As I get closer to showing students how to (self) publish a book, I am reviewing resources that I have used in the past. The technology and tools change so quickly. My two “bibles” for the moment (hard copy) are Guy Kawasaki and Shawn Welch’s APE: How to Publish a Book and Chris McMullen’s Volumes 1 and 2 A Detailed Guide to Self-publishing with Amazon and Other Online BookSellers. I have the most experience using Amazon’s CreateSpace software though now and again I am tempted to use Lulu.com –in large part because I have seen what Jane Hart has been able to do with it in publishing her Modern Professional Learners book.
Since I just finished introducing my students to LinkedIn, I thought that I should revisit its “InLearning” resource (formerly Lynda.com) to investigate what l might learn there. I was underwhelmed.
The screen cast below (7 minutes) documents my discoveries there.
Learning from this experience, I further documented needs for improvement of this resource in a LinkedIn article I wrote and posted last night.
My students and I are in the process of writing about Brain Fitness Training. This book-writing task necessitates, among other things, considerable collaborative writing and sharing in addition to mastery of some technology learning tools which I have introduced them to. Without any instruction from me they have been using Google Drive, which according to Jane Hart’s annual survey is the top educational technology tool of 2017. Because I have not used it for a while (since I last authored a book with students), I was contemplating writing a short piece (or screen cast) about how to use LinkedIn Learning (and five ways that it could be improved). In particular, I was going to use as an example my evaluating the many LinkedIn Learning programs that deal with Google Apps.
It dawned on me that rather than my sitting down and watching several video lessons I could instead ask the (student) experts to mentor me. I am quite pleased by the result which Tia, one of my research assistants documented.
Here is Alex Fuhr’s 6 Minute Guide to Google Drive
There is much interest today in using technology to improve one’s brain power, one’s health, and one’s well-being. Take a moment to conduct an online search on the topics of “brain fitness for seniors,” “brain fitness games,” “brain fitness apps, “and “brain training.” You’ll be overwhelmed with the number of results. Unfortunately the social media and advertising claims are far removed from the science upon which legitimate claims can be made. How can one decide which claims are “snake oil,” which represent vaporware, and which are based upon well-done research? Which programs are merely entertainment? Which make false or unverifiable claims? Which claims are patently wrong? Are there some vaild brain training interventions that are appropriate and proven effective for special populations? How can one protect or improve one’s brain heath?
A day doesn’t pass when I am not flooded with emails about “brain fitness training opportunities” that I am implored to explore. Brain U Online gives me a friendly reminder of the availability of a brain training session invitation. Blinkist suggests that I read a synopsis of the book Brain Maker: The Power of Gut Microbes to Heal and Protect your Brain for Life. I am alerted that Episode #4 (of 10) “Six ‘Brain Hacks’ to Enrich Your Brain” from a gohibrow.com course awaits my viewing. An interesting NPR story invites me to explore the brain-enhancing benefits of bilingual education. I receive an invitation to take an AARP approved (and United Health Care supported) “Life Reimagined” free online course on “Brain Power: How to Improve Your Brain Health” taught by Wendy Suzuki, Ph.D. Posit Science urges me to become a “Smart Cookie” by joining their “…unique braining program … which unlike others… is backed by more than 100 published scientific papers”… I think that I’ll send them all a copy of the recent review of brain training research n Psychological Science in the Public Interest (here is the link).
How does one separate the wheat from the chaff of these claims? Which avenues are promising and which are merely advertising promises? Will I really get smarter with five-minute lessons delivered to my inbox every morning? Do I want to? Would I be well-served by following my heart and attempting to (re) learn long forgotten Spanish? Would I be better served by exercising more? Learning how to play an instrument? Should I become involved in creating an Elder hostel educational experiences? So many questions. What fun to begin systematically answering them with talented students, data, and critical thinking.
Meet my Fall 2017 Carroll University student research seminar team. Jeff, Alexis, Sami, Abbey, Antonio, Nathan, Alex, Alex, and Ricky.
We have begun developing answers to questions such as these and are in the process of writing a short book sharing our findings. What questions would you like us to answer? Stay tuned!
What might prove useful resources to (re)visit as Carroll begins a Strategic Planning Process? Payscale.com’s recent release College/University ROI data base (see below) reminded me of the value of being aware of such resources and of the importance of understanding their value, their assumptions, their limitations, and their potential uses and misuses. Below are a few of my favorite data resources. What have I missed?