“To better you’re education, you’re always gonna better your status.”

We still rely on myth to fuel the higher education system in this country. We base our policy decisions largely on the perceived truths of yesterday. This Public Agenda report prepared for the Bill & Melinda Gates Foundation shines a glaring light on the reality of college students’ lives in today’s America.

The number one reason for dropping out of school before earning a two or four year college degree is not being able to manage the stress associated with juggling work and school. The majority of these young adults work an average of 20-hours per week while taking on full course loads. Whether it’s because they’re not managing their time properly, or that tuition fees are too high, or perhaps because they weren’t properly prepared for the requirements of studying at a higher education level, the devastating fact is that not many are able to achieve academic success beyond high school. Since cash buys bread and a diploma can only promise the prospect of a better future, schooling takes the brunt of the downfall of today’s society.

“Many of the young people we interviewed believed that they could not afford not to work for the time it would take to complete a degree. They had to have a paying job to make ends meet. Far from being slackers, as some people imagine, they were often assuming responsibilities and financial burdens that traditional full-time college students do not have to shoulder. It is a test of maturity and perseverance that more affluent students are usually not required to face.” ~ Report 1

The report cites that over the last 25 years, college costs have risen by 400 percent while average household income has only climbed 150 percent, painting a undeniable picture of why higher ed isn’t a priority on middle Americans’ minds.

Location of teaching establishment was also cited as a huge obstacle for those who failed to complete their college studies. Many admitted that they found it difficult to access a college close enough to their home or work that offered classes at times that aligned with their work schedules.

“Among those who did not complete college, two-thirds say they selected their school primarily for its convenient location, nearly 6 in 10 because its schedule worked with theirs…”

Reading through the report, I couldn’t help but refer back to my experiences studying and teaching with educational technology. Why aren’t more students considering blended learning options? I understand that students just starting their college careers find the idea of face-to-face time with instructors comforting, which is why I’m not suggesting everyone take a look at fully online degree programs, but what about mixing a bit of online study with the bricks and mortar approach? Is my experience as a borderless student still out of the norm?

But, you know what? Why don’t we set all the fancy research results aside for a moment? I’ll even put my experiences in my pocket and practice opening my mind. Let’s have a listen to what the students had to say for themselves…

What does ‘open’ mean in the context of education? Many have shared their opinions on what they think ‘open’ represents, but that’s not really the point, is it? I mean, sharing our views may contribute to the discussion, it may open some eyes and maybe even change a few perspectives, but it hasn’t led us to the answer yet. Does that mean no one really knows the answer? Merrily skipping a little further down this stream of thought, I wonder, if no one really has the answer, there’s no reason for me not to share my point of view too. What’s the worst that could happen – I look silly, unaware, perhaps a touch confused? However I look, everyone else is varying shades of the same color, so here’s me jumping into the debate.

To this humble student of life, ‘open’ education means accessible education. If it weren’t for openness, I wouldn’t be picking up my masters degree in a few weeks, I wouldn’t be singing the potential benefits of technology to whomever will listen, and I most certainly wouldn’t have had the pleasure of collaborating with brilliant minds from all over the world, all interested in pursuing their passion to explore how technology can impact the way they learn and teach.

‘Open’ doesn’t necessarily mean free, but it definitely means affordable – at least to the consumer. Case in point: I am still paying off my undergraduate loans, but I closed the account that funded my masters quite a few months ago. ‘Open’ may not necessarily represent the cheapest option for the institution, but once all that front-end heavy investment has been made, it most certainly has the potential to represent the most efficient, scalable and transferable option. Perhaps if I had waited just a few years, I could have accessed my graduate course materials for free on iTunes U where the OU ranks in the top 5 most downloaded sources in this fruity academic database. That wouldn’t make me eligible to receive my coveted competitive ammunition (a.k.a. my degree certificate), but that doesn’t mean I still wouldn’t be smarter for it.

To technologists, ‘open’ has a lot to do with trying to figure out how to avoid reinventing the wheel. For legal teams, it’s predominantly about how to navigate the slippery slopes of copyright laws. To academics…well, that one is a bit difficult for me to answer. You see, I’ve spent many years working on the ‘other side’ of the academic profession. I was a part of university administration, which essentially means that I was not ‘one of them’. However, I did have the privilege of working with many of ‘them’ (to at least attempt) to expand their awareness of what educational technology could mean to them and to broaden their understanding of ways in which ed tech could be incorporated into their worlds if they decided to give it a chance. So you see, all I can do is tell you how I perceive the way academics interpret ‘open’.

There is one school of thought that shuns the concept of digitizing any intellectual materials that it undoubtedly took these brilliant minds centuries to cultivate. These ‘inner two-year-olds’ barely feel comfortable releasing 8th generation photocopies of PowerPoint presentations to their well-paying students (6 per page so as to ensure maximum note-taking real estate). The idea of adapting their materials to fit an electronic learning environment suitable to enrich the lives of an exponentially larger group of eager beavers is simply out of the question. Why? Good question.

The other school of thought, the one with which I had much more of a pleasure working, accepts the notion that perhaps there may be some benefit to learning new ways of communicating. They concede that there may in fact be some truth that changing the way we communicate might better enable the current generation of teachers to convey information to their audiences in inspirational ways. As you can see, the title of ‘information sharer’ fits this Generation 2.0 of teacher much better than the ‘sages on dusty stages’ that precede them. Think of it like an iPhone versus a telegram – both get a message across, but the quality of the message, the way we go about receiving it and how we choose to interact with it are very different. Students may be sitting in lecture halls, texting and doing their very best to provide evidence of just how many twits there are in the crowd, but in this unfortunately common act of ignorance, they’re also sending a very valuable albeit crudely packaged message to their leaders and guides: we use technology to get our messages across, why aren’t you?

I realize I’m generalizing, but at this stage of the debate about openness, it’s difficult to deny that we haven’t yet come close to finding a middle ground. But why look at technology through bitter colored glasses smeared with resistance? After all, technology is as much a vehicle of information transfer as paper is. The difference is that whereas paper can be viewed as the byproduct of massacred forests, the Internet (for to use the term technology would be much too gnarly a maze to navigate in the context of this discussion) could just as easily be seen as a voracious devourer of our privacy. The production of paper is contaminating our planet. The Internet is home to evil predators. Producing paper pollutes our water supplies. Surfing the electronic waves of the Internet is dangerous because ‘they’re watching you’.

Is it at all clear how ridiculous the argument against anything can become whenever we refuse to bend our perceptions just enough to see things a little differently? Paper has also been an invaluable tool facilitating communication through generations. Some of the most important decisions made on the planet have been recorded on paper. Art, history and love have been created on paper. As for the Internet, it has provided access to medical care in some of the most remote places on this planet, given the opportunity for children to learn in areas where traditional schools don’t exist, and facilitated the cultivation of countless communities of like-minded individuals seeking ways to connect and contribute value to society.

And what about teachers teaching teachers? Isn’t it possible that there are new instructors out there, just entering into the world of knowledge sharing, who would greatly appreciate a benchmark approach to course development? Wouldn’t having access to some of the most renown higher education institutions’ courses (Yale and MIT come to mind) have the potential to add value to the educational offerings provided by any countries at all interested and able to access and make subsequent use of the information, regardless of whether it’s to inject new lifeblood into university, high school or even elementary school curricula?

All I’m saying is…try being open. The middle ground isn’t that far away.

So it’s been a while. I have to admit that ulterior motives have propelled me back into the blogosphere. I’m returning to VS not because I’ve been particularly moved by an ed tech article or because I’ve come across a funky new technology I wanted to show you.  To be quite honest, I’ve thoroughly enjoyed my short stint away from anything and everything related to online learning. You see…

I finished my Masters in Online and Distance Education in December ’09, and from the moment I submitted my final piece of work, there was a part of me that knew I needed to take some time to recover. Perhaps that’s a common response felt by many a grad student, but the way in which I’ve been repelled from all things technology (even my shiny new iPhone at a certain point, or the untouched iPod shuffle that’s been sitting on my desk in its original box for over a month now) was quite surprising to me. After all, one thing I’ve learned about myself throughout this process has been that I have a natural tendency to seek out new technologies, determine in what ways they work within an educational context, experiment with new applications, and join emerging groups excited to share their common interests in the field.

Maybe it was a case of me just overdosing on technology, but funnily enough, I didn’t suffer from the often paired imbalance of information overload. In fact, I’ve been deliriously delighted diving into books – the real PAPER kind! – ever since I officially parted ways with my student self and reentered into the adult world. I’ve even succumbed to redecorating my workspace in an effort to reflect my internal desire to reconnect with the less virtual literary world with which I think I might remember briefly engaging back in high school for a day or two.

I’ve unapologetically started piling books onto my revamped workspace – not elearning books, not research books, not even learning and teaching books – but the kind of books that you want to fall asleep reading at night and reopen in the morning as you take your first sip of steaming caffeinated goodness. My home office is now adorned with candles propped up on rounded glass plates, next to a crystal hourglass that’s been sitting in its original gift box somewhere in the back of my closet for long enough that I can’t remember when I got it in the first place. The coffee mugs are still there (for what an empty cerebral world it would be without them!) but no more do I have to burrow myself in piles of file folders stuffed with printouts of assessment criteria for upcoming assignments.

So back to those ulterior motives. They relate to this adult world I speak of, so often associated with mountainous career paths to climb and saturated weekly calendars to survive. It’s time to enter into the working world again, and for many of us instructional designers, our blogs are our calling cards – even more important in many ways then our CVs. So, I welcome this New Year, albeit slightly late, with this first post of twenty ten. Getting back in the game as it were… But now that I think of it, perhaps I did read something recently that’s sparked this train of thought…

I received a mailing a few days ago from my Alma Mater inviting me to join its graduate association. The group’s slogan is “In my end is my beginning” – a sentiment that so brilliantly encompasses my current state. I suppose you could say that I feel accomplished, but coupled with a presumably organic sense of achievement is this bittersweet taste of being back at square one again, and no matter how many coffees I gulp down, the bitter taste doesn’t seem to be going away. Maybe it’s got something to do with the unemployment rate or with the economy, or with the general uncertainty of the times.

In any case, regardless of my recent momentary shun of all things technology or of my desire to temporarily disengage from the virtuality of so many of the worlds we live in these days, I have continued to do one very important thing through this whole process. I’ve been determined to remember that many of my experiences as a student in the world of educational technology are most probably also experiences that other online students have shared. And now I find myself holding these thick tomes of lessons learned and knowledge gained close to me as I begin to look around for a new place to put them down so that I can share them with others.

I think that in the end, the most cherished lesson I take away with me from graduate school is of how important it is to be as observant, tolerant and open minded as we can be when we are students because that is the best way to ensure that we are heard when it is our time to teach.

Strange question? Well, perhaps at first glance, but when you think about it, technology can easily become a part of so many aspects of our lives. Whether you have committed to studying online on a full-time basis, or you’re wondering if maybe a part-time option is more manageable for you, there are many many options from which to choose!

Something that I noticed after I got comfortable in my ‘online learning hat’ was that the ‘online’ or ‘e’-learning or ‘technical’ part of my learning experience very quickly melted into the other parts of the process. Soon, I began to see it as my customized, border-less and self-empowering learning experience minus the ‘e’. As time went on, it became less important to isolate the ‘online’ part because the technology became one of the many important aspects of my learning experience.

So that brings me back to the holidays! I know that not everyone celebrates at the same time, and not all of us share the same traditions, and there’s certainly quite a lot of travel that takes place during this time of the year, so I think it’s safe to say that not all of us celebrate in the same place either! But, what I’m really interested in talking about here with you, is how (or even whether) you’ve incorporated technology into your holiday traditions. To start us off, I’ll share a story…

I was hiking in Big Basin Redwoods State Park yesterday with a couple of friends. One of them asked me if I had any ideas about organizing a dinner or some sort of party for our social group. I started thinking about it, slept on it over night, and then inspiration hit once the alarm went off this morning! With coffee in hand, I began sifting through all my cookbooks, and put together a menu for a potluck dinner. Then, I started thinking about how to give people access to the menu and the recipes and, a little while later, I came up with an e-vite as well as a dinner menu plus all the recipes! How? Technology! Yes!

Now, I know that a paper and pencil would have worked too, or even making photocopies and mailing them out would have gotten the message across. But I think that technology represents the option to do things differently. I’ll even go a step further and say that one of the most important things that technology allows us to do is to communicate differently. That’s what online learning represents to me – a different way for teachers to get their messages across to students, and an alternative way for students to receive those ideas and form educated opinions about them for themselves. And if you consider how unique and multifaceted each of our perspectives are as we look around in this world and try to make sense of it, we can use all the alternatives we can get!

For some of you, it might still be too early to talk about the holidays, while for others, you’re already planning guest lists and wrapping gifts. I’d like to share my little dinner invite with you, as well as the menu items and recipes. If you’re inspired, you’re more than welcome to use them to create your own events. Or maybe…they’ll inspire you to think about others way that you can use technology to make your holiday season more festive and enjoyable!

Once upon a time, there was a photographer who traveled the globe, snapping stills of the magic that takes place in the backdrop of our busy lives. She had a son who she brought with her to more countries than I can name off the top of my head. In the process, she gave him the opportunity to learn from a world of no borders, a world of multi-cultures, a place where the differences represent the similarities and where nature organically translates the everyday into things for which to be truly grateful.

When it came time to pick a school where her son could continue his education in a more formal setting, she realized that formality came with limitation. The physical walls that so often compose a classroom represented restrictions and limitations that were not present in the global classes her son had the privileged of attending thus far. So…the wheels started turning…and THINK Global School began.

The world’s first global high school. 12 trimesters in 12 countries. Technology that connects students with teachers with mentors with the world. It’s an honor and a privilege to be part of a movement that will empower the incredibly fortunate young minds who will embark upon a path of education that truly represents the global mind to which we all contribute each and every time we click our mouse, google a word, post a blog entry, or even watch a video. THINK Global School is the best example I’ve seen of expanding the concept of education to create a new school of limitless possibility.

Have a look for yourself, and see what you think.

We’ve been monogamous…
I have studied online as a full-time student.

We’ve seen other people…
I have completed additional specialist training (also done online) in online language instruction while still wearing the hat of the part-time online graduate student.

We’ve taken a break…
As with many professional development endeavors, they eventually lead to promotions. Mine did, but along with more money and a longer title, it also came with more work!! As a result, I had to take a break from my studies and trust that when the time was right, we would pick up where we left off.

We’ve had a long distance relationship…
During the time that I’ve been working on completing my MA in Online and Distance Education (a three-year part-time degree) I’ve lived in 7 different cities spanning 4 countries. If it wasn’t for the technology, I would have had to choose between my studies, which are both personally and professionally very important to me, and the numerous other aspects of my life.

Today’s post is about online study aids for students. For the most part, we’ll be looking at different variations of online flashcards. It’s up to you to determine whether they can add value to your teaching strategy. As a learning technologist, I would normally sit down with one or more instructors and discuss the nature of the course/module, how it fits in with the curriculum, the desired learning outcomes, the makeup of the student profile, the resources available within the classroom and throughout the term of the course, as well as how the teachers envision their instructional journey. Seeing as we don’t have that luxury here, I’ll do my best to provide you with an overview of some of the tools available to you – all free, all relatively user-friendly. One thing I will caution is that there is often a stigma associated with flashcards in which they are perceived as being useful only for elementary level learning, but with a bit of creativity and imagination, it’s possible to harness their power to aid in memory work and apply them beyond the basics of any subject – languages, geography, medicine, science and technology, history, etc.

Brainflips is the first tool on our list. The site has a great interface, each set of flashcards comes with a score board, timer, navigation panel and total number of cards in the deck, which makes it easy to see where you are in the testing process and how well you’re doing. You can study the materials in three different modes: introduction (question & answer side-by-side), traditional (question then answer), and response mode (manually enter answer). Learners can join groups which means that, for example, you can start a study group where you can create sets of decks of flashcards relevant to a specific class you’re teaching and have your students join your group. It gives you a sense of community and allows you to contextualize the learning in a clear place on the site. In terms of file formats, you can include audio, text, images and video into your flashcards. The search feature could be a bit more encompassing and there doesn’t seem to be much choice in how to filter and sort the results which makes it all the more important to know what you’re looking for.

FunnelBrain takes a very student-centric approach to learning. Based on the Leitner Method (common in the design of flashcard learning tools), the site emphasizes students working together to collaboratively build their knowledge and skills in common subject areas – a communities of practice approach for students. Mixing the well grounded learning theories with an innovative use of wikis and social software differentiates this from many of the other flashcard tools out there.

Although student teamwork is a great way to develop social as well as scholastic skill sets, how does the student know if they’re on the right path? Having said that, I understand how bringing teachers into the mix would significantly change the dynamic of a student-focused learning approached and these sorts of social dynamics are really important to consider in all technology enhanced educational settings. For example, there was a long-standing misconception prevalent in the educational community (I’m trying to be optimistic and use the past tense here…) that if students are using technologies so widely in their social lives, they will, of course, pick them up just as readily to support their learning. Then we found out that as soon as the context became more formal and people started watching (and assessing) what the students were doing with the technology, voluntary participation dwindled to a meager few. At best, you got a lot of lurkers and a very lonely eModerator creating monologues in the place of what was hoped would become enriching online discussions.

Collaborative online learning is brilliant – I’m a strong advocate of erasing borders, delimiting limitations and just getting on the with the work. Empowering students to take control of their learning is an initiative that, as far as I’m concerned, couldn’t be supported enough.

StudyStack has a nice feature of allowing users to rate collections of flashcards (a.k.a. ‘stacks’) using a star rating system. Users can sort search results by stack ratings, by date or by the description given to each set of flashcards. Some additional features include the ability to export content to mobile devices, sharing content through digg, twitter, etc. and there are even a few games mixed in for fun. (On a side note, if you’re looking for a way to create quizzes that students can complete on their mobile devices, you may want to consider Mobile Study.)

If I had known about StudyStack when I was using Ciao! to study Italian, I would have certainly saved myself some time writing out list after list of vocab and verb conjugations! Students are lucky these days!

Quizlet has a great demo video walking you through the key features of the service. What struck me is that it’s narrated by Andrew Sutherland who appears to be creating a quiz set of some French vocabulary for his high school French class – and he’s not the teacher! He’s the student! Why isn’t the teacher running the demo? Why aren’t teachers the ones advocating this tool? Why is a high school student showing teachers how to create learning resources? Or is this just a marketing strategy designed to make the tool more relatable to students?

In any case, this is a great site full of social networking features, very visual, very user-friendly, and it seems to have a lively community of members. If you get tired of flashcards, Quizlet can convert the information from the flashcards into online quizzes (written answer, matching, multiple choice and true/false formats are available) and if you’re really in the mood for some learning fun, you can play some online games to test your knowledge.

Because these tools are so similar in their functionality and rely so much on the creator of the study aids to suit the needs of the target students, much of the success of online flashcards depends on what you make of them. Remember that this is all based on your summative assessment strategy, so ask yourself a few questions when considering the use of online flashcards:

1. Do you as the instructor design the questions or do you have your students design the questions as part of the learning process?

2. Do you follow up and survey students’ scores, or do you mention the study aid once and hope they pick it up on their own?

3. Is there even a need to design your own cards considering the amount of content already available online?

4. Are you using textbooks that already make online study aids available to students? If not, do online flashcards work any better then end of chapter questions paired with a pencil and paper?

…and remember to have fun with it!