Almost Done

I managed to take my big box of stuff home the other night. I keep getting reminding of things that I am not going to miss, or things that I will.

Things that I will not miss:

  • The post-doc and technicians in my current lab.
  • The fact that the water is brown in this building.
  • The undergrads taking up every available space.
Things that I will miss:
  • The many options I have to eat lunch.
  • My coffee shop (with perfect raspberry croissants).
  • The lab next to mine.
  • Kathy telling me ‘Happy Rainy Monday’.
  • My labmates.
  • Being able to drink coffee at my desk.
  • My office.
Things that might be cool:
  • Being in close proximity to a Whole Foods.
  • Being in close proximity to my best friend’s place of work.
  • Being in a relatively new building.
  • Being the ‘responsible’ one.
  • Getting to start again, knowing what I know now.

Education : Agile Curriculum Development, A New Framework

Description : Many believe that the Agile methodology is utilized only in the field of Information Technology. Really, the influence of software engineering methodologies and practices over Instructional Systems Design has been ongoing since Computer Based Training. Realizing its potential, we have used the Agile methodology to build curriculum. Learn how we build and more quickly market high-quality training, build high-performance teams, use a better means of estimating work throughput and provide accountability to our curriculum development.

  • What is an Agile framework ?
  • Applying Agile to curriculum development
  • How Agile creates urgency, better planning and enhanced communications


Introduction (5 minutes)
The Myth of Work in the Federal Government (interactive 5 minutes)
What does Agile mean? (interactive 5 minutes)
Agile and Storytelling (interactive 5 minutes)
Roles in Agile (interactive 5 minutes)
Our Experience in Curriculum Development (10 minutes)
Discussion (interactive 25 minutes)

Time to start thinking about the future 2

We decided that next year we’re going to rework our planning — the literary analysis papers will cover short stories rather then poetry. We’ll also give the students more choice when it comes to writing that paper. When it comes to the research paper, we’re going to do the multigenre paper, and we’ll only require that a certain segment of the paper follow the rules of MLA — making this a research essay instead of a research paper. This will allow for a variety of topics, and will likely bring the students clsoer to their writing, as they’ll worry about a topic where they’re the providers of information, and that any specific information will come from secondary sources.

For the past three years I’ve had my students focus their research on the Holocaust, and I think that’s an undeniably important topic — they’re so far removed from those events that doing the research brings them closer to their own history (whether they know it or not), and it’s a topic that should never be forgotten. I’ll not give up on the Holocaust topic (and I’ll likely use it as a stepping stone for this new, more personal version of the research paper), because I just can’t; it’s part of who I am.

There’s much to wrestle with before we get to that point next year, but right now I’m looking upon it all with a smile. I’m happy with this new direction, and I think it will breathe some fresh air into the students halfway through the year. I think the paper we grade earlier in the year will be better suited to the fact the students have never done an analysis of an author’s style. I think we’re making great strides by planning this out today, rather than waiting another year.

We’ve also got some wonderful ideas up our sleeves about the coming summer school session, and I can’t even begin to explain how excited I am about the new class I’m taking on next year. But that’s all for another post.

Transforming SMEs into Curriculum Developers : Teach Them to Fish

Description: In any training environment, good instructional designers know that it is imperative to be aligned with business employees. So what happens when you turn high-performing SMEs into great curriculum developers? Learn about JetBlue University’s curriculum developer model and what we are doing to transition and provide ongoing professional development for SMEs while saving costs, time and valuable ISD resources.

  • Why and how the role of SMEs started to change
  • Opportunities and challenges
  • Tools, skill sets, theory and ROI

Outline :
Set the stage : JetBlue University and JetBlue Airways – title

JetBlue University org chart/break down

Learning Technology (support function role)

What was done in the past (Old NYU program, book clubs, one off classes and workshops)

The role of SMEs started to change

Opportunities and Challenges: SMEs role, Solutions role in the ability to franchise

Selecting easy to use, consistent tools

Skill set and theory

Return on Investment

Ongoing development

Learning at the Moment of “Apply”

Description: There has never been a better time to step into the world of performance support. Almost 80% of learning is done in the context of work at “the moment of apply”: a moment that most learning offerings don’t target. Now more than ever, employees require performance support and organizations are ready to provide it – whether they know it or not! This session will ground you in the fundamentals of performance support.

  • What is (and what is not) performance support?
  • The five types of performance support: the vital role they can play in your organization and where to start introducing them
  • How performance support complements emerging trends and technologies like mobile learning and social networking

Outline :

1. Defining performance support (5 Minutes)
2. Understanding the instructional importance of meeting the “5 Moments of Need” (10 Minutes)
3. The tools of performance support (10 Minutes)
4. Design structures for performance support (15 minutes)
5. Integrating performance support into the formal classroom (20 Minutes)


still more classroom 20

Brian Benzinger at Solution Watch is back with the third installment of Back to School with the Class of Web 2.0, a series of posts related to online applications useful for both students and teachers.

This time around, Benzinger has pieced together how these applications are actually used by students and teachers, and provides a few examples for:

  • Educational Blogging
    • examples from both students and teachers
    • the best places to set up educational blogs
  • Using Flickr as a teaching tool.
    • Make sure to check out the examples Benzinger provides from teachers who use the photo annotation tool to point out necessary information in an image.
  • Edcational Podcasting
    • With examples from teachers and students
  • Wikis
  • Video Sharing as a teaching toolAnd finally
  • Web 2.0 courses
  • School 2.0
  • and more…

It’s a must read.

Time to start thinking about the future 1

Even though there’s still a month left in school, I feel myself getting giddy about what’s going to happen next year; I hear it from other teachers, as well — the excitement comes out in their voices when they talk about what they’ll do next year. Guess that’s one of the greatest things about teaching: each year is relatively the same, and each year you get to try out new things, and it’s in those last few months that you begin to see all those little parts, those smallish assignments, those daily tasks, building up to create the overall outcome.

For now, the outcome I’m seeing is pretty awful. I’m not happy with the students, and I’m not happy with myself. Yesterday I attended a meeting to cover the common writing assessment between the Language Arts department at my school, and I see there are enormous differences. Our common assessment was the research paper — I put my everything into this assignment, and we’re still yet to finish: that will come when we post our work to a website for Dana Huff and her students. The papers my students turned in were proper, well formatted, very straightforward, and businesslike. We wrote papers. And dammit if I don’t feel as though these kids turned from scrappy little buggers into professional writers. Their piles of work loom high, and the final product is polished. Their work isn’t polished, but it’s very different from the other papers I read from the other team of teachers.

The other team decided to work the research into a multigenre paper on the same topic my students wrote on earlier in the year: “Who am I?” And their papers were phenomenal. Not because they followed the rules of MLA (as a matter of fact, the MLA was barely there — few quotes, fewer citations, and the citations were pretty haphazard), but because of the content. Thse kids had the opportunity to talk about themselves and what interested them, and their writing showed off what’s in their hearts.

Not that my students’ papers weren’t good. They were damn perfect, and you can feel the kids empathy for their subjects. Nevertheless, they were very journalistic. But maybe that’s because I focused more on them retelling a story they’d read and supplying more information from other sources — there’s nowhere to go but journalism. It’s difficult to make real judgements when the paper topics are so different, but I just got more of an inside view to the students from the other team’s papers. So with that in mind, I’m very happy with the direction we took yesterday after reading the papers.