This Web page: https://sites.google.com/a/tltgroup.org/fise/frugal-innovation-symposium/session2 http://fise.tltgroup.org/frugal-innovation-symposium/session2 | TLT Group Online Summer Symposium 2010 (3rd Annual) Session 2 2-3pm EDT Monday August 9, 2010 Frugal Innovations for Student Engagement
If you have trouble with audio via the Internet during this session, with luck you can participate via telephone. Telephone 1-605-715-4900 then enter code:
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Purpose of Session & Symposium Identify obstacles to Frugal Innovation and Collegial Sharing; Introduce new Temple Univ. mentoring program and suggest options; Introduce Paper Bookmarks as method, model, metaphor. Continue to exchange info and address this central question: How/when will we share symposium results with other colleagues? "Walk the Walk": Demonstrate some of the ideas, resources we identify or develop DURING this symposium!
Agenda/Schedule
Obstacles to Collegial Sharing - SWG
LTA Number 9 - Printing E-Mail Messages
TMI/TMO/TLT/TL$ Faculty don't realize the value of some of their own modest improvements Faculty don't realize that others would welcome those improvements Academic support professionals underestimate the good will of faculty toward staff and faculty colleagues Faculty appreciate being asked and encouraged More receptivity to "paper bookmarks" and "nanovation" than i anticipated.
Temple U. Mentoring ProgramSheri Stahler, Temple University
Introducing the Temple Mentoring Program - Why, Where we are now
Why Temple developed this program
Why it is important for faculty mentors to identify mentees in advance [instead of "hoping for the best" or relying on T/L Center staff, etc.] What else is different about this programs
Where we are now - Phase I Developed, distributed application form Selected 17 Mentors Distributed some/all grants Some Mentors have ordered tools, etc. - some beginning to use them
Plans: "Community of Practice" - Within the Program; Extended
Group of people using some online tool(s) to exchange information and collaborate on tasks of common interest (may also include face-to-face meetings)
Asking for Suggestions, Comments, Questions
Interaction/Extermission
Separate text chat pod for each question How do outreach? Invite two colleagues to answer one of these questions: <Use Google Forms?>
What could be done to increase the communication, activity, and effectiveness of the Mentor/Mentee relationships? MENTEES
Example: Follow-up Interviews
Ask all the mentees how it's going and if they can suggest or request any additional support or resources that would make the mentor/mentee relationship even more active, effective.
Who should ask?
How often?
Individually, small groups, full group?
Face-to-face? Online? Other?
MENTORS
Example: Follow-up Interviews
Ask all the mentors how it's going and if they can suggest or request any additional support or resources that would make the mentor/mentee relationship even more active, effective.
Who should ask?
How often?
Individually, small groups, full group?
Face-to-face? Online? Other?
Constructive Responses: Jane Harris UNCG, et al. [In a later TLT Group online session, Jane Harris will introduce Faculty Cracker Barrels and 1-1 Conversations and invite similar constructive responses from others]
An Extended Community of Practice
Series of online sessions during academic year 2010-11 hosted by the TLT Group
Focus: How to help people in each role benefit more from the program
Corollaries:
How to help the mentees benefit more from the efforts of the mentors
How to help the mentees help others in turn - others who are not particpating in this program
"Action Research" An extended community to monitor and support an experiment in progress; ask thoughtful questions; collect feedback and suggestions; make adjustments; report and record improvements and challenges so that others can benefit from the experience
Logistics & Technology How can questions, requests, suggestions be collected, sorted and prioritized? How can participants be helped to formulate their questions?
Consider: Website, online events, meetings, assessment methods and metrics, feedback options, forum options, publications, COLLEGIAL SHARING
NOT REALLY A DIGRESSION Why we considered and decided not to use GetSatisfaction; Google Moderator; Google Forms (and other online survey and polling options including Flashlight Online 2 and PollEverywhere) We will continue to explore use of these and other tools for this purpose
"We invite applications from faculty who will serve as mentors to three faculty colleagues. The application form is attached.
"Program Design:
Mentors with knowledge of and experience with instructional technology will recruit three colleagues from their school or college to enter a mentoring relationship on
teaching, learning and technology. The mentors will receive support from members of TLTR 2, as well as formal training from TLC and ISC. Mentors also have access to support from units represented on TLTR 2, such as the library and online learning. Mentors are then responsible for disseminating what they know and what they have learned to their mentees. Mentors will receive a $2,000 stipend upon completion of project. Mentors can also apply for additional technology funds. (See application form attached)."
... "Expectations and Outcomes: Faculty mentors will be expected to teach the new technology and mentees will
be expected to apply the new knowledge to their teaching practice. The deliverables
for this project include an assessment report on this faculty development model, an
assessment report on the teaching and technology project, and a webpage describing
the project to Temple community. Mentor/mentee groups are also encouraged to
present their work through the TLTR faculty development workshop series and/or other
venues.
"Mentors would commit to:
1) Participate in relevant training in best practices from TLTR representatives:
TLC, ISC, Paley Library, and Online Learning.
2) Research the technology to be taught to mentees.
3) Meet with mentee(s) monthly to mentor them to learn the new technology
and ways to apply it to teaching.
4) Work with mentees to develop a representation of project for TLTR website.
5) Author a report on a) how the faculty development model impacted mentor’s
knowledge and practices with instructional technology, b) how this model for
faculty development could be leveraged, generalized or revised to be helpful for
other Temple faculty. This report should reference the data represented in the
mentees’ assessment report (described below).?
Mentees would commit to:
1) Meet monthly with mentor to learn the new technology and ways
to apply it to teaching.
2) Incorporate the new technology into their teaching in some
tangible and substantive way.
3) Submit an assessment report. [TO TLTR COMMITTEE; NOT CLEAR WHAT WILL HAPPEN TO THOSE REPORTS] There will be a standardized
template for collecting consistent data from all faculty involved.
4) Work with mentor to develop a representation of the project for
TLTR website.
Paper Bookmarks - Method, Model, MetaphorIntro/Prep for Session 3 Aug 16"Nanovation: Self-sustaining peer-to-peer dissemination and implementation of small, important steps on a path to bigger improvements in teaching and learning with technology - toward incremental exponential revolution.
These paper bookmarks can be used as both an illustration and a metaphor for low-cost, low-threshold dissemination – a positive, constructive, moral, academic version of “viral marketing” “chain letters” and “Ponzi Schemes”.
One of these bookmarks is similar to a Twitter "Tweet", or - sometimes - a haiku.
I'm looking for the "smallest" most "low-threshold" options for increasing and sustaining collegial sharing of improvements in teaching and learning (with technology) - Steve Gilbert
Resources already available
Only Adobe Acrobat Reader is needed to edit and/or print these PDF templates.
- Latest, Best Template - In this form (Google Doc upload) you can view the document with any browser; if you decide to print and/or edit you must download a copy.
- Latest, Best Template - Clicking on this link should automatically launch a download of the PDF to your computer.
Instructions for editing, printing paper bookmark templates
Suggestions, Requests1. Suggestions for alternatives to paper bookmarks
(e.g., Web pages, Tweets, office visits, phone calls, ...)
2. Requests for specific paper bookmarks or paper bookmark templates
Next StepsWhat do you want? What can you offer? From/to this symposium? Who else should you/we invite? How your colleagues can participate
How/when will we share symposium results with other colleagues?
Last Few Minutes of Text Chat Transcript July 23, 2010 Pre-Session: SOMEONE IN TEH ''NEXT 10%'' TO PARTICIPATE IN OUR SYMPOSIUM! Steve Gilbert, TLT Group: (15:21) How can we enable and encourage likely symposium paritcipants to invite each 1 otgher colleague to aprticipate who is NOT ins the 1st 10%; and how do we engage those 2nd 10% folks in helping to explain how to reach them and what they need to share with collegaues too. as Steve Gilbert, TLT Group: (15:22) Beyond just inviting the next 5%.... John Munro, Univ of Virgin Island: (15:22) learn how to share as you learn what/things to share Steve Gilbert, TLT Group: (15:22) Deal directly, overtly with such colleagues about BOTH the imporvement(s) in T/L AND helping us figure out how better to support this kind of sharing! John Munro, Univ of Virgin Island: (15:23) ur welcome Steve Gilbert, TLT Group: (15:23) [quoting John Munro's audible comment] LEARN HOW TO SHARE AS YOU LEARN WHAT TO SHARE! John Munro, Univ of Virgin Island: (15:23) glad I lurked
Chat Transcript Session #2 (sans private msgs)
Don't Look Here! Planning Notes - Not intended for public consumption.
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Temple U. Mentoring Program
NOTES from Rebecca Kurtz & Steve Gilbert TLTG 8/5/2010 Conf Call with Sheri Stahler, Temple, and Symposium Session #2 on Aug 9
Sheri Stahler PresentationI. Introducing the Temple Mentoring Program - Why, Where we are now
II. "Community of Practice" - Within the Program; Extended How develop and support a "Community of Practice" for this program?- How manage implicit differentiation between those who meet face-to-face and those who only interact via telecommunications?
- How include BOTH mentors, mentees
- Subcommittee structure?
- How identify, support, use coaches, moderators, champions, nudgers, (Catskill resort tummler?) - someone who accepts responsibliity for developing and sustaining active, useful communication by monitoring, responding to, and initiating discussion topics. ..Avery: "unfortunate truth, if just have place for people to go they won't use it on their own"
- How establish guidelines, ground rules for participation?
- Roles for Mentors and Mentees in annual(?) Technology Forum? Campus based?
III. ASKING FOR SUGGESTIONS, COMMENTS, QUESTIONS
IV. Focus on Extended Community of Practice
steve would like to talk with some of the mentees additional people for session: mentor and possibly Pamela give sheri more time in the session for post-session: sheri has contact info for mentors and can ask if they can give mentees info to us for steve to talk to
sheri: to send rebecca/steve questions for the session and any thoughts about how she'd like that structured. avery knowing what you want for a project, then decide which tech tool works for that is best in reality, doing that is impossible b/c faculty don't know what's possible. have to do iterative process - start, make adjustments, then change. avery - think in terms of what you want regardless of technology, and then identify how each technologies would go about your need in their unique ways. broad to specific. problem with that is there is not usually someone in place who knows available technologies and pros/cons of them. rebecca: make sure sheri and colleagues have login [on homebase FISE] avery/steve:
Temple U. - Google Apps; Bb; Wimba; "knowing what you want the technology to do"; Avery: "What do you want to happen, aside from notions about the technology itself?" Articulate the principles, goals. --
Rebecca Kurtz
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