Although it rarely serves me well, I really like it when I can conclude that the answer is black or white. If the answer is clearly one side rather than the other, then I know where I stand. I like knowing where I stand, which doesn’t require me to be in that messy, uncomfortable in-between place. There are no subtleties or much effort required to fully understand a situation or person if the answer is seemingly clear. However, the answer is hardly ever simple, and I believe to understand the full complexity of something often necessitates being uncomfortable.
That is the result of the dissertation research of David D. Hoffman titled, “Considering the Crossroads of Distance Education: The Experiences of Instructors as They Transitioned to Online or Blended Courses.” It’s the reaction of instructors as they live in the anxiety provoking space of learning a complex new tool. If we could get a peek into their story, it might sound something like this.
Continue reading “The Magic of Coffee – Teachers New to Online Learning”
Outside of the fun I’m having with this research and writing, my intention is to bring something useful to the educator who reads this. (And those people are numbering in the near double digits. It’s not just my mom any more!) So, like a good teacher, I’m working to personalize the lesson.
I’m doing this in a couple of ways. First, I chose an article by one of my professors in the MAET program then I begged and pleaded — though I’m pretty sure this wasn’t necessary — for him to contribute to the post. He agreed, of course. The result is that we will look at the article by Michael D. DeSchryver, Sean M. Leahy, Matthew J. Koehler and Leigh G. Wolf (2013) titled, “Technology, Learning, Creativity, and Design: The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change.” Although this already looks like it’s focused on practical applications, I’m going to refine that even more and zero in on those very practical uses.
Continue reading “You’re a Designer, I’m a Designer, We’re All Designers — An Interview with Dr. Matt Koehler”
I had to create an infographic for one of my classes at MSU. I don’t think I was particularly inspired, and the results were fairly mediocre. (See it here, if interested: Google Apps for ESL Students.) However, once I took a look at the evidence about why infographics are useful, I wanted to walk on the wild side of what was possible with this visual form of presenting material.
Serkan Yildirim presents the benefits and elements of good infographics in the article, “Infographics for Educational Purposes: Their Structure, Properties and Reader Approaches.” This article is a good primer for this type of presentation. It appears that information is absorbed more readily through visual representations like this. And the author has also given us the basics we need to thoughtfully create our own.
Continue reading “Your Content is Lookin’ Good! — Presenting Material Through Infographics”
Listen up. MIT has a few things to say about the future of online education. In “Online Education: A Catalyst for Higher Education Reforms” (2016) Karen E. Willcox, Sanjay Sarma and Philip H. Lippel took an in-depth look at the meaning of online instruction and the direction in which it should head. This was the last of several explorations of this aspect of education at MIT, and it has strong implications for the rest of us.
I like it when educators with good reputations from prestigious schools synthesize the research for me. It’s hard to be especially effective at being current in the field of education, which is so expansive and has so many interconnected subjects. And, well, I’m always one to make a case for being lazy (see Lazy is Underrated – Unmanaging Our Time Through Embodiment). Balanced might be a more appropriate word, though.
Continue reading “Here, You Do It – MIT Looks at Online Education”
For the past six months I’ve had a book sitting on my desk that was a gift from my previous place of employment, Divine Word College. It is not a book of fiction. I have been struggling somewhat to read fiction lately; it takes me many, many months, and I only manage to finish one or two a year. I lost interest a few years back and my focus has turned to nonfiction. I’ve read about the 1992 disaster on Everest where fifteen people died, a man-eating Tiger terrifying a small backwater village in Siberia and a real-world example of what it’s like to try and live on minimum wage, among others. I suspect that as an educator, the appeal of nonfiction is that I’m learning about the world. But this book from Divine Word College might as well be fiction.
Continue reading “The Science of Learning, Through Stories”
Mark is pretty much saving my life right now or, at least, helping me to follow-through on my commitment to post content every other week. So a big thanks goes out to him for another post! For the next week a book review, I swear. Apparently, it takes me much longer to get through a book than it used to because, well, the Internet.
This current post of his looks again at language learning and technology, or the lack there of . . . with the intention of adding it in but not just yet . . . but soon. How? He wonders aloud for us. See his other posts here.
Continue reading “Just Do It by Mark Garton”
Again, we have a delightful post from Mark Garton. I think a lot about my colleagues that haven’t quite embraced technology in teaching in the same way that I have, and he gives us some insight into his experience. It helps me to understand other people’s perspectives and challenges, which encourages me to be a kinder, more understanding person. And, if nothing else, it allows me to focus my work on what my coworkers need rather than assuming what is needed.
Mark has a few other posts he’s done for me that you can check out here.
Continue reading “Advice CALLum by Mark Garton”