Category: Jane Hart’s Top 100 Learning Tools

App GenerationCurious DavidGlobal EducationJane Hart's Top 100 Learning ToolsPersonal Learning Tools

Thinking Horizontally

on April 1, 2014

Just started reading the  NMC Horizon Report 2014 Higher Education Edition.

A pdf overview can be found here, though the report is well worth reading in its rich entirety.

Much to ponder here—and to compare with the 2013 K-12 report which guides the FlatConnections Project.

I am impressed by the expertise and global breadth of the 2024 Expert panel (and flattered that one of them chose to follow my Twittering). In my judgment one missing expert is Jane Hart.

To be continued…

Curious DavidGlobal EducationJane Hart's Top 100 Learning Tools

My World Continues to Expand as It Shrinks

on March 12, 2014

A package from an educator friend, Inci Aslan,  in Turkey who is the principal investigator of an Etwinning project I closely follow
,an email from Luis Miguel Miñarro, an educator in Spain with an accompanying  link to an animoto  Carnival 2014 video, a Facebook chat message from Lithuanian educator Irma Milevičiūtė who befriended me on Epals a year ago and whetted my  interest in global communication, 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. 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 more recent 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 News, Google 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 music, cusine, 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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Where does the time go? Oh!

on February 26, 2014

Gert and DavidMonday…

A typical whirlwind day. Arrive at the office by 7:15, but no time to flirt with Gert (pictured above)  because I needed to establish work assignments for the student assistants before they came in. Maybe I should make  time to explore the new free for teachers accounts of Basecamp. Wednesday will be the 2nd Exam in PSY205.

I had a good but too brief Skype session with Inci Aslan for updates on her Rainbow Kids project in Turkey. Must make the time for a more leisurely follow up.

I’ve been using Skype A LOT lately now that I have mastered some software (Pamela and CallNote)  that lets me easily record the conversations for later study. Recently it has proven invaluable as I attempted to mentor an undergraduate at another institution seeking advice about a survey she was conducting in Argentina.

I brief follow-up regarding several students’ letters of recommendations. Two students delightfully inform me that they have been invited for interviews (at Marquette and Illinois State, respectively). Then it is (past) time to submit a PsyCRITIQUES revision of the most interesting, provocative book I have reviewed in the past seven years. Meanwhile, my Research seminar students experience first hand the purported advantages of brain training software. There are so many claims made on the Internet and in the media in general (Science News, NPR, ABC News) about such “programs like Lumosity and Positscience.  Finally, I join my research students for a brief review of SPSS.  Here is YOUR chance to see how much statistics and experimental design you recall from when YOU took my course:). Try me . Hee, hee.

I was generally pleased with the quality of the surveys they developed using our new Gold Survey Monkey account.

So much to teach. So much to learn. So much research which could/should be done.  So much to share. But the clock is winding down…

RSEARCH SEMINAR

Wednesday…

… And now it is two days later. Time to take stock while I proctor two consecutive exams for the next five hours. The book review revision was accepted for publication and forwarded to the American Psychological Association. I hope that my citation of Jane Hart’s seminal work will introduce her to a broad audience of psychology technological learning neophytes who might benefit from all she has taught me. Thank you again, inspirational Virtual Friend and Mentor.

The Gardner and Davis book  is now “required reading” for all my friends, parents of friends, and “followers.” Here is a good synopsis (not mine) for those who, alas, don’t have the time to read it:)

David Simpson Teaching 1

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Why Blog (Redux)?

on January 7, 2014

I initially made a number of  many half-hearted attempts at blogging about seven years ago but didn’t seriously start using blogging tools until I was awarded an opportunity to become an online  “community blogger” as “Curious David” for the Milwaukee Journal Sentinel. It was during that year that I  discovered the seminal technology tool dissemination work of  my “virtual” mentor the indefatigable, never seems to sleep Jane Hart.  Thank you, Jane, for your idealism, generosity, and persistence. I value your collegiality.

I was also  blessed to have a supportive editor who gave me free license to explore Web tools and to write about whatever I cared to. Given freedom to explore I rediscovered the joys and challenges of writing. The following year I was given the opportunity to teach a semester-long course on Web learning tools to 25 Carroll (then) College freshmen. Blogging was one tool I introduced to them.

One of the best books about the history of blogging I have read is Suzanne Stefanac’s dispatches from blogistan.: a travel guide for the modern blogger. Thoughtful,witty, pithy, practical,thought-provoking—it opened my mind to the value of blogging tools.

I have investigated the relative strengths and weaknesses of WordPress, TypePad, Edublogs, Blogger, and Tumblr. In part because of the beautiful and lucid book Teach Yourself Visually WordPress by Janet Majure —I find I prefer the printed copy to the Kindle version— I have decided to invest a good deal of time exploring what WordPress blogging tools allow me to do. WordPress.com itself provides so many rich learning resources.

As Suzanne Stefanac points out, some blogs are linkfests, others diaries, some serve as club houses, others as news rooms, still others as soapboxes. I blog when I feel I have something to say that might be of interest to others. I have an enduring interest in life-long learning and enjoy sharing what I learn.  I have no particular interest in having a large number of followers, but do I cross-post to Linked-in, Twitter, and Facebook because those are venues that allow me to stay in touch with friends, former students, and people I learn so much from. I welcome comments and feedback. In the past few years I’ve corresponded with  a large number of interesting individuals from acoss the world who have enriched my life and informed my teaching and learning.

Here are some topics I am thinking of exploring in the new future:

  • Time
  • Popularizing (psychological) science with integrity
  • Favorite Books–or bookmarks!
  • On the strangulating limits of (over) efficiency
  • Ten psychological findings that have impacted my life
  • On replication
  • Fraud in Psychology
  • Best Courses
  • Canine Companions
  • Creativity
  • Current topics in psychology

Pensive Robin

Robin the Newf – My Canine Confidante
*Steam
Two research assistants too-soon-to graduate
Newf Teacher
Explaining to Robin where Newfoundland is.
Curious DavidJane Hart's Top 100 Learning Tools

What IPad Apps should all university students be familiar with?

on December 4, 2013

Robin is counting the days until Christmas. Maybe an IPad Air is in her future? If so, she needs apps.

DSCN3442

DSCN3445

What Ipad Apps should all college and university students be familiar with? I posed that question to my student research team and here are the responses they shared with me on Google Drive.

What MUST-HAVE apps are they missing? Which apps in your experience are most useful for College/University students? What makes them useful to enhancing student success? Are these tools equally useful to faculty?

Carroll University USACurious DavidJane Hart's Top 100 Learning Tools

MoveNote: Advice from My Student Consultants

on November 26, 2013

Etwinning

This semester has been especially challenging with my teaching three consecutive 70 minute courses three days a week. I have found it quite difficult to make a smooth transition from the past 35-years of teaching in 50 minute blocks. In the past I have often had an hour between classes for regrouping, reflection, meeting with students and gathering my thoughts. I have missed very much the usual abundance of in person quality time with my student assistants. whichg is vital to my happiness.

We have often had to coordinate their work efforts for me via electronic communication. I am most fortunate to have highly skilled, patient, playful student research assistants who can respond to a hurried, fly-by query from me “learn how to use Movenote and report back to me its potential value”with a quality response like this. Thank you for your most able and cheerful support!

Here is their preliminary assessment (click on link) of this learning tool which just came to my attention. I can see this “cool” tool quickly earning a place on the Jane Hart learning tool list.

I have much for which to be thankful.

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How Can One Avoid Social Media Controlling One’s Day—or Life?

on November 21, 2013

My work day begins at 5:30 a.m. I confess that I check my email and assorted social media accounts (especially Facebook, Twitter, and Linkedin) upon arising, far too many times across the course of the work day, and again before bed-time.  Thursdays is my research day. There are so many technological learning enhancement tools that promise me increased efficiency and enhanced opportunity to  collaborate. I notice that Jane Hart have created a slide-share presentation of technology learning trends. I review them to make sure that I am familiar with their promise.  I visit Profhacker.  I try and make a substantive, constructive contribution to the creative work that some of my fellow educators across the globe are involved in. I have a wonderful 45 minute Skype session with an international colleague. Sometimes I get the most done by avoiding the Internet the whole day. I want to avoid the life described in the clever infographic below.

Razorsocial
Courtesy of: RazorSocial
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Sorting My Technology Learning Tool Box (Part 2)

on November 5, 2013

Many thanks to student readers who have shared their thoughts about the technology learning tools from Jane Hart’s survey (identified as favorites by 500+ learning professionals from 48 countries worldwide). I found your responses thoughtful and helpful in informing my reflections about which tools to teach, which to further investigate, and which to use in my own personal learning plans. I found especially interesting your sharing which apps help you become a more effective learner. Keep those insights coming.

Continuing my ruminations from Part 1, I have mixed reactions about Tool #14, Wikipedia. I do use it as a starting point when I explore topics about which I know little. I am amazed at how current its articles often are.  Moreover, I am intrigued by the Association for Psychological Science’s Wikipedia Inititiative to improve it. However, I can’t convince myself of its credibility nor can I motivate myself to dedicate time to joining others in making it better.

I have played with Prezi (Tool #15) as an alternative to PowerPoint,  but find it too “jazzy” a presentation tool for my purposes. I can see how it might readily engage and entertain an audience younger than I ordinarily interact with.  I have found Tool # 16 (Slideshare) more useful as  a personal learning tool than as a teaching tool. I am fascinated with the potential of Tool # 99,  Learnist.

I can’t image NOT using Tool # 17 (Word). Though I presently prefer blogging tool WordPress (Tool # 8) over Tumblr (Tool # 65), and Blogger (Tool #18) and Typepad , that is more a personal preference that has evolved over time. Here is a recent comparison of some of the elements of several blogging tools. And here are some “scoops” about technology learning tools as my top tool preferences evolve.

Which of these tools allude to above serve your learning needs best? Why? What tools like this do you use most often?

Curious DavidGlobal EducationJane Hart's Top 100 Learning Tools

Sorting My Technology Learning Tool Box (Part 1)

on October 31, 2013

Time to revisit Jane Hart’s Top Learning Tools list (7th edition) and her invaluable, newly updated Practical Guide—well worth purchasing, studying and using. I regularly consult it, especially the web-based version, when I am interested in trying to find a “right” tool for the particular type of learning experience I am seeking for me or for my students. 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. The challenge is to find balance between tool use and the tools controlling me. 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 the #1 tool Twitter much less often than last year (when I was an active Carroll Technology Fellow) I could see my use of Twitter increasing suddenly if I decide upon  it as a tool of choice for communicating with my newly acquired and rapidly increasing global fellow-teachers. Since English for them is their strategic language of choice, limiting communication to 140 characters or less makes some sense.

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 greater degree Tool # 2 Google Docs/Drive . 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.

Clearly my International colleagues (and my students) are more facile with the use of YouTube, Tool #3 and have much to teach me about its value (or lack of value) as a learning tool. Jane’s Practical Guide often includes YouTube links which I have found quite useful as an additional modality of learning how to use technology learning tools.

Tool # 4 Google search is my search engine of choice though I grossly under-use the sophisticated and nuanced search capabilities it provides.

I intentionally under use Tool # 5 PowerPoint (see the preceding link about the evils of PowerPoint!).  Tool # 6, Evernote, is one I keep intending to master and yet, the Kindle book version about it and Quick Guides about it remain neglected pixels on my screens. I even am using some Skype-recording apps which can export into Evernote—and I have found a number of occasions where I need to use Skitch to annotate a web page .  Maybe I need to read and heed this link.

I have the same usage problems with Tool # 7, Dropbox. I have it—it exists in the background of all my machines, but I have failed to devote the time to master it. So many tools; which ones deserve my time?

Tools # 8 (WordPress), # 9 Facebook, #12 (LinkedIn), and #13 (Skype) now  play an  integral role in my teaching, learning, promulgating, networking modus operandi. I’m still struggling with finding additional value from further investigating Tool # 10 Google+ and Hangouts (they just are too informal or duplicative in function with other tools) for my present perceived needs. I have ignored learning Tool # 11. Moodle since I find such LMS structures constraining

Help me out.  Help me learn. Which of these tools have you used? What am I missing in discovering their utility for teaching and learning?  Which would be most useful in advancing my interests in cross-national cross-generational teaching and learning?

Which develop skills that all global citizens should be familiar with?

Curious DavidGlobal EducationJane Hart's Top 100 Learning Tools

So much to learn….

on October 24, 2013

One of the many joys of being a professor is being afforded many opportunities to learn and discovering new ways of learning and teaching.  My Thursdays this semester are especially devoted to research, learning, and reflection. Among today’s learning activities I engaged in were

  1. studying a successful Comenius  grant kindly shared with me by a fellow teacher from Turkey. Thank you, present and former fellow teachers Inci Aslan (Turkey) and Irma Milevičiūtė (Lithuania)!
  2. further exploration of the curating learning tool, scoop.it. Here is some background information I “scooped” today  to better know Turkey.
  3. having a simultaneous Skype sessions with three of my undergraduate students and a graduate student where we test the usefulness of two Skype recording applications Pamela and Callnote. Skype is becoming an increasingly useful teaching and tool for me.
  4. rediscovering an old neglected audio recording “app” Tapedeck and finding that it worked with the new Mavericks operating system OSX 10.9 and seamlessly interfaces with YouTube and Itunes
  5. providing feedback to a blog post of a teacher in Spain. I continue to learn so much from etwinning elementary and secondary school global colleagues who are far more adept than I in using learning technology

Last Tuesday I updated my MacBook Pro to MAC OSX 10.9 . Now I have the challenge of updating my far-too-many applications (I just received notice within the past five seconds of the need to update 8 of them!) . So much to learn…so little time. Yet what fun to have so many learning opportunities and new teachers of all ages and from all over the globe!

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