Category: Curious David

Bloggingbook-writingBooksCarroll UniversityCarroll University USA

Exceeding my Expectations: My Students Explore Book Writing

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Throughout the 2015-2016 school year, we four undergraduate research assistants in “Dr. Simpson’s Neighborhood” have been familiarizing ourselves with several different learning tools described on Jane Hart’s Top 100 Learning Tools List. As we read about and played with each tool, we wrote blog posts using  WordPress to let the world know more about the features, benefits, tips, and drawbacks of each learning tool based upon our personal experiences. As these blogs were being published throughout the fall semester, Dr. Simpson suggested OUR writing our own book about how the tools can facilitate learning in the classroom and business world. We responded to this challenge with both trepidation and zeal! 

We took each of the blog posts previously written and compiled them into one large Microsoft Word document. Then, over the course of about two months, we carefully went through each blog post. We improved the writing, further developed ideas, updated our learnings, corrected errors, added pictures, and temporarily removed hypertext links. We divided the learning tools we examined into 5 chapters: Video Editing Software, Social Network/Interactive Networking Tools, Note Taking Tools, Data Collecting Tools, and Presentation/Sharing Tools. We added screenshots for examples and created potential cover pages for the book. We decided upon a basic layout: an introduction at the beginning of each chapter, a reasonably detailed description of each learning tool, and an explanation of how the tool is useful in business and educational settings.

(Alison Lehman) Converting our short, to the point blog posts to a book format was no small task. Creating a book took a lot of planning, coordination between team members, additional investigation into the learning tools, and large amounts of time to create, write, coordinate and edit our thoughts and experiences. Initially our idea was “simply” to convert each WordPress blog onto Google Docs so that each team member had access to the book-in-progress no matter where they were. This decision was vital to a successful workflow of communication.  We could leave notes for one another on the Google sheet, see what each other had been working on, and be aware of what still needed to be completed. When the WordPress blogs were converted into the Google Doc, I had naively assumed that a lot of the information we had previously written would be easily ported into the book. However, varying writing styles and incomplete information did not easily lend themselves to a smooth transition into a book. Consequently, we chose almost to completely scrap the original posts and start anew. In hindsight this decision was a blessing in disguise because it gave us an opportunity to rethink our ideas, add important details, include updated information and impose a common, improved format from the bottom up. Since we were not producing short blogs anymore, a lot more research went into investigating how to use the tools, what the tools were most useful for, and the utility of these learning tools in the classroom and business environments. Though the discussion of each learning tool examined was primarily written by one or two individuals together, but each was then edited and read and reread by each individual of the research team. Creating a book taught us all about proper planning, how essential clear communication is between members, how to incorporate  the ideas and thoughts of each member, and how to establish and maintain a realistic timeline for completing a managable task. Our ideas were continually being improved and applied to better enhance the effectiveness of our collaborative first book-writing efforts. With the final product being steps away from completion, I am proud for all time, effort, and resources that were dedicated in creating a book of this kind. I look forward to the future projects and goals the research team will accomplish together. When a great group of minds come together, there is nothing that can stand in the way of their success and ambitions.

(Arianna) Until writing our own book, I had never appreciated the time and effort that goes into writing. The need to sit down and carefully read and reread and reread again every page trying not to miss a single typo or spelling error and making sure all of the tenses match up is daunting but necessary.  However, after about ten proofreads and several edits to the document, we were able to publish our hard work.

(Lizzy) Well, writing this book was definitely an eye opening experience for myself. I had never once thought I would have the opportunity to write a book, much less publish one for others to enjoy. I did not know how much work goes into writing a book until we had to be a team and work together on creating this book. We had to combine all of our different writing styles together and blogs that were almost done to blogs that needed a lot more work. We had to write about applications that seemed so basic to us, but were actually a lot more detailed than we thought. I know while writing the Excel piece that I had no idea all that could be done with this learning tool until I started to use it for some of my classes and explore the different features it has to offer.  I had no idea for more than half of these applications all that they could do. Personally, I now use some of these tools on a daily basis and i can envision singing them at work, at school, and for future purposes. I have gotten so much better at writing because of Alison and her helping me have a better writing style and teaching me to watch my grammar better. Also, I have never been so open and excited to learn about internet tools that are so useful and that everyone can have access to till I started working with Alison, Arianna, and Tia. We all have come together and given each other different perspectives on our idea of the book, how to write it, what to include, how these tools can benefit others and in what ways. It was such a great experience. It took a lot of time, but was most definitely worth it for the end result and the great feeling of accomplishment all of us get to share together, including Dr. Simpson. Without Dr. Simpson helping us as a team to give us the resources, the challenges, and the time to write these blogs and experience these tools, we never would have had this great opportunity. I have made closer friendships with these beautiful ladies because of writing this book together and getting to know each other. We all have such different ways of thinking and different perspectives on how we interrupt certain situations or applications and it is really cool how we can all combine our ideas together to make our first book and for us to grow as partners in the workplace and grow a friendship outside of it. This book I believe also improved our relationship with Dr. Simpson because of the collaborating we all needed to do to get to where we are now as a team. We can only grow from here and I can not wait to experience this journey with each of my teammates!


Curious David

Something Old – Something New: A Brief Introduction to Effect Sizes

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I’ll probably have to defer until this summer mastering the intricacies of “The New Statistics” championed by Geoff Cumming. I want to avoid throwing the baby out with the bath water as I attend to blend the revolution in data analysis into my courses. However, here is a first attempt to introduce the concept, calculation, and interpretation of effect sizes into my teaching. Below the screen cast are five very useful effect size online calculators.

Here are five effect size calculators I have found useful enough to share with my students in Psychology 205.

Effect Size Calculators

  1. Becker: http://www.uccs.edu/~lbecker/
  2. Hong Kong http://www.polyu.edu.hk/mm/effectsizefaqs/calculator/calculator.html
  3. Campbell Collaboration: http://www.campbellcollaboration.org/resources/effect_size_input.php
  4. Psychometrica http://www.psychometrica.de/effect_size.html
  5. Cognitive Flexibility http://www.cognitiveflexibility.org/effectsize/


Curious David

Adventures in Dr. Simpson’s Neighborhood: Four Reasons Why I Continue to Teach

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Some of my most joyful teaching moments occur outside the classroom playfully interacting with my student research assistants. Today as I experimented with teaching capabilities of Vimeo and YouTube I invited two members of my research team to join me briefly to help me test the Voila Screencasting application. Our shared laughter is invigorating.

And here is the wisdom of my other youthful team members. They provide me many positive Carroll learning moments!

Team2016b



Curious David

Reconnecting with Carroll Alumni Using LinkedIn Premium

Headshot4blogsWhile my undergraduate research students have independently of me been working hard on their ebook project (which they hope to share with me next week), I have been investing some time (and money) exploring different WordPress “themes” (visual layouts), playing with a new video camera that promises better screencast quality on YouTube and Vimeo, and investigating some of the additional features available to LinkedIn users who pay for a premium account. In addition to my students writing a WordPress blog piece about LinkedIn which can be found here, I explored the LinkedIn platform blogging capabilities and published two pieces there: this piece—and a second one. My thanks to the numerous LinkedIn “connections” who viewed the posts (especially to Carroll alumnus Steve Thomas) for giving us “LinkedIn novices” some helpful guidance!

Here is a screencast of some of my (mis)adventures exploring the paid-for premium versus free versions of LinkedIn:

And here are are some additional LinkedIn resources I have found useful in getting a better understanding of how LinkedIn could serve the needs of my students and my interests:



Curious David

Revisiting My Tool Box Tool by Tool: Take 5

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  1. Twitter: I often learn about a new technology learning tool here through selectively identifying “thought leaders.” I try to reciprocate with something that they might find of interest (@professorDavidS).
  2. YouTube: Sometimes I use this tool for learning how to use a technology learning tool. Though I have neglected it of late, I just rediscovered my private YouTube Channel with (in)famous private uploads of former research assistants and their shenanigans, Uncensored Adventures in Carrollland, DumbleDave in costume, Robin the Newf, and a (sigh) much younger-looking David Simpson! Drop me an email if you want to see them:)
  3. Google Search and Google Scholar: I’ve never found an alternative search engine that exceeds its capabilities, and I still have so much to learn about how to make it work even better for me.
  4. Google Docs/Drive: My research assistants now are more facile with this than I as we collaboratively put finishing touches on some ebooks we are writing. I think that I shall make mastering Google apps a high priority for me this summer. Alternatively, I’d like to create a course about them though I suspect I can find such a course on Lynda.com or Udemy.com.
  5. PowerPoint: I must confess that I am PowerPoint challenged – in part because I don’t teach in a way that naturally lends itself to that linear format of presentation.



Carroll University USACurious DavidGlobal EducationJane Hart's Top 100 Learning Tools

Bridging the Academic and Business Worlds

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In my teaching, research, writing and consulting I try to be a bridge-builder across admittedly different disciplines, cultures, and age groups. I enjoy reading the Harvard Business Review as well as Psychological Science. I just had accepted for publication a book review of Enhancing the Effectiveness of Team Science. I currently am learning much from Andrew Macarthy‘s 500 Social Media Marketing Tips: Essential Advise, Hints, and Strategy for Business: Facebook, Twitter, Pinterest, Google+, YouTube, Instagram, LinkedIn, and More! I am making more use of Linda.comAnd I follow with admiration the efforts of Jane Hart to expand the ways that learning can take place in the workplace.

In concert with Michelle Pacansky-Brock‘s Best Practices for Teaching with Emergency Technologies, Susan Manning and Kevin E. Johnson’s The Technology Toolbelt for Teaching, Steve Johnson’s Digital Tools for Teaching, and Alec Couros’ Becoming a Networked Learner, these resources have demonstrably changed how I teach, how I learn, and how I “reach out” to others  via social media. Clearly, as Curtis J. Bonk has evangelized,  my world has been opened and expanded.

Over the past decade I been enriched by discovering, testing, curating and using a number of “technology learning tools” identified by Jane Hart. My students and I are soon to release a series of ebooks sharing how we use these tools. The challenge is to find balance between tool use and the tools controlling the user. For a horrific example of such a dystopia I recommend your reading Dave Eggers novel The Circle.

Though I have explored every year each of the 100 learning tools,  I have no “favorite” tool. Which tool I use most is very much a function of the learning/teaching task I am engaged in, the discretionary time I allow myself for being online, the audience I am working with, and the particular computer/operating system I am using. All these factors change very quickly.

This year I am using Twitter much less often than in the past. Because of an increased need for collaborative work with on campus committees, cross-national collaborations, and with my student research group and because across the course of a day I move between a desktop PC, a desk top Mac, a laptop PC, a laptop Mac, and IPads, I am now using to a far greater degree Google Docs/Drive and DropBox. Without Google Docs or a similar sharing capacity I would be plagued by not remembering upon which machine I  stored information needed to be shared. My international colleagues and international friends are more facile with the use of YouTube than I. Google Search (and Google Scholar) is my search engine of choice though I grossly under-use the sophisticated and nuanced search capabilities it provides.

I intentionally under use  PowerPoint  and force an increased use of Airtable.  Evernote, for me, has potential but is nonessential in my day-to-day activity. WordPress, Facebook, and LinkedIn play an  integral role in my teaching, learning, promulgating, bridge-building and networking modus operandi as well as assorted screen casting tools.

Help me out.  Help me learn. Which of these tools have you used? What am I missing in discovering their utility for teaching,learning and bridge-building?  Which would be most useful in advancing my interests in cross-national cross-generational teaching and learning? Which  tools develop skills that all global citizens should be familiar with?


Carroll University USACurious DavidDogs

Dogs have often proven to be among my best teachers…

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Today I am “dog-tired”—it was a three dog night yesterday as we celebrated a birthday with dear friends.

Several summers ago I was humbled at how much I have yet to learn about teaching and about learning. A friend Mary directed her, beloved, devoted blind Newfoundland Ernie to “rescue” me by, on command, swimming out to a rowboat where I feigned being in distress and he towed me back to shore.Blind Ernie

It has been 6 months since Robin the Newf left my life. She leaves me with many fond memories and enduring lessons about patience, love, persistence, forgiveness, coping with pain, loyalty, and playfulness.

New parents

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Her successor, Leo the Great, already is reminding me of all those lessons and, in his own way, offering me new things to learn.

Leo2

 

Leo1

Robin and Glenn the Big Dog and Mollie the Golden Retriever and Queenie and Duchess and Snapper and Freud and Leo have made me laugh and cry, exhausted and rejuvenated me, and constantly pointed out to me the frailties of being a human.

My father-in-law, Walter G. Schmidt deep love of dogs was extolled in a eulogy given by the Reverend Charles Valenti-Heine:

…”And that world, for Walter, included his beloved Canines. Lucy, Canis, Oaf, Chaucer, Trollope, and Freud, the last named because Walter was told that the companionship of a good dog was of greater worth to people than any other therapy! The one time I remember Walter speaking in church was when Trollope died, and he stood up during joys and concerns to opine: ‘If there is a place in heaven for Presbyterians, then surely there is a place for greyhounds.’

I have had many dog role models both real and fictionalized. As I child I fondly remember Mr. Peabody and his seven-year-old sidekick, Sherman. I am attracted to the nonsense of dog cartoons in the same way that my dogs are attracted to scents.  Though many of my friends claim I behave more like Dilbert, I have often learned from the philosophies of  Dogbert  and of SnoopyRudyard Kipling  and Lord Byron have warned us of how dogs can capture your heart! Dogs continue to teach me so much! Some day soon I hope to be their full-time student.


Curious DavidReadingVoice ThreadWorld Read Aloud Day

Yes, David: Reading Aloud

 

I rediscovered the joys of reading aloud over the Christmas holidays when one of my Grandnieces, Annie, excitedly brought me her “No, David!” book and we giggled and squealed together at David’s “naughtiness.”

Annie

I have fond memories of smuggling (oops: snuggling) and reading aloud with my parents and with the children who have entered my life, such as lovely Abbie pictured below.

Abby

In preparation for the forthcoming February 24, 2016 World Read Aloud Day, I invited my student assistants to choose a reading, record it, and share it via VoiceThread. Here is a production by two of them, Lizzy and Alison. I enjoyed the giggling in the next room as they prepared their surprise for me.

Here is some more Shel Silverstein. And, of course, we could have read from Dr. Seuss! Click here for a link to additional Children’s Literature.

Here is their VoiceThread production. And here is Johnny Cash’s rendition (of which they were unaware.)

Here are three readings I have done. I’m trying to decide which to submit:

I hope that you will consider making the time to read aloud.



Carroll UniversityCarroll University USACurious DavidGlobal EducationJane Hart's Top 100 Learning Tools

Thank You, Global Educators, for Your Impact

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A provocative blog piece by Luis Miguel Miñarro, an educator in La Mancha, Spain… We had “interacted” in prior years when he shared with me how he used Animoto  to make a Carnival 2014 video. Now we interact on Linked-in and, soon,  Skype. Thank you, Colleague, for helping me to discover new ways of learning and sharing my learning via Padlet

A care package from an educator friend, Inci Aslan,  in Turkey who was the principal investigator of an Etwinning project I closely followed…

 Thank you, Inci, and congratulations on your recent wedding….

A Facebook chat message from Lithuanian educator Irma Milevičiūtė who befriended me on Epals years ago and whetted my  interest in global communication. Heartfelt thanks, Irma—though we have lost touch, what I have learned from you and with you has been enduring….

An informative hour-long  Fuzebox.com  conference with Julie Lindsay, an educator in Australia, about the Flat Connections Global Project —my world continues to expand as it shrinks. Thank you, Julie—I find your China project particularly intriguing and hope that we can be in touch again soon.

How does one keep up with “the learning revolution” or Classroom 2.0? How does one keep abreast of developments in International Education? I try to keep reasonably aware of international events through reading articles in the Chronicle of Higher Education and The Guardian. I occasionally shadow Global Education Conferences  and follow several WordPress blogs dedicated to Global Education. And yet I am so globally illiterate. Here are some of my past musing about these questions

Here are my some of reflections on this topic a few years ago… The world is open. I’ve been thinking about how to make our campus and curriculum more global. Here are some incipient thoughts about how that might de done. I’d welcome your thoughts.

  • Increase awareness and use of media such as BBC NewsGoogle News, and Newsvine.
  • Incorporate Kiva into the classroom.
  • Explore global views of religion, spirituality, and being.
  • Tap into high quality online  or “portable” courses.
  • Explore other languages.
  • Capitalize on cultural universals such as musiccusine, sports, and literature.
  • Reading: Let’s encourage our faculty, staff, and students to read, discuss, and discover world literature. Though no substitute for reading, excellent recordings exist of introductions to world literature, world history, world religions, etc.What suggestions do you have that are simple and cost effective?

And here are even earlier reflections…..

I’m still reflecting on some interesting ideas that emerged in a “listening session” I attended today with two other faculty colleagues concerning a proposed change in our general education program for students at Carroll. I left quite confused, but that is not atypical for me. What is the appropriate foundation for general education in the 21rst century? Are we faculty appropriately educated for teaching in the 21rst century? What skill sets, traditions, and knowledge are as vital today as when this academic institution was founded? Can we change our general education program without intentionally changing our institutional mission? How do we avoid throwing out the baby with the bath water? Should part of a general education be mastery of another language? If so, how does one define mastery—knowing the right phrases to allow one to travel within another country? Or should one be fluent in another culture’s history, customs, idioms, national concerns, and language? Can this be achieved within the traditional four years of a college education and still allow students a traditional major? If we are interested in being more global, shouldn’t we append USA to all our institutional publications? Can internationalization be achieved through the 21rst century equivalence of international pen pals using Skype or VoiceThread?  Through changing the “three r’s” to mastery of 20th century learning tools?   Through BBC language acquisition in 12 weeks courses or by investing time in other such (free) online language learning resources? What does is mean to globalize or internationalize a campus? How can that best be achieved? Is the best way to do so to bring international students and faculty to campus? To send our students and faculty abroad? To create communication opportunities world-wide through Internet means? To expand faculty and students’ knowledge of history, cultures, international economics, and international relations? To conduct collaborative international research and learning projects? Should I join the International Association for Cross-Cultural Psychology?  Which organizations do I drop out of to allow time and money for these new ones?  What defines global citizenship? Global awareness? How can we continually reaffirm and rediscover our common sense of humanity?

Ayuda me. I’m going postal 🙂  global!

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Using Internet Tools to Maximize My Effectiveness Inside and Outside the Classroom

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Earlier this morning I had a team meeting with two of my student research assistants before leaving for an off-campus meeting with my Schneider Consulting business partners, Jane and Greg Schneider. I gave these two student assistants three assignments (with the additional task of passing on these assignments to their remaining two team members who were scheduled to arrive at noon):

  1. Develop for me a blog piece that evaluates the usefulness of  VoiceThread for us.
  2. Think through ways we should participate in February 24th’s World Read Aloud Day.
  3. Continue working on the ebooks we plan to publish in Kindle Format using Amazon’s Kindle Direct software. I am delighted that as I write this blog piece this evening all assignments were completed.

I praised them for the consistent excellence they were demonstrating in their work with me. In part, our success at working so well together is because we have developed certain habits that facilitate communication and work flow:

  • Documenting the day’s work in a Day One journal application.
  • Saving the day’s work on Google Drive where we all share access and editing privileges.
  • Demonstrating the right balance between solving problems on their own with creative “workarounds” or insights and knowing when to seek my assistance.
  • Learning together, using what we learn, and sharing it with others.
  • Making time for reflection, celebration, and having fun.  I’m still laughing at the delightful reading that Alison and Lizzy shared with me today via a screen cast in a draft of a blog.

When Ariana and Tia ran into a bottleneck today which they could not circumvent, they promptly communicated the problem to me via email sending a screen cast documenting which computer they were using and exactly what problem they were having. Consequently, I was not only able to recommend a solution to the problem but I was also able to share the screen cast with one of my business partners and teach her about screencasting. How lucky I am to have the opportunity to work with, develop, and learn from such talented students.

Allow me to introduce one of my consulting partners, Jane Schneider, in her screen casting debut using Voilá. Today I introduced her to WordPress and to a WordPress guide my students are developing. I hope that Jane, Greg and I from time to time can  share with interested readers some of the work that our team does together.