Monthly Archives: February 2013

Reflection 2/18/13 – 2/22/13


Accomplishments:

  • Prof Dev
    • Reflection on Rousseau: https://sites.psu.edu/rep129blog/2013/02/22/reflection-on-rousseau/
    • PSU enters the land of the MOOCs: http://news.psu.edu/story/265374/2013/02/21/academics/penn-state-joins-mooc-movement-offer-free-online-courses. It will be interesting to see how things develop in this environment. From one of the initial course offerings, it looks like Penn State will take a different approach: . https://www.coursera.org/course/cic?fb_action_ids=10151431551467560&fb_action_types=og.likes&fb_source=aggregation&fb_aggregation_id=28838148123758.This offering looks to hit on a topic of interest that would engage many learners.
    • MOOC on Evolution
      • Beginning to dislike this course. I really feel like what this course needs is some common sense to become better.
        • One reason is that I’m tired of doing the course as an undergrad. I have a degree and am interested in knowing more about Evolution and its theories. If I have the time and energy, I’d be able to ace this course. But I’m interested in learning more about Evolution. I’m sure I’m not the only person in this boat. But this is just a way for Duke to repurpose what they are already doing. How does this benefit an adult learner like me? The answer is that it doesn’t.
        • Another problem that I have is that the pedagogy that is being implemented is using an expert lecture format. Dump the information then I regergitate exactly what has been dumped on me. There is so much more to this topic than what is being taught and assessed in the course. Do I have to prove that I can do a bunch of math problems before I can understand evolution? If this is the opinion of experts in the field, then no wonder so many question the validity of evolution. Even if there are discussion forums, they mostly focus on the course itself.
      • What I would do to fix this course
        • Don’t assume that all learners are the same. Don’t teach this online course with an approach that everyone should take the course as an undergrad at Duke does. It would benefit the course and the mission of the prof and the university to get to know their audience and use a varied approach that involves leveraging the community of learners to accomplish a shared goal.
        • Use multiple choice questions to assess students informally instead of making most of the assessments multiple choice. This does a disservice to both the students and the topic being taught. While it is nice to assess what you may know and can do, these multiple choice questions only test how well you can imitate what they are being taught.
        • Leverage the community to answer questions that remain unresolved or should be considered. I think that a good place to start in this course is to focus on the question on why so many discount a valid scientific principle such as evolution. It may also be worth the effort to challenge students to provide ways that evolutionists can overcome this.
    • MOOC on Personal Finance
      • More videos to watch
      • Peer assessment is just a series of 6 questions that don’t connect on how I should counsel others on how to apply principles being taught in the course. Very disappointed that this course is not encouraging a larger discussion on personal finance and how it impact our society.
      • Multiple choice questions vaguely tied to the content of the lesson. There were no graphs in the lectures, but over half of the quiz was on the graphs and one was definitely incorrect. While I was able to answer most of those questions correctly, I’m having a hard time seeing why I’m spending the time to learn the information since I already have a basic understanding of personal finance.
      • Many are engaging in the forums, but I find that environment overwhelming.
      • To me, I need a focused topic and a way to engage in an issue or problem that points back to the material. This course has done little of that.
      • I received the following note after putting a comment about my frustrations stemming from the last multiple choice assessment which really didn’t match the content from the lectures:

        Dear Ravi Patel,

        We listened!

        Week 6 quiz will be discounted from your final grade. Coursera staff has assured us that this can be done. We have increased the number of tries to 5, in case some of you would like to continue practicing.
        There will be no substitute quiz. Please use the time and energy instead to complete your evaluations of the peer assessments.

        We regret the frustration this may have caused you.

        Fundamentals of Personal Financial Planning Course Team

        • I must say that I’m impressed that they actually read my comments in a large course like this. Hopefully, they do more than customer service on this and actually change their approach to this course. I decided to take a look at the discussion forums in this course, and as I guessed there were tons of items about the correctness of the materials. When put out information that is not correct? It should speak volumes that students in the course knew enough to put this info up. It would be better to pose a larger question and let students supply to scaffolding. Then the instructor or experts in the class could vet the information for correctness, at the very least.
    • MOOC observation: Overall, I’m seeing that instead of using Connectivist pedagogy and embracing what will improve society and engage learners that institutions who are entering the MOOC environment are using it and many weak approaches to clutter and, in my opinion, bring down what could be a good idea. Another thing on my mind is over selling. When I read the descriptions and watch the videos, I get excited because I’m intrigued about the possibilities of the learning experience. When the descriptions don’t match the course, I get frustrated. Also, when the course becomes about credit, I lose interest because I’m not their to get credit as much to continue on the trek of life-long learning. It’s hard to learn when all of the restrictions of courses are put on someone who doesn’t have the time or energy to accomplish the goals set about by the course creation team. It’s important to make the environment so that everyone can feel like they were able to accomplish a reasonable goal.
  • Spring ’13 revisions/developments
    • IST 230 (Newcomer)
      • Larry says that he will take a look and let us know. The lesson has come and gone without any correspondence. Honestly, disappointed that we didn’t get a chance to implement something that we worked on for quite awhile. My first thought is that we did alot within our team, but we weren’t successful in engaging the prof. That is something to consider next time.
    • IST 250 (Bixler)
      • Met with Brett on 1/30 to discuss adjustments
        • Mostly items that Brett will fix
        • He will send me changes to the curriculum as Word doc for me to update
    • IST 420 (Ocker)
        • Have readings for the course & need to get someone to create pdf’s – delegated this to Audrey (still waiting)
          • Double checked to make sure this was okay with Amy G, & it was
  • Spring ’13 Courses
    • IST 110
      • Sec 007 (Jim F)
        • Asked about SRTEs
  • Summer ’13 Courses
    • IST 110
      • Sec 001 (Farugia)
        • Emailed Farugia and got the okay to set up the course based upon Spring ’13 version
        • Completed 2/13/13
      • Sec 002 (Newcomer)
        • Emailed Newcomer and got a reply. Still waiting for 2nd confirmation
    • IST 111S
      • Sec 001 (Folkers)
        • Set up the course based upon SP 13 version
        • Follow up email with Deirdre to let her know that it is done on 2/12/13
    • IST 210
      • Sec 001 (Gary H)
        • Sent Gary an email n 2/21 about what he would like done to populate his section
        • Copied and completed setting up for Summer ’13 on 2/21/13
      • Sec 002 (Fred A)
        • Sent Fred an email n 2/21 about what he would like done to populate his section
    • IST 220
      • Sec 001 (Nick G)
        • Talked to Nick on 2/21 & agreed that moving his section from Spring ’13 and making adjustments to fit the summer makes the most sense. I plan to wait until the end of April to move items
      • Sec 002 (Mike M)
        • Emailed Mike on 2/21 about plan. He was fine with it.
      • Sec 003 (Hyunjeong)
        • Contacted Hyunjeong about when she would like me to move her materials over to Summer ’13 section
    • IST 295B
      • Sec 001 (Kari)
        • Contacted Madhavi on 2/20/13 about populating the Summer ’13 section
    • IST 495
      • Sec 001 (Kari)
        • Contacted Madhavi on 2/20/13 about populating the Summer ’13 section

Ongoing Projects:

    • Updated google spreadsheet for Summer ’13 

Immediate Decisions / Issues:

    • Need LMS that better integrates and includes tools that we use in our classes. Too many tools are open-source and unpredictable to count on

Important Dates:

  • MOOC Jan 4 – March 15 called Introduction to Genetics and Evolution
  • MOOC Jan 14 – Mar 4 called Fundamentals of Personal Finance
  • Feb 4-6 EDUCAUSE Learning Initiative Annual Meeting in Denver, CO
  • Feb 14 Vacation Day
  • Feb 18 WAH in AM
  • Feb 19 WAH
  • Feb 28 Vacation Day
  • March 4 Vacation Day
  • March 5 Vacation Day
  • March 6 WAH all day
  • March 15 Out for the day
  • March 18 WAH in AM
  • March 29 Vacation Day
  • April 1 Vacation Day
  • May 3 Vacation Day
  • May 6 Vacation Day
  • May 27 Memorial Day

Reflection on Rousseau

It’s been awhile since I got back to reading these blogs by Clarke, so I thought today would be as good as any to get back into it. Here is the blog entry: http://donaldclarkplanb.blogspot.co.uk/2012/03/rousseau-1712-1778-prickly-paranoid.html.

Quote: “… he saw civilisation as a corrupting influence, creating inequalities and conflict. His educational theories are an attempt to avoid such corruption within the mind of essentially good human beings, the antithesis of the Hobbesian notion of our intrinsic savagery.”

Reflection: I tend to agree with Rousseau here. Society often is the largest obstacle to the education of many. Luckily, as a member of a free society, I can overcome many of the obstacles and use the experience of overcoming as a learning experience and chance to build character.

Quote: “… natural growth, matched by education appropriate to these natural stages of development. It is the learner that matters and the learner who develops in a natural fashion, not shaped by teachers but growing in response to opportunities for development.”

Reflection: Discovery learning

Quote: The child, naturally good, needs simple freedom and not rushed into inappropriate or unnatural educational activity. Play and self-reliance are important.”

Reflection: I find that my wife and I use this philosophy with our children. But there is a point at which play must make way for weightier endeavors.

Quote: “… the presentation of self-paced  e-learning, open access to knowledge through Google, Wikipedia and Open Educational resources and projects such as the hole-in-the-wall’ work of Sugata Mitra, are heirs to the Rousseau dream.”

Reflection: There are definite ways to introduce this type of learning into a course, but I personally think that students tire of this type of experience since they use this approach naturally in practice. Hopefully, a course can at least make the process a bit less laborious for the learner so that the educational experience can be a bit more efficient.

 

Reflection 2/11/13 – 2/15/13


Accomplishments:

  • Prof Dev
    • MOOC on Evolution
      • 2nd week that I didn’t have time to put into this MOOC
      • Performed poorly on material based upon personal standards
        • Definitely easier to come up with correct solutions
        • I’ve decided not to drop the course to see if I can pull myself back in
        • Even when I go through the content, I’m not feeling like I’m learning anything that I can share with others. I’m just doing the math and getting the answers. I wonder if a conversational course on Evolution would be better instead of having to dig into the minutia
    • MOOC on Personal Finance
      • Able to catch up with last week material today to complete the 4th module and some of the peer assessed stuff. Not sure if these videos are helping me.
      • Still gaming the quizzes after watching the videos.
      • Really doubt that this is a beneficial exercise
    • MOOC observation: If we are using this for professional development, this format may be good because you are looking for specific knowledge. If this is for edification, it is not as useful. I’m not sure I know that much after taking these courses that give me all of these deadlines and assessments. I need time to reflect and apply the knowledge.
  • Spring ’13 revisions/developments
    • IST 230 (Newcomer)
      • Larry says that he will take a look and let us know
    • IST 250 (Bixler)
      • Met with Brett on 1/30 to discuss adjustments
        • Mostly items that Brett will fix
        • He will send me changes to the curriculum
    • IST 420 (Ocker)
        • Have readings for the course & need to get someone to create pdf’s – delegated this to Audrey
          • Double checked to make sure this was okay with Amy G, & it was
  • Spring ’13 Courses
    • IST 110
      • Sec 007 (Jim F)
        • Found additional items that need to be fixed
    • IST 111S
      • Sec 001
        • Set dates for group project video
        • Helped remedy an issue with access to quiz. Here is a video that I shared with faculty: http://screenr.com/Lwl7
    • IST 301
      • Sec 002 (Mahar)
        • more questions about CATME, even after I said that I’m not the one who created or supports the tool.
    • IST 331
      • Note from Bill about wanting to meet to discuss adjustments in preparation for Summer ’13 offering
      • Placed note on my calendar to contact in mid-March
  • Summer ’13 Courses
    • IST 110
      • Sec 001 (Farugia)
        • Emailed Farugia and got the okay to set up the course based upon Spring ’13 version
        • Completed 2/13/13
      • Sec 002 (Newcomer)
        • Emailed Newcomer and got a reply. Still waiting for 2nd confirmation
    • IST 111S
      • Sec 001 (Folkers)
        • Set up the course based upon SP 13 version
        • Follow up email with Deirdre to let her know that it is done on 2/12/13

Ongoing Projects:

    • Updated google spreadsheet for Summer ’13 

Immediate Decisions / Issues:

    • Need LMS that better integrates and includes tools that we use in our classes. Too many tools are open-source and unpredictable to count on

Back Burner:

    • None

Important Dates:

  • MOOC Jan 4 – March 15 called Introduction to Genetics and Evolution
  • MOOC Jan 14 – Mar 4 called Fundamentals of Personal Finance
  • Feb 4-6 EDUCAUSE Learning Initiative Annual Meeting in Denver, CO
  • Feb 14 Vacation Day
  • Feb 18 WAH in AM
  • March 4 WAH in AM
  • March 6 WAH all day
  • March 18 WAH in AM

Reflection 2/4/13 – 2/8/13


Accomplishments:

  • Prof Dev
    • MOOC on Evolution
      • First week that I didn’t have time to put into this MOOC
      • Performed poorly on material
        • Less math than previous sections
  • Spring ’13 revisions/developments
    • IST 230 (Newcomer)
      • Larry says that he will take a look and let us know
    • IST 250 (Bixler)
      • Met with Brett on 1/30 to discuss adjustments
        • Mostly items that Brett will fix
        • He will send me changes to the curriculum
    • IST 420 (Ocker)
        • Have readings for the course & need to get someone to create pdf’s – delegated this to Audrey
          • Double checked to make sure this was okay with Amy G, & it was
  • Spring ’13 Courses
    • IST 110
      • Sec 007 (Jim F)
        • Found additional items that need to be fixed
    • IST 210
      • Sec 001 (Gary)
        • Helped Gary with issue in course
      • Sec 002 (Fred)
        • Discussion about integrity
      • Sec 003 (Marc)
        • Found another mistake in the assessment
      • Dev Sec
        • Hid item that Gary and I discussed above
    • IST 220
      • All Sections
        • More issues with labs spoke with Rob L about this
        • Need to talk at the end of the semester
    • IST 301
      • Sec 002 (Mahar)
        • Decided to go with CATME
        • I play around with and like the tool
        • Met with her for more than 1.5 hours to help
    • IST 331
      • Request from Sonja to remove student taken care of by Kent

Ongoing Projects:

    • Updated google spreadsheet for Summer ’13 

Immediate Decisions / Issues:

    • Need LMS that better integrates and includes tools that we use in our classes. Too many tools are open-source and unpredictable to count on

Back Burner:

    • None

Important Dates:

  • Jan 1 Holiday
  • MOOC Jan 4 – March 15 called Introduction to Genetics and Evolution
  • MOOC Jan 14 – Mar 4 called Fundamentals of Personal Finance
  • Feb 4-6 EDUCAUSE Learning Initiative Annual Meeting in Denver, CO
  • Feb 14 Vacation Day
  • Feb 18 WAH in AM
  • March 4 WAH in AM
  • March 6 WAH all day
  • March 18 WAH in AM

ELI Meeting Day 3

It’s the day after, and I have returned home safe and sound to State College, PA. I had a great time in Denver at the conference listening, learning, and thinking about MOOCs and badges. One thing that always happens to me and maybe most is that my twitter participation increases by at least 1000%. When I spend time in this environment, I find myself participating by reading others tweets and sharing with the larger whole. I would really like to stay more plugged into this great resource, but time will tell.

Here are my notes and thoughts on the final day.

Session: Roadmap 2 launching a MOOC by Cassandra Horii & Leslie Maxfield

Cassandra & Leslie did a nice presentation about what they were doing in terms of MOOCs. Cal tech is teaching both in & out of Coursera. Because the window for course development and deployment is so short, they have had to reconsider traditional learning design models like ADDIE or Understanding by Design. Here are the parameters that they found were important in creating MOOCs:

  • Goals
  • Participants
  • Student Work
  • Interaction
  • Personality & style of prof
  • Technology
  • Teaching staff
  • Training

Looking at different cases, they highlighted areas that were parameters of priority for success in the design and development of MOOCs.

Here are several of the MOOCs highlighted in their talk. Below are  few but not all:

An important point at the session was that instructors need to lead the process to be successful. But this is a team approach, so it’s important to consider other unanticipated staff needs, outside experts, and general council.

Something that I think is important is that we break down the barriers of learning which include class and past experience in education. MOOCs can go a long way in giving many who have given up on education a fresh look at why it is important for all us. Students from MOOC felt like they were at Cal Tech. It makes me feel good that this may be a result of the MOOC movement, regardless of my reservations at times.

Final Session: Are all mobile devices equal when it comes to teaching & learning by Robbie Kendall-Melton a self-proclaimed Appologist :).

Tremendous way to end the conference. Robbie entertained and educated. We saw may mobile devices, and she gave her general impressions. Then she walked us through several apps. Here is a link to a website by her group with 88 of the Best iOS Apps: http://emergingtech.tbr.edu/88-best-ios-apps-mobile-learning.

ELI Meeting Day 2

General Session – Learning Sciences & Learning Analytics: Time for a Marriage by Roy Pea. 

There were several items that I agree with Roy and several that I question. First, I agree that our approach to teaching and learning needs to be student-centered. Encouraging and life-long and life-centered learning makes sense to me. It’s time to make an LMS that uses data collected on students to create environments that help to inspire, learn, and remediate where necessary.

Roy went on to talk about 5 suggestions to improve learning:

  1. Develop connected learning maps. While I think this is a good way for students to reflect on and organize their learning. I think that the work done on the common core is off base. These standards were made by authority figures. If we are going to use student-centered education. Students must be involved in creating the core.
  2. Design for Engaged Social Learning – I like this b/c it fits in with what we know about constructivism. For engaged social learning to happen, we need to let students try & often fail without stopping them.
  3. Develop multiple competences – cognitive interpersonal intrapersonal. Roy discussed encouraging deep learning, but all of the work on standards and curriculum coverage tends to make this something that students have to do on their own.
  4. Use richer pedagogical models.
  5. Understand learner goals. I think that we often think that what we are teaching is the most important thing. But allowing students to have more influence on their learning creates motivation and better results. Motivation is important to learning success.
  6. Forge interdisciplinary team. I agree that it takes a village. Need to set up environments that encourage this type of collaboration to flourish.

Session: Engaging Students through Digital Badges – Danielle Mirliss & Michael Soupios

Started using badges to incentivize, engage, & promote lifelong learning. Badges are a way to pull together several different incentive areas. At Seton Hall, badges are one part of how gamification is being employed.

Life of a badge:

  • Planning
  • Creation & graphic design
  • Advertising
  • Awards & tiers
  • End user display

Here is more information on the badging system used at Seton Hall: https://tltc.shu.edu/badges/index.php. Still in the pilot phase. Looking forward to hearing the results.

Session: Digital Badges by Carli Casilli (from Mozilla) Kyle Bowen (from Purdue)

Carli talked about Open Badges. Open badges allow for a standard so that the badges are more mobile & flexible. Earners are at the center of the badge process. Evidence URL gives the badge more credibility. Here’s where you can get started with open badges: http://openbadges.org/en-US/.

Carli talked about obstacles involving badges:

  • Badge zealotry – I got the feeling from the twitterverse that many are tired of hearing about badges.
  • Badge overload – Too many badges lessens the value and effect
  • Siloed backpacks 
  • COPPA

A site to learn how to create on the web with badges to mark progress: https://badges.webmaker.org/

Kyle Bowen followed up by talking about Passport: http://www.itap.purdue.edu/studio/passport/.

Session: MOOCs on Campus: Experiences from the Front Lines by Lynne O’Brein (Duke) & Deirdre Woods.

I was surprised about the low turn out for this session. But I was disappointed by things that I was hearing. It was obvious that these two institutions hadn’t been in the online teaching & learning business for very long. I have taken UPenn & Duke MOOCs & enjoyed them, for the record. Nice to have chance to do free course for prof dev & lifelong learning. I’m flad to see institutions who have been elitist open doors, but I’m afraid that these institution with high reputations may be getting in the game to make remove competition. These institutions don’t need online learning to function since they cost so much and serve such a small section of the population. Are they going to price everyone else out so they can be the only ones left? I’m not so sure after listening to them, that I see them being legitimate about teaching the mass, more than an other motives. It struck me when Woods talked about students needing to consume content. I don’t think she get teaching & learning at all. Glad I went definitely gives me a new perspective.

Session: Giving credit where & when it is due: adventures in digital credentials & badges by Finkelstein

I was impressed that we were allowed to text Finkelstein, but he only flashed the number quickly and repeated the number later, quickly.

I liked how Finkelstein was funny and real. For instance, he admitted that there are legitimate questions about legitimacy in regards to badges. He also mentioned that the legitimacy of badges lies with issuer & receiver more than with badges themselves. Badges are not bad in and of themselves, but like most things may be used improperly. Badges may work better in areas where it’s important to acknowledge progress outside of higher ed. He also mentioned that just b/c something has a badge doesn’t mean that assessment or rigor should not b considered. He also mentioned that no one is interested in receiving a badge from a system that is easily gamed. Make sure badges r legit & truly earned.

Session: Debate Club: what are the roles of the MOOC in higher ed

Very disappoint that the panel was made up of ed techs who have been working on MOOCs. We needed a true debate. Can’t say the session was totally pointless. It just wasn’t a debate.

ELI Meeting Day 1

After a long evening and night the day before (arrival in Denver at midnight and to bed around 2 AM), I was up before 7 AM. 

Attending session on Iterative Process of Curriculum and Games by John Martin and Ryan Martinez: http://www.educause.edu/eli/events/eli-annual-meeting/2013/seminar-01a-iterative-design-process-curriculum-and-games-separate-registration-required. Great session of allowing participants to create and try games. Worked with a great group that was able to collaboratively build a game. When the rest of the class tried our game, they got into it. The basic idea of the game was to grab as many resources as possible in a certain time span. Saw some other games from other groups involving the environment. 
Reflection:
I wonder if being with a group of individuals that we didn’t know working on a project that didn’t have any stakes made for an easier process. I was amazed at how well we worked together and accepted outside ideas. I don’t see this happening so well on an project for a course. I liked how Ryan and John turned the activity toward allowing students to create the game. I think that if we implemented activities like this in our classes that students would be very engaged. But we would have to provide environments where they would be able to create content without having to overcome too many technical barriers.
Attended the keynote by Vincent Tinto on Learner Success: 
  1. Expectations – Clear, consistent, high
  2. Support – Academic, social, & contextualized
  3. Assessment & Feedback – monitoring, early warning, informal assessment
  4. Engagement – contact with students, faculty, & staff

Reflection: Vincent did a nice job during his presentation despite have a few technical problems. I liked how he answered a question from an ID about how this applies to them. It’s important to know so we can all work together to create an environment that helps students to succeed.

Reflection 1/28/13 – 2/1/13


Accomplishments:

  • Prof Dev
    • MOOC on Evolution
      • Finished the 1st graded quiz without issue
      • Instructor is saying this week is more difficult
        • from my experience so far, I agree.
        • I’ve decided to take the quiz before watching lectures, then I will work on making adjustments after watching a lecture based upon what I’ve learned
    • MOOC on Game Theory
      • Dropped
    • MOOC on Personal Finance starts
      • Course has videos and quizzes to complete.
      • We’re only allowed to take quizzes a few times. But it would be better to integrate the quizzes into the videos and informally assess.
      • The discussion forums are crazy. I’m not sure how to even start to engage in that environment. And it’s hard to get a snapshot of what is happening overall.
  • Spring ’13 revisions/developments
    • IST 230 (Newcomer)
      • Larry says that he will take a look and let us know
    • IST 250
      • Met with Brett about the course
      • He’s going to make the changes
    • IST 420 (Ocker)
        • Have readings for the course & need to get someone to create pdf’s – delegated this to Audrey
          • Double checked to make sure this was okay with Amy G, & it was
  • Course Committees
    • Subbed for Amy G at the Penn State Online Coordinating Council meeting
  • Spring ’13 Courses
    • All courses
      • Updated Blackboard Collaborate info from Elluminate Live
    • IST 110
      • Sec 007 (Farrugia)
        • Made a few adjustments to IST 110 dev section based upon email
        • Send back a reply to let him know that I was done
    • IST 210
      • All Sections
        • Sent out a note to Gary and Fred that I’d like to meet to discuss future direction of labs
      • Sec 001 (Gary)
        • Note from Gary about Dreamspark
          • Answered he and wc helpdesk and further clarified
      • Sec 002 (Fred)
        • WC Helpdesk had created an elive room for him and he had to have it upgraded to Collaborate
      • Sec 003 (Marc)
        • Marc checked in with everyone
        • Seems like the communication is better
    • IST 220 –
    • IST 301
      • Sec 002
        • Jan has decided she wants to use CATME
    • IST 402 TIE-
      • Sec 001
        • Met with John H from wcld about rubrics
          • Definitely appears that there are issues with the rubric tool interface in ANGEL
  • IST 421
    • John is planning to use surveys and teams to do the peer eval

Ongoing Projects:

    • Updated Summer ’13 info and sent to WC
      • updated IST 402 Cameron info
      • updated IST 420 Ocker inof

Immediate Decisions / Issues:

    • None

Back Burner:

Important Dates:

  • Jan 1 Holiday
  • MOOC Jan 4 – March 15 called Introduction to Genetics and Evolution
  • MOOC Jan 7 – Feb 11 called Game Theory
  • MOOC Jan 14 – Mar 4 called Fundamentals of Personal Finance
  • Jan 7 WAH in AM
  • Jan 8 Dental Appt (3 h)
  • Jan 14 Dr. Appt (2 h)
  • Jan 17 Family Sick in AM – 4h
  • Jan 18 Vacation Time – 8 h
  • Jan 21 WAH
  • Jan 21 Family Sick – 1h
  • Jan 23 Education Gaming Brown Bag: Badges? We Don’t Need No Stinkin’ Badges!
  • Jan 23 Family Sick 1h
  • Jan 24 Family Sick – 2h
  • Jan 25 WAH in AM
  • Jan 25 Vacation Time – 5.5 h
  • Jan 28 Family Sick Time – 1.5 h
  • Jan 31 WAH all day
  • Feb 4-6 EDUCAUSE Learning Initiative Annual Meeting in Denver, CO
  • Feb 18 WAH in AM
  • March 4 WAH in AM
  • March 6 WAH all day
  • March 18 WAH in AM