It’s been a while since I’ve posted.  Well, I took a large part of the summer off to spend with my family.  Yesterday was my first day back at work, and today, I have the awesome opportunity to speak to a hundred or so graduate teaching assistants from across the University of Memphis.  I was a TA at both Clemson University and at The University of Georgia.  So I have a great respect for these folks and the important work you do.

Dr. Karen Weddle-West, Vice Provost for Graduate Studies, asked me to share tips on creating effective courses both on ground/on site and online.  I’m really super excited to do so.  I’ve put together quite a few tips that I use both in my face to face courses and online courses.  I have created a page on my professional development wiki at http://viralnotebook.pbworks.com/Graduate-Teaching-Assistantship-Workshop .

I’ve organized the tips into four categories

  1. Setting student expectations
  2. Tips for managing a course
  3. What value am I adding?
  4. For whom and what purpose is your Powerpoint?

On the wiki page above, you can find all the notes and tips I discussed today, as well as the embedded presentation and the link to download the slides.

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Multicultural Education & Technology journal

Multicultural Education & Technology journal

Tom Lucey and I have just had accepted a new journal article.  The article is titled “Ethical issue in instructional technology: An exploratory framework” and it will be published in Multicultural Education & Technology journal.  In reality, this is much, much, much more attributable to Tom than myself.  Tom graduated from the University of Memphis a few years backs, and we have worked together on a couple of different articles and chapters together, including “Dimensions of the digital divide” and “Influences interpreting a technology component to financial education for Grades K-4: Another dimension of the digital divide.”  Tom’s got great tenacity, persistence and ideas.  I hope you’ll take a look at the article and let us know what you think in the comments below.

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Clif Mims and I have a new book chapter that will be published in the next couple of weeks or so. It’s taken over a year for this to get to press, so I’m happy for it to finally get out. Web 2.0 in teacher education: Characteristics, implications and limitations will be published by Information Age Publishing in the book Wired for learning: An educators guide to Web 2.0. The book was edited by Terry Kidd and Irene Chen.

You can order a copy of the book directly from the publisher at http://www.infoagepub.com/index.php?id=9&p=p49a46fbae54e1. Information Age Publishing also a deal going on right now to celebrate their 10th anniversary. If you order 10 books, you can get them for $10 a piece. (Yes, you have to order 10 books.)

Here’s the abstract for the chapter:

Like the variety of Web 2.0 applications, theories of learning and instructional models are also primarily content independent. So it is left up to the teacher educator to match learner characteristics, content, pedagogy and technologies. This chapter will concentrate on the use of Web 2.0 technologies in contemporary constructivist and cognitivist learning environments. We will present the characteristics of Web 2.0 tools to support teaching and learning, including low threshold applications, a variety of tools and models, as well as access to tools and knowledge. Finally, we will identify the limitations and challenges that exist with using these tools, such as immature applications, longevity of applications, number of applications, unconsolidated services and security and ethics.

I’m at the American Educational Research Association annual meeting this week in San Diego, CA.  I’m presenting three session throughout the week, which is a little tough to get through.  On Tuesday, I presented on “Coming to Understand the Influences on and Artifacts of Learning.”  Today, I’m presenting “Understanding Projects in Project-based Learning: A Student’s Perspective.”  The abstract reads:

Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners.  While previous research has presented results of learning gains, motivations and teacher experiences, still limited empirical research has presented the student perspective in project-based learning.  This research sought to explore how learners created projects. Using a case study design and five purposively selected participants from eighth grade geography, five themes emerged:  (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products.  The first four themes describe influences to shape the fifth theme, learning products.  The term learning products was used to describe both the learning garnered by the participants and the learning artifacts the participants produced as part of the instructional unit.  Implications for practice and future research are considered.

You can download the complete file here.

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I’m off to San Diego, CA, this week for the American Educational Research Association annual meeting.  This is the premier conference for educational researchers.  I will be presenting three sessions, and I will create posts for each one.  So, you can find all the articles and good stuff easily.

Today, as part of the Multiple Intelligences Special Interest Group, I’m presenting on “Coming to Understand the Influences on and Artifacts of Learning.”  The abstract reads:

Learning artifacts are tangible representations of an individual’s learning.  However, they are limited in their ability to completely reflect all the learning by an individual.  It is important to understand learning artifacts because learning and the products of learning are individualized for the learner and by the learner.  By understanding the products of learning, as well as the developmental process of these products, there may be a more complete understanding of what has been learned by the individual.  This manuscript attempts to understand the creation of learning artifacts, as well as the influences on learning artifacts.  A model is proposed to understand how learning products are generated and an example case from our research is illustrated.

You can download the full paper here.

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