Thoughts from Tech Camp

Every Summer our college has a technology camp for any faculty or staff that want to integrate technology into their teaching, advising, etc. I am on the committee that runs the camp, but this year, due to maternity leave, I didn't have much of a hand in planning the event. So I have a completely different perspective than in years past. Usually I know what we are going to learn, and although I did present, I had no idea what else we were learning. Very humbling when I am used to being in the middle of everything.

The committee members not only run the camp, but we participate as well. A good time is usually had by all, we are fed well (a must!) and spend a lot of time looking at new advances in technology, new tools, how others are utilizing the tools, etc. I wish other colleges in other universities pushing for online learning provided this much support. We also have a teaching and learning center with very advanced technology classrooms (thanks to ADP) with a fantastic staff that is always full of new ideas.

It was a fast and furious 3 days, and I think we all collapsed at the end of it, but I learned so much. I was really grateful for the ability to share concerns of technology use, see how far others have come since last year, and learn, learn, learn. I forgot how much I enjoy learning. You would think that would be a no-brainer since I have a Ph.D., but I don't get many opportunities to grow outside of my comfort zone anymore.

So... I learned about Flock (which I love) and about illuminate (which I hope to use in the Fall), and many other things that are fun and fantastic.

During the 3 days our grades were due for Spring and I began teaching a 4-week Summer pre-session class. Yeah, and I have a 4 month old and a 6 year old - no wonder I am so tired.

For this intro to counseling class I have them create an online professional portfolio, and I wanted to use ning, but obviously that isn't going to happen. So I went back to my old standby - blogger, which I think will work well. The students (most of them) seemed open to the experience - esp. when I told them that I eliminated a bunch of papers in lieu of blog posts. I have a variety of technological abilities in the class, and it is a fast hybrid, so we will see how things work out.

I've Apparently Been Really Busy

Since I haven't written anything into this blog in almost a year. Sorry folks, assuming anyone out there is actually reading this blog. If it helps I've been super busy, had a baby, etc. Most of my friends don't remember my name, either. :)

I have been utilizing some great technologies in my courses, and have become more experienced at using new technologies and helping students become comfortable with these technologies. This year I have used Ning quite a bit, so I am really upset that the free service is ending. Now I have to find a new technology that does the same thing, so frustrating that I often wonder what the point of this is. I mean, why learn new technologies only to have them taken away? I would love my students to be able to make these same kind of webpages for their assignments, especially since I now really understand how to use Ning. So I am back to the drawing board.

Just to keep the record straight, I have been utilizing Ning in my Career Counseling courses, to great success. The students chose a specific population (based on their area of concentration), developed a literature review focused on the career needs of the population, and then developed a Ning site for the use of the population, based on what they learned in the lit review. The sites were fantastic, the students learned so much, and now have a new skill. Unfortunately, since Ning is going to delete their work, they won't be able to use the site as an addition to their resume, which really was a huge bonus.

Since I am teaching Introduction to Counseling in a few weeks, I need to find a replacement for Ning, and I don't have a lot of time to learn the new technology. That totally sucks. So if anyone has any ideas, let me know, otherwise I hope to keep this blog updated a bit more.

As I continue with this adventure, I am finding that there are so many tools out there, shouldn't my students know them all? If I think about it logically (and not as a techno geek) - Probably not. I am trying to make sure the technology I choose matches the course objectives, and is not too overwhelming. Should all of my students use ning? Should they all learn about how fun Diigo can be when doing internet searches?

Many of my students are non-traditional, i.e. they are not in their late teens/early twenties. Grad school is difficult enough for many of these students without adding the stress of new technology, especially if the students don't really benefit, education-wise. In the past I have given students the choice to use different technologies (besides PowerPoint) in their presentations and proposals. But it is true that you can lead students to technology, but you can't make them use it. I have found that if the technology is relevant, and students are required to use it (grade dependent) then students begrudgingly try anything. What is really amazing is that the students who complained and dug their heals in end up enjoying the process tremendously.

So here I am again, about to start an intense 3-week class, and about to force my students to not only learn Bb but blogs as well. And fast. I have learned through many mistakes that spending time at the beginning of a course to teach the technology limits the stress. I also know that if I stick with it, students will feel empowered by the end of the process. I hope I have the patience to help my students without promoting dependence - it is a fine line. We will see what happens.

I should have known....

As I look back on the past year, year and a half, I realize that not only has our project come far, but I have too. When I conceived the idea of the Theorists Project, I didn't even have a SL account. My only exposure was going to a conference with presentations about SL. Now, I can modify objects, create signs and note cards, send LMs and teleports, create and upload textures, etc. I have built a few simple objects but realize my strengths lie elsewhere for now. While the project grew, I needed to be able to accomplish tasks, so I learned them. No matter how often AJ or others tried to tutor me in SL, what really worked for me was hands-on experiences. Realizing that I am an educator, who knows that hands-on immersive experiences create complete learning, why didn't I automatically extend this knowledge to myself? Sometimes I just don't make those connections, but am glad AJ did! Several times AJ said "I can't help you right now, try to do it yourself." While I was annoyed by his lack of help (or what appeared to be lack of help) I did try on my own. Each time I figured out something for myself, I had more confidence to try again.

Hmmm. I forgot what it was like to be totally out of my element and yet needing to increase my knowledge. Is this what my students experience? Probably, which is why they get frustrated with me!

So I have learned to do things on my own, and to provide similar experiences for my students. So we provide a lot of SL support for my students, but we encourage them to try for themselves first.

Second Life Project - World Premier

Well, AJ, my students and I were able to have a premier of The Theorists Project on Saturday and it went very well. By the end the students and I were exhausted, having been in class from 9-Noon and then in SL from 1-3. I am extremely proud of my students, they have worked so hard on this project. I remember where they came from, having NO knowledge of SL and now can find objects, rez them, add scripts and notecards. I am truly impressed. I have learned so much from my students.

So what was their project? The assignment was to choose one counseling theory in which they were interested, and as a group put 5 objects (3 with a creative component) into their theorist's area. The idea is that instead of a group presentation of a counseling theory, they use SL to teach others about their theory. They were unable to use the textbook or my PowerPoints or notes as references. At the end of this semester they will hand in a paper (that is a loose term) with a few paragraphs about what type of atmosphere they developed, a short sentence explaining each object, and a description of all of their wonderful ideas that we were unable to bring to fruition. The ideas section can include anything - they imagine that they have as much money, programing, building, etc. as they want, so the sky is the limit. Last semester those parts of the papers were fascinating to read.

I have enjoyed the journey, and have learned so much. I think my next post should be a list of what I learned about teaching in SL.

The After with Dimdim

Well, I survived, and my students survived! We really didn't use Dimdim that much, the ppt wouldn't completely load, so really there was no point to Dimdim. It was a bit clumsy, my phoning ADP, but glad I did it that way! The students had mics, and my GA, Brigette, handled the ppt in the classroom, and coordinated everything. I think if everyone were in different places, and the ppt would have loaded, it would have been a great tool. As it is, not really what I am looking for. We didn't have time for me to work on the techno kinks.

I would like to try Dimdim again, with a longer window to prep, because when it works, Dimdim could be a great tool, easy to use, etc. Joe was wonderful, loading the ppts, printing some sign-up sheets, and organizing everything. I forget how lucky we are, at Montclair, to have so many resources (people especially).

Looking back on my recent development into technology, I realize that I have bloomed at MSU. Part of that is because of the support I have, part of it because I have more free time (though I should be writing) and because there are so many people here willing to try anything and help anyone. OK, that was sweet as sugar, but true! I began using technology because I had no choice, teaching online and hybrid classes. So I was motivated to learn, but with so much help, I am less reluctant to branch out, take some chances. Yes, I fail sometimes, maybe today, I will find out when I see the students next week. Most of the time I land on my feet, and that motivates me to keep going.

Techno Rescue!

Well, maybe a teaching rescue. Since my daughter is ill, I would normally have to cancel class. But thanks to some wonderful techno folk (Joe and my GA Brigette) I will attempt to hold class from home. I know that many people teach online, but for me, this experience is very different. My students will be on campus in our ADP Center for Teaching and Learning. These students did not sign up for a hybrid or online course, so are not expected to be supertechie. They will have laptops, but basically not need to do anything more advanced than using Blackboard or e-mail. Joe has set up a meeting in dimidim, and I will give the lecture long-distance, powerpoint, discussion, and all! I am interested to see how this works.I will call on my cellphone, and will be broadcast like an audio interview. I am excited but a bit hesitant, will the students like it or would they have rather I canceled the class? How will I interact with the students without really seeing them? I am thrilled that Brigette will be able to help, this first time, to help keep me on track and to let me know what is happening in the class.