Gary Ackerman @garyackerman@qoto.org

As an adult nearing retirement, MOOCs are an important source of information that once came from courses.

Retiring faculty: They must replace us with full time faculty!
Also retiring faculty: Yes, I will teach as an adjunct faculty member… yes, I will take as many courses as you give me.

The genre of video in which folks explain things when driving is just plain silly.

Until folks at the top are inconvenienced, problems will not be solved.

I’m looking back at slides I created 15 years ago. I know now why bad presentation design bothers me. I used to be it’s king!

Faculty don’t need a textbook as much as they need the ancillary resources, esp. test questions for the publisher.

One thing I learned during 30 years in the classroom: Taking a break to tell a story, laugh, or have students look out the window at something interesting is a great way to get them to understand a complex idea.

Rules are set for well-known situations. We dealing with the unknown, you can design from principles, but rules are useless.

I read the advertisement for a tutor to work at a local high school. It referenced being able to work with students who have different “learning styles.” 🤦‍♂️

A certain department CCs requests for help all the way up the chain… deans, VPs, etc. all see of their requests. On occasion, I will “reply all” just to annoy ‘em.

Rules are great when things go as expected, but they rarely do.

Including my student years, I’ve been in schools since 1972. Some teachers have “the face” to make students know they are serious. Others just look like fools when they to make that face.

I’m always leery of leaders who seek input on meeting agenda and say, “I want these to be your meetings.” If you can’t fill a meeting with a meaningful agenda, maybe you don’t have it.

One thing I learned during 35 years in education: “Why are you taking this course?” is answered (almost always) with, “because it is required.”

Here is your regular reminder: If someone else controls it, don’t make it your goal.

“Let’s do a survey.”

“Or we could use these reliable instruments validated by researchers.”

“Survey it is!”

It’s that time of year again when meetings are getting scheduled, but no agendas ever appear.

Learning requires effort. So does teaching.

It is an unfortunate reality that many learners are delusional about “what works” for them as learners.

Interesting and relevant problems are the foundation of effective lessons, not learning outcomes.