I have been a professor of Computer Information Systems at Union County College (Cranford, Elizabeth and Plainfield NJ) since 1983. My courses change as the computer field and knowledge about how people learn grows.
I wear 2 diigo hats NJinterentprof and sumware.

Member since Oct 31, 2009, follows 41 people, 19 public groups, 2139 public bookmarks (2164 total).

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  • The Biggest “Game-Changer” in Education | The Principal of Change on 2014-04-19
    • It is thinking differently about education and understanding that all of us as people need different things to succeed.
    • We have to stop looking for standardized solutions to try and personalize learning.  Our mindset towards teaching and learning has to be open to many approaches, not any single one.
    • Change is the one constant that we will always have in our world and if we do not grow and learn to embrace it, then we will become irrelevant.
  • The marshmallow study revisited: Delaying gratification depends as much on nurture as on nature -- ScienceDaily on 2014-04-18
    • Children who experienced unreliable interactions with an experimenter waited for a mean time of three minutes and two seconds on the subsequent marshmallow task, while youngsters who experienced reliable interactions held out for 12 minutes and two seconds. Only one of the 14 children in the unreliable group waited the full 15 minutes, compared to nine children in the reliable condition.
  • Making Friends With Failure | Edutopia on 2014-04-17
    • There is a major disconnect between schools and the real world on the notion of failure. School teaches us there is only one answer for every problem. And if we don't get it, we are a failure. This dissuades students from trying -- they fear failure. We need to teach students how to make friends with failure.
    • give our children more opportunities to build a relationship with failure. In my estimation, science, technology, engineering and math (STEM) education is a key way to do it. In STEM, failure is a fact of life.
    • "Scientists fail all the time. We just brand it differently. We call it data." If you learned something from the experience, you did not fail. By rebranding failure to something as harmless as data, that failure loses its sting. Whatever you did was all part of a fact-finding mission!

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  • How Adaptive Learning Can Improve Your Classroom | Higher Order Teaching on 2014-04-16
    • With adaptive educational technology, programs can compile statistics on individual students’ learning styles and progress so teachers can take action
    • adaptive learning helps because it serves as a teacher’s assistant.
    • Adaptive learning puts vital information in a teacher’s’ hands without most of the tedious number crunching often associated with it. This allows teachers to make necessary interventions—both positive and negative—in a timely fashion.

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  • What's the problem with our college graduates? on 2014-04-16
      • The National Association of Colleges and Employers confirms such findings and has found in its 2014 Job Outlook survey that the top five personal qualities/skills employers seek include:

        • Ability to work in a team
        • Verbal communication skills
        • Ability to make decisions and problem solve
        • Ability to obtain and process information
        • Ability to plan, organize, and prioritize work
    • may require that we spend less time on content and more time on core competency development. To do so, we must systematize core competency and high impact assessment practices – that is, the systematic assessment of analytical, critical and creative thinking, written and oral communication, quantitative and information literacy, teamwork, and problem solving skills (just to name a few) through more active learning experiences in internships, service or community-based learning, writing or first year seminars, collaborative group projects, e-Portfolios, or capstone projects. 
  • Why engineers believe they are on the road to millions - SmartPlanet on 2014-04-16
    • The majority of engineers believe they are destined to become millionaires
    • 69 percent of respondents said their roles were "recession-proof," and 91 percent said they feel they are the "most valued" employees at their firm.
    • However, 84 percent already feel they are being paid what they are worth.

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  • Colleges seek to improve remedial programs - Yahoo News on 2014-04-15
    • Of the 11,000 community college students in Massachusetts who took a remedial math class in fall 2010, 9,000 hadn't yet passed a credit-bearing class, according to 2013 task force report.
  • SAPVoice: Share Economy Comes to Education: Notes from the MOOCs Experiment - Forbes on 2014-04-13
    • There’s also movement afoot, backed by the U.S. Secretary of Education, Arne Duncan, to review how credit is offered, including looking at digital badges, that contain a record of student coursework across institutions.
    • “The business of education has become very expensive, and that’s compelling institutions to sharing curriculums across campus boundaries. You can achieve economies of scale for under-enrolled courses when you combine forces.”
    • Penn State is exploring the use of MOOCs as prep courses for incoming freshman before they arrive on campus.

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  • Exam Schedule - Spring 2014 on 2014-04-07
    • TR    9:30AM–10:45AM     TUESDAY      MAY 13    9:30AM-12:00PM
    • TR    12:30PM–1:45PM     TUESDAY      MAY 13    12:30PM–3:00PM
    • T     5:00PM–6:30PM      TUESDAY      MAY 13    6:30PM–9:00PM
  • Q&A: Why 40% of us think we're in the top 5% - SmartPlanet on 2014-04-06
    • So, you have to work around that. There are three different things you can do as a manager. The first thing is if you are going to give feedback make sure that it’s about a person’s behavior or their actions. Do not make it about their character or their ability.


      If you come at them with words like 'You are lazy,' or 'You’re not all that innovative,' then you are attacking their character.


      Second, you want to give feedback often. If feedback is rare, people will naturally get their defensive antenna up.


      Third, you do not want the only feedback to come when the supervisor is angry. There are a lot of companies where that is the habit. The supervisor has to be driven mad before he or she gives the feedback that a person really needed to hear earlier. How are you going to listen to a mad person yelling at you? So, that is the last thing to avoid.

    • One of your papers concludes that top performers are much more likely to keep improving and low performers are not.


      Right. In one study on emotional intelligence we offered MBA students a book, The Emotionally Intelligent Manager for half price. And we discovered a paradox. When we offered the book, two-thirds of the top performers bought it. But only 20% of low performers bought it. It was the top performers, not the low performers who showed the most interest in improving.


      There is some evidence that this is a general tendency, at least among Westerners. There are studies where students have either done really well or really poorly on puzzles. And, then during a waiting period, they just watched to see if the students returned to these puzzles and played with them. It’s the students who have done well that go back and play with these puzzles. But, poor performers want nothing to do with these puzzles.


      Mind you, in Japan, that pattern flips. It is when the student has done poorly that they return to those puzzles. The explanation there is that we Americans are more of a self-affirmation culture, whereas Japan is more of a self-improvement culture. And, so people’s orientation to success and failure differ across the two places.

    • How can we become better at self-assessment?


      It is almost impossible for an individual left to their own devices to get self-assessment right. The worth of one’s ideas runs through other people. That is, workers should pay attention to what other workers are doing. You can watch other people to benchmark how they handle the same sorts of tasks or situations. Seek out feedback from other workers or managers.


      Get a mentor who can tell you about all those unknown unknowns

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