to promote the critical thinking abilities of our students, and is similar to telling them that .edu web sites are always more reliable than .com web sites, ignoring such reputable and valuable web sites as nytimes.com and washingtonpost.com.

Furthermore, Wikipedia is probably more reliable than your average Web site. The following is an article from Nature which compares the reliability of Wikipedia and the Encyclopedia Britannica:

http://www.nature.com/nature/journal/v438/n7070/full/438900a.html "

Ben Turner, Information Literacy Librarian, St. John's University, Jamaica, NY

Google Desktop Saves the Day

Ever make a mistake and lose the version of a document or file that you REALLY wanted to keep? Google Desktop <http://desktop.google.com/> can save us!

I was reminded of this last Saturday afternoon when I was about to begin my opening presentation for the NCAD2006 Conference and discovered that Internet access had disappeared. I had built a Web page both to outline my main points and to provide links to resources I might want to display – including audio clips. I had NOT set my browser to make that Web page available offline.

But I use Google Desktop and it creates cache copies of lots of things… including Web pages I’ve recently visited. So I used Google Desktop to find and display a recent copy on my own laptop of that Web page www.tltgroup.org/ncad2006.htm and a copy of one of the audio files I needed. That wasn’t as good as having real access to that Web page and all the items that can be reached through it, but it was good enough to avoid disaster. And it provided an excuse for telling the audience about Google Desktop and how it can bail you out when you’re working too late or too long and accidentally delete the file that contains all your most recent changes.

I strongly recommend Google Desktop. It has enabled me to find documents and files – including email messages – much more easily and quickly than I ever could without it. And it’s available as a free download.
If you know any reason for NOT using Google Desktop, or other benefits, I hope you will add a comment to this posting.

Basically, Google Desktop indexes files on your own computer somewhat the same way Google indexes files on the Web, and then it permits you to do Google-style searches entirely limited to files stored on your own computer. It creates “cache” copies of files on your computer much the same way Google creates cache copies of Web pages. For more info about Google’s cache copies, see:

http://www.google.com/help/features.html#cached

Here’s an excerpt from that Web page as of 7-28-2006:

“Google takes a snapshot of each page examined as it crawls the web and caches these as a back-up in case the original page is unavailable. If you click on the "Cached" link, you will see the web page as it looked when we indexed it. The cached content is the content Google uses to judge whether this page is a relevant match for your query.

“When the cached page is displayed, it will have a header at the top which serves as a reminder that this is not necessarily the most recent version of the page. Terms that match your query are highlighted on the cached version to make it easier for you to see why your page is relevant.
“The "Cached" link will be missing for sites that have not been indexed, as well as for sites whose owners have requested we not cache their content.”

Also, see: http://www.googleguide.com/cached_pages.html

And if you want to look for copies of material on the Web even further back in time, see what you can do with the Internet Archive “Wayback Machine” at:
http://www.archive.org/web/web.php

WARNING: When you put something on the Web, even if you delete it, it is probably not entirely gone! If you decide that something on one of your Web pages is offensive or out of date and you delete, update or replace it, you have NOT succeeded in making the old version disappear forever from everyone… [Is there a way to delete Google caches of one’s own Web page?]

REQUEST: Can anyone find or compile a COMPLETE list of postings from AAHESGIT and TLT-SWG? You can start with the most recent items at
http://listserv.nd.edu/archives/tlt-swg.html - but that only begins Feb. 2003. AAHESGIT began in 1994!

My Favorite Online Tools [& Info Tech Devices]

Here [below] is a list of the online tools, resources, and related devices that I use most often, depend on, or just really like - they are mostly new, Web-based, and free. My list is probably unique in the universe - almost like a fingerprint - and you probably have a unique list too. [See "reprint" about Fingerprint Computers in previous TLT-SWG blog posting: "Fingerprint Computers" vs. Standardization [Revisited].< http://tlt-swg.blogspot.com/2006/07/fingerprint-computers-vs.html>

If after reviewing my list you think I am missing some terrific tool or new Web-based resource - one of your favorites - please share that info with me and others by adding a comment to this posting. If you would like to add your own separate list, let me know and I will give you editing access to the Writely document I use to accumulate/modify my own list.

In the list below, I've indicated the tools/resources I rely on most frequently, completely with a "*". I've marked those that were new to me in the past year with a"&". Those that are free - or almost free (legally!) are marked with "-$". Those that have a significant but reasonable fee are marked "$". The list that follows has 4 sections; within each section the items are listed in alphabetic order - not in order of preference or quality:
1. MOST DEFINITELY - WILL FIGHT TO KEEP THESE! - Free or very inexpensive
2. MOST DEFINITELY - WILL FIGHT TO KEEP THESE! - Significant but reasonable fee
3. STANDARD – FOUNDATION TOOLS, RESOURCES
4. NOT SURE YET – BEGINNING TO USE MORE OFTEN
5. DEVICES
6. SERVICES


1. MOST DEFINITELY - WILL FIGHT TO KEEP THESE! - Free or very inexpensive
Amazon.com * -$
Audacity *& -$
Bank of America online banking * -$
Blogger *& -$
Bloglines *& -$
eBay -$
Feed2JS *& -$
Google * -$
Google Desktop *& -$
Google Local *& -$
Google Maps, Directions *& -$
MERLOT - collection -$
MERLOT - sharing tools -$
-$ Print FedEx Kinkos
Skype/Skylook [free/inexpensive phone via Internet + dial from Outlook contacts + record directly onto computer] *& -$
Solitaires (Spider, Free Cell, ...) * -$
Spybot Search & Destroy -$
Yahoo Widgets [analog clock; weather; wireless meter *& -$
Writely *& -$

2. MOST DEFINITELY - WILL FIGHT TO KEEP THESE! - Significant but reasonable fee
Flashlight Online * $
Income Tax Software (TaxCut) * $
iVocalize *& $
RoboDemo (or equiv...) $
SecondCopy * $
Skype + Skylook *& $

3. STANDARD – FOUNDATION TOOLS, RESOURCES
AOL * $
AVG (virus protections, etc.) * $
MS Windows Media Player * $
Quicktime Player *
Adobe PDF *
Google Pack http://pack.google.com/ *

Microsoft Office Suite * $
FrontPage
IE
PowerPoint
Outlook
Excel


4. NOT SURE YET – BEGINNING TO USE MORE OFTEN
Acez & -$
Concept Mapping -$
CrystalTech & $
Digital Voice Editor 2 & $ [Sony Digital Voice Recorder]
Feedburner & -$
FeedForAll & -$
iTunes & -$
MS Money $
Photo editing software (e.g., Picasa2) -$
Trillian Pro & $ (easier management of multiple IM "channels")
Voice Recognition - cell phone? $
Voice Recognition - transcription $
Voice Wizard Editor & Voice Wizard + [Digital Voice Recorder] $

5. DEVICES
Laptop * $$
Cell Phone
PDA
Digital Camera (stills, videos) * $$
*&Treo 650 - Cell Phone + PDA + Camera * & $$
*Digital Voice Recorder * & $
*Telephone recording adapters * $
*Internet-Phone Gizmo * $ [Links Internet audio sessions with telephone conference calls]
*Headsets * $
Headset - Bluetooth & $
Copier/Scanner/Printer/Zoom * $

6. SERVICES
Telephone conference calls * $
Telephone conference calls toll free * $$
Skype/Skylook * & [$]

"Fingerprint Computers" vs. Standardization [Revisited]

Excerpt 1: "... How can we each have our own 'fingerprint' computer and still be able to do our work without interruptions due to problems or changes in the technology we use? -- Especially when the 'Support Service Crisis' is widening and deepening? Of course, we want to allow each individual computer user to take full advantage of the many varied and exciting
options available to modify his/her own system to fit with his/her own working (& learning & teaching) style. Of course, we want to standardize in ways that can make it easier, quicker, cheaper, and more reliable to maintain and improve and learn to use our own machines and systems - even when wonderful new features are added.

Has anyone found an optimal - or even a reasonably good - approach for dealing with the tension between individualization and standardization in this context? ..."

Excerpt 2: "...to take full advantage of new educational uses of information technology, we need to:
- plan and operate more flexibly (have back-up activities ready);
- be undaunted by occasional dysfunctions;
- have realistic expectations about the quality and speed of support services available to help us when things go wrong with any of the technologies we use;
- respect others whose tolerance levels may differ from our own for the uncertainty and interruptions that accompany new instructional options;
- help colleagues benefit from what we learn from our own successes AND FAILURES. ..."

ABOVE EXCERPTS FROM TLT-SWG-93: New Balance Between Insecurity and Accomplishment; "Fingerprint Computers" Revisited; 11/6/03. TLT-SWG-93 also included the following, which still too aptly describes and partially explains the "Support Service Crisis" of 2006 & 2003 - as well as 2001. The "reprint" below ends with a description of a conversation with Vijay Kumar of MIT that produced the list of recommendations above.

Repeat of posting #97 from 4/17/2001: "Fingerprint Computers vs. Standardization"

How can we each have our own “fingerprint” computer and still be able to do our work without interruptions due to problems or changes in the technology we use? -- Especially when the “Support Service Crisis” is widening and deepening?

Of course, we want to allow each individual computer user to take full advantage of the many varied and exciting options available to modify his/her own system to fit with his/her own working (& learning & teaching) style. Of course, we want to standardize in ways that can make it easier, quicker, cheaper, and more reliable to maintain and improve and learn to use our own machines and systems – even when wonderful new features are added.

Has anyone found an optimal – or even a reasonably good – approach for dealing with the tension between individualization and standardization in this context?

For an extended version of the above, see below.)
Steve Gilbert ============================================
=== Finally back in the office after spending a long =====
=== weekend “reconfiguring” our household after moving. =
=== In some ways, the process is just as frustrating and =
=== debilitating as dealing with our recent email and ====
=== Web problems. Meanwhile, as I still face more =======
=== unpacking, I keep thinking of the motto I heard a ====
=== few weeks ago: “Less stuff; more fun.” [Citation?]=
==========================================================

Fingerprint Computers vs. Standardization

In my recent visits to campuses and conferences, I find that, unfortunately, I no longer need to explain the “Support Service Crisis.” Everyone I encounter is living it and knows what I mean. Sadly, the phrase now applies much more broadly, not only to the technology support professionals. This crisis now encompasses librarians, faculty development professionals, student affairs professionals, registrars, and many other categories. Most academic administrators are suffering from closely-related pressures. Chief Academic Officers and others are being asked to make more decisions of rapidly increasing magnitude and complexity about educational uses of information technology. The most recent trend toward attractive institution-wide implementations further raises hopes AND the stakes, the uncertainty, and the likelihood of delay or disappointment.

One of the more seemingly plausible solutions for the technical support service crisis is to be sure that everyone within an institution -- or within some sections of it – has the same kind of computer, configured with identical components, software, and features. This uniformity or standardization would reduce the variety of knowledge and skills required of support personnel. It would also reduce the variety of replacement parts, upgrades, updates, and “fixes.” Further, the users themselves would be better able to help each other informally because they would each face the same challenges.

The commitment of many (hundreds?) of institutions to “ubiquitous computing” seems to provide one path in this direction. However, most institutions are not yet prepared to adopt policies that provide or require that everyone has and uses the same computer (or computers with the same essential features). [NOTE: Beware of the elusive definition of “essential features.”]

So, for most colleges and universities, standardization is still on an ever-receding horizon, and I wonder if things are getting worse.

I’ve mentioned before how each of us now seems to have a unique computer, and that the configuration of my computer might almost serve as a “fingerprint” distinguishing me from all other human beings! Due to competition in the information industries and the ability of human beings to invent new ways of using these remarkable tools, we keep having more hardware, software, and information options and more choices than we can easily make individually.

In the last few weeks, the TLT Group has been experiencing the consequences of our own Support Service Crisis. We’ve been having trouble with email and our Website as we have moved those functions from our own server to another, and now (I hope finally) to a third. We find that the necessary reconfiguration of our computers with each shift requires individual expert attention – because each of our computers has become unique as we have used them. Each of us has elected slightly different options within the operating system we share, and each of us has selected different configurations of the “suite” of basic tools we all use. We’ve each added other programs and pieces as we do our work – especially as we use the Web.

Of course, we want to allow each individual computer user to take full advantage of the many varied and exciting options available to modify his/her own system to fit with his/her own working (& learning & teaching) style. Of course, we want to standardize in ways that can make it easier, quicker, cheaper, and more reliable to maintain and improve and learn to use our own machines and systems.

Has anyone found an optimal – or even a reasonably good – approach for dealing with the tension between individualization and standardization in this context?

During a delightful early morning walk yesterday in Anaheim with Vijay Kumar of MIT and two other old friends, we discussed the continuing Support Service Crisis. Vijay suggested that most faculty, students, and staff need to become more comfortable with the uncertainty associated with rapidly changing technology combinations. Vijay half-joked that something like the Twelve Step addiction recovery programs could help more of us stop depending on the fictitious uninterrupted availability and functionality of most attractive information technology tools.
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Conversation with Kumar - November 5, 2003; Anaheim

During a delightful early morning walk yesterday with Vijay Kumar of MIT and two other old friends, we discussed this continuing Support Service Crisis. Vijay suggested that most faculty, students, and staff need to become more comfortable with the uncertainty associated with rapidly changing technology combinations. Vijay half-joked that something like the Twelve Step addiction recovery programs could help more of us stop depending on the uninterrupted availability and functionality of most attractive information technology tools.

We need to learn how to accept more frequent breakdowns of equipment, networks, and software as part of the price we pay for more powerful and diverse academic tools. We need to learn to accept that often we will not find or be given any rational explanation for a dysfunction -- that the problem may disappear as mysteriously and suddenly as it arrives. We need to accept the role of a higher power or random elements in causing disruptions to our plans.

In conclusion, those of us who try to take full advantage of new educational uses of information technology need to learn to:
- plan and operate more flexibly (have back-up activities ready);
- be undaunted by occasional dysfunctions;
- have realistic expectations about the quality and speed of support services available to help us when things go wrong with any of the technologies we use;
- respect others whose tolerance levels may differ from our own for the uncertainty and interruptions that accompany new instructional options;
- help colleagues benefit from what we learn from our own successes AND FAILURES.

"Two Mules?" [2 Mins. Audio - Cajun Academic Humor]

Another Boudreaux story "Two Mules?" is now available.

MORAL: Important to know you’re part of a team!

For more Boudreaux stories – Cajun Academic Humor - go to:
http://www.tltgroup.org/listserv/tlt-swg.html
I hope you enjoy them!

Steve Gilbert

NOTE: David E. Boudreaux, native and resident of Thibodaux, La., is Vice President for Institutional Advancement at Nicholls State University. We appreciate the warmth, good nature, and underlying care for humanity that often emerges from his unique "Cajun Academic Humor." Boudreaux's stories have provided welcome breaks in our ever-busier, ever more fragmented lives, and helped us regain a broader, healthier perspective.

MySpace & FaceBook - Real & Rhetorical Questions

New Internet “activities” MySpace and FaceBook are spreading faster and further than their predecessors -- especially among people less than half my age.

REAL QUESTIONS: Can we find ways of using these new “Social Networking” or “Web 2.0” tools responsibly? To improve teaching and learning?
Do you know examples of constructive educational uses of MySpace or FaceBook?
RHETORICAL QUESTION: Does it make any sense at all to try to address these issues without the help of students?

Here we go again. Just as I’m BEGINNING to figure out how to take advantage of blogging, podcasting, RSS Feeds, etc.! FaceBook has already become the FIRST “place” my undergraduate daughter goes for communications with her friends from college and elsewhere – often BEFORE checking cell phone voicemail, text messages, instant messages, and email.

3 PROVOCATIVE EXCERPTS:
1. STUDENTS' NEW WAYS?“Most students today arrive at college assuming that a Google search is the first choice for doing research, that MySpace is the model for creating online content and building peer communities, and — perhaps most important — that multitasking with various electronic devices, often from remote locations, is the traditional way to do class work.” - “Beyond Google: What Next for Publishing?” Kate Wittenberg of EPIC, the Electronic Publishing Initiative at Columbia U.,< kw49@columbia.edu > – see below for more text, citation, link.

2. ANYTHING GOES?[From a middle school teacher] “Unlike my generation, which tends to use MySpace to keep in touch with friends across the world, the generation of students I teach uses MySpace as a prolonged, entirely unsupervised locker break. This adolescent MySpace is filled with profanity, dangerously personal information, sexually explicit pictures, drug references and, in some cases, even pornographic videos. Usually these posts are riddled with misspellings and grammatical errors. But the message is clear: Anything goes. During this locker break, there are no hall monitors, no teachers watching for trouble and, clearly, few parents who are anywhere nearby.” - “MySpace Gone Wrong,” Cheryl MacPherson, of Gunston Middle School, < macpherson@apsva.us > – see below for more text, citation, link.

3. NEW RESTRICTIONS IN MYSPACE?“…MySpace.com is planning new restrictions on how adults may contact its younger users in response to growing concerns about the safety of teenagers who frequent the popular online social networking site. …MySpace has no mechanism for verifying that users submit their true age when registering. That means adults can sign up as teens and request to join a 14-year-old's list of friends, which would enable the full profiles. …Driven largely by word of mouth, MySpace has grown astronomically since its launch in January 2004 and is now second in the United States among all Web sites by total page views, … The site currently has some 87 million users, about a quarter registered as minors, according to the company.” - “ MySpace Plans New Restrictions for Youths,” Anick Jesdanun, – see below for more text, citation, link.

SEE BELOW FOR MORE FROM THESE SOURCES, ADDITIONAL COMMENTS FROM ME, AND SOME RELATED LINKS!

COMMENTS [Steve Gilbert]
Apparently, MySpace expects new “members” to be single, non-smoking, non-drinking people who don’t want to have children. When I created my own MySpace account this morning I discovered those interesting “default options” (i.e., the choices selected FOR me if I didn’t make an active choice in response to some questions – note that “no answer” was the default option for some other questions, but not those). And then I discovered that I already had a “friend” – someone named “Tom” whose photo looks like a head shot from an actor aspiring to a role in a TV reality series. He lists millions of “friends” – beginning mostly with photos of attractive young women. It was easy to “de-select” him from my list of “friends,” but now I have none.

If you haven’t heard of MySpace or FaceBook, you should find out about them. You can get an account for free in less than a minute. My college junior daughter doesn’t like me to watch the screen when she’s online with FaceBook, although she has been willing to tell me a little about it and let me see some examples. It has become the FIRST “place” she goes for communications with her friends from college and elsewhere – sometimes even before cell phone, text messages, instant messages, and email.
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NEWSPAPER ARTICLE EXCERPTS: MACPHERSON IN WASHINGTON POST 7-16-2006
“MySpace Gone Wrong,” Cheryl MacPherson, Washington Post, p. B8, Sunday, July 16, 2006
http://www.washingtonpost.com/wp-dyn/content/article/2006/07/14/AR2006071401186.html
“I joined MySpace.com at my best friend's urging. … I started to realize the difference between my MySpace and their MySpace.

“Unlike my generation, which tends to use MySpace to keep in touch with friends across the world, the generation of students I teach uses MySpace as a prolonged, entirely unsupervised locker break. This adolescent MySpace is filled with profanity, dangerously personal information, sexually explicit pictures, drug references and, in some cases, even pornographic videos. Usually these posts are riddled with misspellings and grammatical errors. But the message is clear: Anything goes. During this locker break, there are no hall monitors, no teachers watching for trouble and, clearly, few parents who are anywhere nearby.

“As a teacher of these talented young people, I am uneasy about this virtual world and unsure of my role in protecting my students from the damage it can cause. … I would not condone any 14- or 15-year-old living alone in an apartment and driving a car. So why do we allow these children to live independent lives online?

“And so, this fall, during parent-teacher conferences and back-to-school night, I am going to provide every parent I meet with detailed directions for creating a MySpace profile, making MySpace friends, posting comments and reading bulletins. And for those young adults such as myself who want to take back MySpace from the too young, send me a message or comment. You know exactly where to find me.

-- Cheryl MacPherson, Alexandria, [Virginia] teaches eighth grade at Gunston Middle School in Arlington. © 2006 The Washington Post Company
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NEWSPAPER ARTICLE EXCERPTS: WITTENBERG IN CHRONICLE OF HIGHER EDUCATION JUNE 16, 2006
“Beyond Google: What Next for Publishing?” Kate Wittenberg, EPIC – Columbia U., The Chronicle of Higher Education, The Chronicle Review, June 16, 2006

This is G o o g l e's cache uses the following 2 urls – but I don’t know if they will work for everyone… : http://www.google.com/search?q=cache:LsuSP0wEqQEJ:chronicle.com/temp/email2.php%3Fid%3DpDkJXkCtFVXSDfNJTFBHrgsmgNFbVj58+chronicle+higher+education+myspace&hl=en&gl=us&ct=clnk&cd=2&client=firefox-a
or
http://72.14.203.104/search?q=cache:LsuSP0wEqQEJ:chronicle.com/temp/email2.php%3Fid%3DpDkJXkCtFVXSDfNJTFBHrgsmgNFbVj58+Beyond+Google:+What+Next+for+Publishing%3F+advertisement+Printer+friendly+E-mail+article+Subscribe+Order+reprints+By+KATE+WITTENBERG&hl=en&gl=us&ct=clnk&cd=1
“…If ‘digital natives’ are the next audience for our scholarly resources, shouldn't we be thinking about new ways to organize, store, and deliver our content? In fact, is content even what we should be focusing on for this next generation of users, or are the tools, functionality, and access built on top of the content what are of real value?

“…Until now we have spent most of our energies in rear-guard actions: fighting Google over copyright infringement in its plans to digitize library books, for example. It's time to think ‘beyond Google.’

“Going forward, our work must take a more experimental turn. We need to get serious about developing online publications that allow students to freely explore the vast array of content and tools available through the World Wide Web, while still allowing an appropriate level of guidance concerning how to select and evaluate the sources that they find. And we must look at methods to deliver and store content in ways that allow students to use their remote devices to access it and that work through and enhance the online communities where they spend so much of their time.

“…One strategy we could pursue involves meeting users on their own turf… build a networking space focusing on the information needs of students…enable dialogue and collaboration among its users, discussion of readings, and creation of multimedia class projects. Faculty members and librarians could create profiles of their own, with commentary on the subject under discussion, and users could decide how to integrate the content and tools we provide into the environment they create for themselves.

“…Keep in mind that we are all mutually dependent, and that no group is in a position to dictate the discussions or the outcomes: Search engines need the content provided by publishers and libraries to provide a high-quality experience for users; libraries need stable, robust technology platforms, wide use of their collections, and growing communities of new users; scholars and students need more effective access to information and the skills to determine its quality and value. So it is alarming that those groups are so often in conflict that they end up in court rather than at a conference table.”

Kate Wittenberg is director of EPIC, the Electronic Publishing Initiative at Columbia; http://chronicle.com
Section: The Chronicle Review; Volume 52, Issue 41, Page B20; Copyright © 2006 by The Chronicle of Higher Education
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NEWSPAPER ARTICLE EXCERPTS: JESDANUN IN WASH. POST JUNE 21, 2006
“ MySpace Plans New Restrictions for Youths,” Anick Jesdanun, The Associated Press,
Wednesday, June 21, 2006
http://www.washingtonpost.com/wp-dyn/content/article/2006/06/20/AR2006062001768.html

“…MySpace.com is planning new restrictions on how adults may contact its younger users in response to growing concerns about the safety of teenagers who frequent the popular online social networking site.

“…MySpace has no mechanism for verifying that users submit their true age when registering. That means adults can sign up as teens and request to join a 14-year-old's list of friends, which would enable the full profiles.

“…Driven largely by word of mouth, MySpace has grown astronomically since its launch in January 2004 and is now second in the United States among all Web sites by total page views, behind only Yahoo Inc., according to comScore Media Metrix. The site currently has some 87 million users, about a quarter registered as minors, according to the company.

“…At MySpace, which was bought last year by News Corp. for $580 million, users can expand their circles of friends by exploiting existing connections, rather than meeting randomly or by keyword matches alone.

“…It offers a mix of features _ message boards, games, Web journals _ designed to keep its youth-oriented visitors clicking on its advertising-supported pages.

“…MySpace has recently become a target of parents, schools and law enforcement officials concerned that teens who hang out at MySpace can fall victim to sexual predators.

“…MySpace also will beef up its ad-targeting technology, so that it can avoid displaying gambling and other adult-themed sites on minors' profile pages and target special public-service announcements to them.

“…The changes follow a number of safety-related measures that includes the hiring of a former federal prosecutor and Microsoft Corp. executive as its online safety chief. MySpace already has developed safety tips for parents and children and devotes scores of employees to monitoring the site around the clock.

© 2006 The Associated Press
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RELATED LINKS – EDUCATIONAL USES OF BLOGS, ETC.

Exploration Guide: Educational Uses of Blogs, Wikis, RSS Feeds, etc.For “beginners” in higher educationwww.tltgroup.org/blogs.htm

Barbara Ganley of Middlebury College blogs about Barbara Sawhill visiting there to “…give a workshop on using Web 2.0 technologies [blogs, wikis, RSS feeds, Skype, …] in second-language teaching. …”http://mt.middlebury.edu/middblogs/ganley/bgblogging/NOTE: This thoughtful blog can be VERY slow in loading.

Very useful Wiki probably created by Barbara Sawhill of Oberlin College. Sawhill Who MIGHT be involved with “Language Lab Unleashed” – which appears to be a very useful, interesting Website that never mentions who is running it or authoring most items!http://www.languagelabunleashed.com/mod/wiki/view.php?id=18

Listening, Caring, Empowering – A Flexible, Inclusive Alternative to Traditional Strategic Planning [with 3+ minutes of audio MP3 attached]

Traditional strategic planning that produces 4-inch thick 'dust sucker' plan books covering the next five years doesn't fit the conditions facing most colleges and universities these days. President David Eisler's approach is more flexible, more inclusive, and takes advantage of changing communications options. [THIS POSTING IS ACCOMPANIED BY AN MP3 AUDIO FILE OF THE LAST 3 MINUTES - THE CLOSING SUMMARY OF THIS INTERVIEW. FOR THE FULL 55 MINUTE MP3 AUDIO RECORDING OF THIS INTERVIEW OF EISLER - CONDUCTED BY STEVEN W. GILBERT, PRESIDENT, OF THE TLT GROUP - SEE NEXT POST BELOW IN TLT-SWG.]

Eisler, President since July, 2003 of Ferris State University, spent 80+ hours last academic year meeting face-to-face with groups of faculty, staff and students. These meetings are the heart of an organic planning process that he began when he arrived at Ferris State. This ongoing program invites everyone to help articulate and sharpen a vision for the university. Eisler models the importance of listening – listening to everyone, caring about everyone – and responding to the feedback he so actively, frequently solicits. [Ferris State, located in Big Rapids, Michigan, has 10,000 undergrads and 1000 grad students. See http://www.ferris.edu/president/homepage.htm ]

In another stage of this flexible planning process, Eisler creates one-year task forces – with both volunteer and assigned members – to address key issues and make recommendations to the most senior university administrators.

President Eisler also comfortably uses email, the Web, and other technology applications to support communication and collaboration among faculty, staff, and students. These simple, practical uses of technology – including an online “electronic suggestion box”- are quite effective and do not distract from or impede the fundamental goals of the planning process.

Most recently, Eisler has begun a similar series of meetings with Ferris alumni, another group he hopes to engage even more actively in building and achieving the emerging shared vision for Ferris State University. President Eisler is committed to empowering ALL Ferris stakeholders, getting them engaged in solving problems, and building connections among them.

Listening, Caring, Empowering: Pres. David Eisler, Full Interview 7-9-2006

Listening, Caring, Empowering – A Flexible, Inclusive Alternative to Traditional Strategic Planning.
Attached MP3 is recording of full 7-9-2006 interview (just short of one hour) by Steven W. Gilbert of David Eisler, President since July, 2003 of Ferris State University, located in Big Rapids, Michigan.





For more about Eisler and Ferris State University, see http://www.ferris.edu/president/homepage.htm

Boundaries in Academia: Personal, Professional, Political, Spiritual? [with <1 minute of audio]

What are the ideal “boundaries” that should exist between “the professional,” “the personal,” “the political,” and "the spiritual"?
How can academics best integrate [or separate] their professional, personal, political, and spiritual lives?
In particular, is it possible for faculty who teach in ANY discipline to engage with their students beyond the narrowest definition of the purpose and content of a single course? Should they? Can they avoid doing so?
Is it only those who teach in the humanities who should expect to influence students’ lives beyond the classroom?
How does the changing role of information technology make any difference?

In the attached MP3 audio clip, Paul Lacey, Emeritus of Earlham College laceypa@earlham.edu, responds briefly to the first questions.

For more info, questions for discussion, etc., from our beginning exploration of these boundaries see: http://www.tltgroup.org/ClothingTheEmperor/PersonalProfessionalPoliticalSpiritualBoundaries.htm

The most specific question emerging from my work in this area with Whitman College is:
“Can we establish a policy that students who send email to faculty between midnight and 6AM may not expect responses during that period?”
Email can easily pierce the veil between home and office. At Whitman and other colleges/universities where there is a longstanding commitment to encouraging frequent and significant communication between students and faculty, this can be a very mixed blessing.

From Earlham College Website <http://www.earlham.edu/graduateprograms/content/mat/>: "It is worth acknowledging, in all humility, that, though there are many great, beautiful, noble callings for human beings — ministry, healing, protecting the powerless through the law, making art, music and literature, the most wonderful things that human beings are privileged to do — none of them is more valuable to the human race, to the future of the planet, or to our own souls, than the work of teaching."— Dr. Paul Lacey, Professor Emeritus of English, Earlham College

Shared Governance - Making Respectful Trade-offs [with 3.3 minutes of audio]

"Overload, Shared Governance & Productive Assessment
- New Paradoxes (and Paradigms?)"
Do you see a shift away from older patterns of shared governance when lines could be drawn more clearly and easily between different parts of an educational institution? … What if anything could be done to help faculty and others to be involved more comfortably and constructively in these trade-off kinds of decisions?

Here are excerpts from “Clothing the Emperor” series online interview of Richard A. Detweiler (Rick), President, Great Lakes Colleges Association, December 7, 2005, by Steven W. Gilbert, President, The TLT Group. In the attached MP3 file, you will here the complete versions of Gilbert’s final question about the changing patterns of shared governance and Detweiler’s insightful, helpful answer.

EXCERPT FROM GILBERT’S FINAL INTERVIEW QUESTION AND COMMENTS FOR DETWEILER 12/7/2005:
Do you see a shift away from older patterns of shared governance when lines could be drawn more clearly and easily between different parts of an educational institution? When making trade-offs across those lines was usually unnecessary? What if anything could be done to help faculty and others to be involved more comfortably and constructively in these trade-off kinds of decisions?

Additional comments from Gilbert:I believe that significant educational decisions for colleges and universities now often require new kinds of trade-offs, and that makes old patterns of shared governance much harder to sustain. Within any college or university the professional success of people from different academic departments and offices has depended on their mastery of very different kinds of reasoning, proof, and argument. It can be hard for people who are so committed to different ways of thinking to reach reasonable conclusions together. The training that most faculty members have for their professional roles has not prepared them well for making decisions that require weighing the needs and goals of other groups. Your career has taken you through many roles (faculty member, administrator, president, board member…), so your insights on this topic would be especially valuable.

Other Related Resources
Full Interview Archive [Open in Internet Explorer Only]
Related TLT Group Resources
Online Institute Home Page
Faculty/Professional Development
Dangerous Discussions
Clothing the Emperor

"26 Days!" [1.5 Mins. Audio - Cajun Academic Humor]

Another Boudreaux story "26 Days!" is now available

For more Boudreaux stories – Cajun Academic Humor - go to:
http://www.tltgroup.org/listserv/tlt-swg.html
I hope you enjoy them!

Steve Gilbert
NOTE: David E. Boudreaux, native and resident of Thibodaux, La., is Vice President for Institutional Advancement at Nicholls State University. We appreciate the warmth, good nature, and underlying care for humanity that often emerges from his unique "Cajun Academic Humor." Boudreaux's stories have provided welcome breaks in our ever-busier, ever more fragmented lives, and helped us regain a broader, healthier perspective.

What if students learn better in a course they don't like?

What if the following are BOTH true for a particular course at the same time?
A. Some kind of learning outcomes assessment conducted on all students who just completed the course clearly demonstrates superior student learning when compared with similar assessments of similar courses.
AND
B. Some kind of student ratings collected for the same course clearly demonstrate that the students are more dissatisfied with this course than with similar courses.

Or vice versa.

For an annotated, linked table of contents to an ongoing discussion of this topic – which emerged from The TLT Group’s most recent online workshop about Student Course Evaluations/Ratings/Assessments, see:
http://www.tltgroup.org/studentcourseeval/BusTestvOtherTest.htm
Which offers links to the blog where you can read others’ thoughtful, edited responses and add your own comments, etc..

Use Blogs, Wikis, etc. for Teaching/Learning? Pro/Con

How would you convince a colleague that it is/isn't worthwhile to learn to use blogs (etc.) for teaching/learning? Provide at least one argument likely to convince a faculty colleague to try to do so. Provide at least one argument likely to convince a faculty colleague NOT to try to do so. [If you prefer, provide the arguments for an "academic administrator" or "student" or "instructional designer" instead of a faculty member.]

For more "Dangerous Discussions" issues related to educational uses of blogs, wikis, podcasts, etc., see:
http://www.tltgroup.org/ProFacDev/DangerousDiscussions/Issues/blogs.htm

This is for participants in the TLT Group's Online Institute Workshop:Blogs, Wikis, and NewsfeedsNew Web Tools for Teaching/Learning?June 6, 13, 20 at 1 pm EST

Please provide your arguments as suggested above by adding one comment to this posting. Please give your name and institution.

Student Engagement, Learning Communities at Johnson C. Smith University

Telephone interview with Phyllis Dawkins, Dir. Faculty Development, Johnson C. Smith U. about student engagement, learning communities, assessment, related practices and resources; more detail in recording attached (7.5 minutes MP3 - also avail. as TLT-SWG podcast episode).

SKELETAL TEXT SUMMARY [Questions from Steven W. Gilbert = "SWG"
Responses from Phyllis Dawkins = "PWD"]

SWG: What is JCSU doing to develop Student Engagement?
PWD: Trying to find activities that promote social and academic engagement. Using active and collaborative learning; problem-based learning, assignment-based useful activities that result in "artifacts" for ePortfolios.


SWG: How do you know these activities are working?
PWD: In Learning Community program, collaborative/cooperative learning, including service learning and co-curricular activities, have made a difference in terms of student learning and persistence (more high grades, fewer failing grades, fewer on academic probation, fewer judiciary incidents, less negative behavior) .

SWG: What are "Learning Communities" at JCSU?
PWD: Freshman learning communities (cohorts); all 400+ freshmen in learning communities cohorts of 20-30 for 15+ hours per week; each cohort works on a block/theme.

SWG: What about SACS (re)accreditation coming up?
PWD: Quality Enhancement Plan (QEP) focuses on Student Engagement and the role of technology.

SWG: What do you recommend most for getting started in this direction?
PWD: Learning Communities National Resource Center [at Washington Center, Evergreen College]
http://www.evergreen.edu/washcenter/project.asp?pid=73

Phyllis Worthy Dawkins
Director of Faculty Development
Dean of the College of Professional Studies
Johnson C. Smith University

NOTE: "Dr. Phyllis Worthy Dawkins (Johnson C. Smith University '75), dean of the College of Professional Studies, was named the 2006 recipient of the top award given to an individual who upholds the high professional standards of Dr. Edwin Bancroft HeE. B.son. The E.B. Henderson Award from the Ad Hoc Ethnic Minorities Council of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) was presented to Dawkins in Salt Lake City, Utah in April. While at the AAHPERD conference, she also delivered a presentation on “Using Active Learning Strategies in the Classroom to Promote Learning."

Boudreaux - Paris Story [Cajun Academic Humor]

My favorite Boudreaux story - the classic - "Boudreaux Goes to Paris"; attached (1.5 minute MP3 - also avail. from TLT-SWG podcast).

Moral of the Story: Choose A or B

A. You can't always rely on technology...

B. If the learner doesn't understand the purpose of instructional technology being used, everyone's time can be wasted.

Hope you enjoy it!
Steve Gilbert
PS: For more Boudreaux stories, go to:
http://www.tltgroup.org/listserv/tlt-swg.html



NOTE: David E. Boudreaux, native and resident of Thibodaux, La., is Vice President for Institutional Advancement at Nicholls State University. We appreciate the warmth, good nature, and underlying care for humanity that often emerges from his unique "Cajun Academic Humor." Boudreaux's stories have provided welcome breaks in our ever-busier, ever more fragmented lives, and helped us regain a broader, healthier perspective.

Pls add Useful Resource(s) for Participants in Blogs etc. Workshop

This is for participants in the TLT Group's Online Institute Workshop:
Blogs, Wikis, and Newsfeeds
New Web Tools for Teaching/Learning?
June 6, 13, 20 at 1 pm EST

Please add a comment to this posting in which you identify yourself, and provide info about one or two resources likely to be useful to participants in this workshop.
Minimum: One sentence description and one URL.
For example:
Steven Bell has prepared a nice intro - mostly text and screen shots - to using RSS feeds and news aggregators. His first section provides a valuable, clear intro to using Bloglines (a Web-based free news aggregator ): http://staff.philau.edu/bells/rss.htm

Sex, drugs, etc. vs. iPods, Facebook, blogs?

For years I was confident that sex, drugs, rock and roll, and athletics would always account for more discretionary time among traditional-aged undergraduates than any activities involving computers and telecommunications. Maybe I was wrong. See below for excerpts from “iPods knock over beer mugs” which imply that we should find ways of using new portable devices and online services to improve teaching and learning.

I’ve also been hearing lately about many respected faculty members and other academic leaders who completely reject blogging, wikis, FaceBook - the new Web-based social networking and collaborative work tools - as utterly lacking intellectual content or educational potential. An unnecessary conflict is growing as more students bring portable devices with Web-browsing capabilities and many other functions into the classroom (and everywhere else they go). Since no one can prevent learners from using these new devices and online services, it might be better to invent more ways to use them within courses – even if not in classrooms.


“iPods knock over beer mugs” By Mike Snider, USA TODAY, in print p. 9D, 6/8/2006;

[Online Updated 6/7/2006 11:20 PM ET]



Excerpts from article responding to Student Monitor's proprietary “Lifestyle & Media Study”:

[NOTE: Student Monitor is a research firm that does proprietary college student market research.

See: http://studentmonitor.ecnext.com/]

“Among the findings:

•iPods were the No. 1 "in" thing on campuses; 73% of students mentioned it….

•Drinking beer tied with the college networking site Facebook.com (71%).

[NOTE THAT FaceBook WAS NOT EVEN LISTED AS AN OPTION IN THE 2005 SURVEY!]

•Nos. 4 to 10 were drinking other alcohol (67%), text messaging (66%), downloading music (66%), going to clubs (65%), instant messaging (63%), working out (62%) and coffee (60%).”

For full text of Snider’s article, see:

http://www.usatoday.com/tech/news/2006-06-07-ipod-tops-beer_x.htm

Online Workshop Participants - Pls Describe Your First Blog

This is for participants in the TLT Group's Online Institute Workshop:
Blogs, Wikis, and Newsfeeds
New Web Tools for Teaching/Learning?
June 6, 13, 20 at 1 pm EST
http://www.tltgroup.org/blogworkshop/OLIworkshop6-2006.htm
Please add a comment to this posting in which you identify yourself, describe your first blog (purpose, name, anything you want to say about how easy/difficult it was to create, suggestions for others...., URL if you wish colleagues to visit your blog).