Sunday, February 25, 2007

The Flashlight Approach to Evaluation, Summarized

For a variety of reasons, educators, their units and institutions now often gather evidence in order to evaluate 'stuff'. By 'stuff' we mean tools, resources, and facilities such as course materials, computer software, classroom design, blended courses, distance learning programs, network infrastructure, libraries, ePortfolios, ... By "evaluate" we mean a purposeful gathering of the evidence needed in order to make better choices about what to do next.

These days when people think about evaluation, their thinking often begins and ends with 'outcomes assessment.' But information about outcomes is rarely enough, by itself, to show how to improve those outcomes. (For more on this point, click here.) The Flashlight approach to evaluation is designed to provide the best insights for improving outcomes for the least effort.

The Flashlight approach has a number of elements, of which these are the most important:


1. Activities: Focus on what people do with the 'stuff' at issue. For example, if you want to get more value from personal response systems (some of which are also known as 'clickers'), you first need to discover what faculty and students are actually doing with the clickers. For instance, are the clickers being used to create structured discussion about difficult ideas? to take attendance? to test memorization? Each of those patterns of use (which we refer to as 'activities') will create different benefits, costs, damage...

2. The dark side: Consider people's fears and concerns about the stuff, not just their hopes and goals. For example, if clickers are being used to take attendance, are students sending friends to class with a handful of clickers?

3. Motives, incentives, and disincentives: Value is created by the way people use stuff. So the best clues for increasing that value come from learning why people use the stuff as they do. For example, if you do a workshop on the value of using clickers for conceptual learning, and 30% of the participants don't start using clickers that way, you should investigate the reasons. It might be rooted in their personal approaches to teaching, their disciplines, your training, reactions of students, their facilities, ... No matter what you discover, it's almost always going to be useful in helping you figure out whether and how to get more value from clickers.

4. Education is not a machine: Even when the same faculty member teaches two sections of the same course, and has taught them for years, what students do and learn will differ. Add clickers, or any other technology that increases options for faculty and students, and that variation will probably increase. That's one reason we emphasize unique uses perspective for evaluation, and not just uniform impact approaches.

5. Collaboration: Whose choices influence how the stuff is used? Whose choices could change how the stuff is used? Those are the people who should be involved in helping design your study. If you need help in gathering data (e.g., getting good response rates to surveys), then they can help. They can also help you make sure that your questions and language are clear and compelling.

6. Start evaluating now: To improve outcomes (including costs), change activities. (Buying new stuff is just a means to change activities). And it's always the right time to begin studying an activity. So start evaluating now.
For example, if you're interested in using clickers to foster conceptual learning, start evaluating conceptual learning (including faculty development) now, whether or not you're using clickers yet, whether or not you're experienced in their use yet, whether or not you're considering replacing one kind of clicker with another. For example, if you are considering buying new stuff, your findings can help you
* choose products;
* remove barriers to effective use even before the technology becomes available, and
* provide baseline data for measuring the impact of the new stuff.
In short, whether or not it's time to buy, develop, or replace stuff, it's always time to begin studying activities that use, or that would use, that stuff.

The whole Flashlight Evaluation Handbook is designed to flesh out these and related ideas using examples and specialized guides. The TLT Group can also provide coaching (send us your draft plans and we can talk), collaborators in doing such studies, or we can even do them for you. So take a look at the Handbook and contact us if you'd like to talk (301-270-8311; flashlight@tltgroup.org).

PS. If your institution is a subscriber, feel free to use this summary for workshops. If your institution is not yet a subscriber, we would appreciate it if you would ask permission to use this material.

Choice and Happiness

How much does our happiness depend on on what happens to us (win the lottery or have your limbs amputated?), and on choices we make about our lives? Dan Gilbert gave this startling talk on both topics, illustrated with some provocative psychological studies:
http://www.ted.com/tedtalks/tedtalksplayer.cfm?key=d_gilbert
Gilbert's talk is certainly making me take a second look at decisions about which I tend to agonize, and about the role of choice in life, and I'm going to read his book Stumbling on Happiness. How many choices do you face? Does your job involve giving other people choices in life? If you have time or inclination to watch only one of the talks described here, watch Dan Gilbert's and please post a comment about what you make of its implications for your life and work.

Two other TED talks dealt a subset of Gilbert's topic, just having to do with choices in products and services.

Malcolm Gladwell talks about recent research that has led food companies to create many more choices in grocery stores: so many different kinds of mustard and vinegar, for example.
http://www.ted.com/tedtalks/tedtalksplayer.cfm?key=m_gladwell

But even though research indicates that companies can sell more mustard if they offer these choices (because there is no 'ideal mustard', at any price: different folks like different kinds of mustard), do such choices make us happier? Barry Schwartz uses cartoons to explain why he thinks these choices are making us unhappier:
http://www.ted.com/tedtalks/tedtalksplayer.cfm?key=b_schwartz

To repeat: if you have time to watch only one, watch Gilbert's. If you know anything about Zen Buddhism, tell us how this relates, or doesn't, to that or to other religions. In the meantime, I may start flipping coins as a way of making tough decisions about life!

Friday, February 09, 2007

The Paradox of Risk

Steve Gilbert and I have been working with a major university system on issues of strategic planning. Their planning teams have developed a huge list of imperatives for institutions and the system office, in order to improve teaching and learning with technology. I wondered how they would choose among those priorities: like everyone else, they have only limited funds, and even more limited time and attention. Choice is crucial, even when all the alternatives are wonderful, important and interdependent.

It reminded me of an evaluation that was done of the Fund for the Improvement of Postsecondary Education (FIPSE) when I was a staff member there. I think this was around 1979. The final report said that most FIPSE projects succeeded so well locally that they continued in operation at least 2 years after funding ended, and that they influenced something like a dozen other institutions, too. At our first staff meeting after these findings were announced, most of us were over the moon. But my colleague Alison Bernstein (now with the Ford Foundation) was disturbed. 'We're supposed to be a risk-taking funder,' she warned. 'This may mean we've been too conservative in choosing among proposals.'

I thought about that. Most seed grant programs had success rates far lower than FIPSE's: 10-20%, not 80-90%. Authors had written influential books about how likely innovation in higher education was to fail. So why were these FIPSE projects succeeding so often? The answer seems relevant to strategic planning today.

FIPSE's review process attracted people to submit their best ideas. The review process winnowed out almost all of them: less than 5% were funded. And 'apples' were always compared with 'oranges': which ideas were most learner-centered, cost-effective and capable of far-reaching impact?

I think the resulting ideas were so powerful that people inside and outside the author's institution would say, "Normally when you propose something I don't pay much attention. But this idea is different. It's so important that we can't let it fail. How can I help you?" FIPSE-funded ideas usually attracted resources and support far beyond what FIPSE had awarded. I remember talking with another institution that had adopted an idea pioneered by a FIPSE grantee, "Once we realized that it was possible to do that, our institution couldn't not do it."

Institutions and systems need ways to seek out ideas, from inside and outside. Sift them for the ones that are so important, and so potentially rewarding, that a coalition of support is easy to put together. A few ideas like that, successfully implemented, can help develop momentum and support for a second generation of improvements. Like FIPSE, it's also important to use some degree of external review to help sift ideas: external review can help the institution see if the ideas really are significant, and remove some of the political risk of making such choices purely with insider input.

What do you think? Wonderful idea? Impractical? Wrong-headed?

Thursday, February 08, 2007

"Take 5 for Teaching" Five-Minute Workshops - Example, "The Last Day of Class"


Provided by Todd Zakrajsek, Director, Faculty Center for Innovative Teaching (FaCIT), Central Michigan University. EMAIL: zakra1t@cmich.edu


Several examples available at:
http://facit.cmich.edu/whats-on/archive.html

[5 MINUTE VIDEO] "The Last Day of Class"
Need QuickTime or similar player.
http://facit.cmich.edu/videos/tfft-last-day.html

To what extent is it useful to have this available as a 5-minute video recording?
vs. Audio recording?
vs. Text description?

Which combinations of video, audio, text, etc. and a possible face-to-face session would be especially useful? For which purposes?

List of main points from video presentation:

  • Food
  • Undergrad research possibilities
  • Review syllabus
  • Link course content to life
  • Greet students by name
  • Ask for student feedback
  • Discuss what current students would write to students who take course next term
  • Discuss next semester
  • 3 most important things learned in course
  • Describe what TEACHER has learned
  • Self-addressed stamped envelopes for students - encourage later feedback
  • Course-evaluation survey at BEGINNING of session
  • Resist urge to cram in more topics
  • Discuss purpose of course and hopes

Monday, February 05, 2007

Imagine Adding Face-to-Face to Online Educ. - Thought Experiment


Exciting "thought experiment":
Suppose all higher education were conducted online.
Now imagine how and why you would ADD face-to-face meetings.
  • In what ways could you improve online education by creating new hybrid or blended options?
  • What strategies would you recommend to teachers,students in this new combined environment?
  • How could you best take advantage of both synchronous and asynchronous interaction?
  • What different media might you use?
  • In what ways would you encourage, support, or prevent students from multi-tasking?
  • How does the concept of "band-width" influence your choices?

This activity was suggested by Doug Eder, Director of Univ. Evaluation, Arizona State Univ. during a telephone conference call 1/30/2007 involving about a dozen experts in various aspects of faculty and professional development for college teaching and learning.

Listen to Eder describe this idea informally via MP3 .

Image Maps - 2 Instructional Examples [MP3 Audio 40 secs]


Two samples of instructional use of image maps from John Prusch of Excelsior College:
1. For a course in phonetics, several linked Web pages enable the learner to HEAR sounds associated with phonetic symbols in a variety of configurations:
http://hctv.humnet.ucla.edu/departments/
linguistics/VowelsandConsonants/course/chapter1/chapter1.html

2. A Page from the Babylonian Talmud: "Click on any portion of the …image, …[for] when and where the text was composed, its contents and purposes, …"
http://www.ucalgary.ca/~elsegal/TalmudPage.html

Prusch comments: "Image maps are an under utilized but quick and easy tool to use in teaching. They provide a simple means for explaining, illustrating, or annotating difficult concepts, processes, and examples not only with text but also with images, video, and sound recordings." MP3 Audio Version

Saturday, February 03, 2007

Help! Need webcast telephone connection!

Need 2-way link between Webcast and telephone conference call.
  • Prefer software interface solution (e.g., linking Skype phone call with Webcast connection INSIDE a computer).
  • Hardware device linking computer, phone and headset would be OK, but Andrea PCTI device is inadequate due to local radio interfeernce.
CHALLENGE
Some people who participate in the Webcast cannot use a headset connected to a computer for audio participation, so they need to be able to use a telephone to connect to a conference call to hear and be heard.

GOAL
  1. Run live Webcast with 2-way link to telephone conference call.
  2. This link must be monitored and controlled by someone via a headset.
  3. Everyone who is participating in phone conference call must be able to hear everything that is "broadcast" by the Internet Webcast.
  4. Each person who is participating in the phone conference call must be ABLE TO BE heard by everyone who is participating via the Internet in the Webcast. This person needs to be able to click on the microphone to speak option in the Webcast when someone in the telephone conference call wants to speak and be heard by others on the Webcast.

Thursday, February 01, 2007

Using video case studies for faculty development

MERLOT is working on including some stories, thanks to a FIPSE grant for a project called ELIXR that is just getting underway.

Some years ago I wrote a report on the use of video stories for faculty development:

A group of us had spent a day watching videos and looking at multimedia web sites for faculty development (the few that existed in 1995!) . We concluded, among other things, that we had seen two types of materials, both of which could be classed as stories:
  1. Stories intended to help the user visualize a way of teaching and become interested in trying it ("explanatory selling stories")
  2. Stories intended to give the user, interested in a particular way of teaching, the vicarious experience of getting into trouble so that the reader (usually in a seminar with others) could learn how to identify and analyze that type of problem, and figure out how to deal with it (e.g., how to turn it into a teachable moment). ("provocative case studies")

These kinds of stories, especially the provocative case studies, are very important for helping faculty use technology to alter the nature of their teaching, but I've seen almost none in use. The TLT Group has developed a few text case studies of this type (if you're at a TLT Group institutional subscriber, use the regular username and password if you'd like to see this subscriber-only material and let us know how we can add to it!).

The University of Victoria in Canada has a DVD of such stories called "Critical Incidents in Teaching with Technology." The DVD is intended for use in faculty development. Has anyone seen and used it?

Has anyone seen and used any other faculty development materials designed to help faculty learn how to get out of trouble that new pedagogical approaches (using technology) might get them into?

Wednesday, January 31, 2007

"Time is the only thing we have" Chickering on Balance, Intentionality [approx. 1 minute]

How Chickering tries to balance personal, family, professional commitments and self-nourishment by being very intentional about his own time. Response to one of opening questions on 1/30/2007.

MP3 File

Chickering is currently Special Assistant to the President, Goddard College. He recently co-authored Encouraging Authenticity and Spirituality in Higher Education, and was co-author of the widely respected and widely used Seven Principles of Good Practice in Undergraduate Education... and many other important publications.

Tuesday, January 30, 2007

Chickering on Wonderful Wife, Marriage - 1/30/2007 [3 Mins. MP3]

A wonderful personal, family, and professional relationship! Chickering's closing response to "New Year's Resolution" questions on 1/30/2007. Value of working hard together on a marriage of 50+ years!

MP3 File

Chickering is currently Special Assistant to the President, Goddard College. He recently co-authored Encouraging Authenticity and Spirituality in Higher Education, and was co-author of the widely respected and used Seven Principles of Good Practice in Undergraduate Education... and many other important publications.

Cherish Failure... Chickering Response [30 Secs. MP3]

Cherish failure, be wary of success, suggests Art Chickering in response to "New Year's Resolution" questions on 1/30/2007.

MP3:
http://archive.tltgroup.org/2007/NewYearsResolutions
/ChickeringCherishFailure20070130.mp3

Chickering is currently Special Assistant to the President, Goddard College. He recently co-authored Encouraging Authenticity and Spirituality in Higher Education, and was co-author of the widely respected and used Seven Principles of Good Practice in Undergraduate Education... and many other important publications.

Personal/Professional Perspective: Chickering Resists Dichotomy [Approx 1 minute MP3]

Art Chickering resists the dichotomy of personal & professional life. He also responds to "New Year's Resolution" questions on 1/30/2007 by citing Robert Frost, Two Tramps in Mud Time, last stanza:

But yield who will to their separation,
My object in living is to unite
My avocation and my vocation
As my two eyes make one in sight.
Only where love and need are one,
And the work is play for mortal stakes,
Is the deed ever really done
For Heaven and the future's sakes.

Full text of poem (as of 1/30/2007) available at:
http://www.etymonline.com/poems/tramps.htm

Chickering is currently Special Assistant to the President, Goddard College. He recently co-authored Encouraging Authenticity and Spirituality in Higher Education, and was co-author of the widely respected and used Seven Principles of Good Practice in Undergraduate Education... and many other important publications.

Monday, January 29, 2007

A Cyst the Size of a Gerbil - Back Surgery Excuse & Web 2.0

Here is my "genuinely lame" excuse for falling behind on email and other activities during the past 6 months: almost-emergency back surgery.

I'm just beginning to catch up. If you have something that I should have done or responded to, please send a copy to Sally Gilbert (sallygilbert@tltgroup.org) before she leaves for some well-deserved vacation time in Peru in 2 weeks!

Sally and I are proud of our innovative use of Web 2.0 as described in the PPS below.

Thanks for your patience and support.
Sorry that I couldn't send individual messages to everyone I know!
Nice to be back.

Steve
1/31/2007

-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-=-=-==-=-
A cyst the size of a small gerbil was removed from my spine on January 9.

For the past six months I had been like a frog who hasn't noticed that his pond is really a saucepan heating up very slowly.[1] The pains, twinges and tingles in my left leg continued to increase gradually and erratically in spite of improvements in the ergonomics of my work life, excellent physical therapy, and medical advice. Even though my pains kept me from participating fully in family activities on Thanksgiving and Christmas, and I was missing more work time, I didn't imagine anything really serious was going on.

I had joined the large club of post-middle-age people who joke about their chronic back problems.

But on the morning of January 3 I had an MRI, and by lunch time the test results cancelled my membership. The next few days centered on medical tests, hospital visits, and appointments with doctors - culminating with two hours of almost-emergency surgery on the 9th.

I was able to go home on the 10th, and by the next day the pre-surgery pain and side effects had vanished almost completely. January 15 was the day of my real reprieve: positive post-op office exam and a voice mail message reporting that all pathology tests were negative. I'm still coping with the after-effects and side-effects of significant surgery - especially all the anesthetics and drugs, but even the incision pain is dramatically less than what I had been living with during November and December.[2]

For the past twenty years, I've had a typical variety of occasional borderline danger signals from routine medical exams. Each time the recommended follow-up tests revealed that I did NOT have the potential illness. I became complacent about minor symptoms and inconclusive test results. I wasn't prepared for real medical problems - for unavoidable evidence of my own mortality. Almost 2 weeks since the surgery, I'm just beginning to grasp - emotionally as well as intellectually - this new lesson: that all the best preventive efforts cannot avoid the cumulative effects of aging.

So, now I'm hoping to join - slowly - some of those other large clubs of post-middle-age people who share complaints of pains and maladies. And when I do, I hope my membership can be long and undistinguished. Of course, I've become a fanatic about posture, ergonomics, exercise, and other ways of avoiding back problems. And I'm more committed than ever to daily walking outdoors.[3]

Our family doctor keeps reminding me that these infirmities beat the alternative. All things considered, as he says, it's better to be on the right side of the grass.

I'm more grateful than ever for Sally. She is a wonderful health problem partner - as well as wife, mother, and professional. And I'm grateful for the support of many other friends, colleagues, and family members.

SteveG

PS: Scary News (no longer applicable):
If untreated, the continued growth/pressure of the facet cyst that was fully removed "might" have caused permanent nerve damage with serious consequences - within another few weeks.
"synovial facet cyst" http://www.neurosurgeon.com/conditions/synovial.html

PPS: Web 2.0 Innovation
Second day home from hospital, Sally inspected the incision on my back and tried to describe it to me. She asked to use my Treo 650 cell phone to take a photo so I could see.
I put the photo of the incision on a Web page along with a photo of me doing a Sudoku in the hospital bed. I emailed the photo and the URL to a helpful Surgical Coordinator.
Viewer discretion advised: http://www.tltgroup.org/gilbert/Back1-2007/NoonJan11.htm
I asked if the incision looked OK and a few other questions. She forwarded the photo and questions to the surgeon and quickly sent me an email reply. No hassles. During the first post-op office visit we learned from the surgeon that we were the first patients to use email and the Web to send a photo for these purposes. Seems like really useful idea.

FOOTNOTES:
1. ".. if a frog is placed in boiling water, it will jump out, but if it is placed in cold water that is slowly heated, it will never jump out."
Wikipedia - http://en.wikipedia.org/wiki/Boiling_frog 1/21/2007
2. On January 5 I had several hours of the worst pain of my life. The next day my first encounter with cortisone and vicodin eliminated the pain entirely and brought the best night's sleep in 6 months. I discovered vicodin was not good for me after the surgery when the pain was already so much less intense.
3. Not just on a treadmill. More later about the principle of "Anything that's different is not the same." A principle that applies to educational technology as well as to walking.

Sunday, January 28, 2007

2007 Resolutions From/For Compassionate Pioneers - INVITATION

Please help develop and share some New Year's resolutions -
From and for Compassionate Pioneers.

A "compassionate pioneer" is someone who has demonstrated commitments to BOTH exploring new educational and technological options AND helping colleagues - at least some of the time.

On Friday, February 2nd, at 2pm Eastern (11am Pacific) the TLT Group’s weekly, interactive FridayLive! series will be devoted to discussing these three questions for 2007:
1. In what ways do you want your personal and professional life
more separated or more integrated?

2. What are you going to do for yourself?

To make your life better personally or professionally?
  • NOTE: If you are inclined to consider this question too self-centered, remember why airplane the flight attendants always say:
  • "In the event of an emergency an oxygen mask will drop down in front of you. If you are traveling with a child or someone who needs assistance place the oxygen mask on yourself first and then on your child." Most of us need to take care of ourselves first in order to help others effectively.

3. How are you going to help make the world better in some small way?

Please contribute via one or more of these options - at your convenience:
For more information about this online session and related resources, see:
http://www.tltgroup.org/tlt-swg/NewYears/Resolutions2007.htm

FridayLive! is a free, interactive, Internet-accessible series moderated by Steven W. Gilbert, President, The TLT Group, from 2:00 to 3:00 pm EST each week. We cover a wide range of topics related to teaching, learning, and technology.

For more information about the FridayLive! series:
http://www.tltgroup.org/tlt-swg/Friday.html

Monday, December 18, 2006

Regular Folks, Shooting/Changing History

"The rapid rise of digital technology... is changing the way the world witnesses history... Events that once were recorded only by human memory may now endure in full, pixelated detail, available in seconds around the globe.

The trend is driven by the proliferation of camera-equipped cellphones, introduced in Japan in 2000. Worldwide sales topped 460 million this year and will reach 1 billion by 2010, according to industry analysts."

-- excerpted from:

"Regular Folks, Shooting History
Digital Technology Makes 'Citizen Journalists' Out of Eyewitnesses Eager to Click and Post," By Kevin Sullivan, Washington Post Foreign Service, Monday, December 18, 2006; A01

GLASGOW, Scotland -- At 2:42 p.m. on Oct. 11, Dean Collins heard a thunderous explosion as he worked at his computer in his 30th-floor apartment in Manhattan.

Collins looked out his window and saw a small plane crashing into a building right in front of him -- the accident that killed New York Yankees pitcher Cory Lidle and his flight instructor. Instinctively, he recalled, he pulled his Fuji digital camera from a drawer and started shooting, thinking to himself, "This is going to be on the news."

Collins, a consultant for a software company, said he remembered reading about Scoopt, a year-old agency in Scotland that brokers photos for "citizen journalists." Within minutes, he had e-mailed his digital shots to Scoopt. Hours later, his picture of a smoking Manhattan high-rise was in three British newspapers, including a front-page splash in the Times of London. He earned $650 for his work.

The rapid rise of digital technology, which enables ordinary people almost anywhere to record images and post them quickly on the Internet, is changing the way the world witnesses history, not to mention the dependable misbehavior of celebrities. Events that once were recorded only by human memory may now endure in full, pixelated detail, available in seconds around the globe.

The trend is driven by the proliferation of camera-equipped cellphones, introduced in Japan in 2000. Worldwide sales topped 460 million this year and will reach 1 billion by 2010, according to industry analysts.

With the proliferation of images, prosecutors are increasingly relying on photos as evidence in cases against accused muggers, terrorists and other criminals. Insurance companies balance cellphone photos against recollection as they assess auto accidents.

And the presence of cellphone cameras in handbags and coat pockets means that for the famous, private space is shrinking fast. Scoopt has also sold cellphone photos of Michelle Rodriguez, star of the television show "Lost," drinking and partying wildly in a bar in New York, and shots of Paris Hilton dancing on a table in Las Vegas.

Celebrities everywhere have been stung by stealthy camera phones. Grainy photos of supermodel Kate Moss snorting what appeared to be cocaine, apparently shot with a camera phone, appeared in newspapers worldwide last year. Britain's Prince Harry was forced to apologize last year when a fellow reveler at a costume party used a camera phone to snap the prince wearing a Nazi uniform -- then sold the photos to tabloids for thousands of dollars.

Forty-three years ago, a single person with a home movie camera captured the only detailed images of the assassination of President John F. Kennedy. If today's technology had existed then, dozens or even hundreds of people with cellphones and pocket-size digital cameras probably would have recorded the shooting from every possible angle.

"We might actually know if there was somebody on the grassy knoll," said Dan Gillmor, a California-based journalist and author who has written extensively about what he calls "grass-roots journalism."

Governments have always controlled information, from the Nazis to South American dictators hiding evidence of their "disappeared" enemies, said David Friend, an editor at Vanity Fair. "But now the photograph has suddenly changed the equation -- the power is in the hands of the average citizen," said Friend, whose 2006 book, "Watching the World Change," explores the rising power of images. "Whatever you do now, you will be held accountable. You will be seen."

Friend noted that camera-equipped cellphones were not common in the United States at the time of the Sept. 11, 2001, attacks. The historical record of events would have been richer if people in the twin towers or on the hijacked planes had been able to send out photos and video of their ordeal.

"We now have as close to an objective truth about an event as we've ever had in history," he said.

Newspapers and television networks actively urge readers and viewers to send in their pictures of newsworthy events to supplement the work of professional photographers. And Internet sites help distribute them widely -- sites such as YouTube and Flickr, where anyone can post their photos and video for public consumption, are wildly popular. After Michael Richards, a former star of the TV comedy show "Seinfeld," was recorded with a cellphone camera last month at a Los Angeles club insulting black hecklers with a tirade of racial slurs, more than 1.3 million people viewed the video on YouTube.

NowPublic, a year-old venture that calls itself a "participatory news network," posts news and images from its "citizen journalists" on its Web site; the site claims 31,000 reporters in 130 countries, tapping into what it calls "the wisdom of crowds." The Reuters news agency and Yahoo recently joined forces to start You Witness News, which showcases amateur photos and video on the Yahoo news Web site.
'So Much Better'

Kyle MacRae, who runs Scoopt out of a converted bedroom in his small Glasgow home, was giving his two young sons a bath when his phone rang minutes after the Manhattan crash. It was Collins calling from New York. There was a plane down. He had photos. MacRae told him to e-mail them immediately.

MacRae said reports out of New York were confusing. Was it another 9/11 unfolding, or just an accident?

Whatever it was, MacRae looked at the e-mailed images arriving on his computer and knew that Collins had photos he could sell.

MacRae, 43, a former journalist and author of a dozen books on technology, started Scoopt with his wife, Jill, after the July 2005 transit system bombings in London. Many of the most memorable images from the subway tunnels were made by commuters with camera phones.

In 15 months, Scoopt has registered almost 12,000 people in 97 countries. U.S.-based Cell Journalist and Spy Media and several other agencies that deal exclusively in celebrity photos are providing similar services.

Verifying photos' authenticity is always a concern. MacRae said he quizzes photographers about their shots to make sure they are what they seem to be. MacRae said he caught one faker who said he got a shot of Mary-Kate Olsen while hiding behind thick hedges -- on a busy Manhattan street. Pressed by MacRae, the person admitted he had lifted the photo from the Internet and tried to pass it off as his own.

Many news agencies are leery of unsolicited photos that could have been altered or staged. Gillmor said one famous hoax purported to show a tourist posing at the World Trade Center on Sept. 11, 2001, with a jetliner in the background about to smash into the tower. He said he recently rejected a photo that purported to show Cuban leader Fidel Castro dead in a coffin.

When Collins's photos arrived in Glasgow, MacRae called him back. Collins said that he could see photographers scrambling across rooftops and on the ground trying to get a good angle but that none had his vantage point. Within minutes, MacRae put the photos out on Internet-based distribution services monitored by photo editors at all major British newspapers. Almost immediately, the Sun newspaper in London and the Herald in Glasgow called to buy a photo.

In their London newsroom, editors at the Times had just chosen an image from the Associated Press for the early editions of the paper when the Scoopt photo appeared on their computer screens.

"The images from the AP were good, but this one was just so much better," said Paul Sanders, picture editor at the Times.
Privacy Concerns

Sitting in the Scoopt office, surrounded by books and spare computer modems and cables, MacRae welcomed his boys home from grade school one recent afternoon while neighbors bantered loudly on the rainy street below. Snoop Dogg, the American rapper, stared back at MacRae from his computer screen.

At Heathrow Airport last April, members of Snoop Dogg's 30-member entourage got into a brawl with police, apparently triggered when British Airways barred from its first-class lounge some members of the rapper's party who were flying economy class.

Within a couple of hours of the dust-up, MacRae had received five cellphone photos of Snoop Dogg browsing through the duty-free shop just before fists started flying. Because police quickly sealed off the area where the brawl happened, they were the only photos of him from the scene. Ten minutes after the pictures came in, MacRae sent them out to his list of publications interested in celebrity news.

"The phones started ringing right away," he said, and the next day the images appeared in Newsday and the New York Daily News, and later in Rolling Stone and magazines and newspapers in Britain.

With so many camera phones making celebrity photos so easy to come by, MacRae said, he is trying to get the balance right between newsworthiness and privacy.

"We're stuck in the middle trying to find a sensible approach," he said. "But I do know that you can't turn this off. Sooner or later, every news story will be captured first by a citizen journalist."

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Thursday, December 14, 2006

iCampus - FridayLive! Dec 15, 2006 2pm Eastern

"Developing and Spreading Educational Uses of Technolgy - A Study of iCampus - the MIT-Microsoft Alliance" on FridayLive!
December 15, 2006; 2pm Eastern U.S. Time Zone
Interview with Featured Guest: Steve Ehrmann, Dir., The Flashlight Program, The TLT Group

In 1999-2006, the $25 million iCampus Program funded dozens of faculty- and student-led software development projects at MIT. Some of that software began having significant use and influence at MIT and at other institutions. In Dec. 2005, The TLT Group was asked to identify factors affecting the wider adoption of such software, and to make recommendations that would led to the wider use of such academic software.

We were asked to focus on five projects. They were, as you'll see, quite content-specific:
  1. iLabs – students can use web browsers to design experiments and collect data from distant laboratory equipment; several such labs were developed, along with a shared software architecture to make it easier to share such labs across institutions;
  2. iMOAT – the web is used to manage the process of large-scale assessment of student writing;
  3. TEAL – two terms of introductory physics have been redesigned around inquiry, discussion, experimentation, and visualization;
  4. XMAS – students can ‘quote’ video legally in their online discussions, presentations, and projects about films in courses such as Shakespeare
  5. xTutor is to be a tool kit for creating online courses; its strength is checking computer programming homework and providing feedback. Currently two free xTutor courses are available from MIT

We can answer questions about these projects, but what we'd most likely to discuss are our findings about factors affecting wide adoption of such innovations, and our recommendations for how to speed the spread of technology-enabled educational improvements.

We want to hear from you about how our findings and recommendations fit your institution and experience.

Question - please post your responses here!
"Most faculty in my institution continually search the world for ways to improve each of their courses."

  • True now?
  • If not, what changes inside or outside your institution might help that statement become true?

For a summary of our findings and recommendations, see the executive summary of our report: "Factors Affecting the Adoption of Faculty-Developed Academic Software: A Study of Five iCampus Projects"

For more on iCampus itself and other projects it funded at MIT 1999-2006, see http://icampus.mit.edu/

Monday, December 11, 2006

Laptop use + survival to middle age = Back pain? Movement cure?




Problem: Back pain is almost inevitable for people who work like you and me.

Desired partial solution: Software/hardware that will let me set an interval (e.g., 20 minutes) after which my computer screen will go blank or display a reminder that I need to move around at least a little. I want the software to prevent me from using my computer for at least a minute!

[Above cartoon is from: "More Than 450 Diet, Fitness,Health and Medical Cartoons - A professional cartoon service" by Randy Glasbergen. See: http://www.selfhelpmagazine.com/
psychtoons/glasbergen/ergonomics.gif ]


In the last 3 months of 2006 I had both a computer crash and lower back pain bad enough to send me to a doctor and a physical therapist. I'm learning more about ergonomics than I ever wanted to know, but I wish that I had learned it several years ago. I really like the portability and power of laptop computers, but I now realize that they are not well-designed for most of us who must use them many hours per day. As far as I know there is no ergonomically advisable way a healthy adult human being can use a laptop computer daily for more than an hour per use. Of course, I'm not claiming any real expertise beyond what anyone might learn when highly motivated by frequent pain. Here are my conclusions:
  1. If you work in anything resembling an office environment, either you die young or you are VERY likely to have lower back trouble.
  2. It is a VERY good idea to separate the keyboard from the monitor/display, so that each can be positioned best for your body.
  3. BUT, there is no combination of furniture and posture that can prevent cumulative damage from frequent periods of intense concentration while being physically inactive for more than an hour.
So, move around. Learn some stretches or other exercises that work well for your body in between periods of intense computer use. But most important, get up and move at least a little at least twice every hour!

Oops. That's all I have time for now. My alarm clock is buzzing and I have to get up to turn it off ... and then walk around a little.

Thursday, December 07, 2006

Web 2.0 - Identify Important Characteristics & Share Examples?

Help clarify and expand our table of factors and examples of Web 2.0!
What are your favorite educational applications of Web 2.0? What are their educational implications? Please answer briefly as a comment to
this posting. For a more general intro to our work on Web 2.0, see http://www.tltgroup.org/oli/fridaylive/120806.htm Also, see our Table of "Factors and Examples" which provides brief explanations of key factors and hot links to related examples. Complete table available within a Google Document at: http://docs.google.com/Doc?id=ajbkwcmd3bt8_20crwj6p

HERE'S A LIST OF IMPORTANT WEB 2.0 FACTORS FROM THE LEFT-MOST COLUMN OF THAT TABLE.

ACCELERATION
Variety of tools, resources available - growing accelerating, impermanent!; TMI/TMO [Too Much Info; Too Many Options]

ACCESSIBILITY
Accessibility/Mobility/Ubiquity - access from many different locations, devices

FLUIDITY
Dynamic Content -Easy, frequent, changing of Web sites, info,

CHANGING MODALITIES
Multimedia - Combining sound, video, ...

SHARING
Sharing info, resources, categories; Social/Group Collaborative Creation/Editing/Responding;

PUBLIC/PRIVATE?
Public/Private Blurring - [voyeurism?]

DIFFUSION OF AUTHORITY
Non-hierarchical authority: authenticating, cataloging, editing, publishing, modifying (software)

DIFFUSION OF CATEGORIES
Folksonomy? vs. Authority controlled cataloging; Attaching and sharing labels to objects (Meta-tagging)

DIFFUSION OF PUBLISHING
RSS and other "Feeds" enable new roles that blur the boundaries between "author," "publisher," and "reader."

CHANGING ECONOMICS
Fluid Business Models; Changing role of advertisement?

CHANGING DIMENSIONS
Virtual Reality/Avatars; SecondLife...

NEW CHANGE?
New kinds of change? New ways of changing?

BEYOND?
What else? What have we missed?

Thanks for your help in expanding and clarifying this list - and completing the related table.

Wednesday, December 06, 2006

"Boudreaux's Dogs" - Training & Change? [Almost 2 minutes audio]

How do we know when to stop trying to teach someone something?

"Boudreaux's Dogs" 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!

If you have not subscribed to TLT-SWG as a podcast yet, you may still hear this recording by clicking on the title of this posting - above. To subscribe to the podcast - and receive notices of new postings and copies of audio files automatically - click here:

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.

Monday, December 04, 2006

7 Principles & 3 Acronyms: POD, NISOD, NCSPOD

What do these 3 organizations have in common? How do they differ?
They all advocate and provide resources to support the improvement of teaching and learning through various combinations of faculty, leadership, organizational, and professional development. Each serves a different PRIMARY constituency. Each helps faculty and others implement the Seven Principles of Good Practice in Undergraduate Education.

See:
POD Network
The Professional and Organizational Development Network in Higher Education is " ... developing and supporting practitioners and leaders in higher education dedicated to enhancing learning and teaching... a network of nearly 1,600 members - faculty and teaching assistant developers, faculty, administrators, consultants, and others who perform roles that value teaching and learning in higher education."

NISOD
" ... National Institute for Staff and Organizational Development (NISOD) is dedicated to serving, engaging, and inspiring teachers, reachers, and leaders.... the outreach vehicle and service arm to the Community College Leadership Program (CCLP) and the College of Education at The University of Texas Austin. "

NCSPOD
"...National Council for Staff, Program and Organizational Development is an affiliate council of the American Association of Community Colleges (AACC) and provides services ... to increase institutional vitality by providing professional growth opportunities for [institutional] members, enabling them to establish, enhance, and/or revitalize staff, program, and organizational development in their organizations.

Seven Principles of Good Practice in Undergraduate Education
"... the best known summary of what decades of educational research indicates are the kinds of teaching/learning activities most likely to improve learning [and teaching]..."

Wednesday, November 29, 2006

Add Favorite LTA HERE!

Help with our growing collections of LTAs (Low-Threshold Applications/Activities). Add a comment to this posting in which you give a brief title, URL, and the minimum # of words adequate to describe your favorite LTA. Don't hesitate to offer something REALLY simple and easy that you use a lot (unless you are quite sure that everyone you know is already doing that same thing - often they are not!).
For a more general intro to LTAs, see www.tltgroup.org/ltas.htm

See our collection of 50 LTAs-of-the-Week developed by 31 different authors:
Current site - as of 11-29-2006, but certain to change early in 2007:
http://zircon.mcli.dist.maricopa.edu/lta/

See other LTAs Mapped onto the Seven Principles of Good Practice in Undergraduate Education:
http://www.tltgroup.org/Seven/Library_TOC.htm

Latest “Quick LTA: Share a PowerPoint collection with students or colleagues via web service "SlideShare": http://slideshare.net/
You can see a sample slideshow developed and displayed via SlideShare by Charles Ansorge as part of planning for our 12/1/2006 FridayLive session at: http://slideshare.net/cansorge/lta-planning-112206/

Monday, November 27, 2006

"Palavatar" - More than intelligent answering machine

How well do you WANT an avatar to represent you? To fool others into believing they are interacting with you? Easier or harder to succeed with an audio-only avatar?

This is science fiction... playing with ideas about artificial intelligence, avatars, social networking, etc...
"The Jenna Set" by Daniel Kaysen
http://www.strangehorizons.com/2005/20050314/kaysen-f.shtml

Friday, November 17, 2006

Student & Faculty Views of Tech. - Final 2 Questions - [Almost 3 minutes audio]

For student: What would you like faculty members to know about students' use of and attitudes about information technology?
For faculty/admin: What would you like students to know about faculty members' use of and attitudes about information technology?

Recording of Final 2 Questions/Answers from interview with Olinda Ricard, President of the Student Government Association, and David Boudreaux, VP for Institutional Advancement, of Nicholls State University on November 13, 2006

For a list of all questions discussed and recording of the full hour interview, go to previous posting on this blog:
http://tlt-swg.blogspot.com/2006/11/
student-leaders-views-on-technology.html
and for more about this interview, see Google Docs Document:
http://docs.google.com/View?
docid=ajbkv7nhdrt8_35d8792t

Student Leader's Views on Technology, Options, ...[About 1 hour audio]

Attached audio file (podcast) is a recording of an interview of Olinda Ricard, student leader and David Boudreaux, VP, of Nicholls State University. 11/13/2006

Questions for a Student Leader - Role of Technology, Constructive Options?

For additional notes, comments, etc., see Google Docs Document:
http://docs.google.com/View?
docid=ajbkv7nhdrt8_35d8792t

Impact of Technology on your life/role as student (& student leader)

1. Are you especially pleased with any particular educational uses of technology?
2. Are you especially disappointed with any particular educational uses of technology?
3. Any fears and hopes about the impact of technology on higher education in the near future?
4. How do you see new available technology helping/hindering constructive, humane problem-solving?

Constructive Student Roles - With/without technology

1. What are some examples of student activities in recent years that best exemplify the kind of active, constructive, engagement you admire and hope to foster?
2. What are some of the most important ways you know of for students to participate constructively in the life of their college or university?
3. How do you see technology helping to provide or obstructing opportunities for students to take more active, constructive, engaged roles?


Students ahead/behind Faculty vis-a-vis Technology?

1. How much/little undergraduates are ahead of faculty and administration with respect to use of new information technology tools and resources?
2. Any comments about emerging role of cell phones? instant messaging? “texting”? blogs? FaceBook?....
3. Does your own experience suggest some categories of students who are being left behind the faculty and administrative staff in their access to and use of information technology?


Disaster: Implications for Online vs. Face-to-Face

1. What if you could download a copy of a lecture (like a video-recording)? IN WHAT SENSES COULD/COULDN’T A “LECTURE” ACTUALLY BE COPIED AND REPRODUCED ELECTRONICALLY?
2. How is the experience and threat of natural or man made disasters changing teaching and learning? Changing the role of information technology? Do some disaster plans include shifting - at least temporarily - more classes to purely online?
3. As it becomes easier and more important to offer some parts of some courses online instead of face-to-face, what kind of important differences between those two situations emerge as most significant? What kinds of differences emerge as least significant?
4. What would we be losing temporarily? What would be most important to make up for?
5. What would be most important to prepare for in advance?

Efficiency vs. Personal Connections (Hallowell's “Connectedness”?)

1. What are the changing trade-offs between “efficiency and personal connections in student work? Face-to-face vs. online?
2. What is being lost or gained?

Thursday, November 16, 2006

Recovering Anupholsteraphobics Join Here!

A new kind of AA: "Anupholsteraphobics Anonymous?"

Anupholsteraphobia:

"... Like most of the teachers I ever encounter, I suffered from a common malady--what Stan Brimberg at the Bank Street School calls "Anupholsteraphobia": "the fear of not covering the material."
Anupholsteraphobia cannot be cured, but it can be controlled."
- From "Discipline and Publish: Faculty Work, Technology, and Accountability," Randy Bass, Georgetown University, Plenary address delivered at the AAHE Forum on Faculty Roles and Rewards, San Diego CA, January 22, 1999.
http://www.georgetown.edu/faculty/bassr/disc&pub.html


Where shall we hold the first meeting of Anupholsteraphobics Anonymous? Who has time to set the agenda? Decide what we will cover together?

Steve Gilbert

Ubiquitous/Wireless Computing on Campus

Fears & Hopes about Laptop Use
Jan 24, 31, and Feb 7, 2007 at 1pm EST

Workshop Planning/Resources - Google Docs Doc

Wednesday, November 15, 2006

Cell Phones Friends or Foes?

In the next 6-24 months, won’t most students have hand-held devices that combine the capabilities of current cell phones, digital cameras, audio/video recorders, PDAs, GPSs, Web-browsers, email readers, ….?

<Insert/imagine picture of a few students each using only-slightly-different gizmos to do some of the things listed above.>
If you can’t beat ‘em, use ‘em
  • Student (mother of 3; part-time worker; full-time student; student govt president): “I’ve only known one other undergraduate in the last 3 years who didn’t have a cell phone.” But I almost never see a faculty member using a cell phone.

  • Faculty member – who does instant messaging, blogging, etc. herself: “I can’t get some of the students in my class to listen to me instead of their iPods, phones, etc…. They’re always doing text messaging in my class. I don’t know how to stop them.”

  • <Insert/imagine picture of a classroom with a bedraggled, frustrated teacher at the front and many students obviously doing things with their VARIED kinds of cell phones or iPods while not exactly paying attention to the teacher and not exactly ignoring him either.>
One to many?
  • How can someone send the same text or voice recording to several cell phones at the same time? From a cell phone? From a computer?

  • <Insert/imagine picture of a teacher sending a preparatory message the day before a class to all the enrolled students via cell phone or similar devices. Show the students receiving the message in a variety of situations all at the same time. Show some of them quite intrigued with the message, some irritated, some not really paying attention to it.>


Tree-Like Distribution?
  • How can someone send the same text or voice recording to a few cell phones at the same time? With confidence that each recipient will in turn send the same message to a pre-determined few cell phones?

  • From a cell phone? From a computer?

  • <Insert/imagine picture of a teacher sending a preparatory message the day before a class to all the enrolled students via a “telephone tree”-like arrangement. Show the students receiving the message in a variety of situations all at almost the same time. Show some of them quite intrigued with the message, some irritated, some not really paying attention to it.>


Daisy Chain?
  • How can someone send a text or voice recording to a single cell phone with confidence that the recipient will in turn send the same message to the next pre-assigned cell phones? And that the 2nd recipient fill send the message along to the next designated person in the chain. And so on.

  • From cell phone only to cell phones? Beginning with and then passing along the message to any of several kinds of devices – ranging from cell phones to computers?

  • <Insert/imagine picture of a teacher sending a preparatory message the day before a class to one enrolled student – and that student forwarding the message to another, and so on, one-by-one. Show the students receiving the message in a variety of situations all at almost the same time. Show some of them quite intrigued with the message, some irritated, some not really paying attention to it.>



Voting via cell phones or PDAs or …?
  • [Like “PRS” – Clickers – Personal Response Systems]

  • How can someone send a multiple-choice or short answer question to many cell phones at the same time? With confidence that each recipient will in turn be able to respond by “voting” for one of the multiple choices? Or submitting a short answer? And that the results can be automatically compiled and displayed for all participants to see? With or without protecting the anonymity of each response?

  • From a cell phone? From a computer?

  • <Insert/imagine picture of a teacher sending a “problem” or “question” within a classroom. All students respond simultaneously via their cell phones or similar handheld devices. The results are being displayed via computer-driven projector. >

Tuesday, November 14, 2006

Why Google Docs & Spreadsheets?

[Join us for FridayLive! Demo/Discussion of Google Docs & Spreadsheets 2pm EST Friday, November 17, 2006. For free-but-required advance registration, click here.]
For more info, including some additional resources and guidelines for using Google Docs, click here.
Recommendation: Try Google Docs!!


Why bother? Easy to use. Reliable, accessible. Good for joint planning, collaborative work. Many potential educational uses - esp. well-suited for student collaborative projects.

The following lists of features are intended to help you decide how to use this free resource most effectively. Please suggest additional items for these lists of Advantages, Educational Uses, or Disadvantages by clicking on "comments" or "post a comment" just below this posting.

Advantages: Free and relatively easy Web-based tool for creating and collaboratively editing documents online. Resulting documents are similar to wikis, blogs, but easier to edit and share, publish or hide. With Google Docs, previous versions of the document are always accessible and it is easy to see who made which changes. However, the most easily visible version is the aggregation of all previous changes, completely hiding the process by which it was developed. First time users can be assured that they do not need to worry about making mistakes - no matter what they do, the favorite contributions of each collaborator are always still accessible and can be retrieved and displayed elsewhere or re-integrated into the document. It is relatively painless to establish the online account required for active participation. There seems to be no inappropriate use of the info that must be given to obtain the account. Google's financial success makes it likely that documents created by using this service will not disappear and neither will the service.


Educational uses: Many. Especially nice for student teams in which someone is likely to worry that his/her contributions will not be matched by comparable work done by each team member. At any time, anyone who has permission, can easily view previous versions and see who has made which contributions.


Disadvantages: This tool keeps improving but some functions still work with unpredictable delays. The results of some kinds of attempts to change formatting can also be difficult to predict. Many people who begin working on a Google Docs document for the very first time find it a little more challenging than ideal to understand and follow the directions that are automatically sent as part of an invitation to become a "collaborator" on a Google Docs document. Establishing another online account - with user name and password - is required for active participation.


NOTE: MORE DETAIL THAN YOU PROBABLY WANT OR NEED ABOUT ADDING A COMMENT
To be sure we receive your comment, click on one of the options below the box in which you entered your comment. Then type in the letters that you see in the weird script in the most obvious place - the "word verification" box. THEN CLICK ON "LOG IN AND PUBLISH" - DON'T WORRY ABOUT THE "LOG-IN" PART. You do NOT need to have a Blogger account to leave a comment. If you wish to comment anonymously, click in the circle to the left of that option. If you want to avoid getting a Blogger account, but want to indicate who you are, add your name and contact info WITHIN your "comment" and then choose the "anonymous" option.

Gödel's Truth: Stalking Gödel?

I was a teenager when Kurt Gödel destroyed my love for mathematics.

But he also revealed a much richer world. He enabled me to accept and cherish other dimensions of truth and humanity. I’m still trying to learn how to live more fully and comfortably in this much richer and more complex world, to love without needing to fully understand or control.

And now, I still don’t understand how so few people who are considered well-educated recognize his name or have the slightest clue about his unique intellectual achievements.

I was a math nerd in high school, so one of the reasons I wanted to go to Princeton was that Kurt Gödel was there. I was the first person in my family to go to college and the day I departed for Princeton, New Jersey was the first time I traveled outside of California (except for some vacation trips to Mexico). I must have been one of the most naïve and socially unprepared freshmen ever to arrive on the Princeton campus.

Early in my first semester I asked Professor Raubitschek if I could invite Kurt Gödel to a freshman “keycept” – informal evening gathering of about a dozen freshmen with an upper-classman in an “eating club” or dormitory suite – the 1961 version of First-Year Experience Program. Raubitschek was slightly startled by my question, but he replied with kindness and restraint that he didn’t think such a thing was advisable. I had no idea that I was suggesting a social occasion of a kind that Gödel was locally famous for avoiding. Further, that even in a community that took great pride for treating an extraordinary concentration of world-famous intellectual leaders and scholars with common courtesy and without acknowledging their status, Gödel was regarded as sharing the pinnacle. He was treated as a peer only by Einstein.
[ANTONY E. RAUBITSCHEK, (1912 - 1999)
http://facultysenate.stanford.edu/archive/
1999_2000/reports/106339/106424.html


http://news-service.stanford.edu/news/
1999/may12/raubitschek-512.html
]

I can’t imagine I would have been able to concoct a sensible question or statement if I had met Gödel, but I still regret that I too timidly accepted Raubitschek’s conclusion. I could have at least learned where Gödel lived and what he looked like so that I could get a glimpse of him. I have a retroactive urge to be a paparazzi or stalker – the only time I have ever understood why some people want to get a celebrity’s autograph or a lock of his/her hair.

Possible book discussion:

* Incompleteness: The Proof and Paradox of Kurt Gödel, by Rebecca Goldstein
* The Oxford Murders, by Guillermo Martinez, Sonia Soto (translator), 197 pages, MacAdam/Cage Publishing (October 16, 2005), ISBN: 1596921501
* Gödel’s Proof, by Ernest Nagel, James R. Newman, Douglas R. Hofstadter (Editor); 125 pages, New York University Press; Revised edition (October 1, 2001), ISBN: 0814758169


Want to participate in developing some conversation about the meaning of Gödel's proof?
Ask to be added as a collaborator to this Google Docs planning document:
http://docs.google.com/View?docid=ajbkv7nhdrt8_29dw5hzr

Monday, November 13, 2006

Good at Running Meetings with 2 Factions? [Or more?]

Who is good at running meetings in which there are at least two factions that hold different frameworks?
- With the goal of maintaining civil discourse while reaching accommodation about some decision that is important to both factions...?
- With respect to improving teaching and learning (with technology)?

Please suggest additional examples - you can add them by clicking on "comments" or "post a comment" just below this posting.

Consider these examples:
1. Scalability vs. Faculty Diversity
A. People who seek "scalable" improvements independent of differences among faculty - "teacher proof" curricula, syllabi, instructional resources, pedagogies, ...
B. People who believe that differences among faculty are as important as differences among students and that any significant improvements in education must accommodate (better yet, take advantage of) differences among faculty... and students.

2. Truth vs. Research
A. Believe in the value and truth of educational research - esp. done by school of education faculty
B. Believe in the value and truth of Scholarship of Teaching/Learning research
C. Believe in the value and truth of Classroom Assessment, "Action Research"
D. Believe that any teaching/learning innovation supported by citation of results of "Educational Research" is suspect and to be opposed or ignored.

3. NIH vs. NIBM vs. Find Improvements Elsewhere
A. Believe important improvements in teaching/learning will be figured out first by colleagues within the same institution ("NIH" = Not Invented Here)
B. Believe important improvements in teaching/learning will be figured out first by the individual faculty member ("NIBM" = Not Invented By Me)
C. Believe important improvements in teaching/learning can (and are) being developed almost anywhere. A faculty member who identifies an instructional problem (esp. "Instructional Bottleneck") can and should first seek "solutions" already developed by colleagues elsewhere
D. Believe important improvements in teaching/learning are not worthy of adoption, adaptation, imitation, unless officially endorsed by the faculty members' professional disciplinary society

4. Transformative Change vs. Incremental Change
A. Believe that only transformative, large-scale, long-lasting change in programs that span several courses is worthwhile
B. Believe only incremental changes within individual courses - especially LTA-style changes (Low-Threshold Activity/Application) - are feasible, worth the effort to find and promulgate

NOTE: MORE DETAIL THAN YOU PROBABLY WANT OR NEED ABOUT ADDING A COMMENT
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If you wish to comment anonymously, click in the circle to the left of that option. If you want to avoid getting a Blogger account, but want to indicate who you are, add your name and contact info WITHIN your "comment" and then choose the "anonymous" option.

Thursday, November 09, 2006

Web 2.0 Meets SOTL - 3+ Big Questions

Recent and emerging Web-based tools (often referred to as "Web 2.0") extend the time and space for teaching and learning, as well as interaction and communication, in ways that both enhance and challenge these activities. Please consider some emerging questions about learning and teaching in emerging environments - classroom, online, hybrid - within the context of the Scholarship of Teaching and Learning (SOTL).

What are the most pressing questions, promising directions for scholarly research prompted by Web 2.0? How can (and should?) teachers use new tools to act more like researchers? What kinds of intra- and inter-institutional collaborations can build our knowledge about how to improve teaching and learning?

These 3 questions are expanded below, with some comments and references, after brief explanations of SOTL and Web 2.0.

"SOTL" "… fosters significant, long-lasting learning for all students; enhances the practice and profession of teaching, and; brings to faculty members' work as teachers the recognition and reward afforded to other forms of scholarly work. …"

From - CASTL Carnegie Academy for the Scholarship of Teaching and Learning at:

http://www.carnegiefoundation.org
/programs/index.asp?key=21


"Web 2.0" Very loosely defined term that includes blogs, wikis, MySpace, … for more than you need to know about this term, see: "What Is Web 2.0 - Design Patterns and Business Models for the Next Generation of Software" by Tim O'Reilly at:

http://www.oreillynet.com/pub/a/oreilly/tim/
news/2005/09/30/what-is-web-20.html


(1) Most Pressing Questions?
What are the most pressing questions about the educational uses of Web 2.0 tools that should shape areas for research for those interested in the scholarship of teaching and learning?

How can this research be guided to be especially helpful to those who decide which Web-based tools and resources are most promising and worthy of investment and support?

(2) Teachers Use New Tools to Act More Like Researchers?
In her plenary for the ISSOTL 2006 Conference, Diana Laurillard asks:

"A research-based approach to learning design is not sufficient. Innovative teachers need to be able to act like researchers as well. Could teaching innovation be more like research - exploratory, building on the work of others, experimenting, redesigning, sharing ideas, a community…?"

* In what ways might emerging, Web 2.0 technologies, help teachers "act more like researchers" especially by providing new ways to capture data and evidence of learning and learning processes?
* Do all "innovative teachers" need to "act like researchers" vis a vis their own teaching?
* Is "teaching innovation" a goal in itself? Can teaching and learning be improved in ways that Laurillard would NOT describe as innovative?
* Are all effective teachers innovative?
* Are all good teachers aware of all their own gifts? Do they need to be?

See: "Personalizing Pedagogy"
http://www.tltgroup.org/PersonalizingPedagogy/Home.htm


which begins:

" There are many kinds of good teaching and good teachers -- just as there are many kinds of learners and learning. New applications of technology have made it possible to respond to different learning needs more realistically and intentionally. Now it is also becoming possible to enable more faculty to improve teaching and learning in different ways. Information technology offers new options for matching diverse needs with diverse gifts. [Information technology can be the excuse and the means to ....]"

(3) Collaborate to Build Knowledge about How to Improve Teaching and Learning: Institutional and International?

What new kinds of collaborations around the investigation of teaching practice and student learning do new Web 2.0 technologies support that weren't possible before these tools were readily available?

Can you describe an instance in which faculty members, educational technologists, and other academic professionals collaborated on projects in which they used new technological tools to gather evidence of student learning and then used this evidence to support the improvement of teaching practice? To support the improvement of educational uses of technology?

What possibilities do you see for such collaborations?

Are there research or inquiry themes for which you are seeking collaborators?
What factors are likely to help make this collaboration effective? Already established patterns of communication within the institution?

What, if any, are the likely sources of misunderstanding, miscommunication? Lack of shared vocabulary? Lack of awareness and understanding of each other's conceptual frameworks? Priorities? Interests? Assumptions about how the world works?

Tuesday, November 07, 2006

Advice to Bloggers - Always Use Ping-o-Matic

ADVICE: use Ping-o-Matic whenever you think your blog might have gotten messed up in a way that interferes with the RSS or Atom feed available for it.
Ping-o-Matic (free) enables you to get a feed reader or news aggregator or directory to update info from/about a partciular feed immediately - instead of waiting for the next scheduled updating time for that reader/aggregator. E.g., you can get Bloglines to update the current info about the latest change in this blog! Very useful if you suspect that a recent change in your blog (or whatever you are running that produces a feed) has somehow damaged the feed or that something might have happened that will inconvenience your feed subscribers.


I just added "Ping-o-Matic" to my list of favorite tools.
[See: Favorite Online & Laptop Tools - SWG ]

Monday, November 06, 2006

Resolving No Trump Arguments?

Who is good at running meetings in which there are at least two factions that hold different "frameworks"? With the goal of maintaining civil discourse while reaching accommodation about some decision that is important to both factions... With respect to improving teaching and learning (with technology), consider these 2 situations:

1.
A. People who seek "scalable" improvements independent of differences among faculty - "teacher proof" curricula, syllabi, instructional resources, pedagogies, ...

B. People who believe that differences among faculty are as important as differences among students and that any significant improvements in education must accommodate (better yet, take advantage of) differences among faculty... and students

2.
A. Believe in the value and truth of educational research - esp. done by school of education faculty

B. Believe in the value and truth of scholarship of teaching research

C. Believe in the value and truth of Classroom Assessment, "action research"

D. Believe that any teaching/learning innovation supported by citation of "educational research" results is suspect and to be opposed or ignored

3.
A. Believe important improvements in teaching/learning will be figured out first by colleagues within the same institution ("NIH" = Not Invented Here)

B. Believe important improvements in teaching/learning will be figured out first by the individual faculty member ("NIBM" = Not Invented By Me)

C. Believe important improvements in teaching/learning can and are being developed almost anywhere. A faculty member who identifies an instructional problem (esp. "Instructional Bottleneck") can and should first seek "solutions" already developed by colleagues elsewhere

D. Believe important improvements in teaching/learning are not worthy of adoption, adaptation, imitation, unless officially endorsed by the faculty members' professional disciplinary society

4.
A. Believe only transformative, large-scale, long-lasting change in course programs is worthwhile

B. Believe only incremental changes within individual courses - especially LTA-style changes - are feasible, worth the effort to find and promulgate

Sunday, November 05, 2006

Cell Phone as Sanctuary?

Never underestimate people's ability to find unintended uses for new technologies. Now, especially for small handheld internet-connected digital devices.

"We believe everyone lives very rushed, harried lives and like to think of the cell as your sanctuary on the go," said Martha Cotton, co-founder of the Christian media company Good News Holdings, whose customers get videos of Christian extreme athletes and talks from Christian motivational speakers on their phones. She calls the pieces "short-attention-span theater."

Using a phone for spiritual purposes raises unique questions: Is it rude to watch your phone in church -- if that's where you've downloaded your Bible? Can text-message blessings be spiritually enriching? Is there a sense of religious community on a cellular phone?

Cellphones actually might be well suited for spiritual communication. Carried everywhere by their owners, they are the most intimate piece of technology many people own. They are emblazoned with personalized "wallpaper," have ring tones meant to advertise their owners' very essence and are loaded with personal information.

These palm-size gadgets "can take on a mystical significance," said James Katz, who studies the cultural and social impact of cellphones at Rutgers University, where he is the director of the Center for Mobile Communication Studies.

- Above from "In a Tech-Savvy World, the Word of God Goes Mobile," By Michelle Boorstein, Washington Post Staff Writer, Sunday, November 5, 2006; C01

For full text:

http://www.washingtonpost.com/wp-dyn/content/
article/2006/11/04/AR2006110400738.html

Friday, November 03, 2006

Engaging Freshmen with Technology

Student Engagement Technology
http://www.tltgroup.org/tlt-swg/studentengagement.html

Planning Document (Google Docs)

UBIQUITOUS COMPUTING
"Ubiquitous Computing" ….provide a laptop to every student – students pay annual fee.

ENGAGING FRESHMEN STUDENTS
Tracy Gottlieb, Dean, in Acad. Affairs:
AHA! -- terrific... series of activities ENGAGING students with SHU from shortly after receiving laptop until they actually arrive as freshmen.

• KEY ISSUE - good collaboration: Works closely with IT and student affairs; "Are you working with people who are team players? Willing to try something new? Get something done?"
• Most important step: access to SHU computer system - with username, password - as soon as admitted (or registered) to enroll? - Engage new frosh EARLY - BEFORE moving onto campus - give laptops during orientation in spring year BEFORE beginning
• "Melt has shrunk" - loss of enrollees between June and Sept has DECREASED Some students still "shopping" even when they're going to freshman orientation!!!!!!
• Retention has gone UP in last few years!
• Some of these activities do NOT really require the full laptop "ubiquitous" commitment. Giving pre-enrollment students SHU email accts, etc. is useful even without laptops; but SHU gets students accustomed to using their own accts, Blackboard experience, access to portal ... for doing REAL projects.. e.g., "The Doubloon Project" - online scavenger hunt. Made college preparatory podcasts for frosh; plus podcast by English prof related to a summer reading assignment

• Try to create freshman "learning communities" - = a group of people who take the same set of courses; At SHU lots of discussion of "building community" - and intend to do so in MANY venues, in MANY ways; also communities of learners in the same field of study
• "High school students are very compliant" !!!!???? Not so once they are frosh; they are EAGER to become part of Seton Hall community.

BENEFITS, LOGISTICS
Paul Fisher, Dir., TLT Center
• Students gain access to tech resources as soon as they make their deposit
• Distributing 1200 laptops over a few days is NOT to be committed to lightly!
• "Online tech skills course" - hybrid over summer BEFORE arriving on campus... 1.5 hours F2F 3 "hours" online!
• Students' mastery of basics with new laptops has dramatically increased; better than expected; REDUCED FACULTY FRUSTRATION AND COST OF STUDENT TECH SUPPORT!
• Summer "reading" assignment was done as CD/download...
• There is a Freshman Studies Community created where all communications take place

STUDENT TECHNOLOGY ASSISTANT PROGRAM
STA began 10 years ago!!! 10 years later, computers still aren't used all that much IN THE CLASSROOM; but are used much more IN COURSES!

PEER ADVISORS: 40 undergrad student Peer Advisors begin communicating with the freshmen from the very beginning when pre-freshmen get their online accts; now train ALL frosh Peer Advisors with same basic training as for beginning STAs!
Are these students paid? Some Peer Advisors get paid via Fed. Work Study; others get paid otherwise; Sliding pay scale - with training, experience; STAs are paid depending on the job they are applying for, experience level and skill level

ADVICE
Tracy: Reach out to the incoming students as early as possible; giving them their tech accts early; being deliberate, MEANINGFUL in communication online with these students; good use of Blackboard in PRE- enrollment

Paul: First steps - get buy in from depts./offices/areas as will be necessary for supporting such a successful program.... "getting the players around the table"..... [Steve Gilbert modestly recommends TLT Roundtable guidelines!]

STANDARDIZATION.... not innovative BUT makes some things MUCH simpler, easier, less expensive... [We'll return some day to ask about how this STANDARDIZATION fits with new Web 2.0 options!]

COMMUTER CAMPUS?
What difference would it make if your campus is a commuter campus? Seton Hall U. is 50/50. Paul: I don't think it would make any difference

COMMUNITY & BUMPER STICKER
Steve Gilbert:
• Great bumper sticker: "Limit the Melt!"
• "Blackboard community" often means little more than a place on the Internet where a group of individuals all have access to some shared info and to exchanging info/messages with each other... but a "community" in other contexts can mean much more

Advice to Bloggers - Always Use Feed Validator

ADVICE: Run a feed validator often! Why? Because the latest update of the feed automatically created for your blog (or for your Webpage or for whatever is behind your feed) may have "broken" the feed! A good feed validator will show you exactly where the problem is, and then you might need to know a little bit of HTML to fix it - or go back to the original item that is causing the trouble and replace it with a version that has simpler formatting.

I just added "Feed Validator" <http://feedvalidator.org/> to my list of favorite tools.
[See: Favorite Online & Laptop Tools - SWG ]

From now on, I'm going to try to remember to use Feed Validator every time I add a new posting to this blog! It is too easy for me format a new item in a way that temporarily "breaks" the feeds that are automatically created by Blogger.

After a few weeks hiatus due to death of previous laptop, I just happened to click on one of the buttons that provides access to feed options for this TLT-SWG blog and instead of seeing what I expected, I found an error message. I tried several options, then, finally remembered how I was required to use a diagnostic "Feed Validator" in conjunction with Feed2JS. When I used this particular "Feed Validator" <http://feedvalidator.org/> this morning, it showed me exactly where the problem was and I easily made the repairs. And I suspect that anyone trying to subscribe to TLT-SWG feeds for the past few weeks has been frustrated because I didn't detect and fix this problem earlier.

Wednesday, November 01, 2006

Reading vs. Lectures vs. ....?

Are faculty members inept or irresponsible when they assign reading as part of a course?


Many people argue that lectures, especially lectures given to large audiences, are bad for learning - mostly because of the lack of opportunity for the learner to engage with the "material" actively and the lack of opportunity for interaction with the lecturer - for all but a few who may be able to take advantage of a brief question perior. Would these same people apply the same reasoning to reading?


“She had liked to read when she was a kid. But reading took so much time, all of it spent inside someone else’s head. Movies and TV, you could watch them with other people. That’s what it boiled down to: how much time you wanted to be all alone by yourself, with just a book for company.”

- Eileen Gunn, “Coming to Terms,” Nebula Awards Showcase 2006, p. 216, edited by Gardner Dozois, New American Library, 2006.