tag:blogger.com,1999:blog-23273256886044824552024-02-21T06:37:05.591-08:00Retrofitting the Education SpaceLearning environments that implement technology will be noted as cutting-edge,and education 2.0. The concern, though, is whether they will fit the needs of the students? I'm not sure we "get" what a learning environment is, especially when we direct the students to a physical location.
What do you think?Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.comBlogger27125tag:blogger.com,1999:blog-2327325688604482455.post-29625063999006035082009-06-01T08:04:00.000-07:002009-06-01T08:06:13.150-07:00What's the Proper Attire in Higher Education?Asked at <a href="http://www.linkedin.com/answers/career-education/education-schools/CAR_BUE/486479-4866828">http://www.linkedin.com/answers/career-education/education-schools/CAR_BUE/486479-4866828<br /><br /></a>Results will be posted here -- go vote (or comment, but see the context at the above link first, please).Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-69298692610993816042009-04-04T08:15:00.000-07:002009-04-04T08:51:54.770-07:00Tweaching -- Twitter for Teaching is no April Fool's joke!<a href="http://help.twitter.com/home">Twitter</a> provides a multi-device communication platform for us to interact with each other. For those of us living in the 21st Century, it was a logical step from using Twitter to communicate with friends and acquaintances to applying Twitter in the global learning environment. Unfortunately, someone <a href="http://www.roughtype.com/archives/2009/04/twitter_u.php">pranked</a> this trend, and (I think) credited one of the least likely Universities with the idea. Nick Carr reported a new development at the University of Phoenix, where:<br /><blockquote>Most of the instruction in the Twitter courses will be done through the 140-character "tweets" for which the service is famous, though instructors are also expected to occasionally refer to longer online documents by including "short URL" links in the tweets. "</blockquote>The Chronicle of Higher Education did some follow up and <a href="http://chronicle.com/wiredcampus/article/3695/courses-on-twitter-not-at-u-of-phoenix">reported this</a>: Sorry Twitter lovers, no online courses yet. “University of Phoenix is not going to deliver courses via Twitter,” wrote Wendy Paul, executive director of public relations for the university.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.twitter.com/carterfsmith"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 154px; height: 72px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGAxjfnGq9TDdNc4RvzDarh_F5CvDeSUrpeOaSkDAC2A5ZPfQZi45pned6z2jwW67wDZgdLf4xo90aMFaR9D0CdCqP69_1sUwsIlojuhIOk4PnP4pKwvY5TA01ZCENMBhUG4HMDmmcPWFs/s400/followmeontwitter.png" alt="" id="BLOGGER_PHOTO_ID_5320863158478054466" border="0" /></a><span style="font-style: italic;">So does that mean Twitter for Teachers isn't going to work? </span><br /><br />Not even! I do think it's more of a tool than a platform for teaching, though I can see a use for the latter. For use of Twitter as a Tool (I suspect we would call this a <span style="font-style: italic;">Tweaching Twool</span>), I posted earlier on David Parry's use of Twitter in the learning environment (<a href="http://tinyurl.com/tweach">http://tinyurl.com/tweach</a> (I know, cool custom URL -- think it'll catch on?).<br /><br />And then I learned about <a href="http://twitterforteachers.wetpaint.com/">Twitter for Teachers</a>, where teachers from all over the world are gathering and writing an eBook to help <span style="font-style: italic;">tweachers </span>use Twitter. The e-book is intended for use by teachers from primary, elementary, secondary and post-secondary schools.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://image.wetpaint.com/image/3/k4xxvx-nwhy9_cKnRV0ETQ29006"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 376px; height: 75px;" src="http://image.wetpaint.com/image/3/k4xxvx-nwhy9_cKnRV0ETQ29006" alt="" border="0" /></a><br />Is it possible the abbreviated lecture notes could be used to enhance the learning environment? Check out <a href="http://blogs.computerworld.com/twitter_university_the_lecture_series">Twitter University: The lecture series</a>.<br /><br />If you are reading this close to the posting time, now would be a good time to <a href="http://twitterforteachers.wetpaint.com/">check out TFT</a>, as EDUCHAT #3 is coming up soon!Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com1tag:blogger.com,1999:blog-2327325688604482455.post-42753192633022018032009-04-03T08:46:00.000-07:002009-04-03T08:49:13.672-07:00Combining Art with SecurityI took my security class to an art exhibit.<br /><br />Actually, I gave the class an assignment: Take a look at the art exhibit and work in groups to submit bids to provide security for the exhibit.<br /><br /><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/RwGuqH0eorM&hl=en&fs=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/RwGuqH0eorM&hl=en&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="344" width="425"></embed></object><br /><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-89994654886423596802009-03-25T08:44:00.000-07:002009-03-25T08:46:44.685-07:00Should we even consider "Teaching With Twitter"?I saw a nice overview of Twitter in the learning environment by David Parry, a professor at the University of Texas at Dallas, who talks about using Twitter for his courses.<br /><br /><object id="cf41f00oi" name="cf41f00on" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" height="280" width="320"><param name="movie" value="http://p.castfire.com/MfFMz/video/7725/video_2008-02-21-194555.flv"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><embed src="http://p.castfire.com/MfFMz/video/7725/video_2008-02-21-194555.flv" id="cf41f00ei" name="cf41f00en" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" height="280" width="320"></embed></object><br /><br />More at <a href="http://chronicle.com/media/video/v54/i25/twitter/">Chronicle Multimedia</a>.<br /><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com2tag:blogger.com,1999:blog-2327325688604482455.post-85879480557319597712009-03-10T09:03:00.001-07:002009-03-10T09:33:22.987-07:00Ideas come from conversations . . . do you think this will catch on?I was conversing (in convenient-time, on a discussion board) with some multidisciplinary colleagues and there was some talk about using video to supplement the learning environment. I've used videos in both online and offline environments, and always ended up searching for them when preparing for class. One of the folks in the conversation suggested we find a way to share videos.<br /><br />I recalled the power of Wiki (not -pedia, this was an academic conversation after all) and hopped on over to WetPaint and started up the <a href="http://higheredvideo.wetpaint.com/">Video Sharing for Higher Education</a> site. It's open for contributions to all who register, and open for use to all who go there, so if it sounds interesting, go there now (I'll wait).<br /><br /><i>Here are the main topics we have in mind (add yours as a new page is developed).</i><br /><br />Anthropology<br />Art<br />Criminal Justice (includes corrections, law, and more).<br />English<br />Healthcare (includes Radiology, Nursing, etc.)<br />Literature<br />Mathematics<br />Online Learning<br />Political Science<br />Psychology<br />Science<br />Social Media<br />Sociology<br />Terrorism (includes Domestic and International)<br /><br />The developers at <a href="http://www.wetpaintfreshcoats.com/2009/02/13/woot-woot-new-features-are-on-the-way/">WetPaint</a> say we should be able to keep all of the site’s videos in one place, making them easy to find quickly and organize. Here’s what the gallery page will look like:<br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjseqSrLhYT36yzSOB80kE575gMMo9_JxVWcGL9wv4mMC37E646Ztf2ZMZNFjRWfw1xt_7aSBiFAoLjBxdzUiCW3qW6dFjPrquK6QWNAdvGdvNkjJCkAGRm42R-JK4H4ulQ2pt975IWSwbR/s1600-h/vidsharing.gif"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjseqSrLhYT36yzSOB80kE575gMMo9_JxVWcGL9wv4mMC37E646Ztf2ZMZNFjRWfw1xt_7aSBiFAoLjBxdzUiCW3qW6dFjPrquK6QWNAdvGdvNkjJCkAGRm42R-JK4H4ulQ2pt975IWSwbR/s400/vidsharing.gif" alt="" id="BLOGGER_PHOTO_ID_5311594827195272322" border="0" /></a><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-24943654376309483262009-02-16T09:03:00.000-08:002009-02-16T13:25:21.098-08:00Q & A on the need for Social Media Policies in Colleges and Universities<div><span style="font-weight: bold;font-family:Arial;" >Are there any institutional risk for University staff or faculty using social media? if so what are they?</span><br /><br />The risks are the same as for staff and faculty who have cell phones, email and Internet accounts, and are otherwise provided with opportunities to engage the general public. The good news is that most staff and faculty in higher education seem to feel they are in a gated community and don't reach out the public much. The bad news is that those who do have the tendency to forget they are representing the University and may even give indications of their personal biases that are in direct conflict with the purpose of the University, their academic department, and their co-workers.<br /><br /></div> <div style="font-weight: bold;"><span style="font-family:Arial;">How is the educational system using or not using social media to advance education?<br /><br /></span></div> <div>Some departments (especially those involved in recruiting and placement) are finding ways to engage with the global residents that populate the world of social media. Unfortunately, those who don't are missing out, and so are their students. Individually, those responsible for the mind-stretching of today's students fall short in their understanding of how to reach them. This problem was seen long before social media, so it should not be too much of a shock.<br /><br /></div> <div style="font-weight: bold;"><span style="font-family:Arial;">Do you see Educational Institutions incorporating the use of social media policies? If so why?<br /><br /></span></div> <div> I see some of them in the beginning stages, but with so few of the decision makers having a grasp on what social media is, their efforts are expected (by cynics like me) to miss the mark and either over-protect or under-protect the institution. For now, I think we could adapt the current policies on communication to the world of social media like the law has adapted controls on telecommunication designed for the telephone to the use of the Internet.<br /><br /></div> <div style="font-weight: bold;"><span style="font-family:Arial;">What are you seeing in terms of other Universities using social media? Do any of them have policies?<br /><br /></span></div> <div>The Universities that have been forward-thinking are forward-thinking and those in Higher Education who have made a point to reach out to the community appear to be continuing that practice. If you look at social media like a location where prospective, current, and former students hang out (think mall or coffee shop) then you realize the effort it takes for some to reach the point where they 1) see the need to adjust and 2) make the effort to do so. There are the makings of social media policies in a small number of Universities. These should be wiki-like (not written in stone) so as to make use of the social media space without limiting opportunities for learning.<br /><br /></div> <div style="font-weight: bold;"><span style="font-family:Arial;">What impact will social media have on the educational process, the relationships between institutions and teachers, teachers and students, etc.<br /><br /></span></div> <div>As I wrote in <a href="http://happyabout.info/RelationshipEconomy.php">The Emergence of The Relationship Economy</a>, "The Internet has served to circumvent (or reinvent) these imbalanced, power-based relationships by removing the restrictions and leveling the playing field for those who seek information." The piece of the Internet on which social media stakes its claim has uprooted the decades-long practice of <span style="font-style: italic;">information hoarding</span>. Those in Higher Education who base their sense of authority on the control of information will see a <span style="font-style: italic;">rapid</span> degradation of their power base. Those who intentionally and regularly share their knowledge (and happen to be compensated for it) will see an <span style="font-style: italic;">increase </span>in the number of those listening and a duplication and multiplication of their power base.<br /><br /></div> <div><span style="font-family:Arial;"><span style="font-weight: bold;">What issues should Universities have covered in a social media policy?<br /><br /></span></span>I think that University policymakers need to examine their current policies and adapt them for this new location. For many, there will be a period of growth and the ongoing adjustment that will require allowing staff and faculty to make mistakes and learn from them.<br /><span style="font-family:Arial;"><br /><span style="font-weight: bold;">Do all Universities have a need to address social media?<br /><br /></span></span>No, only those that plan to be in business past 2015. Ironically, the style and substance of social media is very similar to the interactive learning environment that online learning requires. This type of learning is growing, especially among non-traditional learners, and the for-profit and private institutions of higher education seem to be the thought leaders in this area. Those who don't plan to have a social media presence will be restricted to the old methods of communication and relationship building. That may work for a few who cater to the older Gen-X and some Baby Boomers, but for those who want to provide a real learning environment to the here and growing Gen-Y (also known as Millenials), yesterday was the right time to get it together.<br /></div>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-49802169690829412762009-01-31T08:39:00.000-08:002009-01-31T08:53:17.177-08:00Connections outside of our fieldI've long been an advocate of reaching outside our own little world to 1) make connections and 2) see how many of those connections become friends. In my never ending quest for learning and, more recently, learning about learning, I am reading a book recommended to me by someone who 1) became a connection in my primary field (the criminal justice discipline) and 2) has since become a colleague and friend.<br /><br />The book is entitled "<a href="http://www.questia.com/library/book/toward-improving-ph-d-programs-by-ernest-v-hollis.jsp">Toward Improving PhD Programs</a>." I must say that I avoided reading for some time as I have an all-consuming nature (at least that's what I call the obsessive character trait that causes me to read a book to its conclusion, especially one on a topic I am interested in).<br /><br /><span style="font-style: italic;">Of interest to me was the passage (p. 124) that says:</span><br /><blockquote>. . . graduate students usually associate only with those who are working in their field . . . it would be very beneficial if they could be brought into contact with graduate students who are working in totally different subjects.</blockquote><br /><span style="font-style: italic;">What do you think?<br /><br /></span>Hollis, E. V. (1945). <a href="http://www.amazon.com/Toward-Improving-Programs-Ernest-Hollis/dp/B000NOZ4TA/ref=sr_1_1?ie=UTF8&s=books&qid=1233420692&sr=8-1"><span style="font-style: italic;">Toward improving Ph.D. programs</span></a>. Washington, D. C.: American Council on Education.Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-13020821571838134212009-01-14T06:45:00.000-08:002009-01-14T08:16:31.934-08:00I apologizeThough I have not been duly elected to represent my colleagues, I am gutsy enough to say that anyone in higher education who teaches how they were required to learn should apologize to their students for perpetuating the lie that the lecture alone is how we as adults learn best.<br /><br /><a href="http://www.jibberjobber.com/blog/2009/01/14/letter-to-university-professors-stop-failing-us/"><span style="font-weight: bold;">Jason Alba</span></a> asked "us" to "make it interesting and not do a book report of what I had to read for homework" . . . bring some career management stuff into the discussion . . . Don’t just talk about it - but LIVE IT.<br /><br />You want interesting -- <span style="font-weight: bold;">demand it</span>! Drop the classes that aren't and change schools if there are too many of them (and take your friends). Career management? <span style="font-weight: bold;">Not my job</span>. What I will do is provide examples of what can be done with this degree and introduce you to some of the people (<span style="font-style: italic;">face-to-face</span> and <span style="font-style: italic;">virtually</span>) who are working in the field -- <span style="font-weight: bold;">now</span>. I also bring in (and connect you with) people that are much better at helping you plan out your career development, and I will (if you will give me opportunities) write you a <span style="font-weight: bold;">killer</span> letter of recommendation to help you get into 1) an internship and 2) a job. <span style="font-style: italic;">Some of us do live it, BTW.</span><br /><br />I agree with <a href="http://www.insidehighered.com/views/2009/01/13/graff">Gerald Graff</a> that "our experience of teaching in hermetically sealed classrooms makes us — to coin a word — “courseocentric.” Courseocentrism — like its ethno-, ego-, and Euro- counterparts — is a kind of tunnel vision in which our little part of the world becomes the whole."<br /><br /><a href="http://campuslife.suite101.com/article.cfm/facebook_myspace_professors">Naomi Rockler-Gladen</a> noted that not all professors and departments are laid back enough (?) to use Facebook and Myspace. I realize that there are some professors who would not be caught dead having a conversation with their students (not to be confused with the Socratic method of pedagogy).<br /><br /><span style="font-style: italic;">I strongly encourage them to </span><a style="font-style: italic;" href="https://www.insidehighered.com/employment/dashboard/?event=showhome">find another job</a><span style="font-style: italic;"> . . .</span><br /><br />My all time favorite summary is actually a recent commercial . . .<br /><br /><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/e50YBu14j3U&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1"><param name="allowFullScreen" value="true"><embed src="http://www.youtube.com/v/e50YBu14j3U&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" height="344" width="425"></embed></object><br /><br />. . . which the <a href="http://www.nytimes.com/2009/01/12/business/media/12adnewsletter1.html?_r=2&adxnnl=1&adxnnlx=1231822240-v+RErIS4QW4f7HW7iOb0Dw">New York Times</a> also liked (and to answer the question posed by the article - yes, Virginia, Online Universities do have Virtual Cheerleaders - <span style="font-style: italic;">I am one</span> of them).<br /><br />So here's what you want (and honestly, <span style="font-weight: bold;">need</span>) to know:<br /><ul><li>Tell me what I can expect when I get out of school.</li></ul><span style="font-style: italic;">- you can't handle the truth . . . but I will tell you what not to expect. Don't expect companies and organizations to trip over each other while beating a path to your door like it's the NFL draft.</span><br /><ul><li>Tell me what the value of an internship is and strongly encourage me to get a real internship.</li></ul><span style="font-style: italic;">- Internships are not valuable - they are imperative. Unless you have experience in the field you want to work in after college </span><span style="font-weight: bold; font-style: italic;">and</span><span style="font-style: italic;"> have all the contacts you need - </span><span style="font-weight: bold; font-style: italic;">find an internship!</span><span style="font-style: italic;"> The ones I look for should actually charge -- not pay.</span><br /><ul><li>Tell me what you love about your career, and what your friends in the industry do, how they got there, etc.</li></ul><span style="font-style: italic;">- In order to get this, you have to come to class. If you haven't sensed the passion I have for my current (education) and former (policing) career, you haven't yet found the classroom (nor have you connected with me on </span><a style="font-style: italic;" href="http://www.facebook.com/people/Carter_F_Smith/38422548">Facebook</a><span style="font-style: italic;">, </span><a style="font-style: italic;" href="http://www.linkedin.com/in/carterfsmith">LinkedIn</a><span style="font-style: italic;">, </span><a style="font-style: italic;" href="http://www.myspace.com/carterfsmith">MySpace</a><span style="font-style: italic;">, </span><a style="font-style: italic;" href="http://www.twitter.com/carterfsmith">Twitter</a><span style="font-style: italic;">, </span><a style="font-style: italic;" href="http://carterfsmith.blogspot.com/">etc</a><span style="font-style: italic;">.). My friends are part of the learning environment -- if you have been to class or connected to me, you can hear from (and talk one-on-one with) them.</span><br /><ul><li>Bring professionals into class so they can share their stories with us. Bring recent grads in so they can tell us what it’s really like.</li></ul><span style="font-style: italic;">- See above.</span><br /><ul><li>Teach us what networking is, how to network, and why and when we should network.</li></ul><span style="font-style: italic;">- I promise! The best way to learn is by experience. In a </span><a style="font-style: italic;" href="http://www.happyabout.info/RelationshipEconomy.php">recent publication</a><span style="font-style: italic;">, I observed</span><br /><blockquote><blockquote></blockquote> <span style="font-style: italic;">By capitalizing on the use of social networks while students attend college, faculty and other school leaders can not only strengthen the learning foundation for students, but can also maintain contact with students as they go out into the community following graduation. College administrators can strategically use social networks to stay in contact with graduates in hopes of garnering a loyal cadre of alumni.</span><br /><br /><span style="font-style: italic;"> For students, taking part in social networks while in college offers benefits for the future. Networking can be a means of establishing connections within the community they will enter upon graduation. As alumni, they can show loyalty to their alma mater by offering employment to future graduates, support o athletic organizations, and financial contribution.</span></blockquote><span style="font-size:85%;"><i>"<span class="headings">The Emergence of The Relationship Economy</span>" </i><i>by Scott Allen, Jay T. Deragon, Margaret G. Orem and Carter F. Smith</i></span> <ul><li>Teach us about personal branding, what it is and why we need it.</li></ul><span style="font-style: italic;">- Also in "The Emergence," </span><a style="font-style: italic;" href="http://www.relationship-economy.com/">Jay Deragon</a><span style="font-style: italic;"> noted</span>:<br /><blockquote> <span style="font-style: italic;">Our brand is largely influenced by what and how we communicate, to whom we are connected to as well as where our presence is throughout the worldwide Web.</span></blockquote><blockquote><p class="MsoNormal"><b style=""><o:p></o:p></b></p> </blockquote><ul><li>Any chance you can bring the career services folks into the picture? It seems like there is a brick wall between you and career services… I don’t care why, but I would like to know if there is value in the career services offices.</li></ul><span style="font-style: italic;">- There's no brick wall. In fact, I try to be the bridge! We are connected on </span><a style="font-style: italic;" href="http://www.facebook.com/people/Carter_F_Smith/38422548">Facebook</a><span style="font-style: italic;"> and </span><a style="font-style: italic;" href="http://www.linkedin.com/in/carterfsmith">LinkedIn</a><span style="font-style: italic;">, and I bring them to class every chance I can. Make sure you are 1) there, and 2) pay attention.</span><br /><br />If this rather lengthy <a href="http://dictionary.reference.com/browse/response">response</a> wasn't enough to prevent insomnia, I addressed a bit of this in a presentation a couple of years ago -- the link to the <a href="http://www.slideshare.net/carterfsmith/when-in-rome">slideshow is here</a>, and the <a href="http://video.google.com/videoplay?docid=1870559213141310494&hl=en">video here</a>.<br /><br /><div style="width: 425px; text-align: left;" id="__ss_231691"><a style="margin: 12px 0pt 3px; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; display: block; text-decoration: underline;" href="http://www.slideshare.net/carterfsmith/when-in-rome?type=powerpoint" title="When In Rome">When In Rome</a><object style="margin: 0px;" height="355" width="425"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=when-in-rome-1200586098749463-4&stripped_title=when-in-rome"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=when-in-rome-1200586098749463-4&stripped_title=when-in-rome" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="355" width="425"></embed></object><div style="font-size: 11px; font-family: tahoma,arial; height: 26px; padding-top: 2px;">View SlideShare <a style="text-decoration: underline;" href="http://www.slideshare.net/carterfsmith/when-in-rome?type=powerpoint" title="View When In Rome on SlideShare">presentation</a> or <a style="text-decoration: underline;" href="http://www.slideshare.net/upload?type=powerpoint">Upload</a> your own. (tags: <a style="text-decoration: underline;" href="http://slideshare.net/tag/adult">adult</a> <a style="text-decoration: underline;" href="http://slideshare.net/tag/learning">learning</a>)</div><br /><br /><embed id="VideoPlayback" src="http://video.google.com/googleplayer.swf?docid=1870559213141310494&hl=en&fs=true" style="width: 400px; height: 326px;" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash"></embed><br /></div>There's another slide you might want to see about how we as adults learn best . . .<br /><div style="width: 425px; text-align: left;" id="__ss_231687"><a style="margin: 12px 0pt 3px; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; display: block; text-decoration: underline;" href="http://www.slideshare.net/carterfsmith/how-do-adults-learn?type=powerpoint" title="How Do Adults Learn">How Do Adults Learn</a><object style="margin: 0px;" height="355" width="425"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=how-do-adults-learn-1200585851464444-4&stripped_title=how-do-adults-learn"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=how-do-adults-learn-1200585851464444-4&stripped_title=how-do-adults-learn" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="355" width="425"></embed></object><div style="font-size: 11px; font-family: tahoma,arial; height: 26px; padding-top: 2px;">View SlideShare <a style="text-decoration: underline;" href="http://www.slideshare.net/carterfsmith/how-do-adults-learn?type=powerpoint" title="View How Do Adults Learn on SlideShare">presentation</a> or <a style="text-decoration: underline;" href="http://www.slideshare.net/upload?type=powerpoint">Upload</a> your own. (tags: <a style="text-decoration: underline;" href="http://slideshare.net/tag/adult">adult</a> <a style="text-decoration: underline;" href="http://slideshare.net/tag/learning">learning</a>)</div></div><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com3tag:blogger.com,1999:blog-2327325688604482455.post-50533701462474258212008-08-03T13:15:00.000-07:002008-08-03T13:51:01.716-07:00Google, Microsoft woo higher ed with free online servicesWhat a great idea to trim the excess costs of a higher education! With outsourcing of mail servers and a mixed delivery of the learning process (face-to-face and online), today's students would not only learn how the real world works, so would their University leaders!<br /><br /><a href="http://www.computerworld.com/action/article.do?command=viewArticleBasic&articleId=9111342&source=rss_news10">Computer World says:</a><br /><br />Google's education outreach began with Arizona State University, which outsourced its entire e-mail operation for 65,000 students to Google's Gmail, giving users a range of services unavailable on the school's existing e-mail system, such as 6GB of storage, built-in chat and search, without spam headaches or downtime. It saved ASU about $400,000 per year in IT infrastructure costs, said Adrian Sannier, ASU's university technology officer.<br /><p> "Your [IT] people are saying, 'we can do it,'" Sannier told the opening day audience this week at the Campus Technology 2008 conference. "And they can. They can build pyramids, too." His voice rose dramatically. "But there's no money in it!"</p><p> </p><p> The idea, he told his audience, is "to get someone else to do it. Someone really big."</p><p> </p><p> Google and Microsoft offer a somewhat customized version of a Web portal with services. Both can create an extension to their respective e-mail domains with a school's name -- for example, studentname@gmail.schoolname.edu -- though for some customers there's no visible change. When students graduate, the school notifies Google or Microsoft, which then ends the student account, while offering the student the option of continuing with either a free or paid "post-graduate" online service.</p><p>I've already got all but one of my .edu email accounts incorporated into Gmail, my Ooutlook calendar syncs with Google Calendar, and My edublog links to my .edu profiles.<br /></p><p><span style="font-style: italic;">What's am I missing?</span><br /></p>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-17868289083519806522008-05-17T11:39:00.000-07:002008-12-10T19:21:35.273-08:00So, how did you get started... and what difference has it made?<a style="font-weight: bold;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHdqytg48YNL9UxZR7cF-glkWLiFWFpHr3Y8d_wXpCADPnnHuzRHnJrgXiRUjQX0iOJJeVG7cPuVSvZcVucDPIkF1wIXdeVvqxoFOcROoxxxuco-iw9LNo11bIYWr7_e7piaju7Yb8u3-U/s1600-h/Carter+%282%29.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHdqytg48YNL9UxZR7cF-glkWLiFWFpHr3Y8d_wXpCADPnnHuzRHnJrgXiRUjQX0iOJJeVG7cPuVSvZcVucDPIkF1wIXdeVvqxoFOcROoxxxuco-iw9LNo11bIYWr7_e7piaju7Yb8u3-U/s400/Carter+%282%29.jpg" alt="" id="BLOGGER_PHOTO_ID_5201431045539535554" border="0" /></a><span style="font-weight: bold;">The road to wherever </span><span style="font-style: italic; font-weight: bold;">here</span><span style="font-weight: bold;"> is . . .</span><br /><br />So I was on my Google Reader, minding my own business in the passive reading mode, when I was provoked . . . in a good way.<br /><br />Tony <a href="http://elearningtech.blogspot.com/2008/05/dissertation-wiki.html">Karrer</a> did a pass-along inquiry for <a href="http://karynromeis.blogspot.com/2008/05/so-how-did-you-get-started-and-what.html">Karyn Romeis</a> and I just had to respond. The reason I am answering here is three-fold. <span style="font-style: italic;">First</span>, posting on a blog allows links and that makes the post less cluttered (and, ultimately, shorter). <span style="font-style: italic;">Second</span>, I have two blogs that relate to this topic and maneuvering between them would make me (and probably you, the reader) dizzy. <span style="font-style: italic;">Third</span>, I noticed it's been a while since I posted here (though my other blog has been pretty active lately), so I figured I'd kill 3 birds with 1 stone.<br /><br /><span style="font-style: italic; font-weight: bold;">And the ability to spread <a href="http://www.problogger.net/archives/2007/04/05/the-ultimate-guide-to-getting-lots-of-link-love/">link-love</a> helped push me over the edge . . .</span><br /><br />Hi Karyn,<br /><br />Here's my answers to your basic questions:<br /><br /> <span style="font-weight: bold;"> * How did you get started with social media?</span><br /><br />I started this adventure for very basic reasons, which I detailed a while back in a post entitled <a href="http://carterfsmith.blogspot.com/2007/12/how-i-got-started-on-social-networking.html">How I got started on Social Networking (MySpace, LinkedIn, and Facebook edition</a>. The short version is that I had teen sons & college students in the space and I wanted to know more about it. The exposure to (or increased use of) <a href="http://youtube.com/carterfsmith">YouTube</a> and Google Video, <a href="http://twitter.com/carterfsmith">Twitter</a>, and <a href="callto:carterfsmith">Skype</a> seemed to come naturally.<br /><br /> <span style="font-weight: bold;">* What was your introduction, and how did the journey unfold?</span><br /><br />I started out slow, focusing more on LinkedIn for professional reasons. If it wasn't for the brilliance of the embedded follow-up, I think that sight might have lost me. As you see from the previous answer, I felt that a MySpace presence was required, and Facebook seemed like a great way to get to know my students.<br /><br />I began getting a feel for how these sites were fitting into my life <a href="http://carterfsmith.blogspot.com/2008/03/how-long-will-social-networks-be-around.html">here</a>, and began thinking about how business could be done in this new <span style="font-style: italic;">market - </span>documented initially <a href="http://carterfsmith.blogspot.com/2007/12/death-of-social-networking-as-we-know.html">here</a>. I documented other parts of the journey in my initial thoughts regarding a police-only networking site <a href="http://carterfsmith.blogspot.com/2007/11/whats-your-greatest-fear.html">here</a>.<br />I once (well, maybe more than once) got a little overzealous while growing my network and got a <a href="http://carterfsmith.blogspot.com/2008/01/how-to-get-kicked-off-facebook-personal.html">serious warning </a>from the friend police at Facebook. I have since matured, and shared my findings in two organized academic presentations (in <a href="http://retrofit-eduspaces.blogspot.com/2008/04/21st-century-roman-video.html">2007</a>, and <a href="http://retrofit-eduspaces.blogspot.com/2008/03/yesterdays-technology-today.html">2008</a>), and <a href="http://retrofit-eduspaces.blogspot.com/2008/03/linkedin-questions-answers-higher.html">on LinkedIn</a>.<br /><br />I've gotten more creative in my "thinking out loud" and posted a couple of quasi-fables (actually recreations - <a href="http://carterfsmith.blogspot.com/2007/12/ceos-new-social-network-strategy.html">here</a> and <a href="http://carterfsmith.blogspot.com/2008/02/cio-versus-cmo-slow-and-steady-with.html">here</a> - the first is my favorite, but it's a bit longer than average). Some of my thoughts on how social media can enhance business are <a href="http://carterfsmith.blogspot.com/2008/01/analysis-of-relationship-economy-model.html">here</a>.<br /><br /> <span style="font-weight: bold;"> * What difference has it made in your professional practice?</span><br /><br />I consider things differently. Never before did I (in the middle of a conversation) say, and think, "That would make a great blog post!."<br /><br />I hadn't yet written a book (<a href="http://happyabout.info/RelationshipEconomy.php">paper here</a>, <a href="http://linktounitedrelations.org/">free e-book</a> here), I hadn't created a <a href="http://www.copconnection.net/">global police cross-platform network</a>, and I didn't blog before social networking enticed me (and now I can't quit). I also wasn't previously involved with a global collaborative project like <a href="http://www.linktoyourworld.com/">Link To Your World</a>, and I hadn't yet figured out the need to assist those in business with understanding social media, so <a href="http://www.linktoyoureducation.com/">Link To Your Education</a> wasn't even a thought . . .<br /><br /><span style="font-style: italic;">And I've met and conversed with some really great people!</span><br /><br />I, am in the beginning phases of my dissertation, as well, and intend to post it for access wherever, whenever. I haven't yet decided whether blog or wiki is the better media . . .<br /><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com1tag:blogger.com,1999:blog-2327325688604482455.post-47697363868723637122008-04-23T12:47:00.000-07:002008-04-26T07:15:01.238-07:00A podcast on working with IT<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://s3.amazonaws.com/twitter_production/profile_images/53206279/lesssleepy_bigger.jpg"><img style="FLOAT: right; MARGIN: 0pt 0pt 10px 10px; WIDTH: 87px; CURSOR: pointer; HEIGHT: 87px" alt="" src="http://s3.amazonaws.com/twitter_production/profile_images/53206279/lesssleepy_bigger.jpg" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://twitter.com/account/profile_image/injenuity"></a><br />Check out <span class="fn"><a href="http://twitter.com/injenuity">Jennifer D. Jones</a>' </span>first REAL podcast on <a href="http://injenuity.com/">injenuity.com</a>.<br /><br /><embed src="http://injenuity.com/wp-content/uploads/2008/04/injenuity1.mp3" width="144" height="62" type="audio/mpeg" autostart="false" loop="false" controls="console"></embed>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-14350583402145303422008-04-16T07:38:00.000-07:002008-04-16T07:43:12.708-07:00And we wonder why more people don't teach!If you ever wondered why faculty in higher education sometimes act like they are stuck in a rut? It may be because they are . . . <div><br /><img style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 400px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="http://www.clipartguide.com/_small/0511-0703-1212-5856.jpg" border="0" /><br /><div><em>Where else can you go to school for not less than 23 years (K-12, 4 college, 3 graduate, a minimum of 3 for the doctorate), potentially amassing hundreds of thousands of dollars in debt, only to be paid a little better than an auto mechanic of a police officer (not that the technology revolution hasn't made those jobs more difficult).</em> </div><br /><div>See the recent release of <a href="http://www.higheredjobs.com/salary/salaryDisplay.cfm?SurveyID=9">Faculty Median Salaries - HigherEdJobs.com</a>: "results of the 2007-08 National Faculty Salary Survey conducted by The College and University Professional Association for Human Resources (CUPA-HR). Figures are based on salary data of more than 211,400 faculty members at public and private institutions nationwide. Salaries were reported by 838 institutions, including 499 private institutions and 339 public institutions." </div><br /><div>You'll see that a business professor makes more than an economics professor, and you'll probably wonder why math and nursing professors don't make more than law and engineering professors . . . or maybe you won't. So how do they do it? </div><br /><div>From what I've seen, it's either an intense desire to share what they've learned (hopefully by first-hand experience, not just from reading about those from another) or the opportunity to have a relatively steady, full-time position where you only have to work 2/3 of the time. That either allows a bunch of time off for sharing ideas at conferences, traveling the world, or doing something else to make money. </div><br /><div>Sometimes plans like the above work, and sometimes they don't, but the potential for feeling like you are in a dead-end job is still there. Many college professors have a variety of classes that they have taught many times to many students. They have the lecture memorized, and if they use multimedia, it's often dated. And then, to top it all off, they get very little thanks from their students, and nothing but committee work and research requirements from the administration. </div><br /><div>By the time they figure out that they don't enjoy the work any longer, it's way too late to change career fields (or so it appears), so there appears to be no incentive to learn more or even keep abreast of recent developments. That's when you know you need a break . . . or maybe it's time to retire? </div><br /><div>So the next time you see a college professor stuck in a rut, help them get out by giving them a push! </div><br /><div><em>What do you think?</em></div></div>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com1tag:blogger.com,1999:blog-2327325688604482455.post-47848128548461463542008-04-08T13:58:00.000-07:002008-04-08T14:27:50.247-07:00time to process, unpack, and apply!<a href="http://s3.amazonaws.com/twitter_production/profile_images/51862979/itconference08.png"><img style="FLOAT: right; MARGIN: 0px 0px 10px 10px; WIDTH: 202px; CURSOR: hand; HEIGHT: 127px" height="108" alt="" src="http://s3.amazonaws.com/twitter_production/profile_images/51862979/itconference08.png" border="0" /></a><br /><div>Just finished <a href="http://twitter.com/itconference08">@itconference08</a>, now to make sure all that learning doesn't get wasted.<br /><br />Things I learned before, during and after (not necessarily in order of priority or importance):<br /><br />- you can <a href="http://technorati.com/people/technorati/carterfsmith">claim your Twitter account </a>on Technorati<br /><br />- I take notes better with a laptop</div><br /><div></div><br /><div>- <a href="http://www.twittervision.com/">Twitter Vision</a> is cool to watch -- like a game of ping pong<br /><br />- what many in education 2.0 (two-way communication) are doing is really education 3.0 (collaborative group communication)<br /></div><br /><div>- the world really <em>is </em>flat.</div><br /><div></div><br /><div>- wireless mobile devices (WMD) are just something <em>I</em> think will take over the learning environment</div><br /><div></div><br /><div>- PowerPoint slideshows are not teleprompters</div><br /><div></div><br /><div>- we need to <a href="http://www.educause.edu/Elements/Attachments/conference/aascu07/Courses-HO.pdf">shift the locus of learning </a>(.pdf link)</div><br /><div></div><br /><div>- FirstMonday.org moved to the <a href="http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/">U of I-C</a></div><br /><div></div><br /><div>- Facebook has <a href="http://www.collegedegree.com/library/college-life/15-facebook-apps-perfect-for-online-education">25 Apps That Are Perfect for Online Education</a></div><br /><div></div><br /><div>- there are simple ways to <a href="http://www.readwriteweb.com/cgi-bin/mt/mt-comments.cgi?entry_id=6061">add friends on Twitter</a></div><br /><div></div><br /><div>- <a href="http://www.crunchbase.com/">CrunchBase</a> is a new (free) directory of technology companies, people, and investors that anyone can edit.</div><br /><div><br />- digital ethnography is powerful<br /><br /><object height="355" width="425"><param name="movie" value="http://www.youtube.com/v/NLlGopyXT_g&hl=en"><param name="wmode" value="transparent"><br /><embed src="http://www.youtube.com/v/NLlGopyXT_g&hl=en" type="application/x-shockwave-flash" wmode="transparent" width="425" height="355"></embed></object><br /><br /><a href="http://www.youtube.com/watch?v=NLlGopyXT_g">http://www.youtube.com/watch?v=NLlGopyXT_g</a><br /><br /><em>What do you think?</em></div>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-73411653581059350032008-04-07T19:12:00.000-07:002008-04-07T19:18:29.114-07:00everything you ever wanted to know about Twitter but were afraid to ask<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://assets3.twitter.com/images/twitter.gif"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 237px; height: 55px;" src="http://assets3.twitter.com/images/twitter.gif" alt="" border="0" /></a><br />well, not exactly, but it is a real good primer . . .<br /><br />My apologies for assuming everyone knew the basics!<br /><br />Thanks to <a href="http://seedwatcher.typepad.com/">Marc Hustvedt</a> for reminding me to post this - by way of posting it on his blog.<br /><br /><object height="355" width="425"><param name="movie" value="http://www.youtube.com/v/ddO9idmax0o"><param name="wmode" value="transparent"><embed src="http://www.youtube.com/v/ddO9idmax0o" type="application/x-shockwave-flash" wmode="transparent" height="355" width="425"></embed></object><span style="font-weight: bold;"></span><br /><br /><a href="http://www.youtube.com/watch?v=ddO9idmax0o">http://www.youtube.com/watch?v=ddO9idmax0o</a><br /><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-60825195969972307472008-04-07T15:46:00.000-07:002008-04-07T16:04:48.148-07:00Hi-tech Mid-South educators<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://carterfsmith.blogspot.com/2008/04/revamping-learning-paradigm.html"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px;" src="http://www.mtsu.edu/itconf/images/08_Branding.gif" alt="" border="0" /></a><br /><span class="671290521-07042008"><span style="color: rgb(0, 0, 255);font-family:Arial;" >OK, so I'm at the<a href="http://www.mtsu.edu/itconf/index.shtml">13th Annual Instructional Technology conference</a> here in Nashville and the featured speaker is about to begin and I see an @itconference08 on the screen. Hey -- that looks like a Twitter address, I think silently (in case I'm the only one that speaks Twitter). Right after that was instructions on how to get on the WLAN, so I slide out my PPC phone and hit the site and they have (now that I'm following them) 5 followers. Not good, I think.<br /><br />And then I see that they aren't following anyone back. And then I see that the last 4 (actually first four, as well) posts were April 6, March 19, March 18, and March 18. And there are hundreds of people here -- on April 7th!!!<br /><br />OK, so I am not in Silicon Valley . . . but shouldn't we have like some fairly regular posts just to see if someone responds. There admittedly are only a few Twitterers within 20 miles of Murfreesboro (the home of MTSU) according to <a href="http://www.twitterlocal.net/show/37127/20">TwitterLocal</a>, but . . .<br /><br /><span style="font-weight: bold;">Help me out -- there's still tomorrow</span> -- check out http://twitter.com/itconference08 and <span style="font-style: italic;">follow them!<br /><br />If you'd like to make</span> sure they get the message - @itconference08 and @carterfsmith and I'll make sure to pass it on.<br /><br /><span style="font-style: italic;">What do you think?</span><br /></span></span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-87393600065618420462008-04-06T17:50:00.000-07:002008-04-06T18:00:42.584-07:0021st Century Roman videoJust now getting this finished -- sometimes the to-do list gets overwhelming.<br /><br /><a href="http://video.google.com/videoplay?docid=1870559213141310494&hl=en">This is the video</a> of the recorded <a href="http://www.mtsu.edu/%7Eitconf/proposals07/50.html">presentation</a> of <span style="font-weight: normal;font-size:100%;" ><a href="http://retrofit-eduspaces.blogspot.com/2008/03/when-in-rome-teaching-21st-century.html">When in Rome - teaching 21st century students using 21st century tools</a></span>, <a href="http://retrofit-eduspaces.blogspot.com/2008/03/when-in-rome-teaching-21st-century.html">posted previously</a>, complete with interaction (the only way to present).<br /><br /><embed style="width: 400px; height: 326px;" id="VideoPlayback" type="application/x-shockwave-flash" src="http://video.google.com/googleplayer.swf?docId=1870559213141310494&hl=en" flashvars=""></embed><br /><br />It's from the <a href="http://www.mtsu.edu/%7Eitconf/proceedings.html">12th Annual Instructional Technology conference</a> last April. The <a href="http://www.mtsu.edu/itconf/index.shtml">13th starts tomorrow</a> -- so I figured it was time to get this completed (since I just figured out how).<br /><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-42651208421630633152008-04-04T11:29:00.000-07:002008-04-04T11:36:18.593-07:00Can we learn without being comfortable?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.surrey.ac.uk/politics/profiles/jarvis.htm"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 137px; height: 195px;" src="http://www.surrey.ac.uk/politics/profiles/jarvis.jpg" alt="" border="0" /></a>As I noted in a <a href="http://happyabout.info/RelationshipEconomy.php">recent publication</a>:<br /><br />The optimal zone in which adults learn is referred to as disjuncture— when time seems to stop. . . when our biographical repertoire is no longer sufficient to cope automatically with our situation. . . where we have a tension with our environment (Jarvis, 2006).<br /><br />Without entering this zone, we are simply stacking up our experiences on top of things to which we can relate. This action often leads to an unnecessary compromise, where we settle for what is readily available to us, rather than what is actually the best fit.<br /><br />With disjuncture, we are forced to build a completely new structure of learning. While in the disjuncture zone, though we usually will experience discomfort, we are ultimately able to establish a strong foundation for real learning.<br /><br />(p. 182)<br /><br /><span style="font-style: italic;">What do you think?<br /><br /></span>Jarvis, P. (2006). Towards a Comprehensive Theory of Human Learning. New York: Routledge.Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-71198195120107173602008-03-25T10:22:00.000-07:002008-03-25T10:37:03.662-07:00LinkedIn Questions & Answers -- Higher Education<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.linkedin.com/img/pic/pic_logo_119x32.gif"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 154px; height: 41px;" src="http://www.linkedin.com/img/pic/pic_logo_119x32.gif" alt="" border="0" /></a><span style="font-style: italic;">I was crafting another LinkedIn question and happened across some previous answers I posted to a recurring theme (and corresponding position). I first got involved in the LinkedIn Questions and Answers when a student of mine asked if there was "this much" interaction outside the walls of academia (my courses, both face-to-face and online, are very interactive).</span><br /><br />I'll post only the most recent response, but both questions. There's a link to each if you want to follow up. IN either case, check out <a href="http://www.linkedin.com/in/carterfsmith">my LinkedIn profile</a>, and connect with me if I can assist you in your professional endeavors.<br /><br /><a href="http://www.linkedin.com/answers/career-education/education-schools/CAR_BUE/168127-6788955"><span style="font-weight: bold;">Outstanding classroom spaces</span></a><br /><br /><span style="font-style: italic;">What are, in your opinion, some of the best classroom and training facility spaces you have seen? What constitutes a condusive learning space for you, in terms of space, layout, presentation utilities (boards, projectors), integration of technology, etc.</span> <span style="font-style: italic;">Do you have examples of colleges or corporations with outstanding classroom facilities? Please share. </span><br /><br />My favorite conducive learning space is one where a facilitator (instructor, professor, teacher, etc.) and participants (students, scholars, etc.) are able to engage, in an environment that encourages learning and is unrestricted by man-made boundaries. The best learning spaces are actually hybrids - with a live and online interface.<br /><br />Here's why this is so powerful. In the "normal" class, we break up on a Thursday, having had several stimulating discussions during class. On Friday, one of the students sees a news article (or re-reads the chapter or article we were discussing, or talks with a co-worker), and the light bulb goes on over their head regarding the topic discussed the previous afternoon/evening (meaning they "got it"). By Tuesday, he or she has forgotten the original point made during class, and nothing in that (Tuesday) class discussion seems to be an appropriate place to bring it up, so he or she doesn't. Note that in this scenario, the learning opportunities are limited.<br /><br />In the unlimited learning environment, or "hybrid" (live teaching supplemented with online interactivity) class, the same student reads the same information on Friday. He or she logs in to the Virtual Classroom, and posts the website of the news article, the page/paragraph number of what he read, etc., and says something like, "when we were discussing the possibility that terrorists were funding their operations with drug money, is this what you were talking about?" Another student then responds with a clarification, "not all funding is from drug money," and another, "and not all terrorist organizations have access to drug money." Another posts another link with an explanation, and a fifth posts a counter-position.<br /><br />Do you see the difference?<br /><br />This all happens before the weekend even begins, and every student that logs on (even if they don't post) is reminded of what we discussed in the previous class. The professor shows up for class on Tuesday and begins to set up while everyone else has already started reviewing the material from the last class! Honestly, how likely is that with the traditional classroom?<br /><br />Another reason I feel this is an excellent tool is that there are some students (often referred to as triple type A personalities) who need no encouragement to participate in class. Others (perhaps more introverted) feel more comfortable thinking about their response before they "go public." The discussion board allows for quality participation by both -- kind of like the Answers section here at LinkedIn.<br /><br />Does that make sense?<br /><br />see also <a style="font-weight: bold;" href="http://www.linkedin.com/answers/career-education/education-schools/CAR_BUE/149671-13567251">E-learning and taking courses online...Like it? Love it? Hate it? Why? If you don't like it - could anything be done to make it better?</a><br /><br />And, related to the<a href="http://retrofit-eduspaces.blogspot.com/2008/03/when-in-rome-teaching-21st-century.html"> previous post</a> . . . see this question:<br /><br /><a href="http://www.linkedin.com/answers/career-education/education-schools/CAR_BUE/40315-356732"><span style="font-weight: bold;">Best advice about networking to students?</span></a><br /><br />Dear all,<br /><br />In a few weeks I will be speaking to a class of students at the University of Applied Sciences in Krems, Austria. I have been given 2 hours to present the ins and outs of networking. I see this as a very limited time, and ask for your help: If you were to give just one piece of advice about networking what would it be?<br /><br />I recently presented to faculty my thoughts on the use of Social Networking in the education process, which I think most of the students may already be engaged in, making your presentation a logical extension of their current application. Here are some excerpts, and the link to the paper and presentation (the references are listed there,as well). Let me know if it helps.<br /><br />Social networks are a powerful foundation from which to develop group identity and cohesion. Social networks are often examined in the context of the small world phenomenon – everyone in the world is accessible through a “short chain of social acquaintances” (Milgram, S., 1967, as cited in Finin, et al., 2005, p. 422)<br /><br />Many in higher education are using, or to some extent evaluating the use of, contemporary social networking technology such as MySpace or Facebook (Carnevale, 2006; Lamb & Johnson, 2006; Lindenberger, 2006).<br /><br />Social networking sites allow a personal form of regularly-used communication, much like a mobile phone number or personal email address. With social networking sites, meeting and getting to know people<br />with whom one shares interests or contacts is not limited by time and space. These sites provide the ability to build a trusted community, which becomes useful to facilitate the introductions of others without being present, share one’s opinions about specific items and events, and share news and information with a pre-screened and pre-selected group of people – simultaneously. The technology allows groups with similar interests to form and share information and ideas in both synchronous and asynchronous communication.<br /><br />Social networking sites for professionals are a likely extension into the professional world for use by faculty and alumni to maintain contact. Implementing the use of social networks while students attend college would allow faculty to maintain contact with those students as they go<br />out into the community following graduation. Using social networks to stay in contact with graduates would increase the value of the faculty-student relationship, and might lead to a more loyal cadre of alumni. The perceived value to alumni could be reflected in their loyalty to the university, as demonstrated by a partnership in areas like employment of later graduates, support for athletic organizations, and financial contributions.<br /><br />Carter<br /><a href="http://www.linkedin.com/in/carterfsmith"> http://www.linkedin.com/in/carterfsmith</a><br /><br />I have enough material myself to fill closer to 3hrs, so it's not knowledge I'm lacking, but I thought your advice might help me to prioritise right.Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-48220281937320460002008-03-25T10:11:00.000-07:002008-03-25T10:15:56.727-07:00When in Rome - teaching 21st century students using 21st century toolsHere's a link to the ERIC site where my presentation and paper "When in Rome - teaching 21st century students using 21st century tools" is stored.<br /><br /><a href="http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED496202&ERICExtSearch_SearchType_0=no&accno=ED496202">ED496202 - Engaging the Learner. Annual Instructional Technology Conference (12th, Murfreesboro, Tennessee, April 1-3, 2007)</a><br /><br /><a href="http://www.slideshare.net/carterfsmith/when-in-rome">The slideshow is here.</a><br /><br /><div style="width: 425px; text-align: left;" id="__ss_231691"><object style="margin: 0px;" height="355" width="425"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=when-in-rome-1200586098749463-4"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=when-in-rome-1200586098749463-4" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="355" width="425"></embed></object><div style="font-size: 11px; font-family: tahoma,arial; height: 26px; padding-top: 2px;"><a href="http://www.slideshare.net/?src=embed"><img src="http://static.slideshare.net/swf/logo_embd.png" style="border: 0px none ; margin-bottom: -5px;" alt="SlideShare" /></a> | <a href="http://www.slideshare.net/carterfsmith/when-in-rome?src=embed" title="View 'When In Rome' on SlideShare">View</a> | <a href="http://www.slideshare.net/upload?src=embed">Upload your own</a></div></div>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-19473775476773007422008-03-12T12:48:00.000-07:002008-12-10T19:21:35.570-08:00Yesterday's technology today -<span style="font-weight: bold;">I just finished an educational session for those interested in engaging the social space for a variety of reasons.<br /><br /></span>If interested, check out <a href="http://www.linktoyoureducation.com">Link To Your Education</a>.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgNl1TfTq2ItBEbkuSS_JPqsERdrDoQfKO4YDYeX8PM70B5ozirBcCfhF_2-Jvc3b3593T6a1ahjt3BQr1Puzcfih8gMqSZrezYnAnOfgz8A0xqBh8eVu4bXoTTrbt8fddmEVOvmHnBg-g/s1600-h/Link+To+Your+Education.gif"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgNl1TfTq2ItBEbkuSS_JPqsERdrDoQfKO4YDYeX8PM70B5ozirBcCfhF_2-Jvc3b3593T6a1ahjt3BQr1Puzcfih8gMqSZrezYnAnOfgz8A0xqBh8eVu4bXoTTrbt8fddmEVOvmHnBg-g/s400/Link+To+Your+Education.gif" alt="" id="BLOGGER_PHOTO_ID_5176953891859788034" border="0" /></a><br />And I've finally figuring out how to take a PPT, record narrative, and then add to <a href="http://www.slideshare.net/carterfsmith/slideshows">slideshare</a>, embedded <a href="http://video.google.com/">Gvideo</a>, and podcast. I feel so Web 1.0 :-(<br /><br />I've redone the audio for the last presentation (<a href="http://eduspaces.blogspot.com/2008/03/retrofitting-learning-environments-for.html">below</a>). It's available on <a href="http://www.archive.org">Archive.Org</a>.<br /><br />My link to the audio is <a href="http://www.archive.org/details/Retrofitting_Learning_Environments_339">here</a>.<br /><br />And I've been playing around with <a href="http://twitter.com/">Twitter</a>. It's neat, and so "tech."<br /><br />A friend recently asked (on Twitter, of course), "<span style="font-style: italic;" class="entry-title entry-content">Why Twitter? Why now? Couldn't we have done this in a chat room 5 years ago? Is mobile what makes it different? Answer in <140><span style="font-style: italic;">.</span>"<br /><br />My first thought (while at a stop sign in my car receiving messages on my phone) was:<br /><span style="font-style: italic;" class="entry-title entry-content">Twitter, now because it's new but familiar and crosses platforms. We couldn't do opt-in asynchronous chat in 2002.</span><br /><br />If you just have to know more about Twitter, check out their <a href="http://help.twitter.com/index.php?pg=kb.book&id=3">Frequently Asked Questions.<br /></a>Twitter also has <a href="http://blog.twitter.com/">a blog</a> . . . and <a href="http://nowsourcing.com/blog/2008/03/11/social-media-strategist-found-on-twitter/">Patricia Mayo</a> does a good overview.<br /><br /><a href="http://twitter.com/carterfsmith">If you want to follow me on Twitter, feel free</a>.<br /><br />And to automate your posts (if you blog regularly), check out <a href="http://twitterfeed.com/">Twitter Feed</a>! If you just can't get enough of Twitter, add it to your Firefox browser with <a href="http://www.twitbin.com/">TwitBin</a>.<br /><br />And I'm wondering how much is too much when we engage for learning purposes in the online world. Does it really help to provide reading, audio, visual (presentations) and a combination (like video)? If so, here's the video (presentation with audio in a video format) for the <span style="font-style: italic;">Retrofitting The Learning Environment </span>Presentation.<br /><br /><embed style="width: 400px; height: 326px;" id="VideoPlayback" type="application/x-shockwave-flash" src="http://video.google.com/googleplayer.swf?docId=-8633232169755148829&hl=en" flashvars=""></embed><br /><br /></span><span class="entry-title entry-content">There's a VCast link coming . . .</span><span style="font-style: italic;" class="entry-title entry-content"><br /><br />What do you think?<br /></span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com3tag:blogger.com,1999:blog-2327325688604482455.post-87391923306843349172008-03-06T01:08:00.000-08:002008-12-10T19:21:35.975-08:00Retrofitting Learning Environments for Today’s Hyper-Networked Students<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimoV0kZqUtLb-WpYgjwFhLtmZMkf7vh5hReqUcFp2WI4UeG8jVsk9yZat4-pArR2mOhdXGbn90tE3OR1Nya3NT_H8xBeu0KTbCkwHJarOE6qYd9GsPqtx4C8w7_oBUMVJzycqmszpdPPMS/s1600-h/ontheone-theother.gif"><img id="BLOGGER_PHOTO_ID_5174047294267862210" style="margin: 0px 0px 10px 10px; float: right;" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimoV0kZqUtLb-WpYgjwFhLtmZMkf7vh5hReqUcFp2WI4UeG8jVsk9yZat4-pArR2mOhdXGbn90tE3OR1Nya3NT_H8xBeu0KTbCkwHJarOE6qYd9GsPqtx4C8w7_oBUMVJzycqmszpdPPMS/s400/ontheone-theother.gif" border="0" /></a><br /><div>Where did all my students go? This question is (or could be) asked by faculty all over the world. It is most appropriate in response to the migration of students from one professor to another (who listens to and understands them), or from one University to another (where everyone responds to them). It happens when students realize that their learning environment is the same one their parents had – boring, stifling, and very limited. In this presentation, we will discuss and demonstrate some recent technology developments that easily modernize teaching methods and quickly engage students. Learning environments should not be confined to the classroom – it’s time for them to be retrofitted . . . we’ll look at some examples.<br /><br />This presentation was prepared for the <a href="http://www.utm.edu/wtts/session_descriptions.php">West Tennessee Technology Symposium</a>, March 6, 2008.<br /><br />The slideshow is available <a href="http://www.slideshare.net/secret/5uUniMfqrfccPW">here</a>. This post was made to fill in some of the blanks from the slideshow (contained in the notes, but not visible without download).<br /><div id="__ss_292808" style="width: 425px; text-align: left;"><br /><object style="margin: 0px;" height="355" width="425"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=retrofitting-learning-environments-for-todays-hyper-networked-students-1204674418507625-4"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><br /><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=retrofitting-learning-environments-for-todays-hyper-networked-students-1204674418507625-4" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="355" width="425"></embed></object><br /><div style="font-size: 11px; padding-top: 2px; font-family: tahoma,arial; height: 26px;"><a href="http://www.slideshare.net/?src=embed"><img style="border: 0px none ; margin-bottom: -5px;" alt="SlideShare" src="http://static.slideshare.net/swf/logo_embd.png" /></a> <a title="View 'Retrofitting Learning Environments For Today’S Hyper Networked Students' on SlideShare" href="http://www.slideshare.net/carterfsmith/retrofitting-learning-environments-for-todays-hyper-networked-students?src=embed">View</a> <a href="http://www.slideshare.net/upload?src=embed">Upload your own</a><br /><br /><br /><br /></div></div><strong><span style="font-size:85%;"><span style="font-weight: normal;"><a href="http://www.archive.org/stream/Retrofitting_Learning_Environments_339">Streaming Audio</a> (to accompany the presentation for the most part)</span></span><br /><br />Retrofitting Learning Environments means</strong> . . . the ongoing practice of radically redesigning learning environments, including all participants, so learning is not stifled, hampered, or otherwise limited by unnecessary restrictions of space, time, topic, or any combination thereof. We need to seriously consider retrofitting the learning environment for today's students -- representatives of the <em>Net Generation</em>.<br /><br />The term <em>Net Generation</em> was coined by Don Tapscott, in his book “Growing Up Digital.” Though many traditional students are part of the Net Generation, we should not be defining this group based on age, but based on their experiences and their exposure. The experience of the <em>Net Generation</em> gives them the ability to acquire information on virtually anything within moments. The Net Generation has been exposed to information-gathering techniques and technologies that place institutions of higher education in direct competition with companies like Google. </div><div><br />The students benefit when we retrofit the learning environment. The environment is more interactive and makes them more connected to it. These technologies encourage collaborative learning, which enhances the learning experience. Many students and future students are already using social networks. They will easily be able to adapt to the retrofitted environment using communication techniques they are familiar with. This familiarity and the learning environment designed with these tools will foster creativity and imagination – on both sides of the virtual podium.</div><div><br /><em>So, what’s in it for the educators? </em></div><div><br />Try out a sampling of these solutions (from the slideshow) and see which fit your “style?” In the process, you are likely to experience the joy of learning something new. You are pretty much guaranteed to get envious looks from your peers when your students ask them why they haven’t retrofitted their learning environments yet. You will find that once these techniques are implemented, it will take less time to communicate more. And last but not least, you will have the satisfaction of equipping an entire generation with the tools and strategies needed to rule the world.<br /><br />The power of a network is related to the amount of knowledge held by the individual members, how much they share with others (and re-use from others), the number of others with whom they share and the capability of the network to generate new knowledge. </div><div></div><div>For an organization, the equation suggests a few practical steps.<br />•Hire and retain people who have a high level of expertise (and therefore a large amount of knowledge).<br />•Hire and retain people who are natural sharers.<br />•Hire a diverse population of people so that the knowledge they have is varied; i.e., there is enough similarity so that they can understand each other, but not so much that they all know the same things.<br />•Put in place a work environment that encourages and enables knowledge sharing.<br /><br /></div><div><em>The bottom line is power is knowledge shared.</em> </div><div></div><br /><div>Through knowledge management you can increase the power of your organization exponentially to solve problems, to invent new methods, and to overcome physical distance (Smith, 2001).<br />Synergy happens when a group of diverse individuals form and collaborate. When forming a strategic team, it is important to find a variety of personality styles, backgrounds, and experiences. Only by interacting with a heterogeneous group can we experience the real power of collaboration. The results of these collaborations often contribute to the overall knowledge base. Previously established networks can be used to disseminate this collective knowledge.<br /></div><div><em>Preparing for the Future</em></div><div><em></em><br />By capitalizing on the use of social networks while students attend college, faculty and other school leaders can not only strengthen the learning foundation for students, but can also maintain contact with students as they go out into the community following graduation.<br />College administrators can strategically use social networks to stay in contact with graduates in hopes of garnering a loyal cadre of alumni. For students, taking part in social networks while in college offers benefits for the future. Networking can be a means of establishing connections within the community they will enter upon graduation. As alumni, they can show loyalty to their alma mater by offering employment to future graduates, support to athletic organizations, and financial contribution to the institution.<br /><br /><em>So what is the Cost for use? </em><br /></div><br /><div><strong>Email</strong> - $0 (you already have it or can get a good one for free.<br /><strong>Social Networking site</strong> - $0<br /><strong>Instant Messaging account</strong> - $0<br /><strong>Skype/Conference Call</strong> - $0 for Skype to Skype calls, and very cheap for Skype to phone – worldwide.<br /><strong>Text messaging on mobile phone</strong> $? Depends on provider. There are all kinds of plans, and unlimited is the new buzzword.<br /></div><br /><div>Communication with students . . .<br /><em>(get your Master Card memory ready)</em></div><br /><div></div><div><strong><em>Absolutely priceless!<br /></em></strong><br />Michael Powell, Chairman of the Federal Communications Commission, when testing out Skype a few years ago, has been quoted as saying “Change is inevitable . . . I knew it was over when I downloaded Skype.” Skype is an example of a disruption that occurred in the telecommunications business. There are similar disruptions occurring in the higher education business today.<br /></div><br /><div><em>What do you think?</em></div><div><em></em></div><div><br />References:<br /><br /><span style="font-size:85%;">Allen, S., Deragon, J., Orem, M., & Smith, C. (2008). The Emergence of the Relationship Economy. Cupertino, CA: HappyAbout. Available at </span><a href="http://www.happyabout.info/RelationshipEconomy.php"><span style="font-size:85%;">http://www.happyabout.info/RelationshipEconomy.php</span></a> </div><div><br /><span style="font-size:85%;">Smith, R. (2001, May 9) Knowledge Management – The Road Ahead. Presented at "Unleashing the Power of Partnerships", the 2nd Conference & Expo of the Staff Exchange Program of The World Bank Group, Washington, D.C.. Available at http://www.rgsmithassociates.com/Power.htm<br /><br /><span style="font-weight: bold;">Links from presentation</span><br /><a href="http://www.desire2learn.com/">Desire2Learn</a>, <a href="http://www.blackboard.com/">Blackboard</a>, <a href="http://www.angellearning.com/">ANGEL</a><a href="http://www.epsilen.com/">, Epsilen, </a><a href="http://www.learn.com/">Learn.com, </a><a href="http://www.ecollege.com/">e-College, </a><a href="http://www.elementk.com/">Element K</a>, <a href="http://www.joomla.org/">Joomla</a><br /><a href="http://www.moodle.org/">Moodle, </a><a href="http://www.gmail.com/">Gmai</a>l, <a href="http://www.mail2web.com/">Mail2Web, </a><a href="http://www.mtv.com/community/message_boards/">MTV Message Board</a>, <a href="http://www.ivillage.com/messageboards/">iVillage Message Board</a>, <a href="http://messages.yahoo.com/">Yahoo Message Board </a><br /><a href="http://www.slideshare.net/">Slideshare</a>, <a href="http://www.authorstream.com/">Authorstream</a>, <a href="http://video.google.com/">Google Videos, </a><a href="http://www.youtube.com/">YouTube videos, </a><a href="http://www.gcast.com/">GCast, </a><a href="http://www.odeo.com/">Odeo</a>, <a href="http://www.blogtalkradio.com/">BlogTalkRadio, </a><a href="http://www.skype.com/">Skype </a><br /><a href="http://www.freeconferencecalls.com/">Free Conference Calls</a>, <a href="http://www.evite.com/">Evite, </a><a href="http://www.meetup.com/">Meetup</a>, <a href="http://www.tringme.com/">TringMe</a>, <a href="http://www.grandcentral.com/">GrandCentral, </a><a href="http://www.blogger.com/">Blogger, </a><a href="http://www.livejournal.com/">LiveJourna</a>l, <a href="http://www.wordpress.com/">Wordpress </a><br /><a href="http://www.facebook.com/">Facebook, </a><a href="http://www.myspace.com/">MySpace, </a><a href="http://www.linkedin.com/">LinkedIn</a>, <a href="http://www.livemocha.com/">LiveMocha</a>, <a href="http://www.tribe.com/">Tribe</a>, <a href="http://www.bebo.com/">Bebo</a>, <a href="http://en.wikipedia.org/wiki/Wiki">Wiki, </a><a href="http://www.ocwconsortium.org/">Open Courseware </a></span> </div>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com1tag:blogger.com,1999:blog-2327325688604482455.post-29189242908363977642008-02-18T09:13:00.000-08:002008-02-18T09:15:57.533-08:00Are we teaching open social networking?Just posted a teaching & business related item to my Kicking and Screaming blog, go see <a href="http://carterfsmith.blogspot.com/2008/02/another-discussion-in-open.html">Are we teaching open social networking?</a><br /><br />Here's an installment on the challenge:<br /><br /><embed src="http://www.teachertube.com/skin-p/mediaplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" menu="false" flashvars="&file=http://www.teachertube.com/flvideo/18050.flv&image=http://www.teachertube.com/thumb/18050.jpg&location=http://www.teachertube.com/skin-p/mediaplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&screencolor=0xffffff&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=04ced4ee44c4b9104e8e&linkfromdisplay=true&recommendations=http://www.teachertube.com/embedplaylist.php?chid=63"></embed><br /><br /><span style="font-size:85%;">http://www.teachertube.com/view_video.php?viewkey=04ced4ee44c4b9104e8e</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-59084026882970494962008-02-12T11:07:00.000-08:002008-02-12T11:27:27.873-08:00Outstanding classroom spaces<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.ferndale.net/mod/userpage/images/vintage%20schoolhouse.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px;" src="http://www.ferndale.net/mod/userpage/images/vintage%20schoolhouse.jpg" alt="" border="0" /></a><br />A <a href="http://www.linkedin.com/answers/career-education/education-schools/CAR_BUE/168127-6788955?browseIdx=0&sik=1202842962225&goback=%2Eahp%2Eama">recent LinkedIn question</a> got me thinking about the optimal learning environment.<br /><br />Posted here to save mouse-clicks was my response to the question . . .<br /><br />What are, in your opinion, some of the best classroom and training facility spaces you have seen? What constitutes a condusive (sic) learning space for you, in terms of space, layout, presentation utilities (boards, projectors), integration of technology, etc.<br />-------------------------------------------<br />My favorite conducive learning space is one where a facilitator (instructor, professor, teacher, etc.) and participants (students, scholars, etc.) are able to engage, in an environment that encourages learning and is unrestricted by man-made boundaries. The best learning spaces are actually hybrids - with a live and online interface.<br /><br />Here's why this is so powerful. In the "normal" class, we break up on a Thursday, having had several stimulating discussions during class. On Friday, one of the students sees a news article (or re-reads the chapter or article we were discussing, or talks with a co-worker), and the light bulb goes on over their head regarding the topic discussed the previous afternoon/evening (meaning they "got it"). By Tuesday, he or she has forgotten the original point made during class, and nothing in that (Tuesday) class discussion seems to be an appropriate place to bring it up, so he or she doesn't. Note that in this scenario, the learning opportunities are limited.<br /><br />In the unlimited learning environment, or "hybrid" (live teaching supplemented with online interactivity) class, the same student reads the same information on Friday. He or she logs in to the Virtual Classroom, and posts the website of the news article, the page/paragraph number of what he read, etc., and says something like, "when we were discussing the possibility that terrorists were funding their operations with drug money, is this what you were talking about?" Another student then responds with a clarification, "not all funding is from drug money," and another, "and not all terrorist organizations have access to drug money." Another posts another link with an explanation, and a fifth posts a counter-position.<br /><br /><span style="font-style: italic;">Do you see the difference?</span><br /><br />This all happens before the weekend even begins, and every student that logs on (even if they don't post) is reminded of what we discussed in the previous class. The professor shows up for class on Tuesday and begins to set up while everyone else has already started reviewing the material from the last class! Honestly, how likely is that with the traditional classroom?<br /><br />Another reason I feel this is an excellent tool is that there are some students (often referred to as triple type A personalities) who need no encouragement to participate in class. Others (perhaps more introverted) feel more comfortable thinking about their response before they "go public." The discussion board allows for quality participation by both -- kind of like the Answers section here at LinkedIn.<br /><br /><span style="font-style: italic;">Does that make sense?</span><br /><br />Links:<br /><a href="http://carterfsmith.blogspot.com/2008/02/knowledge-sharing-in-networked.html">http://carterfsmith.blogspot.com/2008/02/knowledge-sharing-in-networked.html </a><br /><br /><span style="font-style: italic;">What do you think?</span>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-55970776306386762532008-02-12T09:55:00.000-08:002008-12-10T19:21:36.312-08:00Are we ready for the future of learning? It's here now!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPxAjpMNVem5rbPaFfu7WeSV7Cozbz0FUOYWWGdS215Yma9-L3b8EgtsMULb-veQ__Y6Q8VZt5Jb1jS0QhZwv9A5KJ2z6HKZVhYGLCiowBC29E6f959qLWurYAd1WqGKM8MPwGtndZgNf2/s1600-h/educause.gif"><img id="BLOGGER_PHOTO_ID_5166156164512979746" style="FLOAT: right; MARGIN: 0px 0px 10px 10px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPxAjpMNVem5rbPaFfu7WeSV7Cozbz0FUOYWWGdS215Yma9-L3b8EgtsMULb-veQ__Y6Q8VZt5Jb1jS0QhZwv9A5KJ2z6HKZVhYGLCiowBC29E6f959qLWurYAd1WqGKM8MPwGtndZgNf2/s400/educause.gif" border="0" /></a> <div><div><div><em>Always in search of ways to connect in the learning environment, those of us who enjoy bells and whistles like to find new stuff.</em></div><p><div><em></em></div><div></div><div>In Six “Key Emerging Technologies” for Higher Ed Profiled in the <a href="http://www.nmc.org/news/nmc/2008-horizon-report">2008 Horizon Report</a>, The The New Media Consortium publishes their fifth edition of the report so we can get a glimpse of the future of learning before it is upon us. </div><div><a href="http://www.nmc.org/themes/nmc/images/logo-for-top.gif"><img style="FLOAT: right; MARGIN: 0px 0px 10px 10px; WIDTH: 298px; CURSOR: hand; HEIGHT: 62px" height="22" alt="" src="http://www.nmc.org/themes/nmc/images/logo-for-top.gif" border="0" /></a><br />Listed in the report are <em>grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems.</em> </div><div></div><div>The business world has seen many of these, but is there a place for each in Higher Ed? I think that depends on who is actually reading the report.<br /><br />Take a look at the requirements for acceptance of just one of these innovative technologies: </div><div><strong><span style="font-size:85%;">(just click on the < > arrows at the bottom or click on full to see full screen)</span></strong></div><div><strong><span style="font-size:85%;"></span></strong><br /></div><div><div id="__ss_252545" style="WIDTH: 425px; TEXT-ALIGN: left"><object style="MARGIN: 0px" height="355" width="425"><param name="movie" value="http://static.slideshare.net/swf/ssplayer2.swf?doc=the-bell-curve-meets-the-scurve-the-speed-of-change-in-learning-environments-1202175772563282-5"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><embed src="http://static.slideshare.net/swf/ssplayer2.swf?doc=the-bell-curve-meets-the-scurve-the-speed-of-change-in-learning-environments-1202175772563282-5" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="FONT-SIZE: 11px; PADDING-TOP: 2px; FONT-FAMILY: tahoma,arial; HEIGHT: 26px"><a href="http://www.slideshare.net/?src=embed"><img style="BORDER-RIGHT: 0px; BORDER-TOP: 0px; MARGIN-BOTTOM: -5px; BORDER-LEFT: 0px; BORDER-BOTTOM: 0px" alt="SlideShare" src="http://static.slideshare.net/swf/logo_embd.png" /></a> <a title="View 'The Bell Curve Meets the S-Curve: The speed of change in learning environments' on SlideShare" href="http://www.slideshare.net/carterfsmith/the-bell-curve-meets-the-scurve-the-speed-of-change-in-learning-environments?src=embed">View</a> <a href="http://www.slideshare.net/upload?src=embed">Upload your own</a></div></div></div><div>Learning environments that implement any of these technologies will be noted as cutting-edge,and education 2.0. The concern, though, is whether they will fit the needs of the students?</div><div></div><div></div><div><em><p>What do you think?</em></div></div></div>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com0tag:blogger.com,1999:blog-2327325688604482455.post-33746014822156287882008-02-12T08:55:00.000-08:002008-02-12T08:55:33.861-08:00U.S. Universities Rush to Set Up Outposts Abroad - New York TimesIs it possible that we have so completely tapped the financial reserves of Americans and restricted our borders in the name of security that we have to physically export higher education? We sure are serious about this whole global economy thing, aren't we?<br /><br />"In a kind of educational gold rush, American universities are competing to set up outposts in countries with limited higher education opportunities. American universities — not to mention Australian and British ones, which also offer instruction in English, the lingua franca of academia — are starting, or expanding, hundreds of programs and partnerships in booming markets like China, India and Singapore." <a href="http://www.nytimes.com/2008/02/10/education/10global.html?ex=1360386000&en=620a12802c620576&ei=5088&partner=rssnyt&emc=rss">U.S. Universities Rush to Set Up Outposts Abroad - New York Times</a><br /><br />I'm wondering what the online education strategy is, and how it fits with these developments. The who's who in exporting education is a significant representation of public and private institutions. Won't this water down the experience?<br /><br />What do you think?<br /><br /><br /><script src="http://track3.mybloglog.com/js/jsserv.php?mblID=2007122006412004" type="text/javascript"></script>Anonymoushttp://www.blogger.com/profile/02175478301545842572noreply@blogger.com1