ETEC 561: Section 7- New Directions for Instructional Design and Technology

Reusability 
While completing my MBA I had the pleasure of completing a few accounting courses (notice the tone). When I logged into the course using an online LMS I noticed very few materials. We were to acquire the text, complete quizzes and exams via a third party website and listen to MP3 pre-recorded lectures. I considered this one of the most un-reusable courses I've ever completed. It should be noted that this course was a foundation course for more advanced accounting concepts. The result was two assets which were limited in learning functionality since the MP3 recordings were a one-way communication tool with no "bookmarks" and a lengthy text book that was not integrated clearly into the tasks which were being asked of the learners. I would have preferred that the audio had been coupled with a visual (I'm deaf, visual clues are a major PLUS) aid that allowed for tracking the audio and providing context.

The learning component was executed through a third party broken down by chapter which allowed the learners to focus on one section at a time and allowed for possible reusability since the material was reviewable with the correct answers once the assignment was completed. Oftentimes I printed the results out and kept them on file for future accounting courses. I would have loved some informational objects referencing formulas, forms, tables and processes to be used in "real life". Upon completion of the course I was underwhelmed by the amount of materials I could "take away" with me.



Rich Media
Rich media allows users to relate learning subjects or topics to visual or audio context points. I've provided two versions of a How-To for the popular educational tool, Voicethread. The video was originally created for another course and the PDF version was created just for this blog post. Both of these examples are graphic representationals of Voicethread. As the text states studies show that the surface features of photos and text and video have similar results in learning. Learners with physical or learning disabilities may have a stronger preference or need than other learners.

Below is an image of the PDF. Click the image to download the PDF document.

Nanotechnology
I would love to see nanotechnology technology expand to GPS. As the text mentions Warwick used nanotechnology to implement a series of tasks. I dislike getting lost as the next person and having to use an external device is cumbersome. Walking around in Manhattan with my smartphone or while driving is clumsy. The idea of determining my destiny through a thought or nervous system action is more appealing. While images of "big brother" and Minority Report come into play imagine how many lives could also be saved. From those who are kidnapped, lost in the mountains, etc. They may even be able to detect/report the conditions of the human body (body temperature, distress, alive/deceased, etc.).

The Future of ID
I was in high school when I knew I was a "designer" and "teacher" by nature with no inclination as to what instructional design is/was. I think there are amateurs and professionals in the field in combination with best practices and mastery of research and theory. Are you only an ID professional if you have a degree in the field? I would have to disagree because through history we know that access to education is not mutually exclusive to ability or knowledge level. We would be at a loss of some great products and businesses if this was true. Are ideal candidates individuals with a working knowledge of theory, research and skill? Of course! I would love a basketball player who can dribble, dunk and do a crossover layup. As individuals in the job market it is important not only to embrace all aspects of the field and education but to emphasize how we are versatile and understand the blueprint of instructional design and learning processes. As budget dollars become tighter and under a more watchful eye assessment is the buzzword of ID and our actions on the university level. Having a "proper" education helps me as a designer or manager understand how to evaluate and measure effectiveness to justify the position, the work and the need for an education in theory and research.


Closing notes:
This is the last blog for the ETEC 561 course. Check back in January for more on social media, educational technology and student affairs awesomeness. Have a safe holiday season and new year!

ETEC 561: Section 6- Getting an IDT Position and Succeeding at It

Applying for Current Position Openings

My professional journey in instructional design/ educational technology tends to be unique since I have never worked for academics divisions and make my home in student affairs. Fortunately, most ID/EdTech job descriptions do not require individuals to be subject matter experts in anything but technology, yay!

I scoured the internet and found some postings that caught my eye which I would be interested in if I was in job searching mode. Luckily, I love my current position and I am very fortunate to have written my own job description, read more about that here.

       Job Posting 1: Director of Educational Technology at The Bishop's School in La Jolla, California. This position is great for graduates of the master's program in educational technology listing an education requirement of a bachelor's degree. Job duties involve providing support and guidance to the faculty in regards to the use of technology in the classroom and academic instruction. This posting does not have a salary listing but the school is private with about 800 student so it should be adequate for the cost of living in the San Diego area.

      Job Posting 2: Coordinator of Technology Development and Training at Maricopa Community Colleges in Mesa, Arizona. This position is a good mid-level position in educational technology for individuals who have experience hosting workshops with adult learners. Personally, I would need more practical experience hosting training sessions in some of the programs the description specifies. The salary range is adequate for starting off and working with several campuses would be a plus for me so I'm not stuck in an office all day and there is a change of pace throughout the day. Basic job duties would include supporting instructors in delivering classroom instruction via the use of technology on multiple campuses for the community college system.

     Job Posting 3 (aka dream job!): Director of the Center for Teaching and Learning at Oregon State University. This is definitely why I am pursuing my PhD in ID and Curriculum upon completing this program! In addition to a PhD some other requirements are experience delivering faculty development programs, teaching in higher education and the ability to form partnerships. The position asks that the director supervise 8 professional staff members, the center's budget, provide leadership and collaboration and actively design programs.

Self Assessment

Career One Stop Skills Profiler Self-Assessment allows you to identify your skill competency in several areas and then cross reference your assessment with the skill set typically required for an occupational field of choice. I completed my assessment using the "Technical Directors/Managers" occupation and the results yielded that I was average or above average in competencies typically required of the job. As a result I decided to go back and re-enter my self-assessment of the skill sets to be more modest in reflection. I know that if I was truly average or above average in the field I would indeed be a director/manager. This also helps me accurately reflect my skill set on my resume.

Professional Organizations & Publications
The following organizations have been a major influence in my decision to redirect my professional goals and become incorporated in the amazing field of educational technology. The organization's websites and publications are a staple to my continual professional development.

ISTE: International Society for Technology in Education
The ISTE mission is: ISTE advances excellence in learning and teaching through innovative and effective uses of technology".ISTE hosts two large conferences a year including their annual conference and a leadership conference. Membership pricing is available at different intervals with the standard membership in the U.S. costing $99 per year. There are various opportunities for online professional development including a graduate certificate program. ISTE has several publications including journals, research and white papers on various topics within the field. The three journals are Journal of Research on Technology in Education, Journal of Digital Learning in Teacher Education and Journal for Computing Teachers. The JRTE is a peer reviewed journal with approximately 15% acceptance rate of submissions received. JDLTE and JCT are article based journals that have their own guidelines. The journals are available online with a subscription.

EDUCAUSE
EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology." EDUCAUSE has several conferences, workshops and seminars that are held on national and regional levels throughout the year a full listing is available online. Professional development is available in the form of web based materials, fellowship opportunities, career center and through volunteer opportunities. EDUCAUSE has a quarterly journal which features a combination of peer reviewed articles, opinions and insights. Publication guidelines encourages the submitter to be conscience of their audience, create mobile friendly publications and use alternative methods of communicating thoughts. Publications are available online and included in the membership fee. EDUCAUSE membership is typically per institution or corporation with a number of delegates depending on the membership package purchased. Pricing is generally based on the number of full time employees at the institution or corporation with some consideration for multiple-campus institutions, community colleges and non-profit organizations. 

ID and Technology Competencies

This is a hard one! My colleagues and I constantly fib over what competencies should be required. For example, what does a social media expert do? There are "experts" it's only been around for less than a decade?!?@!?

However, in line with the text and general technology positions there are some basic competencies including:

• the ability to manage projects with a team of professionals, budget and timeline
• choosing or recommending appropriate projects for the task goal
• determining, performing and analyzing assessment measures 
• developing integration and training strategies
• demonstrate clear communication and visual aids through various mediums
• active in the professional community as a contributor and observer

These competencies are very basic and integral to performing well in a technology field. Without the ability master the above it will become difficult to integrate learning theories, stay abreast of current trends and modify/edit existing ID models. 

Wrap-Up
Personally I am a professional development JUNKY. I love conferences, presenting, reading and participating in online communities within the field. Unfortunately due to hard times in education I will have to forgo conferences this year and follow Twitter back channels and live streams of the festivities but I won't be alone!

Here's a peek into ISTE...

ETEC 561: Section 5- Trends and Issues in Various Settings

Rapid Prototyping for Education

Rapid Prototyping is designing an ID program or software using a "live" version. For example, Apple's new voice assistant program, Siri, is a rapid prototype or in "beta" as some might say. As people use it and provide data designers and developers are able to make adjustments with the model. The alternative is mapping out a software and imagining a wide range of potential bugs and glitches. Many web 2.0 products are released in beta as rapid prototypes once a foundation is laid. The result is real world feedback with real world fixes. In education rapid prototyping would be ideal because of the hands-on feedback and interaction with subject matter experts and endless testers. For example, an ID team could release a role-playing game where currency is math solutions. Working in beta would allow the team to make adjustments to the user experience, correct glitches and receive active feedback from instructors and students. The advantages would come in phases of saving money by creating a homegrown solution, increased collaboration between designers and subject matter experts, and immediate feedback from students on usability and design. The challenge is hiring a developer or designer within K-12 for a district or school to help create such prototypes. Often times are options are limited to working with vendors and their "finished" products selling the assurance of customization.

On-the-Go Education and Training ID

While on base or in the classroom training can be performed with electronic means and place an emphasis on design theory and train-the-trainer materials with the subject matter experts. This will help prepare master instructors for teaching in the field during deployment since the mechanics of the subject are likely familiar to them. In addition quick guides that are printed can be provided for in the field training. They would need to be brief, with visuals and lightweight. Instructors would need to be prepared for hands-on training as well. For example training a squad on a new firearm or piece of radio equipment will require hands-on training from the instructors previous knowledge about the subject in addition to employing the use of training design theory. A printed pocket guide could provide specific commands and instructional photos for the radio training to reference at a later date.

Introducing Change

Change is one of my favorite things. In fact if there isn't enough change I get skittish. This is also where I get to implore all of the great PR and MBA skills I've accumulated. When introducing the ideas of GSTE and SUTE the underlying principle is readying the staff for change and integrating said change. To preview this topic among professionals I would start with individuals outlining the number one item they would change about the system. Then in small groups have them create a strategy to integrate each of their items simultaneously. Some groups would be asked to share their integration strategies and then we would look at the prescribed methodologies.


Professional Development on Campus

At North Carolina Central University we have a department called the Center for University Teaching and Learning which is a part of the academics division working closely with faculty and the distance education teams. CUTL offers instructional technology equipment available for reservation, on-demand training videos, monthly workshops and consultations. Programs range from learning theories to the how-to's of VoiceThread and Twitter.

At the University of North Carolina at Chapel Hill the department is referred to as the Center for Faculty Excellence. The CFE is a part of academic and the main library on campus. CFE offers a range of services including consultations and information regarding leadership, e-learning, teaching, mentoring and research. Workshops and seminars are held up to twice a week in various topics from classroom management, teaching portfolios, evaluating student learning and time management.

North Carolina State University's Office of Faculty Development is located within the academics division and offers a number of workshops, seminars, consultations, mentoring and recognition for faculty members. Workshop topics range from assessment to technology to academic integrity. Many of the past workshops have been archived here and are available for viewing along with additional materials.


As always... chuckles...

ETEC 561 Section 4: Human Performance Technology

Human Performance Improvement

The idea of HPI gets me in nerdy-giddy mode for several reasons starting with I feel like my MBA might be worth the two years I invested in it, two it reaffirms my LOVE for centralized processes, and three I steadies my belief that bringing together brilliant minds, money and four walls is not enough. Professionals endure years of education preaching the best in business management, human resources, learning systems and human development theories however the emergence and melding of these is often without the "bottom's" input. For example, in the workplace the current gap is a lack of motivation, innovation and general will to exceed expectations. In other words everyone is just brushing their teeth without flossing and mouthwash. 

The possible solutions can range from evaluating staff for possible dismissal to re-organizational design to team building and incentives. My recommendation for this specific gap is to focus on the individuals and have the intervention effect each individual on a macro level. The bottom line is that people like to feel special and acknowledged. (I find this particularly true with Millennials, ask Facebook.) As a result time should be spent by supervisors to have "life chats" with employees creating an informal environment where the employee is less guarded to reveal their position's challenges, offer criticisms, discuss career goals and how the supervisor can support or coach the specific employee. I find with student employees they value this time and later reflect/act on the conversations. This action addresses more than just a "we listen, we care" mission but the time can be used to develop an evolving "safe space" for employees to communicate the next bug fix for software XYZ that may normally be out of their job scope, receive professional development or talk about the direction of the company. In the end it's not just investing the time but developing the time into something meaningful for the individual. 


If you have time (about 10 minutes) the following is a video discussing what motivates us!

Electronic Performance Support Systems

This term was coined by Gloria Gery who also provides the most comprehensive definition of EPSS, in my opinion: "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others." 

In comparison with other definitions Gery's creates an EPSS that offers a range or collection of solutions and troubleshooting abilities. To me this is the difference between a software package and a management system. The ability to merge the applications and streamline tasks is the big ticket. I feel as if other definitions would qualify Microsoft Office as an EPSS. 

I think the potential of EPSS and their success are minimal today but are poised to be the bread and butter in the future. I am inclined to agree with the text in terms of why EPSS is not as prevalent in business today. The first being that people are not informed of the existence of EPSS and the second that potential buyers believe it is too expensive or an unnecessary cost. In addition to these issues, as a technology buyer and consultant I often run into EPSS designers who have not studied their potential buyers, do not have content experts or cannot keep up with initial client demands. This goes for those who are 3rd party or have a homegrown EPSS. Just like email vs. postal mail a culture change takes time. I believe as the younger workforce emerges into decision making roles you will see EPSS become more prominent because it will be a basic expectation of operations. The idea of doing business with 4+ software/management systems or having to wait for Paul to "fix" something is not only inconvenient but downright silly. (Especially if YouTube can show me in less than 5 minutes.

Knowledge Management

At my current workplace we have a great, by design, public knowledge repository. Some challenges we face are a lack of contributors, editors and users. Possible blended learning solutions include having each area/department designate a contributor and editor to manage their portion of the knowledge database with a regular update schedule. To train the designee in the classroom with the basics on how to use the system (add, delete, edit and navigate). Additionally, posing the designee to be an advocate of the system to use it regularly and reference it in their work outside of training. This could potentially encourage other area/department members to utilize the source as well leading the designee in a teaching role. The designee's role is ever changing with their knowledge of the system and familiarity expanding without extensive classes or training.  

Informal Learning GOLD= #SAchat

One of my biggest sources of informal learning is #SAchat. This community is very important to me as I continue my journey working in higher education and student affairs. The purpose of #SAchat started as a structured weekly chat over a voted on topic via Twitter. You can visit the webpage to learn about the idea behind #SAchat and the week's topic. During the other hours and days of the week there are on going discussions using the hashtag to contribute to the body of knowledge within the profession or ask the community a question. This experience was very unique to me and has become my online home. It is a highly active community where I just lurked at first but as I learned the social etiquette I became more engaged and involved. #SAchat and one of it's spin-offs, #SAtech, offer in-real-life social opportunities at conferences by hosting Tweetups. My current role is both contributor and listener. There is a moderator for the structured chat however there is no designated "leader" or "instructor" for the premise of #SAchat. The idea is to decentralize learning and allow the community to guide the community (how occupy of us!). Though, by observing #SAchat you can quickly identify heavy hitters easily. 

For a chuckle...blending learning at its finest!

ETEC561: Section 3- Evaluating, implementing, and managing instructional program and projects

Evaluation using the Logic Model

The logic model allows program planners to categorize the technology into situation, input, output, outcomes and evaluation study sections which specific goals. The noted advantage of the logic model is to measure the impact on large scale issues such as decreasing teenage pregnancy rates, increasing retention, etc.

The situation is determined by identifying the overall "problem", which the tool intends to reveal, so programmers are able to identify research, relevance and a starting point for the end of the evaluation process. Inputs are identified as the resources which were invested to complete the program, tangible or intangible. Outcomes are identified through the program resources that are provided to the learner, previously determined learning outcomes and quantitative/qualitative data regarding the participants. Outcomes can be divided into short-, medium- and long-term for a comprehensive assessment of the program. The last component, evaluation plan, assesses all of the planning phases by looking for indicators to confirm the input and output goals and to measure the learning outcomes indicated. 

As an instructor I would use this model because it has a comprehensive evaluation model to look at each phase of planning versus just outcomes. It puts more accountability on the programming team. This would be a great tool to use with media production students to evaluate their message, the invested resources, the product, and what the intention of the program is and was that message received. Often times students are focused on the creation of the product and lose sight of the message and its impact.

Source: Paul F. McCawley, Associate Director, University of Idaho Extension

Google+ Hangout = Love at first sight

I've recently starting using Hangout to conduct committee meetings, mentor/mentee life chats, social hangouts and for academic purposes. The relative advantage is that I get to see people face-to-face in real time. The ability to make "physical" personal connections is wildly underestimated in a world of Facebook, Twitter and blogs. The compatibility of Hangout comes from meeting my need to physically see people since I'm deaf and read lips. With the click of a button Hangout detects if a computer has a microphone and web cam attached or built in and then allows you to enter the room. Up to nine people can join one Hangout session so it's a great collaborative tool for small groups, committees and meetings. Last but not least Hangout is FREE and if you're not sure whether its for you Google has made some videos to show off. Enjoy!

Introducing new technology via situational leadership

According to Reiser & Dempsey (2007) developing a situational leadership style should be unique to one's personal character, style, and adaptive over time and with various audiences. Theoretically, I have several professional development sessions lined up to explore technology use. As a part my preparation and to assess the educator's prior knowledge I would either send out a pre-test prior to the first session or spend time at the beginning of the first session giving a pre-test. This would allow me to tailor my leadership style to the participants needs. For example, if the attendees had little background knowledge of the planned topics I would make my instructions very brief, specific and allow for breaks to prevent the feeling of being overwhelmed. However, if the pre-test assessment indicated a higher level of technology literacy I may be able to introduce technology concepts that build upon basic skills, break the attendees up into small group and assign a task involving integration, or allow group and individuals to present on technology integration. Ideally the first scenario would also experience the collaborative instruction experience before the end of the series however, it may not be as in depth.

For chuckles...

ETEC 561: Section 2- Theories & Models of Learning and Instruction

When reviewing the learning theories explained by Reiser & Dempsey there are several ways to introduce new learning concepts to learners. Two of these theories are Behavioral Learning Theory, introduced by B.F. Skinner, and Cognitive Load Theory. With a learning goal of identifying and reciting the English alphabet one could reference CLT some techniques to be used could include: teaching individual letters apart from the entire alphabet, leave some letters out of the alphabet for the learner to identify, associating letters with images (i.e. A is for apple) and verbal cues. By utilizing BLT the instruction of the alphabet may include a pre-examination to determine prior knowledge which may direct the focus on specific letters, an emphasis of observation on the learner (i.e. one-on-one instruction), immediate positive reinforcement when an answer or objective is achieved (i.e. "Way to go!", "That's correct!") and post-instruction exam. It is important to note that the instructional techniques from CLT could be integrated into the style of BLT to 1) teach the material and 2) reinforce and assess the progress of the learner after instruction. 

sources: "Gagne's 9 Events of Instruction" and Reiser & Dempsey, 2002

Above is an overview of the First Principles instructional method and Gagne's Nine Points of Instruction along with descriptions of the elements or competencies located in the First Principles as a guide. See the video below for a brief example of Gagne's model in action.

Reverting back to the example of alphabet learning goal mentioned earlier we will now look at the application of the First Principles to this same goal. The problem centered principle would call for introducing the alphabet as a whole, it's future significance to writing and reading and to tackle the alphabet at once not as individual letters to keep context of the subject. The activation principle reinforces the core of the goal to recall and identify the alphabet along with examining the prior knowledge of the learner regarding the topic in order to build upon this goal for reading, writing and spelling purposes. The demonstration principle allows instructors to relate the goal to visuals or media to increase comprehension. For example, relating a bear to the letter "B" and a narration for pronunciations and applications of the letter "B". The application principle  allows the learner to demonstrate their knowledge of the alphabet via writing of the alphabet or verbally in preparation for the "test" or final observation used for assessment. The integration principle for the alphabet goal allows learners to share their new knowledge regarding the alphabet by reciting the alphabet, create a visual of a specific letter to be displayed and progress toward the spelling of the learner's name or other words. 

To meet the alphabet goals using the whole-task approach would require learners to focus on the letters, reinforce memorization techniques and the tracing/writing of letters. The alphabet goals lay the foundation for holistic approaches such as scaffolding where the achievement of the goals would lay the foundation to complete "higher level" skills through the teaching of each letter one by one (i.e. teaching A then teaching AB, then ABC, etc.). This would then refocus to place emphasis on the "whole-task" of the alphabet as a set of 26 letters and their collaborative efforts for reading and writing. 

If designing a course on typography I would capture the student's interest by displaying rich and colorful visuals and maintain their attention by integrating student image searches for unique typography to share with the class. Allowing the students to choose their own examples for examination in the course would allow them to have a personal investment and directly link pop culture with the relevance of typography and the identification of font characteristics and types. A grading rubric would set the expectation and show the student how they can attain the highest scores reinforcing their ability to succeed when XYZ are met. Students can apply their new knowledge by creating their own fonts, posters and other visuals for demonstration, competition and real world application. 

Engaging in design research allows instructors to understand the levels of effectiveness of the various theories discussed here. Without this body of knowledge there is no way to assess the work done with real learners in their various environments. Assessment is essential to the progression of these various theories and modifying education for the success of our learners.

ETEC 561: Section 1- Defining the Field

Defining instructional design (ID) has become an evolving process much like the subjects and mediums it strives to encompass. As a result definitions for ID began by describing the mediums which were used to deliver educational content. As time progressed the other side of the spectrum was a focus of definition, the subject learners and the learning pro0cess which took place during instruction. As a result in the late 1970s the Association for Educational Communication Technology (AECT) began to define ID as a process and the use of technology mediums for instruction (Resier & Dempsey, 2007). Leading in to the 1990s and millennium the ID definition included a combination of the learning process, the mediums/resources used, evaluation, measure of learning improvement and the evolution of the creation process.

When I discuss ID and educational technology with my university colleagues they are initially perplexed by what I am referring to. As I continue in my explanation I find that I lean towards defining ID as part creative development process, part expansion of learning to initiate a higher level of learning application and demonstration, part evaluation and assessment and part the utilization of tools to execute learning instruction and tasks. 

This applies to me and my position because I am not a "classroom" instructor. I work in student affairs and enrollment management. Often times it is my responsibility to educate our students prior to their arrival on campus, during the enrollment process and while students are enrolled. I love working in co-curricular education which allows me to engage with students in a passive manner while ensuring their success at the university. My position is fairly new and is evolving in itself so one day I may be studying marketing strategies for recruiting prospective students while the next day I may be working with health and counseling services to develop an educational module regarding alcohol and drugs or the orientation office to develop online modules. The definition I have provided helps me stay focused when beginning project management and working with content experts. 

The model is centered around four main ideas of identifying the learner and the environment they will be completing the task in (i.e. classroom, online, etc.), the criteria for assessment (goals & objectives), the development of the actual ID component (i.e. module) and the performance of the assessment measures. The fifth component, revisions, is to ensure that the ID does not become static in nature but dynamic to adjust as needed for the learner and instructor. To tie in with my ID definition this revised model emphasizes a learner centered approach focused on development and assessment. 

When analyzing the six characteristics of ID the revised model easily identifies these concepts. The learner is the center of the audience, goals/objectives and assessment ideas which help develop an appropriate ID for a user centered experience while incorporating the units for measure (characteristics 1-4). With a dynamic revision process built in the design allows itself to be self-correcting, flexible and adaptable to the learner's needs (characteristic 5). Additionally, the easy break-out and clear partitions of the revised model allow individuals or small teams to take on a component to allow for intense collaboration and cohesiveness (characteristic 6).  For example, the development component would likely require a graphic designer, content expert and media expert at a minimum.

The internet is the ultimate vehicle for information dissemination. The ability to communicate synchronously across cities, states and countries is amazing. With this in mind we can now combine all of the media types (tv, radio, etc.) into web based content. This allows learners and educators to capture content anywhere online and contribute content as well. 

My favorite example of educational technology in higher education at the moment is The Open University.  The focus is on open "source" education, sharing and collaboration of learning tools. In K-12 students are diving into multiple web 2.0 tools such as Glogster and completely online public schools such as Florida Virtual School. In the future I see students completing more "core" or basic materials at home for homework including tests and reviews using Moodle or another LMS. Class time would be used for group work, presentations and "workshop" style learning. Continuing/adult education is already being dramatically impacted by the internet and software to complete online courses. In the future I see online courses evolving into more interactive tasks that employ a learner centered experience versus a syllabus and lists of tasks.  Regardless of the age of the learner I believe strongly that technology will help instructors complete core education standards online and use classroom time to explore those "higher level of thinking" areas. For online education I would like to see it evolve into a more interactive experience with face-to-face time (Google+ Hangout, Skype, Voicethread).

Introducing Me!

As I previously mentioned I have been fortunate to be offered a new position at North Carolina Central University as the Social Media & Marketing Coordinator. This is the beginning of a great position and I hope to grow the office so that it can benefit the Division of Student Affairs & Enrollment Management in the months and years to come.

One of the coolest things I had the pleasure of doing was writing my job description, you can read it here. The second thing about this position I would consider unique is that my position was created from the "top". When talking to colleagues I find that it is usually a grassroots lobbying effort to create a similar position and then selling the idea up the chain.

So while I am in the process of setting up my office, ordering supplies and meeting with 14 department directors and plotting my professional development, I have sketched out a few goals for this year:

1) Streamline social media efforts for service related departments to enhance our customer service efforts (admissions, fin aid, res life, etc.)
2) Conduct social media training for support departments in order to create a fluid look and feel
3) Work with ITS in launching a few web pages on the agenda
4) Hire & train 2 amazing student workers (web/graphic design & A/V)
5) Position the division to align the communications plan with the goals and missions of the University
6) Collaborate with other student affairs technology pros to create shareware/apps/tech tools
7) Prepare to present in 2012

As I go through the motions I will keep updating. Anyone looking for a mentee? I'm in the market.

New Job, Summer Conference wrap up & 2nd Masters start

Wow, it has been a while since I have blogged!

I've had a slight career change which has been awesome so far. I am now the new Social Media & Marketing Coordinator for the division of Student Affairs & Enrollment Management at North Carolina Central University. This is a big deal but not just for me but the institution as a whole. I am thankful for the opportunity to start and grow this area of the division at NCCU. I will expand on this position in a follow up post. If you have questions go ahead and comment and I will address them in that post. Thank you to all who have been supportive!

In June I attended the FREeLearning Conference hosted by the wonderful folks over at Appalachian State in Boone. This one day conference included wonderful talks/showcases from education pros about what is going on in education technology in NC. My favorite presentation was by a professor Shira Hedgepeth who is only  a few hours short of her JD talking about a Digital Imprint class she taught. It was amazing the amount of student development she obtained out of the course along with educating undergraduates on the importance of knowing your digital imprint and how to find information, computer forensic style. You can view her Prezi here. Teaching something like this is definitely on my radar.

This past weekend I attended #satechBOS hosted by the amazing NE folks at Boston University and Ed Cabellon. I also dropped in on the #edutweetup hosted which donated $1000 to the Kahn Academy from our entry fees. Yay! Ed was a fantastic moderator for the first Student Affairs unConference. I really enjoyed the organic flow of things and the amazing turnout including my fellow NC colleagues Tim Bounds from Duke and Kevin McClain of UNC-Greensboro. While I was in Boston I visited Harvard, MIT, Fenway, a cupcake shop and the Freedom Trail which were all essential to my technology immersion process. The major themes I gathered were social media examples & practices, accessibility of media and how to implement a media/communication strategy without the staff. It was eye opening for me to listen to what challenges the north east coast regions are facing in the areas of #satech. I look forward to meeting more folks at #NASPAtech in October.

Last but not least this fall I am excited to start my second masters at Texas A&M University-Commerce in Educational Technology and Leadership. Classes start August 29th so stay tuned...

Millennial effect on recruiting from within

The following was inspired by Cristina Gonzalez's article titled "Colleges Should Cultivate Leaders Within Their Own Ranks".

This is not based off of research but is a collection of my personal thoughts, speaking with my peers and observations. Basically my ramblings... sources will be sited as used.

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Professor Gonzalez discusses the desire to hire from within the college system to create stability and create a cohesion of ideas and projects among higher administration. I am not going to discuss whether this is a good idea or not but point out why this desire will become increasingly difficult.

As student affairs professionals we constantly look at the characteristics that make up the Millennial generation (our current students and new professionals). The ones I would like to highlight when looking at workplace longevity are: the need to collaborate, results and achievement oriented and more selectivity & loyalty (Sweeny, 2009).

The need to collaborate

As I start to delve into the culture of student affairs on a broader scale (i.e. twitter feeds, blogs, etc.) I am able to connect with like minded peers. It would make sense that eventually I would want to pull a King James and migrate to where these great minds are in order to collaborate on larger scale projects. I have found myself and peers making lists of where we want to work in our lifetimes and field relevant mentors we want to work with. 

As more of the Millennial generation enters the workforce I expect to see this shift in job searching and acceptance. After all networking and social media is becoming a driving force in job placement and recruitment.

Results and Achievement Oriented

Sweeny's study at The New Jersey Institute of Technology states: "Millennials are interested in processes and services that really work and really speed their interactions. They prefer merit systems to others (e.g. seniority)."

To me this says two things:

1) I would rather have an awesome diverse portfolio than wait in line to be department head, Dean or Chancellor at a single institution. (Especially when I can work with my hero, a diverse group of schools, get my Ph.D. and start my own business on the road there.)

2) I would like to create these process therefore I need to work for companies that can benefit from my skill set. Being content is not satisfactory. Especially not while I am waiting in line. It has been noted that Millennials must feel their work is meaningful and important on a professional and personal level (NAS, 2006).

Selectivity & Loyalty

"Perhaps the most important Millennial behavior is their expectation for more selectivity and options. They have grown up with a huge array of choices and they believe that it is their birthright... The converse is also true: they are most unhappy with limited choices." - Sweeny

I have constantly grown up with a fear of the cubicle and I have come to believe this is no coincidence. I spent a few moments chatting up my social networks to see how many positions those of us have held post college was an average of 4.25 , the number of moves was an average of 2.6, with the longest employment at one company being an average of 4 years. 

I would love to do this as a legitimate study... humm...

While unemployment is still high 51% of millennial do not expect job offers upon graduation (NAS) baby boomers are heading towards retirement and there is a demand for skilled workers.  Millennials are no stranger to technology and professional niches in order to help market themselves and create several options for employment. Added with the characteristic of "entitlement" there are now several options which creates selectivity on which employer Millennials will choose to work with. Especially in a competitive market for skilled workers in high demand fields.

"They expect to spend no more than 18 months to 2 years in their first job; expect constant 

practical training and useful skills; want office hours with flexible schedules; are more likely to be recruited online.  61% of CEOs say they have difficulty attracting and integrating younger workers."- Sweeny

When looking at the first two characteristics I discussed and combining them with the concept of loyalty it gets tricky. Retention is already an issue with older Millennials entering the workforce and will become a larger issue with each year. Money is not a solution to increase retention as noted by several researchers. The desire to satisfy personal and professional goals is always larger. (i.e. the key to retaining your best lab researcher is not going to be a salary increase but better support staff, access to new technology, recognition/ awards, a strong mentor, a customized career path and appreciation.- NAS) 

Wrap Up

Competition among universities is not new but in order to retain the new Millennial workforce some cultural shifts will have to occur. While the NAS document is not the most up-to-date it does maintain some good pointers about retention. 

Other thinking points:

• Will higher administration positions be plentiful as colleges re-structure?
• How will the Millennial generation effect traditional offerings in higher education such as tenure?

I don't have the answer to creating a stable higher administration staff for colleges but I know I'm not going to wait around to find out. I'm just a tweet away from working with my dream mentor and a kicking technology budget.

Millennials, Work, Technology and Education

As a self-professed Millennial I have been fortunate enough to experience technology truly BOOM. I was in 1st grade when I started learning to type in school, 3rd grade when we had a PC at home with floppy and hard disks, cell phones started entering high school, facebook my freshmen year in college, etc. You get the picture.

I recently read an article about how technology is helping bridge Baby Boomers and Millennials as we exit and enter the workplace. I took note of a few items:

1) While the recession is shaping the Millennial attitude, a recent study commissioned by the Career Advisory Board indicated that “both Millennials and their managers agree on the strengths (e.g. digital comfort) and weaknesses (e.g. impatience with established processes) of the younger generation…Millennials will manage their careers by pursuing advanced education, changing professions and work situations, and overcoming unique challenges associated with the 21st century workplace.


I'm glad to hear that studies have validated my tendencies and habits down to my strengths and weaknesses. However, I wonder if our impatience for established processes is because we do collaborate so often and in such a manner that the main theme is always progress. I feel that my weakness is not impatience as much as it is the unwillingness to be complacent. I have an internal desire to move forward, to push boundaries, to keep going to school, to explore new technologies and to find A+ Millennials I can collaborate with to create the best in educational technology and design. I would like to say that while we are eager to revamp processes, create efficiencies and progress forward we must understand the established process and then communicate our thought processes not just program them and share the end result.


2) This technology mindset also has major implications for how schools, colleges, and universities prepare them for the workforce.  In fact, this generation is driving the shift across all educational institutions as they struggle to develop teaching approaches that are relevant, engaging, and more effective than the majority of today’s traditional classrooms.


As I apply to enter a second Master's program in Instructional Design I can't help but feel immensely frustrated when I hear this. 1) It is true in my experiences with the various universities I have worked at and attended. 2) Why wasn't all of this technology shared while I was in school? Along with all of the job opportunities available within such technologies? However there are schools and 3rd party vendors that are making tremendous strides to improve the "eLearning" experiences and to appeal to multiple intelligences in order to "connect" with students.

Working in higher education I hope that I am able to create engaging and effective programs for students to learn about Student Affairs topics. I hope that someday I am able to leave a footprint in how we train our student workers on campus from Campus Recreation, Student Union/Activities, Student Government, Stu.Orgs. & Greeks, RAs, etc. Additionally, in how we interact with students on topics such as financial literacy, sexual assault, advising, FYE/Orientation, campus health, etc.

Last but not least technology is not only a bridge between generations but it is a facilitator between individual exploration and face to face interaction.

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Check this out about shifting the way we teach/learn/think to how we are. Thank you Sir Ken Robinson for "Changing Education Paradigms".

Push Pop Press and the potential in Higher Education

If I could have a dream job I would design digital textbooks like this: http://pushpoppress.com/ourchoice/
Push Pop Press is currently in beta with Al Gore's Our Choice as they debut. Actually I would probably be more of a sales person working with professors and institutions to design their textbooks. I wish I knew about UI, engineering, etc. because then I would do it myself.

As a lifetime student and higher education enthusiast I love to learn and specifically I am a hands on learner. (You know the one that got an A in physics but a C in biology.) When looking at characteristics of Millenials (students and employees) we are often characterized as being visually stimulated, as having short attention spans and wanting things instantly. Push Pop Press has catered to this in every way imaginable.

Rewinding to the hundreds of dollars worth of textbooks I purchased during my undergraduate and graduate work and how much I did NOT read and instead looked up YouTube videos of how to create pivot tables in Excel. Fast forward to the number of staff manuals I have written and subsequent PowerPoint presentations of policy and how-to instruction. The ability to have an interactive educational environment is limitless from the integration of Prezi, Twitter backchannels/ HootCourse and the digital book Push Pop Press has created could revive the textbook industry.

I have used several textbook publishers websites for part of the requirements for a course. Not a single publisher's site is slick or has interactive components for reviewing materials or purchasing online textbooks. In fact most are still built in frames that resemble my Angelfire website from 6th grade. Imagine being able to view a 3D model of the cosmos inside of your textbook instead of reading the footnotes. Watching a dissection of a cat, pig or frog for organs. My favorite example from the Our Choice digital book is the ability to move the wind mill with your own BREATH to see how it powers the electricity in the home and the storage of the energy created.

Cool features:
Photos, audio captions, interactive maps and infographics, and videos. Touch screen and ability to "pull out" the features.

Potential Cool Textbook features (my own brainstorming):
In book quizzes, problem solving with solutions, 3D models, highlighting/bookmarking, note taking, printing abilities, supplemental information/readings, historical site and museum re-creations tours and Google Map/Earth integration.

Potential negatives:
Accessibility for the deaf and blind. Increasing a socio-economical divide.

See what I'm talking about in action:


Push Pop Press TED Talk from Push Pop Press on Vimeo.

I hope Push Pop Press chooses to pursue creating interactive textbooks for high education. The possibilities and potential for higher learning are endless. And if they don't someone else will and I hope I'm involved.

The next step... inspired by women

Over the past month I have been trying to figure out my next step, path, destination, journey, etc. So naturally I turned to TED for some inspiration. I found three specific speeches that spoke to me. One about a non-profit journey of helping people help themselves, one about using what you know to speak for you and process thoughts and one about women being their own inhibitor.

They say that millennial's unemployment solutions are being solved by creating their own employment opportunities. In other words, being innovative, pushing envelopes and creating their own businesses. They say that millennials do not like being defined and limited to a box or a list of adjectives. They say that we are programmed.

I believe I am programmed to inspire change and be the change I want to see in the world. Thank you Gandhi. I believe that Sheryl Sandberg, Facebook COO, is on to something when she talks about how there are too few women leaders. That we must start sitting at the table, treating our partners like partners and don't leave before you leave. I am at the point in my life where I'm focusing on sitting at the table.

Ms. Sandberg goes on to talk about characteristics of women leaders versus men leaders and how similar characteristics are perceived differently.

"Success and likability are positively correlated for men and negatively correlated for women." 

This has resonated with me for days now. I find that as a woman I am expected to be feminine, mind my words and sit on the side of the table. Through some specific incidents I find this to be more true in environments where I am an ethic minority as well. So my question is how as a woman am I supposed to be ambitious, vocal and progressive when the result is I'm perceived as a "know-it-all", in-compassionate and political? How do I balance the perceived gender role and my internal desires? Do I have to tap dance to get to the table and then show my true character? 

Originally when I pursued my MBA I looked at it as an opportunity to pursue entrepreneurship within the non-profit sector or high education. I have unlimited ideas on how to create non-traditional education programs to benefit students and the business of higher education. I am bursting at the seams with ideas that at night I find it hard to sleep. Through these three women I am becoming more inspired to create my own small wooden table and someday I can upgrade to a nice big oval polished one. I'm inspired because I know I have what it takes to be successful , I have always know it but the affirmation is the push. Simply, I'm awesome!

See the TED talks which have inspired me lately.