Navigating the Tornado: CMS and Other Frustrations

This month has somehow taken wing and I stand here, on its exit threshold, not quite remembering how I got here. The first quarter of the year is past, my child's FAFSA updated, my CMS  (Classroom Management System) updated for next quarter that begins on Monday, and even my laundry is more or less done. So, of course, I worry about my work ethic, hopefully to re-examine the way I work, the hours I spend on it, and if I am doing too much or too little for the job that has defined my decade.

One can always argue that it is not possible to do too much: after all, this is the only job I have and the way I do it will define who I am in ways I cannot control. Do I love it? Yes, most days I honestly do. I don't love it so much on days like today, when I look back at my break week with frustration and defeat.

My patient reader would argue, of course, that all that frustration and defeat stem from within me, and that my job has little to do with it: after all, no one has mandated that I change the text book for the course no one asked me to create in the first place; no one has mandated that I construct individual, detailed rubrics for each assignment in each course; no one has suggested that my courses have insufficient assessment / evaluation tools, or that these tools need to be rephrased, re-constructed, or changed in any way. I also know that no one really likes change, and that these hours and days I have wasted on these updates are going to earn me dissatisfaction and frustration from the very people for whom I've made these changes, the students, who will not be able to use their friends' notes, books, and tests for this quarter.

I also know I am isolated in my struggle to manage and force my CMS into doing what I want it to; it resists! It seems that no one has the power to make it do my bidding, even though everyone wants it to. So I have spent most of this week constructing, breaking down, revising, adding, and subtracting the same elements repeatedly until my head is spinning and I've had to walk away to get a perspective. I have felt what the doomed Athenian youth must have felt as they blundered around the Minotaur's labyrinth, trying to get an idea about its structure and ending up lost, not knowing which way North lies.

Actually, most of this month has felt that way, like trying to navigate logically through a tornado. This week, I talked to a few people at work about our CMS and some other electronic resources available to faculty. I have been embarrassingly, foolishly enthusiastic about adding customized rubrics to my GradeMark, about the new databases our library is going to add later this year, about the new tools I am discovering, like the Prezi. I confess to waxing poetic about the wonderful free Google resources for educators.

I usually look for my compasses in the eyes of the people around me, to get  my bearings, to figure out if I am headed the right way or at least the way I want to go. But I have received mixed signals: half the people give me thumbs up and seem to cheer me on, promising to call me if they get lost; equal number of people have looked away, vowing to have little to do with me or my ways, shaking their heads over how lost I've allowed myself to become. A friend suggested that I should learn to curb my excitement a bit, for if I indulge it, I am likely to spend hours, days, weeks in learning about these resources, helping whoever wants my help and that to realise that I am not going to get paid for all those hours, days, and weeks. A respected, well-meaning colleague, only half in jest, showed me a pencil and asked me if I'd forgotten how to use it. I remain shell shocked and lost.

The form and idea of higher education are changing at Warp Speed. I realise that. I also understand that institutions like the one I am with presently might either not survive this change or might metamorphose into something completely different. So my enthusiasm and excitement do sound pointless and foolish, even to  myself. I stand here at the end of my break week, and I must confess to an undeniable strain of guilt and indulgence that run through my enjoyment in learning little things I didn't know before, things that are little more than clicks and links and a few taps on my keyboard, when everything is said and done.

A very good friend, one of the few people whose opinion I value highly, one of my Axis Mundi, wondered at my excitement at the saw that is cutting away the branch I perch upon. I feel unwarranted in pointing out that there would be no other way for me to fly, unless that comfortable branch were sawed off. Most probably, I will have to leave my body behind in this flight. So this post goes out as a hope and prayer that the skies are worth it, that the wings are strong enough, and that my eyes are keen and wise enough to absorb the views.

 

Lumos: of MOOCs and LMS

I must confess to a largely cursory interest in the future of Higher Education until this week. I know, I know, patient reader; this is the business that keeps me in cat food and samosas: how could I not be more aware, involved, curious? However, there you have it: I have been apologetically, blatantly incurious. I've had plenty of excuses for this, of course, and all of them quite, quite valid, all tinged with only an obligatory tinge of apology.

All that changed this week, when I attended a conference (Cengage & SXSWedu) that shook me awake and forced me to turn my head and look out of the window. The landscape has completely changed, and what is more, is rushing fast, faster than my eye can keep up. It is a veritable stampede!

Before I address the changes, I want to first validate what remains reassuringly unchanged. All reliance on a keyboard is not always the best thing, yet. Everywhere I looked, attendees were plugged in (for lack of a better epithet): they all (with probably less than 1% exceptions) had ipads or tablets which were busily buzzing along, talking to them and their phones, and a variety of other devices. I cannot express the strangeness I felt as I whipped out a pen and notebook to take notes during sessions. But then I realized that no matter how much I type, and how fast I've learned to type, I still write much, much faster, with greater coherence, since my hand doesn't require me to press the shift button, or do anything extra when I want to change languages or use symbols instead of words. A part of me feels reassured to know that I am still the most efficient and fastest note taker for me.

At the same time, however, the material I was taking notes on has widened my eyes, popped my inner ears, and lighted up unexplored corridors in my brain! Ah brave new world! I learned of the very real impact of MOOCs, of Augmented Reality, Virtual Reality, Multi dimensional interface, and Analytical feedback (like the recommendations one sees when shopping on Amazon, for instance).  It was really like an instructor's dream: we were treated to lunch as publishers and authors of textbooks asked what our perfect texts would look like! I know I am not alone in feeling the isolation behind the desk, and I have often wondered about the value of what I do. I have often dreamed of "if only" and "by now, we should be able to" scenarios; well, those scenarios are already here, it would seem.

One of the sessions used the trope of Peter Pan's shadow to point out the impact that Web 2.0 has on our sense of self. This has resonated to me and at last, at last, I have a clearer understanding of why we all prefer Facebook to PDF's of texts (a pointless thing, if you ask me; if students don't read the hard copy, why would they read the PDF of the same?). However, now, I understand why students (and, I confess, the instructor in me) are so attracted to our LMS (which is neither the best, nor the worst) and I plan to exploit it to its fullest capacity.

I do not, of course, mean to indicate that I shall be completely reliant on my LMS: if it goes away, I will not be lost, since I have found  many compasses. I learned how to use completely free resources if one has no LMS. In fact, one of the fascinating lounges I visited was the Google lounge, which offered a wonderful respite from the crowded sessions, provided time and space to explore how to use free resources to teach and learn, even try out the new technology to be released later on this year.

I have heard a great deal of doom saying when conversations meander towards the future of Higher Education, especially during the last year, with its stampede of MOOCs. The sessions I attended, however, have reassured me: learning is not becoming obsolete and the value of the educator in this maelstrom of changing technologies, is unshakable and central. I have a clearer idea of what I'd like my absolute dream job to be (though this job, of course doesn't exist yet, I don't think).

I have spent the greater part of this weekend trying to catch up on the grading that has loomed large in my absence. But today, I don't resent it like I used to. My attitude towards the endless grading (the lot of every writing instructor) has been similar to the unnamed Maiden's attitude to her endless spinning in Grimms' "Mother Holle." However, like the Maiden, I have glimpsed at the alternate world beneath the well, a world that coexists with mine, where meaningless, repetitive chores have cosmic impact and all work is meaningful, relevant, and rewarded.