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	<title>tips &#8211; Jeff Presents</title>
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		<title>eLearning Tips, Tricks, Ideas, &#038; Strategies: A Webinar Response to COVID-19 for practitioners.</title>
		<link>http://jeffpresents.com/index.php/2020/03/30/2020-3-30-elearning-tips-tricks-ideas-amp-strategies-a-webinar-response-to-covid-19-for-practitioners/</link>
		
		<dc:creator><![CDATA[bordenj88]]></dc:creator>
		<pubDate>Mon, 30 Mar 2020 15:13:10 +0000</pubDate>
				<category><![CDATA[IDEAS]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[Teaching and Learning]]></category>
		<category><![CDATA[administrators]]></category>
		<category><![CDATA[coronavirus]]></category>
		<category><![CDATA[covid-19]]></category>
		<category><![CDATA[eLearning]]></category>
		<category><![CDATA[Emma Zone]]></category>
		<category><![CDATA[Errin Heyman]]></category>
		<category><![CDATA[faculty]]></category>
		<category><![CDATA[Gretchen Bartelson]]></category>
		<category><![CDATA[ideas]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[instructors]]></category>
		<category><![CDATA[jeff borden]]></category>
		<category><![CDATA[online learning]]></category>
		<category><![CDATA[professors]]></category>
		<category><![CDATA[Strategies]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[Theresa Umscheid]]></category>
		<category><![CDATA[tips]]></category>
		<category><![CDATA[tricks]]></category>
		<guid isPermaLink="false">http://jeffpresents.com/index.php/2020/03/30/2020-3-30-elearning-tips-tricks-ideas-amp-strategies-a-webinar-response-to-covid-19-for-practitioners/</guid>

					<description><![CDATA[<p class="">Please enjoy the following presentation as we hope to provide administrators and teachers with some tips, tricks, ideas, and strategies to move online.</p>]]></description>
										<content:encoded><![CDATA[<p class="" style="white-space:pre-wrap;"><em>The Institute for Inter-Connected Education is proud to present a round-table discussion from veterans of eLearning.  In response to the large number of instructors and faculty moving online during the coronavirus / covid-19 pandemic, IICE faculty and fellows hope to shine a light on some effective strategies and considerations regarding the remote modalities.  Please enjoy the following presentation as we hope to provide administrators and teachers with some tips, tricks, ideas, and strategies to move online.</em></p>
<p class="" data-rte-preserve-empty="true" style="white-space:pre-wrap;">
<p>   <iframe src="//www.youtube.com/embed/A5ph25PxW44?start=26&amp;wmode=opaque&amp;enablejsapi=1" height="480" width="640" scrolling="no" frameborder="0" allowfullscreen=""><br />
</iframe></p>
]]></content:encoded>
					
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">272</post-id>	</item>
		<item>
		<title>Communication, Education, and the Real World</title>
		<link>http://jeffpresents.com/index.php/2020/03/03/2020-3-2-communication-education-and-the-real-world/</link>
		
		<dc:creator><![CDATA[bordenj88]]></dc:creator>
		<pubDate>Tue, 03 Mar 2020 04:37:14 +0000</pubDate>
				<category><![CDATA[Connectedness]]></category>
		<category><![CDATA[IDEAS]]></category>
		<category><![CDATA[Authentic Education]]></category>
		<category><![CDATA[Career]]></category>
		<category><![CDATA[Communication]]></category>
		<category><![CDATA[confirmation bias]]></category>
		<category><![CDATA[Echo Chamber]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[First job]]></category>
		<category><![CDATA[Geoff Leigh]]></category>
		<category><![CDATA[Glass of Water]]></category>
		<category><![CDATA[hiring]]></category>
		<category><![CDATA[innovation]]></category>
		<category><![CDATA[Interviewing]]></category>
		<category><![CDATA[Job]]></category>
		<category><![CDATA[leadership]]></category>
		<category><![CDATA[real world education]]></category>
		<category><![CDATA[Resume]]></category>
		<category><![CDATA[tips]]></category>
		<category><![CDATA[tricks]]></category>
		<guid isPermaLink="false">http://jeffpresents.com/index.php/2020/03/03/2020-3-2-communication-education-and-the-real-world/</guid>

					<description><![CDATA[<p class="">The intersection of theory and application for many is the job interview.  </p>]]></description>
										<content:encoded><![CDATA[<p class="" style="white-space:pre-wrap;">About twenty-five years ago<em> I made a decision that would stick with me throughout my lifetime.  </em>Some, like Fezzini from The Princess Bride might call it one of the ‘Classic Blunders,’ whereas others might laud me for the tenacity this decision would require.  What was that decision? </p>
<p class="" style="white-space:pre-wrap;"><em>I made the decision to work with people in and around things that everyone thinks they already know how to do.  </em></p>
<p class="" style="white-space:pre-wrap;">I will never forget a quote from a peer’s husband during grad school.  “Communication?” he questioned.  <em>“You have to teach people how to communicate?”</em></p>
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<p class="" style="white-space:pre-wrap;">The short and long answers are both <strong>yes</strong>, with a myriad of things that most people never, ever consider when communicating.  From nonverbal responses to persuasive methodologies to visual aids and far, far beyond, people struggle to communicate effectively in almost every context imaginable.  But since most humans have “communicated” since they were 2 years old, there is an assumption by most people that communication is natural and inherent.  <em>It’s not.</em></p>
<p class="" style="white-space:pre-wrap;">Then, there is the direction I’ve had for the last 15 professional years, <em>helping teachers learn how to teach. </em> Man, what a sticky wicket that can be.</p>
<p class="" style="white-space:pre-wrap;">As I posted a while back, I am honored to add two chapters to academic books this Fall.  The OER books will highlight some of my work and thoughts around teaching and learning, as well as holistic analysis of students for the purpose of success.  But, as I write the academic texts, meaning there are a lot of citations and references, <em>it has struck me once again how little information exists about college professors lack of training around teaching and learning. </em> It truly is an “<strong>unspoken</strong>” topic of conversation.  While professors won’t deny it (usually), they certainly do not highlight their lack of pedagogical knowledge, as partially evidenced by being one of the few areas I know of with little, significant research whatsoever.  It seems that professors are not overly concerned by the lack of teaching around teaching seeing them model the teaching behaviors that helped them get to the front of the classroom despite thousands of studies suggesting those methods are not ideal.  </p>
<p class="" style="white-space:pre-wrap;">This lack of research absolutely dovetails my personal, historical perspective around the confirmation bias of teaching and learning.  When I give a talk or a workshop, I almost exclusively hear one of two things.  First, I hear how my talk reinforced what professors already knew to do or had already tried, just without knowledge of what it was called.  <em>Or second, I am approached by faculty who wish their colleagues could have been there to hear it, as those colleagues really need to teach differently. </em><strong><em> </em>Nobody ever says, “Wow, I’ve been dong it wrong for so long!”  </strong></p>
<p class="" style="white-space:pre-wrap;">And so, <em>I am consistently surrounded by people who wholeheartedly believe they are performing quite well, despite never having any training or instruction about how to do what they do…</em></p>
<p class="" style="white-space:pre-wrap;">Finally, my leadership and innovation work proves out the same way. <em> Bosses</em> typically believe they are great bosses, largely because they’ve been bosses for so long or because they know what they would want in a boss, which makes it easy to live out.  <em>Pastors </em>believe they are the best speakers or ministers or shepherds because they were raised in the church or because they have practiced religion for some time or because of similar beliefs from professors, thinking that copious study of something equates to teaching or leading.  Even <em>entrepreneurs </em>and <em>innovators</em>, especially if they have had a success under their belt, do not feel any need to hear better ways to think or act.  They’re natively good at it, after all.</p>
<p class="" style="white-space:pre-wrap;">Now, if you are like me, the first thing you are thinking is, <em>“OK smart guy.  Why aren’t YOU subject to confirmation bias about your own abilities?  Maybe YOU’RE wrong, after all…” </em> It’s a fair question that I have a genuine answer for…but I think I’ll save that for another blog. <em> (Or perhaps one might use my entire blogging portfolio as the answer….)</em></p>
<p class="" style="white-space:pre-wrap;">But in the meantime, why am I bringing all of this up?   Well…despite all of the challenges you can imagine this decision to work with people who already believe they are good at what they do brings my way, I wanted to share a rare but exciting intersection of all my disciplines as they align with “real life.”  I have always thought it was interesting that so many people refer to life after college as the “real world&#8221;… don’t get me wrong, I understand it.  But it’s an interesting take on life. <em> But regardless, here is my “real world” congruence of information &#8211; the really helpful, really practical application of much of my work, in one spot.  </em></p>
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<p>          <a class="
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              " href="https://glassofwater.podbean.com/e/interviewing-%e2%80%93-it-s-all-about-the-story/" target="_blank" rel="noopener"></p>
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<p>          </a></p>
</figure></div>
<p class="" style="white-space:pre-wrap;">In other words, <em>here is how  many of my worlds collide in a very real, authentic fashion. </em> This week’s blog is actually a pointer to a podcast.  I had the distinct honor of being interviewed by a great colleague-turned-friend for a podcast on hiring.  If you are so inclined, I share some tips and tricks from the communication world, some others from the education world, and yet a few more from the innovation world.  Looking to get a new job, change careers, or move up?  Favorite this podcast.  But at the same time, I also share some ideas with would-be hiring managers that might just be of interest.  </p>
<p class="" style="white-space:pre-wrap;">So I hope you’ll check out the “<a href="https://glassofwater.podbean.com/e/interviewing-%e2%80%93-it-s-all-about-the-story/" target="_blank" rel="noopener">Glass of Water</a>” interview / podcast.  I think it’s 40 minutes of your time well spent.  <em>(Or anyone you know who is hiring or job hunting…)</em></p>
<p class="" style="white-space:pre-wrap;">Good luck and good learning.  </p>
]]></content:encoded>
					
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">262</post-id>	</item>
		<item>
		<title>Online Teaching Tips, Tricks, and Ideas</title>
		<link>http://jeffpresents.com/index.php/2019/09/09/2019-9-9-online-teaching-tips-tricks-and-ideas/</link>
		
		<dc:creator><![CDATA[bordenj88]]></dc:creator>
		<pubDate>Mon, 09 Sep 2019 19:23:22 +0000</pubDate>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[IDEAS]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[constructive criticism]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Discussion]]></category>
		<category><![CDATA[eLearning]]></category>
		<category><![CDATA[generative learning]]></category>
		<category><![CDATA[ideas]]></category>
		<category><![CDATA[learning design]]></category>
		<category><![CDATA[online learning]]></category>
		<category><![CDATA[reform]]></category>
		<category><![CDATA[student expectations]]></category>
		<category><![CDATA[teaching and learning]]></category>
		<category><![CDATA[TED Talk]]></category>
		<category><![CDATA[tips]]></category>
		<category><![CDATA[tricks]]></category>
		<guid isPermaLink="false">http://jeffpresents.com/index.php/2019/09/09/2019-9-9-online-teaching-tips-tricks-and-ideas/</guid>

					<description><![CDATA[<p class="" style="white-space:pre-wrap;">Bringing learning research best practices to bear in the online class.</p>]]></description>
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<p class="" style="white-space:pre-wrap;">At the institute, we are often asked to review online experiences, including performing course audits.  So, personally speaking, over twenty five years<em> I have likely seen 2-3,000 working courses from a review perspective</em>, as audits have been a part of almost every job I have ever held.  </p>
<p class="" style="white-space:pre-wrap;">As such, I have truly seen the good, the bad, and the ugly.  As a proponent of eLearning, I must admit that this view has not always been ideal, often leading to demotiviation rather than confidence, let alone excitement. <em> Because when you know the genuine power and potential of good online teaching and learning design, especially when you have working examples, seeing the lions share of experiences being such poor quality is frustrating.  </em></p>
<p class="" style="white-space:pre-wrap;">(Before this becomes too much of a downer, note two things.  First, if a person who genuinely knows what “good teaching and learning” looks like audits face-to-face courses, which I have also done in the hundreds, <em>the ratio of good to bad is no better.</em>  Second, I will start to provide some solutions here, so this is not simply lamenting.)</p>
<p class="" style="white-space:pre-wrap;"><em>So how can we architect learning through an online medium that promotes the best learning practices?  How can we engage our students in ways that are meaningful and authentic?  How can we do both of these things without needing to spend so much time online that it becomes untenable?  </em></p>
<p class="" style="white-space:pre-wrap;">While not even close to exhaustive, the here are three discussion ideas may help start to change your perspectives, actions, and improve your satisfaction with eLearning.  If you really noodle around with this, you may notice that these discussion ideas play a major role in an eLearning course, if leveraged properly.  This makes the experience a lot more fun for both the teacher and the student…</p>
<ol data-rte-list="default">
<li>
<p class="" style="white-space:pre-wrap;"><strong>Set Student Expectations:</strong> I know this is old news by now, but it underpins everything that will come next.  So, for my online classes, this means telling my students of the expectations I have for their interaction and participation.  I expect them to have a DISCUSSION in my classes, not simply post on a forum and walk away.  How does that happen?  There are the basic logistics: post 5 times per week, over 3 different days, starting on Wednesday and finishing no later than Sunday.  But there is substance too.  Posts must include citations and/or references to relevant learning information.  This can be from the book, but even better is an outside resource to share.  Posts must also include criticism of other students or ideas in a supportive, but reflective manner.  </p>
<p>Note that student expectations should NOT be: “Online learning requires students to be more self-driven, self-motivated, and/or responsible for their learning, so…”  That expectation is trying to make students overcome bad design!</p>
</li>
</ol>
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<p style="margin-left:40px;white-space:pre-wrap;" class=""><strong>2. So let’s talk design for a moment.</strong>  If the truest sense of “flipped learning” has little to do with where homework is filled out and everything to do with flipping the affective, cognitive, and conative aspects of learning on their respective heads, then design matters far more than a lot of people realize.  It’s not just about visual design, nor is it about instructional design alone.  It must include learning design, which means a student-centric, brain-centric framework must be in place.  This means including desirable difficulties, generative learning, spacing effect to promote use of the forgetting curve, and so much more!</p>
<p>From my experience, I have tried to emulate the best of the best here.<em>  I have seen classes where the professor asks students to build something independently first (leveraging Generative learning), then present it in the threads to others, creating all kinds of teachable moments.</em>  I’ve seen profs start the semester with a group project, even though students don’t have enough information to make them work as they’ve never really ever been taught group communication or project management, only to use that safest of places to fail to generate an optimal learning experience.  They then create a second group experience later which goes swimmingly.  Or my personal favorite, the teaching discussion.  I often have my (communication and/or education) students film themselves teaching a topic or subject from the week to peers, family, strangers, etc.  The class then critiques them on both form and content, but think about that for a moment.  The students must genuinely know the material in order to effectively comment on how it was taught to others, plus the student-teacher learns even more from sheer volume.  And trust me when I say that<strong><em> the teachable moments which come from it are powerful and many. </em></strong> Yes, this takes a bit more time and strategic thinking on the front end, but the rewards on the back end are tremendous.  <em>Design matters!</em></p>
<p style="margin-left:40px;white-space:pre-wrap;" class=""><strong>3. </strong>That last one may have made you squint a bit.  Yes,<strong> I expect my students to disagree, debate, criticize, or otherwise explain a differing point of view. </strong> </p>
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<p style="margin-left:40px;white-space:pre-wrap;" class="">One of my favorite exercises is a <em>TED Talk Tournament</em>.  Everyone picks a TED Talk which they feel is particularly good, then each week, one talk is voted “off the island.”  Students look at the week’s communication suggestions, then apply them to the videos being debated, ultimately deciding that one did not leverage the findings from that week’s materials.  Of course, the students who see their videos potentially on the chopping block try to argue the pro side, which also means they often dig through a lot of research and expert opinion to find a way to view their video in another way.  </p>
<p style="margin-left:40px;white-space:pre-wrap;" class="">Before going further, let me stop and say that <strong><em>this is hard.</em></strong>  It likely takes 3-4 weeks before most students are willing to step out onto this ledge with me and another 6-7 weeks before they are any good at it.  Students generally do not like to give another colleague “bad” news (<em>unless they can do so anonymously, but that is another blog post&#8230;</em>).  This is part of the reason sappy, sugary, non-substantive posts which agree with everything, act as if every word is amazing, and sees complete alignment, are so common with students.  (And also such bologna.)   So what does this look like?</p>
<p>I talk from day 1 about being a community of learners.  I also discuss the fact that nobody is perfect &#8211; ever &#8211; and that improving is based largely on conflicting information.  What did I do wrong?  What do others perceive I did wrong?  How can I do it better?  </p>
<p><em>As all posts in my discussions start around an activity, solving a problem, debating a subject, or presenting something to the group, everything is subject to this kind of constructive feedback.</em>  But for those students who just won’t budge, often due to the mental hurdle of calling out someone else’s behavior or product, I bring it back to the individual.  I remind students (and eventually state this sort of thing explicitly via email, and eventually in a discussion if it comes to it) that they look foolish when they praise a bad post.  It suggests they cannot think critically or that they have not done the work in class to know what “good” even looks like.  I remind them that respectfully communicating conflict in a depersonalized way is a higher-order thinking concept, so it shows off just how savvy they really are.  Etc.  </p>
<p class="" style="white-space:pre-wrap;"><em>Next week, I will add another set of tips, tricks, and ideas.</em>  I will be doing this from Rwanda (which will lead to many blogs and articles I’m sure) as I talk with faculty at Davis College about the most effective teaching practices we know of, regardless of modality.  </p>
<p class="" style="white-space:pre-wrap;">Until then, see if some of these thoughts can help you supercharge your discussion boards.  Just remember one thing before you start redesigning anything.  Just like it takes students multiple attempts to do something proficiently, let alone with mastery, give yourself a bit of time and leniency to make some mistakes along the way.  <em>How you enforce, grade, promote, and utilize discussions will ebb and flow over time, but doing so in a highly interactive way may take a few tries.  </em></p>
<p class="" style="white-space:pre-wrap;">Good luck and good learning.</p>
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