The current state of higher ed: who is to blame

I wrote the following response to Matt Reed's blog post on the Inside Higher Ed blog about the current use of adjuncts in higher ed.

So let's look at the systemic problems: Accreditation organizations that have greater control and require greater documentation at various levels (field of study, undergrad, grad, and research). Resources were forced to be moved to administration so less money is available for curriculum development, instruction, and advising. As a result the instructional budget has been cut and faculty are expected to either take on larger classes, bring in funds, or take on a greater work load. As tenured faculty retired and there was a growing population of college students, contingent faculty were hired (and let go) to maintain the same level of instructional budgets. So neither administrators or faculty are to blame.

We are going into a period in which there is a shrinking population under age 18 which means less demand for professors at the same time that more people went back to school for phd's because of the recession (the same shrinkage in pop. and recession happened in the late 1970/80's).

The corporate model assumes that people are nothing more than "human capital" which can be moved around to meet demand. But many adjuncts are tied to their region because of family commitments. It is not so easy just to pick up and move to where the job is. To do so, especially for adjuncts in their 40's and 50's, means uprooting family unless you are lucky enough to live in an area with multiple colleges. Many adjuncts moved from the college they received their phd, to TA, to adjunct and now must wait until they have a family situation in which they can move to where the jobs are. This is especially difficult for the phd student who was not the main bread winner. Our university has a policy where they will not hire from the graduating phd's because they want to ensure a diversity of ideas. There are many schools with that policy.

My only concern with basing it on the system is, like corporations, there are those who are developing policy without being responsible for the decisions. This means it is very difficult to change because "no-one is leading".

What is really important is to look at WHO really has the power in Higher Ed Policy. Look at who is in charge and works for the Accreditation Associations, the college board of Trustees, and those who influence educational policy at the state and federal levels (especially those making educational finance decisions). What agendas do they have? Just as has happened in the private governmental sectors, there can be no change until we understand who is influencing the current policies. Then adjuncts, tenured, contingent instructors and administrators need to stop come to some common vision and not allow policy makers to pit one group against another.

Help with new technology trends for 2013/14

Each summer, I choose one or two new emerging technologies to learn. Last summer I worked with edmodo and mendeley. I ended up using Edmodo, but not really catching on to mendeley (nor did my students as it was a bit limited in collaborative work, we found). I also started playing around with pintrest, which had mixed reviews with my students, however, I've found some use personally.

This Spring, I was given an ipod to use as part of a "flipped classroom" project, along with clickers. However, I found the two technologies created information overload. So my goal for the summer is to work more with the ipod, including learning how to create effective learning videos.

So I need your help. Does anyone know of good videos on how to create a learning video? Or does anyone know of good learning videos? (If there are no how to create a learning video, this just might be a research project I can do next fall).

I also would like suggestions on new technology, technology used in new ways, new software being used, and apps that my students may be using (i.e. snapchat, google +) and/or businesses might be using for collaborative work or communication. I am especially interested in data visualization (including mindmapping or flowcharts) apps and/or video apps.

You can either make the suggestions in the comment area here, and/or tweet them to @comprof1 using the hashtag #cmc2014. I will vet out the best suggestions and present them in my blog.

College reflects the shortcomings of the US healthcare system

My daughter is starting college this fall and my son currently is a sophomore in college, both of them outside of our home state. In both cases, as we prepare(d) to send our children to college, suddenly the gaps in the US healthcare system stand out. Going through the paperwork needed to send my children away to school, I discovered the following:

1) Insurance does not cross state lines. In some cases, like my son who attends Penn State, the university health system will not take insurance non-related to the university. It makes sense since there are 40,000+ students, all with different insurance policies. Each state has its own requirements and restrictions for insurance carriers. If the US had a universal reporting system, it might make healthcare easier as people crossed state lines (or even county lines or employers). Imagine having one universal form that your provider could access as you moved or visited other areas. They would be able to access your information (with your permission). When I broke my foot a few years ago, I had to go to three different places for treatment. At each place, I had to give the SAME INFORMATION! Imagine giving it once only? It would be a lot more effective.

2) Related to this are the differing immunization requirements. If we can agree on universal right on red, can't we agree on a few universal immunizations and how they should be administrated? I never realized, for example, that there were so many differences in how many MMR's (mumps, measles, and rubella) vaccine requirements there were. Some require boosters, some require they be administered within a certain time frame or at specific ages, etc...

It used to be in NY State, where I live, that only those born after 1957 had to have the MMR vaccination. A new law requires childcare workers, even those born before 1957, to have proof of immunization. Few if any have records of their childhood diseases from the original doctors (most of which are in their 90's if they are even alive) so they must have blood tests to prove immunization.

Now I have found out that one of the vaccines that caused my daughter to have a reaction requires a booster. I don't want her to go through the reaction she had before, but now she has changed doctors, I have to explain the reaction and hope they will fill out the paperwork so she doesn't have to risk having a repeat of the reaction.

3) Finding a doctor that will take a patient who lives in the area only three months out of the year is difficult. My area has a doctor shortage as it is. Try finding a doctor you can see only during school vacations, when all the other college students are home and need to see their "regular" doctors. Then there is the problem with physicals. Doctors want to see a new patient and do a full physical. However, many insurance companies will only pay for one physical a year. So this means college students may need to pay out of pocket for a second physical if it is at their school. If a student has already had a physical within the year, why do doctor's require a full physical again? Should doctors have a regular "new patient" intake interview they can bill, but not a full physical (as long as they can get the records from the doctor in another state, thus universal information/database for the US)?

I understand why my students are chronically ill and/or go home to see their doctors when they are ill. Students who live off campus in my town, may not be able to find a doctor that will see them.

While the new healthcare bill has helped in some ways, until the US begins to build a "healthcare system" rather than focusing on healthcare costs, we will trail behind the rest of the world. As people complain about "universal healthcare" taking away choice, increasing costs, and limiting when and where a person can access health services, realize that this is currently happening in our country today already. Our healthcare system is not meeting the needs of American citizens, and not meeting them at a high cost.

The mobile classroom

As part of the flipped classroom, I was given an ipad to use. At first I was excited because I thought I would be able to tape and project some of the classroom activities (very important in communication education). However, I soon found that logistically this was difficult. An unexpected outcome that was noted when my class was observed was that the mobile devise also put a barrier up between my students and I. To film, they could not make eye contact with me. This meant many disengaged from me, acting as they would act if I had left the room (going off topic, not working on the activity, etc...).

However, I have learned that the ipad is very useful as I manage my class. Often, I will project an activity (either powerpoint or googledoc) so students can follow the activity goals and requirements. However, this makes it difficult if they have questions that I need internet access to answer. For example, they may ask for an example of how something works. Using the ipad, I can access a resource and show it to them (rather than just explain it). In some cases, students will copy down or access the resource on their own smart phones.

This has been especially useful in modeling technology use for my students. For example, students will come to me saying they can't find a resource. I will go through the process, showing them how to access/search for resources. This means they no longer can say, "I don't know how..." and hope to end the learning there. Now I can show them at the same time allowing them to save face since this can be done during group or individual work. I also don't have to bore those that already know by repeating the process on the classroom screen.

The use of tablets and other mobile technology gives me the tool to individualize learning for my students. It also aids in the just-in-time learning many students have come to expect.

Flipped classroom: Is it something for contingent faculty?

As my previous posts have discussed, I am part of a training project for the flipped classroom. As part of the training, my teaching was observed and the students filled out an evaluation (anonymously) on the class. In reviewing their comments and feedback, I began to think that perhaps I had made a mistake in being part of the project.

I currently am looking for a new job for next year. As part of the application process, most schools ask for teaching evaluations. However, I fear that the teaching evaluations for this class will be less than stellar due to the gap between student expectations as to what a good teacher is and the way it is defined by the flipped classroom. Even the questions on the evaluation (does instructor explain the concepts well) is geared towards evaluating the traditional classroom. In a flipped classroom, the instructor does not lecture which many students equate with "explain the concepts."

My Goals in the Flipped Classroom

I teach two different courses this semester. In all, I teach 5 courses regularly for the department. However, the one course I chose for the flipped classroom, group communication, has been plaguing me for the last 2 semesters. While the students enjoy the hands on classroom activities, many fail to make the connection between the readings I assign and the activities. As such, for this class, I wanted to create a greater link between the readings and the class activities.

Unlike many of the others in the project who were trying to loosen teacher control of student learning, I needed to tighten control (by making the link more obvious) while still allowing student direction for learning within the classroom. The first step was to rewrite my goals so they reflected the messiness of the course content while also indicating the importance to the students.

For example, I added the following goals to the course syllabus:

1)Challenge assumptions about effective group processes and communication

2) Apply communication skills (written, oral, and non-verbal) and processes in multiple real world group (especially small group) settings

3) Develop numerous communication strategies in order to participate and contribute to group processes and products in both professional and academic work environments

4) Understand and analyze basic communication research and studies. Learn to collect, analyze, and use communication data in order to thrive in difficult social environments, workplace group problem solving activities, and the participation of dysfunctional teams.

The next step was to create a mechanism that both motivated students to read and provided some framework for their learning. I did this by creating a question of the day. It turns out that my ineptitude in creating good multiple choice questions, actually was to my advantage in developing critical reading skills for my students. One reason I always gave essay questions was because my multiple choice questions often were too open for interpretation. However, these are exactly the type of questions that create good environments for discussion.

Difficulties for contingent faculty

These ambiguous questions of the day, however, are problematic for students that have been educated in the NCLB environment. They have been taught that there is only one answer and a set process. In addition, teachers in K-12 are assessed based on their ability to get their students to understand what the "correct" answer is.

In addition to students coming into class with assumptions about how they will be assessed, they make certain assumptions about the teacher based on their ability to "get the question right." In other words, if they get the question wrong, it is because they weren't taught or they didn't study. However, often the case is that there was a difference in interpretation of either the reading or the question. Students that can argue towards an answer other than the one I give, supporting it with information and evidence from class and the readings, demonstrate a deeper level of understanding to the material. Unfortunately, students interpret this is the "teacher doesn't know what she is doing" or "teacher is not teaching us." The students want a definitive final answer.

One of the other problems I have in this class is the use of team based learning at our university. Many of the students are part of teams in which faculty support learning and encourage support through team structure as part of the concepts of team based learning. However, my class is not based on team based learning even though there are group activities. In fact, my class is experiential which means I am hoping for conflict, social loafing, and groupthink so we can discuss these issues as it pertains to group communication. Students don't like these ambiguous learning environments and this can be reflected in course evaluations.

So, as the number of faculty who are contingent grows, new ways to teach and changing the skills that must be learned to something that is more challenging (such as critical thinking and problem solving skills) will be more difficult to implement, especially if we don't start creating new ways to measure teaching effectiveness. I have yet to see a job application that provides space for a digital portfolio of student work, faculty research, or blogs/social media. Teaching effectiveness for most colleges and universities are still student evaluations and supervisor observations (which can be difficult to obtain unless you take part in a pilot program). The only way to change the learning/teaching culture in universities is to change the way potential faculty are evaluated.

Flipped Classroom: How many hours does an instructor REALLY put into teaching

I'm writing my blog instead of preparing for my class today. Part of the reason is that I find Blogging a way to ease back into academic writing that will be published (rather than writing my dissertation which I have now completed). However, this blog post has weighed on my mind for the last 24 hours.

I have previously written about my participation in a "flipped classroom" project through our school. The last class was less than stellar! First, we woke to some bad weather in the area, and since I teach first thing in the morning, I sent out email instructions for students that may not have been able to come into class because of the weather. Unfortunately, I teach two levels of Group Communication and I mixed the two up, sending the email to the wrong (later) class. More than that, I am using 2 new technologies this semester. The combination of two new technologies (I usually only introduce one new technology each semester) made transitions in set up slow.

So coming home exhausted from 3 straight hours of teaching, I came across this article about how the IRS has warned colleges that the calculations for hours adjuncts work may need to be recalculated. This is the first time that I have seen someone recognize that adjuncts do more than classroom contact hours. It got me to thinking about how much time I put into my classes compared to a full time faculty member. Likewise, while on paper the "flipped classroom" may look like it is less work for the instructor because the "students are teaching themselves", like online learning, in fact, the instructor's role requires a lot more time commitment, often outside of anyone else's view.

Prep Time

There are a number of factors that come into prep time. As mentioned before, I am using two new technologies: clickers and an ipad. I usually only use one technology because of the learning curve in using the technology, figuring out timing (for set-up, transition from activity to activity, student interaction with technology before they feel comfortable). However, I was willing to use the two technologies because I had some prep time and support in using both (something I know many adjuncts or part-time instructors don't have).

Many of the activities I use in class, had to be modified for the flipped classroom. Halfway through my second class, the class chosen for the training, I realized I was "directing" the conversation too much, taking it away from the students. This is something that will be difficult to change. At the same time, I don't want to loose some of the concepts I want them to walk away with. This balance is something I will need to work on in the next few weeks, perhaps coming up with some additional discussion questions before class (I have always been good at reacting to student comments, but now I need them to also participate in directing the conversation).

Another difficulty (and this is just the nature of the demand for our courses, lack of faculty, and the ability for students to drop/add) is putting together groups, getting to know students/student strengths and weaknesses. As a result, I spend the first two weeks frantically putting together groups, coordinating supporting information, answering emails, making sure students have access to the technology we will be using, and collecting information about the students.

This semester so far, I have put in about 50 hours of prep work even before classes begin.

Class prep and assignment management

I usually have a class of 35-45 students. This semester, because one of my courses was added at the last minute, I have a class of 42 and a class of 39. Off courses, this still may change over the next week or so, but these are the numbers I'm starting with.

I have always taught using a style in which I take the content (which I am familiar with) and modify it to meet the needs of a particular class. Sometimes, student written skills are strong, but they lack interpersonal; sometimes their know of communication theory is strong, but they lack practical experience. It is important for me therefore to always prepare before my class. However, with the flipped classroom, I feel I have to be even more prepared, understanding ALL the reading concepts as students my bring up concepts I had not thought of in our discussion. It is not that I don't know the concepts, but rather the vocabulary used by the author. This means, my usual 45 minute prep for class will require twice that amount. I need to be prepared if students bring up concepts I did not necessarily feel were important.

Because I will be evaluating students in class more, I will need to be more "present" in the class (so I can evaluate them). This is very fatiguing especially when teaching 3 hours straight. In addition, there is more assessment after class and follow up (I tape a review of the key points I wanted them to take away from class based on what we did in class). I have cut down on some of my written assessments, but I still need to figure out how to access the statistics from the clickers that I will use in my in-class assessment.

I estimate that I will be spending about 10 hours a week per class in class prep and assignment management (this means 26 hours a week of work on my class alone for 2 3-hour classes).

Other school related responsibilities

In addition to my classroom requirements, our department expects us to have office hours. I have about 3 hours a week scheduled, although I don't usually have students during that time. In addition, I often meet with students when they can't make my office hours. Being part of a large university, most students don't take advantage of office hours. However, I put in as many hours with students outside of the class as most full-time undergraduate instructors/professors (graduate student interaction is different).

Because of my style of teaching, I get know my students as individuals. Because of this, I have requests for 4-8 letters of recommendation per semester. This is not overly time consuming, but does take about 15 minutes per student (an additional 1-2 hours a semester). Those students that do come to speak with me, usually do not discuss the course but rather graduate school and career advice. Our department is lucky in that instructors are part of the faculty and there are a number of faculty who are term (have worked for more than 3 years and therefore are offered full year contracts). As a result, students view these instructors as valuable resources when they have professional and academic questions.

Finally, if I want a tenure track position, I will need to continue to participate in profession activities such as blogging, publishing, attending conventions (if I can get funding for it), interacting with the community, networking, and reviewing journal/conference papers. In this area, expectations for part-faculty are the same as for full-time, but full-time/tenure track faculty get paid for it.

The only area that differs between full-time faculty expectations and part-time is in the area of college service. While I was asked be a representative for part-time faculty for the faculty senate, without being paid for it, I could refuse without it hurting my career.

The Flipped Classroom: My project for this semester

I know I haven't blogged for a while. Partly it is because I have been busy participating in commencement (it's official, I'm a Dr. and I have a picture to show for it), partly its family responsibilities (I AM in the sandwich generation), but mostly its because I'm working on some very interesting projects.

The first is a blog I have started with my sister, a 50 something who I convinced should learn more about social media. With this in mind we have started a blog in which she posts questions as she navigates the ins and outs of social media (getting stuck, confused, and otherwise frustrated) and I try to answer her questions.

The second is part of a program I was chosen for through my university: the flipped classroom. Honestly, one of the main reasons I applied for the program was to get an ipad I could use for my classes and figure out the technology my students all seem have at their fingers tips. This was a smart move on the part of our Leaning and Instruction Center to get us into the door.

The fact is, I wasn't sure I'd be accepted for the program. After reading through the information and watching the videos they sent us about the "flipped classroom" movement (see below for those resources), I wasn't sure I'd be able to change my class much since my current teaching approach (based on experiential learning theories)seemed to "flip" the class so students had a lot of control over their learning. However, as I discussed "flipped learning" and read some of the background information on it, I realized there was a key weakness in one of my classes especially.

For the last 3 years, I have been having an increasing difficulty in getting students to link what we do in class to the assigned readings. Now granted, some of this is students not doing the assigned work. However, many times I would see the frustration of my best students who would look at me blankly when I asked them to link the reading concepts to class activities. I could see in their body language the question: Why are you here? Aren't YOU going to tell us what is important? Why aren't you teaching us? What do you mean there is no right or wrong answer???? What are we PAYING YOU FOR? HOW ARE WE SUPPOSED TO KNOW THIS IF YOU DON'T TEACH US !!!!!!????

I don't blame the students for being unable to make the links, but rather have identified the problem as years of education where testing for the "correct answer" has been drummed into them. The results of this type of teaching is that students are afraid to take risks (they get it wrong, they fail) with their learning; they are unable to develop hypotheses and/or are not confident in their own abilities to draw their own conclusions; and they look to resources and teachers to tell them how to interpret information. Many of my students just had never had their critical thinking, critical reading, and problem solving skills developed so they were able to make the links between the reading and active learning activities.

So my goal for this semester is to:

1) Develop my skills in teaching them critical thinking, problem solving, and critical reading

2) Make the links I make between the activities and reading more transparent, so my students learn to make those links also

3) Rework my syllabus and class activities so students feel safe in making mistakes, yet learn from the activities and apply assigned reading concepts to those activities.

To do this, the learning team I am working with has suggested I use clickers (helps focus reading and promote discussion around questions), video recordings to summarize the most important concepts (or fill in spaces of understanding) from the reading, and (my idea) use the video recording capacity of the ipad to record specific examples from class activities, that the class can then review and critique.

Hopefully, throughout the semester, I'll be able to blog about the process. Already I'm working on writing objective questions that will provoke discussion. I also have gained a better insight into the tone of a syllabus and how it can empower students (or take away their choices, and therefore responsibility, for learning).

References:
http://www.youtube.com/watch?v=lBYrKPoVFwg
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php)

Defining Design and Design's Role in Distributed Groups

I thought I had posted about this topic, which was actually an important idea that had to be cut from my dissertation. However, Colin Gray's current research on design and innovation resonates with the findings that design is a social construct rooted in multiple cultures within distributed groups. He speaks of the disruption of thought which is something that distributed groups do when they negotiate meaning.

Design is the application of power structure values and work patterns to genres. As a result, design becomes the processes by which genres are created, embedded in the organizational cultures, and aligned with organizational vision. Buchanan ( 1992) distinguishes between categories and placement of design.

Categories consist of fixed meanings that allow us to understand and analyze existing knowledge. These categories can fall into four forms: symbolic and visual communication, material objects, activities and organized services; and complex systems and environments. These types of categories represent the intention of “signs, things, action, and thoughts” (Buchanan, p.12) based on the understanding and analysis of perceived knowledge. In other words, design is the result of analyzing a situation, applying concepts based on experience and perception of what works and does not work, and developing a plan the creates boundaries within which individuals and workers have the intent to work.

A more important aspect of design, however, is placement. While categories imply a static structure analyzing “what already exists” (Buchanan, 1994, p. 13) , design is a reflection of the dynamic environment in which a plan must be implemented.
Placements have boundaries to shape and constrain meaning, but are not rigidly fixed and determinate. The boundary of a placement gives a context or orientation to thinking, but the application to a specific situation can generate a new perception of that situation and, hence a new possibility to be tested. Therefore, placements are sources of new ideas and possibilities when applied to problems in concrete circumstances. (Buchanan, p. 13)

In other words, design is the result of analyzing existing structures, but also helps in the creation of new meaning and understanding as designs are situated differently. The success of a design is based on environmental factors, intention (including the degree of agency granted to those implementing the design), and boundaries setting the orientation to thinking.

Study Findings

After the first series of interviews, I noticed that many of the participants used the term design, but each in a slightly different way. As a result, a definition of design was included in the second interview. In fact, the definition of design had very little in common from speaker to speaker. In addition, it seemed the most difficult term for the participants to define, most having long pauses before they answered.

Those from the stand-up training department tended to perceive design as a definitive construct using terms such as “strategies”, “content”, “framework”, and “curriculum.” For those in the elearning department, design was a more situated term to define, grounded in the creative and meaning making process. For example, “Design is the…planful…elegance and pattern…which gives…definition and meaning.” Not only is there some situated aspect to design, but those in the elearning department identified a sense of agency in their definitions.

Such a divergence in the understanding of what design is could lead to differences in understanding during the creation of a collaborative document, especially when there is no structure to the document, such as the Project Map. The first writing project, using a clearly defined structure was, “Well, the quarterly report’s always a by-product of individual contributions.” On the other hand, the second collaborative project studied was a document created by the group to help identify the various aspects of the elearning project. In discussing this document in a group interview, the difficulty in creating an agreed upon product was obvious:

Well, what formally…I think the … for the classroom trainers, they have a document. Module 1 contains X number of elements. Module 2 contains X number of elements. Eh…for me, there’s a sort of isomorphic mapping of those content elements onto a schema that reflects those same strains and tho…and that same order.

Later:

P: There’s a certain way to do that in the classroom. So, um… I think that’s…I don’t know if you can…say right now what your product is going to be. It’s going to be some type of elearning product.
R: Right. I mean…
P: But what it’s going to look like and how it’s…how it’s going to work is not…really isn’t there yet.
R: It isn’t really there... I mean, we have an idea…

Those in the stand-up training department seemed to perceive design in what Buchanan (1992) refers to as the categories of design: “Categories have fixed meanings that are accepted within the framework of a theory or a philosophy, and serve as the basis for analyzing what already exist (p. 12).” The elearning department looked at the possibilities of design, however. This is what Buchanan refers to as placement of design. “Placements have boundaries to shape and constrain meaning, but are not rigidly fixed and determinate. The boundary of a placement gives a context or orientation to thinking, but the application to a specific situation can generate a new perception of that situation and, hence, a new possibility to be tested. Therefore, placements are sources of new ideas and possibilities when applied to problems in concrete circumstances (p. 13).”

It appears that coming to the collaborative writing process from these two different approaches affects the knowledge creation and collaborative process. In the one instance, categories, the design is part of tangible knowledge: artifacts, clearly defined processes and skills. In the second instance of placement, design requires spatial knowledge, or the ability to link ideas and construct or create knowledge by building new ideas and theories. The categories of design, then, use knowledge that can be identified or represented tangibly (i.e. diagrams, processes, symbols, formats) whereas the placement of design requires environmental, social, and cognitive interaction to create knowledge networks where externally held knowledge can be accessed when needed. During the collaborative process within this distributed group, the different approaches in design resulted in tensions due to different expectations.

Collaborative Design:

Fundamentally, design is always done in the context of a group. Collaborative design gives ownership of the process and product to the group. However, design does more than develop a shared process and product. Collaborative design creates a shared mental model and understanding of the work task, identifies group member strengths, weaknesses, resources, and knowledge networks, and develops social relationships within the group. It also gives access to group member knowledge networks and group members that can translate knowledge from outside of the group so that it has meaning for the group. Design becomes both the categories (schemata, paradigms, values and perspectives) and the placement (possibilities) in the application of group knowledge (Buchanan, 1994; Goodwin, 1994; Nonaka, 1994).

To maximize partaged knowledge within the group, distributed groups need to have time to design collaboratively on a continual basis. It is important that group members have a mechanism to continually align perspectives and understand group members’ knowledge networks as these networks redevelop.

Creating the felt for the velcro to stick

I believe that colleges create a felt upon which the velcro of future learning can adhere. In other words, schooling should prepare students to be receptacle to learning from new environments, interactions, information, and experience. Like felt, new ideas will "stick" best to younger learners who have more room in their developing brains. However, as we age, the felt becomes crowded with knowledge we have accumulated. Older learners may need to change their thinking (lift the velcro from the felt) which can be difficult. In addition, like velcro, there will always be a bit of the felt that stays behind and makes it difficult for new information to stick.

So what is the "felt" of education that we should developing in education and training?

1) Learning is lifelong and does not stop with formal education. Even now my kids talk about how they look forward to getting out of school and never having to learn again. We need to start at an early age acculturating students with the idea that learning is lifelong and will never stop.

2) In a recent article in Thought & Action, Chad Hanson identified 4 area that businesses could learn from colleges and universities: innovation, structure/tradition, diverse lines of inquiry, and social relations. These are good places to start in creating a citizen that will be flexible enough to retool/relearn and be productive in a knowledge society.

Colleges and universities should prepare students to look beyond what is to what can be. Unfortunately, many businesses say they want an innovative employee, yet are looking for skills to answer just-in-time needs of the company. This tension can be resolved by identifying the parameters of a field, but at the same time, helping to push the parameters past current culture. In other words, it is not enough to teach students within a structure of current discipline or business structures, there must also be the push beyond what is known to what can be.

This is where the diverse lines of inquiry come in. Students must understand how to move between disciplines. The liberal arts education pushes students to work with different vocabulary, different knowledge bases, different rhetoric, epistemologies, and forms of inquiry which will develop them into employees that can move between departments, cultures, and work environments. My own research confirms that the most successful members of distributed groups were those that were able to move between and within groups. Their expertise in accessing resources, translating them for others, and bringing that knowledge back to their departments made them invaluable.

The social networking by employees are only one aspect of of social relations. Living with a diverse population, working with those of varying abilities, and understanding the way a community works are all skills colleges develop which can be brought into the workplace.

3) Colleges and universities require students to learn things that may not make much sense to a student today, but which may be important for future environments. I think, for example, of the economics class I took, which did not make sense until I was in the working world. The content was not as important as the theoretical basis upon which the content (which has changed in the 30 years since I took the course) was based. The same is true of computer science, which was in its infancy when I studied it. Many of the models and basic understanding of programming remains the same, although the languages I learned are no longer used.

While some people complain that colleges are too theoretical, students without that theoretical underpinning cannot keep up with changes in the field, the environment, tools, and knowledge. These theories make the felt of learning flexible and strong, allowing for change and the ability for learning to stick.

Learning in the future

In order be successful, our educational system needs to create life long learners, who are flexible, able to see possibilities, understand the social structure of knowledge (including transactional and negotiate knowledge), able to access resources though social networks they have created (partaged knowledge), be able to move between disciplines, learning the language and rhetorics of those disciplines, and, most importantly, develop a positive attitude towards lifelong learning and self-regulated learning.

To accomplish this, the educational system, especially undergraduate education, needs to continue to require students to have a liberal arts basis so students can develop knowledge within the context of multiple disciplines. They must also develop problem solving skills, communication competencies,technology/digital literacies, and critical reading/thinking skills. This needs to be accomplished through exposure to multiple environments and unstructured problems (e.g. project based learning). The focus needs to move from content to either content within context or skill based learning.

The history of training in US companies

The role of education and training in the US correlates to the management practices that have developed over the last century.

In an agricultural economy, labor was divided into small individual pieces. Knowledge of work practices were passed down from expert to novice through the apprenticeship. In the US, the labor movement developed apprenticeships so that the burden of training in a Union shop was carried mostly by the union.

After WWII, however, college education through the GI bill made university affordable to those who would not have been able to attend college before. In addition, technology and the depression made business more mobile and workers were expected to leave their home towns to work in massive manufacturing plants. The need for educated managers created a system in which college educated employees who had skills in reading, writing, computation, critical thinking, problem solving, technology, synthesizing information, and communication were trained throughout the manufacturing process. There are still these management training type of programs in large multinational companies. The key to these programs to develop a generalist that can step into any plant/situation/field and manage. Today, many of these management training programs require a Master degree as the basic skills, especially in critical thinking, synthesizing information and problem solving, are not integrated into the college curriculum until the Master's level.

There was a two prong system, the on-the-job training from the unions and the management training from the corporation. However, as manufacturing became more specialized, more specialized training was needed. This required a higher level of expertise and investment than companies were willing to contribute. At the same time, in the 1970's and 1980's, there was a new model of business developing in which employees were expendable. An employee that did not contribute to the corporation was laid off. In addition, corporations used outside contingent labor to augment their cyclical labor needs. This meant that the burden of training shifted on to the employees. Unions looked to community colleges to train their workers and individual employees looked to the colleges to train them for specialized jobs.

During this time, higher education changed. Majors became more specialized, training a student for a future job. If a student was not able to be employed after receiving a college education, the college was blamed. As a result, college programs, especially those in business and technology, worked closely with businesses in developing specialized curriculums. This was fine when companies were looking for specialists. However, the economy changed in the 1990's with the advent of the internet.

In the 1990's knowledge based companies began to take over the economy, with companies requiring more efficiency and cross training. Teams replaced specialists so that more could be done with less resources. Individuals were expected to be able to learn multiple tasks outside of their specialties. In order to address the training needs, companies developed training departments that worked with traditional and in the 2000's, online methods. The training was perpetual, but specialized training was the responsibility of the individual, usually. This was because companies did not want to invest in an employee's training only to have the employee leave.

On the part of the universities, this was a change in the nature and culture of the university. First, the average student now could include those returning to college after years of experience. No longer was there a clear cut divide between "continuing education" and "day classes". In addition, there was a demand from the students to provide specialized courses they needed to get ahead in their career, which companies were no longer interested in investing.

This brings us up to the current state of training and education. Companies are still expecting colleges and universities to provide the specialized training to students that companies need at any given time. However, I know in my own career, over the last 4 years, my computer mediated communication class has changed drastically in terms of the content I have taught. Four years ago I taught about two and multiple communication. Now I teach about networking. Four years ago I taught about visuals using powerpoint on flickr. Now I teach about video conferencing, video production, interactive visuals, etc... A student who took my course 4 years ago is already irrelevant if all I had taught was content. However, even 4 years ago we were discussing the changes happening because of facebook and linkedin. I taught my students how to teach themselves about new technology and its uses. I focused on technology affordances and the impact of technology. I taught them how to observe trends, generalize best practices, reflect on their work and how to make it better, research new trends, implement new practices, and evaluate and correct those new practices. These are life long learning skills that will allow them to be successful throughout their careers.