Tuesday, July 31, 2007

Dogs on the Internet

On the Internet, nobody knows you're a dog. (CC photo by Alan "Cogdogblog" Levine). But soon the jig will be up and we will all be safe from those crazy non-students out there.

In a move that has been expected for about eighteen months now, the Senate has passed a bill (S.1642, Higher Education Amendments of 2007) that "requires an institution that offers distance education to have processes through which the institution establishes that the student who registers in a distance education course or program is the same student who participates in and completes the program and receives the academic credit."

So far, it is anyone's guess as to what methods/gadgets they might accept for the required "processes.' Informed people (like Steve Crow of the Higher Learning Commission) have told me that they probably won't dictate methodology, but that we will be required to determine our own processes, communicate them widely, and then follow them. Will that mean requiring proctored exams/assessments? How about fingerprint authentication or retinal scans? Will the Big Brother device used at Troy University become the norm? Ick! Apparently on-ground students (see Stanford U for example) don't need to be authenticated - only those dastardly distance learners.

One things that gripes me about this is that they (Congress) are about 10-12 years late to the party (go figure). This is exactly the concern that was raised in the early days of e-learning, and it has been raised in somewhat decreasing frequency (in my experience) since that time. To my knowledge, there has never been more than just a small amount of anecdotal evidence that this is any kind of a real problem. However, Congress, in it's infinite wisdom is about to again use a sledgehammer for a minor or non-existent problem.

This won't become law until after the House acts and probably then some sort of compromise between the two, but I still think that we should start preparing for how to respond when it becomes a requirement. This is almost certainly going to become law. The pain will be widespread, and very little improvement will be the result. Don't you just love it?

For more, search for S.1642 here: http://thomas.loc.gov/

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Saturday, July 28, 2007

ITC Board Meeting - Annapolis

I just spent three days in Annapolis attending my first board meeting for the Instructional Technology Council (ITC). What a great bunch of people and what a great location to spend a few days getting to know them all a bit better. We spent a fair amount of time planning for the 2008 e-Learning Conference which will be held in St. Pete Beach and hosted by St. Petersburg College. Building upon the incredible momentum of the 2007 conference, I predict that this next conference will once again break attendance records and be a huge success.

I was almost chosen by the group to give my first keynote address at a national conference. Almost, but not quite. This is an opportunity that I am actively preparing for in hopes that I will someday be asked. I have about four different keynote topics in mind right now, some of which are ready for prime time, and others that still need a bit more nurturing and development. A couple of the board members were very supportive of the idea of naming me to be a keynote, and I am very appreciative of their words and efforts.

I will be presenting a pre-conference workshop at e-Learning 2008 based on my Web 2.0 Whirlwind presentation. This will be three hours long and will be offered in the morning session and repeated in the afternoon on the first day of the conference. Pre-conference workshops are always offered on the first day (Saturday) of the ITC e-Learning conference. I love making this presentation and having three hours to do it (twice) will really give people a chance to play around with some of the tools and see just how easy they are to use and how easy they are to integrate into an LMS.

At the D2L conference in Duluth I experimented with a different approach to the whirlwind presentation. All of the presentation materials were laid out in the content and discussions areas of D2L with guest access accounts given to the workshop attendees. This worked well, and I think I can make it work significantly better by refining a few things and developing a few of the examples even more.

While in Annapolis we stayed at the Maryland Inn which is one of the three buildings constituting the Historic Inns of Annapolis. Very cool old buildings with relatively lousy service (staff). It was a great location right on Main Street and within easy walking distance of several crab shacks and an active part of Chesapeake Bay. Yes, I did have various types of crab dishes while I was there, yummy! We also had a special dinner with actors playing the roles of 18th century Marylanders, as well as a guided walking tour of the historic district including the old Maryland State House and the U.S. Naval Academy. We got a lot of work done also, but I’ll save that for a separate post.

Thursday, July 26, 2007

LTAC Panel Presentation

This will be my last post about the IMS Global Consortium LTAC meetings in Redmond, WA held last week. Thursday early afternoon - Panel Presentation: Standards and Best Practices for Providing Online Programs - Me, Russ Adkins of Broward CC, and John St. Clair of Tennessee Board of Regents.

$ - I talked about best (or at least pretty good) practices from the perspective of both LSC and MnOnline, including the following: 1) LSC Online Student Mentors, 2) LSC Events-based Distance Learning, 3) Quality Matters at both LSC and MnOnline, 4) Noel-Levitz PSOL data gathering at LSC and MnOnline, 5) online tutoring at LSC and MnOnline, 6) Minnesota efolio, 7) Statewide electronic library services.

$ - Russ talked about how BCC went from almost no e-learning five years ago to a very large e-learning operation today.

  • BCC overall has about 23,000 FTE and about a 60,000 student headcount.
  • In 8 years, they grew from nothing online to about 200 full-time and 350 part-time faculty teaching something online.
  • They have 5 associate degrees and 4 certificates available completely online, and have started working toward SCAS accreditation for online programs.
  • In ’06-’07, they had over 12,000 student enrollments in online classes, almost 3,600 in blended (hybrid) courses, and another 12,540 web-assisted classes.
  • They support a faculty mentoring opportunity for new online faculty.
  • They have created a scalable and affordable course development and delivery capacity through an emphasis on learning objects and master courses.
  • Going through the SACS accreditation change request (for online degree programs) is helping them sustain energy for improving online services, shining a light on the existing on-the-ground services, and providing new institutional resources; in particular: a) Research/business intelligence, b) Cyber advisors, c) Library instruction, d) Infrastructure expense, e) E-program management and advising, f) E-learning becoming ‘everyone’s job.’
$ - John talked about the mandate delivered by the Tennessee Board of Regents (TBR) for the schools in the system to move quickly and seriously into e-learning. He also talked about how it is legal to eat your road-kill in Tennessee. That really says a mouthful.
  • The TBR seems to be a pretty good parallel collaborative for MnSCU. There are 45 schools and 180,000+ students. It includes all the public colleges and universities except for the UT schools. They’ve gone from about 2,000 online enrollments in fall 2001 to over 13,000 in spring 2007. 96% of their online enrollments come from Tennessee residents.
  • Unlike MnOnline, they have made a much more bold effort to eliminate duplication of courses, programs, and services. They have also achieved system-level branding, which is a ship that sank in MnSCU a long time ago. Unlike MnSCU, not all online courses within the system are considered to be part of the TBR. Only courses and programs that conform to certain guidelines are part of TBR.
  • They have a significant surcharge for online TBR courses. Students pay 40% extra to take an online TBR course. Standard tuition for a 3-credit course (2007) would have been $504. The surcharge adds another $204 to the cost of tuition. Of the surcharge, 30% ($61) stays with the “home institution” of the student, where presumably they receive most or all of their student services. 70% of the surcharge ($143) goes to the central office for administrative costs and state-wide services, etc. Apparently they have one tuition rate for all of the TBR online courses, at least at the same level (bachelor’s level, for example). The base amount of tuition stays with the “delivering institution,” which is the school that provides the instructor for the course. The FTE for the course stays with the home institution (again, the school where the student is earning a degree). There is one more factor, something called the “developing institution.” That is the place where the course was first developed for the TBR. This is apparently how they eliminate some of the duplication of efforts. If I understood it correctly, the developing institution has the right to be the delivering institution for the first 60% of the sections offered by TBR in a term, up to the first six sections.
  • The contrast between TBR and MnOnline are stark. Two state systems that seem to have a lot of similarities appear to have gone after the online collaboration process in completely different ways. Neither one is perfect, but I believe that one is vastly superior to the other in their planning and execution. Can you guess which?
  • Much like MnSCU, TBR has distributed many of the needed support services to campuses around the state that are able to provide the service. For example, their server hosting and help desk are handled by the University of Memphis. Their P.R. and marketing efforts are contracted to Tennessee Tech. Their classroom evaluations are handled by East Tennessee State U.

Friday, July 20, 2007

Meeting Michael


The best part of the IMS-LTAC meetings in Redmond was the opportunity to meet Michael Feldstein. After reading his e-Literate blog for more than a year and listening to a couple of audio interviews/presentations, I felt as though I already knew him. He has been one the most prolific writers about the Blackboard-D2L debacle, and about edu-patents in general.

We spent the better part of two days engaged in conversations (and presentations) about e-Learning standards, IMS Global Consortium projects, and other things related to educational uses of learning management systems and the like. Michael is one of those deep thinkers and no-B.S.-kind-o-guys that I enjoy spending time with. We were also able to have a casual conversation at the end of the events while enjoying the halibut at the Coho CafĂ© in Redmond. I won’t even mention that he spilled his beer across the table and into my lap. I will mention that his opinion matches mine about how Blackboard is doing irreparable harm to their reputation and their future by way of this lawsuit (if they continue on the same course). Unfortunately, we will all have to wait quite a while before the legal mechanisms finish grinding slowly to any sort of a conclusion.

LTAC Summit - Afternoon

Craig Bartholomew, general manager of the Education Products Group at Microsoft, welcomed us to the Evil Empire (his words). Example of not being evil - 60% of the MS employees donated over $72 million to charity last year (employee donations matched by company). Gates Foundation's 3-R's: Rigor, Relevance, and Relationships.

Panel Presentation: Establishing Course and Content Quality Standards - Keith Hampson, Bill Evans, and Michael Feldstein.

  • Bill Evans, Cal Sate Chico - Data warehousing and analytics have been largely ignored but they are now starting to get more attention. Anecdotes from the CSU & Beyond: 1) Accessible Technology Initiative (ATI): universal design improves courses for all students. 2) Assessing Online Facilitation (AOF): peer evaluation of facilitator skills/process, 3) Exemplary Online Instruction (EOI) Awards: faculty recognition and reward 4) Institute for Teaching and Learning (ITL): support for the highest standards of university teaching excellence, 5) Peer Review of Online Content: peer experts evaluate learning objects, 6) Rubric for Online Instruction (ROI): course design and evaluation guidelines, 7) Transforming Course Design (TCD): sustainability, student success, quality of learning outcomes, cost of instruction, outcomes assessment, sharing of exemplary practices.
  • Keith Hampson, Ryerson University - we have been hampered by the cottage model of online course development, where the faculty member is responsible for the development of the electronic course content, which leads to an inconsistent student experience, high support costs, limited volume, limited rich media, poor navigation, and no brand. But you also get happy faculty, no management grief from faculty, and less change and fast startup. Academic freedom is often interpreted as occupational autonomy, which are really two different things. He wonders whether content really matters. We don't seem to kill ourselves to ensure that we have great content. However, he also believes that this an area where institutions can get a competitive advantage over others. Students continue to shift to a shopper-style approach to higher ed and we could use great content to convince them that we have better quality than the competition does. We also have to realize that the for-profit institutions pay more attention to content than we do, and we may need to play catch up.
  • Michael Feldstein, Oracle Corp and formerly with SUNY system - Here are a few tidbits that particularly got my attention: 1) almost all software is odious; what we put out is not good. That is because it is really hard to do it well, not because we don't care or because we (programmers and designers) are stupid. 2) We don't really see cognitive theory translate itself into teaching theory. 3) How do we know good (high quality) content when we see it?

Panel Presentation: Faculty and Staff Training for Application of Learning Technologies - Glenn Trammel, Mark Jenkins, Connie Broughton.

  • Glenn Trammel, Delta State University - home of the Fighting Okra (actually the Statesmen, but they prefer the unofficial mascot). Faculty Technology Institute is a five-day training session for new WebCT users. It is facilitated by the Director of Instructional Technology and two faculty instructors. He compared fully-online courses with "fully-static" (traditional classroom) courses. I've never heard the fully-static term before.
  • Mark Jenkins, Portland State University - PSU uses both WebCT and Sakai. He views online learning as a combination of storytelling, experiential learning, something else, and community building. Online learning is not a strategic objective at PSU, which is a demotivating factor. There is an eternal cycle of early adoption which does not result in any sustainable results. Whatever he does there can't cost anything, since there is no significant funding made available. Co-dependency relationships between faculty and instructional designers are not productive ways to grow capacity for online learning.
  • Connie Broughton, Washington Online - more than 60,000 students took an online course (05-06). 12,434 FTE system-wide. 34 community and technical colleges. Nine staff members. Supports about 25% of completely online courses in CTC system. Shared search engine, with cascading sections as they fill up. Students get separate transcripts from each college from which they take a course. WAOL Instructor Training class is different from what individual campuses might do. Four-week, completely online course (about 50 hours; where first half they are treated as a student and second half they transition to the faculty role. This training is required for any instructor teaching in WAOL. Over 2,000 faculty have completed the training over the past ten years.

Panel Presentation: Higher Education Technology Leadership - Debra Saunders-White, Robert Sapp, Paul Kim

  • Paul Kim, Stanford University - Does Academic Technology Competency Make CIO 2.0? Transformations of CIO roles in Higher Ed: CIO 1.0 was concerned with connectivity, legacy systems, email service management, dreaming of ERP, putting out fires. CIO 2.0 era more concerned about productivity, security and identity management, too busy trying to learn new solutions. CIO 3.0 now focuses on accountability, resource visualization, learning outcomes as measurable ROI with rubrics and matrices, too busy convincing faculty senate.
    Parallelism paradox in academic technology R&D - research trends include high tech innovations, working with schools that well-developed technology infrastructure, ICT research follows the innovations not vice-versa.
    Creating new traditions
  • Robert Sapp, University of Maryland University College: Expecting Growth and Growing Expectations. Their growth is phenomenal, with over 10,000 additional new students each of the past two fall terms, as well as new programs and services. Over 90,000 students worldwide, only 45,000 in U.S. 44% are minorities. median age = 32. 179,000 online enrollments in '06-07. Rise of the CIO as an executive: 1) member of president's cabinet, 2) increasingly a partner in senior decision making and determining institutional policy, 3) more of a service partner than service provider, 4) required participation in strategic activities such as planning, budgeting, policy development, etc., 5) form and manage external strategic partnerships and alliances.
  • Victor Wong, University of Michigan - Leading up to Innovations: a Case for Off-line Leadership. Cross-cutting innovations - they cut across core missions, core organizations (silos), disciplines, even technologies. Basic organization principle: place authority where responsibility resides.
Planning for Emerging Technologies - Bill Corrigan, U. Washington: Integrating iTunes U because students come to the institution already having the equipment and knowledge to use the technology. Outsourcing email: trying to decide between two large vendors (Google and Microsoft?) and manage the problems that come with this - sharing info with a third party, advertisements. Service Oriented Architecture - what things do we need to provide online and do we need a governance process around that. Testing services with Google Calendar. Collaborative applications including social networking (need to do a lot of listening) and virtual worlds (Croquet, SL). Web services for researchers (compute cloud, for example Amazon). A new formula for customer engagement - Bob Greenburg.

Paul Kim, Stanford University - Pocket School: $16 mp3/mp4 player for developing countries. Putting language learning on a small device for poor people (children) in developing countries. In Ecuador, 18% benefit from full-time education, but only 1% of the indigenous population. mLearning - truly nomadic learning. This was excellent - good luck with this project!!

LTAC Summit - Morning

Notes from the LTAC Summit, July 19, 2007 at Microsoft.

John Falchi: IMS GLC Overview and Role of LTAC: Formal project charters are developed when they are attempting to address a challenge. We started to develop a charter yesterday around the standards for Distance (Flexible) Learning. They focus on the use and accessibility of work product. Practical application: (Challenge) usable, quality digital content availability; (Outcomes) increase faculty productivity, reduce costs, etc.; Possible solutions: IMS Common Cartridge, IMS Tool Interoperability.

Kevin Riley (IMS Senior Strategist for New Activities): Common Cartridge - Benefits: lower integration costs (hooking together tools, content, etc.), greater choice of content, reduces vendor/platform lock-in, greater assessment options, increase flexibility, sharing and reuse. Why will it succeed? 10 years experience in interoperability work, based on the most widely used standards, widely supported even by the platform vendors, easy to implement and flexible.

Ed Mansouri (UCompass Educator) demonstrated a use of common cartridge, something called ENRICH that looked pretty cool. These common cartridges can be run (displayed) even without an LMS. The common cartridge player also has been ported to the iPhone. Using Adobe AIR they have developed a common cartridge that runs on the desktop without the need for an Internet connection. Ed wasn't given much time, but clearly had some cool stuff that we would have liked to see.

Bill Lee (Desire2Learn): Enterprise Services - objective is to improve interoperability between enterprise systems. This goes far beyond the course and tool interoperability, and looks at the other functions that make an LMS an enterprise-level service. For example, they are currently reviewing the LDAP binding feature.

Gloria Pickar (Compass Knowledge Group): Standards for Distance Learning - named changed yesterday to "Standards for Technology-enabled Flexible Learning." The deliverable for this group is an authoritative source of standards that: a) are evidence-based, b) are applicable globally in higher education, c) support student learning outcomes for technology-enabled flexible learning, d) guide the development of better educational technologies.

Next up was a panel presentation of which I was a part. Separate post coming later about that.

Thursday, July 19, 2007

Standards for Distance Learning

Wednesday at the IMS Global Consortium Meetings, I attended a workshop on Standards for Distance Learning. This is an attempt to develop the definitive list of best practices for e-Learning programs.

Starting with definitions. What are we talking about? Are they standards or best practices or something else? Is this targeted at higher ed, K-12, corporate learning, all, or what? Is "distance learning " the correct term? Probably not, but what is?

Scope?

  • Level of education
  • Course or program?
  • Distance?
  • Type of technologies
  • What else?
  • What do we call it?

Michael Feldstein asks what the outcome will be. Who will use this information and why? Why the IMS guidelines rather than Sloan-C or others? Possibly because the IMS is a more international organization and not just focused on U.S. higher ed which is not true of several of the other organizations working on similar issues. He wants to make things "less odious," which came up many times throughout the day.

Ellen (Denver) and I are apparently kindred spirits. She articulated my thoughts very well. We don't need to duplicate the work already done in this arena, but most of that work is too specific on current practices and not capturing the changing nature of technology-enhanced learning opportunities. We looked at several other definitions where I saw several terms that I consider unacceptable: distance learning, computer-based, Internet delivered, separation of student and teacher, best practices, etc.

Is it technology-mediated or technology-complicated? (Michael)

We spent some time talking about the term "flexible learning." I think there is something valuable in there, but have been cautioned to not go whole hog on this idea lest students might think that this learning is totally flexible - do anything you want anytime you want (uhh, no thanks!).

Flexible learning: Is it widely enough used to be understandable to most people but not so widely used to have everyone arguing about what it means. (Michael again)

Technology-enabled flexible learning (is that too much?)

For me, the best part of the day was the chance to meet and get to know Michael. He is one of my favorite bloggers on my bloglines list. Extremely sharp dude.

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Wednesday, July 18, 2007

IMS Global Learning Consortium

I'm in Seattle (Bellevue/Redmond actually) for the IMS Global Learning Consortium Quarterly Meetings and Learning Technology Advisory Council (LTAC) Summit. I think it will be more interesting than the name implies.

It's my first time here, both in Seattle and at Microsoft. I've been completely turned around since arriving yesterday afternoon. North seems south and east seems west. Not sure how that happened. Of course it's raining this morning. Not that I expected anything else. First impression? This is another one of those places where it is next to impossible to find a Diet Dew. What is up with that? I went into a RiteAid (like Walgreens, if that helps) and they don't even have shelf space for Diet Dew, not in the cooler and not on the shelves of 12-packs. I'm heading for the Microsoft campus in about five minutes and hope to report out on the activities of the Summit as they progress. But I need to find a Diet Dew.

Friday, July 13, 2007

From D2L to ITC

The D2L User Conference is over so it's time to start concentrating on the next big conference event. As a newly-elected board member, I will be promoting the ITC's e-Learning 2008 conference far and wide to any and all who will listen.

ITC (Instructional Technology Council) is a great organization of leaders in e-learning and other uses of educational technology. There is a great mix of single stand-alone institutions as well as multi-campus districts; community colleges and technical colleges; four-year institutions and graduate schools; non-profit organizations along with a few for-profit organizations. The common thread that runs throughout is that they are all interested or involved in instructional technology.

There are two reasons why I know that this is going to be a fabulous conference. First is that it is being hosted by St. Petersburg College. At the last e-Learning conference in Albuquerque I had the privilege of getting to know some great people from the Web and Instructional Technology Services staff at SPC, including Alan Shapiro, Nancy Doolittle, Vicki Westergard, and of course Lynda Womer, current Chair of the ITC Board and Seminole Campus Associate Provost.

The second reason is that it is being held in the City of St. Pete Beach. This is not quite the same as St. Petersburg (which is also great), as St. Pete Beach is almost all beach. The conference is at the TradeWinds Island Grand Beach Resort. Trust me, this conference is well worth attending no matter where it is held, but this combination of a great conference and a great location should make this a huge success.

Thursday, July 12, 2007

D2L Post-conference Workshops

Elvis has left the building (and gone to Memphis for the 2008 D2L conference). The last post-conference workshops have just finished and everything is packed up and moved out. The verbal feedback on the concentrated training sessions was very good. I attended a session on Rubrics and Competencies and learned a great deal. I have several ideas floating around in my head about how we can use that tool to capture data about college-wide outcomes as well as program outcomes. Now the hard part will be in making a good plan and executing it.

Of course we also have to convince MnSCU to actually flip the switch and let us use the tool.

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Podcasting without Fruit Resources


In my post a few days ago, I mentioned that I would be posting a link to the resources used in Podcasting without Fruit workshop delivered at the D2L User Conference on Tuesday, July 10, 2007.

"Podcasting without Fruit" resources. (Sorry, link fixed 7/13)

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Wednesday, July 11, 2007

Great Keynotes at D2L FUSION

I thought all three keynote speakers were fabulous. Each very different from the others and with different messages to convey in different ways. Nancy White just finished about 45 minutes ago. Nancy is very engaging, very animated on stage, and you get a sense that she clearly has the personality to develop a sense of community among distributed learners, which was a central part of her presentation and about her daily work in the field. She was a great contrast to the other speakers and has been an important contributor to the conference with her attendance throughout the three days. (Her presentation wiki.)

Will Richardson on Tuesday has a powerful message that is not always well received by educators. Will's appearance was my special request as conference planning committee co-chair, and I think he delivers every time at the plate. There are plenty of educators who don't like to be told that they are going 10 miles per hour in a 100 mph world .... but those people tend to be part of the problem and not part of the solution. See, now you have a reason to not like me as well. The majority thought he was great, and the others had various reasons for not thinking he was great. Best part of all that is that he really started a lot of conversations about change in education, which I believe was his intent in the first place. Mission accomplished! Thanks Will, A++ in my book, and I'm a tough grader. (His presentation wiki.)

Ruth Clark delivered the opening keynote Monday morning. I commented to her afterwards that she has an excellent way of taking some rather complex research results and stripping them down to make it all very understandable for those who are not easily or usually immersed in academic research. The heavy-duty researchers in the crowd were probably not very impressed, but the other 90% of the audience learned a great deal about what works and what doesn't work in electronic content delivery - with a special attention given to not creating cognitive overload. Once again, I thought she was right on the money for most of the people in attendance.
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Tuesday, July 10, 2007

Home Field Advantage

The most reasonable explanation for winning the vote for the People's Choice at the Desire2Excel Awards.


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Monday, July 09, 2007

VoiceThread of Day 1 at FUSION

This is my first attempt at using VoiceThread. Very easy to use and allows audio comments rather than just text comments (free, of course). I would have used this in my Web 2.0 presentation this morning but I only learned about it at 10:30 PM today from Alan's blog. I uploaded today's photos to Flickr, and in about 15 minutes I had my first VoiceThread.

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Sunday, July 08, 2007

D2L FUSION Opening Reception

The opening reception at the Great Lakes Aquarium in Duluth went very well Sunday night. Overall I think almost everyone enjoyed the venue, with the possible exception of the shy otters who chose not to make an appearance. The highlight for me was the chance to meet Stephen Downes, here seen petting the rays in one of the hands-on exhibits at the aquarium.

For the uninitiated, Stephen (bio here) is a senior researcher for the National Research Council in Canada and viewed by many (including me) as one of the brighest minds in e-learning, educational technology, and just about anything else he puts his mind to. His news recap and commentary on OLDaily is mandatory reading for me and is one of those things in my blog reader that I never let build up too much without reading through the posts. I was surprised to see him here and then disappointed to realize that he is not scheduled to make a presentation. Wait 'til next year!


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D2L FUSION Set-up

A few shots of the conference set-up on Sunday morning.


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Saturday, July 07, 2007

D2L Conference Schedule

I am the most fickle conference session attendee you will ever find. I change my mind about 50 times about which session I will attend, sometimes even after the session has started. ;)

As it stands today, this is my plan for attending sessions at Fusion 2007 in Duluth:

  • Monday 9:00-10:00 Keynote Address - Dr. Ruth Clark: "Learning Faster, Better"
  • Monday 10:15-11:15 Accessibility: Birds of a Feather, Janna Cameron of D2L
  • Monday 11:30-12:30 Web 2.0 Whirlwind Inside Desire2Learn (yours truly)
  • Monday 1:30-2:30 New Student Orientation-Going Online! Melanie Morgan-Jackson, Mike Van Dyke, Cindy Mersereau
  • Monday 2:45-3:45 Leveraging the New Virtual Classroom, Ruth Colvin Clark
  • Monday 4:00–5:00 Product Update: John Baker & Kenneth Chapman, Desire2Learn

  • Tuesday 8:00-9:00 Integrating iTunes U Access Into Desire2Learn, David Delgado
  • Tuesday 9:15-10:15 Have We As Teachers Changed As Learners? Will Richardson & Nancy White
  • Tuesday 10:30-11:30 Podcasting Without Fruit (me)
  • Tuesday 11:30-1:00 Keynote Luncheon - Will Richardson: "Read/Write Web"
  • Tuesday 1:15-2:15 Exports – What Goes In Must Come Out, Wendy Savoth & Wayne Elliott
  • Tuesday 2:30-3:30 Desire2EXCEL Showcase

  • Wednesday 7:00-9:00 Breakfast & Keynote Address - Nancy White: "Technologies for Communities of Practice"
  • Wednesday 9:15-10:15 Branding with Desire2Learn's Learning Environment, Jeff Fish of D2L
  • Wednesday 10:30-11:30 Overview of Changes in Learning Environment 8.2, Kenneth Chapman of D2L
  • Wednesday 11:30–12:00 Closing Ceremony
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Podcasting without Fruit

Tuesday morning (11:30) at the D2L conference I will be making a presentation titled "Podcasting without Fruit." Huh? Why? What does that mean?

The title is reflective on my own frustration with about 98% of the conference presentations that I have seen in the past three years that have had anything to do with podcasting. These presenters talk about podcasting as if you "HAVE" to have an Apple Computer and use Apple-only software in order to be a podcaster. In fact many of the presentations have been given by Apple employees, which is clearly a good strategy for the Apple Company but not necessarily a helpful solution for the 90% of the computing public who are Windows-users. The last thing I want is to start buying Apple computers for employees who want to start creating podcasts.

So, this session will look at free tools that are available for Windows users who would like to create, edit, and publish podcasts. I have created a Google Notebook with the presentation materials (links, mainly) and will post it here when the presentation begins.
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