The 2014 VA Bug Conference will take place on Friday, October 24, 2014 in Roanoke, VA at the Holiday Inn at Valley View. No, it is not a conference for Entomologists or Pest Control Professionals. It is the 5th Annual conference for the Virginia Blackboard Users Group, a ragtag team of rogue LMS users meeting in secret to share knowledge and ideas with Blackboard users from across the Commonwealth.
Of course, you probably know this already but October in the Roanoke Valley is simply exquisite, with the luminous fall foliage at its peak. The Holiday Inn at Valley View is located just a few miles off of Interstate 81 and is short distance from Roanoke’s historic downtown market area. It is also just a short drive to the Blue Ridge Parkway, where you can take in the beautiful fall colors.
Registration is, ahem, FREE. The call for proposals will go out soon for presentations in the following areas:
- Blackboard administration
- Instructional design
- Faculty best practices
- K-12 best practices
You can find out more at the VA Bug website: http://vabug.org/
9th Annual Cooperative Learning Institute at Patrick Henry Community College
The modified quote above is of course from the iconic Paul Newman movie, Cool Hand Luke, and has no connection whatsoever to the institute except that Martinsville, VA was named after Strother Martin, the actor who issued the famous line from the movie. Actually, this isn’t true at all, but I wish it was. Anyway…
Patrick Henry Community College, known for its focus on and expertise in Cooperative Learning, is offering its 9th Cooperative Learning Institute this August. The Institute will be held over two days from August 14th until August 15th. Breakfast and lunch on both days are included in the cost of the Institute.
Participants can choose from four Cooperative Learning tracks:
- Fundamentals of Cooperative Learning for the Community College Classroom – this track is required for all new faculty or those faculty who have not yet completed a two-day Fundamentals section;
- Fundamentals of Active Critical Thinking (FACT) – an advanced track with a Fundamentals pre-requisite;
- Advanced Student Engagement Techniques (ASET) – an advanced track with a Fundamentals pre-requisite; and
- Cooperative Learning for Distance Learning (CL for DL) – an advanced track with a Fundamentals pre-requisite (aka Active Learning in an Online Environment)
The two-day Institute costs $250 per person and is open to full-time faculty, adjunct faculty, and educational administrators of the VCCS who seek to understand the importance of active and cooperative learning, now part of the full-time faculty evaluation process. Faculty from institutions currently active in the Achieving the Dream network of colleges (Danville Community College, Northern Virginia Community College, and Mountain Empire Community College) will have the $250 registration fee waived thanks to a generous grant by the Bill & Melinda Gates Foundation. Registration and payment deadline: August 8 by 5 pm.
For more information on the Institute, or to register, please go to PHCC’s Southern Center for Active Learning Excellence website at http://scaleinstitute.com/
It is encouraging that last year’s OpenVA conference wasn’t a one-off event. It easily could have been. The conference was initiated and supported by the McDonnell administration, now gone, and could easily have ended with a round of pat on the backs and atta boys after the conference’s closing session, held at the Stafford campus of the University of Mary Washington. But OpenVA has come back for a second year, kept alive by the passion and dedication of the conference organizers, an enthusiastic group of educators representing Virginia’s public post-secondary institutions.
The follow-up event is scheduled for Saturday, October 18th at Tidewater Community College’s Virginia Beach campus. The event will be a little different this year, focused less on sharing best practices and more on the development of a framework of policies that support greater adoption of open resources and promote collaboration among institutions across the state. The summit, called Building OpenVA, will gather input from participants during four focused discussion sessions with the purpose of developing recommendations for a statewide open resource strategy.
The summit is for administrators, educators, legislators, librarians, and learning technologists involved with public post-secondary education in Virginia who:
- have launched successful open initiatives that they would like to expand or scale,
- know, or want to know, how to support an open initiative at their institution,
- understand the importance of openness and want to better understand how ‘open’ is currently being deployed throughout Virginia,
- believe in the promise of ‘open’ but aren’t sure how to start or sustain an open initiative,
- want to learn how to form and write policy for open education.
You can find out more about the Building OpenVA Summit, as well as respond to an open call for submissions, at the event website: http://openva.org/. And don’t forget that the 2014 Open Ed Conference will take place a few weeks later in Washington, DC, another great opportunity for VCCS faculty and staff interested in learning more about OER and global open initiatives.
From July 21-August 18, Coursera will offer a free professional development MOOC on US copyright law for librarians and educators. The course, Copyright for Educators & Librarians, will be taught by instructors from Duke, Emory, and UNC Chapel Hill. Here is a brief summary about the 4 week course:
Fear and uncertainty about copyright law often plagues educators and sometimes prevents creative teaching. This course is a professional development opportunity designed to provide a basic introduction to US copyright law and to empower teachers and librarians at all grade levels. Course participants will discover that the law is designed to help educators and librarians.
A cohort of VCCS faculty and staff have registered for the MOOC. You can connect with them via Google Sites here.
For more about the Coursera course, go to https://www.coursera.org/course/cfel.
Despite a great deal of time, money, and effort spent by foundations, educational institutions, and policy-makers to decrease the number of college students who leave college over the past four years, the opposite has happened. According to recent findings from the National Student Clearinghouse Research Center, the portion of first-time U.S. students who return to college for a second year dropped 1.2 percentage points since 2009.
The 1.2 percentage point dip is substantial, as it applies to a total enrollment of 3.1 million students. That means an additional 37,000 students last fall would still be enrolled under the 2009 persistence rate. The largest decline was among young students who were just out of high school.
The report doesn’t address potential reasons for this drop but the news will certainly give pause to those organizations involved in national college completion efforts such as Project Win-Win, Achieving the Dream, and Complete College America.
You can read more at Inside Higher Ed: http://www.insidehighered.com/news/2014/07/10/clearinghouse-study-finds-declining-student-persistence-rates#ixzz374bXvI7x
A few posts back I promised to share my open-minded and objective thoughts on Blackboard World 2014, now currently underway in Las Vegas. From the beginning this trip has been fraught with technical glitches and outright screw ups. Due to a hung authorization page, my hotel’s website booked 5 hotel rooms for me instead of one (charging a $100 deposit to my credit card for each). I had planned to take a redeye on my return flight but booked it for the wrong day, necessitating a change and its accompanying fee. There was something else, but I’ve blocked it out. Finally, with all my travel difficulties smoothed out and my boarding passes snug in the digital ether of my smartphone, I showed up early at the airport for my flight.
That was yesterday. I am still in Richmond, VA. My reflections on the conference are going to be fairly brief.
Long story short: after two canceled flights, a full day waiting at the airport, and a flight rescheduled for the next day (today), the time I was going to be able to spend in Vegas became extremely brief as I had already scheduled a short trip. The airline offered me a refund. The hotel returned my deposit. I emailed my apologies to the various people who were expecting to be at the conference. I’d say I broke even.
There’s always next year.
Last month I completed Educause’s Learning Technology Leadership (LTL) Program, held June 23-27 in Seattle, WA. I have been meaning to post my reflections and have only now gotten around to having a spare moment to share them. The program was targeted at EdTech professionals like me who support and promote teaching and learning in some way or another within a higher education institution. The LTL program was essentially a leadership immersion experience, with a packed agenda and unwavering pace. The fifty or so participants and I were engaged throughout the day and often into the evening, from Monday afternoon and to a mini-graduation ceremony on Friday morning. It was a taxing schedule, especially those of us from the East Coast (and South Africa and Singapore) suffering from jet lag.
Overall I found the program to be meticulously designed and well-organized, with plenty of hands-on activities and team-based work to keep me and the rest of the group engaged. The activities provided ample opportunity for me to get to know the other participants. Even so, with such a large group, I wasn’t able to meet everyone. As usual, I felt a bit like an outlier, both because of my position and level of leadership experience. While many of the participants came from very large institutions, no one worked at a statewide or system level like me. Similarly, no one to my knowledge was involved in advancing higher education policy to the degree I have been during my three years at the VCCS. There was a handful of individual community colleges represented among the many public and private four year schools, which I found refreshing. Those are my peeps, you know.
There were two highlights to the program for me. The first was the completion of the Clifton Strengthsfinder assessment (you can find out more about the Strengthsfinder here). The assessment identifies your top five strengths from a list of strengths that are organized into four categories: Executing, Influencing, Relationship, and Strategic Thinking. It wasn’t totally surprising to me that four of my top five strengths were in the Strategic Thinking domain. Having confirmation of this was not only helpful to me in the LTL program but will continue to be useful to me in my work, which hopefully will bring about lots of thinking and strategizing.
The second was a team-based project that required us to to develop a plan to bring significant change to a fictitious institution by applying the concepts of the five day program. The project culminated with a presentation from each group about their ideas, with the program faculty role-playing various higher education archetypes: the tightwad CFO, a self-interested college student, the even more self-interested faculty member, and a “don’t sweat the details” VP of academics. My team pitched repurposing the lecture classrooms of a small community college (Edgewater Community College, named after the conference hotel) into a technology-rich active learning classroom, with modular furniture and configurable student workstations to support learner-centered, collaborative instruction.
Some Random Take-aways
- The field of educational technology still doesn’t quite know what it is. This is reflected through the nomenclature used by professionals working in this field: we are IT, ET, EdTech, Instructional Designers, and Instructional Technologists. Some of us are considered administrators. Some of us are faculty. Some are staff. The field is amorphous and poorly defined.
- Despite this, unlike CIOs, “educational technologists” typically reside within a organizational hierarchy that makes it difficult for them to lead effectively. As information technologists advance toward becoming CIOs, their expertise remains in InfoTech. But to advance one’s educational technology career means moving away from teaching and learning technologies to areas like transfer, student services, and research.
- I think the promise of the LTL program and programs like it is to help better define my field as well as create more opportunities for EdTech professionals to lead.
- You gotta walk the talk: leading is much easier if you also a teach.
- Academic freedom is actually a thing, as in a formal set of principles drafted by the American Association of University Professors in 1940. I had no inkling about this. I thought academic freedom was like the famous definition of pornography: “You know it when you see it.” Having a better understanding of AF will help me address conversations with concerned faculty in the future. I plan to write a separate post on this topic.
- Effective communication is a crucial aspect of successful leadership. But effective communication is no longer a simple matter of sending out a blanket email to all faculty and staff. The communications landscape is now extremely fragmented, and this fragmentation has added new layers of complexity to messaging, PR, and information sharing.
Have you participated in the LTL program before, or one like it? I’d be interested in any thoughts or reflections you had about the program’s value to you, personally, professionally, or both.