Tag: Research Seminar

AgingCurious David

Sharpening My Brain

I’m looking forward later today to (virtually) participating in the 2017 SharpBrains Virtual Summit.  As I await its starting, I am flooded by emails from brain fitness companies. Lumosity claims to have “…adapted age-old-techniques of Mindfulness training into a series of easy-to-learn courses and activities.” I’ll learn more about that on Thursday from a Summit presentation. BrainHQ from Posit Science shares with me their latest claims. A new blog piece is published by Smartbrainaging.

I now am a subscriber to a number of very science-based brain health resources coming from Harvard Medical School and UC Berkeley,  I also now monitor National Institute of Aging clinical trial research. There are some intriguing ongoing randomized trials investigating cognitive, dietary and behavioral interventions (such as exercise programs) for mild cognitive impairment such as these.

I am looking forward to opportunities to interact at the summit with some of these CEO’s, entrepreneurs, and fellow investigators and to continue those relationships over the next few years.

My student research team has now spend a semester investigating brain fitness research claims. We are in the process of reflecting on what we have learned. Here are a few preliminary thoughts which will be expanded into a book.

 

  1. “Brain Training” is a huge and growing industry with very expensive market research reports! Like this one:
  2. There exist a number of excellent, current, science-based guides to maintaining cognitive fitness and brain health (e.g. this one).
  3. There exist excellent scholarly reviews of the efficacy of “brain fitness” programs (e.g. this one).
  4. Many cognitive training studies and brain training companies overpromise results, cite the same methodologically faulty studies, ignore best practice experimental designs (see point 2 above), and fail to take into consideration placebo effects (See this study.)
  5. Many helpful insights into memory loss can be gleaned from literature such as Lisa Genova’s Still Alice and other like works (Such as these).

Time to log into the summit. To paraphrase the proverb, all work and no play makes David a dull boy.

30 Day Learning ChallengeBook writingCurious DavidSelf Publishing

(Mis)Adventures with LinkedIn Learning

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.

 

 

30 Day Learning ChallengeCurious David

What have you learned today?

Lots of (re)learning in my near future as I upgrade my Macs to High Sierra. More learning of an additional kind is occurring in my life as my students and I closely examine the efficacy of brain-training software. In that endeavor I am revisiting some data analysis procedures I haven’t had a need to use in a few decades! And today, while proctoring an exam, I learned from my students a feature of their calculators I did not know.

I enjoy being ignorant in the sense of the original Latin ignorare of “to not know”. Not knowing invites learning, and I find the process of learning exhilarating. Thank you, Howland High Latin teacher Mrs. Bode, for developing in me a love of words and of languages. Because of you I have become quite a wordsmith.

This is Day 5 of my 30 Day Learning Challenge created by Jane Hart. I always find “courses” created by her well-designed, making thoughtful use of materials she has collected, vetted, improved, and shared across the years. I am particularly impressed at how she somehow is able to add a personalized factor, reacting to comments and mentoring. Truly inspiring and worthy of emulation. Thank you, Jane Hart, for over a decade of teaching me. I look forward to your imminent publication of Top Learning Tools 2017.

 

 

And of course, I have the dogs as my teachers. Perhaps they can teach me their platform sailing skills.

 

 

AgingCurious David

We All have Pieces of the Puzzle—and the Potential for Making New Pieces to Create New Pictures.

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.

 

 

 

 

 

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AppsCurious David

Building Student Research Teams

 

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!

AgingCognitive TrainingCurious David

Thanks for the Memories

 

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, Still Alice—-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.

Can one teach this old dog new tricks?

Is my old brain fit to be tied?

We’ll even tackle Tom Brady’s just gone public cerebral work out!

Time to discuss my plans for the course with Leo as we go for our pre-bedtime walk.

 

 

 

 

 

 

 

 

alumniApp GenerationCurious DavidResearch Seminar

Top Ten Learning Tools to Be Used in My Research Seminar

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.

  1. 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.
  2. 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.
  3. 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.
  4. SPSS. This is still the major data analysis software I use and teach. Mastery of it has helped my students get jobs and scholarships.
  5. ScreenFlow. We may have reason to make screencasts. My students and I often use it to create lessons for other students.
  6. Quizlet. I’m going to experiment with students’ developing their own tests to assess material that they need to memorize.
  7. Google Drive. My students find this very useful for collaboration.
  8. Createspace. This is my current favorite tool for self-publication of books.
  9. Linkedin. Not all my students will (immediately) go on to graduate school. I am very impressed at recent improvements in LinkedIn.
  10. Skype. No doubt we shall need to communicate with other researchers throughout the country or the world (e.g. at the University College Groningen).

 

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Preview of Things to Come: “Brain Fitness” Research

This morning I sandwiched in a bit of very preliminary background work for my Fall Semester Research Seminar (assuming I get the minimum enrollment!). I’ve been too busy today to see if I’ve got the students!

I asked Alison to document my efforts as we try out different cameras and different screen casting software. Later I interviewed her about her Carroll experiences. Stay tuned!

AgingalumniCarroll ReflectionsCarroll University USACurious David

Can my old brain be (re)trained?

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!):)

  1. Thanks for the memories!
  2. I’m not sure that you will remember me but…
  3. Brain fitness training (Part 1)
  4. Brain fitness training (Part 2)

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: