Death by PowerPoint (from #POD13)

what is it:

http://www.slideshare.net/thecroaker/death-by-powerpoint
http://www.ritholtz.com/blog/2013/08/death-by-powerpoint-2/

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/PowerPoint.pdf
http://www.forbes.com/sites/rogerdooley/2012/10/11/death-by-powerpoint/

how it could be:

Nancy Duarte: The secret structure of great talks

http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html

Cheating Death by PowerPoint: Analyze and Synthesize

http://my.brainshark.com/Cheating-Death-by-PowerPoint-Analyze-and-Synthesize-738618804

how to do storytelling:

How to tell a story (6 talks) 

http://www.ted.com/playlists/62/how_to_tell_a_story.html 

Matter of control: Alan November: Teachers and Tech Let Students Take Control

Alan November: How Teachers and Tech Can Let Students Take Control

http://blogs.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/

HI, I am honored that you have written this piece about some of my ideas about preparing students for their future. Here is a link,http://novemberlearning.com/re… to an article where I describe the detail of various jobs that we can now give students. Of course, we can ask students to invent their own jobs as well. Alan

  • is the era of cliff notes officially starting? the Summly app

    http://summly.com/index.html

    The app D’Aloisio designed, Summly, compresses long pieces of text into a few representative sentences.

    How Teen Nick D’Aloisio Has Changed the Way We Read

    http://online.wsj.com/news/articles/SB10001424052702303376904579137444043720218?goback=%2Egde_2754444_member_5804719978766680064#%21

    Call me old fashioned but I would rephrase the title to this article as: How our diminished desire to read made the Teen D’Aloisio to change how we read.

    Online Learning: MOOC – resources and ideas

    http://chronicle.com/section/Online-Learning/623/

    A MOOC Platform Based on Engagement:
    http://campustechnology.com/articles/2013/11/06/a-mooc-platform-based-on-engagement.aspx

    COLLEGE UNBOUND: THE FUTURE OF HIGHER EDUCATION AND WHAT IT MEANS FOR STUDENTS

    Posted on November 5, 2013 by 
    http://www.knewton.com/blog/knewton/education-technology/2013/11/05/college-unbound/

    Teachers Report Growing Interest, Persistent Skepticism About Games

    Teachers Report Growing Interest, Persistent Skepticism About Games

    http://www.gamesandlearning.org/2013/11/05/teachers-report-growing-interest-persistent-skepticism-about-games/

    • 62% of teachers said it was their own comfort level with technology that was one of the biggest barriers to incorporating games and tech in the classroom.

    teachers said they feel they are “bombarded by games,” but despite the overall belief in the engaging quality of games, there remains “skepticism about how much games are actually helping.”

    POD conference 2013, Pittsburgh

    http://podnetwork.org/event/pod-2013/

    Conference program available in PDF and upub format, so I can have it on my laptop and on my mobile device: diminishes the necessity to carry and pull constantly a paper stack.

    it is the only conference I know with 6AM yoga. Strong spirit in a strong body. LRS & CETL must find space and instructors an offer mediation + yoga opportunity for SCSU students to disconnect

    1:00 – 5:00 PM excursion to Carnegie Mellon – Learning Spaces. LRS interest in Learning Commons.

    From the pre-conference workshops, Thurs, Nov 7, 8:30AM – 12:00PM:
    Linda Shadiow, Connecting Reflection and Growth: Engaging Faculty Stories.
    This workshop seems attractive to me, since it coincides with my firm conviction that SCSU faculty must share “best practices” as part of the effort to engage them into learning new technologies.

    Kenyon, Kimberly et al, Risky Business: Strategic Planning and Your Center.
    This workshop might be attractive for Lalita and Mark Vargas, since strategic planning is considered right now at LRS and CETL might also benefit from such ideas.

    roundtables, Thurs, Nov. 7, 1:30-2:45PM

    Measuring the Promise in Learner-Centered Syllabi
    Michael Palmer, Laura Alexander, Dorothe Bach, and Adriana Streifer, University of Virginia

    Effective Faculty Practices: Student-Centered Pedagogy and Learning Outcomes
    Laura Palucki Blake, UCLA

    Laura is the assistant director http://gseis.ucla.edu/people/paluckiblake
    3 time survey of freshmen. survey also faculty every 3 years.  can link this date: faculty practices and student learning
    triangulating research findings. student-centered pedagogy. which teaching practices are effective in promoting student-center learning practices.
    no statistical differences in terms of student learning outcomes between part-time and full-time faculty. The literature says otherwise, but Laura did not find any statistical difference.
    http://ow.ly/i/3EL77
    discussions is big, small group work is big with faculty
    in terms of discussions, there is huge difference between doing discussion and doing it well.
    this is a self-report data, so it can be biased
    there are gender differences. women more likely to use class discussions, cooperative learning same, students presentations same. gender discipline holds the gender differences.  same also in STEM fields.
    students evaluations of each other work. cooperative learning: it is closer gender-wise.
    the more student-centered pedagogy, the less disengagement from school work.
    understand on a national level what students are exposed to.
    lpblake@hmc.edu
    http://www.heri.ucla.edu/
    wabash national data.

    ePublishing: Emerging Scholarship and the Changing Role of CTLs
    Laura Cruz, Andrew Adams, and Robert Crow, Western Carolina University
    LORs are in Kentucky.
    CETL does at least Professional Development, Resources, Eportfolios, LORSs. FLCs
    Teaching Times at Penn.
    model 2: around instructional technology. More and more CETL into a combined comprehensive center. about 9 are paid by IT and 11 by academic center. because of finances cuts this is the model predicted from the 90s. Why not IT? because ater they say how to use it. and how to use it effective. think outside of technology, technogogy is not the same as technology.  Teacher-scholar model: research, service, teaching.
    http://ow.ly/i/3EMJl
    egallery and other electronic ways to recognize productivity. Stats and survey software does NOT reside with grad studies, but with CETL, so CETL can help faculty from a glimmer of an idea to presentation and publication. Research Support Specialist.
    how and where it fits into faculty development. Neutrality. Should CETL be advocates for institutional, organizational change.  Do CETL encourage faculty to take innovation and risk (change the culture of higher ed). Tenure and promotion: do we advocate that epub should count, e.g. a blog will count toward tenure.
    a national publication: http://www.sparc.arl.org/resources/authors/addendum
    we domenstrate that it is good school. scholarship of teaching will be good teaching.
    OER? Open educational resources. SHould CETL host and participate in those? Do we participate in creating resources, which are designed to replace texbooks? Caroline has a state-wide grant to support faculty developing learning resources.
    open access is controversial. the right to publish and republish. http://www.sparc.arl.org/
    40% of all scholarly articles are owned by 3 publishers
    Academic Social Media academic.edu and electronic journals.
    CETL is the comprehensive center, the hub where people go to, so CETL can direct them to and or get together stakeholder to make things happen.
    the lesson from this session for me is that Lalita and Keith Ewing must work much closer.

    Evaluating the quality of MOOCs: Is there room for improvement?
    Erping Zhu, University of Michigan; Danilo Baylen, University of West Georgia
    reflection on “taking” a MOOC and the seven principles. how to design and teach MOOC using the seven principles.
    MOOC has a lot of issues; this is not the focus, focus is on the instructional design. Both presenters are instructional designers. Danilo is taking MOOC in library and information science.
    Second principle: what is a good graduate education.
    about half had completed a course. Atter the 3rd week the motivation is dissipating.
    Erping’s experience: Provost makes quick decision. The CETL was charged with MOOC at U of Michigan. Securing Digital Democracy. http://www.mooc-list.com/university-entity/university-michigan
    Danilo is a librarian. his MOOC class had a blog, gets a certificate at the end. Different from online class is the badges system to get you involved in the courses. the MOOC instructors also had involved grad students to monitor the others. the production team is not usually as transparent as at Corsera. Sustainability. 10 week module, need to do reflections, feedback from peers. 7 assignments are too much for a full-time professional.
    http://www.amazon.com/Library-2-0-Guide-Participatory-Service/dp/1573872970
    http://tametheweb.com/category/hyperlibmooc/
    http://tametheweb.com/2013/10/20/hyperlibmooc-library-2-013-presentation-links/

    1. principle: contact btw faculty and student. Not in a MOOC. video is the only source provides sense of connection. the casual comments the instructor makes addressing the students provides this sense. Quick response. Collaboration and cooperation in MOOC environment and bring it in a F2F and campus teaching. Feedback for quizzes was not helpful to improve, since it i automated. students at the discussion board were the one who helped. from an instructional design point of view, how MOOC design can be improved.
    group exercise, we were split in groups and rotated sheet among each other to log in response to 7 sheets of paper. then each group had to choose the best of the logged responses. the responses will be on the POD site.
    eri week resources

    Per Keith’s request

    “Why Students Avoid Risking Engagement with Innovative Instructional Methods
    Donna Ellis, University of Waterloo”

    Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
    This material may be protected by copyright.

    A quantitative study. The difficulty of group works. Various questions from the audience, the time of class (early Mrng) is it a reason to increase the students disengagement. Students pereceptions .

    The teacher did. It explain why the research and this might have increased the negative perception. Summary of key barrierS.

    Risk of negative consequneces

    preceived lack of control

    contravention of perceived norms.

    fishbein and Aizen 2010

    discussoon .  How faculty can design and deliver the course to minimize the barriers. Our table thought that there are a lot of unknown parameters to decide and it is good to hear the instructor nit only the researcher. How to deal with dysfunctional group members behaviors. Reflections from the faculty member how to response to the data? Some of the barriers frustrated him. Outlines for the assignments only part of the things he had done to mitigate. What are we asking students on course evaluations. Since a lot more then only negative feedback. Instructor needes more training in conflict resolution and how to run group work.

    http://ow.ly/i/3Fjqt

    http://ow.ly/i/3Fjpq

     

    CRLT Players

    Friday, Nov 8, 10:30 AM – 12:00 PM
    William Penn Ballroom
    7 into 15

    CRLT Players, University of Michigan”

    Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
    This material may be protected by copyright.

    It is a burlesque and theater approach to engage students and faculty into a conversation. 10 plays in 30 min.

    Discuses different topics from the plays and seek solutions as a team. How to deal with international students ( Harvard lady said ” safe places” for students) how to deal with technology or the lack of it, missed next one writing this notes and how to reward faculty in innvative things. T. Encoruage innovation, they received a letter from the provost and if they fail, it is not used in their annual evaluation

    No  videotaping of this performance because the power is in conversation. Is there a franchise, like training people to do that. NSF grant was allowing them but now just pick up the idea. Sell scripts? Can have conversations about strategies how to collaborate with the theater department where to start these short vinniets. If come to campus and bring performance do they do also the follow up.
    Is anger or hostility a reaction during after these presentations. How to handle it. Hostility can be productive and make sure that it is told that it is productive. Getting difficult things out there is what the theater is trying to do in a distant way. This is not a morality
    how develop the work? How come up with issues. Faculty bring issues, followed by interviews, draft created we heater identifies the problem and address the issue. Preview performances with stakeholders who confirm .  There are more then. Sufficient ideas, so the organizers can choose what they see most pertinent
    other ways to follow up. http://ow.ly/i/3FpI4 http://ow.ly/i/3FpJy
    ecrc committee went to their meeting instead of lunch to see if I can particpirate for next year activitities. Ecrc is the acronym for the tech committee. Web site is one takes of this committee. Word press site , how the groups work, how forms work, how to connect with people and most importantly how to start communicating through the web site and cut the listserv. An attempt to centralized all info in the website rather then scattered across universities.
    what is BRL? Google apps and Wikipedia as a wiki for another year until figure out if it can be incorporated in the web site. Reconceptualize how do work in the process. To groups in ecrc. Wikpaidea and web page.  And then social media with Amy?  Ecrc liaison in every POD committee to understand how to set up the committee web presence. Blackboard collaborate to do meetings and this is what liason explain to committee members. Tinyurl.com/ECRC2013
    Designing Online Discussions For Student Engagement And Deep Learning
    Friday, Nov 8, 2:15 PM – 3:30 PM, Roundtable
    Parkview East
    Danilo M Baylen, University of West Georgia”
    pit must be asynchronous discussion
    What is the purpose and format of the discussion. Assessment.  How the online discussion is supporting the purpose of the curriculum to the students learning
    About five discussions per semester all together. Behaved part of the class culture
    Format of the assignment
    asynchronous discussion list. Series of questions or a case study. Is the format a sequence of responses or invite a discussions
    checklist which stifles a creative discussion or just let it more free
    purpose – must be part of the syllabus and it must be clear.
    Meeting learning objectives.
    duration
    interactivity – response to other students. List of 6 different options how they can reply. what format the interactivity takes Is important issue, which has no textbook
    assessment- initial posting are critical, since it gives and idea what to work on. How much points as part of the bigger picture. Yet it is the ground work for the assignment, which gets most points.
    metacognitive not evaluative , give students examples from the pro regions class what a good discussion is And explain students how to. Evaluate a good discussion entry
    how the question is worded and use the threaded discussion for them to reflect how they think, rather then only assess if they read the chapter. The research about online discussion is very different.
    What is the  baseline.
    Online course must must be set up ready before semester starts or not?
    reflection for the end of the semester
    SteVn brookfields critical questionaire
    meet thISTI and qr standards
    is reflection on the content or the process
    students reflect on their own reflections
    what have you learned about yourself as online learner and look for consistencies for both negative and positive reflections
    “Connecting and Learning with Integrative ePortfolios: The Teaching Center’s Role
    Friday, Nov 8, 3:45 PM – 5:00 PM, Roundtable
    Assess critical thinking
    there is a workshop by the presenters instituitions how to organize
    more claims then actual evidence so Data is sought to
    main issues
    programmatic emportfolio. Not student presentation portfolios, but academic portfolio
    e portfolio forum
    http://ncepr.org
    look at image of the green copy:
    1. Integration and reflection
    2. Social media – in community with other students , faculty, organizations
    3. Resume builder
    eportfolio is. Prt of the assessment. Conversation on campus. Some depts use exportfolio extensively but not happy.  Programmatic academic e portfolio to collect data
    use Sakai open portfolio system
    12 drepartments and six more second year.  to speak the same language, they developed a guideline, conceptual framework ( see snapshot of handout)
    Curriculum mapping ( see the grid on the. Handout) took much longer then expected.
    Fachlty was overwhelmed by the quantity of responses from studentses when filling out Th grid. http://ow.ly/i/3FBL3http://ow.ly/i/3FBMP
    the role of CETL. The provost at Kevin’s institution charged CETL to do the portfolio gig.
    The big argument of the CETL redirector with the provost is that portfolio not only to collect data for assessment and accreditation but to provide meaningful experience for the students. EDUCAUSE report horizon, learning analytics  Scandalous headlines of students suing law schools. bad deductions made on big data. The things that matte for students must be in the portfolio and they get used to use the portfolio. Pre reflection entries by the students, which shorted the advising sessions. The advisor can see ahead of time. The advisers. Will. B the. Focus point,   The. Advising  portfolio Is becoming
    portfolio must be used by faculty not only students.
    Whats the by in for students.  Presentations portfolio part of. Marketing purposes. Google sites so when students leave the institutions students can ” take” the portfolio with them as we’ll go multimedia. attempts failed because platforms which can be cutozmized we’re not used   Digital identity   As CETL director not technology expect and how to learn from the faculty and that was very
    documenting and learning with eportfolios.
    faculty to demonstrate reflections to students and how enter into portfolio. Using rubrics. Faculty are using already tools but connecting with. Reflections.
    STAR: Situation , tasks, action, response
    Writing skills differentiate, but even good writers got better on reflection
    how one polish a portfolio before bringing to an Employer. Student Working with career services to polish and proofread.
    How much the university is responsible for an individual portfolio. How many levels of proof reading.
    Poor student work reflects a poor faculty attention.
    “Teaching Online and Its Impact on Face-to-Face Teaching
    Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
    http://wikipodia.podnetwork.org/pod-2013-conference/presentations-2013/lkearns
    “Groups Inform Pedagogies
    Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session A
    Carnegie III
    Rhett McDaniel and Derek Bruff, Vanderbilt University”
    Teaching Online and Its Impact on Face-to-Face Teaching
    Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
    Greene & Franklin
    Lorna Kearns, University of Pittsburgh”

    Freedom to Breathe: A Discussion about Prioritizing Your Center’s Work
    Andy Goodman and Susan Shadle, Boise State University

    Connecting, Risking, and Learning: A Panel Conversation about Social Media
    Michelle Rodems, University of Louisville.  Conference C 9:00 AM – 10:15 AM
    The use of social media in higher education
    Conference C 9-11:15 AM

    Panel of CETL directors and faculty. The guy from Notre dame uses word press the same way I use it. Collect questions and after the 3rd one creates blog entry and answers the next q/ s  with the URL to the blog entry NspireD is the name of. The blog

    the OHIO state UCAT guy is a twitter guy. Program coordinator who manages wordpress and web site. Intersect with FB and twitter. Platforms are inteGrated, so be did not to know the technicalities. The graduate consultants are setting up. ciirdinator tried to understand how the mesh together. Can be used as conversation starters or to broadcast and share info.  Use of hashtags how to use them appropriate in twitter and FB to streamline .

    Scsu problem. W don’t build it they will not come. a Tim burton version of the field of dreams.

    Rachel CETL assist dir at U of Michigan.  She is out there personally likes it. Very static web page. Drupal as a content management system so the blog is part of the web page. So 2 times a week entries. One of the staff people is an editor and writes blog posts, but vetted by a second CETL staff. Auto push for the blog to the twitter. Screencasts for YouTube channel with screencasts.  Comments on the blog minimal from faculty and stat. What about students? About 1000 followers on the twitter.  What do analytics say. Hits on home page, but no idea how much time reading. The time people spend more time and using the tags .  the use of blog is less formal way to share information.  recycling in December and August a lot of material.

    does anybody subscribe and do you promote RSS

    the separate blog for a workshop requires interaction and that is a success

    for faculty development U of Michigan is using blog recruited 50  to follow the blog.  TSam of 3 using. WordPress  For a semester and then survey. Focus group. Huge success, between 6 and 30 comments. Community with no other space on campus

    how are u using social media to promote connections. elevate voices of others on campus by interviewing faculty.  At U of Michigan there was no interest to learn about what other faculty are doing. So they trashed that initiative but starTed a video narration about faculty who innovate. Videotaped and edited no hi Qual video , tagged and blog posted and this approach created more connection, because it is not text only.

    What have been the obstacles and indoor failure and what have you learned?

    convincing the administration that CETL than do it and it does not have to be the same quality as the web page and the printed material.  Changing the mindset. No assessment, since nothing else was working and they were ready for radical step such as blog

    Same with the twitter. Taking the risk to experiment with the hashtags. Tweets can’t be approved. Need to time to build an audience, one month will not have an impact. Start with the. Notion that you are building a reposIvory noT a foRum

    one of the panelist has a google spreadsheet which has information of allCETL social media sites   There are resources on how to deal with negative outcomes of using social media. Working with librarians, the Norte dame said! they will give you twenty sources. No no, no, he siad, give me your best three.

     

    U of MichiGan more grad studns blog guest posts almost no faculty.

    Have you considered giving them more then guest blog, but no facilitator? Let faculty once a semester do a blog post. It is not moderated but more like lead to how to do a good blog. Interview based approach is unique and does not show up somewhere elSe.

    Insitutional background important in these decisions.

    How often refresh the wordpress page.  How often one person is voicing and it takes a log of journalistic skills. Use the draft option to publish when there are several ideas coming at once.

    Mindshift of CETL is to decrease the standards. Make it more informal. Blog post can be always fixed later. To avoid faculty false perception that this is not scholarly needs to be references. So causal tone + references.

    Blog ” from students perspective” is repurposE

    Risking Together: Cultivating Connection and Learning for Faculty Teaching Online
    Michaella Thornton, Christopher Grabau, and Jerod Quinn, Saint Louis University
    Oliver 9-11:15 AM

    Space Matters! and Is There a Simple Formula to Understand and Improve Student Motivation
    Kathleen Kane and Leslie A. Lopez, University of Hawaii at Manoa
    Riverboat 9:00 AM – 10:15 AM

    The Risks and Rewards of Becoming a Campus Change Agent
    Dr. Adrianna Kezar, University of Southern California
    William Penn Ballroom 10:30 AM – 12:00 PM

    Branch campuses, students abroad, to more with less, completion from profit institutions

    students work more but this is a good reflection on learning success

    provost might ask to consolidate prof development opportunities for faculty and students instead of faculty only.

    If administration is genuine understand transparent   Administration more about persuading not listening. Respect, not assuming that faculty will not accept it. If faculty will sacrifices what will faculty see the administration sacrifice on their side. Leading from the. Middle , it means collective vision for the future. Multilevel leadershup, top down efforts dont work and bottom top are fragile. Managing up  is less preferred then powering up.  It is difficult to tell administration that they miss or misunderstand the technology issue.

    Four frames. Goal multi frame leadership http://www.tnellen.com/ted/tc/bolman.html. Vey much the same as Jim Collins good to great right people on the bus right trained http://www.afa1976.org/Portals/0/documents/Essentials/Creating%20Organizational%20Learning%20and%20Change.pdf

    How to build coalition, different perspectives, aknowledge  the inherent conflict.

    The Delphi project

     

    It Takes a Campus: Promoting Information Literacy through Collaboration
    Karla Fribley and Karen St. Clair, Emerson College
    Oakmont 1:45 PM – 3:00 PM

    Most of the attendees and both presenters were librarians

    The presenters played a scatch to involve the particppaints

    deifnition what is IL. https://mobile.twitter.com/search/?q=%23POD13&s=hash

    http://ow.ly/i/3G00e/original

    Information literacy collaborative  work with faculty to design student learning outocmes for information literacy

    Guiding principles by backward course design

    Where they see students struggle with research

    question to students survey, what is most difficult for your and wordle.

    http://ow.ly/i/3G0l6/original

    self reflection ow.ly/i/3G0UH

    Curriculum mapping to identify which courses are the stretigic ones to instill the non credit info litreacy

    acrl assessment in action

     

    Risky Business: Supporting Institutional Data Gathering in Faculty Development Centers
    Meghan Burke and Tom Pusateri, Kennesaw State University
    Oliver 1:45 PM – 3:00 PM Roundtable

    Exploring Issues of Perceptual Bias and International Faculty
    Shivanthi Anandan, Drexel University.
    Heinz 3:15 PM – 4:30 PM Roundtable

    Why do we need it and onoy regarding international faculty don’t in Kim Lisa wolf-wendel

    susan twombly. Pointers for hiring and retention. Performance is both teaching and living. Sanitary effect.  sanitary issues not only pay rate. FLC all tenure track without citizenship they are worried about their tenure. Funding agencies, very few will fund you if you are not a citizenship

    Diane Schafer  perceptual biases, graffiti. Cathryn Ross

     

    Averting Death by PowerPoint! From Killer Professors to Killer Presenters
    Christy Price, Dalton State College
    Riverboat 4:45 PM – 6:00 PM

    How to create effective mini lectures checklist for acting palnning

    engage and leave lecture out. The reason why can’t move away is because some  people lecture as performance art

    Make lectures mini. How long mini should be. 22 min, the age number of the person.

    Emotional appeal, empathy.

    Evoke positive emotions with humor.   Always mixed method research, since the narrative   Berk, r. (2000) and Sousa (2011)

    ethical. Obligations and emotional appeal

    acknowledge the opposition

    enhance memory processing with visuals and multimedia

    use guided practice by miniki zing note taking

    presentationzen is a book! which need to read http://www.barnesandnoble.com/w/presentation-zen-garr-reynolds/1100391495?ean=9780321525659

    Enchanted memory processing by creating mistery

    address relevance

     

    http://advanceyourslides.com/2011/01/28/the-5-most-memorable-concepts-from-nancy-duartes-new-book-resonate/
    Death by PowerPoint:  Nancy Duarte: The secret structure of great talks
    http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html

    http://www.gobookee.org/get_book.php?u=aHR0cDovL3d3dy5vcGVuaXNibi5jb20vZG93bmxvYWQvMDQ3MDYzMjAxMS5wZGYKVGl0bGU6IFJlc29uYXRlOiBQcmVzZW50IFZpc3VhbCBTdG9yaWVzIFRoYXQgVHJhbnNmb3JtIC4uLg==

    Engage faculty by showing. Faculty how their presentation. Is. And how it c can be

    process with clickers

    Sunday Mrng session

    vygotsky zone of  NAND the flipped mindset. http://t.co/vCI8TOJ7J2. Cool tweets at #pod13.

    Ideas process baudler Boyd stromle 2013

    I – identify the issue

    D debrief the situation

    A  analyze what happened

    s strategize solutions and Oport unities for growth and future success

     

    Pinterest Is Now The Fastest Growing Content-Sharing Platform

    Pinterest Is Now The Fastest Growing Content-Sharing Platform

    Read more: http://www.businessinsider.com/pinterest-is-fastest-growing-content-sharing-platform-2013-11#ixzz2jxRe8Hfa

    The new data offers a reminder that businesses should look beyond Facebook and Twitter when managing their social media outreach, says ShareThis CEO Kurt Abrahamson in a release.

    Small businesses can capitalize on the Pinterest and LinkedIn surge to market their products and grow their consumer base. Pinterest, a highly visual medium, gives businesses a chance to catch the eye of consumers with compelling images and colorful infographics that promote deals and new products. Pinning pictures of employees could also help customers identify with the people who work at the company, putting a face to a name. Meanwhile, LinkedIn can provide a more professional forum for blogging and sharing posts to a targeted audience, as well as collecting positive recommendations and reviews of your company.

    LRS can help students, faculty and staff:
    – identify objects and services by posting pictures
    – identify people who work at the library and how they can help students, faculty and staff 

    just few of the analogies drawn from the article…

    Social Media Cheat Sheet: LinkedIn Connections (Part I)

    Social Media Cheat Sheet: LinkedIn Connections (Part I)

    http://socialmediatoday.com/lidacitroen/1893001/social-media-cheat-sheet-linkedin-connections-part-i#!

    I treat LinkedIn as a strong networking tool. I do not advise taking an “everyone into the pool” approach of accepting and initiating connections willy-nilly.

    1. Start with a Strategy
    2. Accepting and Rejecting LinkedIn Invitations to Connect
    3. Ignore (reject) the invitation if:

    1 470 471 472 473 474 493