Regrets? Yes. And no.

My trek from geeky highschool student to Associate Director at the Center for Teaching Development at the University of California, San Diego has definitely followed the alternative academic career path.

What path will you take? (Image: You choose your path by James Wheeler on flickr CC via Compfight)

What path will you take? (Image: You choose your path by James Wheeler on flickr CC via Compfight)

When I finished my Ph.D.…

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Drink without drowning from the Twitter River

With some software, you can divide  the Twitter River into drinkable streams (Image: River Itchen Weir by neilalderney123 on flickr CC)

With some software, you can divide the Twitter River into drinkable streams
(Image: River Itchen Weir by neilalderney123 on flickr CC)

For the past few weeks, I’ve been participating in #etmooc, a massive open online course (MOOC) about educational technology and media.…

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Alec, why are you doing this on your sabbatical time?

And this new adventure begins now!
I have just finished watching the recorded session for the Welcome & Orientation… for #etmooc, and I would like to begin by posting the last question one of the attendees asked Dr Couros: “Alec, why do you do this MOOC on your sabbatical time?” Dr Couros smiled at the question and said he wants to do research on how people learn best. Continue reading

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#etmooc


Topics & Schedules
  • Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc
  • Topic 1 (Jan 20-Feb 2): Connected learning -Tools, processes &Pedagogy
  • Topic 2: (Feb 3 – 16): Digital storytelling – Multimedia, Remixes, Mushups
  • Topic 3: (Feb 17 – Mar 2): Digital Literacy – Information, Memes & Attention
  • Topic 4: (Mar 3 – 16): The Open Movement – Open Access, OERs & Future of Ed
  • Topic 5: (Marc 17 – 30): Digital Citizenship – Identity, Footprints &Social Activism
Useful links to the course:

1. Blog
2. Twitter #etmooc

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Gearing up for #etmooc

(Image adapted from picture by Ed Yourdon on flickr CC)

Let’s use technology in class for learning. (Image adapted from picture by Ed Yourdon on flickr CC)

You know what makes me cringe? When a professor complains about his not paying attention in class “because they’re on their computers [dramatic pause] facebooking!”

My instinctive response is to ask

  1. Do you know their on facebook and not working on an essay or checking their email or watching sports?

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10+ Professional Development Tips for ELT


Webinar by Shelly Terrell
·         Social Networks:

LinkedIn
PLE (Personal Network Environments)
PLN (Personal Learning Network)

http://www.livebinders.com/play/present?id=292127 Free Friday Webinars Links & Resources
http://www.virtual-round-table.com/The Virtual Round Table Conference is an annual web conference for language learning technologies.

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Hi ho, hi ho, it’s off to San Diego I go!

I have really exciting news: In August, I’ll be leaving UBC and Vancouver to take up the position as Associate Director of the Center for Teaching Development at UC San Diego! The new Director, Beth Simon, has gotten everyone fired up about learning how to be better instructors.…

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Workshop on Effective Peer Instruction in Biology

I’m really excited to be running another peer instruction workshop with my colleague Cynthia Heiner. This time, we’re tailoring the content of the clicker questions to biology, thanks to the input (and organization) of our CWSEI colleague, Bridgette Clarkston (@funnyfishes on Twitter).…

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Self-enhancement and imposter syndrome: neither is good for your teaching

I read a terrific paper this week by Jennifer McCrickerd (Drake University) called, “Understanding and Reducing Faculty Reluctance to Improve Teaching.” In it, the author lists 6 reasons why some post-secondary (#highered) instructors are not interested in improving the way they teach:

  1. instructors’ self-identification as members of a discipline (sociologists, biologists, etc.) instead of as members of the teaching profession;
  2. emphasis early in instructors’ careers (graduate school, when working to attain jobs and then tenure) on research and publishing;
  3. instructors’ resistance to being told what to do;
  4. instructors’ unwillingness to sacrifice content delivery for better teaching;
  5. instructors’ momentum and no perception that current practices need to change;
  6. risk to sense of self involve with change by change by instructors

These are succinct descriptions of the anecdotes and grumblings I hear all the time, from instructors who have transformed to student-centered instruction, from instructors who see no need to switch away from traditional lectures and from my colleagues and peers in the teaching and learning community whose enable and support change.…

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