I have a love/hate relationship with PowerPoint (PP). I see value in the medium but I struggle to find effective ways to use it. #Oext234 asks Ontario Extenders to consider PresentationZen and to pick one of the 11 recommendations to improve presentations. I am choosing (5) Remove the nonessential and adding photos instead of text. Please understand, this is an exercise for the Daily Extend. I am not suggesting that the new presentation is really much better than the old one but it is a start and this also gives me a change to explore more Creative Commons photos and a new tool.
Sometimes, I have used PP to act as a guide for me; a way of keeping me on track and reminding me of what comes next. I have basically turned them into great big visual presentation cue cards. Whenever I do this, it reminds me of my very first presentation competition in grade school on Carpenter Ants.
I used this approach when preparing to be filmed for an Orientation video based on a transition to college culture workshop that I have done in-class. In this case, the slides were not shown to the participants, they were only for me. Here is a short clip from my practice video where I created a voice over for the slides I had prepared. The final video, edited by St. Clair College’s Audio/Visual department, is at this end of this post.
Using Tall Tweets, I created a 15 second gif of my original slides:
Using Unsplash, I added photos and then removed most of the text:
I was led to this article during my morning scan of twitter. I wish I could tell who shared it, but the twitter tide has swept that away. I am also going to do something in this post that I caution my students against; I am going to heavily quote from the original article. I generally encourage students to put the ideas they find in a literature review into their own words, but in this case, I don’t believe I can do it better and I want to relate what reading those works evoked in my mind about my experiences with Ontario Extend.
I joined Ontario Extend as a personal professional development project as St. Clair College, my work home, encourages faculty to pursue PD during May and June. Unfortunately, most of the available PD outside of the Faculty Retreat just doesn’t speak to me. My colleague, Marko Jovanovic often describes me as “paying a game of 3-D chess in my head” apparently against myself or maybe against the man (shakes fist in the air) because I want to think about and debate crazy ideas and connections that occur to me that are simply not on others’ radar. This often leaves me feeling out of step and, frankly, lonely. I was expecting to find it interesting and challenging.I did not expect to find it affirming. I did not expect to find my people, my tribe.
“We can only become the person whose story we can keep telling and acting out in the world” (Petriglieri, 2018).
Here, I am going to digress a bit and bring in Maslow’s Hierarchy of Needs. I don’t go to work to fulfill my social or self-esteem needs. I take care of these at home with a circle of close friends and family. I have no patience for small talk. It’s not that I don’t care what you did on the weekend or that you found a great deal on _______________ (fill in the blank), it is just there is this important stuff going on, there is a big semester clock ticking in my head and time for our students is running out and I want to talk about work first. At work, I am working out my self-actualization needs. I am working on becoming my authentic self and developing mastery in my work.
“Most useful and precious among our illusions, my research suggests, is the illusion of one’s self as masterful — able to endure adversity, experience freedom, and be of service to others” (Petriglieri, 2018).
Adversity, freedom and service, now that is powerful stuff. Reminds me of parents’ teaching and the dutch work ethic I was raised with. I go to work, not just show up in the building. I put up with the crap (and as my mom would say, there is crap in every job, except she would never use the word crap) so that I can have the freedom to take care of me and mine so that I have the ability to help others. If mastery is the feeling that I got this, then most of the time I am there but…. there is some self-doubt and again, loneliness.
“Instead of demanding conformity in exchange for safety, such communities keep our working lives exciting and us stable, ultimately helping us master our working lives” (Petriglieri, 2018).
Are you ready for some Ontario Extend stuff? In Ontario Extend, I have found a community and an experience that is both dynamic and supportive. If you read any of the recent post in this blog, you will already know that I struggled fiercely with the Scholar module. But my Extend West community was there offering clarity, ideas, and support. On twitter and through the weekly lunch meetings, I received new angles to consider and a very strong message that not only am I determined and on fire, I am capable.
Petirglieri’s article is all about tribes and their value. But not all tribes are created equally. Some tribes demand conformity that stifles growth. Good tribes inspire mastery.
Petirglieri (2018) lists three characteristics of tribes “that help us be masters of our working life:”
encourage us to show up generously in the world
let us take risks to try something new
raise the questions that help us explore the edges of our competence and identity, or send us in new directions
This is Ontario Extend. It is like the perfect elevator pitch for why you should become an extender! The Collaborator module shows us how to become part of the community and encourages us to both give and receive in our Personal Learning Network. The Domain of One’s Own/Blogging/Extend Activities provides opportunity to gently enter the practice of working out-loud and sharing our real selves. The Experimenter module and Daily Extends invites us to play, to try, to create and Technologist module takes us through a process of how we can extend these principles to our practice for the betterment of student learning. The Teaching for Learning module allows us to explore our identity. The Curator module helps us realize that we are already curators and that our discernment adds value. The Scholar modules gives us a path to developing new competences and to using real data to improve our practice. And new directions?? How about open learning, Open Education Resources, Creative Commons, students as collaborators and co-creators, authentic assessment, Universal Design for Learning, accessibility and more tech tools than you knew existed! It is truly a work changing experience, if you let it be. And that is the key.
“Hard as you might look, my work suggests, you cannot find such communities. You must build them yourself” (Petriglieri, 2018).
Well, in the case of Ontario Extend, you can find such a community but you have to make it real. There is an amazing group of educators in the extend community – electic, passionate, inquisitive, supportive, expressive, brave, and most of all, open. But to really benefit from the community, you need to embrace the tribe. You have to become an extender – to expand your thinking, to increase your risk-taking, to enlarge your circle of colleagues, to stretch your comfort zone, to reach your hand to accept the offered friendship and to grasp the hand of the next person seeking support. Ontario Extend built the first four houses on the block but it is up to us to keep building the community.
“And yet we need those open communities, those peculiar tribes. Without them, it would be impossible to remember who we are and to imagine who we might become” (Petriglieri, 2018).
Through out the past 10 weeks of my extending adventure, I have been reminded of where I have been and I have drawn on past experiences, I have been able to better define where I am now and I can see new paths to explore. I remember who I am as an educator and I am excited about who I can yet become as an educator. And best of all, I am not alone.
I found it really difficult to get started with the Scholar module. I had heard of SoTL in the past and had explored some aspects of it through reading and research. I liked the idea of some systematic approach to trying to improve some aspect of your practice and following that up to see if it actually worked. I would describe the approach as a spiral that may loop around but does represent movement forward. Articulating a working definition was a way to step into the Scholar module.
I did get stuck on the idea of amateur SoTL work for a short time. I am still not sure why that is such a bad thing. If we have this idea that only professionals (who ever that may be) can participate in SoTL how does that fit in with the idea of co-creating with students who would be amateurs or apprentices of learning? So, upon reflection, I have decide to reject the idea that there is some danger to be had from amateur work in SoTL and leave that for others to debate.
At this point in my work on the Scholar module, I did find myself drawing upon past research, readings and professional development. I find that happens more often where things am exposed to don’t immediately connect but do roll around in my head and start to line up where the connections become clear.
Before moving on to the next Extend Activity, I need to set a foundation for my thinking and demonstrate how I landed on staying small and selecting an aspect of Tutor Training to build a research question around. Focusing in on exploring a modeling technique for Math tutoring is a practical way to try SoTL in the field I am working. Part of my process was to do some further reading about models such as Model-Coach-Fade and the theoretical background on Cognitive Apprenticeship.
Before finalizing my plans, I would continue to read around this topics and add it active learning activity opinions in addition to my role-playing idea. I enjoy reading around topics, starting with a few key terms to find some new sources and then finding new terms in those readings that may take me elsewhere. Sometimes I use the snowball technique as well. If you are not familiar with that term, it is the idea of using the reference list of one article to find the next article you read.
My next steps was to answer the SoTL questions about my research. It is dry reading but there is a nice cat picture included.
I ended with a somewhat salty post expressing my frustration on a couple of levels with the Scholar module and my thoughts about ethical concerns. This was probably the most fun post to write as it was a chance to get it all out and on paper (screen?) so to speak. Thank you, David Porter, for reading it and offering encouragement:
You’re doing great. Hard questions often lead us to reflect and pivot our thinking. That’s ok.
My last step for the Scholar Module is to select an image to illustrate the direction I plan to go with my SoTL research. This will not be my last step for the research because the plan is to actually do the research, but that may need to wait for the Fall. I will ask the faculty lead from the Centre for Academic Excellence at my college to review my plan in addition to gaining approval from my Director, Cindy Crump.
So what direction do I plan to go? Upward and onward, right after I put on my fancy big girl boots and my determined face!
AHHHHHH! I want to scream out the backdoor and shake my fist in the air!! Maybe it is just me but the Scholar Module is tough! Actually, wait, it is just me!! Please, other Extenders, do not give up on the Scholar Module because I am having a tough time getting my head around it. Here’s why:
As a faculty member who has working exclusively in Student Services for the past 11 years (in August), I don’t have a course or a classroom to work with. This has made figuring out a suitable SoTL research project a bit more challenging. However, through our ExtendWest Lunch dates with @Cogdog, I have found both support and inspiration. It was at one of the Zoom discussions that Alan suggested I stay small and focused on one thing. That helped me narrow down to one aspect of our Tutor Training that I wanted to improve. I also want to give a shout out to Danny who said he thought I was determined! Thank you, I am determined and that compliment helped to push me to continue!
It is scary to practice out loud like this. I have created a few posts about the Scholar Module and my ideas for SoTL and there is a part of me that is afraid someone will come along and question “What on earth is this woman doing??” It is risky and uncomfortable. I would rather just be right all the time and only show things in a perfectly finished product that is sure to get approving nods! Heh, like life is really ever like that!
Right now, I am giving myself permission to make mistakes, to put out work that is unfinished and maybe even completely wrong. And I am giving myself permission to say – I don’t get it and this is hard! Why? Because I have worked in Student Services for the past 11 years and have been the faculty advisor for tutoring services and have seen so many scared and frustrated students walk through the door thinking that they are stupid because they don’t get it and they think it is hard… AND that is it so easy for everyone else. I think that when I look at the Extend Activities that others have posted. I only see the end results and they all sound so smart and it looks like it was easy. I am going to bet that it wasn’t alway easy for them either!
If you are struggling with any of the modules, I hope you find this and know that you are not alone!
So, continuing on with my post, no course, no classroom, this is hard, AND I have no idea if I could publish the results, or if anyone would be interested in them and finally, who, exactly, am I studying?
First, can I publish the results? I can do the research project because it is looking at improving a process of training that we do for tutors. I have done similar work to examine our processes in order to improve quality and have checked with our research office and did not have to apply for permission or present to the Reseach Ethics Committee. We do other surveys for student satisfaction with tutoring for our own quality control where the surveys are both anonymous and voluntary. The trick is, we don’t publish results outside our department and upper management. It all stays in-house. The guidelines seem to indicate that when the results will be published, permission from the committee in addition to immediate manager approval is needed. However, we are now in vacation time and I can’t begin the process of checking if permission is needed if I am only writing up the results on my personal blog.
Second, would anyone be interested? People involved in tutor training is a pretty narrow field and it might inform people who use similar models for tutors. I don’t think there is a wide interest. That is one of the reasons I consider this for my own professional development rather than worrying about whether anyone would be interested in the results.
Finally, who am I studying? This is an intriguing question. Am I studying students or employees? We discuss this quite a bit within the department. Most tutors are full-time students as a job eligibility requirement. We do have a few contract positions for grads and part-time faculty for some difficulty senior year courses, but most positions are filled by students. Because of the addition of Retention Coordinators as faculty advisors, we have taken the view that our tutoring lab are labs and we are similar to placement or clinical supervisors who are concerned with tutors’ practice and development in tutoring, communication skills and employability skills. We actively look for teachable moments with our tutors. So, Marko and I consider tutors as our students. This adds another layer to the questions of ethics.
This is my second to last post about the Scholar module. I am almost there! If you made it to the end of this post, thank you! It was very satisfying to write! Very wordy! I enjoy lots of words and bristle at the number of reports that I have to write that are little more than elevator pitches because they can only be one page in length or no one will read them! Maybe no one will read this but it felt good to write!
I want to adapt two excerpts from an OER textbook.
Add original video of my own.
Use CC licensed video and images from Unsplash.
Link to additional resources
Add self-test questions that I create.
Academic Integrity – The Honest Truth
It is vital that students focus on the active process of learning, not just on how to get good grades. The attitude of some students that grades are the end-all in academics has led many students to resort to academic dishonesty to try to get the best possible grades or handle the pressure of an academic program. Although you may be further tempted if you’ve heard people say, “Everybody does it,” or “It’s no big deal at my school,” you should be mindful of the consequences of cheating:
You don’t learn as much. Cheating may get you the right answer on a particular exam question, but it won’t teach you how to apply knowledge in the world after school, nor will it give you a foundation of knowledge for learning more advanced material. When you cheat, you cheat yourself out of opportunities.
You risk failing the course or even expulsion from school. Each institution has its own definitions of and penalties for academic dishonesty, but most include cheating, plagiarism, and fabrication or falsification. The exact details of what is allowed or not allowed vary somewhat among different colleges and even instructors, so you should be sure to check your school’s Web site and your instructor’s guidelines to see what rules apply. Ignorance of the rules is seldom considered a valid defense.
Cheating causes stress. Fear of getting caught will cause you stress and anxiety; this will get in the way of performing well with the information you do know.
You’re throwing away your money and time. Getting a college education is a big investment of money and effort. You’re simply not getting your full value when you cheat, because you don’t learn as much.
You are trashing your integrity. Cheating once and getting away with it makes it easier to cheat again, and the more you cheat, the more comfortable you will feel with giving up your integrity in other areas of life—with perhaps even more serious consequences.
Cheating lowers your self-esteem. If you cheat, you are telling yourself that you are simply not smart enough to handle learning. It also robs you of the feeling of satisfaction from genuine success.
Technology has made it easier to cheat. Your credit card and an Internet connection can procure a paper for you on just about any subject and length. You can copy and paste for free from various Web sites. Students have made creative use of texting and video on their cell phones to gain unauthorized access to material for exams. But be aware that technology has also created ways for instructors to easily detect these forms of academic dishonesty. Most colleges make these tools available to their instructors. Instructors are also modifying their testing approaches to reduce potential academic misconduct by using methods that are harder to cheat at (such as in-class essays that evaluate your thinking and oral presentations).
If you feel uneasy about doing something in your college work, trust your instincts. Confirm with the instructor that your intended form of research or use of material is acceptable. Cheating just doesn’t pay.
Video – this is a rough cut of my video. I plan to clean it up and add design elements, closed captioning and a transcript.
The Value of Academic Integrity
Video by Irene Stewart, January 10, 2018
Plagiarism—and How to Avoid It
Plagiarism is the unacknowledged use of material from a source. At the most obvious level, plagiarism involves using someone else’s words and ideas as if they were your own. There’s not much to say about copying another person’s work: it’s cheating, pure and simple. But plagiarism is not always so simple. Notice that our definition of plagiarism involves “words and ideas.” Let’s break that down a little further.
Words. Copying the words of another is clearly wrong. If you use another’s words, those words must be in quotation marks, and you must tell your reader where those words came from. But it is not enough to make a few surface changes in wording. You can’t just change some words and call the material yours; close, extended paraphrase is not acceptable.
Ideas. Ideas are also a form of intellectual property. You may this idea in a passage that summarizes the original, that is, it states the main idea in compressed form in language that does not come from the original. But it could still be seen as plagiarism if the source is not cited. This example probably makes you wonder if you can write anything without citing a source. To help you sort out what ideas need to be cited and what not, think about these principles:
Common knowledge. There is no need to cite common knowledge. Common knowledge does not mean knowledge everyone has. It means knowledge that everyone can easily access. If the information or idea can be found in multiple sources and the information or idea remains constant from source to source, it can be considered common knowledge. This is one reason so much research is usually done for college writing—the more sources you read, the more easily you can sort out what is common knowledge: if you see an uncited idea in multiple sources, then you can feel secure that idea is common knowledge.
Distinct contributions. One does need to cite ideas that are distinct contributions. A distinct contribution need not be a discovery from the work of one person. It need only be an insight that is not commonly expressed (not found in multiple sources) and not universally agreed upon.
Disputable figures. Always remember that numbers are only as good as the sources they come from. If you use numbers or any statistics always cite your source of those numbers. If your instructor does not know the source you used, you will not get much credit for the information you have collected.
Everything said previously about using sources applies to all forms of sources. Some students mistakenly believe that material from the Web, for example, need not be cited. Or that an idea from an instructor’s lecture is automatically common property. You must evaluate all sources in the same way and cite them as necessary.
Forms of Citation
You should generally check with your instructors about their preferred form of citation when you write papers for courses. No one standard is used in all academic papers. You can learn about the three major forms or styles used in most any college writing handbook and on many Web sites for college writers:
The Modern Language Association (MLA) system of citation is widely used but is most commonly adopted in humanities courses, particularly literature courses.
The American Psychological Association (APA) system of citation is most common in the social sciences.
The Chicago Manual of Style is widely used but perhaps most commonly in history courses.
Many college departments have their own style guides, which may be based on one of the above. Your instructor should refer you to his or her preferred guide, but be sure to ask if you have not been given explicit direction.
Unit would end with self-check or self-test questions to be developed.
This is my prototype of materials to remix into a new unit. I am considering combining these into one container although, I am not sure what technology would be best to put this together. I am also not sure if all these resources have creative commons licensing that can be combined. Finally, I am not sure that this would represent a complete picture of Academic Integrity or if I am missing content. If you would like to provide any feedback or suggestions, your ideas would be most welcome.
Perhaps it is because we are voting tomorrow and I am wishing for people of vision that my thoughts turned to Martin Luther King’s I have a dream speech on August 28, 1963 on the steps of the Lincoln Memorial in Washington D.C. when asked where and when I would bring my students if I had a time machine for the Ontario Extend’s Daily Extend #oext195.
Listen to it here from Archive.org
I also thought of JFK’s Inaugural Address, January 20, 1961, United States Capitol, Washington, D.C.
Winston Churchill first speech as Prime Minister.
For a different take on the spoken word, may I suggest Figures of Speech from Almeida Theater. In particular, Patient Zero: