Professional Development – Page 11

CCK09, EC&I831, eduMOOC, PLN, Professional Development

Online Learning: More Than Just a MOOC

July 28, 2012 Laura Pasquini

As a life-long learner, I have appreciated engaging and interacting with a wide variety of educators in a few Massively Open Online Courses (MOOCs). The concept of a MOOC is has been around for a while. In previous blog posts, I have shared the definition of a MOOC and my participation and experience. I have appreciated learning from the #eci831 and #CCK09 MOOC facilitators, such as Alec Couros, George Siemens & Stephen Downes. Even more, I appreciate the knowledge shared by invited speakers and the connected learning participants who I continue to engage and exchange with beyond the course structure. MOOCs are now on the tip of everyone’s tongue due to recent education technology start-ups who are now designing MOOC-like courses and creating partnerships with many accredited higher education institutions. What’s all the MOOC about if the concept of a MOOC is not a new innovation?

Image c/o Flickr user guilia.forsythe

In a recent CBC radio interview and blog post, George Siemens discusses more about the good and bad aspects of Massively Open Online Courses are for online learning. There are different sides of the camp on this topic. Some believe MOOCs will either kill or transform the academy as we know it. Here are some interesting points that were shared in the interview from George and callers to the show:

Current Learning & Development = #AltProDev

If there is an interesting alternative professional development (#AltProDev) opportunity available – I’m there! Part of the reason why I have connected to podcasting with BreakDrink.com or participation in Twitter Chats (#AcAdv Chat, #SAchat or #PhDchat) can be attributed to my early learning experiences with MOOCs. I enjoy engaging in PD to improve my skills and add to my knowledge repertoire. Across various personal and professional spheres, I have learned a great deal at formal conferences, workshops and education sessions; however, I am also proud to say I learn a great deal from my informal training and development environments that are primarily cultivated online. I think that MOOCs provide a set time period for professionals to learn about a specific topic and engage with others in a similar informal fashion. What is neat about this classroom is, that although the course might end, your network and learning artifacts continue to thrive outside the specific learning environment.

Teaching locally but accredit widely.

As a current student in higher education (I’m in process of working on my doctoral degree in learning technologies at UNT), I tend to research, read, archive, and share online to keep on top of the trends and happenings. I think my involvement in MOOCs have connected me to new concepts, research ideas, learning networks, and continue to support my formal education goals. My intention when signing up for this type of free, online learning was to support my own professional development and expose myself to new learning concepts. I reflected my MOOC experiences to my faculty advisor and he believed that participation in any one of these classes could be an added elective for my doctoral degree plan since this informal learning environment was contributing to my research design. How would this type of learning be looked like at your institution for degree requirements? Here is one suggestion for earning college credit from MOOCs if interested.

Sustainable model? Or Just Branding?

The MOOC talk seems to be all the rage as start-up companies, such as Coursera, edX, and Udacity, partner to “reshape online learning” with well-known higher education institutions. Will the massive hype of these MOOC types lead to effective use and sustainable funding models? Or is this just another method for marketing and propagation of the university brand? I do not know. I agree with George’s thoughts – we will see after the dust settles and the MOOC hype levels off in higher education.

Types of MOOCs

As the online learning trend grows there will be various types, targets and tiered offerings of MOOCs. Some of the MOOCs I have reviewed have included areas for digital competence, open education and technical resources. The content, subjects, platforms and learning environments will vary from MOOC to MOOC – and will most likely depend on the partnering institutions influence as well. Online learning will continue to be part of higher education curriculum at many institutions, but as George says “open and online courses is not going to be what cures the ails of online education.” I concur.

Incomplete = Failure?

Does a lack of commitment or completion mean that a MOOC failed? In looking at the retention and completion rates of MOOCs, the numbers vary from start to finish of a MOOC. Audrey Watters wrote a great about dropping out of MOOCs last week. She questioned if it was the content, instructor, platform or learner themselves. Good questions. If this was a multiple choice test, I might even select (E) Any of the above. Or perhaps our MOOC participants would commit more if they paid to learn – even $2 Would the freemium model commit participants more if there was a certification, badge, or accreditation for courses attached? Does extrinsic motivation trump the intrinsic goal for learning and self-fulfillment? I’m not sure.

Dynamics of MOOCs vs. Organic Classroom Experience

There are many pedagogical and theoretical underpinnings for MOOCs. If designed well, a number of online education opportunities allow for discussion, problem-solving, reflection, and unique dynamic interactions. A question from one of the callers to the CBC radio program asked (paraphrased) – can online education and MOOCs really replace the organic interactions in a face-to-face classroom environment? My initial response = it depends. I have always thought good teaching and solid learning outcomes is what drives the course. That being said it is important to note that technology is “not just a tool.” As a student, I have been in both fantastic and terrible courses both online and in class. Depending on the course purpose and objectives, instructors have the POTENTIAL to engage learners in a truly immersive and participative online learning environment. Technology is the instrument; the students are the musicians – it is up to the instructor to orchestrate and guide the collaborative instrumental play in online education.

What are your thoughts about MOOCs? Have you participated in a MOOC? Are you planning to participate in a MOOC in the near future? Please share.

AcAdv, Learning Technologies, nacada, NACADA Tech, Professional Development

Hosting the @NACADA TechTalks in August – #AdvTech

July 16, 2012August 12, 2019 Laura Pasquini

For those of you interested in advising and technology – let me share with you an online, professional development opportunity that is on the horizon. At the beginning of August @NACADA is hosting an #AdvTech Summer Special Web Events. The week will have five FREE 60-minute virtual sessions sponsored by the NACADA Technology in Advising Commission to offer you ideas and resources for technology in advising.

Here’s the line up:

August 6: The Speech that Was Never A Blog Post: The Trends and Future for Technology in Advising

August 7: What the Tweet?: @AcAdvChat & the #AcAdv Chat Community Using Twitter for Professional Development and Sharing

August 8: Advising Technology Myth-busting: Guidance and Challenges for Using Social Media on Campus

August 9: Advising Reflections & Sharing: Blogging to Support Our Profession & Student Learning Outcomes

August 10: Technology Adoption & Life Cycle: From Implementation to Evaluation of Technology in Advising

During the NACADA TechTalks, I will do my best to be the host with the most for each panel by following the #AdvTech Twitter stream and comments in Adobe Connect. With the help of @NACADA we will post the recorded webcasts and archive the conversation for those who cannot attend. For more information about the sessions, #AdvTech panelists, and how to connect – visit the @NACADA Blog post about the TechTalks.

If you have further questions or things YOU want to ask any of the panelists during the week, be sure to let me know.

#AcWri, #phdchat, Book Review, PhD, Professional Development

Book Review: How to Write a Lot #SummerReading For #AcWri

July 4, 2012July 4, 2012 Laura Pasquini

In working on my research and dissertation proposal, I have been spending time with literature and #SummerReading. My #SummerReading book stack contains some theoretical works, #acwri support books, #phdchat guides, instructional design tips, and using the social web better for training, learning and development. [There are others, but they are loaded on my Kindle – more to come soon!]

Part of my summer away from course work is also dedicated beyond just reading, and is also focusing on my academic writing (#acwri). This turns my attention to the next book on my stack I’m currently reading = How to Write a Lot by Dr. Paul J. Silvia.

With travel time and holidays, there is plenty of time to both read and write. It’s nice to be away from the daily grind. This time away from the office and regular routine provides space for me to think about ideas and write. Since I finished this book, and I am motivated to write – I thought I might share it with other academic researchers who may need a little puss for their own writing practice.

I would agree with the author who defined this short text as “a practical guide to productive academic writing.” Dr. Silvia shares specious barriers to writing, and a few motivational tools to avoid “writer’s block” – which he thinks is bunk for most academic writers. There are a number of other hints and strategies shared for becoming a regular writer in graduate school and beyond in terms of writing style, manuscript submissions, and managing editorial responses. I also appreciated the helpful suggestions on how to create habitual writing practices for different types of projects, such as grants, books, journal articles, etc. The most helpful section in this sort read that might be useful for graduate students or junior faculty is the section on developing an agraphia group to keep you motivated and on track. Here are the five components suggested by Dr. Paul Silvia for a successful agraphia group for those of you who might need constructive source of social pressure to write:

Set concrete short-term goals and monitor the group’s progress – proximal goal setting
Stick to writing goals, not other professional goals – it’s not about professional development or reading about writing
Big carrots can double as sticks – have informal social rewards for good habits; intervention required for those who are not meeting writing goals; check and balance for writing
Have different groups for faculty and students – each group will have different writing priorities (see Chapter #3) and different writing struggles
[Optional] Drink coffee – or tea, smoothies, etc. Meeting outside the department or office can be a good thing for this writing group.

Reference:

Silvia, P.J. (2007). How to write a lot: A practical guide to productive writing. Washington, D.C.: American Psychological Association.

#AcWri, #phdchat, Professional Development

A @PhD2Published Post: A Book Review is #AcWri Too

June 20, 2012August 19, 2012 Laura Pasquini

This blog post is cross-posted at http://www.phd2published.com/. Thanks for the invite to write, @dratarrant.

For graduate students and junior faculty, book reviews can be a way to dip your toes in the publishing realm of academic journals. Although peer-reviewed articles are the pinnacle for publishing and tenure, I do not think academic book reviews should be scoffed at. A book review is a great way to engage, comment, and contribute on a colleague’s work in the field. More importantly, a refereed journal publication review can be a fun piece to hone your writing, develop your analytic reading skills, and provide interesting insights for your fellow researchers to read.

Image c/o EricLanke

The process of writing a book review encourages academic researchers to engage in the literature. Often, the practices of summarizing chapters and restating ideas provides the book reviewer how to read a book to understand the author’s key points. A great book review will weave the text into the current academic subject.

Here are some general guidelines for book reviews I have seen in academic journals and suggested practices from those who are writing #acwri book reviews:

Read – Check out book reviews in journals that you might be interested in publishing in 1st. See what books are being selected for review & check out the format/style.
Good Publications to Review – Find a book that highlights issues or resources relevant to the field and/or subject of the academic journal you are submitting to
Describe & evaluate– focus on the book’s purpose, contents, format, and authority
Not Just a Summary – Positions and opinions should be supported with a logical argument and review the pertinent literature. Highlight strengths and weaknesses of the publication, and why this book is interesting and/or useful.
Be constructive with your criticism. Remember to be kind and respectful to the author(s). A great deal of effort on the author, editorial board, blind review, etc. has been put into this text. Choose to be constructive with your criticism.
Provide your thoughts on the book – use quotes sparingly. Readers will be interested in what YOU have to say.
Share key ideas. What is the main idea of the work? What does this publication contribute to the field?
Review Your Review – try to read from the vantage point of your audience. Is there too much/enough summary? Does your argument or key thoughts about the text make sense?

Typically academic journals will accept book reviews for publications that have been released within the year that highlights issues or resources relevant to that journal topic, genre, or field. If you are lucky, some journals might even purchase the book for you to review. It would be important to select a text that would offer solutions or directions to the field, and it would be helpful to verify with the editor if the publication would be appropriate to review. Sometimes, journals will give preference in the review process to book review essays that comment on two or more related books

In thinking about the book review requirements for the Learning and Performance Quarterly journal, I took a gander at a number of scholarly sources that published book reviews. Here are some of the common technical requirements* for academic book reviews:

Reviews of publications within the recent year, i.e. 2011 or later would be acceptable now
Include the title, author(s), year, publisher, publisher location, ISBN, cost, book format, and page numbers of the book(s) under review.
Keep it simple. Typically book reviews are between 600 to 2000 words (unless you are reviewing a period or series of books).
An abstract of 150 words or less might be required to accompany the book review.
Draft a short biography and/or contact information to be included at the end of your book review.
*Follow ANY and ALL other book review requirements for your specific journal of choice.

Happy #acwri reading & reviewing!

#phdchat, PhD, Professional Development, Reflections

What They Didn’t Teach You In Graduate School… The #phdchat Edition

June 10, 2012August 12, 2019 Laura Pasquini

I finally wrapped up reading What They Didn’t Teach You in Graduate School during my #summerreading stint. This is the first edition and there is now a 2.0 update. This book is geared towards American doctoral students and academics; however PhD’s outside of the US might find value with these 199 academic hints.

There are a few good hints scattered throughout the book for budding academics and PhD students. Here are a few snippets from Gray and Drew (2008) geared for myself and other #phdchat comrades:

The PhD

Finish your PhD as early as possible.
You must finish your PhD to move up the academic ladder. The world is full of A.B.D.’s.
Be aware that the key danger point in any doctoral program is the one where you leave highly structure coursework and enter into the unstructured world of the qualification examination and the dissertation.

On Writing

Learn how to write clearly.
Limit self-plagiarism.
One of the most useful things you can develop is a pool of research references stored in your computer [or an online storage space of choice].

On Publishing

Submit your papers (other than those you know are stinkers) first to the best journals in the field.
Write most of your articles for refereed journals [not for conferences, meetings, etc.]
As they say in Chicago, publish early and often.
Include single-author papers in your portfolio.
Recognize the delays in publishing.

Appendix A – The Dissertation

Don’t assume that if you are having trouble defining a dissertation topic that the entire dissertation process will be that arduous.
Put a lot of effort into writing your dissertation proposal.
Be skillful in whom you select for your dissertation advisory committee.
In doing a literature search, use the “chain of references.” Begin with one or two recent articles (a survey article helps!). Look at the references that are cited.

Obviously Appendix A, The Dissertation, is on the forefront of my research this summer as I finish the last of my coursework this Fall. Reading this book provided some great insights and motivation to continue to push through. The book was bluntly written and I found it pretty helpful to read honest advice and expertise from other academics in the field. This book reminded me of previous conversations I have had with my own faculty advisor. For those of you who do not have a faculty advisor or another academic mentor in your life, you should read this… and probably find an academic mentor. Doctoral students need an advisor/mentor (or two) who will give us both a reality check and support as we embark on our academic life. Good luck with your journey!

Reference:

Gray, P. & Drew, D.E. (2008). What They Didn’t Teach You in Graduate School: 199 Helpful Hints for Success in Your Academic Career. Sterling, VA: Stylus Publishing, LLC.