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Teaching Practices Inventory – Fast and easy!

Teaching Practices Inventory – Fast and easy!

instructional practcies inventoryThanks to Rick Reis’s Tomorrow’s Professor newsletter I bumped into an instrument that I think can be a very important addition to or replacement for teaching evaluations and/or student course evaluations. This Teaching Practices Inventory was developed by the Noble Prize winning Physicist Carl Wieman who was hired at the University of British Columbia to change his scientific research focus from Science to the Teaching of Science. UBC established an “initiative” for him at http://www.cwsei.ubc.ca/

He has produced an instrument that allows Faculty to assess their course teaching design through a focus on activities- what the students actually do and resources they have access to. It provides a quantifiable score, only takes 10 minutes, is available for use free and online.

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Where are the Women?

Where are the Women?

keynoteThis week I am privileged to be a keynote speaker at the 21st International Congress of the Brazilian Association for Distance Education in Bento Goncalves, Brazil. The scholarly stimulation, hospitality, weather and fine Brazilian wine have been great – but something is wrong. Only 1 of the 12 keynote speakers and none of the 10 officials who addressed the opening ceremony are women.

This inequality reminded me of the ICDE World Congress held at Penn State in 1997, when a very brave women marched to the stage during the closing ceremonies, grabbed the mic and demanded to know if it was really possible for a woman to talk from the stage at this event! Seems like not much has changed since then.

In this post, I provide a list for distance and online education conference organizers of female distance education scholars who I have personally heard give high-quality keynote addresses. I approach the task with some trepidation because I am sure that I have omitted more than one very qualified scholar from this list and hope to be able to edit it with the help of the crowd.

But first a rationalization for producing the list.Read More

First Week at Riverdale Little Free Library

First Week at Riverdale Little Free Library

The Little Free Library has survived its first week- no vandalism, lots of borrowers and depositors, collection growing and 12 new DVDs videos (thanks to Rocky and Eric). The back birdhouse suite is still vacant (I hope I won’t have to remove the No Magpies Need Apply sign) and the building survived its first rain. The children’s collection is a bit sparse but, all in all,  a great week – Thanks to all the patrons.

Two problems to overcome:Little Free Library Sign

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Little Free Library Opens in Riverdale (Edmonton)

Little Free Library Opens in Riverdale (Edmonton)

This weekend I opened the Little Free Library I have been building for the past few weeks.  It is a great hit and already I’ve had a couple of nice volumes appear (librarian gets 1st pick!).

I managed to use scraps and pieces from the old house we demolished 20 years on this site to construct the library. The only purchased parts are the door hinges.  I also paid the $40  to officially register with the Little Free Library organization – thus the “official sign” and steward number on the picture.

One problem with building a free library is that I already have requests for 2 more (one for our Unitarian Church). But I did learn a few things during construction.

Here is the “spiel” I posted on the door

Welcome to Rivderdale’s first Little Free Library. This is one of over 30,000 Little Free Libraries located around the world.

The Steward of this library is Terry Anderson (terrya@athabascau.ca). The Library was constructed entirely of re-cycled materials, many of which came from the original house on this site.

You are welcome to deposit or withdraw a book or two. Borrowed books may be lent to a friend or returned to any Free Library in the world.

This library also accepts videos, CDs and DVDs. If you wish, you may leave a note in your deposit with recommendations, instructions or any advice you wish to offer to its next reader.

And a couple of pics

Terry installing libraryLibrary2

 

 

My Retirement Week

My Retirement Week

I am just recovering this week from a busy, celebration filled week last that I want to share with my blog friends.

The week started by a quick trip to Barcelona, where besides being able to watch FBT Barcelona win the final Champion League match, I was honoured being made a Senior Fellow in the European Distance & E-Learning Network.  I think I am the first person born outside of Europe to receive this honour, so it was a great way to start the week.

The EDEN conference was good (as usual) and it was fun to revisit Barcelona, after Sue and my two month stay there in 2013. No, the Sagrada Familia is not finished, but wonderful new towers are now in place – no photos as I decided to leave my iphone somewhere in the Barcelona airport 🙁

Then back home to do a keynote at our Centre for Distance Education annual conference.  It was a small conference and was I able to mostly re-use themes from previous presentations.  The talk was about the multifaceted topic of Interaction in Distance Education, which I realize has been the major theme of my whole academic career. The picture below shows Mohamed Ally and me with the wonderful painting of the town of Athabasca, that I received as a retirement gift. It was then on to the big event of the
leaf graphicday, the Retirement Party I had organized for myself (with help from many friends)!!

I had watched Jack Nicholson, About Schmidt  as he sat watching the clock on his final day of work, and I wanted to go out with a bigger splash than that! So I invited all the faculty at Athabasca, many friends, my Edmonton relatives, some Unitarians and whomever else I thought might like to come. Now, planning a party with such an open invitation (somehow I forgot the RSVP part!) meant we really didn’t know how many people would come.

We rented the Riverdale House, which is a smallish meeting room above the rink shack at the community league a few houses from where I live.  The idea was to spill out into the park and community gardens, around the House, when we filled up the building. Now, I ordered “no rain” since June in Alberta is the rainiest month – and  we only got a few sprinkles. What I had forgotten to do, was order the outside heat and it was a bit of a chilly evening.

My friend Don brought a sound system, and we heard and laughed at many good stories. Then we did a “jam” with wishot-219hoever brought an instrument. I had my hammer dulcimer, but not having played for a week while in Spain, jet lag and the pressure of the event, meant I was not in top form!  The BBQs made some great food and there was a fair bit left to donate to the Youth Emergency Shelter.

I also dug out a box of what remains of my old toy business and a book case full of books that I had authored or done chapters in, to create a “From wooden toys to online learnin” display.

ishot-217

My main motivation in the party was to bring together the many Alberta friends from far different walks of life and provide them a chance to meet each other. they are all interesting folks- well at least interesting (or boered) enough to come to a party For me!!! – and to a degree I think it succeeded.

Of course, I was asked what next?  As I said in a previous post, I’ve got a number of projects on the go, a couple of keynotes booked for this fall and I hope time for time for bike riding, blogging, skiing, music and developing new hobbies and ways to serve.

 

At risk of using this blog more than I usually do to ‘blow my own horn’ I want to end this post with two of the many very kind (and often too generous) emails and cards (thanks) that I received. My first Doctor student, Stuart Berry wrote on his blog:

I understand that you are officially retiring from Athabasca University and I am sorry I cannot be at your farewell party. I would, however, like to pass on my best wishes as well as some thoughts with regards to the impact you have had upon my life and career, and through a similar lens, what impact I know you have had on the lives on many students throughout your academic career.

I was your first doctoral student. We met for the first time at Athabasca in August of 2008 during the cohort weeklong residency. You had earlier written to me and proposed you and I might be a good fit for my proposed research interests. I was over-the-moon as I knew you by reputation and the thought of having the Canada Research Chair in Distance Education as my potential dissertation supervisor was, I thought, a dream come true. In retrospect, this was a dream come true, but for many reasons that at the time I did not nor could not appreciate or imagine.

In our six years together as mentor and student I was frustrated yet continuously encouraged by you to find the limits of my academic capacity. I was nurtured and supported in the opening of doors, the ramifications of which neither you nor I fully appreciated at the time, yet you did not blink. You continued to be excited with and for me in this journey. You were always present. You taught me about the whole idea of presence, not just through your daily academic work with students and your prolific publishing record but most of all by you being everything and more you talk about and tell us in your very public writings: You live as you speak and write. I never once felt anything other than your continual presence throughout my doctoral journey.

I saw impenetrable walls. You waited patiently for me to see these obstacles through different eyes knowing when I understood what was needed to be known, the walls would become new knowledge and understanding and would cease to be perceived barriers. I know at times I resisted your shaping and your gentle nudgings. Maybe that is just part of the journey but as I have had the time and space to revisit and re-examine my six year journey with you I feel what stands out most is your gentle, open, and unhurried approach to dealing with the challenges we all face everyday.

Your list of accomplishments is quite legendary. If I have learned anything from you it is this: we are all working together for a common purpose; our hearts and minds need to be ever open; the work we do in education is for everyone and not a select few; and, most of all, the journey is the gift. I thank you for allowing me to be part of that journey.

It has been an honour and a pleasure and I wish you a long, healthy, and happy next phase of your life, especially sharing it with your wonderful Susan.

Stu

Comments like Stu’s make me really appreciate the opportunity to be a teacher.

I’ll end with the email from Athabasca Medieval Studies professor Marc Cels.  Marc didn’t realize this, but Susan and I are great admires if Hildegard of Bingen. In fact in 2003 we made a special stop in Bingen on a driving trip through Germany.  He wrote and attached the picture of one of Hidegard’s visions below:

I regret that I won’t be able to attend your shing-ding this evening as I’m feeling under the weather. I really wanted to come to give you a proper send-off and to express my gratitude for all that you’ve done for AU, your sage advice, your example the you have given us, and your particular assistance to me and our colleagues at the Centre for Humanities. I wish you well with your next projects and hope that retirement will allow you to focus on what you enjoy and to put aside what distracts!

You’ve acted as a sort of DE Guardian Angel or Patron Saint at AU, so I offer you an electronic icon of the woman who I think should be the official patron saint of D.E. (I just haven’t gotten around to writing the Vatican): Hildegard of Bingen (1098-1179). I assign students of my medieval history course a sample of her writings and book illustrations. This German abbess is famous for receiving divine revelations (the ultimate form of DE!) and sharing them broadly, having founded several monasteries or convents with busy scriptoria. Though a woman and a nun barred from the cathedral schools and nascent universities, she provided herself with a good education, excelling as a composer of music, writer of plays, poet, mystic, philosopher/scientist, preacher and a critical commentator on the affairs of her day (by a copious correspondence). Her advice was sought out by popes and emperors. The image is from her book of visions, the Liber Scivias, and I believe the manuscript was illustrated by the “Visual Designers” under her direction, so this is close to a self-portrait. It shows the mystic receiving a divine vision and recording it on her tablet with the help of her discrete clerical secretary.

So, you see, the perfect model for a DE scholar! Thanks again for being our flesh-and-blood model, Terry.

Hildegard_von_Bingen

Providing audio feedback to students: Review of a review

Providing audio feedback to students: Review of a review

man-talking-phone-inside-computer-young-30710968I’ve always been interested in studies that help us differentiate both pedagogies and educational technology use, based upon time requirements. These studies of course should include all the actors – too often student time is taken as a free given.

Thus, a recent publication by Gusman Edouard tweaked my interest.

Edouard, G. (2015). Effectiveness of audio feedback in distance education. INSTRUCTIONAL TECHNOLOGY, 45 http://itdl.org/Journal/Apr_15/Apr15.pdf#page=49

I should note, right away, that I am a big fan of audio feedback and have been more or less exclusively using audio to mark graduate students essays for the past 5 years. I get very positive feedback from students and I am sure the feedback I give is much more extensive than that produced when I use using text comments or summary assessment of their work. Finally, I am convinced that it also saves me time, as I not a very fast typist.

The article asserts thatthe proponents of audio feedback claim that it is superior to written comments in many ways.” They then take a critical look at this claim. The key questions in this paper are:

  1. Is there enough research to support the claim?
  2. Does audio feedback improve learning?
  3. Can it help to save time?

The article provides no original data but does cover some of the research that I am familiar with on this type of technology use. Also note that the aim seems to have a critical edge, asking if there really is evidence to support claims about audio feedback in distance education. As you will see, I think this attempt to be critical underlies quite sloppy research.

You’ll note the first question is really a non-question in that there are many claims not “the claim” and that the two most important (to me at least) are the later two questions. I’ll skip over comments on improvement of learning as Edouard’s conclusions are widely supported however, in education, students and teacher perceptions are often used and mostly cited as evidence in this study.

However the time questions really peeked my interest.Read More

Retirement

Retirement

This month I turn 65 and of course had to try out the Howoldbot to confirm it.

Much to my amazement, it got my age correct (minus 10 days). Well, the picture was taken a couple of years ago, so I guess I am an early maturer!  ishot-211

Reaching this milestone has triggered my long standing expectation that I would retire at what used to be the compulsory age for retirement by University faculty and public servants.  Those days are past and it is quite easy for academics to stay on- a few far past their “best before date”.

I’m retiring in August, not because I don’t like my job (I do) nor that I dislike Athabasca University (though I am very deeply concerned with its viability and sustainability). I also don’t have a great desire to move from Edmonton, though the winters can be brutal!

 

What does inspire my upcoming retirement is:

1. An ever continuing desire for change. The past 14 years at Athabasca is twice as long as my stay at any other job.

2. A desire to open the door for another, younger academic to get a chance at a tenured position. It saddens me to see the number of  qualified academics who apply whenever we have an opening at Athabasca, and saddens me even more to counsel PhD students that their possibility for employment in the academy is very limited given the large excesses of graduates compared to available positions in universities or colleges.

3. A desire for more time for music. I try to play my hammer dulcimer daily and will be joining a choir this fall. I may even dust off my old guitar or fiddle.

4. The opportunity to give back a bit more. My significant earnings,  good pension plan plus a moderately frugal lifestyle, has made it possible for me to retire (with less than a full pension), but enough for Susan and I to live comfortably. Thus, I will be free to devote more time to a variety of volunteer and nonprofit organizations, that I have only had time to support marginally over my career and family raising eras.

5. The chance to focus my time on projects that I find of particular interest. I don’t plan on “hanging up the keyboard”. I think I  have at least one more book to write,  2 more keynotes (Brazil and Denmark this fall) and who knows what other opportunities may arise.

6. Finally, I like biking, travelling, camping, skiing and many other outdoor activities, which I realize as my body ages, may become less possible if I don’t get out there and “do it” now.

So I’m throwing a retirement party (with help from some friends) on June 12, 2015 at the Riverdale House near my home in Edmonton.  If you are in town, please drop by anytime after 7:00! I’d love to see any colleagues, ex-students and old friends!

Terry

 

 

Another attempt at Flexible Provision of courses

Another attempt at Flexible Provision of courses

Our friends from the Open University of the Netherlands (OUNL) have just had published a very interesting article that seems to be a first step towards helping education and training institutions re purpose their content for multiple audiences.  This is an important, yet very challenging task that requires that courses be created without a single audience in mind. Besides the targeting and language challenges of multiple audiences, the technical challenges are also many and this paper presents a possible  solution.

Just to back up a bit, you may remember the excitement of educational Modeling Languages which evolved into IMS Learning Design. The promise of these efforts was to provide specifications and tools that allowed instructional sequences to be formally described and tagged, thus setting the stage for repurposing, search filter etc.  I was particularly enamoured with the idea that Learning Design would do for education what standard notation from the 11 century did for music. I experimented with some hand coding of content. But the standard had too major problems, notably  lack of markup tools and runtime engines and a very fine level of granularity that required far too much effort to code.  This effort was led by Rob Koper from UNL.Read More