The last post was about Stacey and it dawned on me that many more things have happened in my family over the last while. So here is a quick catch up.
Jay and Dori are expecting and have moved to Winston-Salem, North Carolina where Jay is a Visiting Assistant Professor in the Law School at Wake Forest University.
Mark and Reesa are engaged and will be married this coming summer. They are also moving to San Diego where Mark will start Law School in January at the California Western School of Law.
My Mom has moved to the Simkin Centre/Sharon Home in Winnipeg and Emma (or one of her surrogates) continue to take good care of her.
Wednesday, October 14, 2009
Homelessness in Regina
Yesterday morning I attended the Community Partnership Against Violence (CPAV) Awareness Breakfast. It was sold out and the ballroom at the Ramada was packed. Dignitaries and speeches were the order of the day raising awareness of the violence some people (women in particular) are forced to experience.
The speaker was Dr. Marc Spooner an advocate for the homeless and a colleague of mine in the Faculty of Education at the University of Regina. The statistics are remarkable - many more poor and homeless in Regina than I would have imagined.
Pat Fiacco the mayor announced the designation of Angel Square in Regina as a symbol of support for those experiencing domestic and other kinds of violence.
The highlight for me though was that my daughter, Stacey, is the chairperson of CPAV and was deeply involved in the organization of this breakfast. She made me very proud - as she always does in everything she does.
She was interviewed by the Leader Post and the story was the featured story on today's edition. You can see the story here.
The speaker was Dr. Marc Spooner an advocate for the homeless and a colleague of mine in the Faculty of Education at the University of Regina. The statistics are remarkable - many more poor and homeless in Regina than I would have imagined.
Pat Fiacco the mayor announced the designation of Angel Square in Regina as a symbol of support for those experiencing domestic and other kinds of violence.
The highlight for me though was that my daughter, Stacey, is the chairperson of CPAV and was deeply involved in the organization of this breakfast. She made me very proud - as she always does in everything she does.
She was interviewed by the Leader Post and the story was the featured story on today's edition. You can see the story here.
Sunday, October 11, 2009
What a world
I am sitting in a Starbucks about 3 blocks from the White House. Yes the White House that Barack Obama lives in. I walked with the Alternative Lifestyles parade a few hours ago, had fantastic Clam Chowder at Old Ebbitts grill and now I'm enjoying an Americano decaf and catching up. I still have 3 hours before I need to be at the airport.
I've been in Washington, D.C. since Thursday attending the National Council on Economic Education conference. It has been a terrific conference - good people, good presentations and an interesting city. And the weather has been hot and hotter. A nice end to summer as I understand that I am heading back into a winter storm in Regina.
Although I saw many good presentations the highlight of the event was the last presentation I attended. A young fellow named Jason Welker did a presentation on how he integrates web 2.0 tools into his Economics courses. He talked about his wiki, his blog and how his students use these tools to create study guides for the AP and I.B. Economics courses he teaches.
Like many of us he has his favourite tools and uses them extensively. For instance, although he knows about twitter he doesn't use it in his teaching. He uses blogs, wikis and social bookmarking in some very compelling ways. Even if you aren't into Economics I'd encourage you to visit his work - there is lots to learn there about how to use and organize these tools.
Yet there is the interesting part of his presentation. He uses a smart board in his classroom and he does try to integrate the social bookmarking aspects of web 2.0 into his class. But he does allow that the bulk of the social networking tools are a very minor part of the students' grade and that the activities are generally homework. His classes are generally fairly traditional lectures with the use of computer technology to make the graphs and calculations.
So this raises the question - can we really integrate instructional technology into the delivery aspects of our teaching? Or does Alec Couros's courses work so well because they are teaching the medium. If the medium is the message then the delivery and the content can easily be instructional technology.
But what if the message consists of economic concepts? And the medium is merely that - the medium?
Maybe Welker is doing the best that can be done. Or is he? How can we integrate this technology into the intimate fabric of our classes. Not just as easily accessible information nor as something that is whiz bang but really peripheral but as something that fundamentally affects the teaching and learning within one particular classroom.
I've been in Washington, D.C. since Thursday attending the National Council on Economic Education conference. It has been a terrific conference - good people, good presentations and an interesting city. And the weather has been hot and hotter. A nice end to summer as I understand that I am heading back into a winter storm in Regina.
Although I saw many good presentations the highlight of the event was the last presentation I attended. A young fellow named Jason Welker did a presentation on how he integrates web 2.0 tools into his Economics courses. He talked about his wiki, his blog and how his students use these tools to create study guides for the AP and I.B. Economics courses he teaches.
Like many of us he has his favourite tools and uses them extensively. For instance, although he knows about twitter he doesn't use it in his teaching. He uses blogs, wikis and social bookmarking in some very compelling ways. Even if you aren't into Economics I'd encourage you to visit his work - there is lots to learn there about how to use and organize these tools.
Yet there is the interesting part of his presentation. He uses a smart board in his classroom and he does try to integrate the social bookmarking aspects of web 2.0 into his class. But he does allow that the bulk of the social networking tools are a very minor part of the students' grade and that the activities are generally homework. His classes are generally fairly traditional lectures with the use of computer technology to make the graphs and calculations.
So this raises the question - can we really integrate instructional technology into the delivery aspects of our teaching? Or does Alec Couros's courses work so well because they are teaching the medium. If the medium is the message then the delivery and the content can easily be instructional technology.
But what if the message consists of economic concepts? And the medium is merely that - the medium?
Maybe Welker is doing the best that can be done. Or is he? How can we integrate this technology into the intimate fabric of our classes. Not just as easily accessible information nor as something that is whiz bang but really peripheral but as something that fundamentally affects the teaching and learning within one particular classroom.
Tuesday, October 06, 2009
Program Evaluation
Last Thursday and Friday I conducted the first two session of the Essential Skill Series, a series of workshops conducted under the auspices of the Canadian Evaluation Society, Saskatchewan Branch. there are 4 sessions in this series and I do the first two - the introductory sessions.
This is always a challenge as some of the people that come to these sessions have had relatively extensive experience with program evaluation. The other challenge is that some of the people that attend have very specific needs as a result of their employment. Over the years the demands have changed. For a time the vast majority of people attending came out of Health regions with their own unique needs and challenges.
This last set of sessions had quite a number of provincial civil servants attending. A new government has new priorities and the Saskatchewan Party seems to have a focus on accountability and efficiency. There were many questions regarding these issues during these sessions.
I always get a kick out of doing sessions like these. If someone would have asked me 30 years ago whether I could ever see myself as something of an expert of any kind of evaluation I would have laughed.
Evaluation implies authority, accountability, 'caring,' efficiency, etc. Given my personality and view of hierarchies and accountability (then and to a certain extent now) I would never have seen myself in this position.
But circumstances, opportunity and serendipity all played a part.
One of my mentors was Dr. J. Orrison Burgess and he had an interest in Program Evaluation. And therefore, in his opinion, so did I!
At first I went along with him because he asked me to pay attention. Then I went along with him because he had a few consulting contracts and wanted to pay me. But ultimately I went along with him because I actually did become interested in the subject.
Interested, though, in quite a unique way. I saw the area as a challenge to teach. It is technical, could be considered dry and it is sometimes difficult to understand and even more difficult to turn into authentic behaviour.
And so I teach these Essential Skills workshops most years and occasionally teach the graduate course in Program Evaluation (EC&I 809).
I have even written an article for the Business Education Forum regarding the use of school based Program Evaluation and Business Education
This is always a challenge as some of the people that come to these sessions have had relatively extensive experience with program evaluation. The other challenge is that some of the people that attend have very specific needs as a result of their employment. Over the years the demands have changed. For a time the vast majority of people attending came out of Health regions with their own unique needs and challenges.
This last set of sessions had quite a number of provincial civil servants attending. A new government has new priorities and the Saskatchewan Party seems to have a focus on accountability and efficiency. There were many questions regarding these issues during these sessions.
I always get a kick out of doing sessions like these. If someone would have asked me 30 years ago whether I could ever see myself as something of an expert of any kind of evaluation I would have laughed.
Evaluation implies authority, accountability, 'caring,' efficiency, etc. Given my personality and view of hierarchies and accountability (then and to a certain extent now) I would never have seen myself in this position.
But circumstances, opportunity and serendipity all played a part.
One of my mentors was Dr. J. Orrison Burgess and he had an interest in Program Evaluation. And therefore, in his opinion, so did I!
At first I went along with him because he asked me to pay attention. Then I went along with him because he had a few consulting contracts and wanted to pay me. But ultimately I went along with him because I actually did become interested in the subject.
Interested, though, in quite a unique way. I saw the area as a challenge to teach. It is technical, could be considered dry and it is sometimes difficult to understand and even more difficult to turn into authentic behaviour.
And so I teach these Essential Skills workshops most years and occasionally teach the graduate course in Program Evaluation (EC&I 809).
I have even written an article for the Business Education Forum regarding the use of school based Program Evaluation and Business Education
Monday, September 28, 2009
Yom Kippur
Last night we went to the synagogue to be part of the Kol Nidre services. And today I was at the synagogue for a good chunk of the day participating in the Yom Kippur services. This prayer, Kol Nidre, has gotten Jews into trouble in the past. The words of the prayer ask God to forgive us and absolve us of all of the vows and promises we have made.
Non-Jews would say that Jews weren't to be trusted because they would break their word and be forgiven through this prayer.
The Jewish response was that the only promises that were intended by the prayer were promises made to God - if You help me get out of this mess I will say my prayers more regularly.
My sense is that neither of these are the complete truth. But then again I am not a Talmudic scholar.
So then why do I regularly go to the High Holiday services? Why do I fast on Yom Kippur? Tradition? not really. Because I have regularly done it over the years? I haven't done it over the years. Because my parents did it? My parents were less religious than I am.
I'm not sure why.
I do want to be in the synagogue whenever I can to say Kaddish and for the Yizkor services. But that is related to my need to stay connected with my Dad.
I think I go because it is the one time during the year that I need to make a statement that I am a Jew. I rarely go to any other service. And although I can perform the services and understand the prayers (thanks to all those miserable years at the Talmud Torah) I don't 'believe' and I certainly don't put much stock into the ritual. Although I must admit that I find the familiarity of the ritual comforting or at least familiar.
I go because I go. I go because I want my children to go - not to find the 'way' but to have something to hold onto as Jews - being Jewish isn't something you can get rid of so in some way, I think, a person needs to fgure out how to 'be' Jewish.
Non-Jews would say that Jews weren't to be trusted because they would break their word and be forgiven through this prayer.
The Jewish response was that the only promises that were intended by the prayer were promises made to God - if You help me get out of this mess I will say my prayers more regularly.
My sense is that neither of these are the complete truth. But then again I am not a Talmudic scholar.
So then why do I regularly go to the High Holiday services? Why do I fast on Yom Kippur? Tradition? not really. Because I have regularly done it over the years? I haven't done it over the years. Because my parents did it? My parents were less religious than I am.
I'm not sure why.
I do want to be in the synagogue whenever I can to say Kaddish and for the Yizkor services. But that is related to my need to stay connected with my Dad.
I think I go because it is the one time during the year that I need to make a statement that I am a Jew. I rarely go to any other service. And although I can perform the services and understand the prayers (thanks to all those miserable years at the Talmud Torah) I don't 'believe' and I certainly don't put much stock into the ritual. Although I must admit that I find the familiarity of the ritual comforting or at least familiar.
I go because I go. I go because I want my children to go - not to find the 'way' but to have something to hold onto as Jews - being Jewish isn't something you can get rid of so in some way, I think, a person needs to fgure out how to 'be' Jewish.
Friday, September 25, 2009
Connections and connecting
I attended a session this morning on the use of social media in classrooms. we ultimately decides to form a group called URSMUG - the University of Regina Social Media Users Group. A pretty good name if I do say so myself given that I contributed the SMUG part!
This group, we hope, will develop into a community that will support and facilitate the use of Social media in our teaching. The group was made up of those who 'hate' social media, those who are using and well informed and the rest of us - those in the middle - some knowledge, lots of fear and in need of direction, hand holding and support.
So I'm involved in this. What does it say about my comments in the previous post concerning the Business in Business Education. Actually, nothing.
I didn't intend that previous post to imply that Business Educators not get involved in using technology. In fact I hope I encouraged the opposite. I think as Business Educators we are well positioned to be leaders in the integration of Instructional Technology. Let's just not forget about the Business!
This group, we hope, will develop into a community that will support and facilitate the use of Social media in our teaching. The group was made up of those who 'hate' social media, those who are using and well informed and the rest of us - those in the middle - some knowledge, lots of fear and in need of direction, hand holding and support.
So I'm involved in this. What does it say about my comments in the previous post concerning the Business in Business Education. Actually, nothing.
I didn't intend that previous post to imply that Business Educators not get involved in using technology. In fact I hope I encouraged the opposite. I think as Business Educators we are well positioned to be leaders in the integration of Instructional Technology. Let's just not forget about the Business!
Thursday, September 24, 2009
Keeping Business in Business Education
I have long believed that the introduction of 'technology' (read that as the desktop computer) has interrupted Business Education. The lure of technology for its own sake has been too strong for many Business Educators. In some ways they have forgotten the Business end of Business Education.
Yes, businesses use all sorts of technology - virtual meetings, company blogs and websites, etc. When Business Educators delve into any one of those technologies for the sake of the technology and forgets to situate the technology in a business setting I feel they have lost sight of the Business in Business Education.
We do need to explore Second Life, and we do need to set up courses in Second Life. But a Business Educator explores Second Life to study and understand the business opportunities there. A Business Educator should set up courses on Second Life that teach Business content or prepares prospective Business Teachers. Setting up a course, anywhere, that teaches students how to use Second Life isn't Business Education.
I could make the same argument for a number of technology issues - online instruction, televised courses, computer based testing, etc., etc.
I know I am an old-timer and one might say that I haven't moved along with the times but I feel that our students have lost something when we teach them how to make videos instead of teaching them how to manage their money.
Having said that the subject area that I work in has recently changed its name from Business Education (EBUS) to Business, Media and Technology Studies (EBMT). This happened because I have been joined by a former Ph.D. student of mine and current colleague Alec Couros. Alec is brilliantly leading the way in the integration of technology into teaching - something which I feel needs to be done. It seemed a natural fit for Alec to join me in the subject area. Check out the course Alec is teaching this semester.
My students will now get what I hope will be the best of both worlds - actually three worlds - I hope they will become exceptional teachers, I hope they will become committed Business Educators and I hope they will become innovative users of the newest and best technology for the benefit of their own students.
Yes, businesses use all sorts of technology - virtual meetings, company blogs and websites, etc. When Business Educators delve into any one of those technologies for the sake of the technology and forgets to situate the technology in a business setting I feel they have lost sight of the Business in Business Education.
We do need to explore Second Life, and we do need to set up courses in Second Life. But a Business Educator explores Second Life to study and understand the business opportunities there. A Business Educator should set up courses on Second Life that teach Business content or prepares prospective Business Teachers. Setting up a course, anywhere, that teaches students how to use Second Life isn't Business Education.
I could make the same argument for a number of technology issues - online instruction, televised courses, computer based testing, etc., etc.
I know I am an old-timer and one might say that I haven't moved along with the times but I feel that our students have lost something when we teach them how to make videos instead of teaching them how to manage their money.
Having said that the subject area that I work in has recently changed its name from Business Education (EBUS) to Business, Media and Technology Studies (EBMT). This happened because I have been joined by a former Ph.D. student of mine and current colleague Alec Couros. Alec is brilliantly leading the way in the integration of technology into teaching - something which I feel needs to be done. It seemed a natural fit for Alec to join me in the subject area. Check out the course Alec is teaching this semester.
My students will now get what I hope will be the best of both worlds - actually three worlds - I hope they will become exceptional teachers, I hope they will become committed Business Educators and I hope they will become innovative users of the newest and best technology for the benefit of their own students.
Tuesday, September 22, 2009
Shared Values
In 1995 I was invited to be part of a committee struck by the Regina Public School system. This committee charged with the task of finding a set of values that could be the foundation for the Board's education program and their school culture. the committee was made up of board members, central office officials, principals, teachers and members of the public who represented different faiths and cultures. I was asked to sit on the committee as a professor who was interested in this area but it was also acknowledged that I was a member of the Regina Jewish Community.
As anyone that has been in a situation like this would know the conversations, discussions and arguments were interesting to say the least.
One of the early things we needed to deal with was the 'fact' that Canada was a christian country and therefore the schools needed to be based on christian values and ideals. That notion sort of left the Jews, Moslems, Bahai, Hindu, atheist, agnostic, etc. folks out of it.
Another issue was the idea that commonly held values would be realtively easy to establish...... didn't everyone value human life????? Oops, what does that say about pro-choice advocates.
It was actually a long hard process but fortunately we were lead by some pretty intelligent, insightful people. They were able to take the wide-ranging discussion and very diverse belief systems and shape them into something that was understood by all, accepted by all and that still had some deep value.
It all boiled down to four value statements: I respect, I belong, I want to know and I am responsible.
After all these years these statements still guide the operations of the Regina Public School Board. Yes, there are many examples of these statements being contradicted by the actions of people within the Board. But there is a far greater number of actions that reinforce and live out these statements.
I just returned from the First (annual they hope) Shared Values Recognition Program. I was invited to attend because I was on that original committee.
The Program honours 6 people who exemplify the Shared Values and who make significant contributions through their work. The winners must be nominated and a selection committee makes the final decision.
It was an honour to be there tonight to hear some of the wonderful work done by caretakers, teaching assistants, principals and teachers.
As anyone that has been in a situation like this would know the conversations, discussions and arguments were interesting to say the least.
One of the early things we needed to deal with was the 'fact' that Canada was a christian country and therefore the schools needed to be based on christian values and ideals. That notion sort of left the Jews, Moslems, Bahai, Hindu, atheist, agnostic, etc. folks out of it.
Another issue was the idea that commonly held values would be realtively easy to establish...... didn't everyone value human life????? Oops, what does that say about pro-choice advocates.
It was actually a long hard process but fortunately we were lead by some pretty intelligent, insightful people. They were able to take the wide-ranging discussion and very diverse belief systems and shape them into something that was understood by all, accepted by all and that still had some deep value.
It all boiled down to four value statements: I respect, I belong, I want to know and I am responsible.
After all these years these statements still guide the operations of the Regina Public School Board. Yes, there are many examples of these statements being contradicted by the actions of people within the Board. But there is a far greater number of actions that reinforce and live out these statements.
I just returned from the First (annual they hope) Shared Values Recognition Program. I was invited to attend because I was on that original committee.
The Program honours 6 people who exemplify the Shared Values and who make significant contributions through their work. The winners must be nominated and a selection committee makes the final decision.
It was an honour to be there tonight to hear some of the wonderful work done by caretakers, teaching assistants, principals and teachers.
Monday, September 21, 2009
Busines Education and Research
Recently my research partners and I put the finishing touches on our papers for the 2009 DPE (Delta Pi Epsilon) Research conference to be held in San Francisco.
One of the papers has to do with the use of Grounded Theory approaches in Business Education research.
There has been little qualitative work done in the Business Education area. In fact there has been little quality work done in the Business Education area. But that is really a 'trick' sentence. The problem is that there really hasn't been a good definition of Business Education since "Office Education" went out of style.
My statement is about the field in general. This doesn't mean to say that there hasn't been good quality research work in the individual areas such as entrepreneurship, accounting, economics, marketing, etc. There have been good studiess in these areas.
But there haven't been good studies of the field as a whole.
When I look at the official research needs in the area I always feel as if I am looking at a list that master's students with very limited experience have devised as a starter for initiating their master's research.
It seems hard to find depth. It seems hard to find a logical, comprehensive stream of research leading to good theory and explanation of the field. It seems hard to find anything more than description.
I'm not the most 'qualitative' of researchers but qualitative research allows us to ask questions that are crucial at this moment in our professions history.
What is Business Education? What do Business Educators really do? think? experience? strive for?
What do our students experience? think? strive for? What do our students want/need from us?
Its my opinion that the field of Business Education is in danger of disappearing into technology (not business technology just plain technology) and fragmenting into its component parts - see what has happened to consumer education, economic education and marketing education.
In depth, good quality explorations of the area and deep, thoughtful discussion about our future and how we will attain that future are our only hope.
One of the papers has to do with the use of Grounded Theory approaches in Business Education research.
There has been little qualitative work done in the Business Education area. In fact there has been little quality work done in the Business Education area. But that is really a 'trick' sentence. The problem is that there really hasn't been a good definition of Business Education since "Office Education" went out of style.
My statement is about the field in general. This doesn't mean to say that there hasn't been good quality research work in the individual areas such as entrepreneurship, accounting, economics, marketing, etc. There have been good studiess in these areas.
But there haven't been good studies of the field as a whole.
When I look at the official research needs in the area I always feel as if I am looking at a list that master's students with very limited experience have devised as a starter for initiating their master's research.
It seems hard to find depth. It seems hard to find a logical, comprehensive stream of research leading to good theory and explanation of the field. It seems hard to find anything more than description.
I'm not the most 'qualitative' of researchers but qualitative research allows us to ask questions that are crucial at this moment in our professions history.
What is Business Education? What do Business Educators really do? think? experience? strive for?
What do our students experience? think? strive for? What do our students want/need from us?
Its my opinion that the field of Business Education is in danger of disappearing into technology (not business technology just plain technology) and fragmenting into its component parts - see what has happened to consumer education, economic education and marketing education.
In depth, good quality explorations of the area and deep, thoughtful discussion about our future and how we will attain that future are our only hope.
Sunday, September 20, 2009
L'Shana Tovah Tikatevu
Yesterday and today were the Jewish New Year, Rosh Hashanah, literally the 'head of the year.' I certainly don't seem to keep my secular new year's resolutions so lets see what I can do about my Jewish new year's resolutions.
Yet again I'm not really making a resolution here - as I said in a previous post - no promises - but lets see what I can do.
The time around Rosh Hashanah is called the Days of Awe. This is our yearly judgement day. Someone asked me if we celebrate and get drunk on our new year's eve. That is the exact opposite of what the intention is for this time.
This is a time of contemplation, a time to look back and judge ourselves. As the rabbis say an important idea during this time is "Zikkaron" or remembering.
I look back on this year and I remember many things. In some ways it has been a very good year and in some ways a pretty stressful year.
But what has been constant during this year is my feeling of not recording, of not thinking deeply enough about what is happening around me, to me and because of me.
Blogging it seems has gotten under my skin.
I also appreciate the comments and emails I've received from people who evidently were following my blog. More than I ever imagined.
I have probably lost those readers given how long it has been since I last wrote in this blog but perhaps over time I will gain more. Although as I write I realize that I'm not writing this blog to advertise my life to the world but to give me incentive to think, write and perhaps find some discipline.
I'll also be challenged to figure out how to improve the looks and functioning of this blog as well as connect it to my other social media presences - facebook, twitter (twitter.com/kesten - feel free to follow me there)
I actually learned something at synagogue this year - an anecdote on a handout.
The supplicant climbed the mountain to ask the Wise One how to achieve enlightenment.
The Wise One said: Good decision
How do I make good decisions? asked the supplicant
The Wise One said: Experience
How do I get experience? asked the supplicant
The Wise One said: Bad decisions
Yet again I'm not really making a resolution here - as I said in a previous post - no promises - but lets see what I can do.
The time around Rosh Hashanah is called the Days of Awe. This is our yearly judgement day. Someone asked me if we celebrate and get drunk on our new year's eve. That is the exact opposite of what the intention is for this time.
This is a time of contemplation, a time to look back and judge ourselves. As the rabbis say an important idea during this time is "Zikkaron" or remembering.
I look back on this year and I remember many things. In some ways it has been a very good year and in some ways a pretty stressful year.
But what has been constant during this year is my feeling of not recording, of not thinking deeply enough about what is happening around me, to me and because of me.
Blogging it seems has gotten under my skin.
I also appreciate the comments and emails I've received from people who evidently were following my blog. More than I ever imagined.
I have probably lost those readers given how long it has been since I last wrote in this blog but perhaps over time I will gain more. Although as I write I realize that I'm not writing this blog to advertise my life to the world but to give me incentive to think, write and perhaps find some discipline.
I'll also be challenged to figure out how to improve the looks and functioning of this blog as well as connect it to my other social media presences - facebook, twitter (twitter.com/kesten - feel free to follow me there)
I actually learned something at synagogue this year - an anecdote on a handout.
The supplicant climbed the mountain to ask the Wise One how to achieve enlightenment.
The Wise One said: Good decision
How do I make good decisions? asked the supplicant
The Wise One said: Experience
How do I get experience? asked the supplicant
The Wise One said: Bad decisions
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