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Joy LaJeret

Careers of the future... per Children - 2 views

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    An introduction to careers in the future by today's futurists. Children are an asset and treasure this country cannot afford to leave behind or to be out done by foreign governments. If they work collaboratively, what a wonderful world they could create, inspite of the not so wonderful things that exist in our world.
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    Cute! It's always amazing to listen to a child and hear what they imagine for the future. It will be interesting to see what they make out of some of the things we've messed up!
Joy LaJeret

Class Wiki (#Portfolio 3) - 6 views

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    Nice! I'm teaching a wiki workshop at Skagit Valley College today. May I share this?
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    Yes, Jennifer.
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    Thanks! Just got your message. I'll add it to my page at http://injenuity.wikispaces.com/WIIFM
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    Thanks for all the great links in that http:// !! I will use some of that information, and it is another great resource for material and how to work with Wiki Spaces.
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    Jennifer, Please do share your wiki workshop experiences...
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    The two videos shared here reinforced my understanding and views - i.e., the babyboomers (people born between 1946-1964, according to the PBS video) are planning to enjoy life to the fullest and are often seeing retirement from their primary career as an opportunity fo other careers and opportunities. As babyboomers do retire, I think it could be a different experience for those born closer to 1946 than those born later. Resources will probably be more limited and the earlier retires will probably have more serious, age-related health issues.
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    Hi Ann...I think the articles I have presented show that the early boomers are the healthiest and will live longer than any generation in the future. The later boomers will have increasing shorter life spans and willnot be as healthy. There are a variety of reasons for this.
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    http://www.babyboomer-magazine.com/news/127/ARTICLE/1215/2009-07-24.html This video and article might shed some light on the comments I made to your comments Ann. There are many more.
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    I agree about the boomers being the healthiest. I did not walk away with a strong differentiation between those born in the late 1940s and those in the 1960s, but it resonates with my common sense.
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    On my wiki space...I have a hour long video that goes into all of this aging of the boomers and stats, etc.
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    Thanks, Joy. As one of those baby boomer folks I am hoping there is a next step after retirement to perhaps new ways to use the skills and information we have acquired over time.
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    There will be! My post on my blog listed above has an article about how to do this. You might want to click on it and read the blog.
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    Great job, Joy! I enJOYed the videos and loved the layout of your wiki. Your eSkills really are apparent!
Bruce Wolcott

Module 8 Activity: Useful information about LinkedIn - 1 views

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    A few days ago, I went to an excellent workshop sponsored by the Center for Career Connections at Bellevue College about using LinkedIn. This Web 2.0 networking application has now become the most important online tool for presenting your professional profile and work experience to the public. One of the speakers, Web tools guru Miles Austin, said that if you don't have a developed presence online, you don't exist as far as potential employers are concerned. According to a recent survey, 78% of all job recruiters use LinkedIn as their primary application for finding new employees. The link above provides some useful background information about LinkedIn, based on the workshop. It also reinforced in my mind the importance of developing strong network contacts and carefully building an online persona. If you have an account on LinkedIn or create a new one - please add me to your network!
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    This was interesting, as I personally thought it was too inclusive - anyone can post and your network was too broad to be meaningful. But obviously this type of "advetisement" does make a difference in employment.
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    LinkedIn is very different from other social networks. I'm extremely careful about my connections there. I only connect with people I know in person, people I've collaborated with online for a while, or people who already have a good reputation. I don't even connect with all my family members there, only the ones with careers related to mine.
Jennifer Dalby

Debunking the Digital Native - 7 views

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    This is a nice collection of papers debunking the myth of the Digital Native. My personal belief is that this myth has been extremely harmful. If you have a chance to read Selwyn's article, I highly recommend it.
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    I've always been somewhat skeptical of Marc Prensky, who made the original distinction between Digital Natives and Immigrants. The skepticism comes from my impression that he's built a financially successful career out of promoting this distinction. Not to say there isn't some level of truth to it, but I'm not ready to throw the baby out with the bath water. The written word, for example - which has been a cornerstone of stored knowledge and communication - is as important now as it ever was.
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    Some of the things I believe hurt the most, are when we make sweeping assumptions about access to technology. In many cases, it is the privileged who have the opportunity to be "digital natives." I also think the digital immigrant idea is completely false. I used to advertise to help senior citizens with technology. I found they were some of the most eager and enthusiastic learners, because we learned things that interested them. The digital immigrant idea has also allowed us to write off senior faculty, waiting for them to retire, rather than connecting them with technologies that suit their needs. We're at a point of convergence. You don't have to understand all the technologies in order to use them. One person can compose in email, and the material can be viewed on any kind of device. I just wish the damage hadn't already been done, to so many who now feel they don't have the ability to participate because of their age.
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    Okay I am depressed. If we have been wiped out after being the ones that created this knowledge and technology in the first place, there is no hope for me to ever teach on line!!!
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    Joy, what we need are people willing to stand up and say that whatever your level of skill with technology, we all need to be able to communicate. We will all need to compromise and sacrifice. That could mean knocking on doors or hanging out on front porches, or it could mean learning a new language, or reduction of a language :)
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    I still don't understand where the labels are coming from. It seems like these labels are simply a way of discriminating against seniors. Now, the truth is, we were using computers before these generations were a light in their parents eyes. Some of us were designing the technology they are using today. Ok, looks like I am going to be on a lot of porches like the neighborhood dog looking for a handout! As for knocking on doors, I might need to invest in a good battering ram! Anyone ever watch the Capital One commercials? Maybe those folks are for hire!
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    The Digital Native/Immigrant theory came from Mark Prensky in 2001, but there's debate about whether or not he was the first to use the terms. http://en.wikipedia.org/wiki/Digital_native
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    Hmmm...after reading that Wiki explanation, I feel a bit of frustration and anger. White middle class youth are probably digital natives if one wants to put a label on it. But, after reading articles on the subject, many lower income families with high school and college age students do not have the funds for technological devices & services: computers; IPADs; laptops; Kindles and the list goes on. I am even more certain youth in other countries do not have access nor would they have high speed internet access on as broad a scale as we have in the US. I suspect they could not afford it either. So this label probably only applies to a small percentage of millennials or digital learners.
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    Or I should have stated, for those labelled as digital learners...they are only a small percentage of the worlds's millennials and even GenX. Ithink sociological studies would support this conclusion. I prefer using statistics to test hypothesis. Then one can thread these into a theory and test it statistically.
Joy LaJeret

A Vision of Students to Change the World - 1 views

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    Amazing problem solvers at work globally. I invite you to watch and enjoy and ponder.
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    The career options for these students is certainly broader than the doctor, lawyer, fireman options I thought of as a child. I can't help, but think, how access to information via the internet that young people have enables them to dream more broadly.
Jennifer Dalby

RSA Animate - Changing Education Paradigms - 5 views

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    This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award. For more information on Sir Ken's work visit: http://www.sirkenrobinson.com
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    Spot on! I have a MS; but have never had a job using my academic skills. In fact, the workplace has penalized me and on several jobs told me I have no skills to obtain other jobs or be advanced. In fact, I have been told NOT to put my academic degrees in a resume. So, I am a honor student with 9 solid years of academic education, and a work force retard. What do you suppose is going on here? Unfortunately, there a several varibles at work in my case. The "glass ceiling," discrimination, ignorance of what education means and is (or maybe a better grasp); no knowledge of what tranferrable skills are and as we brain storm the list goes on, especially as I get older.
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    I hear you. I turn 40 this year and I can't help but wonder if I'd be better able to support my family if I had a marketable skill, instead of knowledge about knowledge :) I fantasize about raising goats and alpaca and selling soap and sweaters. :)
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    Joy and Jennifer--EVERYTHING you shared hits home with me. I find myself in both of your places (as expressed in your comments) so I am now trying to enhance my resume and become more marketable as I age!--I'm already "too old and too expensive" to fit into the traditional classroom in either private or public schools so. . . thanks for being there for me and helping me learn new skills that are so needed in the domain of 21st century education.
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    I recently submitted my resume for an education software training contract and this was the response. "I read through your resume and realized that most probably our position would bore the heck out of you." I replied that I enjoy working with people and it's always a challenge and not boring. He responded with the other issue; salary. I told him that was very low for this area. His response was, "Most probably I'll be finding someone younger (less experience) or someone older (semi retired)."
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    Ouch that is discrimination! The "semi retired: comment was even worse!!! In the first case he stated you were over qualified; and in the second paying lower wages to "semi retired" people is even more discriminatory! His verbal behavior disgusts me!
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    One resource to join the movement against age discrimination is typing into a search engine...Gray or Grey coalition. http://www.graymatterscoalition.com/
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    AMEN, Sisters! I'm totally appalled at what happened to you, Jen--the whole thing was discrimination!! Thanks for the link, Joy--I'm looking into it!
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    WOW! The RSA Animate visualized version of Robinson's talk is terrific for a variety of reasons - I'm just trying to unpack it all! First the presentation provides an instant visualization of Robinson's talk - a shorthand for thinking and remembering his ideas. The animation is engaging, entertaining and memorable. Since it's on YouTube, you can go back and watch it all, or portions of it. The perspective moves from close up to big picture, and changes on the fly. What's especially powerful, however is the central idea that Robinson is talking about - a real elephant in the room. He says our educational system, which was created for a different time and economic era, is outdated. It's a factory system, arising originally from the Industrial Revolution, that to many students seems irrelevant to their own futures and careers in the 21st Century. It divides students into two camps - academic professionals (ie. "smart people"), and vocationals (blue collar, "not-so smart people"). In one memorable section, he distinguishes between "aesthetic" experiences - which enliven and engage human attention, and "anesthetic" experiences which deaden curiosity and passion. He associates these "anesthetic" experiences with our current educational process. The fact that he delivers these heavy hitting criticisms with such a light hearted, though well articulated sense of humor, is especially powerful.
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    Three points come to mind. 1. Presentation. The way the information was presented was totally engaging had me wanting to believe the message without question. I would have appreciated having the sources of his information indicated. As we've commented on in other posts as well, the verasity of information is always an issue. I tried finding the prescription distribution used in the tape, but could not find specific information to support the claim (although I'm sure it is somewhere on the internet.) 2. Education Model. Although his model definitely resonated with me, I think of education or I should say the educational system as having two goals - to train us to be academics (as he describes) and to prepare us for jobs. Some jobs do require specifc answer knowledge. 3. On-line learning. One of his earlier points about the educational system is that there was a paradigm shift when free, state-sponsored education became a reality. His description of education prior to that seemed to fit what we often see in "internet" learning - more individual driven learning.
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    Jennifer - I am so glad you included Sir Ken Robinson in your syllabus. I love his unique perspectives, especially about our educational systems. His talk about the importance of educators fostering creativity in the culture of the classroom is very powerful. I also finished reading Downes article about the role of the educator and I see his points regarding how technology has redefined/redesigned our roles. I find it very exciting. Regarding the value of"divergent thinking." As a teacher, I always encourage and appreciate this capacity in my students. However, I also ask they reflect upon this process of divergent thinking. "What led you to think this might be a possibility?" I often find asking students to be reflective and to articulate about meta-cognition frustrates them. In our overstimulating and quick answer/fix culture, is it wrong to ask how their ideas came about? "Could you follow your train of thought?" Also, (and not directly related) did anyone click on the game Downes referenced called "Evoke." What an amazing on-line game - a "designed, learning community" posing serious, real-life problem solving about starvation in Africa. Wow! I can see how a learning tool such as this would make a course very exciting, but I can also see where some basic geography, social studies and other content should be woven into the syllabus.
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    Ann, it is completely engaging. I recognize your concerns about sources. When they create the RSA Animates, they do take the talk out of the original context, and also add creative interpretation. It's interesting to see how those things can be mixed together for such a powerful effect. I've never taken the time to dig too deeply into them to find the original context and determine whether there's a publication with sources.
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    Helen, I like Sir Ken Robinson's stuff, but I do take it with a grain of salt as well. Like Gladwell, he's a good storyteller and can inspire, but everything's got to be taken in context. I love that you ask your students to follow their train of thought. I do that with my kids, and find I often have to explain my own train of thought to others. I like the way you are in tune with the benefits and risks of reflective practice. It can get messy, and it isn't always the best thing for every student. It sounds like you take extra steps to make sure they understand the value of it.
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    Helen, thanks for underlining the Evoke game. I did find it - www.urgentevoke.com - and was impressed by what a great representative of eLearning this was. Organized, engaging, lots of information - but what I liked most was that it led to action - i.e., the gaming playing is not just on the computer - but actions you take or are encouraged to take to make a difference.
Bruce Wolcott

Bruce's information website - 3 views

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    I just wanted to get this link up before we moved too far away from our Module 3 "presence" section. I'll be updating this very soon.
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    Bruce, your website is marvelous--a very professional presence indeed! I thoroughly enjoyed reading it. The black background you chose for the profile page highlighted by the white and soft blue is exceptional. It adds "class" to your text. I will check in again to see what is new!
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    I agree with Mary Ann; it is very impresive. An Interesting read.
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    Mary and Joy, Many thanks for your comments. One of my current concerns about the site is being too wordy - an occupational hazard for instructors. Whitney Keyes has taught a web marketing course at Bellevue College. I think her Whitney Keyes website is just great - no excess words - just the facts, ma'am. Much of her content is hidden beneath the lean surface layer for those who want to find it.
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    Whitney's got a nice site. That's just a wordpress theme. You could easily set up a site like that. I use wordpress on all my self-hosted sites. http://injenuity.com/ http://www.jentropy.com/ http://www.snohostories.com/ It's very easy to set up and maintain, and there are a ton of free themes.
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    I agree with Jennifer that Whitney does have an impressive site and I appreciate her input (link) about how to create one. I need to get on that myself in my "spare time" as my online presence or portfolio is pretty much limited to a very primitive blog. This is all new stuff for me, yet very exciting as I move forward with what I hope will become a new career.
Jennifer Dalby

Office hour conversation with Jennifer - 21 views

I'll record it and you can watch it later. Unless you want to nap and log in really late :)

#EDUC251 elluminate twitter

Joy LaJeret

Evan Sveum's Instructional Design Blog - 3 views

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    This article seems to be a good example of the type of design I hope to accomplish. Evan is a fellow University of Wisconsin graduate and has pursued an interesting career in design. His resume/blog was well worth the time it took me to explore and read it.
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    Joy, I really appreciate your link to Evan Sveum's blog, especially this week when we're taking a look at how to organize and present an online curriculum. Initially, as I was moving through his opening page review, I was struck by the following item: "Voice Recognition (Dragon NaturallySpeaking). Talk-to- type has been a huge efficiency for me! I very rarely use the keyboard on my computer anymore". I used Dragon software about 8 years ago, and found it to be very unsatisfying to use. However recently, I've been hearing good reports back about it. I'd be curious to know if anyone in the class has been using voice-to-text in their work...
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    The tab in Sveum's blog regarding eLearning technology was useful - a good overview of different types of technologies one needs, with the practical tools highlighted.
Bruce Wolcott

FINAL PROJECT Fundamentals of Interactive Entertainment REVIEW - 12 views

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    In the Summer of 2010, I taught an online class called the Fundamentals of Interactive Entertainment for the University of Tasmania, via the Human Interface Technology Lab under the sponsorship of Dr. Thomas Furness of the University of Washington. This course provides an overview of interactive media - video games and real-time interactive simulations. It includes information concerning the history, theory, technology, design, and social impact of these emerging communications media. The course consists of thirteen modules, and in the Summer of 2010, was made up of two weekly events: 1) A lab session which met every Tuesday to provide discussions, team planning meetings, and hands-exercises and 2) a live classroom session which was videocast directly from Seattle to a University of Tasmania classroom in Launceston, Australia. I posted more information regarding this project on my Web2.0 Chronicle blog. PLEASE NOTE: This narrated screencast runs two minutes past the 5 minute recommendation given by Jennifer.
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    Wow! The background of this course and what you taught is fascinating. I'll limit my comments to a few points, but definitely look forward to an interactive, in-person session. 1. Video Logistics. You sounded poised on the video, as opposed to me, where I felt self-conscious knowing I was being recorded. I was also interested in how clearly you transition from one screen to the next - I used multiple windows, but it felt you had a different technique. 2. Course logistics. As for the course, one thing was interesting is how - like Jennifer - you posted a new lesson each week. Our prior class in this series we were provided everything at the beginning. I like the pacing, however, for the most part, as it keeps you focused. As for feedback, which you indicated you would do more explicitly, my guess is that your weekly audio sessions where you went into the studio, provided feedback as part of the process of teaching the lesson. 3. Content. Very interesting. Thanks for including the second video which provided texture on what you were teaching. The metaphor of the Christmas tree, with students putting "decorations" on the wiki was a good one.
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    I agree with Ann...what a great resource for the rest of the class. Putting the presentation together, I can tell you followed all the best practices of this tool...very polished. Showing how elements of your online material relates to the best practices was thoughtful and student centered.
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    Ann and Susan, Many thanks for your comments! One of the great benefits of this class and the Conrad/Boettcher textbook is getting a solid framework for understanding how to build and run an online class. Up until now, my learning process for creating online classes has been 1) suggestions/advice from colleagues 2) experimentation (flying by the seat of my pants!) 3) feedback from students 4) online resources. I really enjoy the dense concentration of information provided in the class and our ongoing conversation. The University of Tasmania class gave me the opportunity to pull out all the stops, and integrate everything I'd learned up until that point. Thankfully I made it through that stretch of white water, with an approach that seemed to work pretty well for that teaching situation. The final project exercise gave me a chance to identify key areas of every course that need to be attended to.
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    Aside from the logistics, how did you get involved in doing this and how did the lab get started to begin with? It sounds fascinating for the locations to be so far away. Its a wonderful example of elearning in the "one" world concept we are developing into.
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    Ann, Tom Furness started up the Human Interface Technology Lab (HitLab) at the University of Washington around 1988 - he's been called the "godfather of virtual reality". At the HitLab, he was on the forefront of virtual reality technologies, working on immersive displays for medicine, engineering, architecture, education, etc. Before then, his background was in designing virtual cockpit simulations for pilots of high performance military jets. They needed to augment the pilot's cognitive field, in order to manage the complexity of 50 onboard computers, while flying the plane at supersonic speeds. He decided that he wanted to apply this technology to civilian, rather than military uses, which is how he ended up at the UW. About five years ago, New Zealand and Australia decided to set up their own HitLabs because of their remote locations. They see virtual world technologies as way to develop an exportable information-based industry for real-world applications. Video games and interactive simulations are currently leading the way in terms of artificial intelligence, information design, and sustained attention (entertainment) experiences. I've been teaching a class in game theory and interactive entertainment for the past five years at BC, which is how I got involved with this University of Tasmania course. You might be interested to know that one of the offshoots of the HitLab work in Seattle is the retinal scanner, which is pointing the way to portable immersive multisensory experiences. Microvision of Redmond is working on these wearable computing devices which may provide a new alternative to desktop/laptop/smartphone devices. And I agree, Ann - culturally and socially, the world is shrinking exponentially because of the Internet.
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    A small world. I was in technology development and management prior to a career transition to teaching. My first job out of college was working on out-the-window portion of cockpit simulators. I was the program manager for the B-52 simulator program at Singer-Link. We called the people that did the actual design of the scenes via computer softwre illustrators, which when I first heard the title always thought of someone drawing pictures on the code, rather than comments. Anyway, I checked out Tom's page, very interesting. Thanks.
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    Bruce, applying the Boettcher/Conrad 10 Best Practices to a course you have already taught, was brilliant! It is always a source of learning when we can go back and critique our own work, finding needed areas of improvement or simply discovering how "right on" we were from the get-go! I enjoyed seeing this piece of your creativity!
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    I found your presentation very smooth and professional.
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