Archive for the ‘Future Higher Ed’ Category

What skills should we be teaching to future-proof an education?


Some time last year I spent quite a bit of time reflecting on what skills we could be focusing on in higher education to “future-proof” a degree.  What skills will stay relevant no matter what future careers look like?  There are two frameworks used and endorsed in K-12 education: Partnership for 21st Century Skills and Equipped for the Future.

I felt that the lists not quite right for adults that are returning or seeking an education.  Here is the list that I developed, and a link to the Prezi that includes many video resources that correspond with the skills.

Focus

  • Manage your information stream
  • Pay attention to details
  • Remember (when you need to)
  • Observe critically
  • Read with understanding
  • Set and meet goals

Explain

  • Media literacy (determine and create the right media for the job)
  • Present ideas digitally
  • Design for the audience
  • Depict data visually
  • Convey ideas in text
  • Speak so that others understand

Interact

  • Advocate and influence
  • Resolve conflict and negotiate
  • Collaborate (F2F or virtually)
  • Guide others
  • Lead

Analyze

  • Interpret data
  • Make decisions
  • Think critically
  • Solve problems
  • Forecast
  • Filter information

Flex

  • Think across disciplines
  • Think across cultures
  • Innovate
  • Adapt to new situations
  • See others’ perspectives
  • Be creative

Learn

  • Formulate a learning plan
  • Synthesize the Details
  • Information Literacy
  • Formulate good questions
  • Reflect and evaluate
  • Know what you know

 

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Future of Education Interview in Unlimited


About a month ago I had an interview with Lewis Kelley at Unlimited Magazine.  A portion of the interview, called The Future of Education, was published yesterday, along with interviews with two other “leading education thinkers.”

Here’s a short excerpt from the interview …

“I’m not optimistic that real change is going to happen from within education. I think education is kind of a behemoth. It’s an interconnected system, and any kind of interconnected system is really hard to shift. You can push on parts of the system, but they still have to align with the rest of the system. You can’t push too far.

We can’t radically change our curriculum because that would affect the students coming in and the students going out. K-12 can’t radically change their curriculum without affecting their students’ ability to do well in college, and college can’t radically change its curriculum because students would be coming in out of K-12 and not prepared.

We can’t move unless everybody moves together, and that’s the thing that I think is particularly rough. But …”

 

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Future of eLearning


Here is today’s talk from the World Future Conference. I’ve been thinking about the future of eLearning for almost a year now (in preparation for this talk). It’s always amazing to me how my unorganized thoughts crystalize into visions in the last few days before a talk. In this talk I propose a new direction (vision) for educational eLearning – one in which the learning platform is chosen and customized by the student instead of the instructor and institution.

Links related to today’s presentation:

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Learn This Button World Future 2011


Yesterday I spoke at the Education Summit of the World Future Society 2011 Conference about the idea for SOCRAIT (a vision for an education future where learning is personal).  Thanks to an audience member from the front row for volunteering to record the talk.

Here are some related links:

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Giving up Calculation by Hand


This is scary stuff for math professors, but with the arrival of amazing programs like Wolfram Alpha, we’re going to have to start paying attention to the signs of change.  I talked to Conrad Wolfram (at Wolfram Alpha Homework Day) when he was still formulating what he wanted to say at this TED Talk.  I think it’s worth 18 minutes of your time to watch Teaching kids real math with computers.

Here’s an outline of the Conrad Wolfram’s argument (which I am paraphrasing/quoting here):

What’s the point of teaching people math?

  1. Technical jobs (critical to the development of our economies)
  2. Everyday living (e.g. figuring out mortgage, being skeptical of government statistics)
  3. Logical mind training / logical thinking (math is a great way to learn logic)

What IS math?

  1. Posing the right questions.
  2. Convert from real world to mathematical formulation
  3. Computation
  4. Convert from mathematical formulation BACK to real world

The problem? In math education, we’re spending about 80% of the time teaching students to do step 3 by hand.

Math is not equal to calculating, math is a much broader subject than calculating.  In fact, math has been liberated from calculating.

Should we have to “Get the basics first”?  Are the “basics” of driving a car learning how to service or design the car?  Are the “basics” of writing learning how to sharpen a quill?

People confuse the order of the invention of the tools with the order in which they should use them in teaching. Just because paper was invented before computers, it doesn’t necessarily mean you get more to the basics of the subject by using paper instead of a computer to teach mathematics.

What about this idea that “Computer dumb math down” … that somehow, if you use a computer, it’s all mindless button-pushing.  But if you do it by hand it’s all intellectual.  This one kind of annoys me, I must say.  Do we really believe that the math that most people are actually doing in school practically today is more than applying procedures to problems they don’t really understand for reasons they don’t get? … What’s worse … what they’re learning there isn’t even practically useful anymore.  It might have been 50 years ago, but it isn’t anymore.  When they’re out of education, they do it on a computer.

Understanding procedures and processes IS important. But there’s a fantastic way to do that in the modern world … it’s called programming.

We have a unique opportunity to make math both more practical and more conceptual simultaneously.

Personally, I’m all for it.  But how?  That’s the question.  How to shift and incredibly complex and interconnected system of education? How to train tens of thousands of teachers and faculty to teach a new curriculum that they themselves never learned?  Hmmm … it seems that we might need some help, maybe a new paradigm for education itself.  It’s coming.

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Are Math Instructors the next to be outsourced?


Have I mentioned lately that math instruction will be outsourced to technology? (oh yeah, pretty much every time I find myself speaking at a conference)

See NCAT’s latest initiative “Changing the Equation” email, which I’ve copied below:

Changing the Equation Selects 38 Institutions

The National Center for Academic Transformation (NCAT) is pleased to announce that 38 two-year institutions* have been selected to participate in Changing the Equation, a new program focused on redesigning remedial/developmental math supported by a $2.3 million grant from the Bill & Melinda Gates Foundation. Institutions participating in the program will improve student learning outcomes while reducing costs for both students and institutions using NCAT’s proven redesign methodology. Collectively, these 38 redesigns will impact more than 100,000 students annually.

Each participant in Changing the Equation will redesign its entire developmental math sequence-all sections of all developmental courses offered-using NCAT’s Emporium Model and commercially available instructional software (ALEKS, Carnegie Learning, Hawkes Learning Systems and MyMathLab.) Each redesign will modularize the curriculum, allowing students to progress through the developmental course sequence at a faster pace if possible or at a slower pace if necessary, spending the amount of time needed to master the course content.

You know how they are reducing costs, right? Less instructors, more technology.

I think NCAT and The Gates Foundation have their heart in the right place (they want to see improvements in student success rates in math).  However, I think this will pretty much kill any hope of engaging students in a love of mathematics. Students might pass (some question about the fact that homework counts for larger percentages of the grades in these NCAT courses), but I doubt very much that students will ever voluntarily take more math than the minimum requirements.  Why is this a problem? Because WE NEED MORE STEM GRADUATES, not less.  If students don’t have the desire to take more math, they are also cut off of careers in Chemistry, Physics, Engineering, Biology, Economics, and Computer Science.

On the one hand, I think we (math instructors) are reaping what we’ve sown. Math classes are, for the most part, pretty boring.  When there is engagement, it’s mostly between the instructor and the student (not student to student).  Classes that function in this manner (mine included) probably deserve to be replaced by technology.

But there is also another way … we could improve the classes. We could make them more engaging.  We could use play and exploration to get students interested in math again.  We could personalize the learning to the interests of each student (more on this to come).  We could use class time to let students work together to solve problems in innovative classroom environments.

This movement to the emporium model pushes colleges even more towards the “industrial model of education.”  I think this is a huge mistake.  We need to engage students in learning and wanting to learn.  We need for students to be excited about learning math.  I’m trying really hard to imagine students talking excitedly to their friends about how fun the Emporium method is for learning math.  I have a good imagination, but I’m just not seeing it.

This? This is 100,000 new students going down the math assembly line.

Come on … we have better ideas this.

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What IS a Learning Futurist?


One of the things that’s been keeping me busy is my new position as the Learning Futurist for The LIFT Institute at Muskegon Community College.  This is, essentially, an advisory position (read: not full-time), and really, I think I’ve been doing the job for a couple years, but without any kind of official designation.  So I’m thrilled that the college has chosen to acknowledge the role I play at the college by incorporating it into our new faculty center.  (by the way, LIFT = Learning. Innovation. Futuring. Technology)

I got to choose the specific job title for our futurist position at LIFT and I was torn between Education Futurist and Learning Futurist.  Ultimately I chose the second, because I wanted to acknowledge that plenty of learning happens outside of formal education.  I also wanted to make sure that attention is paid to the non-formal learning that the college can foster in our students and in the surrounding community.

So, what is a futurist? First, a futurist does not “predict” the future, they use foresight skills to complement insight and hindsight.  One foresight skill is basic forecasting (trend analysis), but this only works if the field under investigation is relatively stable.  In unstable fields, futurists use scenario planning to project several possible outcomes – by examining the possibilities, an organization can plan for the most common outcomes, or at least think through some of the planning necessary for extreme possibilities (often, several extreme possibilities have some commonalities).  Futurists have to think creatively about the direction and meaning of trends, not just within a field, but in the surrounding fields.  You could say that Futurists have to be excellent systems thinkers.

Who does futuring? Well, technically, if you’ve ever made a budget for the next year, or participated in a strategic planning process, then you do.  In both of these activities, you look at the trends, social, technological, environmental, and political indicators to make your best plan for the future.  Is it a guess? Yes. But it is an informed guess, and we do it to help us to weather change.

So, what is a Learning Futurist, in particular? A learning futurist looks at characteristics of intelligence and brain development. They examine educational research to look for valid learning methods that might develop into technologies and learning strategies in the future.  They help people to recognize the necessity and importance of lifelong learning (with the acceleration of technology, you’re losing ground if your learning is not keeping up).  A learning futurist examines the available and predicted science and technology, social trends, and shifts to the political, economic, and cultural environment to thinks creatively about how learning will be impacted.   Because education, in particular, tends to move slower than business and other industries, it is particularly important to pay attention to the trends and technologies outside of education.  A learning futurist also keeps tabs on the future of careers and watches how “work” is changing.  After all, students eventually become workers, and even workers should still be learning.  To prepare our students (especially in higher education), we must pay attention to trends in the work force.

As far as I know, I am the first person to identify myself as a “Learning Futurist” (but you can find examples of many well-known education futurists).  In particular, I focus on higher education and adult learning in a timespan  5-15 years out.  I read voraciously, everything from academic journals to blog posts.  I rely on my social network (Twitter, LinkedIn, Facebook, and social connections) to keep me informed about new developments in other fields that might be important to learning and education.  I share what I learn and think in open spaces, to encourage conversation and idea development about the future of learning.

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Random But Organized Thoughts (9-5-2010)


Data Visualization and Data Mining
Serious Games
  • Check out these brilliant little games: Machinarium (for critical thinking, logic) and Small Worlds, which is like exploring a cave. [via @BryanAlexander]
  • There’s a project to use WoW  to “develop a curriculum for an after school program or “club” for at-risk students at the middle and/or high school level.  This program would use the game, World of Warcraft, as a focal point for exploring Writing/Literacy, Mathematics, Digital Citizenship, Online Safety, and would have numerous projects/lessons intended to develop 21st-Century skills.” Read more about it at the WoWinSchool wiki.
  • Tabula Digita will be releasing a new game soon, this one called Dimension L and designed to teach Literacy skills.
  • Grow Valley: A game about thinking about the future and how we get to a futuristic high-tech society. (click on English and be sure to actually read the instructions)
  • “With “gamification,” companies study and identify natural human tendencies and employ game-like mechanisms to give customers a sense that they’re having fun while working towards a rewards-based goal.” from Play to Win: The Game-Based Economy [via @HoppingFun and @amyjokim]

Futuring

Great Quotes
  • “I don’t think Americans are ‘bowling alone.’  They’re bowling on their cell phones.” from @WorldFutureSoc
  • “It’s not a bug, it’s an undocumented feature.” from @dahara
  • From the latest #lrnchat, “I spent 18 years in schools to get ready to learn.” from @mrch0mp3rs, followed by “On the other hand, there is a saying that when the student is ready, the teacher appears.” from @moehlert (wise words from both)
Links for STEM

    Great Links for Everyone

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    World Future Society Conference 2010


    This is the 3rd year I’ve attended the WFS Conference and it’s a difficult event to describe.  You might imagine a collection of Nostradamus-like individuals, making predictions about the future, and I’ll admit it; this conference does have a larger proportion of older, bearded men than most conferences I attend.  However, the vast majority of attendees are completely serious professionals who are in the business of making informed predictions and hedging bets against uncertainty.  All of us participate in futuring – at least all of us that have ever made a budget or participated in some kind of strategic planning. The difference between your futuring and the futuring that these folks do is that they’ve gone the extra mile to learn the tools of long-term foresight planning.

    What follows are the snippets of wisdom (mostly from tweets) that I collected at this year’s WFS Conference.

    WFS: Scenario Building Workshop (Adam Gordon, @FutureSavvy)

    Scenario planning is used when your institution is not governed by “well-behaved change.”  The idea is not to make a single prediction about what will happen in the future, but to explore the options, looking for commonalities in the cone of plausibility.

    • If you’d like to see the slides from the Scenario Planning workshop, here’s a link to a 2008 version of Adam Gordon’s presentation.
    • Well-behaved change happens in predictable environments: information rich, not prone to technology upheavals, well-established markets, stable players, high barriers to entry, a stable regulatory environment, consistent demand, or no great social pressures.
    • Badly behaved change: uncertain technology evolution, uncertain demand for products/services, uncertain performance of new business models, unstable macro-economic conditions (inflation, interest rates), shifting values, shifting morals, shifting preferences, shifting regulations.
    • Scenario planning is NOT determining the most likely outcome & planning for it, it IS assuming every important outcome might occur, and planning the best business options for each case.

    WFS: Education Summit

    I have hopes for what the WFS Education Summit could be … but it’s not there yet.  The problem is that the Education Summit is a mix of K-12/Higher Ed folks with no clear direction about whether the discussion is about teaching futuring skills or predicting the future of education and technology related to education.  Personally, I think that many conferences look at the “edge of learning” – what’s going to happen.  The specialty at the WFS Conference should be on linking educators who teach aspects of futuring skills in their educational programs.

    With that in mind, here are some resources and links about Foresight/Futuring Education that might be helpful to you or your college:

    If what you are looking for is really how to prepare graduates FOR the future, or introduce skills that will withstand the rapidly-shifting job market of the future, then you might find these links helpful:

    WFS: Humans 2020 (Ramez Naam, @ramez)

    • Presentation on Humans in 2020 by @ramez can be found here.
    • It is acceptable in society to bring someone who is below the human baseline up to the baseline.  It is societally unacceptable to take someone AT (or above) the human baseline of intelligence and enhance it further.
    • It is considered socially acceptable to use medical intervention to improve lower cognitive abilities or to combat loss of cognitive function (especially as you age).
    • The same biological discoveries that cure disease are also the ones that can enhance humans. Power to heal = power to enhance.
    • Our genome is basically digital – it encodes us with a finite number of “bits” (ATCG). A gene sequencing facility looks like a server farm for a data center.
    • How much of who you are is coded by your genes? See slide #39.  [really, you should go look, it's shocking!]
    • Wouldn’t it suck if your parents make genetic decisions for you (code you for an artist) … but then you’re bitter your whole life.
    • Prediction: Parents WILL readily opt to do genetic manipulation to remove diseases.
    • Shuddering at the thought of a virus to carry genetic modification in adults. At the same time, if I can have a faster metabolism …

    WFS: Internet Evolution (@Pew_Internet)

    • Two-thirds of adults are now using the cloud for something in their life. 61% of those adults are on social networks.
    • Bandwidth doubles every 2 years, but I would argue that it only doubles for those that already have it. The haves/have not gap widens.
    • Bumper stickers about the future of the Internet: The cloud is the 3rd phase of the Internet. -Mike Nelson [would love the rest of these, but I couldn't catch them fast enough and there were no slides or visuals to make it easier]
    • Nelson recommends reading “Let IT rise” from the Economist (subscription required).  You can get part of “Let IT rise” (Economist article) free here.
    • The cloud is going to be the platform that enables the Internet of things.  We will have 100s of net-connected devices. -Mike Nelson [... once again, what about the population that lacks broadband internet?]
    • Most of this presentation was simply results published on the Pew Research Center website (they have an RSS feed if you click on Subscribe in the upper right-hand corner). If you’ve never read their reports, you should start.

    WFS: Building the Human Mind (Ray Kurzweil)

    • Note: You’ve probably seen Ray Kurzweil on TED Talks: How Technology Will Transform Us.  If not, go watch that, this was a more up-to-date version of that talk.
    • Whether you agree with the coming singularity or not, the research is certainly interesting.  If you go to KurzweilAI you can subscribe to receive all the links to the latest scientific research that support the eventual interface between humans and technology.  Prepare for the singularitweets. ;)  #
    • So many mentions of the exponential curves of invention … it’s so nice to hear in a presentation when you teach math. #wf10 # As a matter of fact, you could easily play a game of “Math Bingo” where you count the number of times the words exponential, log-log plots, or linear are used in a Kurzweil presentation.
    • How long do you go without updating the software you use? But we haven’t updated our genes in 1000 years.
    • “If this is all going to happen anyways, why don’t we sit back, party and let it happen .. because of course, then it WON’T happen.”
    • “The tools of disruptive change, in every field, are in everybody’s hands … FB, Google, all started by couple kids with laptops.”
    • Very cool animation on “The Law of Accelerating Returns” that takes us through history of technology. Wonder if it’s on the web? Anyone know?
    • Kurzweil is using a slide deck, but many of the slides are a mix of static images with an CG animation. Seamless and very cool. However, I’m not sure if the animations are distracting … do I stop listening when there’s an animation to watch? Hmmm.
    • I wonder if Kurzweil has a graph of the average amount of information we have to process as adults in each decade of human existence.
    • “Ignoring exponential progression would be a mistake [speaking about photovoltaic technologies]
    • In 15 years, according to models, we will be adding 1 year of life expectancy every year.
    • Kurzweil slides at http://www.KurzweilAI.net/pps/KurzweilPowerPoint and in a truly old-fashioned way, they will DOWNLOAD to your computer when you go there instead of bringing you to a site where they just play.  They wouldn’t OPEN on my computer, but I can confirm that they did download.

    WFS: Levers of Change in Higher Education (Maria H. Andersen, @busynessgirl)

    Thanks WFS staff for letting me do a fill-in presentation for a cancelled session. I am grateful for the opportunity to reach a wider audience!

    WFS: The Future of Men and Women (Karen Moloney)

    • Housework is feminism’s final frontier. Very unequal distribution in the U.S.
    • Thought experiment: What would happen if there was a sex-specific pandemic?
    • Note: I’m not sure how much information I got from the talk, but it was well-designed and entertaining.  Plus I got a book suggestion to get the information I want. :)

    WFS: Future of Faith: Conflict or Creativity (panel)

    • Cosmodeism: Evolution of the cosmos creates God- not God created the cosmos-that’s the proposition advanced by Tsvi Bisk (who made me flashback to sermons I listened to in my youth).
    • Some of the graphs about religion are available at AtlasOfGlobalChristianity (go to sample pages). They are great and I wonder if they’ve considered putting the data through Gapminder?  I think all libraries should buy this book – it is a great resource, but mere mortals? It might be out of our price range.
    • Did the influence of television shift the culture of religion? Good question. We’ll have to include this in our themed studies this fall.
    • Really enjoyed Rex Miller’s part of the Future of Faith talk, where he discussed the four “Ages” of religion: Oral, Print, Broadcast, and Digital [good speaker and presentation, would recommend]
    • How will religious groups get things done in the future? For 500 years we’ve relied on the institutional structure to get things done. The new “institution” is collaboration. The adaptive challenge will be dealing with the loss of the “institution”
    • Thought: Professional organizations are built around physical institutions (at least physical conferences) What does this shift mean for them?

    WFS: Future of Academia (Bryan Alexander)

    • Unfortunately, I have no tweets from this talk, which was great.  I lent my WiFi to Bryan and didn’t want to burden the signal by using it myself.
    • Five Visions for Liberal Arts Campus (Scnearios) – which is a great thought experiment for those of you planning for the future of Higher Education (the prezi is here)
    • NITLE Predictions Market

    Books, etc.

    Just for Fun (other suggestions)

    Conversations

    The thing that makes the WFS conference so unique is that you are interacting with people from all over the world and from all sorts of different disciplines and professions.  In the same room at any presentation there are educators, military personnel, scientists, technology experts, authors, press representatives, students, business leaders, religious leaders, and of course, professional futurists.  The space between presentations is roomy (usually 30 minutes or more) and the conversations that you find yourself wandering in to are incredibly stimulating.  This year, I had several conversations that will push me to do even more reading and video watching (especially at the Acceleration Studies Foundation (ASF) Archive … not even sure how to BEGIN here).

    Final Thoughts

    I attended three game design conferences this year, and the presenters are starting to have this tradition of making the second slide the games they’ve been playing recently.  In all seriousness, at WFS, I think the second slide should be the Science Fiction you’ve been reading recently.   After my experiences last year at WFS 2009, I wasn’t sure I would come back – the conversations and networking had been great, but the presentations in the general conference were mostly “misses.”  However, at WFS 2010, most of the presentations I attended were “hits” so I’m thinking that I’ll probably find a way to attend (and hopefully present) at WFS in Vancouver, July 8-10  in 2011.

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    Twitter Weekly Link Roundup for 2010-07-11


    Levers of Change in Higher Education (the backstory)
    • Just sat on the back porch (in the shade) for 3 hours and read DIY U – good overview/reminder of a lot of alternatives/disruptors to ed. #fb #
    • Cup of coffee, then returning to the back porch to read several bookmarked articles about what others think about future of higher ed. #
    • Musing about the Educause Tapscott article which lists students as a possible change agent in higher ed … #
    • I think it’s wishful thinking … when have 16-18 yr-olds demonstrated the ability to work together to change a national system? #
    • I think for higher ed to change, it has to change in the 1st-year experience. The only students who can push that are the incoming ones. #
    • I would like to believe that students will be able to get the system to change, but in reality, I don’t see students having much power here. #
    • Just spoke with my illustrator … this prezi is going to rock! wait and see. #
    • Don’t you love it when a new idea hits you with such force that you are speechless? #
    • I think we should sell empty seats in upper level courses at deep discounts, like last minute travel sites do. Encourage lifelong learning. #
    • The open seats would become available onlin the final week before classes and only to those who have earned a degree at that level already. #
    • Those who know they want participate would complete some kind of pre-registration to verify they are eligible. #
    • Another thought … a subscription model where you pay 19.95 per month to be able to take one class a year. Use it or lose it. #
    • I think we need to develop education models that are based on the notion of true lifelong learning. The world moves fast now. #
    • The other beauty of such models is that transferability is less of an issue with such learners … allowing for more innovative courses. #
    • Industrial model of ed: Raw materials (students) are processed thru assembly line (courses) resulting in product (graduates). #
    • Customization of the Industrial Education model creates graduates who are athletes, intellectuals, socializers, and leaders. #
    • When we worry that something is missing in the online education model, it is that customization of our product (graduates). #
    • Anyone know what percent of couples meet their partner in college? #
    • Imagine higher education as a car factory. The brand is the college you attend, the model is the degree you get. #
    • The car has many customization options: socializers, leaders, intellectuals, performers, researchers, athletes, partners, explainers … #
    • A student may attend college and get all the way through with nothing but the “base” model. #
    • Alternatively, they may end up with the equivalent of a sunroof, chrome extras and stereo upgrade (athlete, socializer, & performer) #
    • Continuing on with the car model: Athletes = upgraded engine, Socializers = chrome package, Leaders = leather seats … #
    • … Intellectuals = sun roof, Researchers = GPS package, Organizers = roof rack, Explainers = DVD player #
    • … Engaged citizens = fog lights, Performers = upgraded stereo, Partners = multi-zone temperature control #
    • … Critical thinkers = air conditioning, Creative thinkers = ??? Entrepreneurs = ??? #
    • If workers shift careers every 7-10 years, how will they “retrain” each time? How can education adapt to this model? #
    • The Industrial model was designed for one-career workers, not multi-career, fast-changing workplaces. #
    • Question: Do those of us who really LIKE learning just tolerate academia as a required formality – necessary to get our fix? #
    • What we’re seeing now (with catalyst of technology) is the separation of content, learning, and certification. #
    • RT @joshgiesbrecht: My biggest revelation as a learner was academia *isn’t* required to get my fix. Just helps w/structure & recognition. #
    • RT @annmariastat: Academia CAN lend structure. Took data mining class this semester to learn those things I was always GOING to get to #
    • .@annmariastat Totally agree, although I’d say it is more the role of a learning coach that we need: http://is.gd/dgq7p #
    • My first pass at a new @prezi is entirely words and random ideas, organized in the physical space. http://screencast.com/t/ZjkzYThl #
    • I’m starting to worry that I might “break the bank” on illustrating this one. I can think of so many illustrations I want. #
    • Now finding first round of images on Flickr Advanced Search CC share-alike non-commercial use … like this one: http://is.gd/dgsfV #
    • Interesting (although general) ideas in Todays Campus this issue … almost every single “Master of Change” is male. http://is.gd/dgSAu #
    • OMG. This illustration is AWESOME!!!!! Suddenly I feel the need to give a better @prezi presentation! You all are going to LOVE it. #
    • Still just spellbound looking at the background for Thursday’s @prezi … wow. Sneak peak in low res: http://screencast.com/t/ZDA2MWY2Z #fb #
    • Slightly more detailed view (zoomed in on one part): http://screencast.com/t/NWU3OGMyMmMt #
    • Seriously, I wouldn’t keep building new presentations if I didn’t have such an awesome illustrator! Thank you Mat! :)  #
    • Still working on the #wf10 presentation: Levers of Change in Higher Education … here’s a preview: http://twurl.nl/7mquzr #
    • I am at a conference hotel … AND I have Internet. Love my new anywhere mobile-hotspot on the HTC EVO. #wf10 #
    • Still working on the presentation for tomorrow. I’ve been thinking about this one for over a year. Pedal to the metal time. #
    • At what point is a presentation done? #
    • RT @IanSchreiber: The same point a game is done: when it ships! RT @busynessgirl: At what point is a presentation done? #
    • .@prezi Any way to use time stamp feature to get a youtube to start at a particular time in prezi? Just tried way I know and it didn’t work. # [answer is no]
    • Help! One of the major for-profit universities has a “first 3 weeks free” promotional strategy. Which one and website? #
    • RT @mathhombre: @busynessgirl Do you mean the U Phoenix 3 week orientation course? http://bit.ly/cgNRtF / well, there’s a marketing gimmick #
    • There’s SO much I want to say in this presentation … it very likely might be > 1 hour now. Will have to watch the time. #wf10 #
    • Who thinks it’s appropriate to use a picture of a cricket (as in chirping) for Learning Object Repositories (or should it be dusty books?) #
    • So, I have a twiiter borg image, now I need one for Facebook … a zombie with the facebook logo as the face? @ohmgee :)  #
    • Okay, I think I am FINALLY ready to lay the path through the @prezi … ready, set, GO! #
    • Anyone know how to delete one point on an @prezi path? I know how to add a point, but not how to get rid of one. #
    • RT @RobinThailand: @busynessgirl Just drag the ‘dot’ off the path and let go. /// Doh! @msgregson #
    • Levers of Change in Higher Education http://prezi.com/irqborz3hmd2 #wf10 Still making minor tweaks here and there. Something odd? Tell me. #
    • Well, that was anti-climactic. My eyes are burning from staring at tiny details on the screen. My contacts might fall out. #
    • Levers of Change in Higher Education is easy to find at http://bit.ly/LEVERS (I will post the video we recorded later) Future of Educcation #
    • Here is the video of the Levers of Change presentation (recorded live at #wf10 http://www.screencast.com/t/MTE2MzUzY #
    • There will be a repeat of Levers of Change in Higher Ed Saturday at 8am in Alcott. See you there! #wf10 #
    • Now producing a version of my presentation for iPad users. I wonder, will they produce products that work outside iPad software? (doubtful) #
    • For the record, I am ALSO producing a transcript of the presentation for the visually impaired. That will take a little longer. #
    • The encore presentation this morning was a full house! Much thanks to WFS for letting me present again in general conference. #wf10 #
    • Levers of Change in Higher Education (for iPad users): http://www.youtube.com/watch?v=wC7-R3KwDLU #wf10 #
    • Adult Education Classes (a Ziggy cartoon) which fits nicely with the Levers presentation: http://twurl.nl/7ndxfk via @mathhombre #

    Miscellaneous …

    • RT @MathEdnet I love good data visualization. This isn’t it. http://bit.ly/9jKiTE #
    • Well well … look who’s playing in the tweetbox … welcome to twitter John! (@mathhombre) #
    • I am really looking forward to hearing what you all think about my insights into “The Open Faculty” when it’s published. Curious & nervous. #
    • RT@lisagualtieri: Stroke education humor: You can’t use the Internet when your arm is numb http://is.gd/dgd8Q @Power2EndStroke #
    • Just discovered (completely by accident) that my computer/mouse do this: http://screencast.com/t/ZmY2ODBhZDE (way cool!) #
    • RT @chronicle The death of tenure: http://bit.ly/bTG3GR “There will not be good, tenure-track jobs for the great majority of good people.” #
    • .@chronicle What makes the tenure thing worse is that at same time tenure has decreased, enrollments & the cost of college have increased. in reply to chronicle #
    • RT @Wolfram_Alpha Stephen Wolfram shares his thoughts on computation and the future of the human condition: http://bit.ly/ctL0P5 #
    • RT @ruth4916 RE http://bit.ly/aJAxQI @busynessgirl Another reference to Calculus Wars here — you are now an influencer! // cool! #
    • Somehow I think I’m getting the better deal out of the $40/month unlimited data mobile hotspot. I’m like the piggy person at a buffet. ;)  #
    • Is it just me or is there very little information about http://2tor.com on the website? (Possible alternative to standard LMS? Can’t tell.) #
    • Did You Know 4.0 http://www.youtube.com/watch?v=6ILQrUrEWe8 #
    • A new reason to dislike Apple. Everyone with iPhones and iPads just ignore content running in Flash. Save for later = never. Thanks Steve. #
    • Who finds it ironic that I, a non-iPad, non-iPhone user knows how to turn off the sound on an iPad. #
    • Great Idea: Let students go to B&N or Amazon and choose 100 important books for the college library each year. #
    • The mindmap on Teaching and Learning in the Digital Age http://bit.ly/DigitalAge … teaching with the future in mind. #wf10 #
    • I think it’s time to pull up that Blackborg graphic again! @jryoung @marcparry in reply to jryoung #
    • RT @JaneBozarth A-MEN! RT @chrisstjohn: Today I learned again that the world is ruled by those who show up #lrnchat #
    • Having breakfast with a friend from high school that I haven’t seen since 1992! #
    • RT @kiwicarol Android Steals Market Share From All Other Smartphone Platforms [REPORT]: http://bit.ly/bn8VpW / just bought one #
    • Is it just me? When a cell phone goes off in a packed room full of people, there is a 90% chance the phone owner has white/gray hair? #
    • I bring a small surge protector / usb charger to conferences. Means I can glob on to any power outlet. Very compact. http://twurl.nl/atgg7u #
    • Very happy to see a woman, @zephoria, at the top of the FORTUNE list for smartest tech academic http://bit.ly/d7xlbR #
    • Why is it that every iPad user tries to “convert me”? Now I just say “Let’s just agree to disagree and drop it, okay?” #
    • I stopped really blogging when @ProfHacker started up and I haven’t gotten my mojo back since then. Feels like smaller voices are lost. #
    • Are there any mindmapping platforms using HTML5 ? I’ve used mindomo for years, but no idea what their plans are. #
    • RT @kprentiss Impressively bad United Airlines chat and phone service. Outsourcing only goes so far. Zappos, please start your airline. #
    • Do any of the slidesharing web platforms work in HTML5? Will Google Presenter work on an iPad? #
    • Sidenote: I’m sick of receiving iPad spam from various companies selling iPad accessories. (irony: this will result in MORE spam) #
    • I need a fold over the screen keyboard for my HTC EVO… like a QWERTY convertible. Miss the QWERTY, but love the WiFi. #fb #

    WFS Conference

    There were a LOT of tweets from this conference, but I’m going to publish them in a separate post with some additional thoughts and links to resources.

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