Facebook ideas for instructors
Posted onNovember 23, 2009
Filed under Instructional resources, Tips and tagged Academic Technology, CETL, Facebook, instruction, Thanksgiving, Tips | 1 Comment
Happy Monday to all! Can you believe that it is Thanksgiving week?! I hope that you all enjoy a happy, restful, and turkey-filled Thanksgiving! 
Instructors ask me fairly often how they can use Facebook, or if they should use Facebook, or why shouldn’t they use Facebook, or…you get the idea.
I want to share a blog post that I read this morning. The title of the post is “100 Ways You Should Be Using Facebook” and you can access the blog post here. Not all of the ideas listed will be applicable to you, but you might find one or two that you like. The authors also posted some great tips (toward the bottom of the post) to help you to be professional in your approach to Facebook (and to protect yourself).
My personal favorites on the list are:
#6 – Create your own news source
#11 – Bring literature (or any subject) to life
#16 – Post class notes
What ideas do you have about using Facebook? How have you been using Facebook?
Warm regards,
Amy (Dr. C)
Cloud Computing: what is it and why should we care?
Posted onNovember 16, 2009
Filed under New technology | Leave a Comment
If you have not heard, cloud computing (CC) is an emerging topic in geek circles everywhere. You will probably start seeing commercials referencing it soon, as a variety of companies try to provide us with the next generation of business solutions. So what is cloud computing? Well, “the cloud” refers to the internet and “computing” refers to technology or resources. Simply put, cloud computing means using software, resources, and tools on the internet to complete, share, process, and collaborate. You may be asking: isn’t that what I’m already doing with email? The answer is: it depends.
First off, let me state that CC can mean a variety of services because there are several levels of it. I don’t want to concern you with the more technical services that probably are not applicable to you. For the purposes of this blog posting, think of CC as Software as a Service or SaaS. What SaaS provides is software that you would normally find on your computer via the internet.
For you visual learners, here is a video explanation: Cloud Computing in Plain English
A perfect example of this service is Google apps and the more commonly used Google documents. Google apps provides several software solutions in a web browser that you traditionally had to download or buy disks for, including a word processing application, a slide show application, a spreadsheet application, and a web design tool. Google apps offers the same solution and you only need a web browser and an internet connection.
Another service under the CC umbrella is secure file storage. In the past, you saved your files on your hard drive or in some cases on a jump drive. Several SaaS (including Google Apps) solutions will also allow you to store all of your files online.
So now that I’ve answered the what, we should talk a bit about the why. What is the benefit of CC? Well the first thing that comes to mind is portability/flexibility. Just think of a day where you don’t worry about what computer or jump drive your files are stored on. Think of a day where you buy a new computer and there is nothing to install before you are ready to start being productive. You can work from any computer (or mobile device) anywhere in the world with an internet connection and all your resources are available.
Another benefit that comes to mind is collaboration. Think about how much time you’ve spent sending emails with attachments only to get confused about what version of the file you are working with. Is this the file with the third changes I made? Several CC solutions will allow you to share your files with whomever you want with a variety of privileges including read only, write, and take ownership. You don’t have to worry about having the latest file because only one copy of the file exists. In many cases, collaborative changes are made in real-time so you can see changes as they are made. Some solutions also enable chat with multiple contributors in real-time.
I hope you have a better understanding CC and some of the possibilities. If you haven’t looked at Google Docs, please do so. All you need is a Google email account. I purposely left out what I think are possible uses in the classroom/educational environment because I want you to think about those and post your thoughts and possibilities as comments. I’m excited to read what you come up with.
Arturo
Presenting…
Posted onNovember 14, 2009
Filed under Uncategorized | 1 Comment
I spent a few days this past week preparing for two presentations I am giving next week. I am giving one presentation to a group of students on Monday, where we will discuss presentation skills. My other presentation next week is to the Board of Trustees at Texas Wesleyan. Believe it or not, I am excited about BOTH presentations.
I’d like to share my Monday presentation with you now…feel free to let me know what you think. I’m curious: what do you think makes really GREAT presentations?
Happy Saturday,
Amy (Dr. C)
Reel-in Your Online Stragglers
Posted onNovember 12, 2009
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Posted by: Arturo Ozuna, Instructional Designer
Arturo here with a tip for all you online instructors. As busy as we all are, it is important to remember how busy our students are as well. In my case, I worked two and sometimes three jobs throughout my college years. It was very easy for me to forget school assignments or run into situations where school had to be on the back burner. I wanted to do well in school but at times during the semester, I couldn’t devote myself fully to my studies. I rarely received a note or any type of communication from my professors regarding my various slipups.
Now that I am teaching online, I always have four or five students every semester that just disappear after a few of weeks or so. Normally I will wait a week to see if they reengage. If not, I send them an email reminding them that the class is still in session and I do notice when they are not participating in the learning process. I have had wonderful success reeling them back in.
Of course, one or two are never heard from again. However, I am surprised by how many respond and thank me for caring enough to contact them personally. Many of them, as I suspected, are dealing with a variety of responsibilities that make attending to their studies difficult. Often, they tell me that they feel bad for not participating in their classes and consider dropping the course as an alternative to communicating their situation to instructors. So I urge you not to give up on your stragglers if they fall off the face of the earth for a few days. Send them reminders that you are engaged and present in your online course. They will be very appreciative for the communication.
Do something!
Posted onNovember 11, 2009
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So, the Christmas trees are on display, radio stations are starting to pipe the Christmas tunes…the holiday season, whether we want it or not, is arriving. I am always a little irked when the decorations go up in October but, by mid-November, I am ready to start feeling a little jolly. So, consider me jolly.
I walked by the West Library’s entrance this week and saw the Meals on Wheels donations Christmas tree. It’s sobering. We forget about others, don’t we? We forget that what will truly make someone’s Christmas this year is a pair of gloves or a warm scarf…and the thought that someone actually cared enough to give them something.
So, please, I beg you…give and give generously to the Meals on Wheels program through the West Library’s program. Go to the Library and pick up some stars (each star represents someone’s need; e.g., Jane needs a warm blanket). It doesn’t take much to make a difference…so GO…make a difference.
Jolly thoughts from Amy (Dr. C)
I’m coming clean
Posted onNovember 10, 2009
Filed under Uncategorized | 1 Comment
Okay, it’s admission time…I’ll start…
1. I am really really bad at keeping this blog current. I forget about it, I forget to update it…and, honestly, I don’t even know if anyone is looking at it. You may ask, “why do you keep the blog?” Great question. Here’s why: we (the CETL) don’t always do a great job of communicating with you but we do not believe that more emails is going to change that. So, we’re going to follow you to your offices and chat, show up at meetings, and, yes, blog. We hope you’ll find this a suitable alternative to email barraging. My personal pledge to you: I am going to do a better job of blogging, even if you aren’t reading the blog. Even if it means that I am blogging at 8:30 pm on a Tuesday night after my son goes to bed.
2. Second confession: I don’t sleep well at night. Nope, I don’t have existential crises or agonize over whether I am where I need to be. I know what I want to do and who I am and who I want to be. I don’t sleep well at night because I plan and worry about all of the things I want to do to support you…YOU, Texas Wesleyan faculty member. I can’t think of any place I would rather be than at Texas Wesleyan; I believe in the possibilities at the school and I believe in our ability to help student create meaningful experiences at Texas Wesleyan. I toss and turn about how the CETL can contribute to that. My personal pledge to you: I need to clarify what the CETL is about (and, no, it’s not about technology), inspire trust, align our efforts with the university’s core values, and unleash the talent that we have in the CETL (and, boy, do we have some talent!!). And, no, I probably won’t sleep any better at night…
Now, it’s your turn…what do you need to do to come clean?
Let’s shed the old things, the baggage…let’s press forward collaboratively and with shared purpose. Sounds like fun, doesn’t it? Count me in!
G’night to all–
Dr. C
The Tipping Point Review
Posted onOctober 2, 2009
Filed under Book Review | Leave a Comment
Posted by: Meghan Foster, Instructional Technologist
Malcolm Gladwell’s “The Tipping Point” attempts to explain why certain sociological events are subject to dramatic and often unexpected changes. He opens with several examples (teen smoking, crime, & Hush Puppies sales) where these phenomena do not follow a slow and steady decrease or increase as common definable predictors could explain. Instead they reach a sort of critical mass where the idea, behavior, or product suddenly explode and begin to spread much like a disease or, more specifically, like an epidemic. This point of critical mass is what he calls The Tipping Point.
In order to explain these social epidemics, Gladwell defines three rules of epidemics:
- The Law of the Few
- The Stickiness Factor
- The Power of Context
The Law of the Few states that there are special types of people in the world who are crucial to spreading certain ideas and defining popularity and trends: Connectors are the “social butterflies” of the world. Mavens are the experts of their fields. Salesmen are the persuaders of the world.
Teachers must master all three of these to be most successful. They must connect to students from all types of backgrounds and experiences. They must be mavens of their particular field of study in addition to modern educational theory; constantly gathering new information and data from all sources (including their students). They must be salesmen to successfully convey both their new knowledge as well as its value to truculent students. But rather than specialize in any single ability, the best teachers should learn to balance all three abilities.
The Stickiness Factor states that some ideas are more interesting, engaging, or memorable than others. Gladwell uses several examples to illustrate the subtle differences between ideas that stick, and others that fail. From his examples I have identified four different elements that contribute to the “stickiness” of an idea:
Clarity: A message cannot be remembered and passed on if it is not understood. The best ideas are often simple ones. The makers of Sesame Street discovered this while studying the relationship of the attention spans of preschoolers to the contents of their show. If the skit was too clever or abstract, then the kids would look away from the show or get frustrated. The same goes for any student from pre-school to adult education. New ideas and concepts must be clearly explained using concrete examples. The learner must be able to connect this new idea with existing knowledge and integrate it into their world view. Metaphors (even bad ones) are paramount for communicating new ideas.
Repetition: The more times a message is repeated, more of it is remembered. Any math teacher will attest to the effectiveness of traditional “skill and drill” exercises in helping students remember basic concepts and processes. But there is also a familiarity and comfort level that is established with repeated actions and experiences. Eventually these good feelings are attributed to the message directly and confidence in the idea is built.
Interactivity: A message is better remembered if the recipient is challenged and rewarded for getting the message. This approach is effective for a couple of reasons: 1) participants must get up and accomplish something and 2) participants are then rewarded for their success. Active participation in the delivery of the message creates a sense of ownership.
Sequence and the Power of the Narrative: Messages are best remembered when expressed in the proper order. Storytelling is one of humankind’s oldest art forms and was the primary means of recording history in pre-literate societies. Anecdotal evidence often outweighs pure statistical data because the listener understands and relates emotionally to a concrete story despite the accuracy of abstract numerical proof.
The Power of Context, the third rule of epidemics, states that our environment, conditions and circumstances affect the impact and nature of an idea on its recipients:
The Broken Windows theory states that if a window is left broken on a street then passersby will assume that no one is watching or in control and therefore be much more likely to commit “crimes of convenience”. This idea can be applied to both classroom management and teaching pedagogy. By cracking down on seemingly innocuous disruptions (i.e. cell phones or chewing gum), teachers can actively prevent more serious issues and create an environment that is highly conducive to learning. It is also important for teachers to be detail oriented in their lectures and lessons. Focusing on vocabulary, spelling and grammar in a math class can improve overall cognitive discipline and lead to better outcomes.
Transactive Memory states that some memories are stored outside a person, often through relationships with other people who are best suited to remembering certain types of information. This phenomenon explains why social constructivism is so effective. Students working in groups develop relationships and use the knowledge about each other to determine which members of the group are best suited to remember which types of knowledge. This same concept is expressed in “The Wisdom of the Crowd” or The Law of Large Numbers.
The Magic Number: Gladwell also discovered that most people are only able to establish functional relationships (where transactive memory can be used) with at most 150 people. So classes or any sort of learning community must consist of less than 150 students in order take advantage of the benefits of transactive memory and social constructivism.
The Impact of Peer Pressure in these small, well-connected groups is then a much more effective way of maintaining high quality and accountability. In small groups, peer pressure is often a greater motivator than any sort of pressure applied by an authoritarian figure or boss. Once the relationships and peer groups are established, individual members will self-police to correct themselves and live up to the group’s expectations.
Malcolm Gladwell makes good use of his theories in reaching out to connectors, mavens, and salesmen and translating his work between all three. His book is very “sticky”, using simple language and repeatedly using stories to illustrate his ideas. In fact the greatest testimony to his ideas is the success of his book, “The Tipping Point: How Little Things Can Make a Big Difference”.
Hacking it and other ideas…
Posted onSeptember 29, 2009
Filed under Instructional resources | Leave a Comment
Happy Tuesday to all!
I wanted to post a quick blog entry about a few new instructional resources I found. I hope that one or some of these resources will have value to you as well. Feel free to reply to this post with questions about these resources or with any of your own resources to share.
First off, ProfHacker.
ProfHacker is a blog written for higher education professionals, mostly targeting professors. You’ll find that they talk a lot about productivity and GTD (Getting Things Done), but you will also find helpful teaching tips, classroom ideas, new technologies, and advice. I am particularly fond of Natalie Houston’s Syllabus: Extreme Makeover post and Julie Meloni’s Getting Started With Google Docs in the Classroom post. By the way, did you know that the CETL has a Lunch & Learn on Google Docs? Check it out.
Anyway, I highly recommend that you check out the ProfHacker blog.
Next up, Prezi…
Do you ever get sick of trying to use PowerPoint to convey information? Do you think your students ever get sick of PowerPoint? Prezi is a web-based presentation tool that can help you to re-think your presentations. Prezi lets you map out the key ideas of your presentation and present them in a logical and conceptual way, rather than a hierarchical manner. Check out some examples (Amy’s tip: stick to the Educational examples) and then check out Ethan Watrall’s blog post on ProfHacker about Prezi.
Finally, let’s move on to another tool I like and…surprise, surprise…it’s a wiki tool. As you probably know by now, I am a wiki fanatic. I think that wikis are fantastic instructional tools when used correctly (of course).
One of the keys to using wikis correctly is finding the right wiki for what you want to accomplish. Well, I thought I had found the perfect wiki tool in Wetpaint. In fact, I’ve been teaching Texas Wesleyan folks about Wetpaint for close to a year now. And it’s still a great tool…but Wetpaint recently took away the free no-ad wikis for educational institutions. Now, instructors either have to arm-wrestle intrusive ads or pay $19.95 a month to remove the ads. So, I say “boo” to Wetpaint and I have been looking at other solutions.
Lucky for all of us, there is a great tool called WikiMatrix that allows users to compare wiki services. Just click on their Wiki Choice Wizard, tell WikiMatrix what you want in a wiki, and they will show you wikis that meet your needs. Win!
Oh, and when you’re ready to start your wiki, give me a call and I can provide any guidance you want.
So I hope that you find one or all of these tools useful. I will have more to post soon.
Make this a great week,
Amy (Dr. C)
Coffee cup insights
Posted onAugust 26, 2009
Filed under NetGen, Ramblings | Leave a Comment
The following question was posed on a Starbucks coffee cup:
At first, I wondered…what if young people saw themselves in that way? The thing is…this generation of students often DOES see itself in this way. Research indicates that young people are more engaged politically and socially than previous generations.
We mistake young people’s variable voting rates as a lack of civic involvement, but we fail to see their high rates of community volunteerism (In 2006, 16- to 19-year-olds spent twice as much time volunteering as did the same age group in 1989. Source: Corporation for National and Community Service). We mistake their time spent in social networking as frivolity and waste, but we fail to see the powerful and informational communities young people create to help solve problems (think of how Twitter united people from all over the world on behalf of human rights in Iran; see the Time article on this). We mistake their close relationships with their parents as co-dependence, but we fail to see the social capital that young people have built.
I think Don Tapscott said it best: “I’m optimistic that this generation will make this world a better place. The reason is simple: not only is this a generation that cares about social problems, they are the first to grow up with a powerful tool that can be used to make a far more substantial difference than my generation ever could. It’s a tool of unprecendented power to inform, engage, and mobilize their generation.” (Don Tapscott, in Grown Up Digital, p. 270)
So, it seems to me that the real question is: What if we saw young people in that way, as community leaders, problem-solvers, mentors, and key stakeholders?
Let’s discuss…
One of the new CETL members
Posted onAugust 18, 2009
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Posted by: Arturo Ozuna, Instructional Designer
First, let me start be saying that I am so excited to be a part of the Center for Excellence in Teaching and Learning (CETL) for Texas Wesleyan University as an Instructional Designer. I look forward to my role in helping faculty members develop effective online courses. In addition, I plan to develop tools, resources, and training materials that will assist both veteran and new online faculty members.
Effective online instruction is similar to effective face-to-face instruction. The only real difference is the communication medium through which the learning takes place. It starts with clearly establishing what you expect from students and what students should expect from the instructor in relation to the course. These expectations can be stated in the form of policies or by providing resources such as rubrics for writing or professional conduct and can reside in several places including the syllabus or orientation resources.
In addition to clearly establishing expectations, the instructor should also work to create a learning community. We are in the information age, where the experience and knowledge of many is greater than that of one single person. Effective online instructors should tap into that collective knowledge regularly to gain the perspective of everyone in the class. Establishing a learning community engages students and allows them to directly relate the material they are learning to their own lives. Student-to-student communication and collaboration is vital to the process. Provide them with the opportunity to work together to solve complex issues or put them in scenarios with some guidance. As long as you are providing feedback, they are learning how to apply the knowledge they have gained.
Establishing a learning community also lends itself well to an active learning environment. I am a proponent of active learning as an instructional mode. Let me give you an example. I am not a big supporter of giving any kind of assessment of “key terms”. I would prefer creating assignments that directly relate to current events or realistic scenarios where students will need to know what the terms are in order to complete the assignments. Not only will they need to know the terms, they will also need to know why they are important. In the end, they will know all of these concepts because they have used them to accomplish something; in essence they were “active.” A lecture could never accomplish that. That is what active learning is; less lecture and more engaging activities and discussions where knowledge is constructed.
If you are interested in distance education or would like some assistance with your online course, please feel free to contact me at aozuna@txwes.edu. I will be more than happy to answer any questions you may have regarding distance education, curriculum development, and the online environment.
