I’ve been so busy lately that yesterday I almost didn’t have time to change out of my academic regalia before beginning my PSY205 Statistics and Experimental Design course. Thanks to Jenny Percy for capturing this “precious moment”.
My social media day usually begins at 5:30 a.m. with a quick look at my Carroll email, my Twitter feed, my Facebook and LinkedIn accounts. If I see an article from the Chronicle of Higher Education or Inside Higher Education worth sharing, I pass it on to Twitter, LinkedIn and Facebook followers. My restricted “Twitter feed” often appears on the left of the window of applications I am using like this WordPress software.
Here is what I mean (courtesy of my Snagit capturing software and Screencast.com).
Twitter primarily serves me as a personal professional development tool. Facebook is a rich source for my staying in touch with alumni (NO, Kim and Ryan, I DO NOT WANT a party in 2019). LinkedIn has proven to be a wonderful way to reconnect and stay connected to Alumni —So great reconnecting with you recently, Dave Verban!—, Members of the Board of Trustees, and Schneider Consulting Clients.
Time to meet with my colleague and FB “friend” Peggy Kasimatis.
The transition to OS-X Yosemite seems to have resulted in minimum messups. A few incompatibility issues but none that warranted my reverting back to an earlier version. I really would do myself a service by committing to one browser (I favor Chrome) and a manageable number of regularly used browser extensions (say, 7 to 9 so that I would remember what they do!). In addition, I need to resist adding applications just because they are free and neat. Alternatively, since I seem to collect laptops and tablets, perhaps I should devote each to a different browser and sets of applications and extensions. Perhaps in the summer—though summer is a time to be outside.
I’m going through my applications that begin with “T” as a sip a cup of tea. I just rediscovered “Tapedeck” which I had forgotten about until recently the creators contacted me with news that they were thinking of revising it.
I’m going to miss these two student friends/students/best teachers/fellow conspirators when they depart campus on May 11 as graduates. Thanks, Phoumany and Ryan for all the laughter and learning and for making my Carroll experiences more joyful.
Things we’ve done in Dr. Simpson’s Office Over the Past Few Years: (red items added by DumbleDave)
Catalogued over 1,000 books (Dr. Simpson most likely has read them all!)
Decorated the office for his birthday.
Decorated every other holiday.
Played Temple Run.
We wrote a book!
Played nose-goes when the phone rang.
Learned how to use fountain pens.
Created and Conducted Rogers Hospital Climate Survey.
I’m becoming quite excited about this research project with my S-Team students which involved their creating a “virtual” European cultural immersion experience. So far we have created a Wiki on Wikispaces, built a Ning, and begun to establish international contacts. I’ve discovered, through Epals, tremendous global education resources and made a new Lithuanian friend who has already taught me a lot and reinforced my belief in the kindness of people throughout the world. Tomorrow I try Skyping to Switzerland!
I’m beginning to find myself handicapped by the limitations of TypePad and motivated to explore the additional “power user” features of Word Press. Thanks to Jane Hart for extending her Ten New Tool Challenge and her blog software comparison activity for nudging me into this transition.
From time to time I disconnect, disengage, from seemingly always being online. It is easier to so do during the summer, since I opt NOT to teach or commit myself to grant work during that time. As author Naomi S. Baron acknowleges in her thoughtful book Always On: Language in an Online and Mobile World, one needs to be alert to the personal, cognitive, and social consequences of “24/7” connectivity. Is Google making us “stoopid” (sic) or smarter? How can I ever find time to explore, evaluate, improve the 3000+ learning tools which Jane Hart has alerted us to? How can I avoid being pushed off the edge of the “Edgeless University?”—-or should I resist? I resolve these questions by stepping back, engaging in intense physical activity, reading widely, and consulting the Newf!
On the Internet No One Knows that You are a Newfoundland.
It was good to be sitting at my office desk at school today. Spring semester classes don’t begin until Wednesday, and I had an unusually large amount of uninterrupted time to clean the office, organize materials,discard last semester’s uneaten lunch, and think about my three courses. Precious moments of uninterrupted, focused reflection, planning, and action are rare for me once classes begin, because I choose to have an open door policy for students and colleagues. I’m teaching Introductory Psychology (after a one semester hiatus) for probably close to the 100th time. I taught it as a graduate student at Ohio State and I have taught here at Carroll a number of summers and evenings in addition to almost every semester since February of 1978. Indeed, this coming semester I shall yet again be teaching a daughter of one of my former students. In some ways Introductory Psychology is the most difficult course for me to teach. Most students are not majors, and it is a challenge to simply and with integrity condense a discipline I have explored for for almost forty years. This semester, influenced by some conversations I’ve had with several colleagues and students, I am going to incorporate several innovations.
a section on cross-cultural psychology which will occur at the time that social psychologist Richard Nisbett is speaking on campus about the “Geography of the Mind” (see my earlier blog).
having students read and respond to some of my future (and some of my older “Curious David”) blogs that deal with psychological topics. I may create a special wiki for them.
involving students in some fashion with research I shall be conducting with 12 seniors. I am toying with five research topics—the effects of color on behavior, revisiting the “Mozart effect,” revisiting “subliminal” persuasion, evaluation research (e.g. the efficacy of Rosetta Stone software), and systematic evaluation of Web 2.0 learning tools. As the President of this institution is fond of saying, “stay tuned.”
Carroll truly is being enriched more and more by the presence of international students. Today, while photo-copying, I struck up a conversation with a student from Brazil. Last semester I had the delightful experience of learning with and from a student from Vietnam. A former graduate school classmate of mine has just become an editor of a British journal. A Norwegian friend who mentored me in 1974 has just published a book. My discipline is finally becoming more culturally aware, much less chauvinistic—see Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602-614— and recognizing that the world is indeed flat. How exciting; what fun! There is much about which to be curious.That is vital to keeping me playful, energized, and wanting to teach and to learn. Thanks to my incipient readership. Based on statistics I can monitor, I am already attracting a readership base at a higher rate than I did writing for the Milwaukee Journal Sentinel last year. And this without Mom’s help!
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I shared these cartoons with my freshmen at the end of our course both to illustrate Slideshare and the talent of the cartoonist, but also because I believe that if you “get” the jokes, you are aware of the technological tools and some of their hazards.