UPDATE: University Of South Florida Consolidation Takes Effect July 1, 2020 – CBS Tampa

UPDATE: University Of South Florida Consolidation Takes Effect July 1, 2020 – CBS Tampa
— Read on tampa.cbslocal.com/2020/06/30/update-university-of-south-florida-consolidation-takes-effect-july-1-4/

Cheers, David Brodosi

David Brodosi is an experienced team leader with a demonstrated history of success in the higher education industry. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

david brodosi working from home
David Brodosi working from home

david brodosi and family travel to NY to attend conferencedavid brodosi and family travel to NY

david brodosi and family travel to NY

david brodosi and family traveling to NY

david brodosi and family traveling to NY
david brodosi and family travel to NY

Ground Rules for Learning in the Virtual Classroom

Spend time articulating how you expect learners to participate in the virtual classroom to set them up for success!
— Read on blog.insynctraining.com/ground-rules-for-learning-in-the-virtual-classroom

-David Brodosi

David Brodosi working remotely from a cabin
David Brodosi
David Brodosi in Alaska
David Brodosi in Alaska
David Brodosi and family on the beach in Mexico
David Brodosi and family on the beach in Mexico
David Brodosi and wife in London.
David Brodosi and wife in London.

5 Tips for Assigning Essays to Your Online Learners – LearnDash

Essays remain a powerful learning tool, if they are handled carefully. Here are five tips to help your learners gain the most from writting a course essay.
— Read on www.learndash.com/5-tips-for-assigning-essays-to-your-online-learners/

Training Tips from 11 Experts (Including Me) – Experiencing eLearning

TalentLMS asked me and 10 other folks in the learning and development world for tips for improving workplace training and elearning.
— Read on www.christytuckerlearning.com/training-tips-from-11-experts-including-me/

Cheers, David Brodosi

David Brodosi is an experienced team leader with a demonstrated history of success in the higher education industry. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

David brodosi watching dog sledding David brodosi and family in Alaska shopping

David Brodosi

Photo of david brodosi traveling to Alaska in van

Links

 Brodosi.us

Brodosi.com

Davidbrodosi.us

brodosifamily.me

brodosifamily.site

brodosiphotos.com

brodositravel.info

frontierguidance.us

brownwolf.me

openbluesky.me

reddingo.me

orangepaper.me

https://david-brodosi.tumblr.com/

https://blog.brodosi.net

https://twitter.com/DavidBrodosi

https://www.reddit.com/user/david-brodosi/

https://david-brodosi.tumblr.com

An Agenda For Research & Design

In today’s age of technology and the immediate access to all types of information, Connected Learning is learning with consideration of one’s personal interests and social environment. It allows the individual learner the opportunity to experience information and learning in a way that is relevant to them. It also ties the educational world and the social world in a way that inspires learning and creates participatory learning, not just a passive student. “To “learn from experience” is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence. Under such conditions, doing becomes trying; an experiment with the world to find out what it is like; the undergoing becomes instruction— the discovery of the connection of things” (M Ito et al.) As it relates to digital media, Connected learning allows the learner to “connected” to the material in a meaningful way through the use of technology. This technology connects students to knowledge, resources, peer groups, and mentors not possible in years past. Connected learning also bridges the gap between social classes offering those previously without the means or availability to access equal opportunities for learning. “The basic premise of student-centered, engaged learning is that to make a truly equitable and democratic society, we have to begin with a form of instruction that is itself equitable.” ( Ashton, structuring equality) This is what makes connected learning so essential in today’s classrooms.

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunities. Below are a few videos from the Connected Learning Alliance. The CLA was launched by the Digital Media and Learning Research Hub of the University of California Humanities Research Institute with support from the John D. and Catherine T. MacArthur Foundation’s Digital Media and Learning initiative. The Connected Learning Lab at UC Irvine is its current steward.

In the article by Mizuko Ito, she suggests that “Connected learning is socially embedded, interest-driven, and oriented toward expanding educational, economic or political opportunity. It is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults and is, in turn, able to link this learning and interest to academic achievement, career success, or civic engagement.” (M. Ito et al) In previous weeks we saw that computers were much more than a tool to facilitate passive learning. They were a portal to a new world and created a sub-culture that could not be ignored. David Buckingham perhaps summed it up best when he said, “In most children’s leisure-time experiences, computers are much more than devices for information retrieval: they convey images and fantasies, provide opportunities for imaginative self-expression and play, and serve as a medium through which intimate personal relationships are conducted. Recognizing this certainly means broadening our conception of technology – not least in education: information and communications technologies (ICTs) are clearly no longer just a matter of desktop computers, or indeed necessarily of computers at all. We need to acknowledge the fact that digital media are cultural forms that are inextricably connected with other visual and audio-visual media.” (Buckingham –digital media literacies) Again, it is here that we see the very essence of connected learning concepts. Technology has become part of who we are and must be considered part of our learning experience, not just a tool we can use if and when we need to. The ability to participate in learning has become a key factor in the success of this new culture and leads students to gravitate towards learning they can live, not just information they are asked to remember.

Participatory Learning is a concept that has been around for years and shares similarities to the Connected Learning Theory. As participatory learning requires the active participation of its members, so Connected Learning engages learners actively through participation and interactions. Of the key principles of participatory learning, the right to participate and the use of local knowledge and diversity are some of the same building blocks of Connected Learning. In fact, “Since the current generation of a college student has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning.” (C. Davidson) Therefore, participatory learning cannot be ignored when it comes to this generation of learners. How then does this affect the standard classroom? And where does participatory learning fit into the ever-expanding world of digital media technology?

Forty years ago learning was about studying, testing, and graduating. One chose a career path, studied the career, and then entered into the workforce. Today though, since information is growing at such a fast pace, the skills and knowledge necessary to be successful have grown too. “One of the most persuasive factors is the shrinking half-life of knowledge. “The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.” (Siemens) This is what makes connected learning so vital in today’s world. Thomas and Brown discussed this very concept in their article, “Learning for a world of constant change,” The suggested that information is growing at such a fast pace that educators can barely keep up with teaching new content as it changes daily. Therefore, students, must become learners over and over again every class, and at every learning moment that is experienced differently than the last.“For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality—connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher-order skills the new economy rewards. Six principles….define it and allow every young person to experience learning that is social, participatory, interest-driven and relevant to the opportunities of our time” (Educator Innovator – https://educatorinnovator.org/ why-connected-learning/)
References

Ito, Mizuko & Gutierrez, Kris & Livingstone, Sonia & Penuel,
Bill & Rhodes, Jean & Salen, Katie & Schor, Juliet & Sefton-
Green, Julian & Craig Watkins, S. (2013). Connected
learning: An agenda for research and design.

Davidson, Cathy N., et al. The Future of Learning Institutions
in a Digital Age. MIT Press, 2009.

Macbeth, Sarah. “About Participatory Methods.” About
Participatory Methods | Participatory Methods,
http://www.participatorymethods.org/page/about-participatory-
methods.

Siemens, George. “Connectivism: A Learning Theory for the
Digital Age.” International Journal of Instructional Technology
and Distance Learning (ITDL), Jan. 2005, pp. 42–58.,
er.dut.ac.za/handle/123456789/69.

David Brodosi

a photo of David Brodosi and family on a boat
David Brodosi and family

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

 

Digital Literacies & Digital Practices

a photo of David Brodosi and family on a boat
David Brodosi and family

Technology has emerged as a vital part of education in the 21st century. “The stage is being set for a communications revolution… they can come into homes and business places audio, video and [other] transmissions that will provide newspapers, mail service, banking, and shopping facilities, data from libraries,… school curricula and other forms of information too numerous to specify. In short, every home and office will contain a communications center of breadth and flexibility to influence every aspect of private and community life.” ( McPherson 2008). Keeping this in mind, we start to see a picture of technology in the context of education and how to view and use it to further enhance our teaching and learning. From exploring the educational needs of the 21st century to rethinking media education in the age of the internet and the idea of living and learning with new media, I hope this sheds light on how technology is shaping our culture.

First, the article by Douglas Thomas and John Brown states that “Educational practices that focus on the transfer of static knowledge simply cannot keep up with the rapid rate of change” (Thomas 2009). The authors suggest that the way in which we interact with new media has changed our educational and social experiences and requires that we look at participation in a new way. We must not only focus on “learning about” static information, and “learning to be” which focuses on putting information into context but also “learning to become” which addresses our ever-changing and growing access to knowledge and how to apply it to our ever-changing world. “What is required to succeed in education is a theory that is responsive to the context of constant flux, while at the same time is grounded in a theory of learning” (Thomas 2009).

Second, then as we realize the important role technology plays in our learning theories, we must define our use and access to media also called media literacy. What we once
consider in terms of the mediums of reading and writing, we must now also consider the medium of technology. The internet, digital media, and technology have forever
changed our education skyline and created a vast array of knowledge and experiences as never seen before. “media literacy is the ability to access, understand and create
communications in a variety of contexts Access thus includes the skills and competencies needed to locate media content, using the available technologies and associated software.” (Buckingham, 2007). This ‘access’ is to be considered in our educational experience and plays an important role in how we manage and use technology in
the classroom.

Third, there is no denying that technology is everywhere. It is present in almost every aspect of our social lives. The internet guides our research, creates and maintains social
interactions, and is shaping our culture. Youth today likely spend more time “hooked in” to the internet than any other pastime. This immersion in technology has changed the
way we look at our youth in terms of socialization, friendships, and learning. In the book, Hanging Out, Messing Around and Geeking out, Chapter 1 “introduces three genres of participation with new media that have emerged as overarching descriptive frameworks for understanding how youth new media practices are defined in relation and in opposition to one another. The genres of participation—hanging out, messing around, and geeking out—reflect and are intertwined with young people’s practices, learning, and identity formation within these varied and dynamic media ecologies.” (MacArthur 2007). These genres of participation remind us of the context in which youth are participating and learning new information. Keeping this mind then, we must enhance our approach to education to include the social aspect of the fun aspect and the intellectual aspect of technology and education.

Finally, since our youth our plugged technology on such an overwhelming level, their participation in learning and our culture is at a higher level than in the past. “According to a 2005 study conducted by the Pew Internet and American Life project (Lenhardt & Madden, 2005), more than one-half of all American teens—and 57 percent of teens who use the Internet—could be considered media creators.” (Jenkins 2006.) This means that in some ways, teens are creating and interacting in their own learning experiences. They are “becoming” their own teachers and creating content for themselves and for their peers. Participation occurs both actively and passively and occurs both in and out of the classroom.”We are using participation as a term that cuts across educational practices, creative processes, community life, and democratic citizenship. Our goals should be to encourage youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture (Jenkins 2006). Thus, it is our responsibility as educators to consider technology not only in terms of how we can use it to teach but how students can use it to learn; not just from others but from within themselves as they learn from doing and participating in the educational experience.

References

Antin, J., & Itō, M. (2010). Hanging Out, Messing Around, and Geeking Out : Kids Living and Learning with New Media. Cambridge, Mass: The MIT Press. pp. 29-78

Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43–55.

Gee, James Paul. “A Situated-Sociocultural Approach to Literacy and Technology.” Elizabeth A. Baker, Ed., The New Literacies: Multiple Perspectives on Research and Practice, 2010, pp. 165–193

Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., … John D. and Catherine T. MacArthur Foundation. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. John D. and Catherine T. MacArthur Foundation. John D. and Catherine T. MacArthur Foundation.

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the Challenges of Participatory Culture : Media Education for the 21st Century. London : MIT Press, 2009.

McPherson, T. (2008). Digital youth, innovation, and the unexpected. Cambridge, Mass. : MIT Press, c2008.

Sefton-Green, J. (2006). Youth, Technology, and Media Cultures. Review of Research in Education, 30, 279-306.

Thomas, Douglas, and John Seely Brown. “Learning for a World of Constant Change: Homo Sapiens, Homo Faber & Homo Ludens Revisited.” 7th Glion Colloquium by JSB, June 2009.

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

#highered #highereducation #STEM #brodosi #davidbrodosi

#innovation #trending #brodosi #highered #edtech #leaners #online

Evolving to the New Normal of eLearning | The Upside Learning Blog

COVID-19 has adversely affected the normal way of doing business. Even the education and training sectors are no exception.
— Read on www.upsidelearning.com/blog/index.php/2020/04/29/evolving-to-the-new-normal-of-elearning/

David Brodosi

David Brodosi and family
David Brodosi and Family

David Brodosi, M.Ed, climbed the ranks from an entry-level position involving rolling equipment carts around campus to managing small groups of people, to running a multi-functional department. “I spent 25 years working in classroom AV technology and was able to use that experience, along with some brief time working with faculty with online learning, and ended up running a new department that combined both units.”

David received his AV training and moved up the ranks at USF and then USFSP when it became separately accredited. David Brodosi now works for the newly formed USF System and now 25 years later, leads a group of AV technologists and instructional designers that support not only the campus but across the institution.

David Brodosi works with the campus administration to develop a strategic approach to technology-enhanced eLearning in support of student outcomes. He works closely with campus Deans to create a vision and strategy for successful eLearning at USFSP. David Brodosi provides direction and support for the enhancement of learning and the student experience through the facilitation of innovation, creativity, and knowledge transfer with regard to eLearning.

 

 

a photo of David Brodosi and family on a boat
David Brodosi and family
Photo of David brodosi, brodosi, innovation, active learning, highered, edtech, family, outdoors, photography, active learning
David Brodosi and his wife
David Brodosi and his wife
David Brodosi and his wife

 

 

 

 

 

 

 

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

David Brodosi works closely with senior leadership across the USFSP campus, and the University System while directing and mentoring the daily operations of the instructional design team and instructional technology services support teams. David partners with faculty, staff, and students to set strategies for creating distinctive and innovative educational experiences using technology for both brick and mortar classes as well as online courses. Maintains active connections with peer and industry partners to stay apprised of new and emerging academic technologies that directly inform innovation and investments in education. Continuously builds relationships with curricular leadership and teaching faculty to support and further develop an institutional vision for educational technologies.

David Brodosi and his family
David Brodosi and his family

Brodosi.us
Brodosi.com
Davidbrodosi.us
brodosifamily.me
brodosifamily.site
brodosiphotos.com
brodositravel.info
frontierguidance.us
brownwolf.me
openbluesky.me
reddingo.me
orangepaper.me

Photo of David Brodosi family,
Photo of David Brodosi family, travel, outdoors, photography, adventure, wanderlust, nature

 

 

#Brodosi, #family, #travel, #hiking, #outdoors, #photography, #wildlife, #adventure, #wanderlust, #nature, #amazing, #Bayboro, #DavidBrodosi, #home, #love, #nature, #outdoors, #harbor, #sunset, #sunrise, #highered #highereducation #STEM #brodosi #davidbrodosi