Category Archives: Technology Management
Nate and I recently took an awesome vacation to Japan, and although we were anxious about the language barrier, we found some unique ways to make it work.
Before I left the country, I installed several travel friendly apps to my iPhone. The first was XE, the Currency Exchange app that let’s you convert currencies. This app helped me stay within my spending budget because it gave an up to date conversion rate.
The Google Translate app was also very useful. It was great for translating foreign languages. This app let’s you either type or speak a phrase and then it translates it to the language you pre-selected. I used this app to translate signs and menus, however, it would have been great if this app included a photo recognition feature in addition to the typing and speaking functions.
Another challenge we had was that I arrived a few days after Nate, so we were concerned about how to communicate to each other once my flight arrived. This was solved easily with the Line app. We were able to send SMS messages and make calls to one another over the WiFi network. It worked as well as text messaging and provided us an opportunity to stay in touch. This is a must have app for any people who live or travel to a foreign country.
But how do we use all of these apps if we don’t have data? Easy. Japan has a really convenient technology for monthly rental- a mobile WiFi device. It’s a portable, personal, WiFi hot spot that you can carry with you. Nate signed us up for one with a deposit. We had to spend some time at the end of our trip to return it and get the deposit back, but it was well worth our time and money.
Besides the WiFi hot spot and the apps I used, another travel technology tip is to utilize GoogleMaps and the iPhone camera. Before heading out from our hotel each day, we planned our itinerary and mapped out directions in both English and Japanese. When the directions were loaded to my phone, I snapped a screenshot of the map so that I knew we could access the map even without an Internet connection. This proved even more useful when we got lost and couldn’t articulate in Japanese where we needed to go. I simply opened up the photo of the directions in Japanese and zoomed in to the location. The lady smiled brightly and knew exactly how to help us.
Overall we were able to navigate through Japan with very few issues. I’m sure we could have done this with travel guides and translation books, but books can be heavy when you’re packing light!
It’s back to school time for many people, and for those students who are required to bring iPads or tablets to class, here’s an interesting look at how the iPad can be implemented. It’s not just a coincidence or for a love of shiny new technology that educators are implementing iPads into their instruction.
Applied correctly, the iPads can be a very effective teaching tool.
Allan Carrington, Learning Designer at the University of Adelaide, developed The Padagogy Wheel to illustrate how iPad and Mobile Apps can be used to support the instructional design theory Bloom’s Taxonomy. Carrington turns Bloom’s Cognitive domain into a wheel that emphasizes how each of the six focuses of the cognitive domain can be supported through the use of Ed Tech, such as iPads and mobile apps.
Bloom’s Taxonomy is not new in the world of instructional design. It’s the foundation that learning designers use daily (probably without thinking about it) to create solid learning experiences. Bloom’s Taxonomy is a classification of the different learning objectives established for learners, categorized in three domains. The three domains are achieved sequentially:
- Cognitive (knowing)
- Affective (feeling)
- Psychomotor (doing)
Learners must first know before they can feel, and then act on those feelings by doing.
Allan Carrington’s Padagogy Wheel model focuses specifically on the Cognitive domain, which uses specific learning objectives to accomplish each of the following skills:
The Padagogy Wheel does a good job of getting educators thinking about how to use the iPad to support learning objectives and encourage students to accomplish each of the six cognitive skills.
For example in the Remember/ Understand skill, an action verb that is used is explain, and the activity used to explain is commenting. The Padagogy wheel then uses the Facebook app as a tool to accomplish the activity of commenting to perform the action verb of explaining. Learners comment on Facebook statuses and newsfeed posts to explain their knowledge and show their understanding of the given topic.
The Padagogy Wheel:
A great website I like to use for eLearning resources is elearningindustry.com I recently read an article by Stephanie Ivec that summarized important instructional design decisions that should not be overlooked. The article is titled 5 Instructional Design Traps to Avoid.
Ivec warned against falling into these common traps:
- Forgetting Learning Objectives
The benefit of learning objectives is that they keep the course focused.
- Too Long to Be Engaging
According to Ivec, and I agree, elearning gives developers the opportunity to divide complex topics into smaller modules for easier comprehension.
- Features for the Sake of Features
Limiting animations and features for when they make important information stand out will help learners process key content.
- Irrelevant Content
Using scenarios and real-world examples will help learners apply the learning to their job tasks.
- No Evaluation
Evaluating the effectiveness of the eLearning course can help create better courses in the future.
My department of eLearning Developers/ Instructional Designers have been perfecting our methods of instructional design. We have discussed different approaches to making our eLearning courses effective and exciting for our learners.
We’ve created a standardized template that includes an introduction, objectives, agenda, content, practice activities, and summary. The template helps us to keep our courses consistent and minimizes the use of unnecessary animations that may otherwise distract the learners.
We’ve ensured that each topic is concise, not more than 3-4 minutes per demonstration, with an activity to keep our learners engaged. We’ve eliminated irrelevant content, such as removing content that is too novice for our learners. The course concludes with an evaluation– a quiz assessing the learner’s knowledge of the content.
Overall, it is important for instructional designers to give everything the learners need and nothing more. It’s also important that the content is packaged in a way that is manageable and intriguing.
Where do your instructors fall in the EdTech adoption?
As an Educational Technologist and an instructor, I’ve seen many faculty members excel in the use of classroom technology and others whom let their fear get in the way of their technical growth.
Mark Anderson, @ICTEvangelist, posted a chart that graphically illustrated the Teacher Confidence in Use of Technology. The graph was adopted from the work of Mandinach and Cline and described the stages of confidence related to technology.
As confidence and competence grows, instructors are keener to apply the technology they’ve mastered to the classroom. In doing so, the technology can effectively impact the way students learn.
The final step of the Confidence graph is Innovation. Instructors have the confidence to use technology seamlessly in the classroom, as well as innovate and share their ideas. It is at this point that I believe instructors demonstrate independence and enthusiasm for utilizing technology.
In my experience, I’ve mostly worked with faculty that were between the Survival and Mastery levels. The challenge of an Educational Technologist is to provide enough support and training to help encourage the technological exploration, yet, not be too helpful in that it enables the instructors to lean on you as a crutch when they use technology. Balancing support with autonomy is important.
This semester I’ve decided to use discussion forums for only half of my online class participation. I mixed it up to add some intrigue and interaction to the other weeks– my students are using NowComment.
NowComment is a Web site that displays articles and text content for students to read. The unique thing about NowComment is students can comment in-line to the text. Students can also reply to one another. NowComment nests the comments for a clean user interface experience. Students can also mark up the document with highlights and annotations.
This mode of communication has proven successful. Students enjoy the variety NowComment adds to the online class, in addition to the traditional online learning tools such as email and forums.
It also allows the students to interact directly with the content.
Most online classes have students read an article or book, then contribute to a different web page to discuss their findings. I’m guilty of this, like I said, I use discussion forums for half of the class participation. The problem with this traditional online discussion structure is that a student may not understand what their classmate is referring to in the text, unless it is directly cited. Nowcomment minimizes this confusion and lets students tag the statement in the text to comment directly to the material.
This tagging feature makes it better for everyone to draw connections to the reading and contribute to a dynamic online class discussion.
To use NowComment, you must have an account. However, the accounts are free for educators and students. Instructors can create a group for each class roster to easily invite a group of students to one document. The Web site uses email to inform students of a new document to discuss.
A negative impact of NowComment is that students must check their school administrated email accounts or provide the instructor with an alternative email. In addition, their may be technical difficulties such as the invitation being filtered to the Spam, Junk, or Trash folders. For example, I have a student that has had technical difficulties all semester. She does not receive the initial NowComment invitation. I’ve had to delete her invite, then send her an updated invited for her to access the documents. We have no idea why these issues occur and why she is the only student with problems.
In general, the students are enjoying the conversation and are able to contribute successfully. I recommend this educational technology tool for anyone with flexibility to choose a means of communication and for those with text heavy class materials.
*Update* I was impressed how quickly the NowComment President reached out to me regarding this blog. He was very helpful in troubleshooting the invitation errors my student had. Kudos to a company that follows social media and proactively reaches out to it’s audience!
Ahh! March Madness is in the air. Basketball talk is flying around the water cooler and many people are re-doing their busted brackets. I, for one, am still nursing my bruised ego from Syracuse’s 2-point defeat from Dayton.
Why are we so connected to sports? Technology has made sports more than a spectator sport.
Online brackets make choosing teams simple and easy. Not only are you choosing your teams, but you can compare your bracket to others’. President Obama chose his bracket on live television, Warren Buffet put in his two cents, and millions comment about live games simultaneously on Twitter and Facebook.
Fantasy leagues make it so we can play along with the pro teams, beating out our friends for league champion titles. Fantasy leagues also give the hardcore sports fan an excuse to watch every game, with or without the support of their spouse. Let’s hope it’s with the support, because let’s face it, being a fantasy leaguer is a life choice.
Technology helps sports fans to further connect with the teams they love. They can catch the games from their mobile devices, follow and interact with players on social media and record games for instant replays.
This sports fan is grateful for the increased interaction with sports that technology allows.
I originally decided to do this to determine if I could cut the cost of my telephone bill by reducing my data plan. But the benefits aside from the cost savings have proven valuable.
Since I have WiFi at home, work, and many of my favorite places to work, I found I could access my favorite apps almost as easily as before. With a few notable exceptions:
I have a limited connection while driving, and at places that do not have public WiFi, such as at restaurants and movies, among other locations. But this was an unseen benefit!
Benefit #1: (Fairly) Undistracted Driving. I’m not tempted as much to use my phone when I’m driving, which is a dangerous habit and one I’m willing to break.
Benefit #2: Enjoying Socializing. Shutting off my Internet connection when out on the town makes for a more enjoyable time. While socializing and enjoying dinner or a movie, it’s best to focus on the people you are with or the great food and entertainment you’re spending your money on. So why waste your time by looking at what other people are doing on social media? Enjoy what you are doing!
Benefit #3: Noticing IRL (in real life). When I’m unable to connect to the Internet from any location at a drop of a hat, I find myself reconnecting with my thoughts and enjoying the IRL scenery. Why look at a youtube puppy video when you can watch a puppy run in the park?
I still have a ways to go: I still distinctively reach for my phone when I am waiting in traffic or in line, but I’m finding the right Internet / No Internet balance.
In the last several weeks there has been a lot of media coverage regarding women in technology and girls’ dissatisfaction with gender stereotyping in consumer products.
As a female Information Technology Manager, I’ve had several years experience working within Information Technology and online departments. My colleagues have been mostly men (very supportive men). At times, my “customers” don’t believe what I say about their computers. Only after they sought additional help, would they come back and say, “Julie, you were right after all!” My response is typically to smile and say, “I’m glad it has been resolved for you.” When in reality I’d love to thank them for wasting both their time and my time. I’m not right all the time, and I’ll be the first to admit when I need to confer with another colleague to resolve an issue. However, I was hired for my specific skills, knowledge, and expertise. Just because you don’t like what I’m saying, doesn’t mean I’m incorrect.
Too frequent are women in technology judged not by their actual skills but by their gender.
Some recent examples include Goldman Sach’s swag at a Harvard hackathon event for women. The biggest sponsor of the WEcode (Women Engineers Code) event handed out cosmetic mirrors and nail files to the attendees. They’ve since apologized, but what does this message send to young females? “You can code and make cool things, as long as you are pretty when you do it”? Would Goldman Sach’s have provided deodorant and razors to a men’s hackathon?
When women are brave enough to display their STEM skills, they are often “thanked” with comments about their looks or sexuality. Emily Graslie discusses natural history, science, and the artifacts found at the Field Museum (Chicago) on her YouTube channel, “The Brain Scoop“. In her November 27, 2013 post, “Where My Ladies At?”, she discusses how her comment feed is flooded with inappropriate innuendos and statements about her physical appearance. She also states that there are very few women on YouTube who discuss STEM. Women fear being judged on ridiculous irrelevant topics (ie their looks), instead of their expertise. Therefore, many women opt out of making their knowledge public. The problem with this is that it shows the younger generation of females to hide their skills and to be ashamed of their abilities.
Gender stereotypes are also played out in consumer products. The Nintendo Girls Channel on YouTube was recently launched and was very much a disappointment to female gamers. The channel is clad in pink and contain gaming mods that take girls on shopping sprees and spa makeover adventures. Pink is definitely for girls, and I have purchased quite a few pink items in my day. But that’ a strategic move– if I had a pink travel coffee mug or a pink baseball mitt, it was guaranteed it would remain mine and not confiscated by my brothers.
Girls are seeing beyond the pink and asking to break the stereotypes. A young girl recently wrote to Lego asking why there are not more Lego Girls with cool jobs. She was very aware that Lego boy characters had many more adventurous careers and wanted the company to rectify this inequality. A teenager also wrote to Disney, petitioning that they design their Princesses with more diverse body shapes. It’s uplifting to see the younger generation speaking out about gender stereotypes and their discontent for the world as designed by adults.
And there’s still more hope. “Hello Ruby” by Linda Liukas succeeded in funding her children’s book on kickstarter. Her goal is to teach children about programming. The use of a female main character, Ruby, positively encourages girls to pursue an interest in technology and programming. Another company, GoldieBlox, encourages girls to build and pursue an interest in inventing and engineering. The company has turned “construction toys” from boys toys to a gender neutral toy. In the process GoldieBlox has introduced the fun of engineering and problem solving to girls. If I could, I would work for GoldieBlox.
Another uplifting story is the recent report by TechCrunch that Berkeley’s Intro to Computer Science course now has more women than men enrolled. Granted, there are only two more women than men, but it’s still progress. This progress was attributed to a change in the curriculum that included team projects, open-source resources, and opportunities to become teaching assistants.
It’s important to continue to encourage young girls and women to pursue STEM classes. To continue to question a company’s idea for girls’ toys. And for those of us who are currently pursuing STEM careers, to be forthright in our skills and to publicize the benefits of pursuing challenging careers. In doing so, we can encourage youth to pursue their interests in STEM without fear of judgement.
With the Sochi 2014 Winter Olympic games underway, you’ve probably noticed a lot of people “live tweeting” and “live blogging” about the activities and events.
What is live tweeting and live blogging? It’s a synchronous broadcast of events in written word (and pictures/video) via Social Media Internet sites such as Twitter and Blogs. It’s a way for anyone with a computer, smart phone, or tablet to create their own “news”.
Live tweeting and live blogging is also applicable in the learning environment. At the University of Southern California’s School of Cinematic Arts, students participate in “backchannel” dialogue. Backchannel is when computers are used to have a real-time online conversation alongside the primary group activity or lecture. The graduate students in the Interactive Media & Games major contribute to the live lecture discussion at the same time by commenting on a WordPress blog page. The constant stream of comments assures that all opinions are documented.
The use of backchannel in the classroom encourages student participation when the class is too large for everyone to speak (100-200 student lecture hall). If the comments are made anonymously, it also allows students to freely speak their mind and contribute without the fear of “getting it wrong”. I particularly like the use of backchannel during live lectures because it promotes community building. Not only are students learning from their instructor, but they are able to share their opinions with others and continue the discussion even after the lecture concludes. In some instances, instructors are unaware of backchannel discussions taking place, opening up the possibly of uncensored opinions and thoughts of the subject matter.
In the professional environment, people live blog conference events. This gives attendees a chance to get an inside look of conference sessions and workshops they are unable to attend. Using tagging features, such as hashtags (#), guarantees that similar topics are grouped together and easier to find on the Internet. Anyone can run a Twitter or Internet search for a hashtag to review all backchannel communications on a given topic, thus opening conference proceedings up to the entire Internet community.
Previously, I’ve discussed the importance of evaluating training in the context of Kirkpatrick’s Evaluation Model. Many people neglect the evaluation process because they are either on a very strict schedule (analysis is usually neglected, too) or they just don’t see how administering tests can work in the training.
The latter is a major misconception. Assessment is not about giving graded tests.
Tools: Assessment can be accomplished in several different ways. Some examples include:
|Poster Presentations||Oral Presentations|
|Case Studies||Written Reports|
|Fill In The Blanks||State Examinations or Certifications|
|Publication||Observing Student Reactions|
Simple Process: If creating assessment methods is daunting, I recommend starting simple.
- Select a training objective.
- Pair the objective with an activity.
- Create a rubric for evaluation.
- Review each student’s completed activity compared to the rubric to see if it aligns with the objective.
- Create a snapshot of your overall
Grading: Assessing your learners does not mean you need to change your grading structure or even give a grade at all. However, if learners believe that they are receiving something in return, they may give more effort when completing the assessment. Case in point: if you’ve been asked to complete a survey, you may have given up half way through if you didn’t see a personal benefit in completing it.
Cost: Evaluating learning does not have to be costly endeavor. Although there are many different software and hardware options to aid in assessing learning outcomes (such as PollEverywhere, TurningPoint, ExamSoft, and PearsonVue), assessment can be accomplished without purchasing third-party products. If assessment is a new goal for your organization, I recommend working through some of the simpler assessment strategies and tools before deciding on an external assessment product.