TLT-SWG

HAPPY THANKSGIVING 2009!

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Thu, 26 Nov 2009 14:58:38 PST

M. Improve infrastructure conservatively, cumulatively

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Thu, 05 Nov 2009 00:02:39 PST

This week, we're discussing a program's foundational technologies for teaching and learning: learning management systems, suites of productivity software, and basic, semi-specialized tools that are widely used such as mathematics software and online databases. Monday's post described a traditional strategy: upgrade these utilities periodically, in order to keep up with, or pass, one's

13. Make great leaps forward in technology infrastructure (??)

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Sun, 01 Nov 2009 07:02:35 PST

I once would have agreed that the big job for any chief technology officer is to assess the adequacy of major systems: the foundation on which the faculty teach and the students learn. If it's possible to do the job better now, replace the old systems. If there are important things that people can't yet do, provide new technology to help them do those things. Obviously, if you're going to make

Evaluation Methods: Each user is unique. Assess each one first, then look for patterns

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Tue, 27 Oct 2009 13:24:11 PDT

On Monday, I talked about my belief, as a novice evaluator and educator, that evaluation (and teaching) should be organized around programmatic goals: describe every student should learn, study each student's progress toward those goals, and study the program activities that are most crucial (and perhaps most risky) for producing those outcomes. After some years of experience, however, first at

12. To evaluate ed tech, set learning goals & assess student progress toward them (OK but what does this approach miss?)

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Tue, 27 Oct 2009 11:12:34 PDT

It's Monday so let's talk about another one of those things I no longer (quite) believe about evaluation of educational uses of technology. Definition: “Evaluation” for me is intentional, formal gathering of information about a program in order to make better decisions about that program. In 1975, I was the institutional evaluator at The Evergreen State College in Olympia, Washington. I'd offer

K. Evaluation should be mainly formative and should begin immediately.

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Wed, 21 Oct 2009 07:16:39 PDT

Earlier, I described some old beliefs about program evaluation. I used to assume that evaluation of TLT had to be summative ("What did this program accomplish? Does that evidence indicate this program should be expanded and replicated? continued? or canceled?"). The most important data would measure program results (outcomes). You've got to wait years to achieve results (e.g., graduating

11. Evaluating TLT: Suggestions to date, and some old beliefs

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 19 Oct 2009 06:09:43 PDT

For the next couple weeks, I'll be writing about evaluation of eLearning, information literacy programs, high tech classrooms, and other educational uses of technology. Actually, I've been commenting on evaluation in many of the prior posts, so let's begin with a restatement of suggestions I've made over the last 2 months in this blog series:Focus on what people are actually doing with help

Fundamental Question for Massive, Sudden Transition to Online Teaching/Learning

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Fri, 16 Oct 2009 10:12:49 PDT

Today, Oct 16 2pm EDT Home base Web Page LoginSuppose you are a faculty member teaching an on-campus course that has already begun and suddenly find that you cannot meet with your students for the next 3 weeks. What can you do online that would be better than this "generic assignment"? Generic AssignmentFor the next 3 weeks, read, watch, reflect/do, and write a paper - based on

J. Support: Teach Faculty to Solve Problems

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Thu, 15 Oct 2009 09:02:55 PDT

“It just struck me the other day...Life is adversity. That is the meaning of life. We crave adversity. We need to get into trouble and stay in trouble...Teachers who retire go back to teaching because they need to be in trouble again." - Garrison Keillor, “News from Lake Wobegon,” Feb 25, 2008 On Monday, I summarized my former belief that TLT units should teach faculty two things about

Improving Teaching and Learning with Technology-Conflicting(?) Schools of Thought

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 12 Oct 2009 10:46:03 PDT

Interesting post by Phil Long (University of Queensland, TLT Group Senior Consultant, and formerly Senior Strategist at MIT) about how to think about improving teaching and learning (with technology). I think Phil, Steve Gilbert, and I each have slightly different views about how to proactively improve teaching and learning with technology (TLT) in an academic program. Dramatizing our

10. TLT support: Why and How

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 12 Oct 2009 07:21:58 PDT

You can't understand teaching if you ignore learning. And you can't understand either unless you pay attention to the facilities, resources, and tools used to accomplish them: classrooms and computers, libraries and the web, and other such 'technologies.' At one time staff could ignore classrooms, textbooks, and other traditional technologies because the choices were few, and universally familiar

I. Programs make faster, better educational progress when they're world class scroungers

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 12 Oct 2009 06:53:07 PDT

Earlier this week I described my mistaken belief that one should pay most attention to the newest ideas, especially if you can create your own idea or phrase, or at least your own wrinkle, and then claim the credit for being first. The folly of that belief was pounded home for me in 1996. That was the year that Arthur Chickering suggested that we write an article on how to use technology to

Ctrl Z = UNDO ... Share-Worthy Tip?

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Wed, 07 Oct 2009 07:35:25 PDT

From Steve Gilbert Part I - a tip Part II - Intro: Tip vs. "Share-Worthy LTA" I. Tip Wish you could find an "Undo" button when you use Gmail? Google Docs? Other Google services? Other software? Sometimes I can and sometimes I can't. Recently I found that pressing the

Group Nanovation = Open House?

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Wed, 07 Oct 2009 07:29:07 PDT

From Steve Gilbert Extending impact beyond the event. An "Open House" can extend faculty sharing beyond the location and schedule of the event itself. What could be done DURING and AFTER the event to enable and encourage MORE faculty members to take advantage of the options offered in that event to improve teaching and learning with technology? To try some of those improvements more than once?

9. We are unique. Avoid 'not invented here.' (NOT)

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 05 Oct 2009 09:51:52 PDT

Monday posts in this series describe things I no longer believe, things that relate to making major improvements in teaching and learning by taking advantage of technology. Here's a big one. "Our program is unique. And, so far as we know, no one else is yet doing what we propose to do." So far as I know, I am the inventor of that phrase. I coined it in 1977, while writing a grant proposal. Our

H. Faculty support for programmatic improvement: The Treblig Cycle

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Sat, 03 Oct 2009 09:53:10 PDT

This "Ten Things" series of posts is discussing some counter-intuitive ideas about how technology can enable major, long term improvement in academic programs: improvements in what is learned, who learns, and how they learn. Such deep programmatic improvements are more likely to develop when most faculty feel that a change is important enough to warrant patient, persistent effort over a period

Ever Nanovated?

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Wed, 07 Oct 2009 07:23:39 PDT

From Steve Gilbert Have you ever nanovated? Tried an improvement in teaching/learning with technology - more than once? [Alternative: Tried an improvement once and never again?] Gotten some feedback about that improvement and changed it? [Alternative: Didn't get any feedback or ignored feedback?] Helped at least two colleagues make similar improvements - in ways that made

Frugal Innovation

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Wed, 30 Sep 2009 11:07:33 PDT

From Steve Gilbert, Sept 30, 2009 Frugal Innovation: How to continue to improve teaching and learning with technology when money and time are scarce - especially by taking advantage of abundant low-threshold resources. TLT Group's Frugal Innovation Initiative: Discuss, develop and share Frugal Innovation resources, practices, policies, and ideas for colleges, universities and individuals

8. Support strategy: Help a few faculty; teach one new technology after another

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 28 Sep 2009 06:16:16 PDT

The topic of this series of blog posts is how to use technology in ways that, over time, result in substantial improvements in teaching and learning. When I say "substantial," I am pointing to hopes that many have had for educational evolution, perhaps even revolution, triggered by the use of technology. Each Monday I describe something I once believed about how to make such major, long term

G. To engage most faculty, support must meet many needs

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Wed, 23 Sep 2009 11:11:11 PDT

How should an institution help faculty improve teaching and learning (with technology)? I'll respond to that question in different ways over the next three weeks. Here's my first set of suggestions for faculty support (e.g., teaching centers, information technology units, library staff, distance learning staff, ...). At most institutions, support programs only influence a small fraction of the

7. What I once believed: Train faculty how to operate the technology

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 21 Sep 2009 11:39:48 PDT

This is what faculty support offerings look like at many institutions:The IT department offerings are about “How to use (operate) our course management system,” and “How to Use Photoshop.” The faculty development program's offerings are about “Using collaborative learning in the classroom,” and “What to do on the first day of class.”In other words, there is a sharp division of labor. Most IT

Causes of Myths & Misconceptions re Learning

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Mon, 21 Sep 2009 08:01:45 PDT

More precisely: Contributing causes of myths and misconceptions about the application of research findings from neurobiology, cognitive science, and related fields to human learning in educational institutions.

"Connectedness" - Recommended Reading

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Fri, 18 Sep 2009 08:27:21 PDT

"What is connectedness? It is a sense of being a part of something larger than oneself. It is a sense of belonging, or a sense of accompaniment. It is that feeling in your bones that you are not alone. It is a sense that no matter how scary things may become, there is a hand for you in the dark. While ambition drives us to achieve, connectedness is my word for the force that urges us to ally, to

F. Organizing to Improve Teaching and Learning with Technology: Collaborative Change

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Fri, 02 Oct 2009 06:20:59 PDT

How do we organize the process of improving teaching and learning (with technology)? At most institutions, the context is a sharp division of labor. The most important divisions:Individual faculty exercise relatively personal, private control over the content and methods of each course. (In most departments, this individual ownership of individual courses is far more meaningful than any

"We are not responsible..." Universal Disclaimers!

gilbert@tltgroup.org (Steven W. Gilbert, The TLT Group) — Tue, 15 Sep 2009 18:28:58 PDT

From Steve Gilbert, Sept 15, 2009 Worried about liability for something on your Website? In your blog? See the links/refs below, including the Tom Jones video and consider this useful disclaimer: "We are not responsible for anything at all. Ever. So there." From: "more-or-less funny disclaimer text" Found 1/22/2008 at: http://www.rdrop.com/~cary/html/mad_science.html - "Mad Science" - David