Originating in the perspective of the History of Science, their content reflects the understanding that maintenance is not the opposite of change (when in balance they have a symbiotic relationship.) The Maintainers also most especially focus on the care with which we should also curate the information surrounding all of our technology & technical processes, as well as just coping with the maintenance of everyday information.
I am so happy with their white paper: “Information Maintenance as a Practice of Care: An Invitation to Reflect and Share” (June 17, 2019), downloadable from Zenodo … it is really good. If you feel like your maintenance work might be dragging you down — read this paper, check out their blog, follow them on Facebook; this is a path that supports a long-term-sustainable and respectful culture.
The logo alone (above) probably resonates with many of us – but the group is actually more focused on the maintenance of information (which is inherently technical) and as such, reminds me that the File Management Stewards are in the midst of their 2nd summer without overt recognition.
Many of us are familiar with the term “maintenance,” and we may even have ready-made ideas of what maintenance looks like, whether as an occupation or what we just realized the dishwasher needs. But what about the day-to-day, minute-by-minute work that sustains our world, our societies, and the way we interact with them? Maintenance is like soup: it comes in many styles and flavors. And our preconceived ideas and notions of what maintenance entails simultaneously bias our understanding of maintenance and its value within our surroundings, while further making invisible the myriad forms of work that sustain the world around us…
I’ve been waiting for a professional development group to take this on & it’s likely that The Maintainers are quietly (characteristically) “leading” this charge.
So far, we’ve attended two very different events and here are some of the takeaways:
UX + Virtual Reality (VR)
Celeste: The 1st event was held at a virtual reality arcade meets karaoke lounge, where the networking hour doubled as open playtime. It was really interesting to see how the business had laid out the space and setup the VR into “pods” separated by partial walls. The cables for the Vive Pro headsets were suspended from the ceiling, which was a great improvement on worrying about tripping on cables along the ground. They even had 3 multiplayer areas, where headsets were paired — Andrew and I played ping pong in one of these areas, which basically just reminded me how much I like playing ping pong in real life more.
And then came the presentation. I have to admit to some concern when it started like this:
mighty claim of VR + UX presentation: VR’s biggest strengths are 1) democratizing experience and 2) seeing things in unique way.
slow your rhetoric, ppl.
— Celeste Tường Vy PhD (@celeste_sharpe) February 13, 2019
And, it didn’t get better from there. But what I did takeaway is that there’s a serious gap between how commercial VR is proceeding and the research coming out of academia — and I see that gap as a place where there can be some powerful collaborations. There’s so much room for pursuing and applying research in the development of meaningful (and profitable) VR applications, particularly since some are hoping enterprise uses will generate wider adoption and profits. Some are less optimistic. But overall, I think researchers have a lot to say and do to shape the direction of VR experience development and break down some of the barriers between industry and academia to create better ethical products.
Andrew: I was excited for our first event since joining the UXPA, it was held at a virtual reality arcade. I like Celeste description here, the location really did feel like a mix between a karaoke bar, lounge and arcade with VR. I love the idea of VR arcades. As owning a VR device is still expensive and beyond the reach of most. Sadly, however, the cost per hour still seemed pretty expensive for most.
Two years on from our first Vive, I still love the technology and can’t wait to see the development. So you can understand my excitement when I saw they had the new Vive Pro headset. This is the second generation of the Vive headset we currently have. Some of the changes in this new version is a much needed improved screen. The resolution has been, so everything looks much sharper.
Being a UX/UI workshop, I was looking forward to the presentation, and I what I hoped would be a discussion around moving beyond flat screen UI designs into 3D space, sadly this was not to be. The talk took a very commercial route. The presentation was marketing talk for getting people and companies to buy time in VR rather how to better the field or peoples experiences. As a researcher in VR, I honestly feel like it can help revolutionise a large number of fields and subjects. However, the VR/AR/MR need to be lead by research and not the drive for money.
Building Consistent Design Systems
Andrew: Our second event with UXPA group was very informative. The speaker talked about designing and templating design elements and components in the product. I liked the idea of having a components/elements library to give coders more rigid constraints on which designs can be used and in what locations. These ideas of design patterns are something I feel we could use with our student developers here at Carleton.
Celeste: The second event dove much deeper into a specific topic, which was a nice change of pace. This was my biggest takeaway:
really like this approach: “define a process, not a project” to support long-term or ongoing work. #uxpamn
— Celeste Tường Vy PhD (@celeste_sharpe) March 8, 2019
The idea of establishing a design library of elements really rang true, especially for our Omeka-based projects. Thinking about where to streamline, and where to customize, is an ongoing conversation we’re having so this was a nice case-study to consider.
I was in a conference session recently when the topic of using student workers to provide instructional support of faculty was raised as a tangent to how to engage faculty in technology training and instructional design. I was surprised to hear that many in the room felt that it was inappropriate to have students supporting faculty in the use of the LMS or other curricular technologies. This is completely counter to how we’ve been providing curricular and technical support at Carleton, so I thought I would write about how we do it and why.
The immediate reason is obvious: we can’t do it all alone! Most of us in the field of instructional technology have more than enough to do, learn and keep up with, so the chance to get a little help along the way is gold. This is especially true when you have big initiatives, such as switching your LMS or implementing a new tool. But if all I did was hire students to do the many boring or mundane tasks that I don’t want to or have time to do, there would be little else to write.
A big consideration when I’m hiring students is what the student is going to get out of working in the Academic Technology office. I want them to be excited about the work we are doing and learn as much as they can on the job. And I want them to be able to have several new skills they can add to their resume when they start to pursue internships or jobs after graduation. Hiring students in our office is as much for them as it is for us.
Because of this, I look for very specific things when hiring students. First, I look for students who are personable and comfortable talking with staff and or faculty. I look for some background in technology, but it’s not as important as the people skills. Tech can be taught and changes so quickly anyway, it’s much harder to teach people skills. I also look for students who are excited to learn new technology or just learn new things in general. I have found that if I find students who fit this bill they are able to get a lot of working in our office.
The Hiring Process
One of the most important skills that our student workers need to have or develop is the ability to figure out the answer to a question. I also feel that understanding how a shared calendaring system works is just a basic life skill at this point. So in my job ad, I ask the students to email me a resume and make a 20-min appointment on my calendar. I also send them the Google help pages if they don’t know how to propose a meeting in Google. If a student can’t figure out how to propose a meeting time with documentation, they may not be well-suited to working in our office. So that usually only gives me a short list of students to interview.
During the interview, I ask them why they are interested in working Academic Technology and about their own academic or personal interests. I ask them to describe a time that they had to teach or tutor someone in something difficult, and then listen to how they describe the interaction. Are they being derogatory or mean about the person they were teaching? Are they able to name some issues pertinent to training adults? Do they mention any particular teaching strategies that also work well when working with faculty?
Once I hire a student, I try to make sure I spend a lot of time with them at a few points early in their work in our department. My primary job is to support the faculty in their use of the LMS. So we get some questions how to do this or that, or what module is the right one to use for their activity. So I make all first-term students learn how to edit a page in our LMS. Because I have a primary goal of making sure they know how to find answers when they don’t have them, I don’t actually train them. I give them a blank site, a sample syllabus, and then point them at the documentation. I also make it clear to them why I am making them learn on their own. I want them to know that their goal should be to get better at finding answers.
Once they have the LMS down, I try to get them involved in a project. I rarely have one lined up for them from the get-go, but I usually don’t have much trouble coming up with something for them to do. If it happens to be related to their academic interests, that’s a double win. But they know that they won’t always get to do that.
I also focus on making sure they have good customer service skills. I teach them how to answer the phone and invite the caller to ask their question. I tell them how to address people who just wander into our office. I also teach them how to write polite and informative responses in our ticketing system to faculty. These skills will be valuable to the students no matter what industry to go into, and I make sure they know that, as well.
Finally, I talk to them about boundaries. We don’t have graduate students at our institution, so we have undergraduate students who are potentially sitting down with faculty to help them use some technology. There is an inherent power relationship there that does not work in the favor of the student. We are very small, the chances that this student either will or currently is in a class taught by that professor is quite high. And I know that all faculty have only the best intentions when working with students, but sometimes they end up unintentionally using that power position to get the student to do more than they should be doing. I have never met anyone who did this on purpose, but having a student there who you know can just do what you need done for you is so very tantalizing! After explaining this to the student, I tell them that if ever they are asked to do something that is outside of the work they should be doing then they can say “Carly won’t let me do that.” or “I have to check with my supervisor first.” I essentially let them have me take the blame. Almost every student who has worked for me has come back to say that this was very important to them at some point. They all appreciate the feeling that I have their back, and that helps them to learn that boundaries are important.
The results have been amazing. I have had numerous years of excellent student workers who have been invaluable in helping our office to support the faculty. They have taken on the bulks of answering or triaging technical how-to questions, and successfully escalate to professional staff as needed. Many of my students who came in with no particular interest in technology, have gone on to take CS courses because they were no longer as afraid of programming as they had been before working on our office.
Faculty have also reported that most of our students have been wonderful to work with. I have had faculty come to our offices and tell me that they don’t want to talk to me, but want to speak with one of my student workers about their question. And faculty who have gotten the help they need from our student workers are often repeat customers.
I have had student workers that have gone on to do amazing things! They work in high-security computing, are doing graduate research in labs, going to medical school, pursuing their PhD in Computer Science, and more. I have written letters of recommendation for so many of them and helped them get some of these positions, but mostly they have been successful because of how awesome they are to begin with.
Working with students is one of my favorite parts of my job. I love introducing them to new and creative uses of technology. I love seeing them get excited about education + technology, and watched so many of them grow into confident people when they started out super shy. It’s been a wonderfully rewarding part of working at a small college.
I hope this post has been helpful. I’m happy to answer any questions about how I work with student workers any time!
The weekend centered on the CHIANTI project: a repository-like site for assignments and materials for instructors to share and use in their own classes, and a resource for students to complete tutorials on specific content areas in which they need extra help. Additionally, Carly shared an update on the development of the Language Dashboard Report, which is a Moodle report plugin intended to give faculty granular information on student performance on language placement tests, and Language Lesson. For more information on the projects demonstrated or on the Language Jam overall, please feel free to contact Carly (email@example.com)!
Eblen-Zayas, M. & Russell, J. (2019). Making an Online Summer Bridge Program High Touch. Journal of College Student Development 60(1), 104-109. Johns Hopkins University Press.
This shift in teaching and learning requires more than just a camera and an eager instructor, however. For example, student attention span has shortened to only about 8 seconds and making a video engaging “requires a thorough examination of the medium to find the best ways to make it as useful as possible” (xvii). Without regurgitating the entire text, I’ll outline a few aspects of Köster’s book that stood out most.
Recently, I attended a small conference called AZCALL 2018 hosted by the CALL Club of Arizona State University. This one-day conference was planned by the graduate students in the CALL Club at ASU for the first time, anticipating about 60 people to attend. To their surprise, actual registrations doubled that number! The best part of attending small conferences like this one is that they are usually highly impactful without being overwhelming. So I’m still jazzed about some of the topics discussed!
The conference opened with a Keynote by Jonathon Reinhardt, Associate Professor of English at the University of Arizona, about the potential of using multiplayer games for second language learners. If you go to his page, you’ll see his recent research focuses on the use of games and gameful educational techniques, which have been very hot topics in both second language pedagogy and instructional design circles.
Aside from the now common theme of games for education, game-based learning and gamification, virtual and augmented reality were represented in presentations by Margherita Berti, Doctoral Candidate at the University of Arizona and the ending keynote by the always energetic Steven Thorne, among others. Berti won the conference award for best presentation when she spoke about how she uses 360º YouTube videos and Google Cardboard to increase cultural awareness in her students of Italian. Check out her website for more of her examples, Italian Open Education.
My personal favorite presentation was given by Heather Offerman from Purdue University, who spoke about her work on using visualization of sound to give pronunciation feedback to Spanish language learners (using a linguistics tool called Praat). Her work is very close to some of the research I’m doing into the visualization of Chinese tones with Language Lesson, so I was excited to hear about the techniques she was using and how successful she feels they were as pedagogical interventions. It’s interesting that in the last few CALL conferences I’ve attended, there have started to be more presentations on the need for more explicit and structured teaching of L2 pronunciation in particular, which could appear to be in contrast with the trends for teaching Comprehensible Input (check out this 2014 issue of The Language Educator by ACTFL for more info on CI). But I argue that it’s possible – and possibly a good idea – to integrate explicit pronunciation instruction along with the CI methodology to get the best of both worlds. Everything in moderation, as my mom would say.
Just like with all things, there is no silver bullet technology for automatically evaluating student L2 speech and providing them with the perfect feedback to help them improve. Some have been focusing on the use of Automatic Speech Recognition (ASR) technologies and have been using them in their L2 classrooms. However, the use of ASR is founded on the premise that if the machine can understand you then your pronunciation is good enough. I’m not sure that’s the bar that I want to set in my own language classroom, I’d rather give the students much more targeted feedback on the segmentals of their speech that not only help them notice where their speech might differ from the model, but also to notice important aspects of the target language to gain better socio-cultural understanding of verbal cues.
That is why I have been working on developing pitch visualization component of Language Lesson. The goal is to help students who struggle with producing Chinese tones properly notice the variance between their speech and the model they are repeating by showing them both the model and their own pitch contours. Soon, I hope to have a display that will overlap the two pitch contours so that students can see very clearly the differences between them. Below are some screenshots of the pitch contours that I hope to integrate in the next 6 months.
I’m looking forward to spending part of this winter break working on a research project to assess the value of pitch contour visualization for Chinese L2 learners. I will be collecting the recordings I’ve been capturing for the past two years and producing a dataset for each group of students (some of whom had the pitch visualization and some who did not). I will be looking to see if there are differing trends in the students’ production of Chinese tones amongst the different treatment groups. Below are just a few of the articles that I’ve read recently that have informed my research direction. It should be exciting work!
Elicited Imitation Exercises
Vinther, T. (2002). Elicited imitation:a brief overview. International Journal of Applied Linguistics, 12(1), 54–73. https://doi.org/10.1111/1473-4192.00024
Yan, X., Maeda, Y., Lv, J., & Ginther, A. (2016). Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis. Language Testing, 33(4), 497–528. https://doi.org/10.1177/0265532215594643
Erlam, R. (2006). Elicited Imitation as a Measure of L2 Implicit Knowledge: An Empirical Validation Study. Applied Linguistics, 27(3), 464–491. https://doi.org/10.1093/applin/aml001
Chinese Tone Acquisition
Rohr, J. (2014) Training Naïve Learners to Identify Chinese Tone: An Inductive Approach in Jiang, N., & Jiang, N. (Ed.). Advances in Chinese as a Second Language: Acquisition and Processing. (pgs 157 – 178). Newcastle-upon-Tyne: Cambridge Scholars Publishing. Retrieved from http://ebookcentral.proquest.com/lib/carleton-ebooks/detail.action?docID=1656455a”]
**cross-posted from Carly’s blog, The Space Between.