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Friday, March 28, 2014

The "Proper" Artwork in Office Space

Is an office setting an appropriate place to hang nude artwork? I've been asked by a colleague why I don't hang my own artwork in the office -- I do have a few pieces up. I didn't answer him directly because I've done mostly figure drawings of nude models. I hesitate to hang any of these pieces in my office.

The question surfaced again, today. Someone stopped by my office and looked around my office environs. He asked if I was an artist. I am not a trained artist but I would say I am one. As a designer, I'm an artist. As a hobbyist, art in various forms is my delight. The conversation turned to art pieces and what I'd done. I gave a quick sweep to the two framed figure gestures I had propped on my desk.

"I don't have more up because some of them are figure drawings that might offend some people if I have them in my office," I said. "Do you think it's OK to hang them in my office?"

"Well, I didn't even notice them when I came in."

Suffice to say, I didn't get a direct answer to my question despite some more chatter about it. It is a touchy one. I wondered if I had posed an uncomfortable question to my office visitor. I came home, thought about the question and wondered about the implications of posing that question. Lightweight research reveals these findings:

1. An Admissions Office in a university had refused to hang such an art piece. 

2. It appears to be a controversial issue. At first glance, it seems to divide the art folks from the non-art folks. By that, I don't mean to marginalize or be divisive. I regard nude artwork as tasteful because of my own frame of reference. But other people might be offended because uncovering the human body in public is alien to most cultures, including mine.

3. There is no right answer. It depends. The question raises more questions about difference -- respect for difference in upbringing, definitions about what is considered beautiful, artistic, tasteful, degrees of realism in the nude artwork (the more realistic, the more uncomfortable some folks might be when confronted in public about it), sensitization to the nude human form (are the models in the nude or "naked"), some people's pretentiousness, etc.

I had asked a question that challenged an individual to think about his/her assumptions. It is provocative I admit. But people's response to whether it is OK to hang a nude artwork in a higher ed office setting that doesn't have high traffic volume helps me to learn quite a bit more about the respondent in a short time. And it is not information that puts anyone down.

P.S. I'd add that sometimes, we need to deploy some humor when confronted with these sorts of questions. 

Thursday, March 13, 2014

Desiring to Learn is Not Enough by Itself

I've enrolled in numerous MOOCs and finished just one -- so far. I think I may have found another that I will complete: UQx: Think 101x The Science of Everyday Thinking. Up to 80,000 people are taking part in this MOOC run by the University of Queensland.

It's Week 2 -- the instructors organize the units into Episodes -- and I've completed all assignments (except one) in Episode 2, on the very day it was made available. I'm astounded by my effort. What is it about this MOOC that has me working so diligently?

Here's a reflective mindmap:


I have quite decided that four factors have probably helped make this MOOC a winner with me.

1. Affect.
There are many open-access courses and MOOCs available from several major players. Among those that I've been interested in, I've always tried to complete required readings, videos and quizzes. I typically drop out after 2 or 3 weeks despite the best of efforts and interest in the MOOC topic. The desire to learn alone did not see me through to completion. Yet there is something different about this course. There are interesting stories to hear. The content videos are not boring videos of talking heads. Nor do they last longer than 7-odd minutes. Phew! Authenticity and emotional engagement score.

2. Course Design.
I've mentioned the well-crafted content and reflective videos. Besides an understanding of user attention, the videos are filmed as conversations. People are talking to each other like in real life.

There are no long "required" chapters to read. I could "learn more" or "learn even more." Words matter.

3. Platform Design.
Hands down, EdX is one of my two favorite MOOC platforms so far -- the other is Stanford's NovoEd platform where I completed the Crash Creativity course. There are drawbacks to EdX (e.g. close-captioning is beside the video instead of being layered over the video), but the interface is clean. I like simplicity.

4. Content.
 Needless to say, how the mind works is one area that fascinates me. The course instructors have asked some provocative questions and revealed a bit of the findings. Apparently, 84 percent of some thousands of people believe that there are traditional and non-traditional health practices that are not being explored because pharmaceutical companies or scientists shun them (UQx course info, 2014).

Also, here are participant responses on what they think about, in one word:
On-campus participants took part in a survey like us and were filmed (and hence seen) in a short segment. I'm curious as to how this on-campus segment is going to run throughout the course.

Notice I've ranked content last because that alone does not see me till the end, always. 

To-Be-Improved

I believe we are always tweaking courses as they are being implemented. I hope they do something about the Courseware discussion board. It's a one-column design; it's not easy to interact with others when you can't read their postings unless you scroll up and down frequently. This is why interaction with peers hasn't contributed to my learning engagement as yet. In addition, we need a Twitter hashtag, not just a course Twitter account.

March 14, 2014: To clarify, there is a separate tab or section for Discussion where the discussion board has a different interface. It has two columns for easier interaction -- for reading and sorting of comments.

Still, I can't wait for Episode 3!

Monday, March 3, 2014

3D Browser

"... the prototype allows Web pages to display content across multiple surfaces in a room." Educational implications?

Monday, February 24, 2014

TyRuben Ellingson: Digital Pragmata Brown Bag

Sketch notes 2/24/2014
TyRuben Ellingson delivered an outstanding talk today at the Academic Learning Commons 4100. I took some sketchnotes for reflection. Two major throughlines for this presentation, as I see it, are:
  • How do you become really good at doing something?
  • What fosters creativity?
I read and think about deep learning and effective learning -- constantly. TyRuben's talk adds to that mashup of ideas from print and nonprint resources. I see a pattern in learning that is necessary for one to become an exquisite and consummate artist (or an expert in any discipline) over time:
  • mentoring or apprenticeship - that is, to be in a position where you can closely observe and pick up the skills and practice of an expert (What would this look like in online learning?)
  • obsessive lifelong learning
  • sharp observation skills; an eye for detail
  • a fearless persistence in looking for opportunities
  • never ever think you can't (TyRuben, "I don't allow anything to block [my thinking].") 
Mostly, these are habits of mind we need to cultivate, with grit. 

Sunday, February 16, 2014

Seize Your Limitations



Need a pick-me-up for the day? Watch this video.
"Limitations may be the most unlikely of places to harness creativity, but perhaps one of the best ways to get out of ruts, rethink categories and challenge accepted norms." - Phil Hansen, artist

Wednesday, January 8, 2014

In the Arena


This is a picture I took of Byrd Theatre at West Cary Street, Richmond, Virginia.

Thursday, November 28, 2013

2013 Sloan-C International Conference Notes: Good Work in Online Learning

I returned a call to a friend after returning from the Sloan Consortium's International Conference at Orlando, Florida.

"How was it? The same old people, right?" she asked.

It has often intrigued me as a doctoral student that not everyone is interested in going to conferences, after all, it is part of a researcher's practice, or so we were told -- to disseminate ideas/findings and engage with one's community of practice. Now that I've graduated, I still find it exciting to continue with the practice. But my friend's comment made me wonder what I was really learning from my conference trips. Why bother?

For this conference, I had in mind some questions centered around a few themes. I'll focus first on the "good work" that is being recognized by Sloan-C.

1. Who is doing good work? 

I went to the Awards Luncheon to find out.

Best in Track award winners: http://sloanconsortium.org/conference/2013/aln/best

Those that I'll explore in greater depth:

Three Institutions, Three Approaches, One Goal: Addressing Quality Assurance in Online Learning
Lead Presenter: Marwin Britto (University of Saskatchewan, Canada)
Jean-Marc Wise (The Florida State University, USA)
Cristi Ford (University of the District of Columbia, USA)
Track: Leadership, Values and Society

We Can Work Together: Managing Group Work Online for Collaboration, Assessment, and Life-Long Learning Skills
Lead Presenter: Lujean Baab (Virginia Tech, USA)
Track: K-12 Online Education
   
Mechanical Vs. Philosophical Considerations When Upgrading the LMS
Lead Presenter: J. Garvey Pyke (University of North Carolina at Charlotte, USA)
Kurt Richter (University of North Carolina at Charlotte, USA)
Track: Faculty and Professional Development & Support

Global Learning Qualifications Framework - Assessing University-Level Learning Anytime, Anywhere
Lead Presenter: Amy McQuigge (SUNY Empire State College, USA)
Track: Open, Global, Mobile

Leveraging Mobile Devices to Engage Students and Improve Student Outcomes: Evidence From Hospitality Education
Lead Presenter: Amy Gregory (University of Central Florida, USA)
Track: Technology and Emerging Learning Environments

Don't Drop the Baton! Building a Foundation for Success Through Student Services for Online Learners
Lead Presenter: Ruth Newberry (Duquesne University, USA)
Kate DeLuca (Duquesne University, USA)
Track: Student Services and Learner Support

Other award winners:
Excellence in Online Teaching, Betty Rambur, University of Vermont

Excellence in Faculty Development for Online Teaching,
University of Louisiana, Lafayette

Outstanding Online Program, M.S., Biotechnology, University of Maryland,
University College

Pedagogical Innovation, Ryerson University, G. Raymond Chang School of Continuing Education,
Certificate in Food Security

Excellence in Institution-Wide Online Education, Lone Star College System

The complete list of 2013 Effective Practice Award Winners can be found on the Sloan-Consortium Website: http://sloanconsortium.org/ep_award_winners

One of them documents the validation of a research tool that assesses the effectiveness of online educator preparation. Definitely worth taking a further look: http://sloanconsortium.org/effective_practices/assessing-effectiveness-online-educator-preparation

Assessing the Effectiveness of Online Educator Preparation,
Yang, Hung & Blomeyer's Research Tool
Check it out:
Yang, Hung & Blomeyer's paper presented at AERA 2013, San Francisco, CA:


To be continued in Part 2