- George Fox University, Portland CenterReference & E-Learning Librarian, present
- Lewis & Clark CollegeReference & Instruction Librarian
- Newberg Public LibraryAssistant Director
Portland, Oregon USA
Interests: Emerging Technologies, Higher Education, Libraries, Mobile Devices, Mobile Information Literacy, Educational Technology, MUVEs, Gaming, Augmented Reality, NFC, Google, Apple, Chocolate
More Interests: Hiking the west hills of Portland (geocaching and taking iPhone photos via Instagram app along the way), dining at the many excellent Portland restaurants, playing with mobile everything - always learning.
- University of Illinois at Urbana-Champaign
- Boise State University
- George Fox University
The buzz, during most of the week past was based around a recently released research paper by Google on how Trustworthiness can be calculated on the web without the use of links: http://goo.gl/ULpFUw.
I have, of course, been talking about the ability Google to do this for some time now, detailing the steps you need to take for your business to capitalize on it. The acceleration of practices in this area is powered by the need to have trust in the results returned by search. Upon that 'simple' requirement is balanced the entire Google brand.
"When it comes to modern higher education, a few things are universally clear. First, there is no one right answer for every student. Second, everyone involved is still learning what methods will work best in the 21st century. "
As Ms. Trapani stated "The problem, in other words, is acting without thinking — being caught up in the moment, without pausing to reflect on the long-term consequences." (Yes, completely agree.)
I've been following the research and literature on this problem for a few years now and I believe the answer is education. Shouldn't parents, schools, colleges, and universities be taking responsibility for this?
Not only should parents and educators be teaching students that they should think before they post, but also explaining to them why it matters. From how what they post can affect their safety, what college they get into, and job prospects, to learning how to create an online identity that helps them stand out in a positive light to college admissions reps, and in job search/promotions vs. being fired for not thinking before they post.
“The goal is to make you act like less of a jerk online,” Ms. Trapani said. “The big goal is to create mindfulness and awareness, and also behavioral change.” -Yes, isn't that what good parenting and education are meant to do? And when we don't learn our lessons well, we suffer consequences of our poor choices, and eventually we learn.
(Hat tip to for sharing the article on #twitter )
Update: I shared a few more thoughts about this in a blog post: http://librarianbydesign.blogspot.com/2015/01/my-thoughts-in-google-box-are-on-new.html?spref=tw
#socialmedia #socialnetworking #onlineself #onlineimage #personalbranding #digitalfootprint #education #identitymanagement
This is an important talk by Clayton Christensen on innovation and the disruption that higher education will be facing in the coming years.
Christensen starts at about 9:30min in and is finished a little past one hour, then takes audience questions for another 12min. I felt compelled to watch all 2hrs. and 18 min.
Most of the university presidents did not agree and may not have fully understood that to which @claychristensen was referring. I believe most faculty would agree with the panel. And I believe most faculty would not fully understand that to which Clayton Christensen was referring.
At 1hour 58min. there is a question from the audience that gets to the gist of the disagreement, IMO. At 2hrs.9min & 55sec. Mr. Christensen raises his hand and addresses the panel to let them know they basically completely disagree. Whether you agree or not, this talk is a must watch for those who are following the future of higher ed.
Personally, I believe Clayton Christensen is spot on. Most university presidents are not immersed in the ways in which technology is being used to connect and develop relationships. They believe that there simply is no way to replace the face-to-face mentorship of faculty & students and other opportunities for connecting that can only succeed in face-to-face environments. The idea that technologies could develop that could replicate or improve on what face-to-face offers is simply too far removed from anything they can imagine. Most faculty would likely agree with the panel. And currently it may be true that most students would agree with the panel as well, though I'm less sure about that.
However, those who follow and immerse themselves in new technologies can see that the possibilities are there, and believe as many of us do, that technology and innovation will eventually get us there. When I think of how far technology has developed in the last 15 years, I can see a whole new world in another 10-15 years.
The university president who seemed to have the closest understanding of Mr. Christensen's talk was Colgate President Jeffrey Herbst, who hosted the event. #innovation #disruption #highered #innovationanddisruption #highereducation
Would love to know thoughts from others who are interested enough to watch the 2hrs and 18min. live stream video.
I seem to have four types of interaction these days, none of which I care to give up, and the #edreform discussions don't seem to consider them well in their observations about higher ed and/or learning:
(1) Purely f2f, or close enough (geographically close friends, family, neighbors; on-campus students who aren't in touch outside class)
(2) f2f with significant text interaction via Facebook, texting, e-mail (colleagues, students, local friends)
(3) Mostly online—text commenting like this, occasional video (e.g. Hangouts), occasional in-person meetings (distant colleagues, distant family/friends)
(4) Completely online (same as (3) plus online students plus total strangers who may interact in social media)
I will share this around to see who bites. :-)
During the last two weeks of 2014, I was one of about 20 participants in FedWiki Happening, thanks to and . FedWiki is a powerful tool for knowledge mining and co-creation, and in the words of "sharing and amplifying ideas". Jumping in and trying it out was an exhilarating experience, to say the least!
Here's my summary blog post, with links to blog posts from many of the participants. If you want to find out more, I highly recommend heading over to Mike Caulfield's blog: http://hapgood.us/
Selected findings are below. See the report for a comprehensive list.
Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. However, technology has only a moderate influence on students’ active involvement in particular courses or as a connector with other students and faculty.
Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies.
Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction.
More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work.
Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.
Seriously, unlimited storage and supports humongous files. Thankful to work at a #GAFE institution.
...Drive for Education will be available to all Google Apps for Education customers at no charge and will include:
Unlimited storage: No more worrying about how much space you have left or about which user needs more gigabytes. Drive for Education supports individual files up to 5TB in size and will be available in coming weeks.
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