Aha! http://ddetwiler.typepad.com/blog/ -- you will keep going?

David, would you be willing to share the "not great" results of your hybrids? what went wrong and why? I think it would be very helpful for a lot of people. Also, I must say, you're a great blogger. I hope that you either have your own blog or get one started if you don't! I had a course failure this semester and I learned a lot just writing about it: http://lisahistory.net/wordpress/?p=829.

Great suggestions! Getting out my notepad (yeah, I still have a notepad).

I think there are two questions here, and I'm not sure how much they're connected. We have so many good teachers who create outstanding resources of all kinds, and instead of just making them available for students inside Blackboard could be sharing with everyone. Just today I watched this quick YouTube on Why Make Education Open? (http://www.youtube.com/watch?v=9XSXkOxtIXs&feature=player_embedded) and despite the bad music it makes good points. If teachers felt their work was valued, would they share? Is there fear that sharing something that isn't perfect could be used against you in evaluations? We may need to fix so deeper issues. For inspiring those who don't care, I'm not sure. If they really don't care, all we can do is let them know what we're doing. It seems to be the same question as "how do we inspire students who don't come to class, don't do the reading, and don't care about their grades?" Maybe if we share, it'll just grow. :-)

Oh...I gotta use your last sentence as a quotation for this "class" next year. Is that OK?

This is an outstanding example of pure reflection on academic work. I'd love to use it for future bloggers!

I love it that you used Boccaccio to prove your point. Bring in those medieval minds anytime! Here's to a bearable lightness of being, with heavy undertones.

Oh, man, those were supposed to be Indiana Jones adventure hats! :-)

I wonder the extent to which simply "working in the open" would break down a lot of barriers, and alleviate the time and effort that goes into making such a community...

Andrea, I love your point that we've always taught without full scientific knowledge of brain functions, and done it quite well. :-) I'm not sure that what's happening is without precedent (if I did, I wouldn't be a historian) - a number of authors (back to Marshall McLuhan at least) make the point that every new method of communication has caused massive dislocation and, as you point out for current technology, a need for a new approach.

This is a great (and fun) argument for blended learning! :-)

I guess one question is the extent to which a general education should be concerned about immediate real-world application. Quite a bit of what we teach may not have that right-now context, but create knowledge (hopefully deep knowledge) that is more useful down the line. Is it likely that the technological "solution" of buying an iPad to motivate the learning of Mandarin will further popularize the idea that all learning must somehow have current obvious relevance? And is this a good thing?

Cool! Did you add the music inside PowerPoint? could one add narration?

I'm good so long as HAL doesn't lock us out.

LOL. I can't tell whether your non-digital life means you get plenty of sleep or that it's one big yawn! :-)

I didn't get it either until I read Jaron Lanier's "You Are Not a Gadget". To extend some of his ideas, another thing that's wrong with the use of your work without permission is that it removes your accountability and responsibility for the work from the users. I recommend the whole book, BTW. My own experience was when I did share. I put up a photo of myself at my desk at San Elijo, on Flickr. I Creative Commons licensed it Attribution-NonCommercial-ShareAlike. I later found it (via Google Alert) on two different websites selling things. I wrote to both and they took it down, though they never answered me. In a way, we don't know where the stuff we put out there (I don't just mean on the internet) will end up anyway, or what people will use it for. Mashup culture is only a few years old and changes the way these things are viewed. But it is interesting to be part of it.

The "great big border-less world". If I use that, I'm sure some student will say, "hey! Sue Simpson already said that!" but it'll be OK. :-) I'm not sure a digital life has to include blogging. I know people whose entire digital existence is through their collection of links at Diigo, which they annotate and make public, or their tweets in Twitter, where they post links to what they're looking at with a (very short) comment. Some post all their lectures online in Slideshare, but don't have a blog or do feeds. All is sharing.

This is the hardest thing. I find something cool so I add it, or I want to add it but then look at the class and say "well, what will this be instead of?" and before I know it I have to redesign it just to pare it down!

Wow! These nursing connections are fascinating. First ADPIE's connection to ADDIE. Then, I had no idea that Dr Schwier (U of Saskatchewan) was connected to Nursing at all. I love how you created this as a screencast. There were no expectations here, except that you make connections, which you most certainly did! :-)

The Distance Ed page does have some guidance for online students: http://www.miracosta.edu/instruction/distanceeducation/index.html .

I'm wondering how to best achieve this. "How to" orientations are difficult, because they imply that everyone teaches the same way, uses the same CMS, etc. How do we make sure they "know what to do"? That's why we emphasize instructors creating their own orientations to their classes (sounds like an idea for a POT workshop, huh?). Blackboard has internal tutorials for students. Karen usually has these made available and evident once the student is inside Bb. I don't know how many students use it. AIS has a survey about what it takes to be an online student, linked from here: http://www.miracosta.edu/instruction/distanceeducation/gettingstarted.html . Faculty can use this quiz as well -- Brad Hinson wrote it awhile back and I added a couple of questions. A number of faculty link to it and make students do it. The attrition rate for online courses tends to be slightly higher than for on-site, but studies have indicated that self-selection may be a major factor in this. Many students go into online classes thinking that it will take less time than an on-site class, or that they can work independently when they can't, or that technical skills won't be necessary. Over the last decade, I have found that the time I spend helping students with tech issues has been less and less. I do start my class with a required Tech Check, where they have to use the technology to answer the questions, and it makes them do it over if they miss one. The Student Helpdesk has also been great for basic issues.

Yes, I was relieved when I re-read the book that I've had almost none of the behavior problems they discuss. :-)