Still no idea what to research

Maybe I want to research everything. Is that bad? I guess so.

Ok, I'm going to settle on "online pedagogy" and see how much of the other topics I want to research I can stuff under that umbrella. Subtopics, I think they're called, right?

Thinking in circles, I've simply come back to the same conclusion: what goes in to being an effective online instructor? Through what lens or which lenses should I view this question? How can I avoid researching MOOCS, because although indulgently interesting, they are not as close to my practical reality as they are for other people?

I'll leave the MOOCS for the future research or discussion part.

Social constructivism's progression to MOOCish connectivism. What a strange word. It seems to need a lot of technology to work, putting the technology front and center again, as a cure-all for learning. I just read an article that used the word "ironic" in reference to connectivism, because the OLE members in the MOOC were more disconnected than connected.

Back from hiatus

OLE!

Back into the ring, for the final push to June 2014.

Online Learning Environments this term, complete with a new version of Bb, a new research proposal to devise by Feb 1, and lotsa new readings.

I have no idea what to research.

Or, better stated, I have a lot of ideas for what to research, but I don't think any of them are going to work.

What do I want to know? Let's see:

• How can an instructor using an OLE allow undergradute students who hate to write express their learning and growth without having to write on a blasted discussion board all the time?
• How do learning preferences affect the ability of people to learn effectively in an OLE, assuming the OLE is a good OLE? (found a couple of things on this topic)
• What faculty development issues are the most important in relation to effective teaching in an OLE?
• Can an OLE be used effectively for faculty support and development? I know that Penn State made a community of practice.

What about my own asynchronous communication behavior?

• If I don't like to write early in the week on the discussion board, but prefer to first read what the early posters write and then respond to it on say, a Wednesday or Thursday, it that selfish of me?
• Am I  therefore a bad classmate because I'm not a blurter and am incapable of thinking quickly, and prefer to learn from everyone else's posts without contributing right away? (Assimilator)
• What if I do my best to compensate for my selfishness by sharing resources I've found through the reading and researching I've been doing, while not posting to the discussion board?

codec, codec, who has the codec...

Yes, that was a learning experience. I think it went ok, and I like the end result, but need more time to practice making stuff that works.

I'll try to load it all on a server somewhere so you can see it. Right now, it's on a CD.

Wow, this summer term is hurtling to an end...

Just finished the research paper (30 points), and have one more discussion board posting (6 points) and the final multimedia project (35 points) to finish!

Yes, 70% of the graded work is falling in the last half of the class, but hopefully the different parts of the project will give me a chance to do ok. It will probably be the best-documented project ever, even if it doesn't run. If only I could get Netscape 7 to download properly, I could edit my webpage so I will have somewhere to launch the project from...

Locked and Loaded

OK, so I bit the bullet and bought my own copies of Camtasia and SnagIt. In terms of business models, I missed the freemium boat on JingPro and its $15 price tag. I was all ready to pony up, and bang: no more JingPro.

I guess the TechSmith folks just have my best interest in mind, and want me to produce better screencasts, using their sophisticated tools. Right.

Anyway, yes, I am freaked out by all the stuff I don't know regarding my latest class, Introduction to Multimedia Systems. My instructor is really nice, and said of the two main concerns he has for the final project, one is that it must be playable on his computer. After so many years of seeing how things folks create don't play on computers other than their own, I'm investigating the lowest tech solutions I can get away with for the project.

Yes Flash, your coolness will not be mastered by me this summer. Or ever, maybe. You may or may not be right for me after all. Sorry. I've been wanting you for so long. And that bouncing ball thing we made together was so nice....

Learned a lot about learning!

Learning Theories is done, and it was a good class. I am now motivated to learn more about motivation, that's for sure! What an interesting and complex topic. Many of the things I learned helped me to better understand workplace learning and motivation, since being a student is not my current full-time job. I think that if more students were given the opportunity to explore their learning styles, they'd be better able to metacognate some self-help measures.

My daughter was fortunate enough to attend a middle and high school that had the luxury of being able to take the time to help students reflect on their learning. It is sad that teachers in K-12 are not all in a situation or position to be able to help students in this way, and work together with students on a more individualized basis. By the time the students get to college, content experts take over, and learning how to learn seems to take a back seat. I see many instances where pedagogy is just not cutting it.

I wonder if technology can help more students in this way, by first helping them explore their personality and learning style strengths and weaknesses.

Almost done....

Writing the final paper today, reviewing the other 8 papers written this term. This class prompted me to read the Susan Cain book Quiet, and it has been a terrific book so far (IMHO). I've also learned that if I don't get a smartphone soon, I'll be even more of a techno-idiot. I look forward to seeing what Bb mobile looks like!