Thursday, November 18, 2010
Web site!
Click here for my Baker College of Jackson LSS Web site! This site features some great need-to-know information about the LSS. There's basics like contact information, location, and hours. There's announcements for updates and things coming up. There's testing information because we get A LOT of questions about testing. There's also tutoring information, because that's our number one service! I think this is great for students to access from home and on campus so that they can find out more about the LSS and the services we offer!
Week 11 Reflections
There are a few instructional designer, training manager, and competencies that I would to develop. First, I would like to develop my “[application of] current research and theory to practice” and “apply basic research skills to design projects” (Reiser & Dempsey, 2007, p. 275). While this is two competencies, the commonality is research. I take in a lot of great research-based information via these Master’s courses, Baker College of Jackson professional development (PD), the Michigan Developmental Education Consortium (MDEC), and other professional, and sometimes personal, interactions. I don’t however, always further consider and apply the information I’ve gained; the worst of all is that I cannot pinpoint why. I have restructured my course at the beginning of every quarter, so I’m not set in my ways. I attend and now present PD at Baker College of Jackson, so I’m not reluctant to learn. Or maybe I’m in denial. I feel that this post is going to become very personal; maybe I should have started it with “Dear Diary...”.
Second, I would like to develop my “[evaluation of] training and performance interventions” (Reiser & Dempsey, 2007, p. 275). As I just mentioned, I attend and now present PD at Baker College of Jackson. In the past few years, I’ve become more critical and demanding of PD. Specifically, I want better PD, and more of it. I always underestimated the value of my evaluation of the PD offered; I either attributed it to my lack of an educational background or the fact that others don’t learn technologies as quickly as I do and need the introductory training. The question I often want to pose to myself and other faculty is “how are we challenging ourselves to become better educators?” I feel incompetent to teach Health Sciences, Business, and Computer Information Systems instructors how to become better educators. What I can do is provide PD that will encourage them to challenge themselves, and thus challenge their students. I get into a rut every Spring Quarter and am sure that this happens to other instructors, too. I want to recharge them, to challenge them, and myself, to be excited for and value PD for professional growth and (here’s my favorite line) an improved learning experience for our students.
A third competency (although there’s many more) that I would like to develop is my “develop[ment] and monitor[ing] of a strategic plan” (Reiser & Dempsey, 2007, p. 275). Specifically, I want to focus on the monitoring of a plan. I have learned great things and have the best intentions, but I have poor follow-through. I need to learn to ask “why” after asking “what works and what doesn’t work?” Eh, maybe I’m blaming this on my lack of pedagogical knowledge, but I don’t always see the value in monitoring my plan. I’d even be happy if I kept a better record of the things I try in class. As I mentioned, I restructure my course at the beginning of every quarter, because of what worked and what didn’t work. I have my old syllabi and course calendars that have what we did, but I wish I monitor the effects, students’ reactions, and other plan-related events. Hmm, in a nutshell, the competencies I wish to develop are research, evaluation, and monitoring. So, I need to just use what I learn, see how it works, and record it. "Thanks for listening, Diary..."
Thursday, November 11, 2010
It's bubblicious!
The first concept map I made is a dissection of an algebraic term. When I teach Pre-Algebra, I put a lot of emphasis on vocabulary and using math terms when explaining processes. In the first week, I introduce variables and algebraic terms to my students. We first learn to identify like terms, as you'll see the map describes and provides examples of what like terms are. We then learn how to combine like terms, which you'll see the map also describes (using math terms) how to do so and provides examples. The second concept map I made is the process to solve an algebraic expression. I find that students learn best from a good example with the process explained. I felt kind of limited with concept maps and math, but think I could come up with some other things besides dissections and processes (like order of operations, too).
Week 10 Reflections
There are many similarities among instructional design/technology in business, P-12, higher ed, and my work at Baker College of Jackson. The first, teamwork, is prevalent in all three fields. In business, “a typical work team might draw members from human resources, organizational development, and communications as well as from training” (Reiser & Dempsey, 2007, p. 177). In P-12, a leadership team might consist of a school board member, principal, PTA leader, and superintendent (Reiser & Dempsey, 2007, p. 216). In higher ed, “[some] full professors are expected to participate...on important college and university committees” (Reiser & Depsey, 2007, p. 231). Whether a work team, leadership team, or committee, all fields utilize teamwork.
The second similarity, online learning is present in all three fields, but varies slightly. In business, online learning is considered “training” for employees. The often-outsourced training “facilitates more effective training delivery” and can greatly reduce lost work time (Reiser & Depsey, 2007, p. 180). In P-12, online learning expands beyond employees to students, like in the Chugach School District where “education occurs 24 hours a day, 7 days a week” (Reiser & Depsey, 2007, p. 217). In higher ed, online learning involves both the employees and students via distance learning, hybrid classes, and online classes. Higher ed employees may often receive online training for teaching online classes - that’s a double whammy!
A third similarity most common in P-12 and higher ed is reluctance to change. In P-12, a first effort for five districts was to “develop their district’s readiness and willingness to engage in district-wide reform (Reiser & Depsey, 2007,p. 217). In higher ed, “many [faculty] are reluctant to admit they want or needs help with their teaching” and Brenda Litchfield shares, “the hardest part of being a faculty developer is getting faculty to come to workshops” (Reiser & Depsey, 2007, p. 229). I see plenty of reluctance to change among the faculty at Baker College of Jackson.
Many traditional teachers (of the faculty at Baker College of Jackson) are unwilling to embrace new technologies in the classroom, whether online supplements, SMART Boards and interactive media, or clickers. They may be reluctant because of the trends provided for P-12 and higher ed. The traditional teachers are not “sold” on the idea of how technology will improve the classroom experience. They think the way they have always done things still works, so they see no need to change it with gimmicks and gadgets. Traditional teachers are often uncomfortable using technology in the classroom that they are unfamiliar with. A solution to this is training, but how do we get them to attend, and more importantly, use what they learn at the training in the classroom? There are many technology myths, one of them being that “teachers who are newer to the profession and those who have greater access to technology are more likely to use technology frequently for instruction than other teachers” (Anonymous, 2010). Although the myth is in reference to K-12, I think it’s very applicable to higher ed. Perhaps we need to borrow some trends from the business field, specifically marketing, to “sell” the traditional teachers on the idea of how technology will improve the classroom experience for both faculty and students.
Anonymous, . Dispelling technology myths. (2010, August). Reading Today, 28(1), 33. Retrieved November 11, 2010, from Research Library. (Document ID: 2125407161).
The second similarity, online learning is present in all three fields, but varies slightly. In business, online learning is considered “training” for employees. The often-outsourced training “facilitates more effective training delivery” and can greatly reduce lost work time (Reiser & Depsey, 2007, p. 180). In P-12, online learning expands beyond employees to students, like in the Chugach School District where “education occurs 24 hours a day, 7 days a week” (Reiser & Depsey, 2007, p. 217). In higher ed, online learning involves both the employees and students via distance learning, hybrid classes, and online classes. Higher ed employees may often receive online training for teaching online classes - that’s a double whammy!
A third similarity most common in P-12 and higher ed is reluctance to change. In P-12, a first effort for five districts was to “develop their district’s readiness and willingness to engage in district-wide reform (Reiser & Depsey, 2007,p. 217). In higher ed, “many [faculty] are reluctant to admit they want or needs help with their teaching” and Brenda Litchfield shares, “the hardest part of being a faculty developer is getting faculty to come to workshops” (Reiser & Depsey, 2007, p. 229). I see plenty of reluctance to change among the faculty at Baker College of Jackson.
Many traditional teachers (of the faculty at Baker College of Jackson) are unwilling to embrace new technologies in the classroom, whether online supplements, SMART Boards and interactive media, or clickers. They may be reluctant because of the trends provided for P-12 and higher ed. The traditional teachers are not “sold” on the idea of how technology will improve the classroom experience. They think the way they have always done things still works, so they see no need to change it with gimmicks and gadgets. Traditional teachers are often uncomfortable using technology in the classroom that they are unfamiliar with. A solution to this is training, but how do we get them to attend, and more importantly, use what they learn at the training in the classroom? There are many technology myths, one of them being that “teachers who are newer to the profession and those who have greater access to technology are more likely to use technology frequently for instruction than other teachers” (Anonymous, 2010). Although the myth is in reference to K-12, I think it’s very applicable to higher ed. Perhaps we need to borrow some trends from the business field, specifically marketing, to “sell” the traditional teachers on the idea of how technology will improve the classroom experience for both faculty and students.
Anonymous, . Dispelling technology myths. (2010, August). Reading Today, 28(1), 33. Retrieved November 11, 2010, from Research Library. (Document ID: 2125407161).
Wednesday, November 3, 2010
You Jing, I Jing, We All Jing!
I read the first paragraph and got excited about the activity, so I simply recorded myself "performing some task on [my] computer [and added] voice narration". I didn't realize it had to be lesson-related until I read #7 tonight. I apologize for the lack of relation to a lesson, but think this is more fun! So many times, we get cool computer programs (like Photoshop Elements 8.0) for personal or professional reasons and don't know how to duplicate cool effects that we've seen or just different effects, in general. This Jing is a very easy guide to show how to make a black-and-white photo with one color. For a bonus (or relation to a lesson), I've also included a Jing of last week's Google Earth activity, specifically how to find the distance in light years between Earth and the stars Rigel and Canopus. Enjoy! :)
Week 9 Reflections (holy cow, it's week 9!)
As a disclaimer, I may be a bit “off” on this reflection because I’m quite unfamiliar with P-12 (and why it’s considered P-12 and not K-12) districts. I did my best, however, to reflect on the chapter in terms of my work experience in higher education. There were three (not only two as asked for) trends and issues that resonated with me. The first is the redesign efforts of the five school districts listed on page 217. There were two common significant characteristics among the districts – “work[ing] to develop their district’s readiness and willingness to engage in district-wide reform” and “the development of a vision of where they wanted to take their district” (Reiser & Dempsey, 2005). Specifically, the words “readiness”, “willingness”, and “vision” stood out. A district, or any organization, cannot change if they are unready and unwilling. Furthermore, it’s important for the district, or again, any organization, to have a vision of what the change will bring. I immediately thought of this in terms of district-wide implementation of educational technology. Consider a district wanting to implement the usage of SMART Boards, for example. Prior to implementation, which includes SMART Board training and even installation, the district must create teacher interest in this initiative to evoke change. Also, the district must provide teachers with a vision of what the implementation will look like. The vision will include physical aspects, such as SMART Board installation in their classrooms, and intangible aspects, such as professional development.
Second, the Metropolitan School District of Decatur Township’s initiative of forming a leadership team could greatly benefit Baker College of Jackson. Instead of team members of a principal, PTA leader, school board member, and superintendent, Baker College of Jackson’s leadership team could be made up of the president, deans, and core faculty. Baker College of Jackson has well over 200 faculty and staff, but is unique in that a majority of faculty are adjunct, i.e. on campus as few as one night a week, and more than half of the staff is part-time. “It is difficult to shape the culture and dynamic of a [large] group”, but the Baker College of Jackson leadership team could adequately represent on behalf of all faculty and staff (Reiser & Dempsey, 2005, p. 216). On a broader scale, forming a leadership team could also benefit the Baker College System. As mentioned in previous reflections, the Baker College System is the third largest in the state of Michigan, but is spread out among 13 campuses throughout the state. System leadership teams, for example of departmental deans or counseling staff, can greatly increase the amount of cohesiveness and collaboration among the campuses.
The third trend and issues is the product vs. process approaches to change. Reiser & Dempsey (2005) define the product as “the redesigned or transformed educational system” and the emphasize the importance of the process, stating “no matter how good a design is, it will not succeed in its implementation if a sound transformation process is not used (p. 211). I think that the process is too often overlooked; districts may be too focused on the product, the end result, but it’s getting there, i.e. the process, that really matters. While I was overwhelmed at first with the focus on P-12 districts, there are many trends and issues that are applicable to higher education that I was unaware of!
Second, the Metropolitan School District of Decatur Township’s initiative of forming a leadership team could greatly benefit Baker College of Jackson. Instead of team members of a principal, PTA leader, school board member, and superintendent, Baker College of Jackson’s leadership team could be made up of the president, deans, and core faculty. Baker College of Jackson has well over 200 faculty and staff, but is unique in that a majority of faculty are adjunct, i.e. on campus as few as one night a week, and more than half of the staff is part-time. “It is difficult to shape the culture and dynamic of a [large] group”, but the Baker College of Jackson leadership team could adequately represent on behalf of all faculty and staff (Reiser & Dempsey, 2005, p. 216). On a broader scale, forming a leadership team could also benefit the Baker College System. As mentioned in previous reflections, the Baker College System is the third largest in the state of Michigan, but is spread out among 13 campuses throughout the state. System leadership teams, for example of departmental deans or counseling staff, can greatly increase the amount of cohesiveness and collaboration among the campuses.
The third trend and issues is the product vs. process approaches to change. Reiser & Dempsey (2005) define the product as “the redesigned or transformed educational system” and the emphasize the importance of the process, stating “no matter how good a design is, it will not succeed in its implementation if a sound transformation process is not used (p. 211). I think that the process is too often overlooked; districts may be too focused on the product, the end result, but it’s getting there, i.e. the process, that really matters. While I was overwhelmed at first with the focus on P-12 districts, there are many trends and issues that are applicable to higher education that I was unaware of!
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