What is your main modality of communication with your network of people (not people you see everyday, the extended network of people)

GateWay Residential and Adjunct Faculty Please Respond!

iTech for Student Success

This semester I have taken a different approach to my usual instructional technology inservice offering. Usually I am burdened with Blackboard updates (yawn) or I have to train on a particular instructional technology. This time, I decided to stick with the theme of the inservice which is "Student Success." I believe that technology has a great impact on student success, so why not do a session on instructional technologies that can facilitate student success?? Instead of creating a PowerPoint presentation or a handout for this session, I used Google Sites to create a website that housed all the great ideas I will be presenting! Find the site here: http://sites.google.com/site/itech4success/home. I took the approach of identifying key factors in student success and then matching them up with an instructional technology solution. Go take a look and let me know what you think!

Quality Matters.....what exactly does this have to do with online learning?

Every time faculty and administration "freak out" about the quality of online instruction, a good friend and colleague of mine (you know who you are) brings up the point that we should be concerned about quality instruction in all environments-- i.e. online, face2face, and hybrid. I totally agree with her, but today it has become very apparent to me why. I am going through the Quality Matters rubric with the intent of creating workshops to aid faculty with development of their hybrid and online classes. As I am thinking about activities for the workshop, I realize that all of these QM "standards" apply to face2face courses as well. In fact, they are just really focused on good instructional design -- modality aside. At this point, I haven't really found a standard that is exclusive to an online course. Funny that we make such a fuss about online learning when the requirements for a well-developed online course are the same as a face2face course. Expectations for face2face classes should be no different. I guess my point is this, we should be more concerned about the nuances of the online environment that are a shift from face2face. For example, "presence" in an online course is VERY hard to measure. You may be working 24/7 on your online course, however, if you haven't been communicating with your class on a "large scale," it's easy to forget about the students that aren't emailing with constant questions and needing affirmation. What the QM rubric doesn't address is the "teaching" of an online class. I would argue that the "teaching" is the skill that needs to be addressed......assuming that good course design is the same for both environments. Just thoughts.

Does your learning management system need constant attention?

I'm a little fuzzy from being off on maternity leave for a couple months, but I'm back in the saddle again with no time for "easing back in" to my job! I delivered a presentation on the new features of Blackboard version 8 to my GateWay faculty on Monday and Tuesday. We had great participation with most people excited about the new features of the system. However, I did have one thought provoking point brought up during the session. The general idea of this point was this: How are faculty expected to keep up with a learning management system when we are doing DRASTIC upgrades every May? It's funny because I was just complaining at a meeting with my VP and boss that it's hard to focus on instructional design (my real job) when this learning management system needs constant attention. Soooooooo, I guess there are two real complaints here, one being from an instructional stand point and another being from a support stand point. I am a firm believer that we can no longer do anything in this world without basic technologies and students with degrees should be fairly saavy, leaving it up to each instructor to use and require these technologies. (Another) However, I couldn't help but to feel for this faculty member who is sick and tired of annual training over a learning management system. I'm sure she would love for a May to pass quietly by without hearing anything of a version upgrade. Luckily I was able to look at the positive side of this version upgrade in order to offer these simple thoughts: (1) you don't have to use the new tools and (2) the grade center feature was soooooooooooooooooo needed. It's worth the 1.5 hours of training. She happily concured and we both went on our marry ways.

HELP!

This semester I'm focusing on providing learning opportunities that address a new dynamic in classroom instruction that focuses on collaborative knowledge and student engagement with new social technologies. Being fairly technology saavy, I see the value in this and tend to embrace this dynamic. However, as an advocate for instructional technology on my campus, I do realize that others may not be as comfortable with embracing technology.....especially "social" technologies. Depending on past learning experiences and educational philosophy, faculty may or may not see the value of a different learning structure that focuses on collaborative knowledge and a more social atmosphere. I "get" that, but also realize that it makes my job pretty tough. I have many subscribers to this educational philosophy, but I would like to get more! How do you do this? I have some general ideas, but would love any suggestions that those of you have out there! HELP ME!

Leaders vs. Managers

I know this topic has little to do with instructional technology, but it does impact it greatly. I often wonder what the difference is between a leader and a manager. My husband just recently finished his MEd in Educational Leadership and he read many books about leadership. He would spout off a plethora of facts and figures about leadership qualities and they all rang very true in my mind. However, as I sit here pondering what makes a leader....I wonder how do you become a leader. My other thought is...do you ever become a leader if you don't naturally have those skills? Are some people just destined to be better leaders and others just cannot effectively acquire and apply those skills? I have had the good fortune to work for several exceptional leaders while working at MCCCD. I think about what my "leaders" brought to the table that enabled me to excel at my job -- (1) flexibility and trust (go together), (2) integrity, (3) connectedness, (4) human relations. As I look at this short, far-from-complete, list, I realize that these characteristics cannot be taught. These are values that you either have or don't have. What do you think?

This topic is of utmost importance as we move into a new classroom culture and dynamic led by new social technologies. I hope that our leaders in Maricopa recognize the importance of being innovative and out-of-the-box. Learning is no longer only taking place in a classroom with rows and desks with a sage on the stage.....learning is occuring everywhere and it is our job at the community colleges to spearhead and embrace that movement. Just my .02.....