Category Archives: Uncategorized

New LinkedIn Tool Helps College Students Visualize Their Career Paths

LinkedIn is releasing a tool that may be embraced by Career Services departments at colleges nationwide. The new tool, Career Explorer, will help students build their professional network before graduation. It does this by identifying common characteristics of other LinkedIn users who have been successful in the student’s field (common internships, programs, employers, degrees, etc.).

This seems like a great new tool. Do your students use LinkedIn?


October 3, 2010

New LinkedIn Tool Helps College Students Visualize Their Career Paths

LinkedIn_logo.jpgLinkedIn has launched a tool aimed at current college students that the company says will provide students with “unique, data-driven insights to help them build their careers.” LinkedIn’s Career Explorer is a collaborative effort between the professional network and professional services and accountancy firm PwC.

Career Explorer aims to help students chart their potential career paths and to help them build a professional network pre-graduation. Based on data aggregated from LinkedIn’s 80 million members, Career Explorer will map out the paths that others in similar fields have taken. It will also offer resources including relevant job opportunities, salary information, and educational and experience required in certain industries or fields.

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// The Career Explorer tool will also point to those within students’ networks who may be in a position to help them advance their careers.

Full article available at

Shaping the future with online learning

UB buzz

September 22, 2010

Shaping the Future with Online Learning

New ideas and discussions about the challenges of today and in the future for online education were the focus of last week’s conference on “Shaping the Future: New Possibilities for Online Learning.” The one-day event, presented by Post University (Conn.) and sponsored by Blackboard and Pearson Learning Solutions, took place at The Mattatuck Museum in Waterbury, Conn.

In a session on closing the cyber gap in eLearning to increase motivation, Post’s director of instructional design, Mark P. Fazioli, discussed how instructors could use elements of immediacy and social presence to increase motivation for those taking online courses. People work harder to understand material when they feel they’re in a conversation rather than simply receivers of information, argued.

Fazioli suggested using avatars or photos (for both the instructor and students), discussion threads, video, and audio. With video lectures and clips, instructors can also create immediacy by using words such as “we” and “you” to keep it conversational. And, he stressed, instructors should be conscious of hitting both visual and verbal modalities, such as by having a picture of the instructor nearby when there’s a page of text of including audio notes.

He described the ARCS model of motivating students: Attention (something that students can do or see immediately upon logging on), Relevance (to explain why students need to learn a particular concept, Confidence (building it), and Satisfaction (such as through testing their knowledge).

In another session on the explosion of mobile learning, presenters from Blackboard and Post shared data from Educause that shows how colleges and universities are still in the beginning stages of determining how mobile devices can be used for learning. When asked about having a strategic plan in place related to mobile devices in learning, only 30 percent said they had one. Nearly half do not have one started, and 30 percent are just preparing one now. Yet large numbers of students in online courses are likely using mobile devices to access course material. Add the fact that many of them could well be doing so while at work, and this question is left: Are they actually learning anything?

The presenters left the audience with one more stat to ponder: within one year (also according to Educause research), 45 percent of U.S. higher ed students will own and access the internet from a handheld device. Schools such as Medical College of Georgia have learned that if you promote an iPhone app related to their courses, lots of non-students access it as well as students.

Full article available at

Student-created video parody of ‘The Office’

This is an interesting student expression of their perspective of the use of technology in higher education. These students created this video as part of their journalism studies course. Does this represent you? Do you feel you students could identify? What can we learn from this “student feedback”?

February 9, 2010, 03:00 PM ET

Class Produces Parody of ‘The Office’ to Highlight Challenges of Teaching With Technology

By Jeff Young

Wired Campus

Students at the University of Denver created a parody video essay — in the style of the popular TV show “The Office” — to show their frustrations with technology in the classroom and urge professors and students to work together to make classes more lively.

Many of the scenes in the six-minute video will probably seem familiar to anyone who has sat in on a college class in recent years: a professor funbles with his PowerPoint presentation, a student goofs around on Facebook during the lecture, and another student complains about being required to buy laptops when the devices are rarely used for assignments.

Full article available at

What can we learn from video games, and apply to teaching and learning?

A really great article and video clip on learning from video games from the Chronicle of Higher Education.

5 Teaching Tips for Professors—From Video Games

By Jeffrey R. Young

Learning is no game on today’s college campuses. It’s serious work that many students dread. Yet when those same students play video games like World of Warcraft, they happily spend hours on difficult tasks, and actually learn quite a bit in the process.

Granted, what those gamers learn is how to cast spells and fell dragons, which hardly counts toward a college degree. But Constance Steinkuehler argues that there’s a good model of teaching in those popular amusements.

Full article available at