Module 4 Discussion
I rarely use Internet sources for research; I will peruse statistics on government websites, but I know better than to trust the analyses of bureaucrats and politicians. That being said, I do depend on the Internet for news: CNN.com, Google News, Yahoo News, even local television and newspaper websites. "Distinguish between Primary and Secondary Sources" has certainly made me look at network, cable and print news in a different light. While it is true that reporters try to interview primary sources, the people who have actually experienced events, news anchors spend more and more time interviewing secondary sources, reporters and others who analyze rather than directly experience or participate in news events. The readings for Module 4 made clear the fact that even well meaning secondary sources make sense of events through the filters of personal background and political affiliation; their psychological filters need to be taken into account as I watch the news.
The article, "Evaluating Information Found on the Internet", may have empowered me to give the Internet another chance. Because it is so difficult to distinguish truth from fantasy on the World Wide Web, because adult men masquerade as little girls, because Kenyans offer me thousands of dollars if I can only lend then a few hundred, and because even I blog as my dog, I have given up using the Internet for anything but entertainment. By following the article’s suggestions for doing background research on web pages, I may be able to separate some wheat from chaff and find valuable information. In particular, I was fascinated by the suggestion that the web programs, dnslookup and whois, could be used to research website creators.
I was most moved and excited by Alan November’s article, "Teaching Zack to Think". November not only says what steps should be taken to do “meta-Web” analysis, but he shows his readers how to do it. I am incredibly excited by the idea of using the “links” command on browsers to discover who links to particular websites. I also appreciate November’s suggestion to do a multi-search engine investigation of web page authors and publishers.
When I was a child, my friends and I liked to play detective. We would sneak around neighbor’s houses to spy on the people who lived inside and “get the goods on them”. I still have a bit of the detective in me. I think I would have great fun checking up on websites, finding out why they exist and who links to them, and who and where their creators are.
Quickly! The game’s afoot, Watson!
References
Kirk, E. (1996). Evaluating Information Found on the Internet. Johns Hopkins University Libraries. Retrieved from http://www.library.jhu.edu/researchhelp/general/evaluating/index.html
November, Alan. (1998). Teaching Zack to Think. November Learning. Retrieved from http://novemberlearning.com/resources/archive-of-articles/teaching-zack-to-think/
UC Santa Cruz University Library. (2010). Distinguish between Primary and Secondary Sources. How to Do Research in the Library. Retrieved from http://library.ucsc.edu/help/howto/distinguish-between-primary-and-secondary-sources.doc
Thursday, October 21, 2010
Wednesday, October 20, 2010
Credibility of Internet Sources
I rarely use Internet sources for research; I will peruse statistics on government websites, but I know better than to trust the analyses of bureaucrats and politicians. That being said, I do depend on the Internet for news: CNN.com, Google News, Yahoo News, even local television and newspaper websites. Distinguish between Primary and Secondary Sources has certainly made me look at network, cable and print news in a different light. While it is true that reporters try to interview primary sources, the people who have actually experienced events, news anchors spend more and more time interviewing secondary sources, reporters and others who analyze rather than directly experience or participate in news events. The readings for Module 4 made clear the fact that even well meaning secondary sources make sense of events through the filters of personal background and political affiliation; their psychological filters need to be taken into account as I watch the news.
The article, Evaluating Information Found on the Internet, may have empowered me to give the Internet another chance. Because it is so difficult to distinguish truth from fantasy on the World Wide Web, because adult men masquerade as little girls, because Kenyans offer me thousands of dollars if I can only lend then a few hundred, and because even I blog as my dog, I have given up using the Internet for anything but entertainment. By following the article’s suggestions for doing background research on web pages, I may be able to separate wheat from chaff and find some valuable information. In particular, I was fascinated by the suggestion that the web programs, dnslookup and whois, could be used to research website creators.
I was most moved and excited by Alan November’s article, Teaching Zack to Think. November not only says what steps should be taken to do “meta-Web” analysis, but he shows his readers how to do it. I am incredibly excited by the idea of using the “links” command on browsers to discover who links to particular websites. I also appreciate November’s suggestion to do a multi-search engine investigation of web page authors and publishers.
When I was a child, my friends and I liked to play detective. We would sneak around neighbor’s houses to spy on the people who lived inside and “get the goods on them”. I still have a bit of the detective in me. I think I would have great fun checking up on websites, finding out why they exist and who links to them, and who and where their creators are. Quickly! The game’s afoot, Watson!
References
Kirk, E. (1996). Evaluating Information Found on the Internet. Johns Hopkins University Libraries. Retrieved from http://www.library.jhu.edu/researchhelp/general/evaluating/index.html
November, Alan. (1998). Teaching Zack to Think. November. Retrieved from http://novemberlearning.com/resources/archive-of-articles/teaching-zack-to-think/
UC Santa Cruz University Library. (2010). Distinguish between Primary and Secondary Sources. How to Do Research in the Library. Retrieved from http://library.ucsc.edu/help/howto/distinguish-between-primary-and-secondary-sources.doc
The article, Evaluating Information Found on the Internet, may have empowered me to give the Internet another chance. Because it is so difficult to distinguish truth from fantasy on the World Wide Web, because adult men masquerade as little girls, because Kenyans offer me thousands of dollars if I can only lend then a few hundred, and because even I blog as my dog, I have given up using the Internet for anything but entertainment. By following the article’s suggestions for doing background research on web pages, I may be able to separate wheat from chaff and find some valuable information. In particular, I was fascinated by the suggestion that the web programs, dnslookup and whois, could be used to research website creators.
I was most moved and excited by Alan November’s article, Teaching Zack to Think. November not only says what steps should be taken to do “meta-Web” analysis, but he shows his readers how to do it. I am incredibly excited by the idea of using the “links” command on browsers to discover who links to particular websites. I also appreciate November’s suggestion to do a multi-search engine investigation of web page authors and publishers.
When I was a child, my friends and I liked to play detective. We would sneak around neighbor’s houses to spy on the people who lived inside and “get the goods on them”. I still have a bit of the detective in me. I think I would have great fun checking up on websites, finding out why they exist and who links to them, and who and where their creators are. Quickly! The game’s afoot, Watson!
References
Kirk, E. (1996). Evaluating Information Found on the Internet. Johns Hopkins University Libraries. Retrieved from http://www.library.jhu.edu/researchhelp/general/evaluating/index.html
November, Alan. (1998). Teaching Zack to Think. November. Retrieved from http://novemberlearning.com/resources/archive-of-articles/teaching-zack-to-think/
UC Santa Cruz University Library. (2010). Distinguish between Primary and Secondary Sources. How to Do Research in the Library. Retrieved from http://library.ucsc.edu/help/howto/distinguish-between-primary-and-secondary-sources.doc
Sunday, October 10, 2010
Is a Doctor of Education Degree Suited to Me?
I had an epiphany some years ago. I was pursuing a Master of Science degree in mathematics, and furiously copying the equally furious blackboard writings by my professor as he lectured on an unmemorable topic. As I desperately tried to keep pace with his frantic scribbling, I suddenly stopped and stared; I didn’t care any longer! Awash in the realization that pure mathematics was meaningless when compared to even the smallest act of kindness, I withdrew from my program.
Ed.D. program at Walden University
I flirted with the Ed.D. program at Walden University for at least a year and a half before finally applying for admission. I was drawn to the Riley College of Education’s Vision Statement which called for “leveraging the power of teaching and technology” to create positive social change on a global scale (Laureate Education, Inc., 2008a, p. 1). After my awakening in Haiti to the need for adult education in developing nations, I was especially delighted to learn that Walden University was affiliated with the Laureate international network of colleges and universities; I saw the door opening to my my goals. At the same time, the Riley College of Education’s Mission Statement spoke to my desire to change the prevailing educational philosophy of my department: prepare adult learners as practitioner-scholars and leaders who can inspire, influence and impact their diverse communities (Laureate Education, Inc., 2008a, p. 1). The Riley College’s Program Goals even assured me I would be able to “Make a scholarly response to a local problem of practice” (Laureate Education, Inc., 2008a, p. 1).
Hopes and Fears
Laureate International Universities says in its matrix, Master vs. Doctoral Level Thinking (n.d.), that doctoral students synthesize previously attained skills and knowledge to create original thoughts and concepts. That is what I want to do as I follow my passion to teach adults in the developing world who have been left behind in the race toward globalization ; but what if I cannot? What will I do if I lack the creativity to develop new methods and theories? What will I do if I lack the talent to present my ideas effectively? What will happen if I lack the intelligence I need to thrive in a doctoral program? How can I make progress if no one wants to mentor me? How can I write papers and do research if my job remains so incredibly demanding in the wake of increased state government demands? How will I afford to travel to foreign countries in order to do research? So many fears beset me; sometimes I am immobilized.
New Paradigms
Clearly, I need to need to listen less to the voices in my head, the ones Dr. Catherine Marineau called “not always helpful” in her podcast (Laureate Education, Inc., 2008a). Dr. Annalee Lamoreaux, a Walden University alumna, discussed at length the ideas that helped her persevere on her doctoral journey. Lamoreaux came to think of herself as a mapmaker rather than a map reader; she learned to enjoy charting her own course while depending less on authority figures. At the same time, Lamoreaux learned to ask for help and feedback from Walden’s student support services and from her doctoral committee. She understood that what Marineau called “the Doctoral Journey” is a process to be savored rather than a final destination; she declared that she is still learning, but has gained so much self-confidence that she knows she can succeed at whatever she attempts.
I also need to look critically at my life and thoughts; I need to be more transparent to my colleagues so that they can act as mirrors showing me the assumptions that control my life and perceptions (Brookfield, 1987, p.29). At the same time, I need to redefine my concept of loyalty to include giving positive criticism to my peers in order to help them see their own assumptions (Brookfield, 1987, p.31); in this way, we can all free ourselves from the thoughts that keep us in bondage. Yet, according to Brookfield (p. 47) I need to realize that when I disagree with colleagues, I should do so carefully and tactfully because I am actually questioning the conceptual frameworks through which they organize reality. I should always try to walk in others’ shoes before I criticize their ideas.
Finally, I need to overthrow my self-destructive behaviors. Perfectionism causes me to take much longer than is optimal to write discussion postings (Kearns, Gardner and Marshall, 2008, p. 80). I need to stop taking weekends off to recover from job stress and leave the “credit card principal of life” far behind; borrowing time from today only increases my pressure tomorrow (Kearns, et. al., 2008, p. 83). I also need to stop overextending myself because I believe I can successfully complete any number tasks (Kearns, et. al., 2008, p. 80). I need to keep my eyes on the prize.
References
Brookfield, S. D. (1987). Developing critical thinkers. Challenging adults to explore alternative ways of thinking and acting. Washington, DC: American Psychological Association.
Kearns, H., Gardiner, M., & Marshall, K. (2008, March). Innovation in PhD completion: The hardy shall succeed (and be happy!). Higher Education Research & Development, 27(1), 77–89, 13p, 3 charts, 1 diagram; DOI: 10.1080/07294360701658781; (AN 27541269).
Laureate Education, Inc. (2008a). Ed.D. Program Guide: Higher Education and Adult Learning Specialization, Administrator Leadership Specialization (effective January 2009 start), V01.09. Retrieved from http://inside.waldenu.edu/c/Files/DocsResearchCenter/EdDProgramGuidePost01-2009.rtf
Laureate Education, Inc. (Producer). (2008b). Voices from the field: The doctoral journey [DVD]. In Foundations: Higher education and adult learning. Baltimore, MD: Marienau, Catherine.
Master vs. Doctoral Level Thinking, (n.d.). Retrieved from http://sylvan.live.ecollege.com/ec/courses/53028/CRS-EDUC8000-4449336/Master_vs_Doctoral_Level_Study.doc
Ed.D. program at Walden University
I flirted with the Ed.D. program at Walden University for at least a year and a half before finally applying for admission. I was drawn to the Riley College of Education’s Vision Statement which called for “leveraging the power of teaching and technology” to create positive social change on a global scale (Laureate Education, Inc., 2008a, p. 1). After my awakening in Haiti to the need for adult education in developing nations, I was especially delighted to learn that Walden University was affiliated with the Laureate international network of colleges and universities; I saw the door opening to my my goals. At the same time, the Riley College of Education’s Mission Statement spoke to my desire to change the prevailing educational philosophy of my department: prepare adult learners as practitioner-scholars and leaders who can inspire, influence and impact their diverse communities (Laureate Education, Inc., 2008a, p. 1). The Riley College’s Program Goals even assured me I would be able to “Make a scholarly response to a local problem of practice” (Laureate Education, Inc., 2008a, p. 1).
Hopes and Fears
Laureate International Universities says in its matrix, Master vs. Doctoral Level Thinking (n.d.), that doctoral students synthesize previously attained skills and knowledge to create original thoughts and concepts. That is what I want to do as I follow my passion to teach adults in the developing world who have been left behind in the race toward globalization ; but what if I cannot? What will I do if I lack the creativity to develop new methods and theories? What will I do if I lack the talent to present my ideas effectively? What will happen if I lack the intelligence I need to thrive in a doctoral program? How can I make progress if no one wants to mentor me? How can I write papers and do research if my job remains so incredibly demanding in the wake of increased state government demands? How will I afford to travel to foreign countries in order to do research? So many fears beset me; sometimes I am immobilized.
New Paradigms
Clearly, I need to need to listen less to the voices in my head, the ones Dr. Catherine Marineau called “not always helpful” in her podcast (Laureate Education, Inc., 2008a). Dr. Annalee Lamoreaux, a Walden University alumna, discussed at length the ideas that helped her persevere on her doctoral journey. Lamoreaux came to think of herself as a mapmaker rather than a map reader; she learned to enjoy charting her own course while depending less on authority figures. At the same time, Lamoreaux learned to ask for help and feedback from Walden’s student support services and from her doctoral committee. She understood that what Marineau called “the Doctoral Journey” is a process to be savored rather than a final destination; she declared that she is still learning, but has gained so much self-confidence that she knows she can succeed at whatever she attempts.
I also need to look critically at my life and thoughts; I need to be more transparent to my colleagues so that they can act as mirrors showing me the assumptions that control my life and perceptions (Brookfield, 1987, p.29). At the same time, I need to redefine my concept of loyalty to include giving positive criticism to my peers in order to help them see their own assumptions (Brookfield, 1987, p.31); in this way, we can all free ourselves from the thoughts that keep us in bondage. Yet, according to Brookfield (p. 47) I need to realize that when I disagree with colleagues, I should do so carefully and tactfully because I am actually questioning the conceptual frameworks through which they organize reality. I should always try to walk in others’ shoes before I criticize their ideas.
Finally, I need to overthrow my self-destructive behaviors. Perfectionism causes me to take much longer than is optimal to write discussion postings (Kearns, Gardner and Marshall, 2008, p. 80). I need to stop taking weekends off to recover from job stress and leave the “credit card principal of life” far behind; borrowing time from today only increases my pressure tomorrow (Kearns, et. al., 2008, p. 83). I also need to stop overextending myself because I believe I can successfully complete any number tasks (Kearns, et. al., 2008, p. 80). I need to keep my eyes on the prize.
References
Brookfield, S. D. (1987). Developing critical thinkers. Challenging adults to explore alternative ways of thinking and acting. Washington, DC: American Psychological Association.
Kearns, H., Gardiner, M., & Marshall, K. (2008, March). Innovation in PhD completion: The hardy shall succeed (and be happy!). Higher Education Research & Development, 27(1), 77–89, 13p, 3 charts, 1 diagram; DOI: 10.1080/07294360701658781; (AN 27541269).
Laureate Education, Inc. (2008a). Ed.D. Program Guide: Higher Education and Adult Learning Specialization, Administrator Leadership Specialization (effective January 2009 start), V01.09. Retrieved from http://inside.waldenu.edu/c/Files/DocsResearchCenter/EdDProgramGuidePost01-2009.rtf
Laureate Education, Inc. (Producer). (2008b). Voices from the field: The doctoral journey [DVD]. In Foundations: Higher education and adult learning. Baltimore, MD: Marienau, Catherine.
Master vs. Doctoral Level Thinking, (n.d.). Retrieved from http://sylvan.live.ecollege.com/ec/courses/53028/CRS-EDUC8000-4449336/Master_vs_Doctoral_Level_Study.doc
Comparison of Community College Organizations
Higher Education
Higher Education is being hit by winds of change from every direction: States are enforcing new accountability laws and cutting funding; the values gap between college faculties and students is widening; the demand for distance education is growing; and technology is revolutionizing teaching and cheating methods (Walden University and The Chronicle of Higher Education, 2010). Because access to sources of current information on teaching and learning in higher education have never been more important, I decided to compare 3 organizations that serve community colleges: The Association for Continuing and Higher Education (ACHE), the American Association of Community Colleges (AACC), and the League for Innovation in the Community College (LICC); all url’s can be found in References.
The missions of all three educational organizations -- the ACHE, AACC and LICC – are identical: They want to bring about social change by inspiring institutions of higher education to change. Institutional change is promoted through publications and opportunities for networking; all three organizations offer weekly, monthly and occasional publications, and yearly conferences, but only the ACHE publishes peer-reviewed articles in The Journal of Continuing and Higher Education, and only the LICC hosts an event specifically designed to facilitate networking among college employees, the Learning College Summit. Graduate students and college faculty and administrators who wish to work for educational and social change in these organizations will find that only the ACHE is notably accessible with institutional, professional and graduate student memberships; the LICC permits only institutions to join as members, and the AACC solicits institutional memberships but will allow individuals from non-member institutions to join. Though I am a member of the AACC because my employer, Northwest Arkansas Community College, is a member, I most appreciate the egalitarian membership policies of the Association for Continuing and Higher Education with its fee of only $12.00 for graduate students and $40.00 for professors; I fully intend to join.
References
American Association of Community Colleges. (2010). American Association of Community Colleges [website]. Retrieved from http://www.aacc.nche.edu/Pages/default.aspx
Association for Continuing and Higher Education.(2010). Association for Continuing Higher Education [website]. Retrieved from http://www.acheinc.org/
League for Innovation in the Community College. (2010). League for Innovation in the Community College [website]. Retrieved from http://www.league.org/index.cfm
Walden University and The Chronicle of Higher Education. (2010). Successfully navigating the changing landscape of higher education[webinar]. Retrieved from http://webmail.nwacc.edu/exchweb/bin/redir.asp?URL=https://event.on24.com/eventRegistration/EventLobbyServlet?target=registration.jsp%26eventid=239637%26sessionid=1%26key=10C891B0D2F08E67C7825CF4F3F20D3E%26sourcepage=register
Higher Education is being hit by winds of change from every direction: States are enforcing new accountability laws and cutting funding; the values gap between college faculties and students is widening; the demand for distance education is growing; and technology is revolutionizing teaching and cheating methods (Walden University and The Chronicle of Higher Education, 2010). Because access to sources of current information on teaching and learning in higher education have never been more important, I decided to compare 3 organizations that serve community colleges: The Association for Continuing and Higher Education (ACHE), the American Association of Community Colleges (AACC), and the League for Innovation in the Community College (LICC); all url’s can be found in References.
The missions of all three educational organizations -- the ACHE, AACC and LICC – are identical: They want to bring about social change by inspiring institutions of higher education to change. Institutional change is promoted through publications and opportunities for networking; all three organizations offer weekly, monthly and occasional publications, and yearly conferences, but only the ACHE publishes peer-reviewed articles in The Journal of Continuing and Higher Education, and only the LICC hosts an event specifically designed to facilitate networking among college employees, the Learning College Summit. Graduate students and college faculty and administrators who wish to work for educational and social change in these organizations will find that only the ACHE is notably accessible with institutional, professional and graduate student memberships; the LICC permits only institutions to join as members, and the AACC solicits institutional memberships but will allow individuals from non-member institutions to join. Though I am a member of the AACC because my employer, Northwest Arkansas Community College, is a member, I most appreciate the egalitarian membership policies of the Association for Continuing and Higher Education with its fee of only $12.00 for graduate students and $40.00 for professors; I fully intend to join.
References
American Association of Community Colleges. (2010). American Association of Community Colleges [website]. Retrieved from http://www.aacc.nche.edu/Pages/default.aspx
Association for Continuing and Higher Education.(2010). Association for Continuing Higher Education [website]. Retrieved from http://www.acheinc.org/
League for Innovation in the Community College. (2010). League for Innovation in the Community College [website]. Retrieved from http://www.league.org/index.cfm
Walden University and The Chronicle of Higher Education. (2010). Successfully navigating the changing landscape of higher education[webinar]. Retrieved from http://webmail.nwacc.edu/exchweb/bin/redir.asp?URL=https://event.on24.com/eventRegistration/EventLobbyServlet?target=registration.jsp%26eventid=239637%26sessionid=1%26key=10C891B0D2F08E67C7825CF4F3F20D3E%26sourcepage=register
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