11:37:25 <fein> Hi Vicki!
11:37:34 <vmmuelle> Hi Adam -
11:37:48 <fein> how are you?
11:38:06 <vmmuelle> Great! How is everything in CU?
11:38:15 <fein> Super
11:38:24 <vmmuelle> How many people are you expecting today?
11:38:35 <fein> about 34
11:38:54 <fein> 24 students, 5 staff, 5 faculty (at various times)
11:39:22 <vmmuelle> should be good
11:39:41 <fein> we're excited, it will be a fun experiment!
11:40:22 <jclowry> Vicki ... greetings. I thought I was the only Cohort 3-er here.
11:40:25 <vmmuelle> next time you ought to do it in the winter ...on a cold snowy day1
11:40:41 <jclowry> It doesn't snow often in Alabama... do we have to wait for that?
11:40:42 <vmmuelle> Hi Jean!
11:40:56 <vmmuelle> no, let's not wait for that!
11:41:03 <jclowry> Just talked to Julianne ... she is on a leave of absence with back problems again.
11:41:23 <vmmuelle> that's too bad ...is she coming today?
11:42:27 <jclowry> Since she isn't working, she hasn't been checking emails and had not remembered that today was the event. She is going to try to log-in late. I'm going to ease out a minute and send her Adam's emails so she will have the coordinates in case his email isn't on her PC>
11:50:20 <fein> hey Scott!
11:50:47 <sjohnson> Hi Adam
11:50:56 <jclowry> Hello Dr Johnson
11:54:16 <sjohnson> Hi Jean. Welcome back
11:54:30 <jclowry> It's great to be back virtually.
11:56:04 <gdtaylor> Welcome John!
11:56:15 <kiener> Glad to be here!
11:57:03 <gdtaylor> So far, most of your names are new to me other than Stacy.
11:57:25 * gdtaylor MOTIONS/smile.gif I've only worked with students in two cohorts so far.
11:57:36 <kiener> I was in the first (CCTL) cohort.
11:57:43 <gdtaylor> When did you graduate?
11:58:26 <kiener> I only went for the certificate and graduated a few years ago -- memory fades quickly.
11:58:30 <jclowry> I confess to Adam that reading his email with all of the ""check this, download that, dual streaming, etc.,"" language reminded me of the anxiety and intimidating I remember from the first experiences with HRE Online.
11:58:54 <gdtaylor> Congratulations! I'm also having the same problem with memory loss.
11:59:10 <kiener> But, his instructions were very clear and succinct (unlike mine, I'm afraid).
11:59:44 <jclowry> Agreed, John ... it was just the intimidating factor of technology, which I don't think I'll ever overcome. However, I am much better than when I started the on-line degree program.
12:00:55 <fein> Hey Deb, Hey Sandy
12:01:08 <smcghee> 'morning Adam. Is there sound?
12:01:17 <fein> yes there shoudld be
12:01:24 * kiener MOTIONS/smile.gif I teach in the CIS department so I better not be too afarid of high-tech stuff.
12:01:47 <sldunbar> Enjoying Talking heads right now!
12:01:49 <smcghee> Well, I've loaded just about everything available and still am not getting it.... guess I'll just use my eyes. :-)
12:02:20 <fein> ok sandy if you logon AIM, our tech staff can help you
12:03:25 <smcghee> I hate to admit it Adam, but I don't ""do"" AIM much..... do I need an email address for that instant messenging?
12:03:54 <fein> no thats ok, try 800 252 1360 x32603 if you'd like
12:04:06 <smcghee> Thanks! :-)
12:05:53 <jclowry> Hello ... increase volume please.
12:06:05 <kiener> voice is NOT as loud as the music was.
12:06:27 <txchen> let do the sound check first
12:06:33 <jclowry> It was Adam ... Dr Johnson is great
12:06:37 <txchen> please let us know if the volumn is ok
12:06:37 <shezlett> ditto
12:06:43 <kiener> much better now. Thanks!!
12:06:51 <kstucki> fine.
12:06:52 <sldunbar> hard to hear whoever just asked this question
12:07:00 <kiener> Adam is not loud enough.
12:07:13 <sldunbar> adam you sould like you are far away and dr johnson is much louder
12:08:07 <sldunbar> Adam ROCKS!
12:09:24 <gdtaylor> Adam, your mic is acting up.
12:09:27 <shezlett> we are getting some static on Dr. Johnson
12:09:29 <kiener> someone is moving cables or mics and is creating static
12:09:48 <sldunbar> sounds like the wind is blowing. Can't hear dr Johnson anymore..
12:10:09 <kiener> Dr. Johnson can barely be heard.
12:10:51 <sldunbar> you're back
12:13:31 <misher> delayed reaction hi adam
12:19:11 <misher> Laura is great! She always knows all the answers!
12:19:52 <smcghee> I'm doing great. Thanks.
12:20:15 <fein> ;-)
12:23:52 <gdtaylor> Way to go HRE!!!
12:27:51 <smcghee> I agree! The tech support is just superb!
12:29:10 <jclowry> These reasons are why I chose UIUC / HRE ... and they have proven to be right right reasons.
12:29:52 <misher> I have loved being a part of this program, I feel it is the wave of the future
12:30:17 <smcghee> I think that this ""first ever"" symposium is an excellent example of the continuing development of the HRE program.
12:30:26 <misher> I second that
12:30:57 <misher> GO COHORT $
12:30:59 <misher> 4
12:32:07 <jclowry> Dr Johnson, thanks for the background on this initiative, but the info about the international programs was fascinating. Is there any way we can follow the progress of the China initiative?
12:34:27 <fein> Jean, thats a good question - Scott will be back during the faculty Q and A ;-)
12:35:42 <smcghee> Adam... where are all of the presenters ""presenting"" from..... obviously Dr. Johnson was ""patched in"", as will be Gail Taylor......???
12:35:55 <fein> Michelle is in Chicago
12:35:56 <sjohnson> We put current information about the Poland program on our department website and will do the same for the China program.
12:36:06 <fein> Gail will be here
12:36:15 <fein> Scott is in Minnesota and Hee Jun is here
12:36:21 <smcghee> I see... :-)
12:36:31 <fein> neat huh?
12:36:39 <smcghee> more than....!
12:36:56 <smcghee> A global classroom for sure.
12:37:07 <shezlett> On the topic of China, you may be interested in knowing that HRE On-line
12:37:24 <shezlett> is already there. One member of Cohort 6 works in mainland China
12:37:25 <sjohnson> You can learn more about the Poland program at http://www.ed.uiuc.edu/hre/programs/poland.html
12:37:35 <smcghee> y
12:37:41 <vmmuelle> y
12:37:41 <shezlett> y
12:37:41 <kstucki> I'm in MN too :)
12:37:41 <txchen> please type in ""y"" if you can the audio
12:37:42 <kiener> great
12:37:43 <misher> y
12:37:45 <jclowry> y
12:37:49 <kiener> y
12:37:53 <kstucki> y
12:38:45 <sldunbar> y
12:39:57 <sjohnson> y
12:48:26 <fein> hi LaVerne!
12:48:46 <fein> welcome
12:48:49 <pledger> HI!
12:58:46 <smcghee> If I have heard from other managers correctly... among customer service associates that ""man the phones"", turn over is high, and education level is low, as often are the social/communication skills..... do you feel that this ""new"" training module decreased employee turnover?
12:59:25 <jclowry> Great job, Michelle
12:59:27 <shezlett> Thank you, Michelle
12:59:36 <misher> Thanks Michelle
12:59:43 <pledger> thanks Michelle
13:00:33 <sjohnson> Michelle, this was an excellent example of transfering your learning to actual practice.
13:01:44 <shezlett> Michelle--how large are the teams?
13:02:13 <shezlett> Yes.
13:02:26 <shezlett> The number of associates on each team.
13:02:29 <sjohnson> How would you have approached this project before enrolling in this program?
13:02:46 <jclowry> Is the training delivered in a classroom setting or on-line? About how many hours of training are included in this curriculum?
13:03:28 <shezlett> Given the size of some of the teams, particularly the smaller ones, it may be
13:03:40 <pledger> Michelle, I worked at Hewitt location in Lincolnshire, Il. This was an excellent presentation! I have seen first hand your companies dedication to customer service in how well they treat their associates.
13:03:42 <shezlett> difficult to detect meaningful differences with statistics tests.
13:04:24 <sjohnson> You mentioned the systematic approach
13:04:53 <kstucki> have others shown an interest in obtaining formal education in the area of T&D or HRD as a result of your modules?
13:09:14 <kstucki> that's great that they made the transition; and that they had the opportunity. Thanks.
13:09:29 <smcghee> Customer service associates can experience a high level of stress, since they often are the ""frontline"" that receives more gripes than kudos.... was stress management included?
13:10:00 <smcghee> My son is a supervisor in a call center.... :-)
13:10:39 <shezlett> Michelle, what is your ""take"" on or interpretation of why more teams
13:10:52 <shezlett> didn't improve? Was there something different about the team
13:10:55 <shezlett> that did improve?
13:13:52 <shezlett> Thanks!
13:14:01 <smcghee> Will her presentation be archived? Will anyh of this be archived?
13:14:08 <shezlett> A great illustration of operating in a continuous change environment.
13:14:15 <smcghee> GREAT!
13:14:29 <sldunbar> perfect
13:14:39 <gdtaylor> Thanks!
13:14:48 <shezlett> Thanks so much, Michelle!
13:15:25 <sjohnson> Thanks Michelle!
13:21:25 <smcghee> Laverne... how are you doing that ""person to person"" thing?
13:21:38 <txchen> please type in ""y"" i fyou can hear all right
13:21:42 <sldunbar> y
13:21:44 <vmmuelle> y
13:21:47 <shezlett> y
13:21:50 <kiener> y
13:21:51 <jclowry> y
13:21:52 <kstucki> y
13:21:59 <sjohnson> y, it sounds great
13:22:07 <pledger> y
13:25:14 <misher> y
13:27:59 <kiener> also need training of ""managers"" to manage the resources and results
13:28:33 <kiener> Old-style managers used to count heads or listen to noise generated to indicate folks working
13:31:47 <sjohnson> In my technology transfer course we define technology as either the object, the process, the knowledge, or as human will or volition
13:32:07 <kiener> big difference between DATA and INFORMATION -- that is the challenge
13:32:38 <sjohnson> I think there is also a difference between information and knowledge
13:32:50 <pledger> I have found in my experience as a career & education adviser and as a health care manager, that many people with specializations, for instance IT people, may be superb at what they do technically but struggle as it relates to oral and verbal communication. In your experience are communication skills no longer as important for those in the field of technology or....are educators and employers ""settling""?
13:32:55 <kiener> Yes, Dr. Johnson!!!
13:34:37 <misher> I think communications skills are critical in all areas - at my company we just fired an IT person because although their IT skills were great - they could not communicate with their client group.
13:35:21 <kiener> All my teaching load in spring and summer semesters has been online -- no physical classroom -- but they were synchronous, teacher-led sessions.
13:35:45 <misher> We have also discussed communications skills for email...what is the appropriate protocol internally as well as externally
13:37:28 <kiener> data is ""raw"" data; information is meaningful arrangement of data
13:39:14 <shezlett> I see communication skills as critical for IT.
13:39:20 <kiener> IT folks deal with machines and hradware -- not interpersonal
13:39:40 <shezlett> They need to be able to express their priorities, as well as
13:39:46 <fein> yes, we had that issue at Quaker - IT unable to communicate with the clients
13:39:52 <shezlett> understand the needs of their users
13:40:10 <kstucki> I have been in IT for 5 years, and have seen what each of you are talking about.
13:40:26 <shezlett> One HRD intervention I was working on required managers
13:40:49 <shezlett> to complete on-line 360-degree feedback. To make the vendor-firm interface
13:40:50 <misher> At Glaxo - all of our IT folks have clients they must communicate with
13:41:06 <shezlett> work required the IT folks to ""open"" the firewall. They had to
13:41:24 <shezlett> communicate why this was a problem and understand why it was a needed.
13:41:25 <smcghee> I wonder though, does our use of tech communication stifle or cause atrophy of those social ""speaking "" skills.....
13:41:58 <shezlett> That is a great question. Thomas Jefferson was clearly an awesome writer
13:42:01 <smcghee> ..of those written skills...
13:42:15 <misher> My husband is COO of a company and he wants to start training people on appropriate interface on email...he feels that practices should mimic letter writing that too ofthen it is abrupt and inpersonal
13:42:36 <jclowry> Perhaps it's unique to my organization, but the ""culture"" of our IT staff does not recognize that they have customers ... they are more focused on the technology (especially the newest bells and whistles).
13:42:53 <shezlett> but saw himself as such a poor speaker the only speeches he delivered as President were his Inagural addresses.
13:43:17 <misher> jclowry - once we fired the first the IT staff suddenly learned they had cleints that they better learn to interface with - FAST
13:43:36 * shezlett MOTIONS/smile.gif
13:44:18 <jclowry> Misher, congratulations to your organization! This mind-set starts with our CIO.
13:44:23 <shezlett> Is it replacing? Will all ""traditional"" methods eventually go away? Or is it augmenting?
13:46:03 <misher> Glaxo does alot of etesting...they send out product training or refresher training manuals and then you must do an online test...
13:47:18 <shezlett> E-learning also is replacing methods outsides the classroom, such as ""self-study"" books.
13:48:06 <kiener> Are corporations evaluating the learning and employee satisfaction with 100%% e-learning?
13:48:17 <shezlett> I would conjecture that certain kinds of training may continue to be tradition because one implicit or explicit objective is networking
13:48:21 <sjohnson> But a lot of very large companies are struggling with how to implement e-learning and I see many of them doing it very poorly.
13:49:29 <sldunbar> another issue is access. While we have 25,000 employees only about half have access to Lotus notes and internet training.. many are in plants or places where access is limited
13:49:42 <sjohnson> I agree with Sarah. We need to choose the delivery system (traditional vs. online) based on what helps us accomplish our goals.
13:49:56 <sldunbar> but you can sign up online for instructor led courses (both live and online)
13:49:59 <kstucki> sldunbar, do they have kiosks for those employees or access from home?
13:50:09 <sldunbar> kiosks in some places
13:51:10 <jclowry> There are issues with overtime / wage and hour regulations for non-exempt employees doing training from home
13:51:28 <sldunbar> also a logistical nightmare for IT support...
13:51:35 <kstucki> true
13:51:48 <misher> Access is an issue for the sales force that I am in, we are thonly ones without GSK computers, so they technically can not force resp to do elearning...to overcome that we pay for time at Kinko's...
13:52:04 <sjohnson> Many also don't approach design and development with a learning focus
13:52:10 <misher> also overtime is an issue
13:52:13 <githens> good point, Jean
13:52:34 <sldunbar> blackberries are the new tool of choice for our salesforce
13:52:53 <smcghee> If ""communication"" (AND education process) is not two way, there is no feedback, so then does communication ""happen"".... you know, like if a tree in the forest falls, and no one hears/sees it fall, does it fall? :-0
13:53:13 <sldunbar> chips in our brains
13:53:44 <misher> sldunbar - our IT dept would like to have blackberries but the company will not pay to support that
13:54:17 <sldunbar> they signed up for salesforce.com and so they want people to have access 24-7 to manage customers
13:54:45 <sldunbar> so they had to back it up with mobile devices... it ends up being cheaper than phone + computer (VPNs) etc
13:55:10 <misher> nice
13:55:54 <kstucki> is there an update article on Tim Wentlings study with that CS class (wireless classroom)? (I heard him present at the AHRD conference in 2003)
13:56:55 <pledger> When I worked at a level I trauma center/hospital in Chicago, we had to implement a risk management training for the entire staff to be compliant with an IDPH and JACHO standard. The fastest way to get this done was by using an interactive computer training. Many of the older hourly employees though were so intimidated by the computer that we took longer in breaking that fear than we did in actual training time. This was in 19 [msg
13:57:17 <pledger> 99 though and many employees experienced a double sense of success though in conquering their fear of technology AND completing the actual computer generated training program. [msg complete]
13:57:34 <sldunbar> we love to hear gail talk though! Made my last course fun and interesting!!!!!!!!
13:57:46 <sldunbar> (already got the A so don't have to butter her up)
14:00:33 <vmmuelle> thank you Gail, great presentation
14:01:17 <kiener> Thanks, Gail. Very interesting and thought-provoking.
14:01:24 <gdtaylor> Thank you everyone!
14:01:24 <pledger> Thank you Gail, enjoy your pizza:-)
14:01:37 * gdtaylor MOTIONS/smile.gif Yum.
14:02:13 <jclowry> Lots of great new information to reflect on... and explore applications. Thanks, Gail.
14:02:19 <misher> Thanks Gail
14:06:05 <misher> hey this is from Queen I hear it in London lat week in a new musical called ""We Will Rock You"" - see it if you can
14:06:17 <fein> great song
14:06:29 <fein> yes I made this mix especially for the symposium
14:06:48 <misher> I hope it makes it to Broadway it was really great
14:06:55 <fein> cool
14:07:25 <shezlett> Is it about the band?
14:08:00 <fein> sounds very interesting
14:08:09 <smcghee> Laverne.... howdy! :-) I remember during class using the ""double click"" message to get a ""whispering screen"".... but I'm not able to do that today, for some odd reason. Funny how we can so quickly forget in one year how to do something! :-( Got to keep the heat on continuously to keep a pot boiling.... and I've lost some of my ""online tech"" skills!
14:09:32 <sldunbar> there is a person to person button up on top to talk to individ
14:11:04 <smcghee> THANKS sldunbar. I found it! :-)
14:12:09 <sjohnson> http://www.hre.uiuc.edu/online/rp.htm
14:13:57 <fein> type in a ""y"" if you can hear hee jun, scott and adam
14:14:07 <pledger> y
14:14:07 <vmmuelle> y
14:14:09 <gdtaylor> y
14:14:10 <shezlett> y
14:14:10 <sldunbar> y
14:14:12 <jclowry> y
14:14:12 <kiener> y
14:14:22 <shezlett> y
14:14:22 <jclowry> y
14:14:23 <smcghee> y
14:14:27 <kiener> y
14:14:34 <kstucki> y
14:23:43 <shezlett> were students given any specific questions to guide their ""construction""/
14:26:04 <shezlett> thanks!
14:27:59 <gdtaylor> Did you ask the students their preferred learning styles before administering the videos?
14:28:14 <gdtaylor> I would be curious to know how the instruction met these learning styles.
14:28:58 <shezlett> Really interesting study. Thanks for sharing it!
14:31:55 <kiener> One of the things I learned in CCTL was to ""chunk"" the information I try to convey. Videos are a natural ""chunk"".
14:32:00 <jclowry> I've never participated in a class in which I was asked my learning style ... or felt that the instruction was revised to adapt to the members' learning style.
14:32:29 <kiener> Then, also, it forces everyone to experience a ""change of pace"" which gets the minds to be more active.
14:33:03 <kiener> See, I did pay attention. :-)
14:33:11 <sldunbar> Exactly, there were some bad links in my first class and when I mentioned techs said I was the first person to point it out so the first person that had to have the slides, not just the audio
14:33:19 <fein> hi amanda!
14:33:25 <astarkey> hello
14:33:28 <kstucki> do you have any insights into blended learning (showing videos during an instructor-led session)?
14:33:34 <pledger> Me either jclowry. I help design and instruct computer classes at the library and we try to take into consideration a variety of learning styles during instruction.
14:33:36 <sldunbar> everyone learns differently but I figure you try them all and see which one sticks! (from a learner perspective)
14:33:59 <gdtaylor> I think this was an excellent study. I wonder, though, what role the interactive team chat played in promoting learning in combination with the viewing of the videos.
14:34:26 * sldunbar MOTIONS/wink.gif I think it was all Adam's excellent acting that made the difference
14:34:35 <fein> ;-)
14:34:40 * gdtaylor MOTIONS/smile.gif Adam's a natural.
14:35:02 * gdtaylor MOTIONS/smile.gif He missed his calling . . . cast call that is.
14:35:41 <kstucki> thanks,
14:35:44 <kiener> Thanks, Dr. Johnson -- good point.
14:35:50 <gdtaylor> did any of the participants comment on the good vs. bad examples?
14:36:13 <gdtaylor> It is always a challenge in designing training to select examples.
14:36:44 <gdtaylor> There was an interesting HRDQ article last year that compared retention with good only vs. combined.
14:37:51 <smcghee> And Gail's comment regarding the interactive chat following the dialogue reinforces synthesizing of the info and then verbalizing a comment/opinion....
14:38:31 <smcghee> helps with assimulation of the newly learned info...
14:38:32 <gdtaylor> reflective learning
14:38:46 <smcghee> yep, Gail...
14:39:40 <smcghee> ...and I'm not sure how much of the info we ""store"", if we don't process it in this way.
14:39:52 <smcghee> Good taskmaster.
14:40:10 <smcghee> You, Adam, the taskmaster! :-)
14:41:05 <sldunbar> IS Dr. Aragon ever in Illinois?
14:41:08 <smcghee> Wow! ... a wealth of resouce. Glad you are all ""here"". :-)
14:41:19 <kstucki> lol
14:41:30 <astarkey> Are you aware of research on the amount of time needed to produce good online learning? Seems to me it is easier to address f2f students needs as they arise. With online we must include all possibilities just in case.
14:41:31 <sldunbar> I am in his class now and he seems to always be someplace exotic...
14:41:41 <sldunbar> although Nashville may not count in that regard
14:41:48 <fein> Dr. Aragon is the world traveller
14:42:25 <smcghee> But, astarkey, once the intial comprehensive production is done.... you surely are ready for subsequent classes!
14:43:28 <kstucki> in my org we use the same template for each course, so we mainly are focused on the content and trying to vary the interactions, but even with that, we have some standard interactions that we use. I am new, so I am not sure what their process was to come up with the templates.
14:43:32 <sjohnson> I haven't seen any emprical studies that have looked at the time element. Wew started with 16 week courses because they followed our uniiversity schedule. We then went ot 12 week courses because we felt we could meet the objectives in that amount of time
14:44:12 <sjohnson> Is the sound OK for everyone?
14:44:18 <smcghee> y
14:44:19 <kiener> y
14:44:20 <sldunbar> y
14:44:22 <jclowry> y
14:44:31 <kstucki> y
14:44:36 <astarkey> y
14:44:45 <kstucki> who is speaking? I missed her name...
14:44:48 <kiener> When can we do this again?
14:44:57 <fein> Dr. Hezlett
14:44:59 <kstucki> agreed! I think that this is great.
14:45:02 <githens> Sarah Hezlett
14:45:03 <kstucki> thanks.
14:45:04 <sjohnson> Dr. Sarah Hezlett
14:45:17 <sldunbar> I am in 383... thus my comment
14:45:38 <sldunbar> That is one of the best parts though. Adam and company have managed to keep us in touch and engaged
14:46:02 <sldunbar> If he didn't tell us he was out of town we wouldn't even know
14:47:08 <gdtaylor> Do you anticipate offering more online degree programs in the future? How about new courses other than those that are currently offered to students?
14:47:08 <kstucki> how did you determine the design of the program? (synchronous sessions, teams, project-based, etc.)? how long did it take to design? (obviously there is constant improvement, but initially...)
14:47:14 <smcghee> I've pasted the following from a weekly e-update from ""Trend Alert"". Would any one care to comment on it? ""This competition between civilian employers and the armed services will place the military at a seriousdisadvantage, particularly if the civilian employers offer intense andcomprehensive training along with their other benefits. ""
14:47:21 <sldunbar> Every time I talk about this concept to people they at first think of it as a tradition online course... once they understand the synchronous sessions they understand that it is almost like being there. That is the most impressive part of this course
14:47:34 <jclowry> Many academic institutions initially experienced resistence from faculty members when classes began moving to an on-line delivery. Has this resistance diminished? Are universities increasing the online offerings while decreasing the traditional classroom courses?
14:49:10 <gdtaylor> I think a leadership development degree program would be a hit with a lot of working adults.
14:49:20 <sldunbar> Do you find that a lot of the students are not technically savvy. I would have assumed before I started this that only people that were super users would participate but have seen almost the opposite with this so far? How do you ""market"" your courses and manage to keep people engaged who are also struggling with technology
14:49:30 <kstucki> I have taken some online courses from a university that will rename nameless that was not synchronous and was missing some other things, where I felt like I was paying to teach myself.
14:50:03 <astarkey> Do a number of other schools offer online courses with synchronous sessions and audio?
14:51:41 <kstucki> (my point above is that I felt that from the HRE online program I received a great education and was able to turn around and apply my new knowledge and skiills (actually, I got to apply the new information during the course, which was even better)
14:52:19 <kiener> Article in today's newspaper talked about free plastic and augmentation surgery for military personnel -- incentive to join
14:52:46 <kiener> Military has often led the nation in social and cultural change
14:53:25 <jclowry> Hi, Steven ...
14:54:47 <smcghee> I agree, Gail, regarding using online to develop leadership skills....
14:55:49 <astarkey> ... but many faculty members don't have the technical support you seem to have!
14:55:59 <jclowry> Gail's comment on a leadership development degree is interesting. I would be very interested in a course that addresses leadership development ...
14:56:17 <kstucki> are faculty trained on teaching online (not just HRE faculty, but uiuc, in general)? Who does the training?
14:56:28 <smcghee> verrrry interesting, kiener, re: the incentive program! :-)
14:57:02 <jclowry> Adam's role -- and Adam in particular -- were an awesome addition to the program.
14:57:25 <aragon> agree, Jean!
14:58:04 <kstucki> Do you feel that online higher ed courses are just as meaningful at hte undergrad level?
15:00:05 <gdtaylor> I completed 13 asynchronous courses. They can also be interactive but dependent on the instructor's abilities to engage students in a text-based environment.
15:00:58 <astarkey> Do yo think most schools have the equipment for synchronous?
15:02:40 <smcghee> Then perhaps that ""moniker"" of ""online training"" should differentiate between asynchonous and synchonous... because of value of the first isn't nearly as deep and that of online complete w/sync.
15:02:53 <astarkey> Cost?
15:03:18 <sldunbar> I am only on my second one but they are very different. Steven's synchronous sessions have really been Q&A and Sarah's involved a lot of reinforcement of reading. In the end, both accomplish the same thing, just very different styles...
15:04:40 <gdtaylor> I just had a chance to scroll up thI found students spend more time doing reflective learning activities in the asynchronous courses, Sandy. Lots, and I mean *lots*, of writing assignments every week.
15:05:12 <sldunbar> LOTS!!
15:05:14 <kstucki> do you find that funding the program is an issue?
15:05:16 <gdtaylor> The asynchronous courses all had weekly discussion sections where all students interacted with other students and the instructor through postings.
15:05:19 <pledger> Walden University has an on-line PhD program. Do you think a doctoral program is enhanced when it allows the student the opportunity to teach? Do any of you know anyone who has completed an on-line doctoral program-one delivered like the on-line HRE/HRD program there?
15:06:13 <astarkey> Thanks! Sounds reasonable.
15:06:41 <gdtaylor> I like having the synchronous session integrated in our online courses, both from the teacher and student perspective.
15:07:05 <gdtaylor> I look forward to the day when all students can see each other using web cams and converse with microphones. :-)
15:07:06 <sldunbar> I think it validates the course. There is truly something to be said about ""going to class""
15:07:19 <astarkey> I think the synchronous component makes the learning increase exponentially!
15:07:46 <kstucki> I also feel that the synchronous sessions add some personalization to the course and our rapport with fellow students and the instructor
15:08:35 <smcghee> ....so being ""on campus"" indicates that learning can take place during osmosis? :-)
15:08:53 <sldunbar> Self-paced learning is often devalued. Not that that is necessarily fair, but it can come across as a ""correspondence"" course if you just send in your money, get the materials and control most of it yourself. The synchronous session is just ""live"" but I don't have to get in a car so it works with my schedule
15:09:29 <gdtaylor> I've been interacting virtually with a student who is completing a Ph.D. at the University of Phoenix.
15:10:07 <gdtaylor> She has nothing but praise for the program. She completed her undergrad and master's through traditional campus-based programs.
15:10:26 <pledger> Does he/she enjoy it? I know someone that just finished an MBA at the University of Phoenix on-line.
15:10:43 <jclowry> I would not have thought that the quality of learning I experienced in the master's program could equal / exceed that of on-campus. However, I now know that the learning equaled (and I think exceeded) what I would have received in class. The degree is not available in my geographic area, so I would have no option. If you create an on-line doctoral program, I would be interested.
15:10:45 <smcghee> I think that full time on-campus then means that the ""real world"" of application (brought to class by the employed student) is absent.
15:11:25 <gdtaylor> I graduated from an online Bachelors degree program where students developed their own curriculum to meet their personal and professional goals.
15:12:13 <fein> http://home.businesswire.com/portal/site/home/?epi_menuItemID=e23d7f2be635f4725e0fa455c6908a0c&epi_menuID=887566059a3aedb6efaaa9e27a808a0c&epi_baseMenuID=384979e8cc48c441ef0130f5c6908a0c&ndmViewId=news_view&newsLang=en&newsId=20040715005569
15:12:45 <gdtaylor> I had a faculty committee that provided oversight that consisted of an advisor and two invited members. The structure of the committee was similar to what one would expect in a master's degree program. I had to defend the curriculum and fully explain how each course selected would benefit me as a student.
15:12:52 * sldunbar MOTIONS/smile.gif Well Steven, if your class doesn't kill me it will make me stronger (or at least a good trainer)
15:13:23 <pledger> Sandy, that was something I liked as well-being able to apply what I learned in the workplace immediately AND vice-versa.
15:13:38 <pledger> Oh, boy! I still have nightmares about that class.
15:13:39 <kstucki> I'm still alive...
15:14:00 <smcghee> Amen!
15:14:01 <pledger> I got a few grey hairs from that summer.
15:14:08 <sldunbar> Glad I started with Sarah and Gail... might have been a bit spooked otherwise!!!!!!!
15:14:11 <jclowry> That's not fair to back off ... it was great learning. Put it back.
15:14:13 <astarkey> Which class?
15:14:17 <sldunbar> Oh it is AWESOME!!
15:14:27 <sjohnson> 383
15:14:45 * gdtaylor MOTIONS/smile.gif Stacy
15:14:55 <pledger> It was valuable. I was able to use the end product of 383.
15:15:04 <vmmuelle> I use what I learned in Steven's class everyday
15:15:06 <kstucki> I have been in IT since my undergrad years and it is because of my HRE online courses that I became qualified to transition into my e-learning position (the content of the course, the projects, etc.)
15:15:09 <pledger> It was very much well worth the pain,lol
15:15:13 <sldunbar> Someone said to me ""oh you'll be fine this summer as long as you don't have 383... it's the best class you'll take but it will kill your buzz in the summer....you'll just have no sun!""
15:15:22 <jclowry> Part of the learning occurred when you pushed us far outside our comfort zones and forced us to become more dependent on our own self-learning skills. That was a very valuable benefit of this program for me.
15:17:19 <smcghee> Adam, should we wish to visit further w/ those here today, how would we ""find"" them? Anyone to share contact info?
15:17:32 <vmmuelle> Thank you for organizing this!
15:17:34 <kstucki> Another suggestion for this virtual symposium might be to do a research-training course (a one-time session), so that we can work on papers to present for next year... something along that line
15:17:51 <kstucki> This was very fun and valuable.
15:17:54 <pledger> Yes, Adam thanks! This was great. The time went so fast!
15:18:03 <sldunbar> Great idea, a contact list for attendees..
15:18:26 <pledger> lapledger@yahoo.com
15:18:35 <jclowry> Adam, you did a great job designing / implementing this. THANKS.
15:19:08 <kiener> jkiener@harpercollege.edu
15:19:15 <astarkey> Adam -Thanks for your extra help!
15:19:28 <sldunbar> stacdunbar@columbus.rr.com (Cohort 6 HRE Online)
15:19:34 <fein> http://www.hre.uiuc.edu/online/symposium/sym04_evaluation.htm
15:19:51 <fein> http://www.uiaa.org/urbana/
15:19:59 <fein> http://www.continuinged.uiuc.edu/
15:20:03 <smcghee> smcghee@uiuc.edu
15:20:07 <sldunbar> Adam, you make it all so easy.... thanks for your organization and skill!
15:20:10 <kstucki> kara@jwstucki.org
15:20:27 <smcghee> Many many thanks, Adam.
15:20:44 <kstucki> thank you!
15:20:59 <pledger> Thanks also to the presenters and all staff.
15:21:35 <smcghee> Ditto, Laverne.
15:22:23 <kiener> Thanks everyone. Great symposium.