I apologize

Though 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.

Jason Alba 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.

You want interesting -- demand it! Drop the classes that aren't and change schools if there are too many of them (and take your friends). Career management? Not my job. What I will do is provide examples of what can be done with this degree and introduce you to some of the people (face-to-face and virtually) who are working in the field -- now. 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 killer letter of recommendation to help you get into 1) an internship and 2) a job. Some of us do live it, BTW.

I agree with Gerald Graff 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."

Naomi Rockler-Gladen 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).

I strongly encourage them to find another job . . .

My all time favorite summary is actually a recent commercial . . .



. . . which the New York Times also liked (and to answer the question posed by the article - yes, Virginia, Online Universities do have Virtual Cheerleaders - I am one of them).

So here's what you want (and honestly, need) to know:

• Tell me what I can expect when I get out of school.

- 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.

• Tell me what the value of an internship is and strongly encourage me to get a real internship.

- Internships are not valuable - they are imperative. Unless you have experience in the field you want to work in after college and have all the contacts you need - find an internship! The ones I look for should actually charge -- not pay.

• Tell me what you love about your career, and what your friends in the industry do, how they got there, etc.

- 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 Facebook, LinkedIn, MySpace, Twitter, etc.). 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.

• 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.

- See above.

• Teach us what networking is, how to network, and why and when we should network.

- I promise! The best way to learn is by experience. In a recent publication, I observed

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.

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.

"The Emergence of The Relationship Economy" by Scott Allen, Jay T. Deragon, Margaret G. Orem and Carter F. Smith

• Teach us about personal branding, what it is and why we need it.

- Also in "The Emergence," Jay Deragon noted:

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.

• 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.

- There's no brick wall. In fact, I try to be the bridge! We are connected on Facebook and LinkedIn, and I bring them to class every chance I can. Make sure you are 1) there, and 2) pay attention.

If this rather lengthy response wasn't enough to prevent insomnia, I addressed a bit of this in a presentation a couple of years ago -- the link to the slideshow is here, and the video here.

When In Rome

View SlideShare presentation or Upload your own. (tags: adult learning)

There's another slide you might want to see about how we as adults learn best . . .

How Do Adults Learn

View SlideShare presentation or Upload your own. (tags: adult learning)

What do you think?

21st Century Roman video

Just now getting this finished -- sometimes the to-do list gets overwhelming.

This is the video of the recorded presentation of When in Rome - teaching 21st century students using 21st century tools, posted previously, complete with interaction (the only way to present).



It's from the 12th Annual Instructional Technology conference last April. The 13th starts tomorrow -- so I figured it was time to get this completed (since I just figured out how).

What do you think?

LinkedIn Questions & Answers -- Higher Education

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).

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 my LinkedIn profile, and connect with me if I can assist you in your professional endeavors.

Outstanding classroom spaces

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. Do you have examples of colleges or corporations with outstanding classroom facilities? Please share.

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.

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.

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.

Do you see the difference?

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?

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.

Does that make sense?

see also 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?

And, related to the previous post . . . see this question:

Best advice about networking to students?

Dear all,

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?

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.

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)

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).

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
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.

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
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.

Carter
http://www.linkedin.com/in/carterfsmith

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.