Blog U.: Basecamp, E-mail and Projects - Technology and Learning - Inside Higher Ed

Blog U.: Basecamp, E-mail and Projects - Technology and Learning - Inside Higher Ed

• 
• 
• 

• 
  

  Basecamp, E-mail and Projects

  By Joshua Kim June 20, 2010 9:11 pm
  
  Will we ever get beyond e-mail as the main tool to manage our project communications? Everyone I know believes that e-mail is a terrible tool to keep track of all the tasks, to dos, milestones, decencies, and people related to projects. We are all overwhelmed by too much e-mail, and therefore likely to miss key communications related to our projects. E-mail makes it difficult to achieve a holistic view of the entire project process, forcing us to wade through numerous screens to see project communication. Nor does e-mail allow us to place project related messages with project related documents, links or materials.
  E-mail for project management is also sub-optimal when it comes to communicating
  
  
  
  • 
  • 
  • 

  • 'Am I Crazy?'

    By Susan O'Doherty June 20, 2010 6:47 pm
    Hello, Mama Ph.D.,
    I love your blog and have found it to be quite helpful as I consider a career in academia. I am 28 years old with a family and a house, but I am fairly disenchanted with the "real world" despite the financial stability that it offers for my family. I have not found the proverbial passion in the corporate world that career counselors would encourage me to follow, and the one thing that I do truly love is higher education. I am considering a career change to either become a higher education administrator or to pursue a faculty position following a Ph.D. program (my preference would be for the latter).
    Given all of the negative information concerning the pursuit of tenure t

    A Grating Exam

    By Herman Berliner June 20, 2010 8:11 pm
    Anytime a semester ends, there are always multiple conversations about final examinations. And final exams come in all sizes and shapes. Not surprising, faculty focus their attention on the quality of the student work be it in response to short or multiple choice questions or in response to essay or term paper assignments. Students tend to talk about whether an exam was “fair”: in other words did it cover the materials that the students were responsible for. After that, the students tend to focus on whether the exam was clear or confusing and whether it was easy or hard. Certainly there are extremes in all these categories but for the most part, faculty view the students’ work to be reasonable and responsible and students view the examination to also be reasonable and responsible.