Nationaal Archief / Spaarnestad Photo / Wiel van der Randen, SFA001001739.
Part of my teaching philosophy has always been that I don’t ask students to do something with technology that I haven’t tried myself. It has more to do with my comfort with teaching a piece of technology than a belief that all teachers should do the same. Everyone’s practice is their own, but for me I need to do it myself. So as I’ve been working with a variety of students on developing their eportfolios using WordPress, I’ve been working on my own.
I should publish it. I know I should, but it’s scary. I comfort myself with the thought that very few will actually “find” me out there in the vast web-o-sphere. Every time I work on this thing I’m reminded of how significant the idea of vulnerability is to anything that anyone puts on the web. Most items quietly nestle into their own silent spot, while others start in that little silent spot and then tumble into a viral whirlwind just by some odd combination of coincidences.
I’m wondering if I’m brave enough today to publish and I don’t think this coffee is strong enough. One day my permissions will change and months (perhaps years) down the road some poor soul will trip onto this and think “man – you think too much”. I do.
The reward for a morning run.
I love to run. Well, not all the time, but I always love the last few steps into the driveway with my trusty sidekick Zeva by my side. (Zeva is our 2 year old black lab who has a sweet tooth for wallboard but I’ll save that story for another post.)
This summer I snapped this pic soon after taking those last few steps and just after quickly whipping my phone off my armband so I could check my time. It was too beautiful to miss.
It’s one of the few moments I let technology get between me and the moment. But sometimes there are images that I just have to capture. Not sure that there is much more peaceful than the moments I’ve spent at the end of run catching my breath and watching the bright sunrise fade to blue.
A web tutorial created to assist hiring managers at Middlebury College with the newly automated process of updating a job description using PeopleAdmin. Tutorial was created using Microsoft Encoder.
Served as Administrator for an institution wide (Middlebury & Monterey) applicant tracking system. Trained, supported and provided documentation for internal and external users as well as approvers. Organized and facilitated transition of 20+ active staff postings without interrupting searches or hiring timelines.
Worked with Human Resources staff to organize web content and provide interconnected links and attachments to ensure that users could find relevant information through multiple information pathways. Created several new pages with instructional information (how to-s) for different processes in HR. Concentrated focus on ease of use and ready access to a variety of information pieces. Tracked usage stats via Google Analytics.
Wrote 2 – 3 Human Resources article per week including topics on employee accomplishments, employment updates, new employee introductions, and job transitions. Developed annual posting calendar for recurring news. Tracked reader stats via Google Analytics which demonstrated a steady increase in readership during the time that I managed the blog.
Fall 2008 – Spring 2010, Google Site for Technical Communications & Portfolio sessions taught at Patricia A. Hannaford Career Center.
Teaching the Scientific Process – Fall 2010 – for Inquiry Based Learning and Technology – University of Vermont
This was a collaborative unit design that was created for use by four teachers in the Agriculture academy at the Hannaford Career Center.
Summer 2010 – for Learning Theory, Design and Technology – University of Vermont. Created using the principles of Understanding by Design.
This unit is designed to accompany each program of study at the Hannaford Career Center. The lessons in sum would cover a time frame of 5 weeks, however, the unit and lessons are designed in such a way that they can be taught at intervals over the course of four half day semesters. The career portfolio is a requirement of each program and is a means for students to document and market their technical and academic knowledge and skills to potential future employers or for admission to post-secondary education. During this course of study students will complete some career exploration activities that will enable them to learn more about their own interests and abilities in comparison to those required for different careers. A key component of this unit of study will involve identifying a professional goal and a series of action steps that would logically lead each student to their individual goal. Students will also explore, learn about, and practice how to market themselves on paper and in person for future career and educational opportunities. In summary, this unit of study will help students to become familiar with the soft skills that are expected of today’s professionals and it will also allow them to practice self promotion using real world scenarios.
Career Portfolio Assessment Standards
Designed and administered a Moodle class for five sections of attendants of a campus (and soon to be institution) wide training program for managers and supervisors. Worked closely with session trainers to deliver content in a timely and efficient manner.