Really? We are expected to create a Public Service Announcement? Are you kidding me? I have seen lots of PSAs and I thought that there was just no way that my little, inexperienced group would be able to pull this off. I was totally wrong. We quickly came up with our subject, texting while driving, and began to divide up the work. The most surprising part was how natural the entire process felt. It was like I had been collaborating with the other four group members for years. I was pleased with how quickly our first version of the PSA came together. It was amazing how close all of our individual visions were and how easy it was to work together to bring our collective vision to life. I am proud of the work that we did. The collaboration not only lead to a great PSA but allowed me to form relationships with individuals that I am sure will last well beyond this course.
Monday, September 27, 2010
Friday, September 17, 2010
Chat, Chat, and More Chat
I have now attended two web conferences for EDLD 5363. Whereas I like the idea of the conference, and I usually learn something from it, I find that it is also frustrating. There is usually such a good turn out that the software starts to bog down and the audio always seems to cut out on the parts that I really want to hear. There are so many people in the conference that everyone is typing at once and often the text rolls by so quick that Dr. Abernathy misses questions. This means that you have to ask your question again. This makes me feel like I am nagging her for an answer. Don't get me wrong though. I think that this is an important tool for our courses. It does make you feel more connected to your classmates. Most people are so comfortable now that they are quick to volunteer to help classmates when questions are posted about issues that have arisen. This really makes you feel like you are among friends. Actually, I have formed some friendships that I believe will outlast my time in this program. Amazing considering I have not been in the same room with my classmates...yet.
Friday, September 3, 2010
The Reviews Are In
“Integrating media production in your curriculum can help you find new access to students and help them find new access to the material.” (Garrison, 1999)
I am always interested in providing new access for my students and I am always looking for new ways to cover the material. This approach helps to keep the material fresh for me and my students. Several semesters ago I set a personal goal to either add one new piece of technology, or to introduce a new way to use existing technology, to one class per semester. This week I evaluated two pieces of software that will help to accomplish this goal.
This review will cover Movie Maker and Wax video editing software. Both software packages are available as free downloads and you can learn how to use both of them by viewing one or more of several online tutorials. I did not start with the tutorials, however, because I wanted to see how difficult it was to just jump into a project, which is how my students would likely approach a movie project. Here is what I learned:
Movie Maker
This piece of software is from Microsoft. One of Microsoft’s strengths is that its software is usually easy to dive into. This offering is no different. The interface is not crowed with a lot of icons and buttons which might intimidate some new users. In fact, the layout of the interface almost walks users through the steps to create their first movie. Once the user has imported the video that they will work with they can complete the editing process using the familiar drag-and-drop function. This simple program is even powerful enough to easily remove existing audio and allow the user to replace it with either music or narration. All in all I believe that this software ranks high on the user friendly scale.
Wax
My first impression of this software is that it is more powerful than Movie Maker with a different target audience. This immediately makes me wonder if it is appropriate for use in the classroom. The interface is not as friendly as Movie Maker but I do figure out how to add video so that I can begin to work on a project. Once the video is added to the software you are able to drag the video track to the timeline. You have to drag the audio track to the timeline separately but this means that you can choose what you would like to use as the audio track for the resulting edited video. This would be great if the audio worked.
I tried multiple fixes and downloads to try to fix this issue. I even watched tutorials and read the documentation for the software but could not ever get the audio to play. It seems that this is a common problem that some but not all users are able to fix. So no matter how good all the other features may be there is no way that I could recommend using this software in a classroom.
Garrison, Andres (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved September 3, 2010, from http://www.medialit.org/reading_room/article3.html
I am always interested in providing new access for my students and I am always looking for new ways to cover the material. This approach helps to keep the material fresh for me and my students. Several semesters ago I set a personal goal to either add one new piece of technology, or to introduce a new way to use existing technology, to one class per semester. This week I evaluated two pieces of software that will help to accomplish this goal.
This review will cover Movie Maker and Wax video editing software. Both software packages are available as free downloads and you can learn how to use both of them by viewing one or more of several online tutorials. I did not start with the tutorials, however, because I wanted to see how difficult it was to just jump into a project, which is how my students would likely approach a movie project. Here is what I learned:
Movie Maker
This piece of software is from Microsoft. One of Microsoft’s strengths is that its software is usually easy to dive into. This offering is no different. The interface is not crowed with a lot of icons and buttons which might intimidate some new users. In fact, the layout of the interface almost walks users through the steps to create their first movie. Once the user has imported the video that they will work with they can complete the editing process using the familiar drag-and-drop function. This simple program is even powerful enough to easily remove existing audio and allow the user to replace it with either music or narration. All in all I believe that this software ranks high on the user friendly scale.
Wax
My first impression of this software is that it is more powerful than Movie Maker with a different target audience. This immediately makes me wonder if it is appropriate for use in the classroom. The interface is not as friendly as Movie Maker but I do figure out how to add video so that I can begin to work on a project. Once the video is added to the software you are able to drag the video track to the timeline. You have to drag the audio track to the timeline separately but this means that you can choose what you would like to use as the audio track for the resulting edited video. This would be great if the audio worked.
I tried multiple fixes and downloads to try to fix this issue. I even watched tutorials and read the documentation for the software but could not ever get the audio to play. It seems that this is a common problem that some but not all users are able to fix. So no matter how good all the other features may be there is no way that I could recommend using this software in a classroom.
Garrison, Andres (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved September 3, 2010, from http://www.medialit.org/reading_room/article3.html
Sunday, August 29, 2010
Move Over Scorsese
This week in EDLD 5363 Multimedia and Video Technology we had to put together a digital story about ourselves. To help us with our project we read the Digital Storytelling Cookbook by Joe Lambert. The reading warns that we should not try to force a story but that we should just answer some questions. These questions were supposed to help me arrive at the topic for my story. As I read I had my doubts that this was going to happen but by the time I finished the article I knew what I wanted to do. I talked about how I achieved all my dreams and got everything I wanted even though the end result was nothing like I had imagined.
I loved doing the project. I was amazed at how easy the Microsoft software was to use. It was very easy to go back and edit what I had done, which allowed me to make corrections and additions. I used software like this years ago and expected my video to resemble the ones that I done before. I can't believe how professional it looks. I believe that the professional appearance of the video would give it credibility in the classroom. I also think that it would hold the attention of the students. The ease of use means that young students could use this software to create their own videos. I liked that the user has the ability to create music within the program so that copyright issues are taken care of. I can see myself making introductory videos for the classes that I teach and also creating recruitment videos for my program. I am glad that I was exposed to this technology and look forward to using it in my classroom.
I loved doing the project. I was amazed at how easy the Microsoft software was to use. It was very easy to go back and edit what I had done, which allowed me to make corrections and additions. I used software like this years ago and expected my video to resemble the ones that I done before. I can't believe how professional it looks. I believe that the professional appearance of the video would give it credibility in the classroom. I also think that it would hold the attention of the students. The ease of use means that young students could use this software to create their own videos. I liked that the user has the ability to create music within the program so that copyright issues are taken care of. I can see myself making introductory videos for the classes that I teach and also creating recruitment videos for my program. I am glad that I was exposed to this technology and look forward to using it in my classroom.
Friday, August 13, 2010
As I Reflect...
This course gave me the insight that I needed to begin to apply all that I have learned thus far in this program. The one thing that has most affected my classroom has been our usage of Web 2.0 tools throughout this program. I know that these tools have kept me more engaged and I believe they will do the same for my students. I have tried to incorporate these tools into the classes that I teach as much as possible. I have also tried to share my experience with my fellow instructors. This class has given me an approach to convincing other instructors to integrate Web 2.0 tools into their classroom. I have talked about the things that I am doing in my classes with other instructors but they have not followed my lead. I always thought that it would take a great deal of work to create the supporting material to convince my co-workers of the benefits of Web 2.0 but, as a result of this class, I now know how to break up the work and to gather the evidence that I need.
Friday, August 6, 2010
It's Final
I met with my site supervisor to discuss my action research plan. Though this was the “official” meeting, I have been in constant contact with him throughout the evolution of my plan. Since we have talked numerous times I thought there would be no changes to my plan. However, we had a lengthy discussion about the plan and the expected outcomes. This discussion did lead to some proposed changes for me to consider. Overall the plan remains the same. The modifications are in the details.
Part of my plan is to host a meeting of all the Cisco Academy instructors on October 15, 2010. The agenda for the meeting is primarily focused on reviewing the results from the surveys that I will conduct and discussing some ways that Web 2.0 tools can be used. I had then planned on taking the feedback from that meeting and designing online training that I will offer later. The discussion with my site mentor turned to talking about the possible issues with introducing the online training without allowing the instructors a chance to ask face-to-face questions. We wondered if this plan might cause a drop in the participation rate once the training is released. As a result of this conversation, we decided that I will unveil an example of the training. This means that instructors will have the opportunity to ask questions or make comments on the training while we are all together. I will then make adjustments and release the final version of the training as planned.
We also discussed the possibility that there will be instructors that are already using Web 2.0 tools. How could I take advantage of their experience? We decided that we would ask these instructors to host an online training based on the tools they are using. This will give these instructors recognition for incorporating this engaging technology in their classroom as well as get more individuals involved in the project.
This is the Final Version of my Action Plan (maybe)...
http://spreadsheets.google.com/ccc?key=0AlPp8GqoEvHrdFc0MnFMT0drOXZSeHZacUF6UTljWkE&hl=en#gid=0
Part of my plan is to host a meeting of all the Cisco Academy instructors on October 15, 2010. The agenda for the meeting is primarily focused on reviewing the results from the surveys that I will conduct and discussing some ways that Web 2.0 tools can be used. I had then planned on taking the feedback from that meeting and designing online training that I will offer later. The discussion with my site mentor turned to talking about the possible issues with introducing the online training without allowing the instructors a chance to ask face-to-face questions. We wondered if this plan might cause a drop in the participation rate once the training is released. As a result of this conversation, we decided that I will unveil an example of the training. This means that instructors will have the opportunity to ask questions or make comments on the training while we are all together. I will then make adjustments and release the final version of the training as planned.
We also discussed the possibility that there will be instructors that are already using Web 2.0 tools. How could I take advantage of their experience? We decided that we would ask these instructors to host an online training based on the tools they are using. This will give these instructors recognition for incorporating this engaging technology in their classroom as well as get more individuals involved in the project.
This is the Final Version of my Action Plan (maybe)...
http://spreadsheets.google.com/ccc?key=0AlPp8GqoEvHrdFc0MnFMT0drOXZSeHZacUF6UTljWkE&hl=en#gid=0
Friday, July 30, 2010
It's a Plan... Action Style
This is the link to my Action Plan via Google Docs...
http://spreadsheets.google.com/ccc?key=0AlPp8GqoEvHrdGdSeGtKcWI0RElLNWhURzA3MEQ1aFE&hl=en&authkey=CMXb2tsP
Just for a little extra information:
The Cisco Network Academy program provides an online curriculum used in both secondary and post secondary schools to teach the skills necessary to build and manage computer networks.
http://spreadsheets.google.com/ccc?key=0AlPp8GqoEvHrdGdSeGtKcWI0RElLNWhURzA3MEQ1aFE&hl=en&authkey=CMXb2tsP
Just for a little extra information:
The Cisco Network Academy program provides an online curriculum used in both secondary and post secondary schools to teach the skills necessary to build and manage computer networks.
Monday, July 26, 2010
I Wanna Know...
What development opportunities can I provide to the instructors within the Cisco Training Academy that will increase the usage of Web 2.0 tools in the classroom?
Taking Action on a Topic
The hardest thing about picking a topic was to pick just one. There are several things that I would like to tackle. When it all came down to it though I realized that I am intent on increasing the usage of Web 2.0 tools in the classroom. I still had to figure out an approach for this. Did I want to examine the technology that is available in the classrooms to make recommendations for change in that area? Or did I want to focus on the teachers and their needs? I finally decided, after talking to my mentor, that I could probably attack both of these areas by focusing on the instructors. My plan is to develop training that will help teachers become more comfortable with using Web 2.0 tools in their classroom. I believe that if the teachers are familiar with the tools that are available then they can assess the technology in their classrooms and make their own recommendations based on their needs.
I look forward to taking on this project and seeing where it takes me. I work with an amazing group of educators that I believe will really be receptive to this process. I also think that our students will be excited to see us all embrace the Web 2.0 tools in our classes.
I look forward to taking on this project and seeing where it takes me. I work with an amazing group of educators that I believe will really be receptive to this process. I also think that our students will be excited to see us all embrace the Web 2.0 tools in our classes.
Saturday, July 10, 2010
Bloggin' Possibilities
Blogs can serve several purposes for educational leaders. A blog is a great way to capture you thoughts. Then you can refer back them later. Because blogs entries are chronological you are able to review your thoughts on a particular subject over time. Due to advances in technology most people have constant access to their blogs so they can update them at any time. The ability to link to photos, videos, audio file, web sites and other blogs is also an extremely valuable tool. Blogs offer vast possibilities in an educational setting. The number of possibilities is only limited by the bloggers imagination.
What I NOW Know About Action Research
“Simply stated, administrator inquiry refers to the process of a principle engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry.”
Nancy Fichtman Dana
Leading with Passion and Knowledge: The Principle as Action Researcher
Action research is the process of examining yourself and your environment in an effort to improve the decision-making process. It a multi-step process that one goes through to find a solution to a problem. First the problem must be identified then data about the problem must be gathered. The data is evaluated and then a plan of action is decided upon. Action research is performed by individuals or a group of individuals that are closely attached to or affected by the problem. Whereas traditional research is performed by others that are outside of the issue and the environment in which the issue exists. This means that the traditional researcher does not have the vested interest that the action researcher does. Action research also provides a great opportunity for collaboration. Getting more individuals involved in the process leads to more buy-in when the action plan is introduced. This will mean more individuals are committed to implementing the proposed change because they were a part of the decision and design process.
As an administrator, I would use this process in curriculum design. I would begin my inquiry by examining the skills an individual needs to be successful in a particular industry. This would lead into reviewing literature to learn about the current trends in that industry. Now I can begin to put together the course content. Of course because the work world changes so quickly this process would have to constantly be repeated, helping to ensure that my program was representative of the industry.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Saturday, May 15, 2010
Reflecting on Instructional Design
What benefits do you see in educators knowing how to design and implement online learning?
Every educator should know how to design and implement quality online courses. I believe that schools are recognizing the positive impact that online courses have. One important point to remember is that online learning does not have to take the place of classroom learning. A quality designed course can support the classroom learning by offering additional resources that students can access as needed.
“Just as regular teachers do, online teachers facilitate learning through the use of a variety of instructional strategies based on traditional or current models and theories of education” (Davis & Rose, 2009). Online courses can allow instructors to try different things and to evaluate the impact of those changes on each student. I believe that I am better able to watch each student individually in my online classes. This means that I can adjust my classes as they progress in order to create a quality online offering.
How will you professionally use your course that you designed?
I designed a course that is focused on the concept identified by my students as one that is difficult to master. I would like to use my course to help students with this concept. Normally I would cover this material about 4 weeks into the class. I plan to change this practice and use the online course that I designed to introduce the material in small pieces. I believe that this will result in less apprehension on the student’s part. Students come to class believing that they cannot subnet, my course topic, and therefore are set to fail. My plan is to sneak the material into some of the other lessons so that by the time we actually get to the subnetting chapter in the book the students are already comfortable with the basic concepts that we will build on as we progress through the material.
Will you integrate online learning in your role as a teacher/staff developer?
I have taught online classes in the past and believe that quality courses can have a positive impact on student learning. I am working to increase the amount of online content in my program over the next year. I believe that online content can help answer the various needs of the students. Teaching in computer technology means that the course content can change rapidly. Using online courses allows the instructor to keep the content updated as changes in the industry occur. Up-to-date learning better prepares the students for the future.
I also do some faculty development training on our campus. I have only recently begun to add online content to the trainings that I have done. I have received great feedback on these trainings. The most consistent comment I get is that faculty enjoy the fact that they can “attend” the training sessions when their schedule permits.
What questions do you still have about online learning?
What type of student would most benefits from online learning? Not all students are successful with online courses. I know that students must be self-motivated but what other attributes should they possess. As a student I love online courses because they allow me to work at my own pace. As an instructor I am often disappointed by the performance of some of my students. A student that performs well in the classroom will not necessarily post the same types of grades in an online environment. How can I help to motivate students in an online environment? I know that instructors are constantly looking for ways to motivate their students but it is especially difficult in online courses. Of course there are as many ways to motivate as there are students in the class so I know that this is not an easy question and there are no simple answers.
What will you do with this new learning?
The thing that I always try to do with new learning is to begin applying it as soon as possible. Though I have taught online courses in the past I am always trying to improve my courses. I believe that I must learn to communicate better with my students in order to improve their learning. “Today’s teachers have to learn to communicate in the language and style of their students” (Prensky, 2001). I am trying to add the tools that I need to my instructional tool box so that I can learn to speak their language. The knowledge that I gained from this course will help me accomplish this. I also believe that my students can help me learn. This is the advantage to the course I created for this class. It can serve as my test environment allowing me the opportunity to improve my understanding of the language my students speak.
Davis, Niki & Rose, Ray (2009). NACOL: Professional Development for Virtual Schooling and Online Learning. Retrieved May 13, 2010 from http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved on May 15, 2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Every educator should know how to design and implement quality online courses. I believe that schools are recognizing the positive impact that online courses have. One important point to remember is that online learning does not have to take the place of classroom learning. A quality designed course can support the classroom learning by offering additional resources that students can access as needed.
“Just as regular teachers do, online teachers facilitate learning through the use of a variety of instructional strategies based on traditional or current models and theories of education” (Davis & Rose, 2009). Online courses can allow instructors to try different things and to evaluate the impact of those changes on each student. I believe that I am better able to watch each student individually in my online classes. This means that I can adjust my classes as they progress in order to create a quality online offering.
How will you professionally use your course that you designed?
I designed a course that is focused on the concept identified by my students as one that is difficult to master. I would like to use my course to help students with this concept. Normally I would cover this material about 4 weeks into the class. I plan to change this practice and use the online course that I designed to introduce the material in small pieces. I believe that this will result in less apprehension on the student’s part. Students come to class believing that they cannot subnet, my course topic, and therefore are set to fail. My plan is to sneak the material into some of the other lessons so that by the time we actually get to the subnetting chapter in the book the students are already comfortable with the basic concepts that we will build on as we progress through the material.
Will you integrate online learning in your role as a teacher/staff developer?
I have taught online classes in the past and believe that quality courses can have a positive impact on student learning. I am working to increase the amount of online content in my program over the next year. I believe that online content can help answer the various needs of the students. Teaching in computer technology means that the course content can change rapidly. Using online courses allows the instructor to keep the content updated as changes in the industry occur. Up-to-date learning better prepares the students for the future.
I also do some faculty development training on our campus. I have only recently begun to add online content to the trainings that I have done. I have received great feedback on these trainings. The most consistent comment I get is that faculty enjoy the fact that they can “attend” the training sessions when their schedule permits.
What questions do you still have about online learning?
What type of student would most benefits from online learning? Not all students are successful with online courses. I know that students must be self-motivated but what other attributes should they possess. As a student I love online courses because they allow me to work at my own pace. As an instructor I am often disappointed by the performance of some of my students. A student that performs well in the classroom will not necessarily post the same types of grades in an online environment. How can I help to motivate students in an online environment? I know that instructors are constantly looking for ways to motivate their students but it is especially difficult in online courses. Of course there are as many ways to motivate as there are students in the class so I know that this is not an easy question and there are no simple answers.
What will you do with this new learning?
The thing that I always try to do with new learning is to begin applying it as soon as possible. Though I have taught online courses in the past I am always trying to improve my courses. I believe that I must learn to communicate better with my students in order to improve their learning. “Today’s teachers have to learn to communicate in the language and style of their students” (Prensky, 2001). I am trying to add the tools that I need to my instructional tool box so that I can learn to speak their language. The knowledge that I gained from this course will help me accomplish this. I also believe that my students can help me learn. This is the advantage to the course I created for this class. It can serve as my test environment allowing me the opportunity to improve my understanding of the language my students speak.
Davis, Niki & Rose, Ray (2009). NACOL: Professional Development for Virtual Schooling and Online Learning. Retrieved May 13, 2010 from http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved on May 15, 2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Sunday, December 6, 2009
UDL for the Uninformed
Before today I had never created a formal lesson plan. My plans simply consisted of notes to myself that I hoped to accomplish with my lecture. Though I consider the fact that I have a classroom full of people that have different learning styles, I have not ever had to put in writing how I plan to address this fact. Universal Design for Learning makes it easy to consider each individual student in your class. The UDL Lesson Builder at http://lessonbuilder.cast.org helps the instructor to build lesson plans that consider all of the UDL principles which will ensure that each student has the ability to be successful with every lesson.
The lesson builder site serves as a checklist of sorts. Using the UDL principles is the key to a learner-centered lesson plan and classroom. A lesson plan that uses the UDL principles will have goals and objectives that consider both the curriculum that needs to taught and the students that are learning. The principles guide the instructor as they consider the methods of teaching in the classroom and help them to give the proper background to the student while ensuring that the students have various ways to express their level of understanding. The instructors are also reminded that there are multiple tools at their disposal that can be used to present the material. Finally, the UDL principles help to ensure that the assessment techniques used are thorough and varied as well. A teacher that implements the UDL principles in the classroom, and uses the UDL Lesson Builder, will surely see the results in the level of acheivement in the students.
The lesson builder site serves as a checklist of sorts. Using the UDL principles is the key to a learner-centered lesson plan and classroom. A lesson plan that uses the UDL principles will have goals and objectives that consider both the curriculum that needs to taught and the students that are learning. The principles guide the instructor as they consider the methods of teaching in the classroom and help them to give the proper background to the student while ensuring that the students have various ways to express their level of understanding. The instructors are also reminded that there are multiple tools at their disposal that can be used to present the material. Finally, the UDL principles help to ensure that the assessment techniques used are thorough and varied as well. A teacher that implements the UDL principles in the classroom, and uses the UDL Lesson Builder, will surely see the results in the level of acheivement in the students.
Monday, September 7, 2009
Friday, September 4, 2009
2020 Ain't So Far Away
It seems like we have a great deal of time to accomplish the goals set forth in the Long Range Plan for Technology. After all, that's over 10 years away. Realize, however, that we don’t have 10 years to learn today’s technology because we also have to learn tomorrow’s. This is why I have decided to talk about the Educator Preparation section of the LRPT.
I know we don’t have the time that we would like to learn all that we would like to learn. I only need to read the postings from my fellow classmates to see that time, or lack of it, is our biggest barrier. The Texas Statewide STaR Chart indicates that 74.2% of campuses are lacking the time and/or support needed to rise above the Developing Tech level. The Educator Preparation area of the LRPT measures a teacher’s involvement with technology, how they are using it in the classroom, the budget allowed for technology and whether teachers are meeting the SBEC standards.
So, what can be changed? What can I do, as a college instructor, to reach out to the public school instructors in my city, who indicated on their STaR Chart that Educator Preparation is the area with the greatest need? I have the ability to offer training to these instructors. I can tailor trainings to their exact need, train on their campus or mine, and I can, at the same time, learn from them. I encourage all of my classmates to reach out to their closest higher education campus to see if they might have the same opportunity. To really be ready for 2020 it will require effort at every level of the education system.
I know we don’t have the time that we would like to learn all that we would like to learn. I only need to read the postings from my fellow classmates to see that time, or lack of it, is our biggest barrier. The Texas Statewide STaR Chart indicates that 74.2% of campuses are lacking the time and/or support needed to rise above the Developing Tech level. The Educator Preparation area of the LRPT measures a teacher’s involvement with technology, how they are using it in the classroom, the budget allowed for technology and whether teachers are meeting the SBEC standards.
So, what can be changed? What can I do, as a college instructor, to reach out to the public school instructors in my city, who indicated on their STaR Chart that Educator Preparation is the area with the greatest need? I have the ability to offer training to these instructors. I can tailor trainings to their exact need, train on their campus or mine, and I can, at the same time, learn from them. I encourage all of my classmates to reach out to their closest higher education campus to see if they might have the same opportunity. To really be ready for 2020 it will require effort at every level of the education system.
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