about flipped learning

The flipped classroom and flipped learning experiences Increasing and varied technologies within the current environment of teaching and learning have turned the attention of many educators to the idea of the flipped classroom and flipped learning experiences. There persists, however, very different notions of what it means to facilitate “flipped” sessions. A prevailing idea of flipped learning experiences has instructors simply creating video or other multimedia content, uploading it to a course web space for students to “consume” outside of class, then students return to the classroom to complete assignments and work through problem sets. This model of “flipping” does indeed substitute lecture-instruction and homework for … Continue reading about flipped learning

about multiple device workflow

A colleague recently asked me about my “device workflow”. She noticed that I use different devices for different purposed, and am able to use the different devices to produce various types of content. This made me think about how, for example, I use my iPad in my workflow. I don’t always have my laptop with me, but my mobile devices make it easy to keep working on projects and documents even when I’m away from the desk. Using my iOS tablet, iBooks is great for storing PDF’s I can read even when I don’t have WiFi. I use Neu Annotate to make notes … Continue reading about multiple device workflow

about AECT 2014

November 4-7 I attended the 2014 International Convention of the Association for Educational Communications and Technology (AECT). This is one the premier conferences in our field put out by the body which publishes one of our handbooks. Scholars from all over the world came to share how their work bridges Learning, Design, and Technology. I was fortunate be able to present two of my papers at the conference. I Participated in a fantastic interactive keynote by Johannes Cronje! I think his 2006 article adds a very interesting perspective to the Objectivist-Constructivist discussion in our field. This article has been foundational … Continue reading about AECT 2014

about scholarly identity (ies)…

I am a learning technologist. My interests are in technology integration in the spaces where adults learn. I think that learning technology can be transformative. It can transform how you think. It can transform what you do. It can transform how you think about what you do. I believe technologies have affordances which can impact how information is communicated. The communication of information by technology can influence learning by using the variety of media to convey information in different ways making it accessible to the spectrum of learners. My research centers at the intersection of technology integration and adult learning. … Continue reading about scholarly identity (ies)…

about research writing

I’m reading Wolcott’s Writing Up Qualitative Research and he makes many points which resonate with me and are helping me find footing as a writer, researcher, and writer about research. First point: write often, write lots, write everything! I’ve been someone who like to externalize as part of my thinking processes and this has typically taken the form of me talking either to myself or with colleagues. Wolcott believes there is value in doing that, but in this profession where we are only as valuable as our publications, which requires writing, we need to work and work hard at making writing easier on … Continue reading about research writing

about discovering passions

I was thinking about some questions that my committee asked me about how I came into LT, what developed my interests in LT, and then also what I would like to do when I’m finished with my PhD. I came into LT came in by way of organizational development, organizational studies, and a background in management studies. I initially came to the University of Minnesota with intentions on perusing a PhD so I could get into the work of organizational development. Spending over a decade in corporate I came to learn certain things about myself and the kind of work … Continue reading about discovering passions

about professional development (1)

professional development includes activities one engages in to acquire new or progress existing skills and talents professional development includes structures programming offered by and institution or institutional units for the purpose of developing the human resources of the organization professional development include the progression through stages of one’s career Continue reading about professional development (1)

about theory

Grand theory can include key theoretical underpinnings that help shape a researchers thinking about the world and influence the way they approach research and investigating the world. These can sometime be implicit, not explicit, to the researchers immediate study. For example, socio-cultural theory as an underpinning theoretical perspective of how one views and understands relationships within a system  can serve as a guiding perspective of one’s study into the intersections and transactions between various elements of a system and the impact of those interactions on learning. A substantive theory, then, would be a theory which a researcher would use as … Continue reading about theory