January 18, 2013

University Social Media Policies

University Social Media Policies and Handbooks:

University   Name:

University  Social Media Website:


  1.   University of Texas At Austin



  1.   Army Social Media Handbook



  1.   Concordia University



  1.   Colorado State University



  1.   DePaul University



  1.   Eastern University



  1.   Hamilton College



  1.   Harvard Law School



  1.   Harvard University



  1.   Lake Forest College



University   Name:

University  Social Media Website:


  1.   Laurentian University



  1.   Montana State University Athletics



  1.   New Jersey Institute of Technology

Social   Media Policy


  1.   Ohio State University Medical Center



  1.   Ohio State University Medical Center



  1.   Ohio State University Medical Center



  1.   Sam Houston State University



  1.   Seattle University



  1.   The University of Texas MD Anderson Cancer Center



  1.   Tufts University



University   Name:

University  Social Media Website:


  1.   UC Berkeley Alumni Association



  1.   University of Colorado – Boulder



  1.   University of Houston



  1.   University of Maryland Medical Center



  1.   University of Michigan



  1.   University of North Carolina at Chapel Hill – Department of Athletics



  1.   University of Oregon



  1.   University of Southern Mississippi Nursing School



  1.   University of Virginia Library



  1.   Vanderbilt University



University   Name:

University  Social Media Website:


  1.   Vanderbilt University Medical Center



  1.   University of Alabama



  1.   University of Puget Sound



  1.   University of Missouri Athletics



  1.   Howard University



  1.   Trinity University



  1.   Trinity University

Best Practices


  1.   Penn State Law



  1.   University of Kansas Medical center



  1.   Utah College of Nursing



University   Name:

University  Social Media Website:


  1.   University of Texas at San Antonio



  1.   University of Belmont Bruins Athletics



  1.   Winthrop University



  1.   University of Florida



  1.   University of Idaho Social Media Policy



  1. 46.                          University   of Arkansas



  1.   Lady of the Lake University



  1. 48.                          University   of Cincinnati



  1. 49.                          Columbia   University Medical Center



  1.   University   of North Texas Social Media Beliefs



University   Name:

University  Social Media Website:


  1.   University   of Tyler Texas



  1.   University   of Quinnipiac Connecticut



April 10, 2012

Facebook = Church/School House On The Prairie Fostering Communicative Ideas



AECT Proposal

February 15th , 2012


Facebook = Church/School House On The Prairie Fostering Communicative Ideas

Abstract – This study gauged whether or not the time has come for Universities to include Facebook social media (FBSM) as part of their curriculum. Universities all over the world are creating relevant real world curriculum for face to face (FTF), online and hybrid courses. Large scale use of FBSM in many sectors of the world begs the question has the time come that instructional designers can no longer ignore the FBSM as a classroom component.

History – Through our history we have tried to create a safe environment of learning for our pupils, starting with Jesus and his disciples. Jesus socialized and communicated with his followers in a language they could understand and he came to them as one of them in their environment. Moving up a few years in history the church became not only a place to worship and socialize but it was also used as a school house because people felt it was a familiar safe place and who does not remember little Laura Ingles in The Little House On The Prairie running to and from school/church. Now let’s get back to the times we are living in and where people are doing most of their socializing, that place is FBSM; therefore would it not seem that the logical next step for school to move towards reaching their students in their language and in their environment would simply be Facebook! Facebook was originally created in February 2004 as a Harvard only online social networking site but had since opened its site to the general public in 2006 (Sheldon, 2008a; Urista, Dong, & Day, 2009).

Pilot Study – A study took place the Fall of 2011 at a University in North Texas where an instructor/researcher teaching in the traditional FTF classroom started a Facebook group (FBG) as a way to test whether or not using the FBG would impact the classroom communication and therefore create a better learning environment; using FBG as the Learning Management System to transfer data. Data was gathered gauging student response to whether using the FBG made their learning experience better. The student response when asked if they would prefer to take a course with or without a FBG was an overwhelming ninety nine percent stating they would prefer a course that offered a FBG alongside the FTF classroom. It seems that kids today are downright addicted to text, the Internet, cell phones and social networking, and there’s a new study to back that up (Walsh, 2010). With that in mind the researcher/instructor felt that further analyzing was needed to see what the possible advantages or disadvantages could be towards using a FBSM; therefore the study was extended to include two other universities, one in the North Texas area and the other in Iceland.

Why Facebook?

You may be asking yourself what or why should I use FB as a learning environment, what is so appealing about FB, why are there so many users, what type of scaffolding is happening within FB. The answer to that is that FB is the virtual building that houses the school of life; everyone who has an internet connection can join FB and start living in a social world. FB is the ultimate virtual social game whereas with any other game there are rules of engagement and there are rewards for playing, since FB in the grand scheme of things is relatively new the rules of the game are not quite clear to some users; therefore a clear game-play book needs to be written. From the time we are five or six years old we are expected to walk into a school building and learn all the rules of engagement in that environment and there are the official rules that the school and your teacher will teach you like raising your hand when you need to speak, be respectful, do not run inside, etc. These are the official school rules but there is more that you learn from your peers about how to interact within the school walls, you learn your social place within the school which seems to become a higher priority the higher further along you get in your K-12 schooling. That system of rules and social hierarchy does not fade away when entering the college phase of student education; within the college social scene there are many levels of groups that one can chose to participate in that could ultimately help set the stage for  networking a future career that without a network in would not have been possible. Thinking of all these levels of official and not so official school regulations and social interactions it begs the question, has FB become the virtual school building that allows access to everyone?

Instant Update – Smart phones have become as common place to the current generation of students as having a TV or a telephone was to the generation before them, thus these university students are growing up in an age of instant information and gratification, where everything is always at their fingertips. Smart phones constantly connected (Walsh, 2010) to FBSM and other social media sites that they are constantly obtaining personal and professional information from; their whole lives have been one update leading to the next. Words like update, post that, Google that and more are normal daily lingo that the generation before would have expected a degree in computer science to comprehend.   Expecting this technology expert generation with all these high tech devices to leave their social networks at the door while they are in the classroom is like asking Inspector Gadget to stop using his Go Go Gadget arms!

Smart Possibilities – Are the possibilities that FBSM offers to communicate with the students in an environment they are largely already using warrant the need for a curriculum change? Studies have shown that using online learning in the K-12 setting can cross all barriers created by race, sex, status, geographical location according to Lips (2010) all these issues can be virtually erased using online education. Is it in the best interest the students to learn the best practices of using FBSM, learning how to post and interact in a formal best practice manner as an aid to future careers. On the other hand, critics voice their concerns about the possible negative effects of Facebook use. For example, students may post inappropriate pictures of themselves on their Facebook profile. These pictures may jeopardize their chances of future employment should their profile data be mined by potential employers. Others wondered if students who use Facebook spend fewer hours studying which may adversely impact their academic performance (Kirschner & Karpinski, 2010).

Facebook 101 –  Is as inevitable that Universities will start offering courses on how to use social media to as it was when the Internet first came out. In her article “The “MERIT” of technology in the classroom “Ernst (2011) talks about teachers learning how to bring technology into the classroom from a two week intensive workshop, making education relevant and interactive through technology.  Years ago when the need for web designers grew the universities where the last ones to catch on and realize they needed to offer classes on web design so that students could create website in order to advertise for business; the same holds true for social media it has become the new Internet the place to find EVERYTHING. Minority kids spend most their waking hours plugged in (Marcus, 2011) and what the benefits to classroom communication FBG may offer?  Even with all this evidence at our fingertips students are still however, once students walk through the school doors, “it’s time to turn it off, put it away and listen to what your teachers say,” he said. [He] argued cell phones caused disruptions in class, distracted students and allowed them to cheat by accessing the internet on their phones or receiving answers via text message (Sharples, & Taylor, 2010).


Walsh, W. (2010) Are your kids addicted to social media. MomLogic. Retrieved September 30th , 2011, from: http://www.momlogic.com/2010/05/are_your_kids_addicted_to_soci.php

Ernst, A. (2011). The “MERRIT” of technology in the classroom. CambellPatch. Retrieved October 1st, 2011, from: http://campbell.patch.com/articles/the-merit-of-technology-in-the-classroom-2

Lips, D. (2010). How Online learning is revolutionizing K-12 Education and Benefitting Students. Backgrounder. Retrieved October 1st, 2011, from: http://s3.amazonaws.com/thf_media/2010/pdf/bg_2356.pdf

Sharples, M. & Taylor, J. (2010) A Theory of Learning for the Mobile Age. VS Verlag für Sozialwissenschaften. Retrieved July 31, 2011, from: http://dx.doi.org/10.1007/978-3-531-92133-4_6  

Marcus, M. (2011) Minority kids spend most of their waking hours plugged in. USA Today. Retrieved September 26, 2011, from: http://yourlife.usatoday.com/parenting-family/story/2011/06/Minority-kids-spend-most-of-their-waking-hours-plugged-in-/48172486/1   

Sheldon, P. (2008a). Student favourite: Facebook and motives for its use. Southwestern Mass Communication Journal, 23(2), 39–53.

Urista, M. A., Dong, Q., & Day, K. D. (2009). Explaining why young adults use MySpace and Facebook through uses and gratifications theory. Human Communication, 12(2), 215–229.

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Human Behavior, 26, 1237–1245.

February 2, 2012

Mind-Dump On Learning Systems As We Currently Know Them.

Learning systems as we currently know them range from the traditional old fashioned four walls a blackboard, an instructor and some students to the growing in popularity online classroom. To do a background or history on these I would say that the very first most basic learning systems started when as a society the need for workers to know tasks in order to perform a duty that was needed for the society to as a whole to grow and prosper, the need arose to train individuals or apprentices’ to fulfill a role for a community. It is also possible to take that to the most basic human need which is to find nourishment from the time we are born we learn that our bodies need to be nourished in order for us to live, as babies we learn from our parents how to nourish ourselves, how to crawl, how to talk, how to walk; therefore our first learning systems as humans are the families we are born into. Within these families while we grow from being infants to becoming adults ourselves we are constantly learning from our parents who are our teachers also our siblings, cousins and friends who are our peers. Children learn from each other and from their interactions with each other come the first apprenticeships that we will ever have, we are amerced with other children into that environment which allows us to learn from our own actions and from those around us. Which is what I hope that all learning systems are about learning from our actions what works and what does not work; always growing in the process and becoming experts in our field.

Moving on to the Mind-Dump for the current learning systems that we have which again range from the old school building with four walls, a teacher and some students to the online virtual classroom. Both these options allow the student to be able to learn and grow with slightly different methods of learning and growing. Within the traditional classroom the facial expressions and instant feedback from not only the spoken word but the body language and facial expressions that cannot be replaced with emoticons and smiley’s in a virtual classroom; although the virtual classroom offers the user student friendly option of learning at your own speed and avoiding having to encounter the physical cost of having to physically get to the traditional classroom. In the world we are currently living in with pollution and the high cost of gasoline the virtual classroom seems like the better option again though you must consider the fact that we are losing the real world body language. It is my opinion as an instructor and a student that when students are young they are not ready for the option of a virtual classroom. The traditional classroom offers a higher level of accountability for the student when there is a real person he or she is talking to and having to explain why they have not completed their work. The traditional classroom also eliminates the issue of trying to excuse not turning work in on time due to technical difficulties. All these things play a big role in trying to decide which option to go with as a student. It is my personal believe that the best practices for learning systems are that they are a hybrid, meaning that part of the class is online and part of the class takes place face-to-face where students get to interact with each other and the instructor to help build the class network.

With all of this though regardless of how great the classroom technology is in a virtual classroom or how great the traditional classroom building is; without there being an amazing instructor for the students to model and look up to the rest is worthless. You may have an instructor that is extremely smart and obviously an expert in his or her field, however if that instructor cannot share or convey any of that knowledge to the students he or she is of no use to his or her students. That is as was first stated when taken to the most basic level of a baby learning from the minute it is born from his or her parents, if the parent does not transfer his or her knowledge to the baby the baby will not learn how to fend for themselves. The most important thing to remember when thinking about learning systems is that you get out what you put in, if you put junk in you will get garbage out!

To summarize all this it is not the learning system that matters it is the people who make up the learning system that matter. All of the above systems can and will work it is a matter of using what works best for each individual and helping younger less seasoned individual students to find what type of learning system serves them best. That may be the BIG error of today’s universities is that the student is seen as a number that makes for a bottom line in a business, rather than a person with specific needs. If from the first day the students are given an opportunity to try and understand that although an online class means they do not have to show up for class it does not mean they will have a lesser work load. These types of things need to be better addressed so that the students are not wasting thousands of dollars in college classes that they were doomed to fail from the word GO! Since this would affect the bottom line for the college which again is being ran like a business with a bottom line, I do not see this being fixed anytime soon.

April 25, 2011

Staying Connected

Staying Connected

1. How did you share information with peers through online communication in this course?

Using Tools like Google Docs, Skype, E Mail, Facebook, Second Life, Twitter , Blogging and Schoology.

2. What learning activities contributed to you feeling well connected to your instructor and peers? In what ways did the activities contribute?

All of the tools we used this semester Google Docs, Skype, E Mail, Facebook, Second Life, Twitter , Blogging and Schoology. Especially using Skype and Google Docs.

3. How did you contribute to feeling connected to your instructor and peers?
I connected via these tools Google Docs, Skype, E Mail, Facebook, Second Life, Twitter , Blogging and Schoology to collaborate with the instructor and my peers.

1. Provide a comment to your use of Twitter through-out the semester.
I used Twitter quite a bit this semester to keep up with the class and my peers this semesters. It kept me up to date with everything that everyone was doing as though I was touching base with everyone on a daily and up to the minute bases.

2. How do you feel about Twitter as a communication tool? Has it worked for you as a communication tool in this class? Outside of this class? Provide an example if possible.

2. Has Twitter helped you connect / stay connected?
Twitter has allowed me to keep up on an up-to-date live level with both the instructor and my peers in the class.

3. Who have you used Twitter with during this semester? (instructor, peers, friends, work, conference etc.)

I have used it with all of the above to keep on par with live updates from the instructor, peers, friends, work, conference etc.

4. If you used Twitter, will you continue using Twitter? If so, did you find something interesting outside of class use that caught your attention? Provide an example or comment if possible.
I was already using Twitter prior to this class; however not on a daily bases as I do now. I started using Twitter years ago but moved to Facebook and my interest in Twitter sort of faded. I will continue to use Twitter although I still like Facebook better as a means of communication.

1. Provide a comment to your use of blogging through-out the semester. How do you feel about blogging as a communication tool? Has it worked for you as a communication tool in this class? Outside of this class? Provide an example if possible.
I have used Blogging since about 1997 I think and back then prior to Twitter, MySpace and Facebook it sort of was the way to stay connected; now however it is more a way for everyone to convey/publish thoughts.

2. Has blogging helped you connect / stay connected?
Blogging provided a road map or actually an overview as to where we were going this semester and therefore in that manner served well as a connection tool.

3. Will you continue using blogging outside of class? Provide a comment.
Yes I am sure I will continue to use Blogging for years to come to convey and publish my thoughts.

Hybrid Courses

What do you believe are the key characteristics of an effective hybrid course?

Touching base via FTF, Facebook, Twitter, Blogging, Schoology, Blackboard, Skype etc. with the students, making sure they are well directed and up to date is the key to successfully creating and maintaining a hybrid course.

March 29, 2011

Learning Theory

March 22, 2011
1. Develop nascent theory further regarding technology implementation
a. Small groups

b. Start by ID ontology, epistemology, and methods by which truth, knowledge and reality can be known (if they can be)
i. Social constructivism for higher order thinking;

c. How is technology best used?
Technology is best used to enhance or as the “sugar on top” of the intended learning materials and to that end it should not overwhelm the learner by becoming the “main-course”; therefore when choosing technology to enhance other learning subjects be aware of the students technology levels (know your audience) and gear the intended technology to fit that level.

d. Focus of theory on teaching

Teaching is another word for guiding and as such teaching should be guiding the student along the road towards their final destination; always remembering that the final destination is not the guides final destination but the students final destination.

e. Focus on learning

Learning should be a constant moving forward, even with a few steps back for mistakes getting back up and continuing the forward motion is the focus of learning.

f. Systems impacted/considered (from previous notes on whiteboard)

Systems that are impacted range from:

I. Physical
a. Studies have shown too much technical use can cause lack of sleep.
II. Emotional
a. Disconnecting on a real emotional level due to superficial virtual reality based social interaction
III. Global
a. Toxic waste from leftover technology on a global scale has never been worse and is being disposed of in third world countries.

g. Outcomes of an ideal implementation (in school)
i. Best case scenarios of outcomes in school are that students are able to use the technology like a vehicle on their road to learning.

h. What would it look like? (one paragraph)

It would look like the students learned to embrace the curriculum using the technology as the bells and whistles to enhance what they had learned (The curriculum being the meat and the technology being the potatoes).

i. Relationship to cognition and other theories? Social constructivism. Vygotsky’s zone of proximal development.

The relationship between implementing technology and the cognitive load is or should be obvious; if the student’s senses are overloaded with the curricula/technology their minds will not accept the knowledge (forward motion) and therefore the end-results will be that the vehicle that is the technology essentially broke down on the road of learning.
Sweller, J. (1988). Learning-Theories.com: Cognitive Load Theory for Multimedia Learning.
Retrieved: March 29, 2011 from: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

j. Any impediments? Capital expenses. Electrical demands. Threat to established faculty. Challenge to authority. Requirements to refresh technology and training on technology.

If the keep it simple stupid K.I.S.S. model is used there to keep the technology “idiot proof” there should not be any threat’s to the established faculty; however electrical demands depending on the location of the implementation can be an issue. Looking at problems such as the California power crises with their rolling blackouts or even brining that back to Texas during the last winter storm brownouts ; any threats to our power supply would threaten the outcomes of using technology as a vehicle towards final learning outcomes.

2. AACU – video use/transmedia IT Pathway
3. Reading Discussion
4. Research Groups (meetings)

March 3, 2011

Copyrights On Course Work Online.

I know this has nothing to do with our class or my blog for this class but after a Google search of my name I have found that http://www.coursehero.com is stealing my work and I wonder if I have any legal course to say something in regard to them selling my work? It should be highly unethical and on top of that if they are using my intellectual property without my approval or knowledge they should be held accountable to copyright laws! They charge $85.00 for my work a year without paying me a penny or having my consent to selling my work. This seems to be an issue that I think that UNT needs to address since I was a student at UNT my work was published on their class server for the purpose of learning, not for the purpose of selling my work online to students who are using my work to cheat their way out of having to do their own work! I am more than a little ticked off by this. Those of you who have had your work ripped off by this website, what are your opinions on this, did you know about this? Have you tried to do anything to hold these people accountable? Is there anything that can be done to hold them accountable for this?

February 23, 2011

Diary of a Doc Student.

Learning how to work within a group setting can be challenging for people/students learning how to give and take feedback in a productive manner and being brutally honest can certainly be an issue. As Doc W. portrayed with his lecture on identity humans take offense and get hurt when they are criticized because it is an attack on the “self”. Humans put their hearts into what they are creating, sometimes just muddling through their daily assigned projects and once they have muscled out the strength to finish something they do not want to see it again or run the risk of having to do it again. All of these things are part of the human experience and for the last five weeks with in our group we have been learning how to deal with criticism without taking it as that attack on the “self”. Perhaps if we were more robots like we could put all our personal conflicts aside to move only with the task we are given within a group setting; however we are human and our emotions are what allow us to create brilliant work that a computer can perhaps duplicate but never mastermind!

My first few weeks in the doctoral program where slightly scary and a little informative as to what is to come, I met a lot of nice people who have more time then I do in the program and I got a feel for how their perceptions of the program are. In the first week of CECS 6220 Doc W. gave me a taste also of what his teaching style is and what I should expect in the way of learning this semester from him. Doc W. uses an engaging teaching style that makes our FTF class feel more like a support group allowing lots of interacting ideas within the group along with the great ideas Doc W. is presenting us with; making this experience mind-blowing with constant ideas popping to the surface. What I saw in the first weeks in the documentary blogging and classroom from Doc W is a brilliant insight into the life of a college professor; from all aspects of his teaching he not only conveys his message he also shows us where it is coming from! Doc W. is the best example I have had so far into the life I hope to lead as a college professor in the very near future.

Now to my group which is now comprised of four people O,S,J and I we started this group with only J,S and I but as of last week O has joined us. Now to the brutally honest I am probably going to get in trouble for this but I am going to speak brutally honest about the group so hold on to your hats on this one! Starting out in this group of course I am the new doctoral student and therefore felt that I should look to the other two students who are a part of my group to lead and I would follow and do what they would assign me. J being the natural leader that she is sort of took the lead and had met first with S, and then with me and finally we all met in Skype to decide who would take on what within the group element. S took on transcription, I took on doing interviews and J took the rest; however these elements have changed a lot since that first week.

The second week of the group J. wanted to get all the literature together and start the research paper, so she had me finding research articles on hybrid classes and write her up annotated bibliography that went along with it while she got the paper together. After a few sessions with J on Skype I found about Ten research articles and drop them into the drop box J created and wrote her up the annotated bibliography that went along with the research, she did not like the research and pretty much disregarded all of my work (Attack on “self”) needless to say I did not like that. However due to the fact that J has more experience than I do in the program I allowed this to go on without protest.

The third or fourth week of class working within the group we have online classes due to snow storms our FTF and online classes are cancelled, during that time J and I meet with Doc W. online to find out where he sees our group headed and we move towards our next step being the tentative questions. J and I meet after the meeting with Doc W. to discuss how to proceed with the tentative questions. J assigns me to start creating tentative questions which I do and I guess she does not like and again disregards my work (attack on “self”) and again I am at this point not a very happy camper! (Brutal honesty) I start to feel like none of this “group” project is my work and it not only is not my work it does not even sound like something I would create. I felt here as though all my contributions to the project had been disregarded regardless of how minute they were J did not want them and at this point I was ready to leave this group as I did not feel like I was learning anything unless the object was to learn how J would do it, I wanted to know what was wrong with my work and to learn from my mistakes.

Fourth or fifth week we have FTF class were I felt like even at the start of the class with our moment of quiet Doc W. calmed me down as I was ready to explode with the stress of wanting to speak up in my group and share what I was feeling in regards to all my work being disregarded. As soon as I stepped into that room and saw J my raw emotion wanted to take over and the quite time gave me time to pray about it and calm myself down and clear my head to get my thoughts out without being overly emotional in putting my views on the table. After the quiet and the video Doc W. goes into a lecture on Identity and how humans do not like others reflecting on their work because it is an attack on “self”! At that point I felt as though Doc W. was in my head this was really unbelievable how he “hit the nail on the head”. This really was what I needed to hear so badly to understand why I had been feeling so upset about J disregarding my work, to me this was an attack on “self” and me being the perfectionist that I am hated that! At the end of this class we broke into small groups where our group was now joined by O.

Fifth or sixth week working within the group that is now J, S, O and I we are now working in the Google doc environment , where we have assigned colors to each of the group members to keep up with what who is doing what. Trying to not step on any toes I decided to allow J to create the tentative questions for the students and that I would move towards creating interview questions for the instructor. O, J and I proceed with this plan and end up with a lot more questions than are needed, so J and I met over Skype one night to work together on editing and cutting out some of these questions. We ended up working together for about an hour and really connected in that session and for the first time in our group I really felt like J was allowing me to contribute something and as though she actually valued my input; which at this point really felt great and as though finally I was able to get some real feedback and it finally sounded like some of my work!

January 25, 2011

Subjectivity Statement

What is learning and teaching?
Learning is what you see on the road to your destination, how many times have you been on your way “somewhere” and on the way found “somewhere” else to go or some other way to get where you are going? Think about it, from the day you are born you are constantly learning something “new” while trying to master something “old”. We start out in life being the “infant learners” and we end up hopefully being “ancient teachers”.  We are all just travelers on the road of life learning from some people “how to get there” and teaching/directing to others “how to get there”. All around us all the time learning and teaching is a constant!

What does this mean for my reflection activities and design?

After careful consideration of my own experience with student group interaction, I realize that I have worked in a lot of under graduate student groups with students that were not “pulling their own weight” in a group setting; which left a heavier workload on those students that did “pull their own weight”. I find that students that are non-traditional especially when they are paying for their own education tend to be much better group partners as they realize the true value of their education is not a piece of paper obtained by taking and passing a few classes, but what they learn in the process of getting that piece of paper that holds their degrees! For this specific group project the bias for me may also come from the fact that I have been a student in the computer education & cognitive systems graduate degree program where I have experienced being part of a class that required the students to be a member of a two person team from start to finish. The class was the CECS 5450 that took me from my own point of view of disliking the group setting to leading me down the road of agreeing with the project based learning within the group setting; although at the beginning of the CECS 5450 course I was highly disappointed in the fact that I was assigned a partner that I would “sink or swim” with on my grade therefore having to count on this team-member to maintain my 4.0 GPA! The CECS 5450 ended up being one of my favorite classes, because it made me think “out of the box” from the A through Z and forced me to be a member of a team.

What else do I expect to see?

The Implementation evolution project for the CECS 6220 spring 2011 class will be a group made up of J, O, A and S, we will work together on researching the student satisfaction of moving the CECS 5440 class environment from a direct instruction to a project based learning environment. The data collection methods used to obtain the needed information will be surveys such as interviews, computer-mediated questions, questioning the student satisfaction also the perception and usefulness of the renovated instructional design.

I hope to learn how to sufficiently be a part of collaboration and to put aside my need to be in charge and allow myself to be a member of a team; Furthermore I hope to learn from my team-members what they have already learned from their experiences in the doctoral program and hopefully we will learn from the students we will survey, all this allotting me the ability to grow as doctoral student also as future PhD instructional designer and or instructor.

I expect to see growth in my ability to communicate with my peers within the group and the class setting. I hope to learn how to collect data without being subjective to the data I am collecting and be able to use that data to make the instructional design better for the students participating in the CECS 5440 class.


What do I already know about this topic?

 From my experience within the computer education and cognitive systems courses I learned that students often do not like having to rely on a team effort or collaboration in order to pass their courses. The fact that I have partaken in direct instructional and project based learning I know that with the project based learning the students take ownership of what they are learning and are more likely to use that learning in a “real world” situation.  However the masters degree that I obtained from the University of North Texas did not require me in my specific degree plan to take CECS 5440 and therefore on that specified class topic I am not an expert; although, I have had a lot of other project based courses at the Masters level in the CECS department which I assume will give me some insight into what the students in the class are expecting.  

Challenge of what I think I already know

About a month ago I graduated from the University of North Texas with Masters of Computer Education and Cognitive Systems from the college of information; which makes me think that I already know what team collaboration will amount to, and therefore may tend to want to get all the work done on my own. My challenge will be being a part of a group allowing the other team members to work “with me” not “for me” and for me to work “with them” not “for them”. I realize that I have a need to control my environments, which often results in me not “playing well” with others, learning how to let other take the lead will hopefully be something I can master within this group setting.  



January 23, 2011

First Week As A Doctoral Student.

First week of Face-To-Face classes as a Doctoral student is coming to an end! The week started out with me being enrolled in Monday, Tuesday and Online classes in the CECS 6020, CECS 6220 and CECS 5100; however I got a call from the department stating that I did not have the prerequisite for the CECS 6020 and therefore was transferred into the Wednesday CECS 6600 class. This left me having to rearrange my schedule around school and my family. My plan had been to try to go with my strengths in Technology to get my “feet wet” in the program and get my 18 hour residency requirement out of the way at the same time. Being transferred to the CECS 6600 grant writing class has thrown a wrench in that plan for me. However upon attending the first two classes starting Tuesday in Dr. Warrens CECS 6220 I was extremely impressed and interested in everything he is planning on introducing us to this semester. I felt like I could have stayed another two hours to hear what he had to say about what we will be doing. Dr. Warren gave us several options as to what we could be doing this semester and I find myself wanting to either do the The 2015 Project ARG: LTEC 1100 Iteration 2 or the CECS 5440 Instructional Design I have not made up my mind as to which one I would like to go with for the CECS 6220.

Going back to the CECS 6600 class however I feel a little like a fish out of water. Although Dr. Wood is probably one of the best grant writers I could ever learn from, it really scares me to start out in her class.  I think that her class will be one of these classes that either you “make” or worst case scenario “breaks” you. I know I can do this I just have to overcome my fear of writing and I am not planning on letting this “break” me! Dr. Wood has also given us a few different options as to what we can be doing during the course of the class. One of which is to associate ourselves with a professor that is writing a grant and work with them on what they are writing, so to that end I have contacted Dr. Norris to see where she is coming from grant wise this semester and if I can hopefully be her apprentice for the semesters.

Last but not least is the CECS 5100 online class with Dr. Jones which is looking to me like a very fun class and that I will get to use some of my web design background to help me be able to get through that class. This being my first week of actual Face-to-face classes I have to say that I enjoyed it a lot more than I imagined. I did not realize how much I have missed being among people in a professional type environment getting to interact in real life rather than the online environment that I did all 3 years of my Graduate degree in!  I am extremely excited about what I will learn this semester from the instructors and the students in the class; I cannot wait to get my “hands dirty” for the rest of the semester.  


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