Check this out http://www.inc.com/rene-siegel/five-reasons-you-need-to-meet-in-person.html
Wednesday
ALBERTA CHILDREN'S HOSPITAL
Friday
Management Lessons from Star Wars
- Font:
Perhaps the biggest mistake the Galactic Empire made is its singular focus on the preservation of power for the Emperor and a few of his chosen lackeys. There is a constant we see starting with "A New Hope" and running through to the end of "Return of the Jedi" of the Emperor consolidating more and more power into his own hands and that of his right-hand man, Darth Vader. In "A New Hope," the Galactic Senate is disbanded in favor of regional governors hand-selected by the Emperor. By the time "Return of the Jedi" rolls around, the Emperor’s only advisor is Darth Vader, and his distrust in his organization is so complete that his only plan for succession is a desperate attempt to poach Luke Skywalker from the Rebel Alliance and get him to join his organization. Anytime your future plans depend on getting a rising star from a rival organization to join your team, you know that you have some serious institutional issues.

By consolidating his power, the Emperor didn’t just ensure that his organization wouldn’t survive his death. He also deprived both his employees and the public-at-large a key motivation: a feeling of having a stake in the success of the organization. The Emperor disbanded the Galactic Senate, removing the idea of any democratic stake in the government. He wiped out all references to the Force, so there was no longer any guiding ideology. His sole idea for maintaining control of the Empire was building the Death Star, on the theory that, in the words of Grand Moff Tarkin, “Fear will keep the local systems in line. Fear of this battle station.” Similarly, while in the first "Star Wars" film, there was a scene showing officers in the Imperial Navy discussing strategy, by "Return of the Jedi," it was clear that no feedback was being solicited anymore. The Emperor or Vader gave orders and that was it. No further discussion.
Peter Gibbons: You see, Bob, it’s not that I’m lazy, it’s that I just don’t care.
Bob Porter: Don’t ... don’t care?
Peter Gibbons: It’s a problem of motivation, all right? Now if I work my ass off and Initech ships a few extra units, I don’t see another dime, so where’s the motivation? And here’s another thing, I have eight different bosses right now.
Bob Porter: Eight?
Peter Gibbons: Eight, Bob. So that means when I make a mistake, I have eight different people coming by to tell me about it. That’s my only real motivation is not to be hassled, that, and the fear of losing my job. But you know, Bob, that will only make someone work just hard enough not to get fired.
In an early part of the "Empire Strikes Back," the Empire attempted to wipe out the Rebel Alliance once and for all in the Battle of Hoth. However, because Admiral Ozzel took the Imperial Fleet out of lightspeed too close to the Hoth system, the Rebel Alliance was able to detect the Imperial approach and quickly begin its defense. Enraged by this error, Darth Vader used the Force to choke Admiral Ozzel to death. Captain Piett, Ozzel’s second-in-command, was then promoted to Admiral and given command of the Imperial Fleet.
When it came to the success of the Galactic Empire, the Emperor had one single idea that he was absolutely obsessed with: building the Death Star. The completion of the Death Star, with its ability to destroy entire planets, was the singleminded obsession of the Emperor. At no point do we ever see any alternatives broached. No scenes between Darth Vader and the Emperor debating the wisdom of building a second Death Star so soon after the first one was destroyed. Nobody suggests to the Emperor that it might be wiser to develop more flexible ways for the Empire to destroy planets, such as combining the firepower of several Star Destroyers at once.
The Galactic Empire devoted years, an enormous amount of money, and an enormous amount of manpower to building the Death Star. After it was built, the Death Star only successfully completed one mission before it was destroyed by the Rebels. And the Empire’s response? Build a bigger, newer Death Star to serve as a target for the Rebel Alliance. In the second case, the Death Star wasn’t even completed before the Rebels managed to destroy it again.
Thursday
Tuesday
Degree or Diploma verses Real World Experience...
Michael Schrage
Michael Schrage, a research fellow at MIT Sloan School’s Center for Digital Business, is the author of Serious Play and the forthcoming Getting Beyond Ideas.Higher Education Is Overrated; Skills Aren't
Are they right? I don't know. But painfully clear to many employers are serious gaps between elite educational credentials and actual individual competence. College transcripts spackled with As and Bs — particularly from liberal arts and humanities programs — reveal less about a candidate's capabilities than most serious employers need to know. Even top-tier MBA degrees often say more about the desire to have an important credential than about any greater capacity to be a good leader or manager. The curricular formalities of higher education — as opposed to its informal networks of friends and connections — may be less valuable now than they were a decade ago. In other words, alumni networks may be more economically valuable than whatever one studied in class. "Where you went" may prove professionally more helpful than "what you know." That certainly undermines "value of education" arguments. While higher education itself isn't marginal or unimportant, its actual market impact on employment prospects may be wildly misunderstood. In "Econ 101" terms for job-hunters: time spent cultivating your Facebook/Linked-In network(s) may be a better investment than taking that Finance elective.
Eduzealots have done a truly awful thing to serious human capital conversations and analyses around employment. By vociferously championing higher education as key to economic success, they've distorted important public policy debates about how and why people get hired and paid well. They've undermined useful arguments about "street smarts" versus "book smarts." Treating education as the best proxy for human capital is like using patents as your proxy for measuring innovation — its underlying logic shouldn't obscure the fact that you'll underweigh market leaders like WalMart, Google, Tata and Toyota. Dare I point out that Microsoft's Bill Gates, Dell's Michael Dell, Apple's Steve Jobs, Oracle's Larry Ellison and Facebook's Mark Zuckerberg are all college drop-outs? The point isn't to declare a college degree antithetical to launching a high-tech juggernaut but to observe that, perhaps, higher education isn't essential to effective entrepreneurship.
We have a huge branding issue. Pundits and policy-makers jabber about the need to educate people to compete in knowledge-intensive industries. But knowledge doesn't represent even half the intensity of this industrial challenge. What really matters are skills. The grievously undervalued human capital issue here isn't quality education in school but quality of skills in markets. Establishing correlations, let alone causality, between them is hard. (Michael Polanyi's classic "Personal Knowledge" brilliantly articulates this.) A computer science PhD doesn't make one a good programmer. There is a world of difference between getting an "A" in robotics class and winning a "bot" competition. MIT's motto isn't Mens et Manus (Latin for Mind and Hand) by accident. Great knowledge is not the same as great skill. Worse yet, decent knowledge doesn't guarantee even decent skills. Unfortunately, educrats and eduzealots behave as if college English degrees mean their recipients can write and that philosophy degrees mean their holders can rigorously think. That's not true. Feel free to comment below if you disagree....
As Atkinson's anecdotes affirm, there's no shortage of "well- educated" college graduates who can't write intelligible synopses or manage simple spreadsheets. I know doctoral candidates in statistics and operations research who find adapting their superb technical expertise to messy, real-world problem solving extraordinarily difficult. Their great knowledge doesn't confer great skill. Nevertheless, you would find their research and their resumes impressive. You should. But focusing on their formal educational accomplishments misrepresents their skill set outside the academy. Academic and classroom markets are profoundly different than business and workplace markets. Why should anyone be surprised that serious knowledge/skill gaps dominate those differences?
Higher education institutions do decently with knowledge transmission. Unfortunately, they do dismally transmitting skills. Pun intended, that's — apparently — not their job. That's also why "human capital" debates and investment policies going forward should weight skills over knowledge. When I look at who is getting hired, purported knowledge almost always matters less than demonstrable skills. The distinctions aren't subtle; they're immense. How do they manifest themselves? These hires don't have resumes highlighting educational pedigrees and accomplishments; their resumes emphasize their skill sets. Instead of listing aspirations and achievements, these resumes present portfolios around performance. They link to blogs, published articles, PowerPoint presentations, podcasts and webinars the candidates produced. The traditional two-page resume has been turned into a "personal productivity portal" that empowers prospective employers to quite literally interact with their candidate's work.
Unsurprisingly, this simultaneously complements and reinforces the employer-side due diligence that's emerged during this recession: firms have both the luxury and necessity to find the best possible candidates for open positions. Yes, they're looking for appropriate levels of educational accomplishment but, really, what they most want are people who have the skills they need. More importantly, they want to actually see those skills — be they written, computed, designed and/or presented. Professional services firms I know now don't hesitate to ask a serious candidate to demonstrate their sincerity and skills by asking them to show how they might "adapt" a presentation for one of the company's own clients. Verbal fluency and presence impresses headhunters and interviewers. But the ability to virtually demonstrate one's professional skills increasingly matters more.
This is part of the vast structural shift in the human capital marketplace worldwide. Firms have the ability and incentive to be far more selective in their hires. But project managers and professionals also have the bandwidth and desire to showcase their skills. The resume is rapidly mutating away from a documentary string of alphanumeric text into a multimedia platform that projects precisely the brand image and substance a job candidate seeks to convey. Did they teach you that in college or grad school? Of course not. Will you learn that by hanging around LinkedIn or Facebook? Probably not.
Is this how human capital markets will become more efficient and effective tomorrow? Absolutely. You've got to have skill to show off your knowledge.
http://blogs.hbr.org/schrage/2010/07/higher-education-is-highly-ove.html?utm_source=feedburner&utm;_medium=feed&utm;_campaign=Feed%3A+harvardbusiness+%28HBR.org%29
Quid pro quo will define the author-publisher relationship
Quid pro quo will define the author-publisher relationship
Published on O'Reilly Radar - Insight, analysis, and research about emerging technologies. | shared via feedly mobile
In a recent interview, author and digital book producer Peter Meyers talked about what we can expect as publishing comes into its own in the digital era. He said customized book apps will largely go by the wayside, and HTML5 as a format will be a bit of a hard-sell to consumers. And using his own experience as a basis, Meyers said publishers aren't in danger of becoming irrelevant.
Highlights from the interview (below) include:
Different kinds of books gravitate toward different kinds of formats — Meyers said the majority of books in the future won't be customized apps. The ones that will be apps will be the ones that require interactivity. [Discussed at the 0:19 mark.]
HTML5 is still a wild card — Meyers said HTML5's core question is transactional: Are people willing to pay for web-based content? Consumers have been reluctant thus far, but as HTML5 gets fully supported, we'll see more experimentation. [Discussed at 1:40.]
Amazon's Fire tablet will be a problem for B&N — Even though both tablets are similar in a lot ways, Meyers pointed toward Amazon's ecosystem and said B&N just doesn't match up to Amazon's content and service offerings. [Discussed at 4:54.]
Will publishers become irrelevant? — Meyers said no. Using his own experience as an example, he highlighted the fact that his publisher (O'Reilly) provides a platform to publicize his work and technological support to produce works in particular formats. What he doesn't get — and said few authors do — is hand-holding, individual attention, detailed line editing, cheerleading and so forth. Meyers said authors need to go in with the expectation that they'll have to do as much for their publishers and their books as the publishers do for them. [Discussed at 5:26.]
You can view the entire interview in the following video.
Meyers' new book, "Breaking the Page: Transforming Books and the Reading Experience," will be released in the next couple weeks — you can nab a free preview copy now — and he'll host a workshop at TOC 2012.
Quid pro quo will define the author-publisher relationship
Quid pro quo will define the author-publisher relationship
Published on O'Reilly Radar - Insight, analysis, and research about emerging technologies. | shared via feedly mobile
In a recent interview, author and digital book producer Peter Meyers talked about what we can expect as publishing comes into its own in the digital era. He said customized book apps will largely go by the wayside, and HTML5 as a format will be a bit of a hard-sell to consumers. And using his own experience as a basis, Meyers said publishers aren't in danger of becoming irrelevant.
Highlights from the interview (below) include:
Different kinds of books gravitate toward different kinds of formats — Meyers said the majority of books in the future won't be customized apps. The ones that will be apps will be the ones that require interactivity. [Discussed at the 0:19 mark.]
HTML5 is still a wild card — Meyers said HTML5's core question is transactional: Are people willing to pay for web-based content? Consumers have been reluctant thus far, but as HTML5 gets fully supported, we'll see more experimentation. [Discussed at 1:40.]
Amazon's Fire tablet will be a problem for B&N — Even though both tablets are similar in a lot ways, Meyers pointed toward Amazon's ecosystem and said B&N just doesn't match up to Amazon's content and service offerings. [Discussed at 4:54.]
Will publishers become irrelevant? — Meyers said no. Using his own experience as an example, he highlighted the fact that his publisher (O'Reilly) provides a platform to publicize his work and technological support to produce works in particular formats. What he doesn't get — and said few authors do — is hand-holding, individual attention, detailed line editing, cheerleading and so forth. Meyers said authors need to go in with the expectation that they'll have to do as much for their publishers and their books as the publishers do for them. [Discussed at 5:26.]
You can view the entire interview in the following video.
Meyers' new book, "Breaking the Page: Transforming Books and the Reading Experience," will be released in the next couple weeks — you can nab a free preview copy now — and he'll host a workshop at TOC 2012.
TOC NY 2012 — O'Reilly's TOC Conference, being held Feb. 13-15, 2012, in New York City, is where the publishing and tech industries converge. Practitioners and executives from both camps will share what they've learned and join together to navigate publishing's ongoing transformation.
Related:
Stories from the "Breaking the Page" project
HTML5 for publishers: Drawing on the screen
What publishers can and should learn from "The Elements"
feedly. feed your mind. http://www.feedly.com
Friday
Leading A New Team?
From Harvard Business Review...
Get Ready for Your Next Assignment
Most executives know what their next project or promotion will be well before the day it starts, but too few take advantage of their insider status and the time beforehand to prepare well. That is an opportunity lost.
Your next assignment is your next chance to create results—for your organization and for your career. A smart investment of time and effort up front can make the difference between simply getting by and truly excelling, between a dead-end move and a stepping-stone to bigger and better things.
A key factor in your transition will be knowledge—not only substantive information about the project or field, but an understanding of how others inside and outside the organization have tackled similar assignments, what challenges and opportunities lie ahead, and what resources are available and how you can mobilize them to overcome obstacles. Combining insights from our ongoing study of how knowledge is best captured and shared, our experience with consulting and executive search clients, and interviews with successful leaders across different types of enterprises, this article identifies three practical steps for building your knowledge capital to excel in new roles throughout your career. We call them phase zero, learning tour, and affinity groups.
Wilkinson used all three to implement his plan, reinterviewing staff members and translating his network of former peers—the national directors—into a source of feedback. This enabled him to upgrade the HR leadership, add a director of quality, and rapidly fill open positions. Let’s look at each step in detail.
Phase Zero
This is a chance to use your insider advantage to become familiar with a new unit’s people and performance and to discern the opportunities and challenges of your assignment—before it begins or is even announced. In the weeks leading up to the assignment, carve out and hold sacred at least 30 minutes a day to prepare. You may find ways to increase effectiveness, reduce costs, or even reassess a business model. In phase zero you can identify problems and develop a hypothesis for how to solve them—as Wilkinson did in southern Africa. And your solutions can be tested and adjusted as you move into your new role.
Among the likeliest places to look for objective data in this step are company documents—such as performance reviews and reports on services and operations—and feedback from customers and suppliers. For qualitative input, turn to colleagues who have supervised the role, interacted with it, or previously filled a similar role. Push to understand the story behind the story—for example, ask “What challenges might I encounter that aren’t apparent from the description of the assignment?” Finding these people and getting the information you need, without fanfare, will help you understand expectations and possibilities, think through a plan of action, and prepare personally for the transition.
Consider the experience of Todd Hoddick, who in early 2011 became vice president of the North American entertainment division of Barco, a global visual solutions company based in Belgium, in January 2011. Having joined the firm in 2008 as vice president of digital cinema in North America, Hoddick had developed a strong reputation for building a profitable single-business unit. In 2010 he was approached for the new position, which would add rental and staging, digital signage, home cinema, image processing, and corporate audiovisuals to his plate.
Leading A New Team?
From Harvard Business Review...
Get Ready for Your Next Assignment
But Wilkinson also saw that his appointment offered an opportunity—to both fix broken functions, such as HR, and create new ones, such as quality assurance, that could improve his region’s performance. He developed a plan of action that would involve laying off the top two tiers of managers—about 20 people—and asking them to reapply for their jobs. “You want the elements of your vision to take shape before you start,” Wilkinson explains. “In my case, I was redefining the role of the regional office as a true service center, and managers got the message.”
Most executives know what their next project or promotion will be well before the day it starts, but too few take advantage of their insider status and the time beforehand to prepare well. That is an opportunity lost.
Your next assignment is your next chance to create results—for your organization and for your career. A smart investment of time and effort up front can make the difference between simply getting by and truly excelling, between a dead-end move and a stepping-stone to bigger and better things.
A key factor in your transition will be knowledge—not only substantive information about the project or field, but an understanding of how others inside and outside the organization have tackled similar assignments, what challenges and opportunities lie ahead, and what resources are available and how you can mobilize them to overcome obstacles. Combining insights from our ongoing study of how knowledge is best captured and shared, our experience with consulting and executive search clients, and interviews with successful leaders across different types of enterprises, this article identifies three practical steps for building your knowledge capital to excel in new roles throughout your career. We call them phase zero, learning tour, and affinity groups.
Wilkinson used all three to implement his plan, reinterviewing staff members and translating his network of former peers—the national directors—into a source of feedback. This enabled him to upgrade the HR leadership, add a director of quality, and rapidly fill open positions. Let’s look at each step in detail.
Phase ZeroThis is a chance to use your insider advantage to become familiar with a new unit’s people and performance and to discern the opportunities and challenges of your assignment—before it begins or is even announced. In the weeks leading up to the assignment, carve out and hold sacred at least 30 minutes a day to prepare. You may find ways to increase effectiveness, reduce costs, or even reassess a business model. In phase zero you can identify problems and develop a hypothesis for how to solve them—as Wilkinson did in southern Africa. And your solutions can be tested and adjusted as you move into your new role.
Among the likeliest places to look for objective data in this step are company documents—such as performance reviews and reports on services and operations—and feedback from customers and suppliers. For qualitative input, turn to colleagues who have supervised the role, interacted with it, or previously filled a similar role. Push to understand the story behind the story—for example, ask “What challenges might I encounter that aren’t apparent from the description of the assignment?” Finding these people and getting the information you need, without fanfare, will help you understand expectations and possibilities, think through a plan of action, and prepare personally for the transition.
Consider the experience of Todd Hoddick, who in early 2011 became vice president of the North American entertainment division of Barco, a global visual solutions company based in Belgium, in January 2011. Having joined the firm in 2008 as vice president of digital cinema in North America, Hoddick had developed a strong reputation for building a profitable single-business unit. In 2010 he was approached for the new position, which would add rental and staging, digital signage, home cinema, image processing, and corporate audiovisuals to his plate.
Hiring for the right "cultural fit" with your team...
Why I Hire People Who Fail
1:32 PM Friday December 9, 2011
by Jeff Stibel | Comments (19)
The failure wall was part of our efforts to create a company culture where employees can take risks without fear of reprisal. As NPR's Here and Now reported earlier this year, we started by collecting inspirational quotes about failure. Among my favorites:
- "Success is going from failure to failure without loss of enthusiasm." – Winston Churchill
- "I have not failed, I've just found ten thousand ways that won't work." – Thomas Edison
- "Mistakes are part of the dues one pays for a full life." – Sophia Loren
One random Thursday night, I returned to our corporate headquarters afterhours with a bottle of wine and a box of acrylic paints. My assistant and I used stencils to paint about three dozen such quotes onto a large white wall in our break room. As first time stencilers, this project itself seemed destined to end up a byline on the (slightly gloppy) failure wall until we gratefully accepted some much-needed painting assistance from my wife.
After we finished painting around 1:00AM, we fastened a dozen Sharpies to the wall alongside these simple instructions: (1) describe a time when you failed, (2) state what you learned, and (3) sign your name. To set the tone, I listed three of my own most memorable (and humbling) failures.
In the beginning, the wall was met with surprise, curiosity and a bit of trepidation. We didn't ask anyone to contribute and we didn't tell people why it was there, but the wall quickly filled up. Some of the entries are life lessons: "After 7 years of practicing, I quit playing violin in high school to fit in. Lesson learned — who cares what other people think." Some are financial mishaps: "I thought buying Yahoo at $485 a share was a good idea." Many are self-deprecating: "My successful failure is working in online marketing when I came to LA to work in showbiz." Some are more than a little amusing: "I thought it was spelled 'fale.'"
I've said this before but it bears repeating: success by failure is not an oxymoron. When you make a mistake, you're forced to look back and find out exactly where you went wrong, and formulate a new plan for your next attempt. By contrast, when you succeed, you don't always know exactly what you did right that made you successful (often, it's luck).
We don't just encourage risk taking at our offices: we demand failure. If you're not failing every now and then, you're probably not advancing. Mistakes are the predecessors to both innovation and success, so it is important to celebrate mistakes as a central component of any culture. This kind of culture can only be created by example — it won't work if it's forced or contrived. A lively culture is nebulous, indefinable, ever-changing. Try to package it in a formal mission statement and you just may suffocate it.
The best way to shape culture is of course to focus on hiring the people who will ultimately make up that culture. Yet this is often overlooked, replaced with corporate values, slogans, and mission statements. It took billions of years to create and define all of the world's great cultures — through failure after failure — so it is with arrogance alone that we executives think we can create and define one for our company. To be blunt, cultures are not created or defined by executives; they evolve around the people who make up a company.
I personally interview every candidate at our corporate headquarters. By the time a prospective employee's resume reaches my desk, the department heads are convinced that the candidate can do the job. But for each person we end up hiring, I still end up interviewing countless other highly qualified candidates who were vying for the job. I'm mainly looking for cultural fit, and there is no more important job for a CEO.
If we hadn't hired people who cherish failures, my entries on the failure wall would be very lonely. Often when interviewing, I poke around and see if I can get the candidate to acknowledge a failure. It's a red flag to me if a candidate can't admit a mistake with a bit of self-deprecating humor. The tendency to dodge direct questions with a Miss America-style answer may indeed be a great asset to someone else's company, but it's not a great fit for success at mine.
KIDS CANCER CARE FOUNDATION OF ALBERTA
Pretty phenomenal results for our Business and Economics participants, eh? Changing lives through education...
Preparation for fund-raiser...
Over $1,000.00 was raised, including donations from many generous local sponsors...
- Canada Safeway
- Classic Jack's Restaurants
- Corks Wine
- Fifth avenue jewellery
- Good Life Fitness
- Mercato Gourmet Foods
- Shanks Athletic and Sports Bar
- Starbucks Coffee Company
- Offices of Trimac House
- Staff of CDI College
- Management of Eminata Group
Thank you so much to Ashlee at the Kids Cancer Care Foundation of Alberta
and our business participants...
Alberto, Kasandra, Mary, Omar, Quinn, Ricky, Steve, and Frank.
Monday
How to integrate online media with in-person lectures...
So when I ask Garver about his efforts to excise the lecture from the classroom and blow it to smithereens, he naturally begins telling me a story. In this one, it’s 1998, and Garver is fresh out of grad school and into his first teaching job, at Western Carolina University. He’s giving a lecture on “the principles of marketing” to 100 students. The head of teacher development at Western Carolina is observing, but Garver isn’t nervous. On the contrary, he’s in the zone.
“I gave one of the best lectures I had ever given,” Garver says. “It just flowed. The students were into it, I had funny jokes — I thought, 'This is the best I’ve ever been, and the head of teachers is evaluating my teaching, and I am kicking ass!' ”
After class, Garver remembers his supervisor affirming the young lecturer’s confidence -- before blowing it apart. “He basically said, ‘Mike, that was a great lecture. Have you ever heard of Bloom’s Taxonomy of Learning?’ ” Garver had not. His supervisor explained Benjamin Bloom’s 1956 formulation, which divides learning into higher and lower orders and emphasizes the importance of putting learned ideas to work.
“Even though your lecture was spectacular,” Garver recalls his mentor saying, “you’re down here at the bottom of Bloom’s Taxonomy.” He challenged Garver to infuse higher orders of learning into his teaching methodology. “I have been chasing that dream ever since,” Garver says.
Now, with the arrival of technology that allows him to easily record his lectures at home, slice them into easily digestible morsels, and make them available for students to watch online prior to class meetings, Garver says he has finally caught up to that dream.
I tell Garver it’s obvious that he is in marketing. He laughs and says he’ll take the compliment.
This is how Garver lectures these days: He gives his lectures alone, at home, on his own time, into a microphone. “I get fired up with coffee, I go into the studio, and I just start cranking out lectures,” he says. Garver, who compares himself to Ray Charles in his ability to nail the first take, says he does not have a hard time summoning charisma in the absence of a live audience. Listening to the boom and lilt of his voice through the telephone, I believe him.
After he’s done recording, Garver edits the lectures into shorter mini-lectures, ranging from 5 to 29 minutes. Then he posts the lectures to Central Michigan’s iTunes U site, along with accompanying PowerPoint slides. Garver instructs his students to listen to one or more of the mini-lectures in preparation for each class (he only devotes a week of the syllabus to reading marketing textbooks — a genre he describes, in general, as jargon-choked “translation exercises,” useful primarily for curing insomnia).
Garver says he believes that even disciplined minds have trouble focusing on something as dense as a lecture for more than 15 minutes. When he first began recording lectures and assigning them outside of class, Garver says his students sometimes found it even more difficult to stick with the lectures amid the distractions of home than in the classroom, where they were at least a captive audience. “They’d say, ‘Oh my God, that hour-long lecture — what were you thinking?’” Garver says.
That’s when he started using his digital cleaver more judiciously. “I’m actually thinking of cutting the 15-minute lecture into smaller chunks,” he says, “and I think I can.” Garver’s goal is to turn his lectures into albums of two- to five-minute tracks.
At the beginning of each class, Garver uses classroom clickers to quiz students on the concepts covered in the previous night’s lectures. For the rest of the class period, Garver typically divides the students into teams and asks them to apply those concepts to specific use cases. “What we can focus on is the upper end of Bloom’s Taxonomy,” he says — that is, hands-on learning.
“I kind of gave up lecturing in the classroom,” Garver says, adding that he was tired of having to choose between introducing ideas and letting students try putting them into practice. “There was never enough time for both,” he says.
The theoretical ideal Garver is using as his guiding star is a half century old; and the technology he is using is not particularly new, either. But his eagerness to eject the lecture from the classroom entirely is still somewhat rare among professors who teach large, face-to-face classes.
Central Michigan has made a push to make lecture-capture technology available to faculty, and many use it, says Brian Roberts, an instructional technologist at the university’s Faculty Center for Innovative Teaching. However, nearly all of them “do what I call more of the ‘traditional’ or ‘basic’ lecture capture,” says Roberts: They give their lecture in class per usual, the only difference being that students can refer to the recording later when they are studying.
Aside from Garver, the idea to record and assign lectures outside of class has not gotten much traction at Central Michigan, says Roberts.
That could soon change. The popularity of Khan Academy, a fast-growing database of short educational videos — which has drawn raves from Bill Gates, among others — suggests that mini-lectures, delivered apart from the classroom, could pick up momentum in higher education.
“What you’re talking about here is likely to become increasingly popular, partly because it reflects that paradigm we’re starting to hear more discussion about: that is, 'flipping the classroom,'" says Mara Hancock, the director of educational technology services at the University of California at Berkeley. "Rather than pushing information at students, it might be better to use it in a way that helps them with higher-level learning."
One of the biggest obstacles to the proliferation of lecture capture has been reluctance by faculty to take the extra steps necessary to ensure that their lectures are properly captured and cataloged. At the annual Educause conference two years ago, officials involved in a major deployment at Purdue University said they had a hard time even getting faculty to press an "on" button at the outset of each classroom presentation.
Hancock says that her institution focuses on making it as convenient as possible for professors to use lecture capture. Garver's method requires a great deal more work: creating lecture recordings outside the classroom while finding constructive new ways to teach inside the classroom. "I think faculty will have to want to embrace that and go through the door knowing that it will be more work," says Hancock.
Such a shift might come as a relief to professors who find lecturing tedious, and perhaps an ill omen for professors who feel uncomfortable managing a lecture hall full of students without the aid of a script.
Paulina Lee, a senior in Garver’s market research course, says that full-length recorded lectures suffer the same problems as their ephemeral counterparts.
“Even if I were to sit through a lecture, or have a professor post a lecture [online], I really don’t want to be sitting in front of a computer for an hour taking notes,” Lee says.
For the latest technology news and opinion from Inside Higher Ed, follow @IHEtech on Twitter.
Read more: http://www.insidehighered.com/news/2011/11/15/professor-tries-improving-lectures-removing-them-class#ixzz1pUkgGqJg
Inside Higher Ed
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