Merlot: Teaching and Learning in a Networked World
Gary Sorenson, Northwest Technical College Bemidji State University
or
Merlot: Blazing the Trail and Meeting New Challenges in the Digital Age
Gary.sorenson@ntcmn.edu
Free Resource designed for faculty and learners/students of higher education
www.merlot.org
Learning Resources to make you a better teaacher, learner and business professional
Free membership
www.merlot.org/merlot/join.htm
Aug 5-10 in CA Merlot Conference
Saturday, February 27, 2010
Friday, February 26, 2010
RSP -The Good, the Bad, the Ugly...Fostering Creativity in the Classroom
Presentation by Jake Jacobson MCTC
What three principle ingredients do you feel make for a great (creative) XXX Please expand and explore your three points.
No guidance/contraint/rubric
manipulating, organizing, pruning and filtering
Forging connections: prioritization, judging, and the connecting
reframing
Aduction & Synthesis logical process and the cogninitive theory of sense-making
How do we know it's good. How do we measure?
Collectively design, develop and agree on rubric
Give up authority over the group's rubric
Have them each "find examples" then they view each other's finds, select top 3 examples.
I like my job so -- keep it appropriate
Linda Russel--maybe check with her about possibility of using D2L tool for student development of rubrics
Rubistar
wikis/google docs
contact Jake for handouts
What three principle ingredients do you feel make for a great (creative) XXX Please expand and explore your three points.
No guidance/contraint/rubric
manipulating, organizing, pruning and filtering
Forging connections: prioritization, judging, and the connecting
reframing
Aduction & Synthesis logical process and the cogninitive theory of sense-making
How do we know it's good. How do we measure?
Collectively design, develop and agree on rubric
Give up authority over the group's rubric
Have them each "find examples" then they view each other's finds, select top 3 examples.
I like my job so -- keep it appropriate
Linda Russel--maybe check with her about possibility of using D2L tool for student development of rubrics
Rubistar
wikis/google docs
contact Jake for handouts
Integrated Career Decision-Making Tools and Information-Shelia Cunningham McComb and Denise Felder
http://www.iseek.org/
www.iseek.org/education/workbased.html
How to write a Resume and Cover Letter: www.iseek.org/jobs/developresume.html
Sign up for newsletter. (quaterly)
BEST RESOURCE I'M FOR SURE GOING TO USE: O*NET : http://www.onetcenter.org/WIP.html?p=3
http://www.iseek.org/
www.iseek.org/education/workbased.html
How to write a Resume and Cover Letter: www.iseek.org/jobs/developresume.html
Sign up for newsletter. (quaterly)
BEST RESOURCE I'M FOR SURE GOING TO USE: O*NET : http://www.onetcenter.org/WIP.html?p=3
RSP 2010-Keynote Speaker, Linda Baer
Notes from Presentation, "Reimagining Higher Education for Student Success" by Linda Baer. Presented at the RSP Conference 2010, February 26.
(Power points slides can be found at: www.ctl.mnscu.edu)
What would things look like if you could have your class look like you wanted it?
"We are educating for careers that have not been created, using technology not yet invented to solve problems that haven't been discovered" Youtube video "SHIFT HAPPENS"-2009
Teach students to LOVE LEARNING
Redining the metrics of excellence for higher education
Transformation (see the heart of the enterprise--the aha moment)
Drivers of the call for transformative change:
*More at risk students
*achievement gap in performance
*flat persistence and graduation rates
*costs of remedial and devt ed
*Increasing demand for accountability
High growth of African American (to 24%), Asian (34%), Latino(28%) , Native American by 2020
Reading Scores, Math Scores--gaps between African American and Caucasian
Very significan gaps
Gaps between who particpates where across education system (open door policy brings in more)
Remediation continues to be an issue (why don't students come to us more prepared)
Growing the Investment in Serving Students
historically, higher ed was elitiest survival of the fittest
"Access without success is a REAL problem" As more and more people can in our doors we have to be more prepared, more innovation, more successful
Building Successful Action Analytics:
we need to learn from our learners
we need to elarn from our faculty
we need to learn from our business experts
we need to incest in what we know works
Detailed final projects reports for 2,291 Awards of Excellence (found linked through the CTL site)
Learning Communities
"YES YOU CAN BE SUCCESSUL!"--an important value to help students learn.
Pairing up the ESL course and general ed classes (even having two instructors in the same class)
KEEP ENERGIZING EACH OTHER!!!!
Status quo keeps us marching along when we need to {fly} :)
Share best practices--build collaborations and relationships (colleagues, campus/community, other educational systems, B & I, world)
We need new models--ones that allow us (us all) to be successful
President Obama by 2020 we will have highest percentage of graduates.
"Evidence gives you an argument for action. When you have it, you know what works and what doesn't. When you don't you have no path for improvement"
Bill & Melinda Gates Foundation
"If we don't do something what will happen"
d2l to better reflect outcomes
Longitudinal date system to track course patterns (what did the HS student take in HS and what in colllege, how successful were they?)
SIGNALS--project of Purdue University (red light, yellow light, green light "signals")
Customize, create a report, take action at milestones
Capella University--"First week determines everything" They can predict from the "first Friday evening" (predicts: grades, withdrawals, early drops)
www.decliningbydegree.org
Too expensive for us not to invest in the things that will help us (us all) be successful!
(Power points slides can be found at: www.ctl.mnscu.edu)
What would things look like if you could have your class look like you wanted it?
"We are educating for careers that have not been created, using technology not yet invented to solve problems that haven't been discovered" Youtube video "SHIFT HAPPENS"-2009
Teach students to LOVE LEARNING
Redining the metrics of excellence for higher education
Transformation (see the heart of the enterprise--the aha moment)
Drivers of the call for transformative change:
*More at risk students
*achievement gap in performance
*flat persistence and graduation rates
*costs of remedial and devt ed
*Increasing demand for accountability
High growth of African American (to 24%), Asian (34%), Latino(28%) , Native American by 2020
Reading Scores, Math Scores--gaps between African American and Caucasian
Very significan gaps
Gaps between who particpates where across education system (open door policy brings in more)
Remediation continues to be an issue (why don't students come to us more prepared)
Growing the Investment in Serving Students
historically, higher ed was elitiest survival of the fittest
"Access without success is a REAL problem" As more and more people can in our doors we have to be more prepared, more innovation, more successful
Building Successful Action Analytics:
we need to learn from our learners
we need to elarn from our faculty
we need to learn from our business experts
we need to incest in what we know works
Detailed final projects reports for 2,291 Awards of Excellence (found linked through the CTL site)
Learning Communities
"YES YOU CAN BE SUCCESSUL!"--an important value to help students learn.
Pairing up the ESL course and general ed classes (even having two instructors in the same class)
KEEP ENERGIZING EACH OTHER!!!!
Status quo keeps us marching along when we need to {fly} :)
Share best practices--build collaborations and relationships (colleagues, campus/community, other educational systems, B & I, world)
We need new models--ones that allow us (us all) to be successful
President Obama by 2020 we will have highest percentage of graduates.
"Evidence gives you an argument for action. When you have it, you know what works and what doesn't. When you don't you have no path for improvement"
Bill & Melinda Gates Foundation
"If we don't do something what will happen"
d2l to better reflect outcomes
Longitudinal date system to track course patterns (what did the HS student take in HS and what in colllege, how successful were they?)
SIGNALS--project of Purdue University (red light, yellow light, green light "signals")
Customize, create a report, take action at milestones
Capella University--"First week determines everything" They can predict from the "first Friday evening" (predicts: grades, withdrawals, early drops)
www.decliningbydegree.org
Too expensive for us not to invest in the things that will help us (us all) be successful!
Tuesday, February 23, 2010
eLearning Conference--"Virtually Being There: Strategies for Designing and Faciliatating Effective Online Group Projects"
Carolyn N Steveneson, Professor Communications Department Kaplan University
Organizing Virtual Teams
Project Design (instructor really has to develop a project that allows for professional collaboration experiences which needs to be well designed)
*Communication (systems need to be established that encourage ideas, questions, and concerns to be directed to the team members and the instructor)
*Virtual team member roles (organized around a set of team roles and responsibilities, roles need to be created that address both the talent and interest of the team members)
*Clear instructions for students
*Instructor Training
eCollege
(students take ownership by coming up with their own name and set up their own schedules and participate)
moodle
think about the limitations of your platform
HAS to be asynchronous
When you have a leader, let them be a leader
You really have to have the role very specifically outlined with job responsibilities
Connect it to the real world
Takes alot of work on the front end (continually needs revising)
Anxiety is high for students coming into working in teams or small group. You will have various levels of engagement, so talk about it up front
Talk about grading (rubric really helps ease anxiety) with participation element
Help students know they will not be penalized for lack of another groupmembers participation
Retention can be an issue --so design guidelines to address that
Equal distribution of work--so make sure tasks are delegated. Split up the project.
Knowing what the challenges were the first time helps improve the assignment the second time around
TRUST is key--must be built (might be easier said than done)
(noodus?)
Reinforce that they are learning LEADERSHIP skills (it's in their workplace, in their lives already so help make the connection more obvious for them)
Right to "fire" a team member and what are the steps to follow when you discover someone is not doing their task/work
Try to design a project where projects can be completed without necessarily needed all of the team members? (sections of a manual--if one section isn't there the manual can still be submitted)
Try to make project meaningful for them so there's more buy-in
(Yahoo groups)
(Survivor references--don't want to be leader too early)
Participation expectation. If you don't participate you have to do a different project in which you have to fulfill ALL pieces of the group projects. Whenever you STOP participating you get pulled from the group and are defined as being on your own project. The thought of having to do the ENTIRE project helps keep them involving.
Organizing Virtual Teams
Project Design (instructor really has to develop a project that allows for professional collaboration experiences which needs to be well designed)
*Communication (systems need to be established that encourage ideas, questions, and concerns to be directed to the team members and the instructor)
*Virtual team member roles (organized around a set of team roles and responsibilities, roles need to be created that address both the talent and interest of the team members)
*Clear instructions for students
*Instructor Training
eCollege
(students take ownership by coming up with their own name and set up their own schedules and participate)
moodle
think about the limitations of your platform
HAS to be asynchronous
When you have a leader, let them be a leader
You really have to have the role very specifically outlined with job responsibilities
Connect it to the real world
Takes alot of work on the front end (continually needs revising)
Anxiety is high for students coming into working in teams or small group. You will have various levels of engagement, so talk about it up front
Talk about grading (rubric really helps ease anxiety) with participation element
Help students know they will not be penalized for lack of another groupmembers participation
Retention can be an issue --so design guidelines to address that
Equal distribution of work--so make sure tasks are delegated. Split up the project.
Knowing what the challenges were the first time helps improve the assignment the second time around
TRUST is key--must be built (might be easier said than done)
(noodus?)
Reinforce that they are learning LEADERSHIP skills (it's in their workplace, in their lives already so help make the connection more obvious for them)
Right to "fire" a team member and what are the steps to follow when you discover someone is not doing their task/work
Try to design a project where projects can be completed without necessarily needed all of the team members? (sections of a manual--if one section isn't there the manual can still be submitted)
Try to make project meaningful for them so there's more buy-in
(Yahoo groups)
(Survivor references--don't want to be leader too early)
Participation expectation. If you don't participate you have to do a different project in which you have to fulfill ALL pieces of the group projects. Whenever you STOP participating you get pulled from the group and are defined as being on your own project. The thought of having to do the ENTIRE project helps keep them involving.
eLearning Conference - "How Do Ya Work This Thang?"
Presentation Notes from Michael Amick-CLC
Emerging Digital Tech Certificate at CLC
16 credits (qualifies for financial aid)
All count towards AA degree (Associate of Arts)
All transfer as part of the mntransfer curriculum as part of AA
Helps students build personal skills as well as professional skills (might help in employment seeking)
One required course:
Survey of Web Applications (whirl-wind tour of web 2.0 tools--basic foundation
Social networking
Virtual technologies
Integration
Voice and Video
Security
Creation and design
Career and Jobs
Wiki, blogs, podcasts,
tokbox
skype
spam, phishing, issues etc
There 13 credits from at least 2 different disciplines. Options:
1. There is a computer basics application (basic computer skills) that they can take first if needed
2. Then there is an advanced computer applications course (latest versions--Microsoft office 2010)
3. Software Evaluation
4. Immersive Worlds (Second Lives and Avatars) But must be 18 years or older
5. Cyber Ethics (Or "If Aristotle had a Laptop") (Ties into Nancy's presentation comment about the "GoldenRule of Tweeting: Tweet unto others as you'd have them tweet on to you") impact in the digital world
6.Digital Photography (Flickr, Photo Essay)
7. Online Social Netwoking--explore evaluate communication choices for pupose, appropriateness, and effectiveness of message development.
8. Youtube as a stage (videos that show elements of theatre production and performance, produce videos videos showing theatrical elements and techniques)
Need to check out:
photo cc turtlemom4bacon flickr
Students seem very engaged in these courses that have active learning built right in.
PS I metafacebooked in this session--welcome to the new e-existence of communication!
Emerging Digital Tech Certificate at CLC
16 credits (qualifies for financial aid)
All count towards AA degree (Associate of Arts)
All transfer as part of the mntransfer curriculum as part of AA
Helps students build personal skills as well as professional skills (might help in employment seeking)
One required course:
Survey of Web Applications (whirl-wind tour of web 2.0 tools--basic foundation
Social networking
Virtual technologies
Integration
Voice and Video
Security
Creation and design
Career and Jobs
Wiki, blogs, podcasts,
tokbox
skype
spam, phishing, issues etc
There 13 credits from at least 2 different disciplines. Options:
1. There is a computer basics application (basic computer skills) that they can take first if needed
2. Then there is an advanced computer applications course (latest versions--Microsoft office 2010)
3. Software Evaluation
4. Immersive Worlds (Second Lives and Avatars) But must be 18 years or older
5. Cyber Ethics (Or "If Aristotle had a Laptop") (Ties into Nancy's presentation comment about the "GoldenRule of Tweeting: Tweet unto others as you'd have them tweet on to you") impact in the digital world
6.Digital Photography (Flickr, Photo Essay)
7. Online Social Netwoking--explore evaluate communication choices for pupose, appropriateness, and effectiveness of message development.
8. Youtube as a stage (videos that show elements of theatre production and performance, produce videos videos showing theatrical elements and techniques)
Need to check out:
photo cc turtlemom4bacon flickr
Students seem very engaged in these courses that have active learning built right in.
PS I metafacebooked in this session--welcome to the new e-existence of communication!
Monday, February 22, 2010
eLearning Conference- Creatively Combining Technologies for a Succesful Online Course
Sue Quast, Media Production manager
Angela M. Lohr, Professor of Humanities
How to bring our heart and our perspectives to our online courses in a way that blends the technologies and meets our needs and student needs?
Why do we design?
*to be organized
*to be successful
*to be personal
*other practical reasons
So enjoy what you do along with the other pragmatic reasons
What do we want?
* want to work
* want it to be engaging
*easy to use
How do we get there?
Pedagogical Philosophies that guide design
*Course design as a form or art, expression, creativity
*Designing in a way that is fluid, elemental, unimpeded
*Sharing yourself to build community
*Engaged teaching that comes from the heart (if you don't care what you're doing it will translate into your classes and there's no technology that will help or creat it for you)
(Build in those idiosynconies? humaness of you the instructor as it it evident in face-to-face but often ignored or missing in the online. Want students to feel connected. Add those personal elements)
As educators, we are ethically obligated to keep ourselves current and vested in the dynamics of our craft. Don't want to stagnate. Don't be afraid to try something new
Tools in the Faculty Bag O'Tricks
*Elluminate (virtual office hours)
*Mobile Devices (responding to students)
*Surveymonkey (risk-free feedback)
*Mediasite (lecture possibilities)
Don't be hesitant to try something new but you can make sure you use a survey function to check to see how successful it is. Involve them in the feedback and they may feel more vested.
Having a basic picture so students can identify a PERSON behind the class--hard to build a community without people so it starts with that at the beginning.
(FROM TWEET FEED:No one knows how much you know until they know how much they care )
Notes from Active-Learning:
Graphics--banners Micromedia Fireworks (part of studio suite, dreamweaver, google graphics/sound bites) Cartoons, photos, banners, videos, soundfiles (hear earthquake), Wimba, Windows Live Messenger, (See and Hear a ripwave), playlists, flipvideo
Xtranormal.com (public, free cartoon program, can choose camera angles, just type in text, can add basic behaviors/gestures)
Group suggestions:
Keep it simple
Keep it short (for sure less than 15 minutes)
Minimize reading
Add humor
Don't get too gimmicky
Angela M. Lohr, Professor of Humanities
Portland Community College
How to bring our heart and our perspectives to our online courses in a way that blends the technologies and meets our needs and student needs?
Why do we design?
*to be organized
*to be successful
*to be personal
*other practical reasons
So enjoy what you do along with the other pragmatic reasons
What do we want?
* want to work
* want it to be engaging
*easy to use
How do we get there?
Pedagogical Philosophies that guide design
*Course design as a form or art, expression, creativity
*Designing in a way that is fluid, elemental, unimpeded
*Sharing yourself to build community
*Engaged teaching that comes from the heart (if you don't care what you're doing it will translate into your classes and there's no technology that will help or creat it for you)
(Build in those idiosynconies? humaness of you the instructor as it it evident in face-to-face but often ignored or missing in the online. Want students to feel connected. Add those personal elements)
As educators, we are ethically obligated to keep ourselves current and vested in the dynamics of our craft. Don't want to stagnate. Don't be afraid to try something new
Tools in the Faculty Bag O'Tricks
*Elluminate (virtual office hours)
*Mobile Devices (responding to students)
*Surveymonkey (risk-free feedback)
*Mediasite (lecture possibilities)
Don't be hesitant to try something new but you can make sure you use a survey function to check to see how successful it is. Involve them in the feedback and they may feel more vested.
Having a basic picture so students can identify a PERSON behind the class--hard to build a community without people so it starts with that at the beginning.
(FROM TWEET FEED:No one knows how much you know until they know how much they care )
Notes from Active-Learning:
Graphics--banners Micromedia Fireworks (part of studio suite, dreamweaver, google graphics/sound bites) Cartoons, photos, banners, videos, soundfiles (hear earthquake), Wimba, Windows Live Messenger, (See and Hear a ripwave), playlists, flipvideo
Xtranormal.com (public, free cartoon program, can choose camera angles, just type in text, can add basic behaviors/gestures)
Group suggestions:
Keep it simple
Keep it short (for sure less than 15 minutes)
Minimize reading
Add humor
Don't get too gimmicky
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