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Joy LaJeret

Final Portfoilo #10 Blog Post Relecting on Learning - 16 views

joystechtool.blogspot.com

blog post

shared by Joy LaJeret on 21 Jan 11 - No Cached
  • Bruce Wolcott on 20 Feb 11
     
    Joy, Your posts are quite sobering, regarding your own experiences working towards completing your university education. I strongly agree with the following quote in your post: "In sum, it is time for educators to make college and higher learning relevant to their students. It is not about us, it is about them. We are the facilitators of their learning. We must prepare them for the world they will find themselves in when they leave the protected walls of our colleges and universities" I found the recent events in Cairo to be fascinating, where large numbers of people suddenly rose up against an authoritarian and out-of-touch government. This largely peaceful uprising was fueled by the same Web2.0 technologies that are underpinning this class. It's possible that many traditional schools will soon find themselves in a similar situation to the Egyptian government, where students pass them by in favor of lower cost and more relevant educational experiences - many of them available online. Bill Gates recently came under fire for making the statement that valid online college degrees may soon be available for $2000. He may have said this to exaggerate a point, but the evidence of a growing number of online low cost educational resources can't be ignored. One of them is the Khan Academy - run by an MIT graduate who has created a large free archive of mathematics courses that are used by students all over the world - many who claim they are better than their university courses. Colleges and universities ignore this development at their own peril. It's not clear yet how we'll make this transition to relevancy for students, but the next decade will be very interesting...
  • ...3 more comments...
  • Helen Maynard on 20 Feb 11
     
    Hi Joy (and fellow classmates) - we were out-of-town for a week. Internet was available, but for a price $.75 per minute. I had planned on using some of our vacation time to work on this course without the hassle of juggling work commitments. At a price per minute, this idea didn't pan out. To get caught up, I checked out our Diigo communications and visited your blog. I like the way you insert YouTube videos to add dimension to your ideas! The two I looked at addressed the LMS system - Canvas. I was particularly fascinated with the young techy who ended his presentation, asking his audience about how they might define the role for SOCIAL MEDIA in both course structure and as a learning tool. Interesting how our course materials (and we) have also been pondering this same issue! Thanks for finding and sharing a very relevant presentation. I also enjoyed your thoughts as well.
  • Joy LaJeret on 28 Feb 11
     
    Today our senior population is aging at a rapid rate. Is it possible we, as a society, are sending them to an early end of life dead line because of our attitudes and out moded beliefs regarding aging in America? Can we not help keep their minds alive and well by changing some of our society's institutions...of higher education?
  • Mary Ann Simpson on 28 Feb 11
     
    Joy, I just finished reading your blog posts and viewing the videos. I agree with Bruce. . . they are quite sobering. I am angered that there is so much age discrimination out there, excited that Japan has such a unique way of addressing the needs of its aging population, and frustrated that a college degree does not necessarily translate into a job. My own daughter is in that position--she has a teaching degree earned two years ago and no prospects of a job anytime soon. Her income is earned through subbing in the Sultan School District and managing a horse stable. All of this translates into 7 days of work per week, a very minimal income and burnout. She is 37 years old (not quite a senior, but in line with the unemployed GWU grads shown in the video you posted). Your passion definitely comes through in all of the blog postings, Joy. What you say about assessment aligns with my beliefs as well. I have never been a proponent of grades--to me, they are just part of a hoop that must be jumped through in order to achieve a goal. With that in mind, I was overJOYed when authentic assessment came onto the education scene as it offered a way to monitor and guide students in their learning, not just give them a letter or number that was supposed to signify that they had "learned" the course content. In my experience, most students who memorize course content for tests within a given course, will not retain it once the tests have been taken. There is simply too much competition for good grades at all levels of education and not enough desire for a true understanding of ideas and concepts.
  • Joy LaJeret on 01 Mar 11
     
    Thanks you for your comments Mary Ann...the bottom line reads, we may be killing off our aged population by sentencing them to give up and give in to old out-moded concepts!
  • Susan Kolwitz on 04 Mar 11
     
    Joy: I've been following your blog postings for some time now and have been meaning to let you know I always learn and find your postings valuable. Keep the information coming our way.
Helen Maynard

Students Slog through College, Don't Gain in Critical Skills - 4 views

seattletimes.nwsource.com/...3970569_collegelearning19.html

#EDUC251

shared by Helen Maynard on 19 Jan 11 - No Cached
  • Helen Maynard on 19 Jan 11
     
    In today's Seattle Times, A3 section - interesting article which followed over 2,000 US students from 2005 to 2009. 45% made no significant improvements in their critical thinking, reasoning or writing skills during first 2 years of study. After completing 4 years, 36 % showed no significant gains in "higher order" thinking skills. Article also states some contributing factors, many students work part-time, however, most students only spent 1/5 time on their studies and 51% on socializing & extra-curricular. I have a strong hunch the internet is a big contributor to the socializing factor. When I read such statistics, it makes me ponder if on-line learning can truly change this social/educational trend. I am enjoying many readings on the diigo, both from Jennifer and others, however, I'm not sure I would design an on-line class which designated a considerable amt. of time to short readings and discussions. Your thoughts on this?
  • ...8 more comments...
  • Helen Maynard on 19 Jan 11
     
    . . . and Jennifer, this isn't criticism of our course structure. I think I understand your reasoning for being introduced to diigo and using this "application" (is that the right word?) to respond to and communicate with our fellow students. I'm simply thinking about what kinds of course activities and applications really challenge students to read, research, analyze and CREATE some original thinking and student work products which can help change these types of findings, especially in higher-ed.
  • ann stephens on 19 Jan 11
     
    Someone observed once that when television first started, the people writing for tv came from a "reading book" age and we had shows like Twilight Zone, Perry Mason, etc. - shows with real stories. Now, although there are some of these, much of our tv is "reality" tv - where the focus is quick stories with emotions and that writers now grew-up watching television for entertainment. So, my connection here, is that perhaps education might need to de-emphasize some on-line usage tools and emphasize others, to balance students so they do get the critical thinking skills. I know with my math tutoring, that when the audio is not operational and they have to use a chat box, they learn more spelling and English. I purposely "chat" in full sentences and will often provide feedback on their chats. Hear and here, for example, is often incorrectly used.
  • Jennifer Dalby on 19 Jan 11
     
    Helen, it's important that you're recognizing that one tool or method won't work for all situations. For an online class, it's hard to predict what your students will do. There's a certain amount of control we have over design, but once things get rolling, there's a lot of improvisation. I didn't figure on Diigo playing such a prominent role so early on, but since several students felt comfortable writing here, I latched onto it for early community-building. We will definitely be creating more as we move forward. If we had a larger class, we'd do smaller group projects, as well. One of the big challenges in online teaching is the fact that so many of us are used to being motivated by grades. We've grown up in systems where we perform and receive a reward. Unless a student finds something to spark their interest and desire to learn, we risk a teaching and learning environment where learners only do the bare minimum. I think the short readings and conversation help learners discover what's in it for them. And, honestly, sometimes there might not be anything in it for them. I try to find something for everyone, but in a society that values certification/degree more than the learning experience, many students are forced to take classes that just don't interest them.
  • Joy LaJeret on 19 Jan 11
     
    It would seem to me, given my comments on Bloom's Taxonomy, that creative and critical thinking can be stifled by Universites and colleges. If this is happening, maybe they need to re-assess the whole concept of teaching and learning. I think that process has begun in the US. Had my professors been able to guide my learning, as we are beginning to learn in our reading materials, I may have finished that Ph.d and written the theory I began to write or not. Who knows. It is a question yet to be examined.
  • Mary Ann Simpson on 20 Jan 11
     
    I read this article too, Helen. It is indeed interesting to contemplate the reasons for very little forward progress in students' critical thinking skills, but you may be on to something with on-line socializing as a possible contributing factor. Since the wave of education today and into the future is focused on a combination of hybrid and on-line learning, I think it's very important that we as educators take the lead in changing our coursework to emphasize more critical and creative thinking as well as problem solving. After all, these are some of the 21st Century Learning skills that CAN be applied to digital technology and teaching. As for a series of short readings as proposed by Jennifer, I would be inclined to take part and enjoy discussions centered around them. Does anyone else have an opinion about this? Jennifer, I agree with your point that not all tools and ways of teaching things fit each learner in a given community, but considering learning styles and differentiated instruction, instructors (on-line) can create a community that is dynamic and viable. Have you ever thought of offering a "CHOICE of activities" focusing on different learning styles, all of which would meet a particular learning objective? Students could engage according to their own interests and preferred learning modes.
  • Jennifer Dalby on 20 Jan 11
     
    Mary Ann, all the portfolio activities will be your choice. You can get an idea of it if you skip ahead and skim the content for next week. I do as for a "cognitive presence" post, but you can use whatever medium you like. Next week we've got a collaborative document where we'll be adding potential activities. As far as learning styles are concerned, I'm not a big fan of how that theory is promoted and distorted. I'll share some resources about it, and you can tell me what you think.
  • ann stephens on 21 Jan 11
     
    I wanted to further Mary Ann's comment about this study making a case for the importance of elearning as tool for delivery of education. I understand elearning is in the early stages, but the internet lends itself to the written word and certainly has the flexibility to be molded to learning needs.
  • Susan Kolwitz on 21 Jan 11
     
    Helen: Very interesting article with compelling statistics. Statistics don't always tell us the true story, however. I say this after reading in our textbook about 'understanding' and 'misunderstanding' and learning how to determine how to express content so the student understands. Now, on the other hand, I agree that students spend more time with extra-curricular activities rather than their studies.
  • Colleen Dixon on 24 Jan 11
     
    I too found the article interesting - thanks! I do wonder about the types of classes students completed especially in their first two years. The might be a marked difference in skills acquisition if students were completing many required large class survey classes to meet initial requirements vs. small, more focused classes in their areas of interest.
  • Joy LaJeret on 25 Jan 11
     
    I am still trying to get the picture of "slogging" through studies! Is that what I am doing when reading all this material in Diigo? I don't think so.
Joy LaJeret

Assessment for Learning Video - 7 views

www.youtube.com/watch

Assessment

shared by Joy LaJeret on 17 Feb 11 - No Cached
  • Joy LaJeret on 17 Feb 11
     
    I read the assignment about assessment and suddenly thought...this is really crap! I dislike the whole concept of grades. In fact, this video shows that if you really want to assess assessment...what you need to do is teach the most difficult class and find a way to help all students learn it. Learning is a process. I think you cannot learn as much without the help or couching of an instructor or professor. If they show you what concepts they want you to learn...every step along the way, through course design and asking questions to stimulate thought, learners will learn even the most difficult concepts and apply them.. Feedback is essential. Not just feedback; but feedback that helps the learner build on what they already know and move forward. Interactive learning with others continues the process and helps give the learner even more ways to continue the learning process.
  • ...2 more comments...
  • Jennifer Dalby on 17 Feb 11
     
    So, now that you've discovered the big secret about assessment, what do you think of our responsibility as educators to assess our students? Is there a way we can satisfy the requirements of the education system, and also know whether/what our students have learned? And, give the challenges, how do you feel about your role in deciding what is important for students to learn? For example, if you learn none of the objectives stated in this course, but you learn something that transforms your life and makes you a better person, is the course a failure? The student? The teacher? You can spend a lifetime trying to puzzle together how people learn, and how to know they've learned. I think our role, is to find a place where we are comfortable in our ability to identify the subtle cues that signal progress and enlightenment. It's certainly not easy.
  • Susan Kolwitz on 17 Feb 11
     
    The part that hit me the most was 'bring the students inside the assessment process." This really makes sense to me...why should what we want them to study and know be a secret for exam questions only.
  • Bruce Wolcott on 19 Feb 11
     
    One of the biggest sea-changes I've seen in my own teaching experience at Bellevue College since the 1990's is a greater shift towards student-centered learning. One of the major indicators to me of this change was the "Affirmation of Inclusion" initiative that states as an up front policy that Bellevue College is committed to treat all students with respect and support no matter of their ethnic background, age, disability, gender, etc. This policy is visibly posted in every classroom. The older standard educational model based on what Rick Stiggins calls "producing dependable rank order", ie.. consisting of winners and losers - is giving way to a educational approach with lifetime learning as a foundation. We are all on a continuous learning path during the entire arc of our lives, and can potentially all help each other wherever we are on the curve. Rather than specialized pidgeon holes, we are more aptly described by Buckminster Fuller's book title in the 1960's - I seem to be a verb...
  • Joy LaJeret on 19 Feb 11
     
    I dislike being graded! Yet the grade factor has given me a reason to dig deeply into any studies I take. I wanted to be in charge of my learning and assess myself...unfortunately, I set standards far higher than any instructor would.
Joy LaJeret

Ask it Early: Is college worth it? - 1 views

www.youtube.com/watch

Early college worth it

shared by Joy LaJeret on 20 Feb 11 - No Cached
  • Joy LaJeret on 20 Feb 11
     
    Shouldn't we be making it worth it?
Jennifer Dalby

EduGeek Journal » Blog Archive » If We Ditch The LMS, How Then Could We Chang... - 3 views

www.edugeekjournal.com/...comment-page-1

#EDUC251 elearning

shared by Jennifer Dalby on 06 Mar 11 - No Cached
  • Jennifer Dalby on 06 Mar 11
     
    An interesting blog post about a change in how we manage online courses and research at an institution.
  • Joy LaJeret on 06 Mar 11
     
    I like the way he reasoned that you have to change the assessment of these classes and this in turn changes the classes and the time frame as well.
  • ann stephens on 08 Mar 11
     
    I must admit that I don't really have a good definition of what LMS means to the author. He refers to learning environments and gives the "follow the teacher" example, so I'll assume he means personalized elearning, but I would have preferred that he provided a definition. Anyway, I agree to have to change the assessment, as well as the expectations for the teacher. It would be a challenge for the teacher to keep up with many students, but probably also provide him or her some additional insights to his/her work.
Joy LaJeret

Module # 8 Portfolio My Blog Activity for this Week/ Meeting Online Course Standards - 3 views

joystechtool.blogspot.com/...-course-quality-standards.html

quality standards online

shared by Joy LaJeret on 13 Mar 11 - No Cached
  • Joy LaJeret on 13 Mar 11
     
    I have made some personal comments on obtaining the skills and not being able to get the job one trains for.
  • ann stephens on 13 Mar 11
     
    To elaborate on your: " My point is this, giving my student the skills to do the job they hope to do in the future is not the end of the learning process." School has the dual purpose of both enlightening us as people and preparing us for a profession. As this article points out, obtaining a degree or going to school does not guarantee of a job. It may not guarantee a job, but without you can't have the insight or credential to eventually get there.
  • Joy LaJeret on 14 Mar 11
     
    What deeply saddens me is technical and community colleges may give you the skills; but then they may drop the ball by not helping beyond that point. Without internships and situations for obtaining experience...one cannot overcome the obstacle of needing experience in the field. Same goes for my hope to teach...which may just be a dream I am holding onto with no basis in reality. Then the feds paid for the courses, the college got the money and I am in fact the loser.
Bruce Wolcott

10 Top Online Masters in Education Technology for Teachers | Get Educated eLearning and... - 0 views

www.geteducated.com/...cation-technology-for-teachers

masters edtech elearning graduate degree

shared by Bruce Wolcott on 02 Dec 11 - No Cached
  • Bruce Wolcott on 02 Dec 11
     
    Top ten EdTech masters programs
Jennifer Dalby

Debunking the Digital Native - 7 views

digitalmigrant.blogspot.com/...igital-natives-references.html

#EDUC251 eLearning

shared by Jennifer Dalby on 12 Jan 11 - No Cached
  • Jennifer Dalby on 12 Jan 11
     
    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.
  • ...6 more comments...
  • Bruce Wolcott on 13 Jan 11
     
    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.
  • Jennifer Dalby on 13 Jan 11
     
    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.
  • Joy LaJeret on 14 Jan 11
     
    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!!!
  • Jennifer Dalby on 14 Jan 11
     
    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 :)
  • Joy LaJeret on 14 Jan 11
     
    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!
  • Jennifer Dalby on 14 Jan 11
     
    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
  • Joy LaJeret on 14 Jan 11
     
    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.
  • Joy LaJeret on 17 Jan 11
     
    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.
ann stephens

Bloom's Taxonomy - 4 views

www.odu.edu/...blooms_taxonomy.htm

shared by ann stephens on 17 Jan 11 - Cached
  • ann stephens on 17 Jan 11
     
    This is an overview of a guideline for how learning occurs and how as teachers we can focus our lessons to this guideline. It is relevant in on-line education, as the on-line environment allows us to have different modes to provide information to our students. We can utilize everything from video to chat rooms.
  • ...6 more comments...
  • Mary Ann Simpson on 17 Jan 11
     
    This was so interesting, Ann! I was trained in Gifted Education and we used Bloom for all of our curriculum creation--I find the new version very appealing. It should also be easier to understand for people new to the taxonomy. I totally agree with your connection of its relevance to on-line learning.
  • Joy LaJeret on 17 Jan 11
     
    I found that fits with the animated video concepts about changing paradigms. Also, neither my youngest daughter or I finshed high school in the same way. I tested out after the 10th grade. She was unable to graduate after the 10th grade, even though her course work requirements were completed. She spent one year going to college and one year as a foreign exchange student before she could graduate, since she had to wait until her class did.
  • ann stephens on 19 Jan 11
     
    Mary Ann - I hadn't realized the Bloom taxonomy had been revised and am not sure of the changes, but very much like the scaffold. I must admit, that it has taken me a while to use better questioning. It is more responsive to test information. Joy - Your point about how the education process was different for you and your daughter is interesting. Many students go for a foreign experience.
  • Joy LaJeret on 19 Jan 11
     
    The real difference in my educational experience was my total boredom with school and cliques. It was not relevant to me, so I dropped out after my tenth grade year. I did a GED test and passed. At 33 years of age, I began a nine year journey in universities. This ended after completing my course work on a Ph.d. When my professors in my doctoral committee told me they could not really direct me, since I was ahead of them on the material I was researching. I see now that someone has stumbled upon my thesis and completed a book on conflict theory. Slightly to the left, it was not acceptable in the 80s but is relevant today, almost thirty years later.
  • Joy LaJeret on 19 Jan 11
     
    Post Script-I was building a theory in a Pol Sci mode on the issue of the ill defined word terror and global attacks. If you can't properly define it, one might want to reexamine the current theories and definitions for the behavior...which is was what I was thinking at the time. Hence, I began a doctoral thesis on Conflict Theory and Transnational Terrorism. Looking deeper you may see how this ties into the Bloom Taxonomy concept and why I aborted the thesis project completely! You can deal with ignorance through education; but it is difficult to deal with the lack of desire to learn.
  • Jennifer Dalby on 19 Jan 11
     
    Joy, people always tell me, it's never too late! I also didn't go back to finish my BS until after I had my daughter, when I was 29. I do not do well with traditional university classrooms, and made my way through my degrees by talking my instructors into letting me do alternative projects. I'm lucky I knew to do that, and had instructors who were open-minded enough to accept it. Your thesis sounds like something that would have been quite valuable. with your interest in relationships, technology, and communication, I'd imagine you'd thrive in a program studying network clustering coefficient in an identified population. There are stunning statistical modeling and visualization tools that just blow my mind. Thanks for sharing so much of your interests and background with us!
  • Jennifer Dalby on 19 Jan 11
     
    Ann, do you have any tools or taxonomies that have helped you develop those questioning skills? And have you got any experience using the SOLO taxonomy?
  • ann stephens on 21 Jan 11
     
    I have not had experience with SOLO - Structure of Observed Learning Outcomes - but from the bit of investigation I have done, it is similiar to Bloom's in that it is based upon the notion that a studen'ts ability to grasp more abstract concepts, is based on more fundamental understandings and that you need to make sure you are not too advanced for where the student is. It reminds me of Piaget's concept that you can only learn something that is slightly more advanced than where you are (my paraphrase). As for my experience with help in developing questioning skills, which I feel is an excellent example of elearning, is that my company had us first take an interactive tutorial on Bloom's taxonomy. The "final" was taking a math problem and providing questions for each level of the taxonomy. We posted this on a dedicated discussion, with the teacher providing her response for everyone to see and learn from. We have since started another topic where teacher can post specific questions they are using and have tried and this will eventually be collected into a reference document. For example, one idea that was shared was that you after you have tested your student on a fundamental, you can ask them to give you a problem. My experience is that I often get back something I didn't expect. Like if adding decimels, they will return with a problem that might be in the millionths rather than the tenths. What I found most useful was not these specifics or having a question for each level, as much as the consciousness raising it did for me to think more creatively in helping the students. I have found that an elearning platform is very helpful in this regard. For example, they might take a lesson on adding or subtracting fractions and another on adding or subtracting decimels. I will then give them a problem in adding both - example - 1/2 + .25 = . By having an interactive whiteboard I can see how they convert the fraction to a decimal to add them and offer guidan
ann stephens

Howard Reingold: Crap Detection 101 - 3 views

www.sfgate.com/...detail

shared by ann stephens on 17 Jan 11 - Cached
  • ann stephens on 17 Jan 11
     
    The emphasis of this article, is that we can get in information overload, which impacts the verasity of the data we get. He discusses deliberate biases in websites and the need for us to use filters in the information we receive. To me, it is not just the information we receive, but how we ask the question. Using a different search engine or how a question is phrased can often provide a different answer. When I am trying to research something, I often will not only read the first couple of references, but randomly go to a later page and some of the references there.
  • ...3 more comments...
  • Joy LaJeret on 17 Jan 11
     
    I tend to agree with this. Without a crap detector, what you write in research or a blog may lose it's importance because of your primary and secondary resource validity.
  • Bruce Wolcott on 18 Jan 11
     
    Ann, This great article by Howard Rheingold (with lots of useful bs detector tips) hits close to home for me. One of the biggest challenges for me and other instructors I've talked to, is how to filter and sort out fact from fiction on the Web. There's a ongoing debate regarding Wikipedia, for example. Students have a tendency to use it like a one stop information shopping mall. This bad for a couple reasons. It promotes academic laziness, and always raises the question of credibility/validity. Consequently, I don't let students use Wikipedia as a cited source for their written work. Rheingold makes the point that printed materials sitting on library shelves has been vetted by professionals, and can be considered valid sources of information. In my experience, only a portion of my students actually rely on printed materials from the library - just about everything seems to come from the Web. I know Bellevue College librarians have been working on a variety of solutions to this business of "crap detection". The BC library offers a wide variety of online journals, newspapers, magazines, as well as services such as Books 24/7 - which actually provides a large library of up-to-date and digitized textbooks, novels, and how-to publications. It also has a service called "Ask A Librarian", where you can ask an information question of a live librarian night or day.
  • Jennifer Dalby on 18 Jan 11
     
    Bruce, I'm always surprised when people think the library resources are too difficult to navigate and therefore don't put in the effort. I can't count how many times I've shown people Books 24x7. It really should be promoted more to faculty and staff. I find it's one of the best ways for me to quickly dive into a new technology.
  • ann stephens on 18 Jan 11
     
    Library science has definitely evolved from the time of index cards and Dewey decimel system, as the only real tools we had to find information and books required physical interaction with the printed page. It is great to have access to more data, but makes filtering more challenging. I personally, still like reading words from the printed page, but find that I do much of my reading/getting information via the web or in some type of visual form. I think the ebook products are just the start. I do look forward (and I know it is beginning) when text books for our students will be primarily electronic and they don't have carry around such heavy bookbags. Also, as a new BC student, thanks for letting me about Books 24/7 and Bruce, your comment, about how the librarians are starting to use electonic means for "crap detection" in electronic media is good.
  • Jennifer Dalby on 18 Jan 11
     
    Just saw this posted by the Cybrarian who supports our MEDIT students. http://library2.norwich.edu/library/findingonlinebooks
Jennifer Dalby

Presentation Zen - 8 views

www.presentationzen.com

#EDUC251 eLearning design presentation

shared by Jennifer Dalby on 23 Jan 11 - Cached
  • Jennifer Dalby on 23 Jan 11
     
    This is my favorite site to learn about powerful presentation techniques.
  • ...11 more comments...
  • Mary Ann Simpson on 23 Jan 11
     
    Not only is this a good site to teach more about the art of presentation, but Mogi, the presenter is an amazing man! I was in love with his slides that spoke about the need to keep "the sense of wonder" alive and that "curiosity" is what has brought us to this point. These are the very same words that I always used with my science students in middle school and college! I even had them in my syllabus! I've always held that we all come into this world as scientists because we all share the one common characteristic that all practicing scientists have: CURIOSITY. Kids were pretty amazed that they were already scientists before they even embarked on the great science learning adventure! Rachel Carson, the famous environmental scientist of the '60's wrote a book titled, "The Sense of Wonder" in which she expounded on the idea that every child needs at least one person (adult) to nourish and share his/her innate sense of wonder in order to keep it alive. I resonated with this man and now plan to read/see more of his stuff! Moreover, the new learning module in my ED250 class is a collaborative presentation of a topic using Google Presenter. I think the Presentation Zen site I just looked at may have some implications for that assignment! Thanks once again, Jennifer! I find myself thoroughly enchanted!
  • ann stephens on 24 Jan 11
     
    The concept of maintaining curiosity as the catalyst for true education and joy in life resonates. The challenge for me is the line between enterntainment and education. One of the comments to this article restated the debate is education to train one for a profession or to be educated and think. Why can't it be both?
  • Mary Ann Simpson on 24 Jan 11
     
    I believe it can be both, Ann! Sometimes the "Experts R Us" and not those folks out there engaging in philosophical debates!
  • Jennifer Dalby on 24 Jan 11
     
    Ann and Mary Ann, I think you've touched on one of the challenges we find so frequently in discussing these things. It's not black and white. There isn't necessarily a right or a wrong. It's like potato salad. (Holy cow! I just made that up.) How many recipes are there for potato salad? People will argue about what it "should" have in it, but what really matters is the experience. And the experience isn't just in the taste. There's context around making it. There's a different context around the environment where we eat it, and our emotional state. We're not just training someone for a profession or to be educated and think. And even if those are our goals, where is the agency? What is the student's responsibility for learning? These are all complex issues, and I'm glad to see you all opening your minds and expressing both your gut reactions, and your own values. (Please forgive me for the potato salad. I maybe leaned to far on the entertainment side this time...)
  • ann stephens on 25 Jan 11
     
    The potato salad metaphor is a good one. In reading the post, it got my attention in a way that dry message might not. There is so much information (noise) out there, that it is important, maybe even mandatory, that information has something to catch us. What is a challenge for me as an educator, also with limited time, is the how much effort I put in to this "rising above the noise".
  • Joy LaJeret on 25 Jan 11
     
    Great now I am hungry for potato salad!! Actually, a little humor now and then would be nice! Even songs need a hook and that is what I hear you saying Ann. I argee with that concept. Set up a "hook!"
  • Joy LaJeret on 27 Jan 11
     
    I like the idea proposed by the potato salad metaphor. However, I may not forgive you Jen...LOL! I still want it! I like mine bland, no vinegar!
  • Jennifer Dalby on 27 Jan 11
     
    I want it too, and the more you keep saying it, the more I want it! I want mine with bacon and spicy mustard! You may just have to take a diet break, while we develop a collaborative potato salad recipe. P.S. Will you hate me if I post the site I used when I learned to make croissants from scratch?
  • Joy LaJeret on 27 Jan 11
     
    Wonderful! Now I want potato salad and croissants! Okay I am open to recipes. Now I hope this does not get us off our intellectual track of study. Slogging through recipes might side track the ladies in the group: and reduce me to a helpless food addicted, potato salad craving croissant vixen. ::::sigh::::I am suffering from brain overload!
  • Jennifer Dalby on 27 Jan 11
     
    My philosophy is that I'm happier when I'm chubby and doing things I want, then (than?) I would be if I were torturing myself and trying to resist temptation. It's a balance thing. Do I beat myself up more for breaking a goal, or for having to haul my bigger clothes out of the basement. (Just did that.) This isn't an intellectual track of study. It's play. People learn by playing. In fact, I'm going to inject some more fun in this course. (If I ever catch up on the grading.)
  • Susan Kolwitz on 27 Jan 11
     
    Looks like a good site to go back to for good techniques for our presentations.
  • Joy LaJeret on 28 Jan 11
     
    I think it is than...
  • Mary Ann Simpson on 29 Jan 11
     
    I'm a little slow on the uptake, but the potato salad discussion was great!! I like bacon and sour cream in mine--but on the serious side--life, education, teaching, learning, ad infinitum, are rarely black and white; you are so correct, Jennifer, in the longer comment you addressed to Ann and me about the challenge centering around these things not having to be one way or the other because there are so many other factors involved.
Joy LaJeret

Class Wiki (#Portfolio 3) - 6 views

joysclasswiki.wikispaces.com

wiki spaces

shared by Joy LaJeret on 21 Jan 11 - No Cached
  • Jennifer Dalby on 21 Jan 11
     
    Nice! I'm teaching a wiki workshop at Skagit Valley College today. May I share this?
  • ...10 more comments...
  • Joy LaJeret on 21 Jan 11
     
    Yes, Jennifer.
  • Jennifer Dalby on 21 Jan 11
     
    Thanks! Just got your message. I'll add it to my page at http://injenuity.wikispaces.com/WIIFM
  • Joy LaJeret on 21 Jan 11
     
    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.
  • Bruce Wolcott on 22 Jan 11
     
    Jennifer, Please do share your wiki workshop experiences...
  • ann stephens on 23 Jan 11
     
    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.
  • Joy LaJeret on 24 Jan 11
     
    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.
  • Joy LaJeret on 24 Jan 11
     
    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.
  • ann stephens on 25 Jan 11
     
    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.
  • Joy LaJeret on 25 Jan 11
     
    On my wiki space...I have a hour long video that goes into all of this aging of the boomers and stats, etc.
  • Colleen Dixon on 26 Jan 11
     
    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.
  • Joy LaJeret on 27 Jan 11
     
    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.
  • Mary Ann Simpson on 27 Jan 11
     
    Great job, Joy! I enJOYed the videos and loved the layout of your wiki. Your eSkills really are apparent!
Joy LaJeret

Microsoft "Surface" the Possibilities - 2 views

www.youtube.com/watch

Microsoft Surface

shared by Joy LaJeret on 26 Jan 11 - No Cached
  • Joy LaJeret on 27 Jan 11
     
    The future of computers are not only surface with multi points of movement but holograms or actually virtual picture of the people talking or instructing. You might want to look at what the futurist are saying and predicting. This is what our students will be working with and then some. Nano tech will make it even better with less.
  • ...4 more comments...
  • Jennifer Dalby on 27 Jan 11
     
    It's certainly fascinating! I wonder, though, if some of our habits will be too ingrained for the holograms to be widely accepted. I'm thinking particularly of multi-tasking. If we're used to checking email and facebook and our phone at the same time, are we going to be open to a technology where we have to stop what we're doing and concentrate on one thing?
  • Joy LaJeret on 27 Jan 11
     
    I think it depends on the hologram presentation and how it interacts within the application. I think we will have to wait and see what they do with this in the future. Do to te secrecy involved, we don't have answers yet.
  • Jennifer Dalby on 27 Jan 11
     
    It's already here :) http://www.youtube.com/watch?v=jAIDXzv_fKA Try a search for telepresence.
  • Joy LaJeret on 27 Jan 11
     
    I am at the EDVP right now and am dying to click on that link. Unfortunately, they do not have the ability to watch videos on their computer. I have to wait until tonight, since the college will not allow us to go on line.
  • Jennifer Dalby on 27 Jan 11
     
    So there's another learning moment. As an instructor, what are our expectations about student access to technology? We used to have to be much more selective about the tools we used. We had to assume the lowest tech skills, and connections. It's not that rigid any more. Also, institutions have different guidelines. Have you seen this page? http://bellevuecollege.edu/distance/skills.asp
  • Joy LaJeret on 28 Jan 11
     
    Oh I loved the DV telepresence Immersion Room. What a great way to teach in the future. I think touchable holograms is even better! http://www.youtube.com/watch?v=3seTlvQtIgc&feature=related
Bruce Wolcott

Bruce's information website - 3 views

www.brucewolcott.com

#EDUC251 presence EDUC251 portfolio resume

shared by Bruce Wolcott on 01 Feb 11 - No Cached
  • Bruce Wolcott on 01 Feb 11
     
    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.
  • ...3 more comments...
  • Mary Ann Simpson on 01 Feb 11
     
    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!
  • Joy LaJeret on 01 Feb 11
     
    I agree with Mary Ann; it is very impresive. An Interesting read.
  • Bruce Wolcott on 02 Feb 11
     
    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.
  • Jennifer Dalby on 02 Feb 11
     
    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.
  • Mary Ann Simpson on 02 Feb 11
     
    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

How To Become A Certified Virtual Classroom Teacher - 1 views

edudemic.com/...fied-virtual-classroom-teacher

#EDUC251 eLearning certification

shared by Jennifer Dalby on 07 Feb 11 - No Cached
  • Jennifer Dalby on 07 Feb 11
     
    I'll withhold judgment on this. What do you think?
  • Joy LaJeret on 07 Feb 11
     
    I have one thought about this. California has been ahead of WA when it comes to turning out online teacher/instructors for community colleges. I could get the training I am now, at the U of CA (not certain which one) and at U of Utah; but this program on BC is new.
Joy LaJeret

Bigger future for online college? - 11 views

Good point Ann. Looking where the money stops often tells the whole story. As Pol Sci major you can guess what I think of politicians handling anything to do with non--profit education or public to...

#EDUC251 onlinelearning teaching

started by Mary Ann Simpson on 07 Feb 11 8 follow-ups, last by Joy LaJeret on 10 Feb 11
ann stephens

You Digital Presence - 9 views

www.geek.com/...e-before-they-are-born-2010108

#EDUC251 presence online

shared by ann stephens on 26 Jan 11 - No Cached
  • ann stephens on 26 Jan 11
     
    Jennifer's email to us was a catalyst for this post to inquire about your digital prescence experience. I, like Jennifer, have aliases that I use on social networks. It is a challenge, though, to manage multiple presences and even when I do, often have a feeling of unease about the information. For example, in this course a suggestion was for us to update our profile. Although I don't feel secrative that I am taking a course at Bellevue College, the email/signature I use for this course is also the one I use for some other professional endeavors (such a technology consulting). I is not something that is a "need to know" by everyone. I chose, in this situation, not to update my general profile. When we are conscious of what/how we are posting and putting up, is one thing. Often though, I get on a mailing list, that I have no idea how I was included, as I probably forgot to check a "do not include me" box on something I have bought on line. This article was particularly interesting to me, as it talks about a survey that 23% of children get a digital presence even before they are born - having a lasting imprint.
  • ...9 more comments...
  • Mary Ann Simpson on 26 Jan 11
     
    Ann, the information contained in this article (digital presence sometimes even before birth) was a bit shocking. The lasting imprint you refer to is definitely a reason to instruct our children/grandchildren/students to carefully consider what they want broadcast to the world before they publish it! Thank you for this reference.
  • Jennifer Dalby on 27 Jan 11
     
    Articles like this are designed to be shocking. My children have had a digital footprint before they were born. They also both have their own domain names. But my grandparents and great grandparents also have digital footprints after they've passed on! In my opinion, it won't be long before there is so much content online, that the information about individuals will be of little interest to any of the people we currently worry are concerned about it. More importantly, I hope it brings awareness of what it means to be human. We all make mistakes. Most people aren't 100% good or bad. I would prefer more people to put more stuff online so it becomes irrelevant. The way I see it, only those with privilege and access even have the choice about what to put online. If we put too much value on it, the only people who will benefit are the people with privilege, access, and either the foresight to keep their online presence squeaky clean, or the money to clean it up afterward.
  • Bruce Wolcott on 27 Jan 11
     
    I used to think that my name was off the beaten path enough that there wasn't anyone else with the name Bruce Wolcott - but I was mistaken, and was glad that I laid claim to brucewolcott.com. Over the past few years, I've slowly been working to build an online presence. A few years ago, the my top reference on the Web was at ratemyprofessor.com , which I've found in the past to have favorable reviews, but also some student reviews I felt were retribution for getting poor grades. I wanted to build a presence that I thought was fair, represented my true interests, and a way to quickly let people know about my background. After developing my website and blog, it turns out that Google has put the information I'm most interested in having out there, at the top of the list. I see this as a long term project, and something that I will be building consistently and gradually over time. After Jennifer's comments regarding Facebook, I'm having second thoughts about what kind of presence to be projecting there.
  • ann stephens on 27 Jan 11
     
    I was thinking of the direct experience with the first grandchild in the family. Her facebook is limited to family (I have an alias email for this) and friends, but you never know when something is really forwarded. She recently had a some minor illness - ear ache, slight temperature. This has now been posted on facebook. We often think of medical things as private and yet this was easily shared as a way for us to know what was happening.
  • Jennifer Dalby on 27 Jan 11
     
    Ann, the medical thing is a good point. I had a Twitter conversation with Howard Rheingold the other day, about the kinds of things we put online. He felt he didn't put too much personal stuff. I thought it was pretty personal that he had a cancer blog and a separate Twitter account for his butt :) He explained a little about why he did that. Read from the bottom to the top. https://skitch.com/injenuity/rmqq1/twitter-your-favorites
  • ann stephens on 27 Jan 11
     
    Howard's cancer post exemplifies the uneasiness I feel. Having a blog for an illness is a wonderful way to stay connected, get advise, not feel isolated, etc. However, when we do that we are thinking of family, friends, and a community we want to connect to, but we have no control of where this information goes and what the consequences of that might be as happened in this case. We all know now that Howard had cancer. I have personal reaction to this information - what type of cancer, reminds me of personal experiences, current friends, the medical system, etc.
  • Jennifer Dalby on 27 Jan 11
     
    One thing to think about is the reality of community to an individual. An outside observer might analyze and decide there is no real community. But if a participant perceives it as community, do they then reap the benefits of community? Could there be health benefits in believing there are people who support you and are there to listen?
  • ann stephens on 27 Jan 11
     
    I agree that there is a benefit to on-line blogs and support groups. The question for me is how do I get that benefit from the people I am targetting it to? So, for instance, I have used online support groups for a medical challenge I went through. It was helpful and beneficial to both them and me. However, that is different from having a digital footprint of the interaction. Maybe an employer or someone who would use the information judgementally, for example. So to Howard's example, did he realize that people that only tangentially are even aware of him, now know something intimate about his life. He probably doesn't care on one level, but it is the "unconsciousness" of this footprint that I think about.
  • Jennifer Dalby on 27 Jan 11
     
    I think he cares and just wanted to have control of it himself, rather than let other people decide what's out there about him. The optimist in me hopes what will happen is we'll start to discover we have more in common with people that we ever thought possible. I blogged through the loss of my baby, and that's online forever. Years after the fact, at least 4 men in my online professional network have told me how much they appreciated being able to see that, because they went through the same thing, but didn't feel dads had the right to that kind of grief. It's very rewarding to go a thousand miles away to a conference and get the biggest hugs in the world, simply for being open about a personal experience. I drop off line all the time. I delete accounts. I stop blogging. Every time I do it, people contact me to tell me how much they miss my interaction, and how they've been touched by my sharing. When I feel like I'm not making a difference, people always tell me I don't know that, because it's not something I can see. A lot of times I've written blog posts that go against the wisdom of my colleagues, yet I receive many private messages from people thanking me for saying the things they've been afraid to say. I think it's all a matter of choice, and I want to encourage people to stand up for their right to change their minds. People thought I was nuts deleting my facebook account, but I've never regretted it. I do say, though, that when people tell me I never know who I might be helping, I have to consider whether I have a moral obligation or not, to continue to share. I certainly won't be bullied into it with that argument, but I do believe it's an important consideration.
  • Susan Kolwitz on 27 Jan 11
     
    Good article to bring things into perspective about 'online presence.' I found a similar article that compared statistics relating to age and online presence. 92% of children by age 2 have online presence thanks to parents and grandparents. As Jennifer mentioned in her discussion of facebook -- maybe we don't want the world to see what we did in our high school days...we were 15/16. Can we separate a personal online presence from a business profile...
  • ann stephens on 28 Jan 11
     
    I do separate my profiles by having different email aliases. There is overhead in having multiple ones, however, so not ideal.
Joy LaJeret

# 7 Portfolio Presentation: Module 7 - 6 views

joysclasswiki.wikispaces.com/Module+2

shared by Joy LaJeret on 27 Feb 11 - No Cached
  • Joy LaJeret on 27 Feb 11
     
    I have added my page on Wikispace. I have a video I want my learners to view. I have asked them to research the topic and present their blogs, videos and etc.,in Diigo. I have asked them to discuss this Module's question on the need or not for a Silver College similiar to the one in Japan for aging Japanese people. Japan is one step ahead of the U.S. in trying to deal with the many issues and needs of their aging population. Grading or assessment will be determined by the quality of the participation and discussion in Diigo. The Module discussion would be set up to continue for one week and is 25% of that Module's grade. The idea is not to grade the students but to encourage them to research the topic and bring to the discussion some ideas as to whether this is a useful idea or not if applied to the Senior population in America. I will be writing a blog regarding this lesson as well. I have not finished it yet.
  • Bruce Wolcott on 28 Feb 11
     
    Joy, I really like the way you set up the assignment related to the short film on how Japan is gaining huge benefits by engaging its senior population. When you think about it, this enlightened Japanese view to making good used of aging citizens isn't controversial at all. Farming retired folks out to finish their lives out in disconnected retirement homes seems so backward, and poorly planned. We should be gathering together all of that life experience through good design, and putting it to good use!
  • Joy LaJeret on 01 Mar 11
     
    I hear you Bruce!
Joy LaJeret

College Degree Expensive & Worth Less in Job Market - 1 views

www.youtube.com/watch

shared by Joy LaJeret on 20 Feb 11 - No Cached
  • Joy LaJeret on 20 Feb 11
     
    Based on an article in Time Magazine
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