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True Facts About Justin Bieber’s Love of Digital Tech in Adult Ed


Ok, this post has nothing to do with Justin Bieber. I found a suggestion of Portent’s content idea generator that seemed malleable. I’m refashioning the title for this last post for Digital Tech in Adult Ed course with Dr. Rob Power and classmates at UOIT. Instead of Justin Bieber, you get me. Welcome to True Facts […]

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The hardest languages to learn (for English-speakers)

The hardest languages to learn (for English-speakers)

[I’ve had this one in the queue for a long time.] I would love to see the inverse of this infographic. Is English equally hard to learn for Arabic, Chinese, Japanese and Korean speakers? HT: Infographic ranking the difficulty of different languages for English-speakers – 22 Words.

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What Theological Educators are Saying about Twitter

Social media, by Christiaan Colen, CC BY-SA 2.0,

This week’s ed tech exploration focus was social media, specifically Twitter, tweet chats, and Twubs. The reading this week was about the andragogical benefits of participatory video (Walker & Arrighi, 2013). The short answer on what theological educators are saying about Twitter, in particular, and social media, in general, is not much. Theological educators are […]

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Doing Visualization the Right Way


You will either create the software or you will be the software. (Rushkoff, 2010) This week’s reading was about critical media literacy, while we explored visualization as educational technology, specifically word clouds and infographics. Infographics I had consumed many infographics before but had never created one. The biggest problem experienced while creating an infographic with […]

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Why Misusing Shiny Things Should Be 1 of the 7 Deadly Sins

Shiny Things

The Week 3 readings were from Chapters 4, 5, and 6 of Dirksen (2012). In these chapters, Dirksen addressed the nature of memory, gaining and keeping attention, and designing for knowledge. There was a lot that could be discussed, but I’m behind the pace with my posts. As a result, I’m going to focus on […]

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Digital Badges: As tempting as a candy rush

By Anyashy (Own work) [CC BY-SA 3.0 (], via Wikimedia Commons

Digital Badges Digital badges are as tempting as a candy rush. When consumed on their own, there is a quick hit while sugar courses through the body. The effect fades quickly, and the sugar does not provide lasting sustenance. While badges may serve as an effective short-term extrinsic motivator, they are not a panacea for student engagement. […]

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37 Reasons the Amish Were Right About Strong Communities

“Just kidding—we’re just going to focus on the three most critical features.” (Dirksen, 2015, Chap. 5) It seemed serendipitous to have Portent suggest a title for this blog post that sounded a lot like Julie Dirksen could have written it as an example of bad teaching. Even still, my cursory understanding of Amish community life […]

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Trello: Not your grandmother’s index cards


UPDATE: Several of my classmates have blogged about Trello (here, here, and here). Reading their reflections has helped me think through different user perspectives. I previously posted the following on the Technology & Curriculum (EDUC5303G) blog. Since that time, we’ve been using Trello extensively and have moved from the Basic version to the Business Class version. Before […]

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Why Teaching Crowds will make you Connected, but Alone!

Gears, by Christopher Penn,, CC BY-NC-ND 2.0

In this week’s readings, techno-optimism met techno-pessimism. Where Dron & Anderson are almost giddy about the potential of social software in education in Teaching Crowds, Turkle’s thoughts in “Connected, but Alone” on the effects of technology on society are much bleaker  It seems that Dron & Anderson could find nothing wrong, while Turkle had little […]

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How to Fight Lex Luthor Using Only Digital Tech in Adult Ed


This post is the first in a series for this semester’s course, “Digital Tech in Adult Ed,” with Dr. Rob Power at UOIT. I probably won’t win any SEO awards for my post title [My first EDUC5405G post], but I wonder if it matters. It’s the content that counts, isn’t it? The title, the contents […]

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