All posts by Josh Lund

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About Josh Lund

Josh Lund is an Instructional Technology Consultant at DePaul, and a former teacher turned mad scientist. After completing a B.M. in Music Theory/Composition at St. Olaf College and an M.M. in Composition at Northern Illinois University, he spent six years teaching instrumental music at Elgin Academy, William Penn University, and Central College. He also worked as an active performer and clinician before returning to Illinois to complete a second master’s degree in Instructional Technology at Northern Illinois. A life straddling two different disciplines, technology and the fine arts, has led him to researching teaching technology in the collaborative arts, multimedia and recording technologies, and user interface design . He is really enjoying the fact that his job lets him play with technology tools all day and then teach others to use them. Josh still writes and performs on occasion, teaches the occasional wayward bass or guitar student, and is an avid gardener and disc golfer. He enjoys cooking, traveling, and the outdoors, particularly when his family is also involved.

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A Meditation on AI and the Faculty Member

Once in a while, something new appears that monumentally changes the way we as a society do things. It is met with a mixture of fascination and panic, as some wholeheartedly embrace it, while others see the end times coming. 

For many years, we have seen warnings about artificial intelligence: what could happen if it went wrong somehow? What if the machines started to replace us or took control? What about our jobs, our careers, our lives? 

That question is being answered, as of last November. Sometimes AI is used for good and sometimes not. But there is no question—it’s here to stay. Continue reading

Professor Vs. Wild Surviving and Thriving When Time is a Factor
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Prof vs. Wild: Surviving and Thriving When Time is a Factor

As any faculty member can tell you, proper course planning can take a long time. There are a multitude of factors to consider when initially setting up a course, including text selection, developing the syllabus and course objectives, selecting and developing assessments that properly align with module-level objectives, creating communication channels, and many more. In an ideal situation, we would have months to think about and plan for a truly impactful course. Continue reading

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The Importance of Skepticism in Instructional Design

To many of my friends, I’m something of a Luddite. They all have newer phones than I do; these days, I’m usually about three models behind the curve. Heck, I didn’t even have a smart phone until almost 2014. I miss things that happen on LinkedIn and Instagram, because I don’t use them. And I’m more of a lurker than an actual poster on Facebook and Twitter. My wife often laughs at me, because I lose my phone in the house and have to use Find My iPhone at least three times a week. I do have a gaming console in the house…but it’s a PlayStation 2. 

At work, I’m well known as a skeptic. I am often the one eliciting the eye rolls from my colleagues as I play devil’s advocate about a solution, or the one who might stick with a certain technology tool a little longer than others. When there is a problem to solve, I’m always looking for a free or low-cost option first. You might think that this sounds backward, in a technology-focused discipline where it is indeed my job to move forward and pursue new directions in instruction. So why would I hold back from the edge, and choose instead to look over it from a safe distance? It turns out that there are a number of advantages to treating design work with a healthy dose of skepticism. Continue reading

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Lights, Camera, Action: A Quick Guide to Better Lecture Videos

Have you ever made a lecture video? If so, have you watched it? What do you think about your pacing, the environment you shot in, and your performance?

More importantly, what do you think your students would say about your videos? Would they say you’re:

            Boring?

            Unfocused?

            Hard to see or hear?

            In a distracting environment?

            Verbose?

Fear not, even with the driest of materials, you can still put on a scintillating lecture. Today I’ll share with you some tried and true techniques to get the most out of your filming time, and to improve the end product both for you and for your students. Continue reading

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Take a Break!

I sit here writing this as Spring Quarter is nearly upon us. I am finishing up the last two of many courses in a particularly heavy load, and still waiting on some materials for both. It’s a weird time; I know there are things that desperately need finishing, and there are other projects I am giving short shrift right now due to my development work, but there is a strange sense of calm that occurs just before the very end. It’s almost a sense of inevitability; the quarter’s going to start whether we’re ready for it or not, and so sometimes it’s better to just sit back and let things ride.

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Even a Child Could Do It: Basics of Cognitive Load Theory

My son went to Kindergarten this year. He’s doing all the things I figured he would: math, reading, gym, music, art, recess, and the library. Once upon a time, I was a substitute teacher in K-12, and so I had a passing familiarity with kids’ worksheets. But this is the first time I have been a parent of a school-age child. Suddenly those worksheets he brings home are vastly more interesting to me. Looking over the exercises, I am reminded of the importance of the presentation of information; that is, how the instruction is designed for his developing brain to grasp what are sometimes difficult concepts, without making the tasks seemingly too difficult for him. We have all heard someone tell us to “take it slowly” when we are learning something new, or to make “baby steps” toward completing a larger goal. In a nutshell, these are some of the basic concepts in Cognitive Load Theory.

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Help! I Borked My Class! (Or, How to Expect the Unexpected)

broken clock partsNo matter what you may have planned, or how cool or timely it may be, or how exactly it may fit into the material you had planned to cover that day, you’re going to run into a situation where something goes awry. Perhaps it’s a technology issue at work, and that great piece of software you were going to demo just isn’t going to work on the classroom computer. Could be that for some reason, half the class just didn’t participate in the online exercise you had so meticulously planned. What if you have been assuming that an exercise was going to go one way, only to find that it has gone in a completely unanticipated direction?

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Ockham’s Razor and Online Learning

Rube Goldberg's Self-Operating NapkinI’ve always loved Rube Goldberg’s drawings. They lent a certain sense of the absurd to everyday tasks, creating a ridiculously complicated machine to handle something most of us could do without even thinking about it. Like many young people, I also delighted in building machines similar to Goldberg’s, using every toy at my disposal to produce something that, let’s be honest, may have been more satisfying to design and build than to actually deploy most of the time. A few hours’ work for ten seconds of payoff? Not a big deal, when you’re a kid.

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Ditching the Laptop for a Tablet: The Good, The Bad, and The Ugly

Some folks out there would say that a tablet can do what a computer used to, and others argue that while they are always improving in capabilities, tablets are still not occupying the same space in terms of computing power. Desktop computer sales in general have been on the decline for several years now, and tablets keep trying to further bridge the gap. As someone who spends many days testing, evaluating and re-evaluating software and hardware, this situation begs me to answer the question: can I really ditch the laptop?

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Make Your Voice Heard, Part 2: Audacity Audio Recording and Effects

See Part One: Choosing the Right Microphone

Now that you have a good recording setup in place, the next steps are getting something recorded and making it sound good. There’s a huge variety of options for recording audio, but I’ll discuss using  Audacity in particular here. To be sure, there are much more powerful programs than Audacity, but they tend to be costly and very complicated to use—which won’t help people who aren’t interested in professional audio and just want to record something for people to listen to.

Here’s why I recommend Audacity to most people, especially beginners:

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