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Well thank you for participating in history makers. Would
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you like to introduce yourself? Um I'm Sharon
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Smaldino and I hold an endowed chair position. I
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held the L. D. And Ruth G.
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Mortgage endowed chair for teacher education which is a little
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different than most I. T. And I'm at
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northern Illinois in the College of Education. How many
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years have you been there? This is my 10th
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year time flies when you're having too much? Wasn't
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what universities were you working with before? Prior to
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that? Uh For I spent a long time at
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Northern Iowa, you never see northern Iowa. And
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so it was kind of an interesting transition because I
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went from you and I and I went from being
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yes molino at 12 small dino s at the other
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and it just got really crazy crazy in my emails
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and trying to remember where I was. So everything
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is northern whatever and I go from here. What
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is your primary focus of your work? I have
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, Well I have two venues that I'm really interested
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but my primary responsibility right now tends to be in
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teacher education and looking at what we're doing in terms
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of preparation of educators in terms of looking at how
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we're integrating or bringing technology into the schools in ways
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in which we're changing education. Hopefully changing the way
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in which teachers are interacting with the technology, but
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interacting with the Children and the learning and trying to
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see how the technology can be used in unique and
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and really basically innovative ways. Is that your primary
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area of research focus as well? That and my
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other area is looking at online learning or distance education
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. I'm really looking at how it is. We
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go about structuring the learning environment and I'm really right
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now focusing in on some of those decision processes that
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we go through as instructor designers and what are some
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of the things that we're choosing to do as we
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design and because we can do a variety of different
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kinds of things. How are we making these decisions
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to make these design decisions to implement online? How
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did you get interested in the field? It's a
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long story, but I've been around for a long
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time and we walked in here. I actually uh
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have always been interested in how Children interface with the
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materials and for a long time. I, well
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I started off in a totally different field, but
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when I was working with a group of deaf Children
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actually, they were arranging, they were probably adolescence
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and they had difficulty using regular classroom materials, the
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whole structure of their language system and what they understood
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and how they could read, how they could write
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, how they could communicate was not the same as
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the traditional child interfacing with these same materials. And
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so I felt like there was a real disconnect not
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from the perspective that these kids weren't capable of doing
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this, they were very smart Children. The problem
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was is that the materials weren't right for them.
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And so my interest became one of how do you
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redesign materials to really need the individual learning needs of
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these kids? So I started off in special end
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, I was in special and I mean I had
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a background in special, if I started off kind
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of teaching or taking courses and teaching in the context
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of special ed. And so I was working my
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way through coursework and I reached that moment in your
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scheduled courses. I was a student at large.
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You reach that point where it's like, okay,
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you have to become a matriculating student, you have
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to get in a program, And it was like
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, do why I just want to keep taking horses
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. But the university had this policy that you couldn't
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just accumulate a Brazilian hours, you actually had to
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get to be a matriculating student in a program.
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And I was looking through the catalog, kinda everybody
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thought I was going to go into special ed.
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And I went, no, you know, I
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think I'm gonna go up and talk to those media
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people. And they were like, why? And
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I said, because I think that's really where I'm
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interested. And just about that same time, the
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desktop computer came out on that just about that time
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, you know, they had the uh, or
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not the laptops, desktop computers where you actually had
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floppy disks that were eight inches in, in what
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not, But they came out and it was like
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, okay, that looks to me like the perfect
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tool. And I was looking at this thing,
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thinking we really need to know how to use this
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, and we need to know how to use this
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in creative and innovative ways to help my students who
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are these decades, because I thought it was the
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perfect instructional tool, I thought you could make it
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do things and at that point in time, the
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only way I could do that was to take programming
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languages. And so I learned to program in basic
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and super basic and pascal, and I learned a
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little assembly, but that wasn't what I wanted.
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I wanted to be able to adapt the materials that
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adapt the programs to meet the needs of my students
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. And so I started really digging around deeper and
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deeper and deeper into this. And that's why I
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ended up in the field of it. I mean
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, it just literally was because I wanted to meet
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the needs of these students. Now, I haven't
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worked with those students ever since. So I have
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no idea in the bigger picture whether or not this
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really did become an innovative tool for them. But
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I saw it in the context of an innovative tool
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for all students to learn. And so it didn't
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matter whether they were hearing impaired or whether they were
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language um learners or whether they were in fact brilliant
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kids. This struck me as being the one thing
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that you could use across all venues, whether they
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have special needs or whether they are creative and innovative
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and gifted. Somewhere in that continuum of kids.
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This was the thing you could use, you mentioned
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distance education, where did you get your interest in
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distance education? When did that happen? How did
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that come about? That was a funny one too
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. I actually started off working with Michael Apple two
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E and my husband and I decided that it might
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be kind of fun and funky if we could communicate
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with family because we were living quite a distance away
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from her as the family. So we bought a
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motive A 300 broad rape modem which today would be
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deemed to be so. And we bought this.
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Nobody else in the family had ones. So we
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had to kind of teach everybody how to do this
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. And I took the motive into the office one
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day and I said to the secretary I want to
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do some some email stuff. So the only line
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I could plug into, the only phone line I
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could plug into was her phone line because it was
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the only one that was a type of wine phone
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line that I could actually connect my computer too.
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So it was rather amusing because of course we didn't
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have computers in our offices. We didn't have wifi
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, we didn't have any of that at that point
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I'm really than and so I would say now lois
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whatever you wanna do, you just go and work
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and do your own thing because guess what? I'm
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going to be using this for the next hour.
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And I actually started off doing the whole thing in
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email and the first online course I ever taught was
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it was totally done by email. Yes. The
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whole thing we did that all the students communicated with
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each other. I would send out my prompts for
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discussion and then we would have all these reply alls
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and we would have all these discussions and the students
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hated it. Not because they didn't like the course
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and they didn't like the opportunity and the experience.
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What they hated Was the fact that they would log
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into their emails and have 60, 70, 80
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new email messages because there was all this interactivity and
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communication amongst and between. So it was kind of
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an interesting adventure. So I really wanted to get
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into more of how do you design courses to accommodate
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the needs of students from variety of locations and how
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do you design courses in the context of the tools
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and resources map? It was a lot of fun
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, particularly because we didn't have course management tools.
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We didn't have those kinds of free flowing types of
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things. Uh the internet was, I have been
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teaching for several years before we actually got an internet
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and the web was even further down the road from
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that, the whole idea of having a web based
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interface was just a whole brand new thing. Yeah
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, I am not against. It's a fascinating story
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. Can I ask another question about that? What
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what is something that worked well about that approach or
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was there something that worked well that you would that
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some technique is still used today? I think what
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worked well was I had to learn the economy of
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questions. I had to learn the economy of prompts
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. So that because otherwise if I, you know
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when I first started doing it at the beginning of
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the semester, I would put out a prompt and
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then that I would keep keep that discussion going by
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continuing to add prompts to the whole thing. And
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I had to learn how to make it economical because
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as I said, we were all logging on with
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50, 60, 70 new email messages daily.
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And it was just, it was crazy. So
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I had to learn how to post my prom or
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submit my prom or prepared in such a way that
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it was economical for everyone to be able to then
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respond to it in a way that didn't lay out
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these horrendously huge number of emails. So, and
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that's something that I've tried to work with over the
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time. Learning how to pose questions or learning how
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to to direct prompts in ways that makes sense.
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And you're not putting a lot of time into people
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trying to figure out what it is you're trying to
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ask or coming up with minuscule answers that then you
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have to re probe or you have to redirect so
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they come into deeper. So how do you put
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the prompt together to immediately engage them in the deep
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thought questions that you want them to be engaged in
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? So, it was an interesting step forward for
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me to learn how to ask questions. Well,
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well, it's a wonderful story. Thank you for
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sharing. Could you describe your career path? Well
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, I think I sort of did, but I
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started off, I never, ever, ever,
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ever, ever, ever, ever wanted to be
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a teacher, never wanted to do that. In
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fact I wanted to be an architect. But um
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at the time, uh well, there are two
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variables that fell into place at the time. Architecture
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was not considered to be a woman's career path.
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I am really pretty old. Um the, what
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happened was that pretty much most women went into nursing
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or teaching and my mother who was a person who
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would have loved to have gone to college but didn't
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would that all wanted all of her daughters to go
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to college, but they didn't. So I was
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this child and I was obligated to go to college
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and I had a choice of one of two careers
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because those are the two careers my mother wanted,
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one was nursing And the other one was teaching.
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Now nursing totally turned me off. I mean it
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was the whole thought of doing some of those things
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that nurses have to do is just not on my
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list of things to do. So I chose to
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go into education, but I didn't want to be
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a classroom teacher, so I chose to go into
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speech pathology, I'd still be in the schools,
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I'd still be working with Children, but I wouldn't
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be doing it on a daily basis of the same
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normal grind. In my mind, it was the
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same normal grind. And here I am now in
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teacher education, working with pre service teachers going,
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I can't believe I'm doing this because I never wanted
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to be there to start with, but I got
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into it and what I found was a world of
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working with Children who had hearing loss is and I
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began to really look at learning from the perspective of
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how do we overcome this, this disability, this
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problem, How do we still engage these Children in
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learning? Because they're not stupid, they just don't
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have this normal audio vehicle of the learning process.
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So how do I work forward into this? So
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I actually started getting into teaching, which was not
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where I was going to go in my initial phase
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of this. Okay, so I was in teaching
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and I was doing all of that stuff in the
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last place in the world I ever wanted to do
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was go back to school after I got my bachelor's
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degree and somehow I ended up in the Master's program
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in elementary education, which was not where I wanted
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to go, uh except that it was the logical
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next step. So I did that I taught school
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, I, we moved a lot as part of
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my husband's early career. And so I just kept
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moving around and getting new jobs and sort of reinventing
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myself in the field. And because I had this
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speech path background where I was an itinerant going from
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building to building the building, and I had this
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elementary degree where I taught Children, I managed to
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sort of evolve it into becoming the itinerant deaf teacher
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who would go from building to building the building to
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work with kids individually or in small groups on their
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learning tasks and doing those kinds of things. So
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I went from there to ending up in a situation
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where I was working in a school for socially and
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emotionally disturbed youth. It was a residential school.
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So these are the kids who are the rejects of
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public schools. And they were truly wonderful kids.
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Even bigger challenges than my regular special population. They
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were now even huge challenges because in addition to having
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a hearing laws, they also had some social emotional
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lack of performance. So I ended up going back
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to school to take courses and to learn about this
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stuff and also to kind of learn about this technology
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stuff. And then I got talked into going to
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adopt program. The rest is kind of history.
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From that point on, I ended up in working
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in a program and that we have this service course
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for teachers and pre service teachers. And I started
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teaching this course and going, okay, this works
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. And I kept saying to my colleagues and I
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kept I kept going down to the Dean's office and
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saying, you know, this computer thing is really
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a big deal and we don't have them and I
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can't teach these people to become good teachers without having
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these things. And so I was able to convince
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them to redirect funds. And we bought computers for
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the for the college and we bought labs and we
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had, you know what not. And his laptops
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came out, we, you know, I was
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back down in the office going, hi, it's
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me again, um, just being a little pest
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. So we kept trying to, you know,
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to explain that these are the, you know,
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in order for us to prepare good teachers, we
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have to be doing the right thing. And so
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, um where I am now, it's kind of
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an interesting situation. Was a few weeks ago,
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I was invited to apply for this endowed chair position
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in Teacher Education with the idea that I come in
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with this background of understanding, trying to understand learning
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and how do you facilitate learning in their process?
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But also that I advocate for using the tools and
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the resources that are appropriate to facilitate learning in any
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trial. And so it was a natural fit for
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me and I was able to move segway into a
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different level of position. So I have a lot
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of fun in my current position because I can do
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what I want and how I want and I can
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work with kids in the schools and teacher education.
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Um faculty, I can work with pre service candidates
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, I can work with classroom teachers and I can
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do lots of, there's definitely a lot of breath
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in the fields. Oh definitely. You hear that
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in your stores as well. Thank you for sharing
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. We've touched on this a little bit, but
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I'll circle back. How would you describe your research
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, your research interests when you first started your career
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and how they've changed? I first started, I
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think what I was trying to do initially was to
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demonstrate that the computer tools because we were just we
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were really at the forefront of a lot of these
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things that you all take for granted at this point
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. But we were initially trying to get through this
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and trying to show that there were differences in the
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ways in which Children interface with this and interacted with
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this. I started off with my special ed populations
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because those are the ones in hand. You tend
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to go with a convenience sample. So it was
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like these were the kids were convenient so we'll work
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with them. But what I did was I also
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started trying to look at what we were doing in
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actual practice with preparation of educators, both in service
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educators and because they were in the same boat at
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the same time, they were also trying to learn
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this stuff. I remember one of my workshops that
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I did, I came in, I schlepped all
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this stuff in the data projector, slept in the
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data projector and slept in the, the laudable and
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hooked it all up, got everything running and I
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put up my power point slide and hey, you
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know, welcome to all learned who they all were
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and you know, and then hit the next,
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hit the arrow button and the next slide came up
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and I started to talk about what we were going
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to be doing in this workshop and they wait,
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wait, wait, wait, wait, wait,
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wait. And I said, what, what did
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you just do? They had never seen power point
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. They had no idea what I had in terms
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of all this stuff. And so I had to
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take about 10 minutes out of my workshop just to
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explain it wasn't the purpose of this workshop. I
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had to explain what it was and then they wanted
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more of that. So it was like, okay
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, so when I first started off, we were
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teaching people the word process. We were teaching adults
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, teachers to word process, to use spreadsheets,
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to how to build databases. We're building power points
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and teaching them how to do this. This stuff
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we teach kids to do now. But at the
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time even the educators didn't have it. So it
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opened up a whole world of possibilities. And a
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lot of my early work is done in how do
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you work with educators, both pre service and in
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service educators to learn to use these things and now
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we learn to use these things, but to change
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the learning environment at the same time, which is
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really what I wanted to do. But it's hard
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because that's a major mental step to go from.
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I can put together a power point and use it
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to show my kids two. I'm going to have
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my kids use power point in this creatively different way
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and moving them from there over that. That's,
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that was a lot of my early work because,
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and it's the same with online learning when we started
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in distance at taking them from where they were to
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rethinking and re engaging them in a different type of
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thinking on how you engage your learners at this level
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. When we first in Iowa was one of the
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first states who had a major um statewide fiber optic
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And they had 800. Now they have about 800
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video classrooms. And when we first started, we
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were teaching the teachers how to use these major video
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classrooms and they were beautifully done. I mean they
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were really well organized multiple cameras, lot uh,
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computer interface control panel for it, lots of resources
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right at their fingertips and so on. Um,
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interestingly enough when we were training them to use this
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, I mean it takes you about Maybe 10 minutes
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to train them how to use all the parts because
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it's pretty, it's not only intuitive, but it
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says, you know, teacher camera, student camera
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, overhead camera. Okay. You know, you
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can read, you can push the right button and
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there you are. So it takes you just a
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few minutes to learn to use the appropriate different buttons
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on this screen. But what I, what we
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had to do was get them to understand that you
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couldn't just be the talking head. So how do
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you take good classroom practice that you engage in in
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face to face all the time? How do you
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take good classroom practice and translated into this tool into
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this resource that you're not comfortable with? So getting
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them to think about how do you create interactivity between
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multiple sites? How do you create interactivity in ways
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of getting the learners to be in multiple sites or
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different sites and still work collectively together as groups.
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And a lot of our early work that I did
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we I worked very closely with a gal who's still
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in Northern Iowa, we actually spent a lot of
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time doing workshops and writing about creating interactivity and creating
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that kind of learning environment that you know as best
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practice in this world, that's totally mediated. And
414
00:22:27.660 --> 00:22:30.259 A:middle L:90%
so how do you transition over? And then at
415
00:22:30.259 --> 00:22:33.869 A:middle L:90%
that point we're also starting to look at online learning
416
00:22:33.880 --> 00:22:37.660 A:middle L:90%
and how do you create those kinds of inter activities
417
00:22:37.660 --> 00:22:40.670 A:middle L:90%
? How do you create those kinds of learning experiences
418
00:22:41.430 --> 00:22:45.009 A:middle L:90%
in this mediated world? That's for all intents and
419
00:22:45.009 --> 00:22:48.950 A:middle L:90%
purposes, not a world that everybody is comfortable in
420
00:22:48.539 --> 00:22:52.380 A:middle L:90%
? So that was that's kind of how I evolved
421
00:22:52.380 --> 00:22:53.900 A:middle L:90%
from what I was doing with the computer stuff to
422
00:22:53.900 --> 00:22:56.720 A:middle L:90%
evolving into my online work. And really it's all
423
00:22:56.720 --> 00:23:00.619 A:middle L:90%
still the same stuff because it's how do you use
424
00:23:00.630 --> 00:23:07.890 A:middle L:90%
these resources to reinvent learning opportunities? How do you
425
00:23:07.890 --> 00:23:10.710 A:middle L:90%
take these things and make it possible for learning to
426
00:23:10.710 --> 00:23:14.500 A:middle L:90%
occur? And so that's that's sort of in my
427
00:23:14.509 --> 00:23:17.579 A:middle L:90%
history in terms of my research and how it's evolved
428
00:23:17.579 --> 00:23:19.559 A:middle L:90%
. And and actually right now, my current peace
429
00:23:19.569 --> 00:23:23.200 A:middle L:90%
is looking at a lot of us who are sort
430
00:23:23.200 --> 00:23:25.500 A:middle L:90%
of, I know what it calls pioneers, I
431
00:23:25.500 --> 00:23:26.720 A:middle L:90%
guess I could call myself a pioneer, a lot
432
00:23:26.720 --> 00:23:30.190 A:middle L:90%
of us who worked in this long enough and are
433
00:23:30.190 --> 00:23:33.250 A:middle L:90%
very comfortable with this are people who are also designing
434
00:23:33.250 --> 00:23:37.690 A:middle L:90%
our own instructions. So we're really designer instructors or
435
00:23:37.690 --> 00:23:41.980 A:middle L:90%
instructor designers. But we have both worlds. We
436
00:23:41.980 --> 00:23:45.380 A:middle L:90%
have the instructional design world in our in our repertoire
437
00:23:45.390 --> 00:23:48.599 A:middle L:90%
of our thinking. And we also have the educational
438
00:23:48.599 --> 00:23:52.289 A:middle L:90%
world in our repertoire of thinking. But there are
439
00:23:52.299 --> 00:23:56.849 A:middle L:90%
people out there who are designing online learning who have
440
00:23:56.240 --> 00:24:03.789 A:middle L:90%
their content and there potentially good instructional practice. They
441
00:24:03.789 --> 00:24:07.950 A:middle L:90%
don't have the design world as part of their thinking
442
00:24:08.440 --> 00:24:11.460 A:middle L:90%
. So I'm really starting to look at the instructor
443
00:24:11.460 --> 00:24:14.410 A:middle L:90%
designer who is not a designer, the non designer
444
00:24:14.410 --> 00:24:17.799 A:middle L:90%
, instructor designer and what kinds of thinking they're going
445
00:24:17.809 --> 00:24:21.019 A:middle L:90%
through Or are there things we need to be doing
446
00:24:21.029 --> 00:24:23.460 A:middle L:90%
to facilitate that process, to getting them thinking about
447
00:24:25.440 --> 00:24:29.359 A:middle L:90%
these same things we think about as we intuitively do
448
00:24:29.839 --> 00:24:32.279 A:middle L:90%
as members of the field. So it's kind of
449
00:24:32.279 --> 00:24:34.700 A:middle L:90%
looking at it from a different perspective but it's still
450
00:24:34.700 --> 00:24:41.269 A:middle L:90%
creating quality online learning experiences but outside my venue of
451
00:24:41.640 --> 00:24:47.119 A:middle L:90%
it or any kind schooling stuff. So definitely a
452
00:24:47.119 --> 00:24:48.210 A:middle L:90%
lot of bridges. Yeah there's lots of places you
453
00:24:48.210 --> 00:24:49.849 A:middle L:90%
can go with this. I think that's the part
454
00:24:49.849 --> 00:24:55.140 A:middle L:90%
that makes it so much fun. I expect you
455
00:24:55.140 --> 00:24:56.210 A:middle L:90%
can't get bored with this field. That's the one
456
00:24:56.210 --> 00:24:59.960 A:middle L:90%
thing I did learn very early on. It sounds
457
00:24:59.960 --> 00:25:03.049 A:middle L:90%
like you've taken. Mhm. What were some of
458
00:25:03.049 --> 00:25:06.549 A:middle L:90%
the major ideas or approaches that stimulated your professional growth
459
00:25:07.740 --> 00:25:11.039 A:middle L:90%
? Um Oh golly. I think probably for me
460
00:25:11.049 --> 00:25:15.660 A:middle L:90%
one area or one thing was just learning about this
461
00:25:15.660 --> 00:25:18.569 A:middle L:90%
thing called instructional design. It had never really been
462
00:25:18.569 --> 00:25:22.400 A:middle L:90%
given to me in that sense, never understanding all
463
00:25:22.400 --> 00:25:26.950 A:middle L:90%
of the nuances and the layers and the levels of
464
00:25:26.950 --> 00:25:30.430 A:middle L:90%
your thinking within the context of designing instruction. I
465
00:25:30.430 --> 00:25:32.849 A:middle L:90%
was just real lesson plans and did what I did
466
00:25:32.849 --> 00:25:36.000 A:middle L:90%
and and I had a couple of methods courses,
467
00:25:36.000 --> 00:25:37.839 A:middle L:90%
so I kind of knew how to teach a little
468
00:25:37.839 --> 00:25:40.309 A:middle L:90%
of this and I love that little something else and
469
00:25:40.940 --> 00:25:42.910 A:middle L:90%
it's there's but there's a deeper layer of thinking and
470
00:25:42.910 --> 00:25:47.680 A:middle L:90%
it was that whole instructional design stuff that I I
471
00:25:47.690 --> 00:25:52.559 A:middle L:90%
really began to understand now what I didn't know before
472
00:25:52.230 --> 00:25:55.490 A:middle L:90%
. The other one was as part of my dissertation
473
00:25:55.490 --> 00:25:57.779 A:middle L:90%
work, I got into looking at really delving into
474
00:25:57.779 --> 00:26:03.990 A:middle L:90%
the learner and looking very specifically at learners and looking
475
00:26:03.990 --> 00:26:08.529 A:middle L:90%
at how you understand the learners and and what are
476
00:26:08.529 --> 00:26:11.630 A:middle L:90%
some of the characteristics that the learners bring to the
477
00:26:11.630 --> 00:26:12.190 A:middle L:90%
table. And I was working with adults as part
478
00:26:12.190 --> 00:26:15.440 A:middle L:90%
of my dissertation. So looking at it, what
479
00:26:15.450 --> 00:26:18.519 A:middle L:90%
do adults bring to the table in terms of their
480
00:26:18.519 --> 00:26:22.500 A:middle L:90%
own preconceived notions, their own approaches to problems that
481
00:26:22.500 --> 00:26:26.500 A:middle L:90%
you're asking them to solve? What are the things
482
00:26:26.700 --> 00:26:27.700 A:middle L:90%
that I need to know about them? So I
483
00:26:27.700 --> 00:26:32.450 A:middle L:90%
got really, really very fascinated by all the learner
484
00:26:32.450 --> 00:26:34.140 A:middle L:90%
research that was being done. And looking at the
485
00:26:34.140 --> 00:26:37.089 A:middle L:90%
way in which I then that took me back to
486
00:26:37.089 --> 00:26:38.339 A:middle L:90%
my special end days where I went well, yeah
487
00:26:38.349 --> 00:26:41.500 A:middle L:90%
, some of these kids would handle it this way
488
00:26:41.500 --> 00:26:42.460 A:middle L:90%
and some of these kids would handle it that way
489
00:26:42.839 --> 00:26:45.859 A:middle L:90%
well, duh, now I understand it, but
490
00:26:45.859 --> 00:26:48.380 A:middle L:90%
I didn't understand it at that point. So I
491
00:26:48.380 --> 00:26:51.200 A:middle L:90%
think that was one of the major things that as
492
00:26:51.200 --> 00:26:52.640 A:middle L:90%
I got into this field, that was one of
493
00:26:52.640 --> 00:26:56.269 A:middle L:90%
the major things that really started to move me forward
494
00:26:56.640 --> 00:27:00.359 A:middle L:90%
. The other one was looking at the medium itself
495
00:27:00.359 --> 00:27:03.859 A:middle L:90%
, looking at the media and looking at these things
496
00:27:03.539 --> 00:27:07.359 A:middle L:90%
and how do we construct the environment? How do
497
00:27:07.359 --> 00:27:10.059 A:middle L:90%
we deal with? And that was a lot of
498
00:27:10.059 --> 00:27:14.240 A:middle L:90%
the early work of Popeye Nick and and Mike Melinda
499
00:27:14.240 --> 00:27:17.400 A:middle L:90%
and Jim Russell, who I actually ended up working
500
00:27:17.400 --> 00:27:21.400 A:middle L:90%
with in terms of that there book. But it
501
00:27:21.410 --> 00:27:22.440 A:middle L:90%
became one of those things as I looked at this
502
00:27:22.460 --> 00:27:26.119 A:middle L:90%
, they really were not talking so much about the
503
00:27:26.119 --> 00:27:27.910 A:middle L:90%
actual tools as much as they were. How do
504
00:27:27.910 --> 00:27:33.069 A:middle L:90%
you create the venue to make it possible for the
505
00:27:33.069 --> 00:27:36.150 A:middle L:90%
learner to take the learning experience and actually make it
506
00:27:36.150 --> 00:27:38.150 A:middle L:90%
meaningful for them? And so that became an important
507
00:27:38.150 --> 00:27:41.849 A:middle L:90%
aspect of what I was learning to sew between looking
508
00:27:41.849 --> 00:27:44.140 A:middle L:90%
at the learner themselves, but also looking at how
509
00:27:44.140 --> 00:27:47.250 A:middle L:90%
the medium can in fact influence the way the learner
510
00:27:47.250 --> 00:27:51.259 A:middle L:90%
interfaces with information. It was also important for me
511
00:27:51.420 --> 00:27:53.210 A:middle L:90%
and so out of them, I think I've grown
512
00:27:53.210 --> 00:27:56.809 A:middle L:90%
into more of who I am today, I think
513
00:27:56.819 --> 00:28:02.069 A:middle L:90%
thank you for sharing what were some of the most
514
00:28:02.069 --> 00:28:04.170 A:middle L:90%
important trends in the field during their career? Well
515
00:28:04.170 --> 00:28:06.809 A:middle L:90%
, as I said, I started off before we
516
00:28:06.809 --> 00:28:10.619 A:middle L:90%
all had desktops. Mhm I started off before we
517
00:28:10.619 --> 00:28:12.920 A:middle L:90%
I actually the first two years I taught the media
518
00:28:12.920 --> 00:28:15.400 A:middle L:90%
course, I had to teach the kids how to
519
00:28:15.410 --> 00:28:18.940 A:middle L:90%
throw in the 16 millimeter projector and how to flip
520
00:28:18.940 --> 00:28:22.769 A:middle L:90%
a slide over in the slide train so that this
521
00:28:22.769 --> 00:28:27.460 A:middle L:90%
slide was right side up. Uh That's very embarrassing
522
00:28:29.440 --> 00:28:36.420 A:middle L:90%
. I actually um started off looking at how do
523
00:28:36.420 --> 00:28:41.990 A:middle L:90%
you use the overhead projector in a constructive and creative
524
00:28:41.990 --> 00:28:44.230 A:middle L:90%
ways? I mean I was teaching kids how to
525
00:28:44.240 --> 00:28:45.940 A:middle L:90%
teach with an overhead projector. I was teaching with
526
00:28:45.940 --> 00:28:48.950 A:middle L:90%
an overhead projector. So a lot of the stuff
527
00:28:48.950 --> 00:28:53.009 A:middle L:90%
that you take naturally now wasn't around them or if
528
00:28:53.009 --> 00:28:56.960 A:middle L:90%
it was around, it was not something that we
529
00:28:56.960 --> 00:28:59.690 A:middle L:90%
could afford. Uh, in schools of education,
530
00:28:59.690 --> 00:29:00.950 A:middle L:90%
they tended to be an engineering schools or they tended
531
00:29:00.950 --> 00:29:04.049 A:middle L:90%
to be in the high science areas or computer science
532
00:29:04.049 --> 00:29:07.369 A:middle L:90%
areas. They weren't in schools, they weren't in
533
00:29:07.369 --> 00:29:10.880 A:middle L:90%
colleges of education. So we didn't have a lot
534
00:29:10.880 --> 00:29:12.730 A:middle L:90%
of that fun stuff. And it wasn't until I
535
00:29:12.730 --> 00:29:17.259 A:middle L:90%
actually was in the business of teacher education that we
536
00:29:17.259 --> 00:29:18.680 A:middle L:90%
actually started getting some of those fun tools and some
537
00:29:18.680 --> 00:29:22.660 A:middle L:90%
of those fun things. Um, I started teaching
538
00:29:23.839 --> 00:29:29.740 A:middle L:90%
, um, logo and I started teaching hyper card
539
00:29:29.740 --> 00:29:32.910 A:middle L:90%
and, uh, some of those other earlier languages
540
00:29:32.920 --> 00:29:34.150 A:middle L:90%
. I, one of my first experiences and,
541
00:29:34.160 --> 00:29:37.150 A:middle L:90%
and the big chuckle on this one is my current
542
00:29:37.160 --> 00:29:41.769 A:middle L:90%
university president. Was one of the people who was
543
00:29:41.779 --> 00:29:44.569 A:middle L:90%
at the University of Illinois at the time. I
544
00:29:44.569 --> 00:29:47.599 A:middle L:90%
was using tutor language, which was part of the
545
00:29:47.599 --> 00:29:49.259 A:middle L:90%
old plato system. Okay, that's long before your
546
00:29:49.259 --> 00:29:53.640 A:middle L:90%
time. Um, and they had a plasma screen
547
00:29:53.650 --> 00:29:56.450 A:middle L:90%
interface. It was a touch screen interface. It
548
00:29:56.450 --> 00:30:00.759 A:middle L:90%
was really very, very basic, but they used
549
00:30:00.759 --> 00:30:03.349 A:middle L:90%
a special language called tutor. It's the only programming
550
00:30:03.349 --> 00:30:07.509 A:middle L:90%
book I ever kept. Ironically, my current university
551
00:30:07.509 --> 00:30:11.660 A:middle L:90%
president was one of those graduate students on the backside
552
00:30:11.660 --> 00:30:15.359 A:middle L:90%
of the machinery, so to speak. He was
553
00:30:15.369 --> 00:30:19.670 A:middle L:90%
one of those who was working on designing the code
554
00:30:19.680 --> 00:30:23.269 A:middle L:90%
for tutoring. And I just, when he mentioned
555
00:30:23.269 --> 00:30:26.619 A:middle L:90%
that I just about fell off the chair laughing because
556
00:30:26.619 --> 00:30:27.990 A:middle L:90%
I was probably the only person in the room who
557
00:30:27.990 --> 00:30:30.660 A:middle L:90%
knew what he was talking about. So he was
558
00:30:30.660 --> 00:30:33.160 A:middle L:90%
coding tutor. I was trying to use tutor.
559
00:30:33.160 --> 00:30:36.240 A:middle L:90%
It was just one of those, it was another
560
00:30:36.240 --> 00:30:37.960 A:middle L:90%
one of those programming languages I learned, but I
561
00:30:37.960 --> 00:30:41.200 A:middle L:90%
learned a lot about uh, in the process that
562
00:30:41.200 --> 00:30:42.849 A:middle L:90%
I was, one of the things I learned was
563
00:30:42.849 --> 00:30:45.240 A:middle L:90%
never get comfortable with any of it because tomorrow is
564
00:30:45.240 --> 00:30:48.609 A:middle L:90%
a whole new day and a whole new thing is
565
00:30:48.609 --> 00:30:49.619 A:middle L:90%
going to come down the pike and a whole new
566
00:30:49.619 --> 00:30:53.059 A:middle L:90%
way of doing things with these tools is going to
567
00:30:53.059 --> 00:30:56.539 A:middle L:90%
happen. So you have to build into what you're
568
00:30:56.549 --> 00:30:57.509 A:middle L:90%
doing, no matter who you are and no matter
569
00:30:57.509 --> 00:31:00.630 A:middle L:90%
where you are, you have to build flexibility into
570
00:31:00.630 --> 00:31:04.279 A:middle L:90%
your thinking constantly. But the underlying pieces, learning
571
00:31:04.279 --> 00:31:07.920 A:middle L:90%
is learning, Learning is there. We still haven't
572
00:31:07.920 --> 00:31:10.829 A:middle L:90%
solved all the questions we have with regard to it
573
00:31:10.839 --> 00:31:14.140 A:middle L:90%
, but the ultimate fundamental thing that we're looking at
574
00:31:14.140 --> 00:31:19.950 A:middle L:90%
is improving learning experiences. So, um I think
575
00:31:19.950 --> 00:31:22.950 A:middle L:90%
that's kind of where I was going to that question
576
00:31:22.960 --> 00:31:26.049 A:middle L:90%
, but who are some of the people who have
577
00:31:26.059 --> 00:31:29.660 A:middle L:90%
had the most impact on your professional growth? Why
578
00:31:29.789 --> 00:31:30.750 A:middle L:90%
I never met some of these people? Or I've
579
00:31:30.759 --> 00:31:34.319 A:middle L:90%
met them in very brief ways. But then there
580
00:31:34.319 --> 00:31:36.859 A:middle L:90%
are those who I have, I think I have
581
00:31:36.869 --> 00:31:41.000 A:middle L:90%
two genres of people. I think early on it
582
00:31:41.000 --> 00:31:44.750 A:middle L:90%
was Leslie, Briggs and robert gagne because that was
583
00:31:44.759 --> 00:31:47.970 A:middle L:90%
the school of thought was working on in terms of
584
00:31:47.970 --> 00:31:49.700 A:middle L:90%
my id back. They were the ones who were
585
00:31:49.700 --> 00:31:53.210 A:middle L:90%
presented to me as being the, the experts.
586
00:31:55.099 --> 00:31:57.799 A:middle L:90%
Walter Dick was another one. I met him years
587
00:31:57.799 --> 00:32:00.210 A:middle L:90%
later and it was like, oh, you're walter
588
00:32:00.210 --> 00:32:01.869 A:middle L:90%
Dick. I would never have picked him out of
589
00:32:01.869 --> 00:32:06.019 A:middle L:90%
a crab because he wasn't who I thought. I
590
00:32:06.019 --> 00:32:07.720 A:middle L:90%
mean, I had these sort of pinnacle views of
591
00:32:07.730 --> 00:32:09.819 A:middle L:90%
these people, but those were early on. They
592
00:32:09.819 --> 00:32:13.170 A:middle L:90%
were books that I read. Those were the people's
593
00:32:13.539 --> 00:32:15.009 A:middle L:90%
materials that I read. Those were the, the
594
00:32:15.019 --> 00:32:17.470 A:middle L:90%
sort of the authority figures at that point when I
595
00:32:17.470 --> 00:32:22.920 A:middle L:90%
started. But as I evolved along, I ran
596
00:32:22.920 --> 00:32:27.450 A:middle L:90%
into people like Mike Hanifin and charlie Rangel. Ooh
597
00:32:28.240 --> 00:32:32.049 A:middle L:90%
, you know, David Jonathan, others in that
598
00:32:32.049 --> 00:32:37.309 A:middle L:90%
same era of people who are doing fantastically amazing things
599
00:32:37.319 --> 00:32:42.880 A:middle L:90%
with this field that I hadn't thought about. So
600
00:32:42.890 --> 00:32:45.190 A:middle L:90%
I moved from the old classics into sort of the
601
00:32:45.190 --> 00:32:49.609 A:middle L:90%
modernists as it were in terms of the field.
602
00:32:49.609 --> 00:32:52.369 A:middle L:90%
And I think in some ways they were also very
603
00:32:52.369 --> 00:32:54.789 A:middle L:90%
influential in my thinking about what are some of my
604
00:32:54.809 --> 00:32:58.029 A:middle L:90%
, my thoughts. I love some of the work
605
00:32:58.029 --> 00:33:00.160 A:middle L:90%
that the work that David was doing in particular with
606
00:33:00.160 --> 00:33:05.049 A:middle L:90%
regard to looking at problem solving in complex, simple
607
00:33:05.049 --> 00:33:07.049 A:middle L:90%
and simple to complex problems. And how do you
608
00:33:07.049 --> 00:33:12.809 A:middle L:90%
develop problems for Children to solve? Use and have
609
00:33:12.809 --> 00:33:16.339 A:middle L:90%
them interface with the tools and technologies to as resources
610
00:33:16.339 --> 00:33:20.839 A:middle L:90%
that they can use. So basically moving them into
611
00:33:20.839 --> 00:33:24.670 A:middle L:90%
learning but moving them into learning by giving them problems
612
00:33:24.720 --> 00:33:29.970 A:middle L:90%
as the way of approaching the learning. And that
613
00:33:29.970 --> 00:33:31.880 A:middle L:90%
was a major the ah ha moment for me in
614
00:33:31.880 --> 00:33:35.539 A:middle L:90%
terms of the, I changed my style of teaching
615
00:33:35.549 --> 00:33:37.609 A:middle L:90%
at that point. So instead of telling people about
616
00:33:37.609 --> 00:33:43.309 A:middle L:90%
stuff, I started creating scenarios for them and presenting
617
00:33:43.309 --> 00:33:45.430 A:middle L:90%
situations for them that they then had to delve into
618
00:33:45.430 --> 00:33:50.079 A:middle L:90%
the work and into the information to be able to
619
00:33:50.079 --> 00:33:53.849 A:middle L:90%
solve that problem. And so my whole way of
620
00:33:53.859 --> 00:33:58.460 A:middle L:90%
approaching teaching changed because of some of that work.
621
00:33:59.039 --> 00:34:00.190 A:middle L:90%
I I think there are, you know, I
622
00:34:00.200 --> 00:34:02.779 A:middle L:90%
just went to a very interesting session with a young
623
00:34:02.779 --> 00:34:06.990 A:middle L:90%
man who kept talking about his dissertation and I he
624
00:34:06.990 --> 00:34:07.599 A:middle L:90%
said he's a newbie in the field, so to
625
00:34:07.599 --> 00:34:10.170 A:middle L:90%
speak. And a lot of what he was saying
626
00:34:10.170 --> 00:34:13.230 A:middle L:90%
it was like well, that's that's very interesting.
627
00:34:13.230 --> 00:34:15.530 A:middle L:90%
And I should make a mental note to myself to
628
00:34:15.530 --> 00:34:17.289 A:middle L:90%
go and look more at his work, but also
629
00:34:17.289 --> 00:34:20.289 A:middle L:90%
to kind of delve a little bit deeper into some
630
00:34:20.289 --> 00:34:22.599 A:middle L:90%
of the references and the resources he was using.
631
00:34:22.599 --> 00:34:24.510 A:middle L:90%
Because it was it was a good curiosity. So
632
00:34:24.510 --> 00:34:28.320 A:middle L:90%
I think it's it's all along the continuum of,
633
00:34:28.329 --> 00:34:30.030 A:middle L:90%
you know, the classics, some of the people
634
00:34:30.030 --> 00:34:34.360 A:middle L:90%
who I would like to call contemporaries, hopefully they
635
00:34:34.360 --> 00:34:36.849 A:middle L:90%
would call me a contemporary. And then I think
636
00:34:36.849 --> 00:34:38.039 A:middle L:90%
there's the new people out there who are doing some
637
00:34:38.039 --> 00:34:43.059 A:middle L:90%
really neat, good stuff that I think is also
638
00:34:43.059 --> 00:34:45.869 A:middle L:90%
very important. And I think my students have also
639
00:34:45.869 --> 00:34:47.719 A:middle L:90%
been very important to me in terms of influencing me
640
00:34:47.719 --> 00:34:52.559 A:middle L:90%
to think not just my doc students, but even
641
00:34:52.559 --> 00:34:54.289 A:middle L:90%
my master students, the teachers I work with,
642
00:34:54.300 --> 00:34:58.869 A:middle L:90%
but also the undergraduate students, because they asked me
643
00:34:58.869 --> 00:35:00.840 A:middle L:90%
the why would I want to do that question?
644
00:35:00.849 --> 00:35:02.519 A:middle L:90%
And it's like, well, that's a very good
645
00:35:02.519 --> 00:35:06.710 A:middle L:90%
question because I said, so isn't sufficient used to
646
00:35:06.710 --> 00:35:09.260 A:middle L:90%
be, but it isn't anymore. So it's getting
647
00:35:09.440 --> 00:35:14.719 A:middle L:90%
to understand that one of the beauties of this field
648
00:35:14.719 --> 00:35:15.599 A:middle L:90%
, but one of the things that I like most
649
00:35:15.599 --> 00:35:19.559 A:middle L:90%
about what I do is I seem to be able
650
00:35:19.559 --> 00:35:22.250 A:middle L:90%
to move around within all of the people in the
651
00:35:22.260 --> 00:35:25.469 A:middle L:90%
field and be able to, I find snippets of
652
00:35:25.480 --> 00:35:30.079 A:middle L:90%
what everybody has been a factor in terms of my
653
00:35:30.090 --> 00:35:32.500 A:middle L:90%
thinking, what do you think was the greatest accomplishment
654
00:35:32.500 --> 00:35:37.199 A:middle L:90%
of your career? Why? I kept looking at
655
00:35:37.199 --> 00:35:38.250 A:middle L:90%
that court, She sent me these questions before,
656
00:35:38.480 --> 00:35:43.000 A:middle L:90%
I kept looking at that question going, I don't
657
00:35:43.000 --> 00:35:46.360 A:middle L:90%
know, I don't honestly know if I have the
658
00:35:46.360 --> 00:35:49.880 A:middle L:90%
greatest accomplishment. I'm sure people would say, oh
659
00:35:49.880 --> 00:35:51.820 A:middle L:90%
, you've done this and you've done this. And
660
00:35:51.820 --> 00:35:54.090 A:middle L:90%
in fact, when I got invited to be part
661
00:35:54.090 --> 00:35:58.260 A:middle L:90%
of this video sequence, I said to Barbara,
662
00:35:58.940 --> 00:36:00.960 A:middle L:90%
I really don't know why you would be asking me
663
00:36:01.429 --> 00:36:04.860 A:middle L:90%
. And her comment was, and she started ticking
664
00:36:04.860 --> 00:36:07.510 A:middle L:90%
off all these things. Um I think among other
665
00:36:07.510 --> 00:36:13.510 A:middle L:90%
things, I've been able to perhaps provide some leadership
666
00:36:13.519 --> 00:36:15.340 A:middle L:90%
to the association, I am a past president.
667
00:36:15.730 --> 00:36:20.860 A:middle L:90%
Um it's going to be proud of, I think
668
00:36:20.869 --> 00:36:24.800 A:middle L:90%
I've uh done some things within my writing. A
669
00:36:24.809 --> 00:36:28.960 A:middle L:90%
couple of text books that are out there have been
670
00:36:28.960 --> 00:36:32.420 A:middle L:90%
, I think important, particularly the, the instructional
671
00:36:32.429 --> 00:36:36.340 A:middle L:90%
technology and media from learning book is one that I
672
00:36:36.340 --> 00:36:39.210 A:middle L:90%
think has evolved since I joined the writing team,
673
00:36:39.210 --> 00:36:43.469 A:middle L:90%
but it's also a book that I when I meet
674
00:36:43.480 --> 00:36:45.949 A:middle L:90%
undergraduate or graduate students ago. Oh yeah, I
675
00:36:45.949 --> 00:36:47.579 A:middle L:90%
used that book when I was, I think it's
676
00:36:47.579 --> 00:36:51.570 A:middle L:90%
a book that has influenced them in some ways,
677
00:36:51.579 --> 00:36:54.250 A:middle L:90%
so, and perhaps I've influenced teacher educational level,
678
00:36:54.630 --> 00:37:00.179 A:middle L:90%
but I think probably my greatest accomplishment as I watch
679
00:37:00.179 --> 00:37:05.460 A:middle L:90%
them walk around and have a factorial positions and present
680
00:37:05.460 --> 00:37:08.469 A:middle L:90%
and right, are my students, um because I've
681
00:37:08.469 --> 00:37:10.889 A:middle L:90%
somehow been able to touch a little bit of them
682
00:37:10.900 --> 00:37:14.380 A:middle L:90%
in a way that's made them be able to move
683
00:37:14.380 --> 00:37:17.739 A:middle L:90%
forward in their own careers and been able to become
684
00:37:17.750 --> 00:37:22.719 A:middle L:90%
important in their own venue. And I think that
685
00:37:22.719 --> 00:37:24.460 A:middle L:90%
that's an important aspect of, I think probably if
686
00:37:24.460 --> 00:37:27.869 A:middle L:90%
I had to pick an accomplishment, I think it's
687
00:37:27.869 --> 00:37:34.260 A:middle L:90%
my students, I hope it's my students, How
688
00:37:34.260 --> 00:37:37.349 A:middle L:90%
do you want to be remembered within this profession?
689
00:37:37.230 --> 00:37:38.849 A:middle L:90%
Uh, you know, that was the other question
690
00:37:38.849 --> 00:37:43.760 A:middle L:90%
I kept going. You know, it's it's kind
691
00:37:43.760 --> 00:37:46.280 A:middle L:90%
of an interesting puzzle I would like, and this
692
00:37:46.280 --> 00:37:47.900 A:middle L:90%
makes you feel like, you know, you're old
693
00:37:47.900 --> 00:37:51.050 A:middle L:90%
and gray and you're in the nursing home or even
694
00:37:51.059 --> 00:37:52.630 A:middle L:90%
past that point and people like, oh yeah,
695
00:37:52.630 --> 00:37:55.230 A:middle L:90%
I remember her, she was the lady who was
696
00:37:55.239 --> 00:37:58.869 A:middle L:90%
, you know, I think what I would like
697
00:37:58.880 --> 00:38:02.070 A:middle L:90%
most for people to remember, oh, in terms
698
00:38:02.070 --> 00:38:05.880 A:middle L:90%
of things that I've tried to contribute is that I'm
699
00:38:05.889 --> 00:38:10.070 A:middle L:90%
trying to get people to think about what it is
700
00:38:10.070 --> 00:38:14.679 A:middle L:90%
that we are doing and how can we do them
701
00:38:14.690 --> 00:38:17.849 A:middle L:90%
differently? Because what we're doing is what we used
702
00:38:17.849 --> 00:38:22.280 A:middle L:90%
to do. I don't want to think about today
703
00:38:22.289 --> 00:38:23.000 A:middle L:90%
. I don't even want to think about tomorrow.
704
00:38:23.010 --> 00:38:24.730 A:middle L:90%
I want to think where are we going to be
705
00:38:24.730 --> 00:38:29.130 A:middle L:90%
10 years from now or 20 years from now in
706
00:38:29.130 --> 00:38:31.880 A:middle L:90%
terms of education, when I'm working with undergraduates,
707
00:38:31.889 --> 00:38:35.329 A:middle L:90%
I don't want to think about them in terms of
708
00:38:35.340 --> 00:38:37.599 A:middle L:90%
this semester Or when you go out to student teaching
709
00:38:37.610 --> 00:38:40.659 A:middle L:90%
two semesters from now, I would like to be
710
00:38:40.670 --> 00:38:44.389 A:middle L:90%
remembered as someone who is trying to get people to
711
00:38:44.400 --> 00:38:47.960 A:middle L:90%
think differently out of the box is always what they
712
00:38:47.960 --> 00:38:51.519 A:middle L:90%
say, but really not, you can still be
713
00:38:51.519 --> 00:38:54.389 A:middle L:90%
in the box but thinking it differently. I think
714
00:38:54.389 --> 00:38:58.219 A:middle L:90%
if you look at the classroom, if you look
715
00:38:58.219 --> 00:39:00.880 A:middle L:90%
at it from the perspective of this is the entity
716
00:39:00.880 --> 00:39:04.010 A:middle L:90%
I work in, how can I work in this
717
00:39:04.010 --> 00:39:07.519 A:middle L:90%
entity differently so that the Children or the students who
718
00:39:07.519 --> 00:39:13.250 A:middle L:90%
are in this entity in this box come out better
719
00:39:13.619 --> 00:39:15.909 A:middle L:90%
as a result of it, not just knowing the
720
00:39:15.909 --> 00:39:17.750 A:middle L:90%
stuff that I'm trying to stop into their heads,
721
00:39:19.519 --> 00:39:23.570 A:middle L:90%
but actually thinking better about how to continue to think
722
00:39:23.579 --> 00:39:28.090 A:middle L:90%
about the stuff. So it's not ending the course
723
00:39:28.090 --> 00:39:29.519 A:middle L:90%
, closing the book, taking it back to the
724
00:39:29.519 --> 00:39:31.880 A:middle L:90%
bookstore, it's getting to the end of the class
725
00:39:31.880 --> 00:39:35.710 A:middle L:90%
and going, wow, I have a whole lot
726
00:39:35.710 --> 00:39:37.409 A:middle L:90%
more, I need to think about and I need
727
00:39:37.409 --> 00:39:39.889 A:middle L:90%
to think about it in the context of this and
728
00:39:39.900 --> 00:39:45.050 A:middle L:90%
this and this and I need to rethink these things
729
00:39:45.340 --> 00:39:49.159 A:middle L:90%
as I rethink this stuff too. So it's it's
730
00:39:49.170 --> 00:39:51.949 A:middle L:90%
I guess I would like to be remembered as someone
731
00:39:51.949 --> 00:39:55.130 A:middle L:90%
who has tried to prompt people to rethink what we
732
00:39:55.130 --> 00:39:59.230 A:middle L:90%
do both as and within our own profession, but
733
00:39:59.230 --> 00:40:01.289 A:middle L:90%
as a grander hole of what do we how do
734
00:40:01.289 --> 00:40:05.989 A:middle L:90%
we rethink what we do in education? And I
735
00:40:05.989 --> 00:40:07.230 A:middle L:90%
don't know if I'll be remembered for that or just
736
00:40:07.239 --> 00:40:10.539 A:middle L:90%
being a crazy old lady who shows up periodically and
737
00:40:10.539 --> 00:40:15.730 A:middle L:90%
goes, you know about that. I honestly think
738
00:40:15.909 --> 00:40:21.239 A:middle L:90%
I would like to I'd like I've always wanted to
739
00:40:21.710 --> 00:40:24.260 A:middle L:90%
revolutionized education. I don't think I'll be known as
740
00:40:24.260 --> 00:40:28.960 A:middle L:90%
the revolutionary in education, but I think I've tried
741
00:40:28.969 --> 00:40:34.340 A:middle L:90%
to make others think about how they can change and
742
00:40:34.340 --> 00:40:37.599 A:middle L:90%
I guess that's more important to me. Is there
743
00:40:37.599 --> 00:40:39.329 A:middle L:90%
something I have an asset we'd like to shoot?
744
00:40:40.489 --> 00:40:44.230 A:middle L:90%
I think what we need to do as a profession
745
00:40:44.909 --> 00:40:47.710 A:middle L:90%
is stop being so damn serious about ourselves. I
746
00:40:47.719 --> 00:40:52.860 A:middle L:90%
think we need to really stop dwelling on the seriousness
747
00:40:52.860 --> 00:40:54.929 A:middle L:90%
of it and learn how to have fun with it
748
00:40:55.610 --> 00:40:59.030 A:middle L:90%
. When I first started working with these computers,
749
00:40:59.710 --> 00:41:01.639 A:middle L:90%
I had fun and my kids and my hip fun
750
00:41:02.409 --> 00:41:06.530 A:middle L:90%
. Um, I got so that I was like
751
00:41:06.539 --> 00:41:08.130 A:middle L:90%
, every day was a new, exciting adventure.
752
00:41:08.610 --> 00:41:12.449 A:middle L:90%
I'm I'm not a gamer where I was playing games
753
00:41:12.449 --> 00:41:15.070 A:middle L:90%
with the kids because I was trying to figure out
754
00:41:15.079 --> 00:41:15.980 A:middle L:90%
what kinds of things you can do with this.
755
00:41:16.710 --> 00:41:20.539 A:middle L:90%
Um, I was trying to always explore it and
756
00:41:20.539 --> 00:41:22.199 A:middle L:90%
change it and do things that and use it in
757
00:41:22.199 --> 00:41:25.780 A:middle L:90%
different ways. Um, I had one day I
758
00:41:25.780 --> 00:41:30.519 A:middle L:90%
had my superintendent and a bunch of visitors were walking
759
00:41:30.519 --> 00:41:32.289 A:middle L:90%
through the building and I had the computer lab of
760
00:41:32.300 --> 00:41:35.960 A:middle L:90%
two computers in the back of my classroom at that
761
00:41:35.960 --> 00:41:37.769 A:middle L:90%
point. And um one of the kids was back
762
00:41:37.769 --> 00:41:40.079 A:middle L:90%
there when he was playing frogger and he was trying
763
00:41:40.079 --> 00:41:44.050 A:middle L:90%
to get this little thinking across the highway, you
764
00:41:44.050 --> 00:41:45.079 A:middle L:90%
know, with all these obstacles and you know,
765
00:41:45.139 --> 00:41:47.460 A:middle L:90%
you have to try over again and you turn points
766
00:41:47.460 --> 00:41:50.159 A:middle L:90%
if you could jump over things or if you get
767
00:41:50.159 --> 00:41:52.489 A:middle L:90%
past things and you kept turning these little points and
768
00:41:52.500 --> 00:41:55.019 A:middle L:90%
the principal came, are the superintendent came up because
769
00:41:55.019 --> 00:41:57.889 A:middle L:90%
you've got the kids playing games? I said,
770
00:41:57.900 --> 00:42:00.630 A:middle L:90%
ask him, He said, what do you mean
771
00:42:00.639 --> 00:42:01.340 A:middle L:90%
? I said ask him what the objective is.
772
00:42:02.000 --> 00:42:05.130 A:middle L:90%
I used to play poker with the kids a lot
773
00:42:05.139 --> 00:42:07.309 A:middle L:90%
to back on my speech therapy days. I used
774
00:42:07.309 --> 00:42:08.889 A:middle L:90%
to play poker a lot with the kids five card
775
00:42:08.889 --> 00:42:13.070 A:middle L:90%
draw. And one day principal came in and she
776
00:42:13.079 --> 00:42:16.309 A:middle L:90%
looked at me and I said we're working on articulation
777
00:42:16.699 --> 00:42:23.829 A:middle L:90%
. She said okay and we had to bet but
778
00:42:23.829 --> 00:42:29.320 A:middle L:90%
the betting had was in specific to that particular trials
779
00:42:30.599 --> 00:42:34.090 A:middle L:90%
speech problem. So the child with the s problem
780
00:42:34.099 --> 00:42:37.980 A:middle L:90%
could only bet certain amounts or certain kinds of things
781
00:42:37.989 --> 00:42:40.980 A:middle L:90%
that dealt with s. Words that began with the
782
00:42:40.989 --> 00:42:45.510 A:middle L:90%
ssl I had another one within our problem and he
783
00:42:45.510 --> 00:42:49.659 A:middle L:90%
could only bet with words that began with the R
784
00:42:49.659 --> 00:42:52.179 A:middle L:90%
. Sound. And so we were working on our
785
00:42:52.179 --> 00:42:55.349 A:middle L:90%
specific sounds but we were playing poker now I'm sure
786
00:42:55.349 --> 00:42:58.099 A:middle L:90%
the parents weren't really thrilled that I was teaching them
787
00:42:58.099 --> 00:43:01.719 A:middle L:90%
five card draw but engage the kids in this experience
788
00:43:02.099 --> 00:43:06.429 A:middle L:90%
and I had fun to me speech therapy was the
789
00:43:06.429 --> 00:43:08.760 A:middle L:90%
most boring thing anyone could do. No offense to
790
00:43:08.760 --> 00:43:10.599 A:middle L:90%
S. L. P. S. But to
791
00:43:10.599 --> 00:43:13.610 A:middle L:90%
me it was the most boring thing if we're sitting
792
00:43:13.610 --> 00:43:15.309 A:middle L:90%
there going, okay, we've done the list.
793
00:43:15.900 --> 00:43:22.349 A:middle L:90%
See Sons Sue. That's not fun. And it
794
00:43:22.349 --> 00:43:23.150 A:middle L:90%
doesn't make it fun for the kids. And it
795
00:43:23.159 --> 00:43:27.179 A:middle L:90%
certainly wasn't making fun for me to be able to
796
00:43:27.179 --> 00:43:30.800 A:middle L:90%
take something and just have fun with it and play
797
00:43:30.800 --> 00:43:31.420 A:middle L:90%
with him. And I think that's, we take
798
00:43:31.420 --> 00:43:35.019 A:middle L:90%
ourselves too seriously. I think we need to learn
799
00:43:35.699 --> 00:43:37.960 A:middle L:90%
to have fun and I think we need to learn
800
00:43:37.969 --> 00:43:42.019 A:middle L:90%
how to take that fun and to use it in
801
00:43:42.019 --> 00:43:44.940 A:middle L:90%
meaningful ways. And I don't know if you ask
802
00:43:44.940 --> 00:43:45.389 A:middle L:90%
me that question before or not, but I felt
803
00:43:45.389 --> 00:43:49.340 A:middle L:90%
like I needed to say that. Yes. Thank
804
00:43:49.340 --> 00:43:52.099 A:middle L:90%
you the answer. Thank you so much for sharing
805
00:43:52.110 --> 00:43:54.019 A:middle L:90%
today. Well, thank you, thank you for
806
00:43:54.019 --> 00:43:54.719 A:middle L:90%
the invitation.