My interpretation of Blackboard World keynote speaker Ito’s key points were these:
Oh, and he has a wicked sense of humor! 
Lessons Learned-including keeping it (blog entry) short!
Keep it Short-Chunk the lessons (good for all learners!)
Regular self-checks (ditto on all learners)
Remember limitations on videos
Remind myself throughout the semester!
I’m doing it again and I’m so excited!
I’m returning to Las Vegas for the Blackboard World conference. I enjoyed it so much last year!
Some take-aways included learning about the following:
Journaling and its advantages 
Listening to dynamic featured speakers 
Attending a conference that included colleagues interested in promoting student learning and sharing with colleagues from throughout the world.
I’m looking forward to the information on mobile technology.
See you there!
It’s so interesting to take a class in a subject I haven’t taken in a looooooooong time (statistics).
I’m in a MOOC with 74,999 other students. I’ve used the Khan Academy videos on statistics to help me (and I’m just finishing week one!). I finished the video 
lectures and the first quiz (no score yet) and I’m working on the first assignment due tomorrow (Tuesday, 9/11). It’s taken me at least 4 hours so far.
Fun, yet daunting. I plan to finish, even if I have to pull a few all-nighters!
According to Kevin Carey, in the article Into the Future With MOOC’s in the Chronicle of Higher Education, MOOCs represent the future of education. He refers to his own experience in a mega-sized face to face economics course as evidence that mass-produced education is not new and that it can be more cost-efficient.
I agree, but only to a certain extent. MOOCs are useful, even for credit (although I’m not taking the stats course for credit). However, the structure of MOOCs must 
change to incorporate critical thinking and higher order skills. I think MOOCs are great for those of us who want access to learning…period. I want MOOC creators to keep expanding their subjects and use. For those who need more hands on and for those subjects that require more analysis, MOOCs will not work. Not yet. Not without a mass infusion of ….. je ne sais quoi
s….a more in depth relationship among learners, instructors and the critical thinking skills/content.
How will I know whether I’ve learned from this MOOC? There are tests, assignments and (my goal) my increased comfort with and ability to read articles that include statistical analyses. And isn’t that truly what learning is about?
The jury’s in. The verdict is: Twearning was modestly successful.
Twearning is the use of Twitter in the classroom to promote student engagement and learning. In this post I explained how I had incorporated the use of Twitter in the Sports Marketing Law and Ethics class at my University. The class was composed of juniors and seniors at my university. It is a required course for the Sports Marketing major. Most students were Sports Marketing Major. The class was taught as a face-to-face class. The class had 18 students. One student was female; the remainder male. Students represented a variety of ethnic backgrounds.
Students were required to do several things:
Tweet one time during class and twice weekly outside class (15/315 points)
Provide group summaries of tweets for the previous week (15/315 points)
Follow tweets of 3 professional athletes and write a social media policy based on the information (50/315 points)
The following are unedited student comments.
variety of people.
Student performance, as measured by exam results and course grades, was better. An implication from the exam results (noted in earlier posts) and the course grades was that students in the middle performed better. Students at the top tended to perform well no matter what the format. Note that I’ve only included raw, unedited student comments here. I have not yet conducted an analysis of the pre and post exam results nor have I compared the pre and post surveys of student perceptions of Twitter use and student engagement.
The following are first-blush comments. The student comments summarized here indicate:
Students liked least tweeting outside of class. That’s an interesting point because the students also seemed to find the summaries of those tweets one of the best things about using Twitter in this course. One thing which I noted in a previous
post, is that permitting students to use their laptops and, gasp, cell phones, did not hurt students’ performance in the class. This was contrary to what I expected when decided to, for the first time, drop the no cell phone rule.
This may seem like the end of the road. The exciting part is to conduct more analysis to determine what worked, what didn’t and why.
I’m considering this for one of my online classes in the fall; it may help foster more student engagement. Also, the withdrawal rates tend to be high in the particular class I’m thinking about and Twitter use might help reduce that rate. I’m also considering other uses.
This has been an interesting journey. More to come…..
All around us, the world is changing. From digital information everywhere to mashups, the landscape is changing.
Yet in higher education, we’ve been extremely slow to change. Holding to tradition can be beneficial, but educational institutions face a changing landscape that other institutions have faced. Medicine has changed with the advent of digital information. One study concluded that more than half the patients of a primary care internal medicine group used the internet for information, including information they did not share with their doctors (2002). The music industry has changed drastically; purchases of CDs has reduced y 50% with the advent of illegal file sharing and access to purchase individual songs. (See: Music’s Lost Decade) Yet in higher education we teach as though nothing has changed.
Lecturing has its benefits, but there are far more options available to teach. However, institutions and regulatory bodies do not make it easy to change. Classes are structured so that students are expected to spend 150 minutes per week “seat time” in their courses. Any changes to that structure require compliance with University regulations–and under faculty governance that means that the changes must be submitted to several faculty committees to be reviewed. At my institution, such changes generally take a year to progress through committees and sometimes longer. Clearly processes need to be changed to permit “pilots” or fast-paced changes.
In addition, the “a” word (assessment) requires that work must be evaluated to determine its effectiveness. Assessment can be complicated, since different factors may determine whether a technique has been effective. One factor is student effort-and that is difficult to measure. In addition, we tend to focus on short term (semester) but there can be long term implications that are not easily measured.
Why can’t we adopt a process that makes it easy for faculty to test new approaches, with a quick turnaround time and ample assistance to assess effectiveness?
Information on the web is free for anyone to use. That’s what I’ve heard students say from time to time. It is relatively easy to debunk that myth by discussing creator’s rights under copyright law.
What’s more challenging is helping faculty identify that same principle: we know there’s a a copyright law. We know there’s an exception to that law called fair use. What is more difficult is to determine whether our conduct fits within the definition of fair use.In the article Have College Professors Become Digital Pirates?, Andrew Chow, J.D., discusses this very issue. Universities and faculty have been sued for including copyrighted material in e-reserves, for copying videos from film to digital format (UCLA won that one) and for digitizing books. As the article notes, there are several factors courts consider in determining whether a use constitutes fair use, including the purpose and type of use, the amount of use and the potential impact copying would have on the market. Many Universities devote websites to assisting faculty (and students) determine fair use (see e.g. the Copyright Clearance Center’s Checklist).
This does raise a question I’ve raised before: shouldn’t copyright law be changed to address the new ways information is made available? Shouldn’t videos, as digital information, be priced differently? Should copyright law be changed to make it easier for educators to use copyrighted information in the interests of furthering knowledge? I consider it a great compliment if someone uses what I’ve created (it’s still a rare occurrence, though!). I would like acknowledgement, so others can find and use it, but feel no obligation to chase after someone who used what I created.
Would I feel differently if that someone was not an educator, but a corporation that made money from my work? Probably-I’d 
expect that corporation to provide me some compensation, that way we could both share in the profit made. More importantly, though, my work, my words, what I’ve developed, has not been developed in isolation. I have stood on the shoulders of giants to get where I am today. So, I am happy to share and help others learn.
Good news. Look at the chart! Twitter in the classroom seems to work; even with the more complicated materials. This chart shows that the spring 2012 grades lean toward As and Bs.
The second exam is more difficult than the first because it requires more application of concepts to scenarios and less of the basics. You can see from the chart that in Spring 2012 there were more As (2, instead of none in Spring 2011). There were an equal number of “Bs” in Spring 2011 and Spring 2012. There were more Cs in Spring 2012 then Spring 2011 (7, instead of 4 in Spring 2011) and fewer Ds and Fs. This result is consistent with the results of Exam 1.
So, what does this mean? Grades are one measure of determining whether learning has occurred. To the extent that exam scores improved over last year, I have evidence that using Twitter may have had an impact. As I noted in the earlier post, though, this result may not be terribly surprising in light of the fact that requiring Twitter required an extra review of the material (because students, in groups, had to summarize the weekly tweets and present those summaries to the class).
Then again, the fact that I permitted students to have their cell phones 
available during class demonstrates that, at least at this level, and at least with a small class, that it did not hurt overall class performance on exams. It is equivalent too, in the old days (when I was a student), to students reading a newspaper 
during class (some faculty permitted it, some didn’t) or passing notes to other students. Students are distracted, at least for that time, but it didn’t hurt their overall performance.
Keep tuning in: students must turn in ePortfolios and final projects later….
I can’t quite tie this to teaching and technology…I know…Star Trek evidences one future use of technology!
I’m a Trekkie too…
Ida's Blog 