I haven't really had a use for my Twitter account since my social software course. But that hasn't stopped me from checking in almost daily.
I also haven't gotten much done in the way of Edublogs (not to be confused with EduBlogger, but that doesn't stop me from reading their feed via email.
So, from these two time sinks comes a link to a Tweet linking to a blog post about software to monitor and alert me to overuse of my time sinks. (See step #2 here.)
Interesting. How long do you think it will take me to research, choose, download and install software to prevent me from wasting time on the sites that alerted me to the software in the first place?
Saturday, February 28, 2009
Thursday, February 26, 2009
feeling snarky
Title of an actual in-class discussion thread: "Collective Wisdon" (sic)
How reliable do I think information posted in that thread is going to be? Hmm...
How reliable do I think information posted in that thread is going to be? Hmm...
Saturday, February 21, 2009
what's the word?
Maybe it is all of the stress hormones affecting my brain, but lately I seem to have trouble coming up with the words I want and need. I can feel them flitting among my neurons--avoiding those that would transport them from mind to mouth or fingertips.
In any case, the word I am currently looking for would describe my sense of delight at discovering the convergence of one of my favorite books with one of my favorite bands in a movie I am trying to convince my kids to bring me to see:
Coraline-Other Father Song
In any case, the word I am currently looking for would describe my sense of delight at discovering the convergence of one of my favorite books with one of my favorite bands in a movie I am trying to convince my kids to bring me to see:
Coraline-Other Father Song
Friday, February 20, 2009
new(ish) blog
So, I didn't fall for tumblr afterall. ;-)
Bookmobilekids is now "bookmobile reviews" on WordPress. Though, I may run out of free space there and eventually return to Blogger.
Decisions, decisions--my external internal struggle. Such is the life of a Libra with Gemini rising.
In any case, check out my current space for book reviews: http://bookmobilereviews.wordpress.com. More to come here and there, soon.
Bookmobilekids is now "bookmobile reviews" on WordPress. Though, I may run out of free space there and eventually return to Blogger.
Decisions, decisions--my external internal struggle. Such is the life of a Libra with Gemini rising.
In any case, check out my current space for book reviews: http://bookmobilereviews.wordpress.com. More to come here and there, soon.
Tuesday, February 10, 2009
dissed
disenfranchised [dis-en-fran-chihyzd] - MLIS students and alumni of the Rutgers School of Communication, Information and Library Studies who discovered--in a brief post to a listserv--that their new dean and faculty had approved a proposal to drop "Library" from the school name, without prior notice of the vote (or even that a name change was under consideration), and without sufficient (any) opportunity for input.
disillusioned [dis'i-loo-zhənd] - (1) This student, who has heard the importance of advocacy for libraries, librarians and librarianship emphasized in every week of every semester of graduate study in a school that suddenly devalues library science to the point that it is willing to spend untold dollars--in this economy--to rebrand itself to eliminate the term "library" from its name.
(2) This student, who has heard nothing public (or otherwise) on this issue from the same professors who have been drilling the need for library advocacy into her head for two years.
disappointed [dis-uh-poin-tid] - This soon-to-be graduating MLIS candidate, who has been looking forward to graduating from the School of Communication, Information and Library Studies, but may now graduate from the School of Communication and Information.
See also: Library Journal news item and NJSLA blog
disillusioned [dis'i-loo-zhənd] - (1) This student, who has heard the importance of advocacy for libraries, librarians and librarianship emphasized in every week of every semester of graduate study in a school that suddenly devalues library science to the point that it is willing to spend untold dollars--in this economy--to rebrand itself to eliminate the term "library" from its name.
(2) This student, who has heard nothing public (or otherwise) on this issue from the same professors who have been drilling the need for library advocacy into her head for two years.
disappointed [dis-uh-poin-tid] - This soon-to-be graduating MLIS candidate, who has been looking forward to graduating from the School of Communication, Information and Library Studies, but may now graduate from the School of Communication and Information.
See also: Library Journal news item and NJSLA blog
Sunday, February 8, 2009
teaching online (part 2)
What's the alternative to my previous post?
If you are teaching online, make full use of the medium. For example, a fabulous TEDTalk on education was included in this week's material for one of my online classes:
Another example is the immersive social software course I took last fall: http://russl.pbwiki.com/.
In short, if you are going to teach online, then teach online.
If you are teaching online, make full use of the medium. For example, a fabulous TEDTalk on education was included in this week's material for one of my online classes:
Another example is the immersive social software course I took last fall: http://russl.pbwiki.com/.
In short, if you are going to teach online, then teach online.
teaching online (or not)
A few tips for truly ineffectual teaching in the online environment:
1. Create lectures by reading lengthy stretches of text in monotone with complicated sentence structure (sans pauses).
2. Upload lengthy ppt presentations with walls of text to accompany #1.
3. Don't forget to make some complicated flowcharts and diagrams using ppt, because drawing in ppt is so much easier to use than any real illustration programs - nevermind that it is indecipherable and looks like crap.
4. Post related information randomly in multiple places in the course shell - online students are computer savvy (especially LIS student), they'll find it.
5. Be intentionally vague in stating your objectives for the discussion, and let the conversation flow where it may.
6. Berate the class when the discussions in #5 don't go where you intended.
1. Create lectures by reading lengthy stretches of text in monotone with complicated sentence structure (sans pauses).
2. Upload lengthy ppt presentations with walls of text to accompany #1.
3. Don't forget to make some complicated flowcharts and diagrams using ppt, because drawing in ppt is so much easier to use than any real illustration programs - nevermind that it is indecipherable and looks like crap.
4. Post related information randomly in multiple places in the course shell - online students are computer savvy (especially LIS student), they'll find it.
5. Be intentionally vague in stating your objectives for the discussion, and let the conversation flow where it may.
6. Berate the class when the discussions in #5 don't go where you intended.
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