IPT 682 Notes: 9-29-2009
Intermittent and digressive class notes on setting up hooks and anticipation in proposals, from David Wiley's IPT 682 course.
IPT 682 Notes: 9-17-2009
Brief and very incomplete class notes on evaluating grant funding sources, from David Wiley's IPT 682 course.
Qs on Attitudes Toward Institutional v. Informal Learning systems
Cross-posted from Flexknowlogy.
As I begin the pilot of our WordPress MU installation for Utah Valley University, questions naturally arise as to expected usage of the system. This led to the idea of running a short survey for students, faculty, and staff that asks if and how they would use such a community publishing platform. I then wondered if students or faculty who already had a blog would use the institutional system as a blog, whether in addition to or as a replacement for their own (even if only to meet a course requirement). This, of course, led me back to the idea of "creepy treehouses"
Qs on Attitudes Toward Institutional v. Informal Learning systems
As I begin the pilot of our WordPress MU installation for Utah Valley University, questions naturally arise as to expected usage of the system. This led to the idea of running a short survey for students, faculty, and staff that asks if and how they would use such a community publishing platform. I then wondered if students or faculty who already had a blog would use the institutional system as a blog, whether in addition to or as a replacement for their own (even if only to meet a course requirement). This, of course, led me back to the idea of “creepy treehouses“ (A term I have consciously avoided over the past year), and set me to rethink the survey to ask the following primary question:
How do (students’ | faculty | staff) attitudes toward institutional learning and communication systems differ from attitudes toward informal learning and communication systems?
This isn’t nearly as relevant to the WPMU system as originally intended, but I do expect to be able to address the system through this survey without overwhelming participants. Some of the survey questions that pop into mind ask about personal use of social media, perceptions of institutional technology, relevance of both toward learning, perceived efficiency for learning, likelihood of using new institutional technology, etc.
I’m posting this here in case any readers (who I haven’t lost yet through neglect) have ideas on how to keep this useful while maintaining a sharp focus. Suggested questions are, of course, welcome.
Questions re. solitude and learning
I take my very broad initial question ("What impact does solitude have on learning?") from my passion consideration and explore it
IPT 682 Notes: 9-15-2009
Roughly hewn, personal class notes on drilling down to one's topic of passion, from David Wiley's IPT 682 course.
“Passion” for Solitude
Recognizing that I favor a breadth of interests as much as depth, and with understanding that my "passions" are fleeting, I have occasionally sought a common thread with which I might quilt many interests or passions into my/a career path. The problem with pursuing any "passion" is that too often I experience it as spontaneous combustion
IPT 682 Notes: 9-8-2009
Loosely connected, often jumbled class notes on finding individual passion, from David Wiley's IPT 682 course.
IPT 682 Notes: 9-3-2009
Sidetracked comments sometimes resembling notes on justifying research projects, from David Wiley's IPT 682 course.
IPT 682 Notes: 9-1-2009
Spattered and disjointed personal class notes on an intro to grant writing and project management, from David Wiley's IPT 682 course.