Showing posts from February, 2017

EDDE 806 - Post XI - Get your Waldorf on...

Statler & Woldorf, muppet critics This past week the presenter of the week was Angie Parkes of Cohort 3, who is a fellow instructional designer!  Angie was presenting to us  her (potential?) dissertation proposal which as to do  with testing the hypothesis that the DACUM process can be done effectively online.  More specifically, her three hypotheses are that (1) an online asynchronous DACUM can produce a comprehensive and rigorous competency analysis; (2) the online asynchronous DACUM can be completed in less than 6 months (2 financial quarters); and (3) the online asynchronous DACUM can be completed for less than $1000. Angie is coming at this problem from a corporate instructional design lens, where a lot of money is spent in corporate environments for training, however 50%-90% of this training is deemed ineffective.  Because of this training departments are one of the first things that get cut when a company needs to tighten the budget (explains a lot of the angst that

Are MOOCs really that useful on a resume?

I came across an article on Campus Technology last week titled  7 Tips for Listing MOOCs on Your Résumé , and it was citing a CEO of an employer/employee matchmaking firm.  One piece of advice says to create a new section for MOOCs taken to list them there. This is not all that controversial since I do the same.  Not on my resume, but rather on my extended CV (which I don't share anyone), and it serves more a purpose of self-documentation than anything else. The first part that got me thinking was the piece of advice listed that says "only list MOOCs that you have completed".  Their rationale is as follows: "Listing a MOOC is only an advantage if you've actually completed the course," Mustafa noted. "Only about 10 percent of students complete MOOCs, so your completed courses show your potential employer that you follow through with your commitments. You should also be prepared to talk about what you learned from the MOOC — in an interview — an

Course beta testing...

This past weekend a story came across my slashdot feed titled  Software Goes Through Beta Testing. Should Online College Courses?  I don't often see educational news on slashdot so it piqued my interest. Slashdot links to an EdSurge article where Coursera courses are described as going through beta testing by volunteers (unpaid labor...) The beta tests cover things such as: ... catching mistakes in quizzes and pointing out befuddling bits of video lectures, which can then be clarified before professors release the course to students. Fair enough, these are things that we tend to catch in developing our own (traditional) online courses as well, and that we fix or update in continuous offering cycles.   The immediate comparison, quite explicitly, in this edsurge article is the comparison of xMOOCs to traditional online courses.  The article mentions rubrics like Quality Matters and SUNY's open access OSCQR ("oscar") rubric for online 'quality'. One S

Institutional Memory

It's been a long time since I've blogged about something educational, other than my classes of course.  With one thing down (and a million more to go), I decided to take a little breather to see what's accumulated on Pocket over these past few months.  I saw a post by Martin Weller on Institutional Memory , and it seemed quite pertinent to my day to day work existence these past six or so months.  Martin points to a BBC article indicating that the optimal time in a specific job is around 3 years. This isn't the first time I've heard this.  About 11 years ago (wow!) I was working for my university library.  I was new to the Systems Department (the IT department in a library) and my supervisor was new.  When we were getting to know more about each other's work histories (before you could look at LinkedIn profiles), she had told me that she aimed to stay there for a few years and then move on. People should only stay in their current work for 3 years. At

EDDE 806 - Post X - it marks the spot!

This past Thursday we had our official EDDE 806 session (on Monday, Norine did a mock proposal defense, which I wasn't able to attend, but luckily it's archived for later viewing). In any case, in this session we heard from Renate who reported in on her ideas for a dissertation topic, and there were a ton of interesting things about process that were shared by Susan and others. Renate is looking to do a study in order to understand the lived experience of pre-licensure (nursing?) students, attending their final clinical practicum, after they have been exposed to an IPE (interprofessional education) didactic curriculum. To do this she will use a qualitative, phenomenological, approach to her research design.  Phenomenology seems to be quite popular between the current cohorts (wonder why). She aims to get about 15 participants from a variety of healthcare professions (in Canada) who will be her research participants.  I am looking forward to reading this research when it'