Teaching with mobile technology: seeking help!

I need your help!

Tomorrow I’m attending a conference on Education Technologies, and I will be giving a talk about using mobile technology, and social media tools, in ‘out of the classroom’ environments.  I am excited about the opportunity and I welcome the chance to discuss the topic, highlighting my field biology course as a case study.  Here’s an overview of what I will discuss:

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As part of this talk, I would like to engage a broader community of educators, using social media tools.  More specifically, if you have comments or ideas on some of the discussion questions (below), please comment on this post, or tweet at me, or use the twitter hashtag #EdTechMobile to give your perspective. (Note: For ‘real time’ interaction, you can tweet using that hashtag between 330-415 PM (Eastern) on 5 March)

Here are the discussion questions:

1) What are the challenges and opportunities when using social media tools in the classroom?

2) How might mobile technology (e.g., smartphones, tablets) facilitate learning? How might it interfere?

3) How might the approach of linking ‘out of class’ learning environments with mobile technology and social media tools be adapted for other teaching environments? (i.e., other than University-level, the context in which I have used these tools).

Thanks, everyone!

Why emails must be well-written and error-free – UPDATE

UPDATE: some people have noticed that *this* post contained some errors (Gulp. Oops. Sorry). We all make mistakes, and there is always room for some errors. So, I would like to propose that we stick by the argument that we “strive for” error-free emails! (and blog posts).

———

dear prof can u help me with a Q about the crs work…. Its really important and would be gr8 if u could let me know when i could come by and see u in your office”

I get emails like this all the time. Most often, emails sent with shorthand, all in small-caps, without punctuation come from undergraduate students. Sometimes they are from graduate students, and very occasionally, from colleagues.  Quite often, emails from prospective graduate students are riddled with errors and make no sense. This is not the way to make a positive first impression.

Rite gud emails pls

Email remains the last vestige of anything reassembling ‘official correspondence’ between a writer and a reader. As such, any ‘first contact’ over email, or whenever you are not sure of the relationship with the receiver*, you must proofread and strive for clear, error-free emails. It matters. Here’s why, from my perspective as an Academic:

 1) Triage: I’m overwhelmed with emails. Every one of my colleagues is overwhelmed with emails. Triage is often based on a series of quick decisions, and if an prospective student can’t string together a sentence, that email will likely be deleted**. If a student asks questions about course content, I guarantee that the well crafted email will get a response faster than the one that was sent without being proofread. Well-written emails are seldom ignored or deleted quickly.

2) Don’t risk it: Being polite, formal and clear in your writing will not hurt your chances of a positive interaction with someone. Being too casual and sloppy can hurt your chances of a positive interaction. It’s not a chance worth taking.

3) You get what you give: A well written, clear and error-free email will raise the bar. It tells me the sender is serious, and I will respond with the same level of seriousness.  Quality gets you quality, and you will not be taken as seriously if you do not take the time to think about what you are going to write, draft it, proofread, think about it, edit, and then send it.

4) Know your audience: most Academics are somewhat “old school”. We hang on to things from the past. We like books and remember the days of hard-copy newsletters, fax machines and the sound of the dial-up modem. When writing to people of that ilk, take the time to craft an email like it’s an old-fashioned letter, sent with a stamp.  I guarantee it will get noticed.

End of rant.

* email communication can quickly slide into the informal/casual and shorthand provided you have an established relationship between the sender and the reader. If there is a certain amount of familiarity, I see nothing wrong with quick and sometimes sloppy short-hand.

** writing problems are sometimes because of language (i.e., writing in something other than your first language). From my experience, it’s usually quite easy to separate a language issue from sloppiness or carelessness. If you are writing to someone in a language you are less familiar with, I suggest being clear about this. Tell your reader that you are writing in a second (or third language), be honest and genuine, but do pay careful attention so that your email is not sloppy.

(oh, and by the way, here’s a post about common writing errors!)

Social media in higher education: a teaching and learning project

This term I will be spending some time with Teaching and Learning Services (TLS) at McGill: instead of doing my normal winter teaching, TLS is offering me a home for 2-3 days a week to work on projects with them. This is an outstanding opportunity as it provides real and significant time to work on teaching innovation. In my opinion, teaching in higher education should constantly be evaluated and re-assessed, and all Professors (regardless of career stage) should be supported and encouraged to improve, change and innovate their teaching. However, I would argue that many institutions put more attention on research productivity rather than supporting teaching innovation.  This is not to say that Universities don’t value teaching, but rather an argument that promotion is often weighted more towards research productivity than developing innovative approaches to teaching. There is also sometimes a culture by which Professors are unwilling to change anything about their teaching because of fears related to how this might affect teaching evaluation scores.  I have written previously about barriers to teaching innovation, and another barrier is that Professors aren’t typically supported to take time away from other duties to work on projects related to teaching and learning. Sabbaticals, for example, are mostly about re-inventing or re-tooling a research program and less often about pedagogy.  Over the past several years I had these kinds of discussions with various TLS colleagues, and the result is that I now have meaningful support to invest some of my time and energy towards teaching innovation. Bravo, TLS! I’m delighted to be spending time with you this term! (and a sincere thanks to my Chair and Faculty for supporting this endeavour).

It’s fitting that I’m using a blog to discuss the main project I’ll be delving into this term, because it will be all about the use of social media tools in teaching and learning. The way that we teach is changing, in part because there are countless new tools to use; tools that may help with interactions among students or between instructor and students, or tools that help us interact with dynamic, ever-changing content.  It can, however, be overwhelming. There’s an onslaught of technologies (….clickers, video-conferences, tablets, smart-boards and more) as well as countless on-line tools (… Facebook, Google hangouts, blogs, twitter, on-line discussions, etc). How do we make sense of this? How do we incorporate the correct tools into our courses in an effective and productive manner? What ethical or privacy issues must we understand when using some of these tools in the classroom?

My project will try to make sense of all of this, and over the next several months, I will be reading, talking, tweeting, blogging, seeking, sending, writing (and more).  I will be looking to the literature to assess the ways that social media tools can be used effectively in the classroom; I will survey current practices at various institutions, including McGill. At the end of the day, I hope to produce a dynamic ‘document’ to be shared and used by all those who are interested. This document will cover best practices, provide some case-studies and examples, and provide some guidelines about effective use of social media tools in teaching and learning.

Now I shall ask for help: Please let me know about the sorts of social media tools you use in the classroom. Drop me an e-mail, or comment (below), or tweet at me. I hoping to gather examples from a range of disciplines, using a range of tools, in a range of settings (small seminar classes, large courses, field courses, labs). Send me papers you might have written, or links that I’ll need to look at. The products from this project will only be strong if a community can be involved in its development, from the start.

Thanks everyone: this will be a terrific project, and thanks again to TLS and McGill for supporting this project..

Tablets in the forest: using mobile technology in Higher Education

I am pleased to present a publication that came out earlier this week in Educause Review On-line. This article resulted from a pilot project done in Fall 2012, in which students in my field biology class at McGill used tablets to enhance experiential learning.  Authors on the paper included colleagues from Teaching and Learning Services at McGill (Adam Finkelstein and Laura Winer), and PhD student Crystal Ernst.

Here are the ‘take away’ messages from the project:

  • Environmental biology students mobile devices to gather rich data in the field and to support learning through real-time interaction with their instructor and the larger research community.
  • The project included an analysis of survey and interview data to determine the impact of tablet use on student engagement once the project was complete.
  • Students recognized the value of the tablets as a research tool; however, the tablets’ most important contribution to learning was the real-time communication and feedback they enabled between students, instructors, and the scientific community.
A group using a Toshiba tablet to help identify an aquatic invertebrate

A group using a Toshiba tablet to help identify an aquatic invertebrate

Stated another way, tablets are wonderful to use, and can be effective tools in a field biology course, but the students felt connectivity (which facilitated communication) was essential: the mobile WIFI units paired with the tablets made the project successful.  Here’s a quote from the paper to further illustrate that point:  “most students (53 percent) reported that the tablets increased their interaction with the instructor and TA. This was corroborated by their responses on tool use: 72 percent of students thought that live communication with the instructor and TA helped develop their skills.”

I previously highlighted a video from that project on social media use in the class, and the video (below) is more specifically about the use of the tablets in the class.

This work was done in collaboration with Teaching and Learning Services at McGill, McGill Libraries, and the tablets were generously provided by Toshiba Canada, and Bell Mobility helped us with mobile WIFI units.  I am immensely thankful for the support and I am truly honoured to be able to explore these adventures in teaching and learning.  We are continuing with these kinds of initiatives, and a Brown-Martlet Foundation grant has allowed my Department to purchase some of the tablets originally used last year.

Why undergraduate students are teaching my entomology course

This term I’m teaching an introductory Entomology course at McGill. These days, however, I’m not lecturing at all – the students are doing the teaching. For the past couple of weeks, and for the next couple of weeks, groups of students are lecturing on the part of the course called ‘overview of the insect Orders‘. Typically, this section of the class is a little dry for one person to teach – it’s a standard series of lectures on the Insect Orders – and covers the  evolution, phylogeny, biology, ecology and economic importance of the Insect Orders, starting with Collembola and moving through to the ‘Big Four’ – the Lepidoptera, Hymenoptera, Diptera and Coleoptera.

This term, I decided to turn the tables, and students became the professors. They provided me ideas on what Orders they were most interested in, and based on their feedback, I assigned them to groups and scheduled who would teach what. I also provided them a detailed outline of what was expected. This is not a trivial task – preparing lectures, and lecturing, takes an incredible amount of preparation and time and energy. These lectures are graded (with a rubric), and thus in addition to the peer/instructor pressure for students, this part of the course is part of their final grade.

Here are some refections about the process, so far:

Perhaps what has struck me most with this experience is that the students are delving into the content to a level that I would not have done on my own – in part because I simply would not have the time if I was lecturing on all the Orders. The students, by becoming ‘experts’ on a topic, have more time to dig out the most interesting and fascinating facts about the Orders. They are hunting down the true controversies surrounding the systematics of different Orders, and presenting them like seasoned veterans.  They are taking ownership over the topics, and with such ownership comes responsibility, and pride.

Lecturing is so much different than the typical short-format presentations that students are used to. They have plenty of experience giving presentations to their instructors and peers, but these are seldom more than 15 or 20 minutes. Filling up 50 minutes is a very different ball game. It requires a different set of presentation skills – skills related to thinking on your feet, preparing for unanticipated questions from the audience, and experience with a more spontaneous form of science communication. In my experience, these skills are seldom developed during an undergraduate student’s academic program.

What is also evident with this process is that the students are having FUN with the content and FUN with the lectures. They are linking to the best videos and images for their Order – they are challenging each other with who can find the most fascinating facts about a particular Order. They are smiling, laughing, and genuinely passionate about what they are presenting.  They are also deeply supportive of each other – they ask good and fair questions, engage with the content, work to make the experience positive for everyone. (by the way, I have been tweeting some of the fun facts from this course using the hashtag #ENTO330 - please follow along!)

The education literature supports the ideas I have written above, and the overall process is defined as ‘peer teaching‘.  As the title of Whitman and Fife’s report states “to teach is to learn twice”  , and although caution is warranted when executing peer-teaching, that report does highlight the fact that learning can occur effectively under peer-teaching scenarios. More recent literature from Dioso-Henson (2012)  shows that “reciprocal peer tutoring” (i.e., students run tutorials instead of instructors) “produced significantly larger academic gains than traditional classroom instruction“.  Those interested in delving into the Education literature on this topic should see Topping’s (1996) article.

Now, what I have not provided here is any perspectives from the students, and Graham Scott correctly pointed this out to me. Once the course is over, I will bookend this post with another post containing some refections from students. It’s important to see whether or not my positivity is a reality from their perspective! So, stay tuned for that!

In sum, we often talk about Higher Education being about teaching and learning, with the assumption that the teaching is done by a Professor and the learning is done by the student. Peer teaching, I believe, is a valuable method by which undergraduate students can be fully immersed in the process. The learner can become the teacher and this makes the experience so much richer, for everyone.

Instructors: please contact me if you want more details on this process. I will be happy to share the details – assignment overview, grading rubric, etc.

References:

Topping, K.J. 1996. The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education 32(3): 321-345.

Dioso-Henson, L. (2012). The effect of reciprocal peer tutoring and non-reciprocal peer tutoring on The performance of students in college physics. Research In Education, 87(1), 34-49.

Whitman, N.A. & Fife, J.D. (1988). Peer Teaching: To Teach Is To Learn Twice. ASHE-ERIC Higher Education Report No. 4.

Social media, mobile technology and an outdoor classroom

Last year, my field biology course took part in an amazing project – we used mobile technology in a field setting, and combined that with social media tools.  This was done in collaboration with Teaching and Learning Services at McGill, McGill Libraries, and the tablets were generously provided by Toshiba.  I am immensely thankful for the support and an truly honoured to be able to explore these adventures in teaching and learning.  More specifically, Laura Winer, Adam Finkelstein and PhD student Crystal Ernst helped make this project a success.

One of the ‘products’ of this pilot project is this 5 minute video about using social media to engage students in inquiry-based learning:

We are continuing with these kinds of initiatives, and a Brown-Martlet Foundation grant has allowed my Department to purchase some of the tablets originally used last year. This is terrific, and as the video illustrates, the students end up benefiting.

This term, the course is again using social media, and you can find details in this post, and follow along with twitter using the hashtag #ENVB222.

Undergraduate students tweet their research questions.

As part of my field biology class this term, students (in groups) are working on research projects about natural history. As part of this, they have set up twitter accounts, and groups were challenged to “tweet their research question“.

This is a great exercise: it forces concise writing, and allows for help and feedback in the development of a good research question.

Here are the tweets – please feel free to direct comments to the groups! (the research projects are officially starting today, 1 October) [click on the tweet to get to the group’s twitter accounts)

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And yes, these groups DID receive help from people outside of the course (and from around the world) as they developed their research question. For example, the group studying medicinal plants discussed some ideas over twitter with a biologist in Germany:

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And in the following conversation, the Chickadee group received some reinforcement from Prof. Margaret Rubega, at the University of Connecticut, about the need to develop a solid research question:

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SO… what do YOU think?  Could you tweet your research question? Can you help these students improve their questions? Feedback, as always, is welcome!

The art of delegation: Perspectives from Academia

The talented graduate student (and all-around great guy) Morgan Jackson recently posted a question on twitter, asking for advice on the art of delegation, from an Academic perspective. This question really struck me as important, for graduate students who are pursuing academic careers and for tenure-track academics.  The reason why is pretty obvious: without learning how to delegate, burnout is inevitable.

To delegate means to entrust (a task or responsibility) to another person, typically one who is less senior than oneself.

The issue of how to delegate is, of course, common and widespread in the business community but academia is a bit peculiar. Let me explain my perspective: In some cases, delegation is straightforward, especially if a staff member is paid to do a particular job and if roles and responsibilities are well defined. Although these kinds of hierarchies exist in Universities and research institutes, these environments often include a high amount of volunteerism and some aspects of Universities (and research more generally) are run on collegiality and community-minded thinking.  Scientific societies would disintegrate if people didn’t share the work-load, and if society president’s weren’t able to delegate work to (often unpaid!) treasurers, web-masters and scholarship committees.  Universities wouldn’t operate effectively if Professors didn’t agree to sit on committees, often delegated by the Chairperson. Research laboratories would be unhappy places if some of the chores weren’t delegated, from making sure coffee supplies are well stocked, to ordering supplies – sometimes a paid technician does this work, but not always….

Academia is also full of “reverse hierarchies” – sometimes a more junior person has to ask a more senior person do take on a responsibility or task – this happens all the time: from seeking help putting together a symposium at a conference, to getting people to agree to sit on an editorial board.  Bottom line: there are COUNTLESS tasks in Academia that depend on delegation and often the tasks, roles and responsibilities don’t fit neatly into one person’s formal (paid) job description, and often the ‘senior to junior’ hierarchy isn’t straightforward .

And perhaps the most important point of all….  one of the biggest obstacles to delegation is the fact that many Academics are perfectionists. Academics, by in large, like to be in control of ALL THE THINGS, from preparing a CV, to setting up committee meetings, to driving a car to a field site. Professors, in general, have got to their position because of their ability to DO ALL THE THINGS and do them well. You can’t publish good papers without knowing how to write; you can’t publish papers without solid research funding, so you have to perfect the art of writing grants; you can’t get a post-doc position of tenure-track position without being able to put together a top-notch presentation and deliver it with the skills of a seasoned orator; you can’t get good teaching scores without investing time and energy into perfecting Powerpoint slides and learning the content….  etc., etc., etc.

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However, as Peter Adler wrote over at Dynamic Ecology recently, it doesn’t get any easier. In fact, the job gets more demanding on time, expectations on productivity remain, teaching can be time-intensive, and the Academics are expected to do some administration. From a personal perspective, I am far busier now than I have ever been in the past (but I try not to complain about it).  Good time management skills are not enough to get everything done. What’s needed is an ability to delegate. Again, without effective delegation, burnout is inevitable.

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With that backdrop, how do you delegate?

1) Know the players. Delegation requires knowing your community and knowing the skills and abilities of people within your community, whether it be a graduate student secretary, the treasurer of a scientific society, or a colleague down the hall. Before you can even think of delegation, realize that delegating any kind of work has a real, profound affect on somebody and on how they spend their time. It’s about people, so you must get to know these people! This means networking, whether it be around a coffee maker at work, over twitter, or attending a poster session at a conference.  Pay close attention to everyone you interact with, listen to them, learn their passions, learn what they like to spend their time doing.

2) Play nice. In addition to knowing your community, don’t be a jerk to your community! I mentioned Morgan Jackson at the start of this post; he’s an example of someone who is always willing to lend a hand, say a kind word, and be a team player. He plays nice. I am always happy to help Morgan in return, even though I am (in academic terms) his ‘senior’. This seems SO obvious, but I also know that not everyone plays nice. Some people are selfish, ignore those they deem as ‘inferior’, and require you to grovel to get an answer to an email.  It’s a tough world, and there are big personalities in Academia, and everyone has their own agendas.  This can be difficult to navigate, and politics in Academia can be fierce. However, a strategy that always wins is to play nice. Be collegial, polite, and try not to burn bridges. It’s hard to delegate if there’s nobody left that respects you.

3) Prioritize. Delegation is an art, and one of the trickiest parts is learning what to delegate and what to keep on your own plate. It’s also important to avoid delegating everything. Some things are too close to your own expertise, part of your job description and/or are tasks that you just love too much to give up. However, some tasks can be shared effectively among others, and can move away from your to-do list. Write down ALL that you have to do, and put a star beside those that you cannot see anyone else doing (ahem, if there are stars next to all of the tasks, you will burn out. Start again, and see point #6, below). If your are lead-author on a paper, you sure ought to read over those final page proofs! However, maybe your co-author could do a final check over all references, especially if s/he hasn’t contributed as much to the paper..?

4) Have a vision (& communicate it!). Delegation will not be successful if those you delegate to are not sure what role they are playing in the ‘big picture’.  No matter the size of the task, it is being done for some reason. Having someone give a guest lecture is pretty obvious: the guest lecture helps achieve the learning objectives of the class and gives students a new perspective on the content. Sure, that makes sense. But did you communicate that to both the students and the person giving the lecture? EVERYONE involved needs to understand the ‘why’ behind the jobs and tasks at hand. This means effective delegation requires carefully assessing why tasks are being done, and working to communicate this. If people are part of a vision (even one they may not 100% agree with), it’s a lot easier to get them to take part.

5) Ask and Explain. Sometimes it’s as easy as asking (nicely). This goes much smoother if you have a vision and that you have communicated this vision, as mentioned above. In addition to asking, it’s essential that the tasks you are delegating are clearly defined. A volunteer might agree to sort specimens if you ask them. However, a simple ask may result the job getting done, but perhaps with a lot of mistakes. Asking, and then giving someone a 1 hour tutorial and access to resources on-line will result in fewer errors. Preparing a living document that explains your protocols for sorting and letting them refine and improve the document is even better!  All tasks, regardless of their size, need to be defined. Just because you think it’s easy to do, straightforward, and simple doesn’t mean everyone else will.

6) Let go. (TRUST) I have noticed that many Academics (myself included!) don’t delegate because they say “Ah heck, I already know how to do that, it’ll take too much time to explain or show them how to do it…” or “I’ll do that myself, it’ll be faster“. There are a few problems here. First, if you say this about everything, burnout is inevitable. Second, as an Academic / Researchers/ Post-doc, etc, you are responsible for sharing knowledge and training others, and this takes time. In the time it takes you to ‘just do the task’ five times, you could have trained someone else. Third, this may indicate that you don’t ‘trust’ anyone else to do the job. You must let go of this! Be a perfectionist at the right times, but let some things go. There are errors in everything we do, so sharing them around is fine, for some tasks.  Remember, you have developed a network, you are team player, and you have shared your visions and prioritized, and defined the tasks. It’s time to let go.

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7) Verify. Letting go does not mean letting go forever. There must be follow-up and discussion to ensure the job is done well. Accountability is key. Review the job, first on your own, and then with the person to whom the work was delegated. You must provide constructive feedback, but also listen to ideas, complaints and comments. This will help you redefine the task in the future, and they will feel more responsibility and ownership over the task. This also starts the amazing process of creating someone who can later become a delegator of tasks. This is what mentoring is all about… in your laboratory or classroom, you want people to walk away with confidence in what they do, and with an ability to take their skills sets and pass them along to others.

8) Reward. It’s absolutely essential that you reward those to whom you have entrusted a task or responsibility. If people do not feel their work is valued, and that they have not contributed in an important way, you have failed in effective delegation. If you reward, your vision will grow, your team will respect you, your (positive) network will increase. Rewards can be small or big: A few kind words, a big “THANK YOU”, some homemade cookies, a promotion, or a letter of reference. Here’s an example: I often get graduate students to give guest lectures in my courses. This saves me time, and helps me out when I’m overwhelmed. When students do these lectures, I offer to write them letters or recommendation specifically about their abilities in the classroom. Most take me up on this, and it’s a kind of reward. I also ensure to pass along kind words from the students in the class.

9) Get some training. The art of delegation is seldom on an Academic’s CV. It’s often learned by trial and error, and sometimes never really perfected. Like any skill, training is required. In some cases, informal training is enough. This can be via sitting on committees in scientific societies, learning from effective mentors, or just practicing. However, I think that most Academics are not very good at delegation, and more formal training is required. This could be in the form of workshops, perhaps for all incoming Profs at a University, or as part of a research conference. I would like to see these kinds of ‘management’ skills as part of EVERY graduate student’s program, as perhaps part of the seminar/course work often required during a graduate degree. WE MUST DELEGATE ergo WE MUST HAVE TRAINING.

10) Be a leader. Don’t shy away from leadership. Everything mentioned above is about leadership.  Professors are leaders, perhaps a leader in front of the classroom, as a research leader within your institution, a leading expert in an op-ed piece, or a leader on a committee about academic programs. Effective leaders are effective at delegation; in fact, I might argue it’s impossible to be a leader without being effective at delegation.  Behind every good leader is an even better team. It’s so cliché, but also so very true.

In sum, delegation is about empowerment and leadership. It’s about giving someone else ‘ownership’ over a task that is part of something bigger. Delegation will help you work on things that YOU need to work on, and help you avoid burnout. It’s a required skill for success in Academia.

(BIG thanks to twitter-folks to took part in the conversation about delegation, especially Morgan, Terry, Chris, Staffan, and others)

Tweet tweet, twitter twitter: linking natural history and social media in a field biology class

Last year I used twitter and blogs in my field biology class at McGill, and it was such a successful experiment that I shall do it again!  Last year, students sent tweets to promote their blogs about natural history in the St Lawrence Lowlands, and the tweets were one way to disseminate information to a broad audience. This assignment also gave students an opportunity to write in different ways, and to distill information down to the most important facts.

This year things will be a little different: Students will again be completing natural history projects in the course, and will be doing so after assembling in groups early in the term. Projects will be focused on specific species found in our region, from trees to beetles, to mushrooms and mammals. Each week, students will be tweeting facts, anecdotes, and observations about their study species (and some of these tweets should come directly from the field)

Tweeting from the field!

Tweeting from the field!

So, this raises the question: why Twitter? 

1. Open. Twitter allows the conversation to go out to the world, to whomever is interested. It allows ANYONE with an interest in the topic to follow along, reply, interact and collaborate. It provides an opportunity for experts on the topic to comment and improve the quality of the content and information. As an instructor in a general field biology course, I cannot be an expert on all things, and thus twitter can bring in the experts.

2. Collaboration: Twitter is terrific at fast, easy collaboration. It allows quick commentary, discussion, and is immensely user-friendly. I am especially fond of the reply features in Twitter that allow a conversation to maintain some elements of open-ness for all to see, but the direction and flavour of the conversation can be  focused. Experts external to the course can quickly view the conversation and take part regardless of their geography. The quality of the ideas and content are what matters, not whether someone has a PhD, or attends a certain institution. Its requirement of 140 characters is an asset, making sure that users get to the point quickly, and thus allow opportunity for the careful construction of a sentence. It’s more difficult to write concisely and twitter presents an extreme example of this.

3. Tracking: The use of a hashtag allows easy archiving of content, including conversations, and it’s also possible to track who (outside of the course) engages with students, and has an interest in the topics. Students can monitor the activity occurring in other groups, and can learn about who to follow, who to engage with, and that can improve the quality of their own twitter use.  They can track related hashtags, and find content more specific to their own project.

4. Academic value: In my experience, twitter is not fully appreciated for its academic use. Twitter has serious value, and in some circles, twitter is embraced as a teaching tool (e.g., see this & this). Education is about people, communication and collaboration as much as it is about facts and content.  ANY tools that help us better connect, discuss and debate are good tools, and when we can engage a community beyond the institution’s boundaries, everyone wins. Sure, twitter can be fun and social, but its value is much deeper and more significant.

5. Validation: we all need to feel that things we do are valuable and valued.  In most University classes, students write for a Professor or Teaching Assistant, sometimes for peers, but seldom for an audience beyond the institution’s walls. Last year, one of the most significant ‘A-Ha!’ moments was when students talked with delight about how they interacted with people from other countries about their natural history projects – interactions facilitated by social media tools such as twitter.

A tweet from one of last year's groups.

A tweet from one of last year’s groups.

So, are you sold, now?  Make a twitter account and follow along!  Carly Ziter (incidentally, a TA for the class this term!) wrote an excellent ‘how to’ guide for social media (accessible from this page).  Follow the hashtag #ENVB222 and take part in this class, whether you live in Brisbane, Medicine Hat, or Dublin. If you like Natural History, you’ll enjoy the experience.

Please stop telling me how busy you are

I’m guilty of this. And I apologize. This post is for me as well as you.

We are both overworked. We say “yes” to things when we should say “no”. Our to-do lists never end. We are distracted during dinner, and check our email or twitter feed obsessively. We want to slow down, but it’s easier said than done.

Here’s a proposal: if you and I stopped complaining to each other about how busy we were, I think we could start to wrestle back some control.

As Barbara Frei stated in a tweet yesterday, there seems to be some cultural context to this complaint: it’s some kind of badge of honour – bragging rights – self-importance:

“I’m busier than you are, look how important I am”. 

How very troubling.

Stop. Please stop. You are not busier than I am. I am not busier than you are. We are in this together. We need to stop comparing ourselves to others: it is unfair, makes us question what we are doing, and whether we are ‘busy enough’.

Complaining about how busy we are adds fuel to an already out-of-control fire. It adds to frenetic behaviour. It makes me feel bad and anxious, and I make you feel bad and anxious when I complain.

Fine, then. We agree? Good. Let’s shake on it.

But what do we do about our out-of-control lives?

Here are some ideas (and, by the way, I do all of these very, very poorly. Maybe by writing them down, it will help?):

1. Small things: Let’s take some moments to enjoy the little things that make us happy, be it strumming a mandolin, going for a run, or watching a sitcom.

 2. Priorities: I think we can prioritize more carefully, and think about what’s really important and deal with those things. Let’s stop using ‘I’m too busy’ as an excuse and be more honest about why we have or have not followed through on a commitment.

 3. Say no. If we don’t start saying no, it will never get better. Let’s say yes to things that are either required as part of our job, or things that bring us much personal satisfaction and joy.

4. Deflate that self-importance.  Um, sorry, but we are not *that* important. The world won’t stop if we stop or slow down. We are fortunate to be busy. Many people need a job, can’t find food for their family, or are sick. Let’s keep things in perspective.

 5. Lower expectations: time is the most limiting of resources, and the current state of instantaneous communication, and rapid access to everything is creating unreasonable expectations on time.  Let’s work to lower expectations on how quickly things ought to be done, by us and by others.

This post was inspired by recent writings about time, by Terry McGlynn and David Maddison. And by discussions I have with colleagues (and my wife), almost every day.