Teaching journal

As I near the end of the sometimes overwhelming, but always exciting summer session, I find it helpful to reflect on what works. For me, a tool that has always worked very well in my journey as an educator is journaling. Keeping what I call a "teaching journal" allows me to track my notes, successes, problems, and ideas for future semesters. In the past four years, the summer session became a time to play with the ideas in the teaching journal and explore new ways to teach familiar concepts or content the students found challenging. I often go back and explore my journals (even from different classes) just to get new, fresh ideas on topics I teach every semester or as a reminder to consider the difficulty students had with certain content. There are now several "staple" activities that I always use and which have permanently etched themselves into the landscape of my classes. Little things that are easily forgotten from one semester to the next are also a part of the journal (such as having students divide into groups by drawing colored paperclips and sorting by color...a little thing that makes group work slightly more engaging from the start...especially if you pick zebra print or other patterned paperclips).

This is, of course, no longer a hand-written journal. It, like everything else in my life, has morphed into an electronic version of ideas and thoughts that can now travel easily and be shared with a click of a button. I learned more about collaborating with others in higher education during a free webinar about Adobe's amazing Educational Exchange. If you haven't explored this great resource, consider checking it out. The entire site is a collaborative wonderland for those in all areas of education. My interest in pedagogy and classroom communication, fostered through my first teaching journal many years ago, led me to explore this feature and I have found several exciting new activities that may work well in my courses. Perhaps most importantly, after exploring the site I felt that little burst of energy that comes with sharing ideas with others who do what you do. This is really important at my institution, where I am the only person in my discipline. With Education Exchange, you can share a resource with others or search through resources educators have posted. I spent a shameful amount of time when I *should* have been grading this morning scrolling through "all higher ed" resources. I cannot wait to further use this interesting site--it is a giant, collaborative teaching journal, what's not to like?

That post-conference feeling

Conferences are an important part of my faculty life. As the only faculty member in my discipline and as a junior faculty member, I rely on conferences for networking opportunities, for new and engaging ideas, and for professional growth in both pedagogy and research lines. This past week I was fortunate to travel with three colleagues to present about our institutional Quality Enhancement Plan (QEP) at a conference. I blogged earlier in the week about the excitement of a new conference and the great rejuvenation that takes place when surrounded by brilliant minds interested in similar concepts. I learned about a lot of topics (some new and some very familiar) that I hope to discuss in more detail in future posts, including:

• Google tools: GoogleSearch, GoogleSites, GoogleMaps, and using Google in assignments (more than my current use of GoogleDocs). You name it, Google is somehow a part of it.
• Vialogues - A discussion tool to examine videos and have a web basted, interactive discussion through annotated playback. 
• Toolwire - A great hands-on program that can be a classroom lab to encourage experiential learning in online courses.
• Echo 360 - A kind of enhanced lecture capture program that incorporates the mission of blended learning. 
• YouseeU - Provides the opportunity to securely share videos from a distance, useful in online and on-ground courses.
• VoiceThread - A forum to create a collaborative slide show that can house images and documents while others provide comments.
• Adobe Connect - Webinar solution that can be used in learning to improve response rates and participation.
• Lecture Tools - Offers a way to increase student participation in the classroom using their mobile devices and a foundation of active learning.
• GoingOn - Enhances online learning through student engagement, faculty involvement, and social interaction.
• BlackBoard Collaborate - Provides interactive learning experiences with virtual classrooms and meeting spaces. 

I am very excited about everything I learned at the conference, but especially about the items above. There are other emotions that come along with conference travel, speaking engagements, and using your brain during long days while constantly encountering new information and new people. Those emotions can be overwhelming. Yes, the Educational Technology for Online Learning conference in San Jose, CA this past week was wonderful! [See ET4OL information under "Lora's Links" above]. Even though it was wonderful, I return to a huge pile of demanding documents, seemingly endless student needs, and numerous meeting requests that can lead to feeling drained and overwhelmed.

The downside of conference travel happens when you turn to the desk and realize that the productivity you tried to have in your hotel room with spotty wireless service and after a 12- or 14-hour day of "conferencing" simply wasn't enough to stay on top of the many tasks. In fact, it feels as if you LOST time (though it was time well used) and have to scramble to meet deadlines and various duties. I face that task after a very rewarding couple of days in the conference world and find there is some frustration to returning to those waiting tasks. I have all of these new ideas---but don't have time to immediately investigate or use them!

There will be time, however, and it will somehow all work out. A faculty member's life is full of this balancing act and so juggling new, exciting ideas with current research, deadlines, class, and meetings should not be a new concept. In light of the fact that this post-conference feeling is comprised of equal parts of exhaustion and exhilaration, I look forward to exploring the new tools and ideas more fully.

Image of juggler used with free use rights.

That rejuvenating faculty vibe

There are some things about faculty life that really get me excited. They seem to hum with excitement, exude a powerful vibe, rejuvenate a tired mind. Conferences, such as Educational Technology for Online Learning (ET4OL) by the Sloan Consortium, are those events that can fire all of my mental pistons and somehow, despite a heavy summer load and demanding courses, fill me with renewed eagerness for teaching and collaboration.

View from my hotel: San Jose, CA

Today I arrived in beautiful San Jose as a presenter and attendee at ET4OL. I have spent a lot of time reading and re-reading the program as there are so many things that I want to attend--I will have to find a way to clone myself and attend multiple sessions! One of the best things about ET4OL is the way that the pre-conference talk (via Twitter and great discussion boards) already has enhanced collaboration while providing me with new ideas and thoughts about my course design, delivery, and devices...and the conference is not yet officially underway.

Though conference travel can be an expensive and unexpected side of faculty life, the rewards are not often exalted enough. New ideas and new energy = priceless part of faculty life, a part that I am quite thankful to explore in the upcoming days.

More information? Check out #ET4OL2011 on Twitter or examine the program here.
View my presentation prezi here.

The iPad2 learning curve

After a long weekend with my new gadget, the iPad2, given to me for use by my institution as part of our Quality Enhancement Plan, I have a few basic comments to share.

• First, this is an incredibly useful tool for educators at all levels. The iPad2 can easily foster increased student-faculty interaction and add layers of learning and understanding to our course content. This includes the seemingly endless "apps" that can be used for just about any topic or discipline in the world. 
• I have educational apps for my public speaking course including content, how-to guides and videos, demonstrations, and even a speech timer. 
• I have our Learning Management System (LMS) mobile version installed for free and make great use of it already.
• My Personal Learning Network (PLN) is already enhanced. 
• Second, there are some areas that might prove unsettling for the new user. 
• As someone who has never owned an "i"-anything, the apps and iTunes process can be a bit daunting to a new user. I didn't want to put in my personal credit card information for an institutional device and struggled with the "ownership" of apps if the device is given to another professor or reclaimed by ITC. Overall, this was MINOR, but it is worth noting for others who might be in the same situation. Of course, I don't like the need to purchase apps and searched for "free" versions of whatever I needed/desired, so this can be overcome. 
• Some disciplines seem to require costlier apps, so be aware and consider a general search before embarking. 
• Touch screens. UGH. I am not a huge fan of touch screens, but the keyboard is something that you can easily get used to, however, it is also easy to have typos. I encourage the new user to read, re-read, and then "send/submit" their work.
• Third, it can help organize your personal and professional life.
• I am uber-organized, but it has been on a paper calendar (which I love). I tried the calendar feature and imported my Google Task List. I put away the hard-copy paper calendar less than three minutes later. 
• No more sticky notes...yes indeed, 'there's an app for that.' The notepad is a convenient place to store everything I was scribbling down and putting as sticky notes on my paper calendar. 
• Increased focus. The little red dot noting a task is not yet accomplished sure snaps your mind back in place as you plod through your day. Making the electronic check mark is (unexpectedly) JUST as rewarding as crossing the item off of my day planner list. 
• Unintended and unforeseen benefits:
• As a non-skating official for Roller Derby (and lover of the sport), I was pleased to see there are programs and apps for our sport. This was exciting. 
• As an avid practitioner of yoga, the apps for practicing yoga while on the go/traveling will be put to great use. 
• Health and news items are available for free and easily keep one up to date during a busy work day. 
• Increased productivity: I can easily multi-task and work with students -- responding faster and more fully since I can easily hop into the LMS, answer the emails, or respond to the IM. 
• Unintended and unforeseen drawbacks:
• It will take up more time than you think...so set boundaries and learn to use the work-side of your iPad (or other tablet) effectively when at work. 
• Wireless connection has been spotty on our campus. Though my laptop connects, the iPad is slower and more particular about connecting--but once connected it is FAST. That means that the 3G network may be put to use more than the wireless which could cost the institution (or the individual).
• The screen is not as easy to read as my e-reader (Nook). It does have a glare, so be aware of this when working with bright lights or in the sunlight. 
• "Flash" doesn't work well with Safari on the iPad2...non-flash content works fine.
• The apps you want may have a price. Do your homework and explore what is required and what is just desired. I suggest asking others. I hope to receive a lot more feedback about the perfect apps for higher education.

Overall, I really like the iPad2. It is functional, fast, and fairly easy to pick up (even for the non-"i"-product folks like myself). I am eager to share my weekend of exploration with others in our Quality Enhancement Plan tomorrow and show them some of the opportunities students will have with apps and study aides.

I look forward to learning more and encourage readers to share their pros/cons, their tips, tricks, and favorite apps for the college classroom. 

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Gadget-girl returns!

A few months ago, our institutional QEP brought us to the interesting decision to explore the use of iPads to improve e-learning. As the professor of one of the courses noted for study (three core -curriculum courses were selected), I was in line to potentially receive an iPad. I am a true gadget girl, as I noted many months ago when exploring travel and gadgets. However, I am also self-taught in this technology. Though I love it, I wasn't born with it and it isn't always intuitive for me. In short, there are things I have to work hard at and, at times, technology can be one of them. But I do love and respect what it can bring to my classes and students, so I do work hard. The iPad seemed like a natural next step--but not on this professor's salary. So I waited, read, and studied those writing about iPads in education. I grew impatient and jealous. And then my day came! Friday, after a week of heavy deadlines and student needs, I got the call. As if I were being called up to the majors, I felt my heart soar. I rushed to ITC and saw my beautiful new gadget, the iPad2. My concerns melted. It was so amazing! Now, I'm a BlackBerry girl and not a fan of touch screens, but the device is very effective. After just three days, I have navigated my BlackBoard courses through the iPad and found it not only saves time, but it increases the responsiveness. Sure, there are a lot of other great things about it (importing my google task list is just one of them), but it is mine for the educational impact it will have on my students and so far it looks like this gadget girl will have a lot of new tools, techniques, and options to explore for the next few weeks. Be prepared...there will be some gushing. Educators, please share your uses, apps, stories, frustrations, and suggestions!

When sticky notes attack...

The end of the fiscal year nears. With the looming deadline of the 30th, my focus has been entirely on submitting a grant proposal and on writing two annual reports and submission of several presentation/article deadlines. It seems everything is due at ONCE and I found myself getting very overwhelmed. In fact, this was the scene of my office when I arrived to work at 6:30 a.m. this past Friday. That's right. A total of 12 sticky notes screaming at me to do a variety of tasks in the blatant urgency unique to sticky notes. To realize I had left the office Thursday night with that many random notes made me groan. I am organized, I am detailed, I am meticulous. And, apparently, I am watching my desk become a direct reflection of my mental state. Frantic, worried about forgetting something, and overwhelmed. During this busy time, I am employing my Google calendar and my trusty task list (aptly titled "Dr. Lora's Lunacy") to help me prioritize my work and to manage these last hours before my projects are due. I am also avoiding distractions. The phone is on "silent" while the emails are NOT open in other windows of my computer. I am focusing on one task at a time. Today, that is the annual report of grant A. When that is finished, I move to the report for grant B. After that, the presentation items before turning to the research articles.

Then, I hope to explore ways to better manage the multiple demands of faculty life during high-output/high demand times and try to remember to avoid scheduling anything next June if this is the way the month traditionally happens! I will schedule out the final reports and my publication goals with regard to the hectic summer session teaching schedule and attempt to avoid any other high-pressure work periods like I have had the past two weeks.

Accomplishing these little tasks now means that the check mark in my Google task list with the beautiful line through the task won't be the only reward for hard work, I will also get to hear the satisfying crinkle of a sticky note heading to the garbage can!

Tenure, retention, binders, and budgets...oh my!

Summer months for faculty members are often filled with the items we couldn't squeeze into the "regular semesters" as we try to: finally get that article done, analyze that data, edit that book, submit that proposal, or write that report. Whatever "that" item is for you, the feeling of "other" work for summer months can become overwhelming. But the summer months also provide a type of motivation that I don't feel any other time. I see a tangible end (July 31) to my work cycle and MUST accomplish tasks before that date. No more slippery deadlines, no more sliding a task from one day's list to another. I become hyper-motivated to accomplish as much as possible despite my regular summer teaching load. Somehow the magical word "summer" implies I can get it all done.

We'll save the sad reality of the ability to accomplish all of these things for another day...

Today, the reality is summer holds certain projects that rise to the front of all faculty work: the end of the fiscal year budget reports for any grants, and at my institution the looming "Tenure and Retention Dossier."  This summer these two projects seem daunting. I was fortunate to get funded and now face the responsibility of the reporting phase. Though I groan, there is something wonderful about telling funders what was accomplished with their money. It is also a nice sense of finality for a long-term project.

My summer also involves a yearly, mandatory retention dossier (later to become a tenure dossier). This is just a huge binder filled with all of the evidence of your academic work from the past year. I love that my institution requires one every year from those faculty on the tenure track. It is a great motivator to remain organized and to see where you might want to improve. It is suggested we submit one binder and make a copy of everything for our records. You don't have to be a long-time reader of this blog to know I fully embrace the organizational challenge each year. I buy plastic sheets, type up tabbed section dividers, color-code my table of contents to the different sections, cross-reference, paginate, and included everything I could think a junior faculty member would need. I carefully review the format in our faculty handbook. I finish it early and let it sit before proofreading it. This past year my four-inch, color-coded, tabbed binder was submitted and I couldn't help but feel proud. It was organized, detailed, and a perfect representation of my past year of work.

From my desk.

The institutional process is lengthy, of course, as it is everywhere. So, months later I get the binder back and stare dumbfounded. What was this gargantuan thing? This HEAVY, overwhelming (albeit well-organized) binder seemed slightly ridiculous. Couldn't the information be more efficiently displayed in an electronic format? Couldn't we save some trees here?  I couldn't believe any one was sifting through all of that information (though I did enjoy the trip to the office supply store and the color-coded organizational process, of course). After lugging the binder back home to await updates for the next cycle of retention reviews, I asked my Chair if I could submit an electronic portfolio this coming fall, but was told that was not an option--though I could submit a "supplement" electronically (it may or may not be viewed by committee members). Her reasoning was sound and I can understand the institutional thought behind the policies of reviewing a hard copy document in a set location so nothing goes amiss, but an e-portfolio seems so much easier on both the reviewers and the reviewees (and the environment!). I write seeking input: What are your institutions doing? Hard copy submissions with optional e-supplements that may or may not be viewed (like my institution)? Only hard copy? Only e-portfolios? Fill me in! I would love to know though in the end, this summer will still mean a new binder, dividers, tabs, sharpies, and me sitting blissfully amid my office supplies organizing another year of academic output.

New love: LiveBinders

If you're a regular reader, then you know I have a sincere love of all things organizational. Each semester I begin by cleaning out file folders and re-using the last semester's binders. I eagerly print new color-coded covers for each class, adding in my tabs for class agendas, sign-in sheets, handouts, and notes. I file my "in process" research and build organizational grids in Microsoft and GoogleDocs to plan incremental tasks toward larger goals. I then embark on my favorite trip to the office supply store. When I'm placed on a new committee, I have a color coded system of filing that screams I should have stock in Sharpie markers. I simply love the flow and placement of the office environment. I carry my color coded files with pride. I know what I have at each meeting. But, all of this organization can be cumbersome and it is usually time consuming..

So, I am becoming increasingly infatuated with LiveBinders, so much so that I simply had to take a moment from a hectic schedule to blog about it. For those unfamiliar with LiveBinders, take a few moments and click on the website. LiveBinders is a site which allows the user to create electronic BINDERS full of information, links, images, and information. The greatest part is not the storage and organization (insert your shock at me saying something trumps organization!). The greatest innovation is that you can share this binder with others! I am developing one to go along with this blog and it is incredibly interesting to see the potential of LiveBinders for those of us who travel or who have to work on a variety of computers. When the blog binder has a bit more progress (it only has tabs right now), I'll share!

Warning: I am admitting to full-on NEWBIE status when it comes to this great tool, but I've got my NERD ON and will be continuing to explore this site. I just crafted a few binders and see excellent potentials for sharing resources for training, continuing education seminars, and my workshops. Additionally, it could carry over into the classroom very easily where students can formulate class activities or access additional information from the professor. There are so many possibilities that I had to blog about it before I fully immersed myself in it (an unusual choice).  Check out a sample LiveBinder (this one is open access--you can give limited or full access to your binders or keep them private): http://livebinders.com/play/play_or_edit?id=26195. By clicking on the URL, you are taken to a binder titled "iPads in schools" where you can easily see the full range of the LiveBinders options.

Here's a very basic overview. You have a lot of information (say all of your information from a committee on university housing). You go to www.livebinders.com and set up a FREE account. With this account, you can then create a "new binder" where you can upload, deposit, add, and delete information just like you would with an old manila folder. You can craft tabs and sub-tabs of information and very easily share information with others. Want to see the minutes from the last meeting, use an "access key" and view the binder. Want to share a link with a fellow committee member, add it to the binder. Everyone can access those binders from their personal computers, iPads, netbooks and you are saving paper!

I have to say, the educator in me sees the beauty of LiveBinders: I can easily learn and teach with others. I can SEE students interacting with information. I can see implications for faculty life. The communicator in me sees the beauty of LiveBinders: I can send and receive information in a variety of formats. The tech-geek in me sees the beauty of direct mobile access to mountains of previously paper files along with a living, dynamic format. The bottom line: LiveBinders is beautiful. Why? This site offers an empowering ability to share knowledge ... and knowledge-sharing is just beautiful.

The best part are the tutorials and extra information all over the site. Additionally, I was able to easily follow @livebinders on Twitter and can see the responsiveness of the twitter feeds. So, dear readers, here is the question. Are you ready to think about your files in a new way? Can you see a future full of file-sharing?

The only downside: I won't get to go to my beloved office supply store for my favorite binders, folders, and markers to color-code all of my files. You better sell your stock! Without me, those stores might just crash :)

Two livebinder images from: www.livebinder.com; File folders picture direct from Lora Helvie-Mason's desk!

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Prezi returns!

Yes, it is rapidly becoming a sub-topic for this blog. I've had so many responses about Prezi that it seems there might be room for more exploration. If you're using Prezi, please continue to comment and email! Regular readers might remember my first discussion of Prezi titled "Prezi: The PowerPoint Alternative" and the follow up discussion, "So you want to learn Prezi" brought on by so many emails to the first. Well, there is renewed interest in Prezi and those emails are still rolling in. Hopefully this third installment is equally useful to past and new readers.

Have you been exploring Prezi lately? There are some great changes that have simplified the use of Prezi and broadened the usability of Prezi. For example, a friend of mine mentioned the trouble she was having with iPad and Prezi, but just emailed me last week to tell me there are no more issues and compatibility is now strong. Prezi reported on this (and yes, there's an app for that): Check out more information here (along with a video demonstration of iPad and Prezi use.

What other news can educators (or other presenters) note about Prezi? Last month Prezi altered the Zebra (blue circle image above is the older version with the image on the right as the newer version). This new Zebra was coupled with new abilities for better image cropping. line flow, and even a bending opportunity (See more here). I have enjoyed the newer features which allow for more direct editing that makes our Prezis so great for audiences to view.

Today I took about 15 minutes before class and threw together a brief Prezi designed to illustrate parts of our chapter dealing with the term "Ethos" -- I made sure my "path" allowed me to move from specific concepts back to the overall term, so it flowed with my mini-lecture and with a class activity. Several folks emailing wanted to see Prezis in action. Here is the one I used today (basic, but great for class discussion):

Chapter 3 on Prezi

Overall, I find the use of Prezi engages the students -- and for a public speaking course, it works to demonstrate speaking tips/tricks as well as a new tool they may use. Today my students asked, "What is that?!" This works well in my communication courses to help the students better understand presentational aids and speaking with technology.

Prezi support is growing as well. You can find Prezi support easily through their Twitter  page and become a fan on Facebook and, of course, on their site under support or community (the blogs are great!).

Thanks for your responses, comments, and emails. Let us know what you're doing and consider sharing your Prezis in a comment!

Images from www.Prezi.com

Preparedness through technology

It is impossible to live in post-Katrina New Orleans and not have the dates of hurricane season emblazoned in your mind: June 1 - November 30. The news media hype up the dates, the state gives you tax-free shopping for hurricane supplies, brochures about "preparedness" appear everywhere, and the businesses test their emergency response measures. This time of year, my husband dutifully checks the generator and then marches up to the attic to replenish the hurricane box which gets fresh bottled water, food, paper, pens, batteries, a few decks of cards, first aid kit, clothes, and flashlights. We don't really speak about the fact that an ax also sits in that container, but we know the risks of living in the city--a city that we love and that has adopted us so generously into part of the NOLA family.

It is equally impossible to completely forget the stress of hurricane season, which begins during our first week of summer session every year. With that in mind, I have to make the announcement during class that everyone must use Blackboard this semester (and fall semester) and in the case of a campus closure due to weather we will try to meet virtually. Students then typically reference our 2008 Gustav evacuation and 2005 Katrina evacuation. We all hope that we won't need to pack up and leave again.

SUNO Library a year after Katrina

SUNO, January 2006

My former office location. We have 45 such FEMA buildings.

What so many outside of New Orleans don't understand is that Katrina isn't a memory, it isn't a past, it is present in every day life here. As I blogged last fall, many of us have spent our post-Katrina time in FEMA trailers, shared offices, and with the first floors of our buildings STILL off limits. We work on the second and third floors walking past the boarded up entries each day. We manage offices with sporadic air conditioning and heat. We send students to a temporary library. We drive past homes with the too-familiar orange spray paint "x" symbols and boarded up windows. We have half of our campus still utilizing FEMA buildings. We live with water line stains above our heads and frustration in the slow process of putting our campus back together. We are in ninth ward New Orleans and we continue to live the aftermath of Katrina every day.

Since yesterday marked the beginning of the 2011 hurricane season, I thought it would be appropriate to note how far higher education has come in emergency preparedness. The word "preparation" itself has come to mean so much more in our digital age. As educators, we now have many tools available that help us to reach our students virtually. The use of an LMS like Blackboard is just one avenue that can help. Many of my students were in NOLA during Katrina (I was not, I moved to the city in 2007) and they remark that Facebook was the reason they found their family and friends. Today, I purposefully offer multiple points of contact for my students and embrace social media and our LMS knowing that it can offer in-roads the old telephone-on-the-desk contact information cannot. Our institution survived by transitioning to online course offerings for our displaced students and literally by administrators and faculty using personal cells, email, and social media to reach out to find our students/faculty to tell them to return for classes.  I am happy to note that in 2008 we began re-occupying the second and third floors of some of our buildings. To date, we have two new buildings and look forward to more. Though progress is slow, our campus is recovering.

Despite budget cuts and downsizing, higher education institutions increasingly offer "emergency preparedness technology" links on their home pages noting that one can sign up for text alerts, tweets, and streaming updates in the event of a campus emergency. As the unfortunate weather events of the past several months detail, no institution is immune from an emergency like floods, hurricanes, and tornadoes. Consider your personal preparedness plan by exploring sites like the NHC. Consider your academic preparedness plans, too. Many of our faculty members lost research, data, documents essential to their careers, hard drives, files, laptops, teaching evaluations, and equipment. Ponder how you can best back up your information and what responsibility you might bear for students or others at your organization. For example, when my husband and I evacuated for Gustav in 2008 we touched base with two students who didn't have family near to make sure they found rides out and had places to stay--it turned out THREE other faculty members had called the students. That is but one reason why I love the folks at my institution. There is a family feel here. It is that feeling that has compelled me to write this note encouraging preparedness (no matter your geographic location).

As you plan don't forget how easily you might be able to count technology in to your plans (though we should plan for a lack of technology, too). I wish everyone a safe hurricane season and thank you for indulging this blog entry.

Read more about SUNO's history here. 

Top image from Coast Guard site.  Middle image (SUNO library) from Times-Picayune. Middle image (SUNO campus) from Photo site. Middle image from my personal photo collection. Final image from Eastern Michigan University.

Twitter in the college classroom

US News reported five "unique" ways to use Twitter in the classroom at the perfect time for professors--many of us use the summer months to try new teaching ideas in smaller summer sections or to re-vamp our courses for the fall. As most readers know, I use Twitter in several ways each semester (depending on the needs of the students) and I found this article to be a good start for new ideas.

I began using Twitter in 2009 after a slow start with the micro-blog (similar to steps shown in image). I wasn't convinced that students would use it--they wanted the Facebook feel. After using Twitter the past two years, I wonder how businesses and educators get along without it. The immediacy, the audience possibilities, the direct-to-consumer contact, it is a great forum through which we can teach students about so many elements of my Communication discipline and so many other disciplines (Business, Education, Marketing, even Criminal Justice, Biology, and English). I found most of my students already have a Twitter account, most have access on their phones, and most don't really link social "profiles" with any personal, "real world" implications such as the job search, identity crafting, and professionalism. In my class, the use of social media is done as a way to further understand the lasting impact of communication, the process of communication, and the dynamics of sender/receiver/message in a changing world. After several semesters, I have learned to wait to craft any assignment with computer-mediated communication until I "meet" the class.

I typically wait until I have interacted with a class at least a week or two to determine their likes, dislikes, experiences, and proclivity with various computer-mediated communication before I offer up assignments in digital format. This is especially important at my institution, where the average age is 27, the typical student does not own a computer, students rely on smart-phones for academic activities, where our students are working at least part time, and many have families to care for. Any new activity must relate well to the class needs and not just throw technology at the students just to use that technology. It should be integrated, purposeful, and engaging. This semester I have a lot of new ideas for the classes I will be teaching both in the summer and fall semesters. I am eager to explore new opportunities with the students. I am also looking forward to continuing to link the social media and digital media with our classroom content.

Lastly, this semester I am crafting a goal to slant my tweets toward weekly course content updates, important university dates/news, and tips for my students, though I will continue to tweet regular topics as well. The hash-tag feature (#) will allow my students to track the course news and communicate with me and with one another. I am eager to see if tweeted news and updates will help the class stay on task and relate their class content to their lives.

There are still concerns about mandating any social media use in class -- the privacy issues are still out there for many of us. So any of my assignments always have the OPTION for social networking and can be completed in other formats. I know there are instructors requiring students to craft profiles on a variety of sites, but at this time that feels too invasive to me. I go with my personal feeling on this issue and stay up to date on literature relating to this topic. One thing I don't worry about is the fact that many students need to learn the responsible use of social media (including implications, privacy settings, and data mining) and feel my assignments help foster that understanding.

Looking for more? Here are a few additional resources for using Twitter in the classroom:

• Educause
• Twitter Projects
• Faculty Focus
• Additional article from US News
• A very basic video explanation of Twitter for those new to Twitter
• Video (in depth) of study of Twitter on student engagement and success
• Video about incorporating students in discussion using Twitter

Don't forget, you can "like" Communication and Higher Education Blog on Facebook: http://www.facebook.com/CommHigherEdBlog

What do you "like"?

I found myself sitting at a conference a few weeks ago hearing a great comment from an audience member and, as a fellow listener, I wanted to mention how appropriate her comment was, how it succinctly encompassed everything I wanted to say, I needed one of those Facebook "like" buttons!

It is interesting to explore the ways social media use creeps into our every day lives and thoughts. I mentioned needing a "like" button and two other people commented they agreed and find themselves wanting to "like" in similar ways. We were laughing through the conversation, but there is some truth to the pervasiveness of the social networking culture--and we can see it in our communication patterns, our language choice, and our silly internal desire to click a like button that doesn't exist for a face-to-face comment.

What do you "like"? Do you "like" both personal and professional sites if you are a Facebook user? Or do you limit your "like" to comments and photos instead of pages?

Consider pushing that adorable thumbs up "like" icon for this blog! You can be a fan on Facebook and stay up to date via your Facebook account. Don't forget, you can "like" Communication and Higher Education Blog on Facebook by clicking the LIKE ICON above or by visiting http://www.facebook.com/CommHigherEdBlog

The ebbing energy of pre-tenure profs

I truly LOVE my job. Aren't I lucky to be able to say this? I know how fortunate I am to want to go to work each day and to love that work. What do I love about it? I especially love the teaching moments where students lean forward, throw their hands in the air, and see the connection between life and content. I love the contribution I make to our community through my institution. I love the researching and nerdy knowledge I can examine in new projects. I love talking with other professors about teaching techniques and tools. I love working with others toward a common goal. I really LOVE what I do.

But, despite all of these hearts and happy thoughts, this pre-tenure track status is getting me down! The stress, the need to push, the feeling that it isn't quite enough, the loss of energy as a new term begins...BLAH! I certainly don't love those feelings. And believe me, those feelings hit me hard this morning.

I returned to the office after a week off to find that I'm not quite ready for registration or for a new semester. If you are a long-time reader of this blog, you will note how out of character this is! I spent a few days visiting family and working in my little garden. Other time was spent on launching a new research project (See blog entry below and consider participating!) and working on other research projects, finalizing a grant proposal, etc. The work wasn't tedious or overwhelming and I had plenty of breaks, so I'm curious about this flood of fatigue that hit me as I turned my key in the office door this morning.

My hope is that my energy rushes back on Wednesday when we register and I can see the excitement on the students' faces, the possibility in a new class, and the potential of all of the scholars. I notice, however, that each semester closer to tenure review has me feeling less energy before a new term. To try to overcome this pesky pre-tenure lack of vim, I have a few tactics:





Always writing: Journaling at WSU


• I am spending a few moments reading student letters from the past several semesters. These are necessary for my annual retention packet so going through them isn't just a confidence/energy booster -- it is productive!
• I am also hitting my own personal journal entries about being a student at Purdue, at Ball State, and during my fellowship at Washington State. These tasks help me remember the excitement of class from a student perspective.
• I am taking breaks. Yes, there are thirteen million (slight hyperbole) things to do before the summer session begins in a few days, but I am taking a break each day for completely non-academic work. I will continue my volunteer work with Big Brothers/Big Sisters, I will paint the guest bedroom, I will go for a skate in the park, I will tackle the weeds along the back fence.

• I am innovating! To rekindle zest in my course content, I am adding new ideas, new techniques, new stories, and new activities to my online and on-ground courses this summer and fall. I do not want to EVER feel bored with my content (even if I hear it 5 times a semester for 4 years in a row...), so each term I am embracing at least one new tech tool/option and new ways to share the content with the students. I find this helps to re-awaken that energy for another semester when the weight of it starts to pull me down.

By focusing on the positive, embracing the past, finding fun future activities, and taking a few breaks to breathe, I hope to avoid any sign of a stutter in the important start to another new semester.

Instructors talking about technology research

Instructor's talking about technology research participants needed!

We are conducting a study looking at how instructors talk about technology and its use in their classroom syllabus. If you are currently teaching a class that talks about technology in your syllabus (i.e., you have a laptop and/or cell phone policy, discuss how blogs or wikis will be utilized in the classroom), and would be willing to share your syllabus with us, and fill out a quick survey (under 10 minutes) about your teaching experiences, your participation would be greatly appreciated. The results of this study may help researchers and instructors better understand technology policies. We will accept syllabus submissions through June 30th, 2011.

If you choose to participate, you will first submit a copy of your syllabus to CommInstructionalDesign@gmail.com . You will next be provided with a response email including access to a survey website that will have the consent information provided. If you agree to participate in the study, you will move forward and respond to demographic questions about your past teaching (i.e., number of years). You will also respond to questions about your views of technology and technology use. Any demographic data collected from this study will only be used to describe the participants as a whole in the study write up, but individual information will be destroyed after the summary is constructed.All personal identifying information will be removed from all aspects of the data before analysis.

There is minimal risk involved with the study, as you might feel uncomfortable thinking about your classroom technology policies. However, you may skip any questions that you are uncomfortable with. There is no more risk than you would experience in your daily interactions.

Your identity will not be revealed in either written documents, or verbal presentations of the data. The following steps will be taken to protect your identity and confidentiality.

1. Consent forms will be separated from the data.
2. Personal identifying information will be eliminated from the data and any reporting of the data.
3. You can refuse to answer any question asked.
4. Files will be kept on a password protected computer and/or a locked cabinet.

In appreciation for the time that you spend responding to questions, you have the option of being entered to win a $50 gift card to Amazon.

If you have questions about the study or research related injuries, feel free to contact the primary investigator, Katherine Denker, (765) 285-1965 or kjdenker@bsu.edu. Lora Helvie-Mason can be contacted at (504)286-5013 or helviemason@gmail.com or lmason@suno.edu

If you have questions about your rights as a research subject, please contact: Research Compliance, Sponsored Programs Office,Ball State University,Muncie, IN 47306, (765) 285-5070, irb@bsu.edu

Your participation is voluntary. You may quit at any time and you may refuse to answer any question. Finally, by submitting a syllabus and completing the survey you are giving consent to participating in the study.

Thank you for considering participating in this research.
Dr. Lora Helvie-Mason & Dr. Kathy Denker

Access to higher education via YouTube

I am not one to go to YouTube and stare at videos of kittens doing cute things or people's children singing...two things I certainly don't have the time (or the stomach) to view. I don't have a lot of patience with random video watching (dubbed "time wasting"). I don't procrastinate. I don't believe in publicly airing all of my family/pet moments. I do have concerns about privacy and video sharing. BUT...

I do think YouTube has become a great vehicle for educational access. I have used YouTube to host mini-lectures for my students when we evacuated for Hurricane Gustav and for my online students. The ease, access, and quality are all great for instructors needing to learn about recording lectures or for those new (or hesitant) to the online video sharing world.

Today, I read the US NEWS coverage, "YouTube goes to college" where the use of YouTube to provide free access to instructional materials, lectures, and universities (via university YouTube channels) was explored. Overall, the story concluded that YouTube raises both the awareness of the professor/lecturer and that of the institution. My thought: ACCESS. More people with access to higher education! More people learning from one another! Here are a few nuggets of information provided in the article:

• Berkeley is one of nearly 450 universities worldwide—roughly 390 of which are in the U.S. and Canada—that have established a channel via YouTube EDU. In total, the schools have uploaded 63,500 hours—or about seven years—worth of video content, ranging from class lectures to interactive question-and-answer "office hours" with professors. 
• Schools are required to post more than 20 videos to qualify for their own channel, and on average, schools have about 50 to 100 videos on the site, says YouTube EDU's manager Angela Lin. Some, like Berkeley, post thousands in hopes of reaching students far beyond the confines of their campus. In total, the service has nearly 1 million subscribers. 

YouTube EDU lists areas of concentration and institutions

This was great information to me! Particularly the use of YouTube for "office hours" with the professors--just another point of student-professor contact that is changing the landscape of higher education communication.

Viewers, be prepared to have a slew of choices. Creators (professors and institutions), don't be satisfied with just the common video--institutions are dressing up the productions and providing high-quality videos. Interested in learning more? Check out YouTube's Education page and talk to your colleagues about opportunities to enhance your community outreach, market your institution and your professors, and consider a step into higher education via online videos.