During women’s history month, we’ve celebrated the women who successfully challenged the status quo, the ‘hidden figures’ we never knew were the real heroes and questioned why women still face so much discrimination and harassment. A recent article highlights the barriers women continue to face. Martin Schneider, a writer, and editor at an entertainment publication sent out an e-mail that accidentally had the signature of a female colleague on it. When he corrected the error he noticed the language the client used changed to a more “agreeable attitude.” The two colleagues decided to try an experiment and sign each other’s e-mails. Schneider said, “I was in hell. Everything I asked or suggested was questioned. Clients I could do in my sleep were condescending. One asked if I was single.” You can see his Twitter thread about it here.
In the next podcast episode, the Women Who Wine discuss…
In @BreakDrink episode no. 5, we chatted about LOADS of things related to our assumptions about access, policies, and practices in have higher education, specifically with regards to technology and learning. Last year for 2016 #OLCInnovate, I invited Chris Gilliard to share his work on Digital Redlining for a short “Ignite-like” talk. Why do we assume everyone has access to the Internet? Or a device? Or access to the same digital learning resources? What do we know or care about privacy and our data? Thanks for joining us to podcast on the topic, Chris. We suspect you’ll be back to chat more with us sometime about similar issues… and anime, of course
Here are a few show notes, ideas, and resources shared in @BreakDrink episode no. 5 with Chris:
What do YOU know about the Internet?Does your institution block certain searches or key search terms in search OR sites? Is your institution “watching” or monitoring what is being accessed AND do you know what you’re not getting?
A couple of week’s ago, I was fortunate to join the Open SUNY COTE Summit 2017. I will be sure to share more about the #COTEsummit learning in the coming weeks; however, the last session helped me think about framing TODAY’s (3/21) #AcAdv Chat I’ll be moderating from 12-1 pm CT: Data Analytics in #AcAdv
During the #COTEsummit Learning Analytics panel hosted by OLC, we dug into what information we know and how we use it to understand more about our learners. Many academic advising units/divisions, often jump to the platform or process for how we analyze students to predict learner behavior:
But before advising leaders in higher ed jump on the big data bandwagon or decide to implement technology platform to collect data, I think our support units need to identify what information and data we need to know to effectively support our learners. Let’s make decisions on the data that is most helpful, instead of letting predictive analytics make decisions for us at our institutions. What often gets lost in this conversation and planning is this: learning or learning analytics.
Learning analytics are about learning (Gašević, Dawson, & Siemens, 2015). Sometimes we forget this about learning analytics when the phrase data is tossed out at the “strategic-planning-task-force-retention-student-success-operation” meeting occurs at our universities and colleges. Sure, learning analytics might be most relevant for instructors and faculty; however, learning data is also critical for those who support the instructional design, scaffold student success, and provide academic advising/support in higher education.
In thinking about academic advising and learner support, I have SO many questions about data and data analytics for this #AcAdv Chat topic… here are just a few:
How does your institution collect, store, and share data campus-wide?
What do you do as a staff or faculty member to interpret the data?
Are you able to interpret, read, and translate the information provided about your learners?
Are there real-time notifications where students, staff, and faculty can interpret academic progress? What does this look like at your campus?
Do your data sets on campus talk to one another? Is there much interaction between your student information system, learning management system, institutional portal, or institutional research data? Why or why not?
What challenges and/or issues have you thought about for how data is collected and/or reviewed for learner support?
Who or what office can you reach out to on campus for “data analysis” or digging into your learner data to interpret further to support the work you do?
What thoughts or questions do you have about this issue, higher ed? Won’t you join us for today’s #acadv chat conversation? Here’s how:
Follow @AcAdvChat who will moderate the Twitter Chat
Social media has afforded a number of educators (both in higher ed and K-12) a space and place to share, learn, curate, and connect. If you look online, you will find no shortage of educational hashtags, podcasts, blogs, Twitter chats, online groups, and more. These user-driven, digital communities are thriving as teachers, faculty, staff, and students seek out professional development virtually. It makes sense as social media PD is on-demand, socially integrated, accessible from a variety of devices, portable, and FREE!
In looking at these social media spaces, both for research and practice, I am grateful for the learning, support, and care I have received from my peers. I share about the #AcAdv Chat community on this podcast and how it has impacted my practices, with regards to how I support learners in academic advising and instruction. Not only has it been a form of PD, but I am thankful for the connections I have made on a personal level. I have a number of #AcAdv colleagues have become close friends, and I value them well beyond being a Twitter follower or Facebook reaction in my feed.
These social technologies are connecting professional to help us in the workplace. They allow us to be more fluid to allow for us to search for ideas, share effective practices, offer just-in-time training, and broadcast our daily work experiences online.
These social media “water coolers” are having an impact on how we work in higher ed. It’s not the medium, per se, but we should examine how these platforms impact our social interactions and community development in the field. I believe social media affords us great opportunities for how we share information, curate knowledge, support professional learning, and apply ideas into our practice. That being said, there are challenges and issues we must also consider with regards to professional identity development, being in a networked space to learn, and how these mediums might influence our practice. As we talk with higher ed administrators and staff for our research study, we are beginning to chip away at the motivations for being part of a digital community, how practitioners value online spaces to support the work in highered, what does it mean to be a “public” professional online, and how personal/professional identity is complicated, evolving, and varies based on social media platform or how a community is support. This research is SO fascinating…
We will share more about our findings soon. That being said, we are still collecting data AND interested in hearing about YOUR networked experience. Where is your digital water cooler on social media? Where do you go online to learn, share, and curate knowledge? How does being online and in these virtual spaces impact your professional (and personal) identity, growth, and career?
Here s a short, web-based survey that will take 15-20 minutes to complete. You will be asked questions about your online/digital communities of practice, and you will be given the option to share about your digital, online engagement.
We are interested in understanding more of your digital, networked self, which might include reviewing your digital presence on social media and other online platforms, and you may potentially be invited for one (1) interview lasting approximately 45-60 minutes in duration. During our interviews, we will ask participants to reflect on networked practices in online digital communities, inquire about your observations of these communities, ask about your interactions and contributions in the network, and discuss issues related to professional identity and professional influence in online spaces.
You may (or may not) recall a certain network of podcasts created by @BreakDrink between 2010-2013 where I co-hosted, with Jeff, Jeff, and/or Bruce, on the Campus Tech Connection (#CTCX) podcast. This was ONE of many podcasts in the @BreakDrink network. There was so many great news, stories, and learning shared on the On Duty, CUAD, EDU Sports, and the Daily Dose. Although @BreakDrink has returned to podcasting a single show with a slightly different slant, we thought we’d do a series of “where are they now” or #TBT episodes with the BreakDrink Family (former hosts of ALL.THE.PODCASTS). Side note: I do think that Jeff Jackson IS the Alex Blumberg of podcasting in higher ed. He developed his own podcasting network before its time and/or rise in popularity for produced shows. 🙂
A couple of weeks ago, Jeff and I chatted with our good friends and former podcasters of the “main”@BreakDrink Student Affairs podcast: Julie Larsen & Gary Ballinger. It was a delight to catch up with both Gary and Julie on episode no. 3, as we reminisced BD podcasting days, gave updates on life & time (See: Gary’s “scholarly & shit” comment), and swapped updates of what has happened off the air. FUN FACT: I thank Jeff Jackson for introducing me to my BFF, Julie, through the @BreakDrink network. BONUS: check out our show notes on the BreakDrink website to learn where and how @BreakDrink got its name!
We hope to welcome other @BreakDrink family members to the podcast in the future for a chat, some banter, and more. I have no doubt that many of you are up to some good out there — I’m looking forward to catching up!
If you have comments, questions, or feedback about this podcast episode OR want to share your own input resources, please feel free to post a comment below, or follow us on the following “BreakDrink” podcast channels: