Syndicated from Teaching with Classroom Response SystemsShort Version: I’ve consolidated my two blogs (derekbruff.com and derekbruff.com/teachingwithcrs) into a single blog that I’m calling Agile Learning. Look for new blog posts there, not here, and update your RSS reader accordingly. Long Version: I started blogging back in 2008 with a blog focused on teaching with classroom response systems (“clickers”). I had just finished writing my book on that subject, and I wanted to continue exploring the topic. The blog gave me a venue for doing so, one that invited colleagues new and old to share ideas and perspectives. After two years of blogging about almost nothing but classroom response systems, I found myself wanting to write about different topics, so I set up a separate blog where I could write about other topics that interested me. Over time, I found myself blogging less frequently about classroom response systems, and I found managing two separate blogs to be more trouble than it was worth. Moreover, I’ve been wanting to switch Web hosts for a while now. So I’m combining the two blogs into a single blog, Agile Learning, on my new Web host with a new domain name, derekbruff.org. All my old blogs posts have been imported to new site, including all 219 posts from the “Teaching with Classroom Response System” blog. You’ll also find posts on other kinds of educational technology, visual thinking, student motivation, faculty development, how people learn, social media, and more. Why the switch from .com to .org? Mostly because it made the Web host switch a lot easier, although I’ll admit I was influenced by the fact that three-quarters of the Digital Campus podcast crew uses .org domains. What’s not yet on the new blog? Links in old blog posts still point to derekbruff.com. I’ll keep derekbruff.com live for at least a few more weeks, but it will eventually just mirror derekbruff.org. Also, many of the hundred-or-so categories I’ve been using on the clickers blog have been converted to tags, and I haven’t added a tag cloud to the new site yet. And there’s some non-blog content on derekbruff.com that needs to get moved over to the .org site. I’ll work on these tasks as I have time. For more on the new site, including the reason for the name “Agile Learning” and some comments on its layout, check out the new site’s About page. And if you notice anything wonky about the new site, please let me know. Image: “Moving Day,” Heather Weaver, Flickr (CC)
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- FlowingData – Nathan Yau’s blog is an impressive collection of data visualizations from around the Web. Yau is a PhD student in statistics at UCLA with a focus on data visualization, and he shares his many data visualization projects on his blog, too. Blogging led to his book, Visualize This, a practical guide to creating data visualizations that I’ll get around to buying one of these days.
- Information Is Beautiful – David McCandless is a data journalist, information designer, and author of The Visual Miscellaneum (known as Information Is Beautiful in the UK). On his blog, McCandless shares his data visualizations, such as this interactive “balloon race” visualization of the scientific evidence for popular health supplements.
- Cartastrophe – Daniel Huffman’s Cartastrophe blog is not only cleverly named, but also a great source of critical thinking about how maps are used and made. Huffman posts very insightful critiques of poorly made maps, critiques that have helped me better understand how people make sense of visual information. Huffman maintains a second blog, somethingaboutmaps, that’s also worth a follow.
- Geospatial Technologies in Education – Speaking of maps, Meg Stewart runs an interesting blog on the use of GIS and other geospatial tech in higher education. Her co-authored EDUCAUSE Quarterly paper, “The Educational Potential of Mobile Computing in the Field,” caught my eye earlier this year, and I’ve been reading her blog ever since. I particularly appreciate the education angle in her posts.
- Presentation Zen – Although I may disagree with him on the potential for digital engagement tools in the classroom, I’m still a huge Garr Reynolds fan. His book, Presentation Zen, radically transformed how I approach presentations, particularly in the use of visuals. He blogs about effective presentations, taking a big-tent approach to sources of inspiration.
- Tufte Kitten Kill Count – This brand new blog by John Graham-Cunning is based on a joke by Mark Goetz that “every time you make a PowerPoint, Edward Tufte kills a kitten.” Tufte, author of The Visual Display of Quantitative Information and other books, is an information designer with a public antipathy toward PowerPoint. Graham-Cunning’s blog features reader-submitted examples of poor PowerPoint design with each rated on a scale of 1 to 5 dead kittens. Funny and educational at the same time.
- Sketchnote Army – Created and curated by Mike Rodhe and Binaebi Akah, respectively, this blog features “sketchnotes,” visual notes taken by people at conference and educational experiences all over the world. Most people take notes by writing down words in a linear fashion. Others take advantage of the fact that we’re all visual learners and use words and pictures.
- Alphachimp Studio – Right here in Nashville, we’re fortunate to have some of the best visual notetakers in the world. Alphachimp Studio is a “visual learning company” whose consultants provide graphic facilitation, “doodles in motion,” visual innovation training, and event planning services. We recently employed them to take visual notes at our 25th anniversary symposium, and their notes were a huge hit among participants. The Alphachimp blog features examples of their work, graphic facilitation resources from around the Web, and information about their hit online training classes.
“Don’t like the Facebook algorithms? SCROLL DOWN! Your chronological news feed is still there, down below it.”I’m not sure why Michael broke out the all caps for this, but if he’s right, if the (reverse) chronological news feed is still available, below the “top stories” the Facebook algorithms have selected for me, then I would certainly feel better about using Facebook. I’m pretty sure Michael wasn’t right Tuesday night, when the new news feed was rolled out. But I knew that Facebook often tinkers with new features after they’ve been debuted, so perhaps Michael was now correct and I didn’t have to worry so much about Facebook’s algorithms messing up my news feed. I decided to avoid Facebook for 24 hours, then login and see what the news feed looked like. I’ve just done so, and here’s what I found: The “recent stories” found beneath the “top stories” don’t include everything my friends have posted, just most things. And what the “recent stories” leave out seems to be at least somewhat predictable. First, here’s a screenshot of what I saw when I opened Facebook after 24 hours away:
I’m told that there have been seven “top stories” since my last visit and that more than 100 more stories are available below the top stories. See that notification on the right? It says, “Your recent stories are now easier to get to. Click or scroll down to see the rest of what’s news.” That wasn’t there the other day, and I’m guessing Facebook added that feature and the notification about it in response to the backlash about the new news feed. Good for them. It certainly clarifies how the new news feed works. Algorithmically selected content appears at the top of the news feed, and everything else (in theory) appears below. Michael will be glad to know that you don’t even have to scroll down, you can just click the “100+ More Recent Stories” to jump down and see them.
So far, I’m seeing a much more intuitive approach to combining the “top stories” and “most recent” views of the news feed. But I wondered if the “recent stories” below the “top stories” really included everything recent from my friends. So I pulled up my Facebook news feed on my Droid using the TweetDeck app and compared that version of my news feed with the “recent stories” on Facebook.com. What did I find?
- Most stories appeared in both places.
- Maybe 8 to 10 stories appeared on Facebook.com but not in the TweetDeck app.
- Only four recent stories appeared on the TweetDeck app but not on Facebook.com.
- Two were posts by Facebook pages that I’ve “liked,” Vanderbilt University and the movie Jurassic Park.
- One was another page-related story, a recommendation a friend of mine wrote for a local business, Franklin Creative Suite. (I didn’t know you could write recommendations for Facebook pages, but perhaps that feature is new this week, too.)
- The fourth was a post from a friend of mine that Facebook had placed in the “top stories” section at the top of the news feed.
- Although I’m likely to read beyond the “top stories” to see all my friends’ posts, not everyone will. And so my concern that many people will be experiencing Facebook through filter bubbles still stands. There were people using the “top stories” view of the news feed before the changes, and there will be people relying on “top stories” in the new Facebook. Do those people understand what kind of trust they’re placing in Facebook’s algorithms? Do they realize that they may miss important stories on Facebook because of those algorithms?
- When I access Facebook through third-party apps, like TweetDeck, I can’t be sure I’m getting everything. The changes to the news feed mean that TweetDeck, at least, is missing a fair number of posts. Sure, I could use the official Facebook app on my Droid. I’m guessing it works just like Facebook.com now. But I prefer TweetDeck. And now I’m wary of accessing any Facebook content outside of Facebook.com itself. This makes sense given what I know of Facebook’s business plan; they want me to spend as much time on Facebook.com as possible so they can serve me more ads.
- When you log into Facebook, the main thing you see is your news feed. This is a stream of posts, photos, links, and other items shared on Facebook by your Facebook friends. Prior to last night, the news feed had two modes: “top news” and “most recent.” In “top news” mode, you saw a selection of items shared by your friends, a selection determined by Facebook’s algorithms. How those algorithms worked wasn’t made public by Facebook, but they seemed to prioritize items shared by Facebook friends with whom you interact regularly, by commenting on or liking their posts. In “most recent” mode, you saw all items shared by your friends, in reverse chronological order, with the most recent items at the top.
- Last night, Facebook rolled out changes that combined these two modes, with an emphasis on the algorithms. Now in your news feed, you see “top stories” (Facebook calls them stories now, not posts) that Facebook thinks you’ll find interesting. Again, it’s not clear how Facebook’s algorithms guess what you’ll find interesting, but the idea is that no matter how long it has been since you logged in (minutes or weeks or something in between), you’ll see a selection of “stories” that you missed while you were away, in theory the “stories” you’ll find most interesting.
- Although the “most recent” option for the news feed has been taken away, Facebook added a “ticker” over on the right sidebar that displays, in real-time, everything your friends are doing on the site: sharing stories, liking stories, commenting on stories, and so on. The ticker updates automatically, and (in theory) includes everything that every one of your friends is doing, so it functions similarly to the “most recent” mode of the old news feed.
- Cyberpop! – After following her on her blog and on Twitter for months, I finally met Sidneyeve Matrix at a conference this summer. She was just the bundle of energy and ideas that I thought she would be. She describes her blog as a “digital culture trendwatch,” and it’s a great source of insight into how young adults use social media, mobile devices, and other digital tools, with an eye towards applications to college teaching.
- Social Media in Higher Education – Rey Junco is a forward-looking researcher who studies social media and its uses in academic and student affairs contexts within higher ed. If for no other reason, his blog is worth following so you’ll know when he publishes a new study, likely one to be widely cited in the future.
- technosociology – Zeynep Tufekci recently moved to the School of Information and Library Science at the University of North Carolina at Chapel Hill. She, too, studies social media, but focuses on its intersection with politics and culture. I found her blog when someone tweeted a link to her amazingly smart post on Twitter’s oral culture. Since then, I’ve found her thoughts on social media’s role in the “Arab spring” particularly insightful.
- The History 2.0 Classroom – When people ask me to recommend a high school teacher using technology in creative and innovative ways, Greg Kulowiec is the person I recommend. His blog is full of clever and useful ideas for the high school history classroom, most of which leverage students’ own technology (their cell phones) or use free online services.
- ProfHacker – This is a fantastic group blog hosted at the Chronicle of Higher Education edited by George H. Williams and Jason B. Jones. I’ve contributed guest blog posts from time to time. Not all of their posts are focused on technology, but many are. It’s a great source of ideas and advice for any faculty member.
- Duke’s Center for Instructional Technology – The educational technologists at CIT are busy people, working with faculty across campus on a variety of projects. They like to share the results of those projects on their blog, making the blog a great place to go to see how innovative faculty and staff are making use of tech.
- CNDLS Labs – Meanwhile, the good folks at the Center for New Designs in Learning and Scholarship (CNDLS) at Georgetown University are… doing much the same thing. And so their blog is another great source of creative educational technology use.
- NspiredD2 – The Kaneb Center at Notre Dame University is another teaching center with a strong technology focus. Chris Clark writes for their blog, and he’s always posting links to useful resources, creative ideas, and thoughts about educational technology.
- Techne – The National Institute for Technology in Liberal Education (NITLE) has a blog that, not surprisingly, focuses on the use of educational technology in the liberal arts, particularly at small colleges. Frequent topics include digital humanities, course management systems, and predicting the future of tech in higher ed.
- Casting Out Nines – This blog by Grand Valley State University math professor (and fellow Vandy math PhD alum) Robert Talbert recently moved over to the Chronicle of Higher Education. Robert is a talented and committed teacher, and he blogs about teaching math with and without educational technology.
- sciencegeekgirl – Stephanie Chasteen describes herself as a “science educator and communicator.” She’s a physicist by training, and she’s currently affiliated with the Carl Wieman Science Education Initiative through the University of Colorado-Boulder. She spends most of her time helping K12 and higher ed science instructors improve and enhance their teaching, and that’s the main topic of her blog.
- edwired – Mills Kelly is a historian at George Mason University with a strong interest in the scholarship of teaching and learning and the digital humanities. His was one of the first blogs I started following, way back when. His posts are infrequent and usually brief, but always very, very smart.
- Too Hot to Teach – This group blog by three female faculty members chronicles their experiences teaching and navigating the world of higher ed. Why the title? Here’s what they say: “To us, being too hot to teach has nothing to do with physical attractiveness. Instead, it has more to do with rocking our roles in the ivory towers.”
- Change of Basis – My grad student colleague Patrick Bahls teaches at the University of North Carolina at Asheville. He’s a talented mathematician and an even more talented teacher. He has a book coming out next year on the use of writing in the teaching of math and other quantitative disciplines. He blogs about math, teaching math, teaching math using writing, and (usually when he’s had a rough day) university politics.
- Center for Excellence in Teaching and Learning – This group blog is written by the teaching center staff at Texas Wesleyan University, led by their director, Amy Collier. It’s one of the best teaching center blogs around, with frequent, insightful, useful posts about all kinds of teaching topics.
- Tomorrow’s Professor Blog – I’ve been a fan of the Tomorrow’s Professor listserv for years and years. Edited by Stanfords’ Richard Reis, the listserv provides “desktop faculty development” twice a week throughout the school year. Last spring I requested permission from Richard to mirror the listserv emails on a blog so that readers could comment on articles and so that I could follow the listserv via RSS. Posts cover many different aspects of higher education and the faculty experience.
Syndicated from Teaching with Classroom Response SystemsClassroom response systems have certainly made some headlines lately, probably because the start of the fall semester is a good time for news outlets to run stories on education. Since I’ve been too busy to blog about each of the stories below as they hit, I’ll make do with this news roundup…
- “Costly Clickers: Some Students Now Being Asked to Buy Device” by Samantha Ruiz, The Collegian, August 29 – This story appeared in the student newspaper of the University of Texas at Brownsville. In the past, clickers were provided to students free of charge, but with more faculty using clickers, the university did what many have done and moved to a financial model where students purchase clickers themselves. Some students appear to be upset over this, probably because of statements like this from instructors on the value of clickers: “Using the clickers makes the grading process easier.” As I’ve written before, if you’re using clickers to make your life easier, students aren’t going to want to pay for them. Fortunately, other instructors at Brownsville have the right idea:
[Michael] Lehker [, chair of Biomedicine,] said the clickers allow him to notice which students need help, give everyone a chance to participate in class, and provide immediate results. “Usually in class discussions, the outspoken ones dominate the discussion, but with clickers, everyone pretty much has the same voice,” he said. …He is able to see how many people got a certain question wrong and what areas he needs to place more focus on.
- “Don’t Lecture Me” by Emily Hanford, American RadioWorks, September 1 – If you’re not familiar with the Force Concept Inventory or the work of Eric Mazur, please, stop reading this post and go listen to this excellent radio documentary! Seriously, go there now. I’ll wait. I was blown away by the quality of storytelling in this documentary. I’ve heard Eric Mazur tell his “confessions of a converted lecturer” story many times, and Ms. Hanford shared it in this piece in a concise and compelling way. She worked in the story of the Force Concept Inventory, as well! Anyone who listens to this documentary and still thinks that lecturing is the best way to teach first-semester physics (or any other science course, for that matter) isn’t listening very well. Bonus: The second half describes efforts by the fledgling University of Minnesota Rochester to completely reinvent how higher education is done. Great stuff.
- “In Classroom of Future, Stagnant Scores” by Matt Richtel, New York Times, September 3 – In this lengthy piece, Mr. Richtel tackles the finding that some K12 schools that have invested heavily in educational technology (including clickers) have found that their students’ scores on standardized tests haven’t improved. This article has received a ton of attention, with many commentators pointing out problems with the idea that stagnant test scores are a problem for these tech-savvy schools. Scott McLeod’s response was the best that I read, although the responses by David Wees and Clive Thompson are also excellent. Thompson, for instance, does a great job describing three uses of technology in education to accomplish learning activities that are difficult or impossible without technology. That’s the kind of educational technology thinking that I like best, and I was impressed that it came from someone outside of education. And over on Twitter, @EDTECHHULK, pointed out one big problem with the low-test-scores argument in his usual succinct style:
- “With Cheating Only a Click Away, Professors Reduce the Incentive” by Jie Jenny Zou, Chronicle of Higher Education, September 4 – Cheating with clickers typically refers to student A bringing student B’s clicker to class so that it appears that student B is present, when student B is really back in the dorm, snoozing. I’ve blogged about cheating with clickers in the past, and it’s a concern that many faculty seem to have. Ms. Zou from the Chronicle interviewed me this summer about the issue, and she did a great job capturing my thoughts on the matter in this piece. Although there are various clever methods of catching cheaters (see the comments on the Chronicle article for examples), reducing the incentive to cheat is the best approach. Make sure your clicker questions don’t contribute much to a student’s grade (5, maybe 10 percent), and make sure you use your clicker questions in ways that help students learn. If it’s just about the points, then students are likely to try to game the system.
- “Going Paperless: Students Make the Switch to E-Textbooks” by Lauren Jansen, Vanderbilt Hustler, September 5 – Closer to home, I was interviewed by a former student of mine for a piece in the local student newspaper on technology in the classroom. There’s a bit in the story about e-textbooks, but it’s mostly about the laptops-in-the-classroom issue. Lauren did a great job conveying a few key ideas I shared with her (the need for “change ups” in lectures, the opportunity to use student laptops for in-class collaboration, the challenge of teaching students information literacy), although I don’t think I referred to “inserting video clips” as a creative opportunity for student laptops in the classroom! There’s also a passing reference to the use of clickers as a positive use of tech in the classroom.