While incredibly informative, this week's lesson by the Food Group was a tad overwhelming. As someone who's just getting used to eLC, I'm now open to a whole new world of online learning management systems. I mean, before yesterday, I still couldn't figure out how to use the gradebook feature. (Thankfully,someone else must have been wondering the same thing as it immediately went up on the whiteboard.)
In fact, right this literal minute, I am typing my blog post (quietly) as my students are taking their midterm exam. And if the grading feature hadn't come up in class yesterday, I would certainly have singled out Dr. Clouser before or after the class to figure things out. Talk about a nice, timley coincidence.
[Side note: As this is the first exam I've created for a class, I'm a bit nervous I made it too tough or too long. But I figured I'd rather err on the side of "difficult" and provide bonus points after the fact, rather than make it too short and too easy. "Hey, Adam, how'd your first exam go?" "Well, Professor, they all got 100s!" "Um, ALL of them?" Yeah, that seemed to be a far less interesting conversation than "You know, you might want to consider easing up on some of your questions, amigo..."]
Anyway, I'm all set to spend the next few days grading these midterms and setting up a gradebook on the good ol' electronic Learning Commons.
And you know what, I'll probably try to spice some other things up as well.
Until next time, sayonara!
Wednesday, March 2, 2011
Sunday, February 27, 2011
On a More Serious Note...
...it seems I'm always asked why I'm not on Facebook. Before that, my friends used to badger me about MySpace. In fact, a friend of mine always assures me the whole phenomenon must have "jumped the shark" because he finally got on board the social media bandwagon. You know, to entice me into joining. ("Hey, if I'm now a part of this thing...")
It doesn't matter, however. I have no intentions of signing up.
Interestingly, one of the presenters last Tuesday mentioned the fact that, before too long, none of us can pretend to be what we're not. Well ... hmmm. That's really not how I see it. In fact, it seems to me most people 'blow themselves up' on Facebook.
Now, I'm clearly not inferring they set literal explosives. Nor am I insinuating people self-destruct on Facebook. My use of 'blow it up' comes from an old John Edwards phrase back when he was a lawyer in North Carolina. You see, he was running for that senatorial seat (which he won) back in 1998, and his opponent kept running these TV spots that showed Edwards repeating the phrase "Blow it up!" In these negative attack ads, the opponent was clearly trying to point out that Edwards got where he was through exaggeration and hyperbole. Edwards seemed to take events, circumstances, and personal information and "blow them up" to gain more weight.
That's my opinion of most folks' Facebook pages. *shrug*
Sure, it's annoying to most people to have to actually e-mail me for party invites and whatnot. Ha. But I think they can suffer through.
Maybe I'm too 'old-school.' I mean, that's certainly a possibility. Nevertheless, I've worked too many jobs to realize employers will judge you (usually harshly) on your online activities and personalized pages. (Of course that could be changing...) But not only that, if you have an ex (or any other individual or group) you might like to avoid, Facebook seems fairly counterintuitive.
Have you seen that new Virgin Mobile spot featuring the "that's craaaaazy, right?" girl in the tree? Yep.
Anyway, my life doesn't seem to be that much worse due to my absence from Facebook. Heh.
As for employing Facebook in the classroom? Not a fan.
However, I can definitely see the appeal of LinkedIn, especially for those seeking new employment. And I came away very impressed with Pinterest. In fact, I might just try to use that one for my class this semester - posting print and outdoor ads that catch the students' interest.
Back to Facebook... As a former advertiser and current student of advertising, I can absolutely see the value in Facebook and other forms of social media. Personalized banner ads, Facebook promotions and fan pages, etc.? All great.
But yeah, on a personal level, I've got to take the Stan Marsh position. If that reference escapes you, have a look-see. Even if you're pro-Facebook, you'll probably find it funny.
Of course, who knows what the future holds? Maybe I'll come around. But right now, I kinda doubt it.
Peace, everyone. See you on Tuesday.
It doesn't matter, however. I have no intentions of signing up.
Interestingly, one of the presenters last Tuesday mentioned the fact that, before too long, none of us can pretend to be what we're not. Well ... hmmm. That's really not how I see it. In fact, it seems to me most people 'blow themselves up' on Facebook.
Now, I'm clearly not inferring they set literal explosives. Nor am I insinuating people self-destruct on Facebook. My use of 'blow it up' comes from an old John Edwards phrase back when he was a lawyer in North Carolina. You see, he was running for that senatorial seat (which he won) back in 1998, and his opponent kept running these TV spots that showed Edwards repeating the phrase "Blow it up!" In these negative attack ads, the opponent was clearly trying to point out that Edwards got where he was through exaggeration and hyperbole. Edwards seemed to take events, circumstances, and personal information and "blow them up" to gain more weight.
That's my opinion of most folks' Facebook pages. *shrug*
Sure, it's annoying to most people to have to actually e-mail me for party invites and whatnot. Ha. But I think they can suffer through.
Maybe I'm too 'old-school.' I mean, that's certainly a possibility. Nevertheless, I've worked too many jobs to realize employers will judge you (usually harshly) on your online activities and personalized pages. (Of course that could be changing...) But not only that, if you have an ex (or any other individual or group) you might like to avoid, Facebook seems fairly counterintuitive.
Have you seen that new Virgin Mobile spot featuring the "that's craaaaazy, right?" girl in the tree? Yep.
Anyway, my life doesn't seem to be that much worse due to my absence from Facebook. Heh.
As for employing Facebook in the classroom? Not a fan.
However, I can definitely see the appeal of LinkedIn, especially for those seeking new employment. And I came away very impressed with Pinterest. In fact, I might just try to use that one for my class this semester - posting print and outdoor ads that catch the students' interest.
Back to Facebook... As a former advertiser and current student of advertising, I can absolutely see the value in Facebook and other forms of social media. Personalized banner ads, Facebook promotions and fan pages, etc.? All great.
But yeah, on a personal level, I've got to take the Stan Marsh position. If that reference escapes you, have a look-see. Even if you're pro-Facebook, you'll probably find it funny.
Of course, who knows what the future holds? Maybe I'll come around. But right now, I kinda doubt it.
Peace, everyone. See you on Tuesday.
Sunday, February 20, 2011
Who Knew Stacking Cups Would be Comedy Gold?
Okay, so I'm just wrapping up some late-night/early-morning SPSS "stuff" and figured it might be a good time to wax poetic about the wonders of videoconferencing. Why not, right?
You know, if there's one thing we all learned about videoconferencing on Tuesday, it's the fact that monkeys eat both peanuts AND cashews. Waitaminute... That's just crazy. Maybe it would be the fact that yellow cups are defective? Or the universal knowledge - even among different species - that Cheerios make a great snack even without milk?
Nah, we probably all caught on to the fact that upside-down metal bowls can lie to us. Tricky $%&#%*@!
But I would argue these observations really just mask the reality that videoconferencing is a fantastic way to further our students' educational experience. I mean, c'mon, that's the message Melissa and Brendan were trying to get across. Uh, I think. (I just went along with the crowd. I also hear paisley is the new plaid.)
Seriously, though, videoconferencing can really bring a whole new dimension to the classroom, whether it's a remote guest lecture from an old colleague or a chance to witness something beyond the borders of our university setting. The relevance of the material is, of course, crucial. However, even taking the fun out of the equation, videoconferencing seems to be a powerful tool to enhance learning. (But personally, I'd probably want to put the "fun" back into the equation.)
For my own class, I'd really like to reach out to some friends from some of the places I've worked to see if they wouldn't mind a little Q&A session. My former coworkers include reporters, anchors, account executives, art directors, copywriters, and even bestselling authors. And there's always a marketing/advertising angle to employ.
Any thoughts from all of you?
I do have to say that Lincoln's story about his videoconferencing experience at Barrow Elementary was amusing-slash-AWESOME. Ha. I can say that because (a) I've been in situations where the technology failed miserably and (b) I worked with the Clarke County School District for the past year so I know full well how things can quickly crumble into a complete and utter cluster. (Yes, Grady didn't have funding for me when I got to UGA, and teaching was, therefore, put on hold. Instead, I was shipped over to the CCSD to help their PR department write, shoot, and edit video content for cable Channel 16; Title I funding ended up paying my tuition.)
Anyway, I can just see Lincoln trying to work with those folks, and Murphy's Law mangling every effort.
So, Lincoln, I salute you, brother. I've been there.
Finally, before I wrap things up, this next section goes out to Melissa Dengler whose inclusion of recipes on her blog (which I'm told is really amazing; I've been, uh, blocked) inspired me to add my own...
Cheesy-Awesome-Nacho-Style-Bean-Dip-Thing-With-Ground-Beef
1 lb lean ground beef
1 can black beans
1 can tomato sauce
1 bag shredded sharp cheddar cheese (or 3-cheese Mexican blend)
"medium" salsa
black pepper
chili powder
Tostitos (or another brand of Tortilla chips)
Start off by preheating your oven to 400-degrees. Next, you'll want to sling that ground beef into a microwave safe bowl, and nuke it for 3-5 minutes. If you're not seeing a lot of pink, drain all the excess grease/liquid and grind it up. Now, it's time to dump it all into a casserole dish. Then open up the can of black beans, draining it, and then pouring the beans over the ground beef. Follow that up with the tomato sauce. Then you'll want to add some salsa (maybe half a cup), chili powder (perhaps a few teaspoons), and some black pepper (if you're me, a bunch). Stir the contents, and throw that dish into your oven. Wait about 50-55 minutes. Pull the dish out, stir it all up again, and dump the entire bag of shredded cheese over the mix. Place it all back into the oven and wait an additional 5-10 minutes. You'll probably want to let it sit for a few minutes after it's done. Now, it's time to scoop out a bunch of the stuff onto a plate and grab that bag of Tostitos. Enjoy the goodness that is this cheesy-awesome-nacho-style-bean-dip-thing-with-ground-beef!
Peace.
You know, if there's one thing we all learned about videoconferencing on Tuesday, it's the fact that monkeys eat both peanuts AND cashews. Waitaminute... That's just crazy. Maybe it would be the fact that yellow cups are defective? Or the universal knowledge - even among different species - that Cheerios make a great snack even without milk?
Nah, we probably all caught on to the fact that upside-down metal bowls can lie to us. Tricky $%&#%*@!
But I would argue these observations really just mask the reality that videoconferencing is a fantastic way to further our students' educational experience. I mean, c'mon, that's the message Melissa and Brendan were trying to get across. Uh, I think. (I just went along with the crowd. I also hear paisley is the new plaid.)
Seriously, though, videoconferencing can really bring a whole new dimension to the classroom, whether it's a remote guest lecture from an old colleague or a chance to witness something beyond the borders of our university setting. The relevance of the material is, of course, crucial. However, even taking the fun out of the equation, videoconferencing seems to be a powerful tool to enhance learning. (But personally, I'd probably want to put the "fun" back into the equation.)
For my own class, I'd really like to reach out to some friends from some of the places I've worked to see if they wouldn't mind a little Q&A session. My former coworkers include reporters, anchors, account executives, art directors, copywriters, and even bestselling authors. And there's always a marketing/advertising angle to employ.
Any thoughts from all of you?
I do have to say that Lincoln's story about his videoconferencing experience at Barrow Elementary was amusing-slash-AWESOME. Ha. I can say that because (a) I've been in situations where the technology failed miserably and (b) I worked with the Clarke County School District for the past year so I know full well how things can quickly crumble into a complete and utter cluster. (Yes, Grady didn't have funding for me when I got to UGA, and teaching was, therefore, put on hold. Instead, I was shipped over to the CCSD to help their PR department write, shoot, and edit video content for cable Channel 16; Title I funding ended up paying my tuition.)
Anyway, I can just see Lincoln trying to work with those folks, and Murphy's Law mangling every effort.
So, Lincoln, I salute you, brother. I've been there.
Finally, before I wrap things up, this next section goes out to Melissa Dengler whose inclusion of recipes on her blog (which I'm told is really amazing; I've been, uh, blocked) inspired me to add my own...
Cheesy-Awesome-Nacho-Style-Bean-Dip-Thing-With-Ground-Beef
1 lb lean ground beef
1 can black beans
1 can tomato sauce
1 bag shredded sharp cheddar cheese (or 3-cheese Mexican blend)
"medium" salsa
black pepper
chili powder
Tostitos (or another brand of Tortilla chips)
Start off by preheating your oven to 400-degrees. Next, you'll want to sling that ground beef into a microwave safe bowl, and nuke it for 3-5 minutes. If you're not seeing a lot of pink, drain all the excess grease/liquid and grind it up. Now, it's time to dump it all into a casserole dish. Then open up the can of black beans, draining it, and then pouring the beans over the ground beef. Follow that up with the tomato sauce. Then you'll want to add some salsa (maybe half a cup), chili powder (perhaps a few teaspoons), and some black pepper (if you're me, a bunch). Stir the contents, and throw that dish into your oven. Wait about 50-55 minutes. Pull the dish out, stir it all up again, and dump the entire bag of shredded cheese over the mix. Place it all back into the oven and wait an additional 5-10 minutes. You'll probably want to let it sit for a few minutes after it's done. Now, it's time to scoop out a bunch of the stuff onto a plate and grab that bag of Tostitos. Enjoy the goodness that is this cheesy-awesome-nacho-style-bean-dip-thing-with-ground-beef!
Peace.
Sunday, February 13, 2011
Things are Clicking
So now that I have two of Dr. Clouser's classes under my belt, I believe things are finally starting to click (and yes, ridiculous pun intended). This past week, we discussed the merits of clickers - taking polls, getting a read on student knowledge, and even classroom quizzes. And honestly, I could definitely see the value in implementing these for my course in advertising management. As it stands now, I regularly ask my students (I have 16 in my class) their thoughts on certain products and brands, their buying behaviors, and their beliefs on the appropriate solutions for a variety of case studies.
It probably comes as no surprise that I have five or six students that are always piping up, while the rest of the class just sits tight. Now, don't get me wrong... I don't have any students that appear disinterested. But there are quite a few that would prefer to remain quiet. With clickers, I'd at least know the cogs in their brains are spinning.
You know, I find the biggest hurdle in teaching is pacing. Now, I understand this has nothing to do with technology (at least directly), but I wanted to get it out there. This past week, I went through a 25-slide PPT and finished early. How was that even possible? I mean, it was jam-packed with info. However, because my day's subject matter dealt with the economics of advertising campaigns, the students didn't really want to delve into discussion. So yeah, I had WAY too much time to kill.
A few fun anecdotes regarding some of my experiences in the industry cut the time down and provided the students a chance to ask questions. Nevertheless, it still felt like filler. What kills me is the fact that I can sometimes go through a small case study or 20-slide PPT and barely fit it all into my 50-minute timeframe.
I guess getting the pacing right will just come with experience.
Anyway, looking forward to discussing videoconferencing with everyone on Tuesday.
Ciao!
It probably comes as no surprise that I have five or six students that are always piping up, while the rest of the class just sits tight. Now, don't get me wrong... I don't have any students that appear disinterested. But there are quite a few that would prefer to remain quiet. With clickers, I'd at least know the cogs in their brains are spinning.
You know, I find the biggest hurdle in teaching is pacing. Now, I understand this has nothing to do with technology (at least directly), but I wanted to get it out there. This past week, I went through a 25-slide PPT and finished early. How was that even possible? I mean, it was jam-packed with info. However, because my day's subject matter dealt with the economics of advertising campaigns, the students didn't really want to delve into discussion. So yeah, I had WAY too much time to kill.
A few fun anecdotes regarding some of my experiences in the industry cut the time down and provided the students a chance to ask questions. Nevertheless, it still felt like filler. What kills me is the fact that I can sometimes go through a small case study or 20-slide PPT and barely fit it all into my 50-minute timeframe.
I guess getting the pacing right will just come with experience.
Anyway, looking forward to discussing videoconferencing with everyone on Tuesday.
Ciao!
Sunday, February 6, 2011
Getting Started
So where to begin?
Well, as I'm teaching an advertising management course, this weekend holds a lot of promise for a Monday discussion. During the SuperBowl, new TV spots will arrive from a wealth of popular brands, and these commercials will be analyzed and critcized in the weeks ahead. And as for me? Hey, I'm looking forward to the actual game as well.
Now, wikis seemed to be the topic of discussion in Dr. Clouser's class last Tuesday. While it might take some time for me to get adjusted to the idea of using wikis for my class, the idea that students could share information with one another (and edit each other's work) does seem rather productive. I'd just have to come up with a practical use for them.
Speaking of Dr. Clouser? I need to voice (type?) my appreciation for her letting me in the class as a late addition. Fortunately, the course seems like it could be extremely helpful, and the other students in the class appear to be smart, savvy, and cool - a great combination for learning and group work.
Currently, I'm playing catch-up. I've taken the TPI test, and ended up scoring highest on Apprenticeship. That only makes sense, as I'm always trying to find ways to prepare my students for the 'real world.' Plus, they regularly ask me questions about my advertising background... "Adam, is this how it works in a real agency?" I've heard this one several times already. (And yes, I told my class to call me Adam. I simply prefer it to Mr. Avant.)
Anyway, these are the wee hours of the morning. And I want to get some sleep. So sayonara, everyone!
Well, as I'm teaching an advertising management course, this weekend holds a lot of promise for a Monday discussion. During the SuperBowl, new TV spots will arrive from a wealth of popular brands, and these commercials will be analyzed and critcized in the weeks ahead. And as for me? Hey, I'm looking forward to the actual game as well.
Now, wikis seemed to be the topic of discussion in Dr. Clouser's class last Tuesday. While it might take some time for me to get adjusted to the idea of using wikis for my class, the idea that students could share information with one another (and edit each other's work) does seem rather productive. I'd just have to come up with a practical use for them.
Speaking of Dr. Clouser? I need to voice (type?) my appreciation for her letting me in the class as a late addition. Fortunately, the course seems like it could be extremely helpful, and the other students in the class appear to be smart, savvy, and cool - a great combination for learning and group work.
Currently, I'm playing catch-up. I've taken the TPI test, and ended up scoring highest on Apprenticeship. That only makes sense, as I'm always trying to find ways to prepare my students for the 'real world.' Plus, they regularly ask me questions about my advertising background... "Adam, is this how it works in a real agency?" I've heard this one several times already. (And yes, I told my class to call me Adam. I simply prefer it to Mr. Avant.)
Anyway, these are the wee hours of the morning. And I want to get some sleep. So sayonara, everyone!
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