I am revisiting the 200 blog pieces I’ve written or co-written the past 11 years. The thoughts below still accurately reflect how I shall proceed when Jane Hart releases her Top Learning Tools list next week.
I’ve spent quite a bit of time the past few days thinking through how best and how quickly to proceed in bringing into my classroom the right balance of elearning tools. Just now I have finished examining Jane Hart’s recent overhauling, updating, and reorganizing of her 2010 Learning Tools Directory. More specifically, I have gone through Jane’s category of “instructional tools” identifying which showed promise of immediate use to me. My admittedly idiosyncratic “screening criteria” included the following:
Do I already have the software? Alas in my frenzied attempt to know about such tools I have too often acquired a tool and then never deeply explored its utility.
Does it have a quizzing/testing component? I want to be able better to give students prompt, reasonably personalized and reasonably detailed feedback.
Is the tool free (or, if not, does the cost offset the costs of free software)? I don’t have time to spend with buggy or poorly documented software.
Will, in my professional judgment, the tool truly allow me to teach better or in new ways or will it only provide students with a fun experience? Though there is a place for fun in learning, I am interested in more than entertainment.
Is the tool hosted? Since I move back and forth between a Windows and a Mac environment (and because my personal machines are often more advanced than those available to employees at work) it is important that something I develop be easily portable and accessible for student use.
Will I (and my students) be able to master the tool quickly and use it immediately? I want to avoid frustrating my students with a steep tool-learning curve unless I judge that frustration is a necessary or inevitable component to mastery.
I have very few spare minutes today. With aging comes an increased awareness of the fact that I no longer can successfully delude myself about my ability to multi task (see this link). Fortunately I can count upon my trustworthy student research team and student research assistants to get things done in an excellent and timely fashion. They make me look better than I am. As I learned today, I also can learn so much from my former students. As I have shared several times in articles on LinkedIn, there are a multitude of under recognized learning opportunities and resources within one’s workplace (see my thoughts by clicking this link). We all have pieces of a solution to puzzling problems.
My research team is sharpening their learning tools – and their minds— on the purported efficacy of “brain-training” programs (click here for more). Do they work? What are appropriate indices for assessing improvements? What claims do companies make for products related to brain training? How good are the studies cited? Are there differences in effectiveness as a function of age, expectations, or health of the customer?
During our first week together we have focused on team-building, assessing current critical reading skill abilities, and identifying what technology learning skills are most likely to advance our success. My research team created a Facebook group to facilitate communication among us. I would have chosen differently based upon my familiarity with the visionary work the past decade of Jane Hart identifying Top Learning Tools (click here for more about this). But I have already learned much about the strengths and weaknesses of this Facebook as a group communication tool.Nonetheless, I can learn much from those like my talented students whom I mentor .
Having identified several individuals knowledgable about brain-training interventions and aging (all Carroll graduates!), we soon will be drawing upon their expertise (and their generosity) via Skype interactions. (Thank you in advance, John and Michelle). Though I have used Skype in the past to communicate with educators in Lithuania and Turkey, with former students and friends in Nicaragua and England, and with a nephew and his beautiful family in Switzerland, I am well aware that Skype is an evolving tool. My learning never ends. Also, there are numerous alternative tools which can accomplish the same communication goal (click here for some examples). Also, I have Skyped across a number of machines (Mac, iPad, PC, and phone) and Skype ids! Hence, I posted on Facebook a request for help from individuals who might be willing to help me practice Skype. That you, members of my extended Carroll Facebook community.
Yesterday I practiced Skyping within my office suite with one of my research assistants (who playfully morphed into a space alien) –and I learned how to morph into a frog. Thank you, Tia! Now if I can only figure out how to turn off those camera effects:)
It dawned upon me at 5:30 this morning that there probably are excellent Skype tutorials available to me on the dramatically improved LinkedIn Premium account I have invested in (Thank you, CEO of LinkedIn Jeff W.). I was correct. However, as I was about to invest an hour of my precious time going through an excellent tutorial there, a former student—Luis (now in Virginia) reached out to me via Skype with an invitation to join him in a Skype session. We systematically reviewed and discovered capabilities of Skype I need to know. Thank you, Luis, for providing me with just in time learning.
Today I met with a very precocious first year student whom I first met when I interviewed her two years ago. Her mother and Aunt are both Carroll alumni. She taught me a lot even in my first sustained interaction. Thank you Deborah and Meredith for sending her my way.
Learning never ends. Don’t overlook the tremendous learning resources available to you by your reaching out to your employees, former students, and colleagues. Think outside your title and and outside your role.
Though I failed to get the crowd funding I sought last year (described in an earlier post) I am delighted to report that I have been blessed to have 10 very bright, eager to learn students in my Research Seminar. Without doubt their research will advance some of the accomplishments I hope to achieve before my leaving Carroll. Some of what I am incorporating into this seminar —e.g. giving students numerous opportunities to self-publish— is described in several earlier blogs like this one and this reflection. As we enter our 2nd week of learning together I begun introducing students to technology learning tools (e.g. WordPress, Diigo, SurveyMonkey, and Skype) and my 68-year-old thinking about memory and aging. Thank you, Jane Hart, for your introducing me to these tools 11 years ago.
My student co-researchers are responsible for taking much of the initiative in making this course successful–and for teaching me. Below is a description of Abbey S.’s and Alex F.’s creation of a Facebook Messenger group for our research team. In the next few weeks we shall be Skyping with some Carroll alumni who are knowledgable about our research topic (“Brain Training”). Do let us know if you are interested in following us, supporting our efforts, or contributing to our learning.
Effectiveness of Facebook Messenger as a Communication Tool
By Abbey Schwoerer and Alex Fuhr
In our Psychology Research Seminar this semester, we were given the task of coming up with a user-friendly, easily accessible communication tool for the class to use. What we needed was a platform that could be accessed free of charge, and allowed us to send pictures, links, and word messages. We wanted to use a tool which was generally familiar to our classmates and translated easily to different technological devices. Our final solution to this problem was to use Facebook Messenger or simply called “Messenger”.
What is Facebook Messenger?
Facebook Messenger is an instant messaging application of Facebook. It allows the user to have a private conversation with other Facebook users. To use Messenger, you must have a Facebook account on facebook.com. There is a newer feature which allows you to message other Facebook users without being their friend, although the other user will need to accept your request to chat with them. You can create one-on-one chats, or chats with multiple members called “group chats”. It is equivalent to texting, but without having to exchange phone numbers with others. You can access Facebook Messenger through the Facebook website or as a downloadable application on your smart phone.
Why use Facebook Messenger over other communication tools?
This versatility of the tool is what drew us to use it for classroom purposes. Unlike most team chat applications, Messenger is free to use; even so, it still provides the most important functions that most of the paid apps have. Messenger allows you to send word messages, voice messages, pictures, videos, polls, plans, games, locations, payments, links, emoji’s and GIF’s. The interface looks a slight bit different depending on if you are using a computer or a phone, but each allow you to perform the same functions. It also allows you to connect to other websites to share media from them to a conversation. Some websites include the musical application Spotify, KAYAK travel planner, and The Wall Street Journal news website.
How do you use Facebook Messenger?
To use Messenger on your computer, log in to the Facebook website and on the blue bar at the top of the screen, towards the right-hand side you will see a black and white version of the picture above. You can also access it on the left-hand side of the page. Click on this and it will show you all recent conversations you have had on Messenger. You can also start a new conversation by clicking the blue words which read “New Message”. Once you click on a conversation, it will open a chat box on the lower right portion of your screen and you can continue or begin to converse with a friend. Other than simply messaging, you can voice call and video chat with others. To modify the chat, you can click on the gear button labeled “options”. You can change the color of the chat, send files, and many other functions. If you desire to search for a picture or an article within the chat, you must enter the application through the button on the left-hand side of your home page. This will pull up your conversations in a different format. On the left of the new screen will be your conversations and on the right, once you click on a conversation, will be the “Search in Conversation” option. The class may need to use this once the conversation becomes larger and longer.
To use Messenger on your phone, you need to download the Messenger application. It will look like the picture above. You can see all your recent message conversations when you open the application. Once you click on a conversation, you can perform the same actions as on the computer. To create a new message, you will click on the square with a pencil in the upper right-hand corner. If you allow it, the application will send you notifications when you get a new message. A downfall of using Messenger on your phone is you cannot search for an item within your conversation.
In summary, the multitude of applications this tool provides makes it a viable medium for our communication needs in Research Seminar. We have already begun to use software and it seems to be running smoothly. We look forward to the new possibilities this communication tool will provide for us this semester!
Even after almost 40 years of teaching at Carroll, the first day of class is anxiety-arousing, pressured, critical, and rewarding. As a youth, I was so anxious about giving oral presentations that I fainted when I participated in my first school debate. I had a similar melt-down during the oral component of my graduate school general qualifying examinations in Social Psychology at Ohio State. With experience and a few set backs I’ve learned to over learn and to reframe (attribute) the performance anxiety I inevitably am experiencing into excitement for the task at hand. Sometimes I whistle a happy tune! Click that link and you’ll receive that sage advice from someone who sings better than I. 🙂
These academic first days of the semester pressures I feel are primarily situational nuisances : making sure that my syllabi and handouts are up-to-date, proof-read, and sufficient in number; visiting the classrooms ahead of time to better guarantee that there are enough seats and that the computer equipment works; thinking through how to handle disruptive classroom situations in particular classroom environments; and of course trying to respond in timely fashion to the myriad course-related emails. [Note the irony that I just now am posting this blog post due to first-semester busyness!].
For me the first class meetings are vital for relationship and credibility building—for getting to know my students, creating shared and appropriate expectations, and establishing standards for both students and for me.
This semester I am teaching two sections of PSY 205 “Statistics and Experimental Design” (and its two labs) and PSY492, a Research Seminar focusing on the topic of brain-training software.
Based on 1) student evaluations, 2) what my students demonstrate that they can do at semester’s end, 3) how I feel every time I teach it, and 4) feedback I get from alumni “Statistics and Experimental Design ” is without doubt my best taught course. Among the challenges in teaching such a class successfully are the attitudes that some students bring (“I hate math”; “I don’t do well in math”; “I’m afraid”), weaknesses in students’ fundamental computational skills, and their inexperience with my strongly believed outlook that statistics (and data analysis) is a tool, a language and a way of thinking. Here are some reflections I shared a few years ago about teaching the course. How amusing that even in that class, the one in which I am most confident and comfortable, I missed seeing the dog who was present!
Was my failure to notice canine Kia (whom I had met numerous times and who was even featured in a local newspaper story) an example of what Daniel Simons calls Inattentional blindness? Or was my attentional oversight/ blindness due to my being used to always having a canine companion near me, under me or underfoot?
I’m quite excited about teaching the Research Seminar PSY492. Every day we meet there will be opportunities for data analysis, critical reading, reflective writing, and discussion related to the course’s topic. Relationship building is easier here since I already know all 10 students.
I’m looking forward to returning to the classroom this week. I’m particularly excited about what we may be able to accomplish in my research seminar with the ten students enrolled. The first two weeks will be baseline assessments of my students’ research skills. Reading (the novel, StillAlice—-and watching the movie; published journal articles–exemplary and poor research; popularized science articles), writing (blog pieces with me; self-published books; grant proposals); review (statistics and experimental design–designing DOABLE studies for every design that I teach in my book), and much development of thinking skills
Here are some earlier blogs I wrote as my thoughts began to focus on the topic I want to pursue “Brain Fitness Training Programs. I hope to tap into the knowledge of several Carroll graduates who share these interests.
The deadline is approaching for participating in Jane Hart’s 2017 survey of Top 10 Learning Tools. My nominations this year reflect the tools I am using (or will be teaching) in a Research Seminar dealing with “Brain Fitness Training ” software.
SurveyMonkey. Using SurveyMonkey I have already sent my 10 students a survey assessing their baseline familiarity with technology learning tools, their past research experience, and their career plans. I also use this tool in my consulting work with Schneider Consulting. Here are some of my earlier thoughts about SurveyMonkey.
WordPress. I enjoy blogging, and I have found that my students can develop a love or respect for writing by being taught how to use this tool. Here is an example of some WordPress writing by two of my last year’s research assistants.
Diigo. The research that I do with students very much requires teamwork and sharing of information. I find Diigo a handy resource for sharing bookmarks and I am impressed at how it has improved across the years. I have already created a Diigo group Brain Fitness Training: Exploring the validity of claims about brain fitness software and brain training apps and added 20 resources. Let me know if you’d like to be invited to contribute to its development.
SPSS. This is still the major data analysis software I use and teach. Mastery of it has helped my students get jobs and scholarships.
ScreenFlow. We may have reason to make screencasts. My students and I often use it to create lessons for other students.
Now is a good time to gather together some last thoughts about and for you. Because of my age seniority good looks length of time at Carroll and rank of Full Professor, I march at the front of the line at Commencement (following Faculty Marshall Gary Olsen). That gives me an ideal seating position for seeing and hearing speakers, but forces me to be on my best behavior (awake, disconnected from my Ipad, resisting wearing my Brewers’ or Carroll College hats).
For those of you I have met, I have done my best to teach you well but I am only human. Every student I teach is different, special, and teaches me. You have enriched my life, and I welcome the opportunity as you become alumni to continue and perhaps to even expand upon our relationships. Thanks for the lessons.
Many people (family, staff, faculty, administrators, and trustees) have worked very hard, in addition to you, to try to provide you with the best education that Carroll can provide both within and outside of the classroom. I often think that we ought to set aside a time for recognizing those unsung “guardian angels” who have done their best to make Carroll a caring community and a better place. I urge that as time and circumstances allow join them in giving back (without expectation of receiving “convocation points”) your time, wisdom, networking resources, prospective student recommendations, and examples of skills or values developed here at Carroll that have served you well.
Give Carroll its due credit when it has earned it, but also offer constructive criticism when the institution has failed to meet your expectations for it. Seek out opportunities to do “a” right thing. Use your mind to think carefully and critically, but don’t forget that there are indeed many times when it is appropriate to follow one’s heart. I envy your youth and the many opportunities that lie ahead of you to share your talents and to make the world a better place. Stay in touch. Oh, yes… Here is a final exam.
With many fond memories, David Simpson, Professor of Psychology
Two books to read laid out before me: David Pogue’s Essential Tips and Shortcuts (That No One Bothers to Show You) for Simplifying the Technology in Your Life and Jocelyn K. Glei’s Unsubscribe: How to Kill email Anxiety, Avoid Distractions, and Get Real work Done. Each lends themselves to reading and learning when one has short “down times” for learning.
I should be finishing the grading of the exam I gave yesterday while I proctor the exam I am now giving. Yesterday Leo the Grading Dog and I devoted five hours to the uncompleted task–and decided that we needed sleep to continue. I playfully attempted to engage former students on Facebook in a crowdsourcing grading “experiment.” Alas, a lot of LOL’s. About as successful as my tabled crowdfunding proposal:).
Instead, I am reviewing all my past WordPress posts, Tweets, and Facebook Photos as I plan for major projects next semester. I am contemplating pulling all that material together in a “Best of Curious David” e-book. I hope to engage in extensive self-publishing with students, teach a research seminar dealing with “brain fitness/training” apps and interventions, and pull together 40 years of Carroll-related archival documents that really should not be forgotten. My physical office environment could be challenging as the Rankin Hall reconstruction begins–necessitating a moving from the office.
Here are some previous (unedited–I have not checked the links’ viability) musings about final exams. Clearly the fact that I pondered these questions before suggests that I still haven’t come up with a clear answer–yet I see value comprehensive, multifaceted finals despite the costs of time to grade them.
Final Reflections on Final Exams Dec 20, 2009Read More
Returning to my office two of my student research assistants were “at their work stations.” One was engaged in an animated phone conversation in Spanish with someone in Honduras. She has the difficult choice this weekend of choosing among three graduate school acceptances. Hasta luego, we have a brief team meeting where I update them on present and future projects (CrowdFunding proposal for extending their book publishing capabilities; a grant to fund brain fitness training research in the fall). I indicate that I also want to make a screen cast of each of them before Tuesday. Both Alison and Lizzie are very facile with technology learning tools such as iMovie. I share with them that I soon am going to need to find some new student assistants. THEY know best what goes on in Dr. Simpson’s Neighborhood, so they will do my “vetting.”
I ask Lizzie to share her experiences as my research assistant.
There are buildings on campus whose cornerstone bears a date before my birth. My father-in-law walked in some of these very buildings in 1936. Voorhees Hall was a women’s dorm when Walt walked this campus.
So many memories. Some converge; some change. Some researchers argue that memories change every time that they are retrieved.
With age comes my increased interest in the inevitable aging process. At one time or another I have written over 80 blog pieces (or drafts) about relationships between aging and memory.
Here are a few: (Clicking on all the links in each and viewing their contents might be a valuable brain fitness exercise!):)
After consulting with my four student research assistants, I’ve decided to focus my Fall semester research seminar on the topic of “brain fitness”—fact and fad. I am particularly intrigued by the promises of the program “BrainHQ.” Time to don my skeptical thinking cap: