COURSE TITLE:
TAKING CONTROL OF YOUR DIGITAL LIFE
NO OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
MICHAEL BOLL, M.A.
michael@innovativepd.com
541.241.6938 (USA)
1 86 15821.336.415 (China)
50
50
LEARNING ENVIRONMENT:
All assignments modules can be viewed by heading to our website: http://smarturl.it/takingcontrolintro
However, this course requires assignment responses to be posted in a password secured ONLINE
website hosted by The Heritage Institute.
COURSE DESCRIPTION:
Modern day teachers find themselves overwhelmed with the sheer volume of input and digital
communication that flows in each day. Email, instant messages, and the Internet have made access to
information (and to you) far too easy. “I only have 54 emails left to answer” is too often the depressing
indicator of a successful day. The good news is that while access to information (and to you) have
increased exponentially, so have tools to help manage those streams of digital input and communication.
This course helps teachers take advantage of the fantastic communication, storage and
organizational systems available today. You will become a more productive and efficient instructor by
learning to control the flow of information instead of allowing it to control you.
This course is appropriate for all grades, K-12 including teachers, administrators, para-educators,
counselors, and other support personnel.
LEARNING OUTCOMES:
Teachers walk away with a variety of tools to help them take control of their digital lives. An
understanding of efficient and effective workflow systems will be covered. Upon completion of this course
participants will understand:
● The effective use of personal digital assistants
● Getting to inbox zero
● Note taking systems
● Online and offline task management
● The power of RSS
● Collaboration tools
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participants their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS
You will need high-speed (DSL) Internet access in order to easily view online resources. Some of the
reading materials may be provided in the online course environment as PDF documents, a format
readable by computers with Adobe Acrobat Reader. You may download a free copy of Acrobat Reader
from our website, www.hol.edu, if it is not already on your computer.
REQUIRED TEXTBOOK:
Any ONE of the texts below are required. However, they are both awesome!
• Getting Things Done: A Time Saving Summary of David Allen’s Book on Productivity. Purchased form
Amazon.com (used price is approximately $5.00 USD)
• The Power of Habit: Why We Do What We Do in Life and Business. By Charles Duhigg. Purchased
form Amazon.com (used price is approximately $14.99 USD)
GETTING STARTED
• After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions.
• Access each assignment listed in the online course environment and enter your responses.
• Write your responses in a WORD document and then ‘copy/paste’ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED' button. The
instructor will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS
• You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
• All responses will be posted online. Large documents, files, photographs or PowerPoint presentations
may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Inbox Zero Part Two
Taking control of your inbox is the first step in controlling your digital lifestyle. The email server (where I
work) sends and receives over 10,000 (yes that number is correct) emails per day! This does include
students, but much (if not most) of that email is directed at teachers. Take a look at your email box if you
think I am wrong. Let’s get a handle on this email!
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol1
Assignment #2:
Inbox Zero Part Two
Now that you have a general understanding of what Inbox Zero really is, let's take a look at how we can
get to that point in our email lives. What processes are involved to make it happen? Just how much joy
will this bring to our lives?
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol2
Assignment #3:
Pulling Your Favorite Content to Your Device (RSS)
The sheer volume and speed with which information comes our way is a big stressor in our lives. It is
hard to process and handle the tremendous numbers of inputs we receive on a daily basis. This includes
email, of course, but also social media (Twitter, Facebook, etc.), eBooks, list serves, TV shows, music,
calendar alerts and more.
There are a variety of websites, apps and devices that can help with this deluge of data. Figuring out
which one works for you and “programming” it so that it is useful, is a big step and a big help. We will
focus on RSS, Flipboard, and Feedly. It may be a little difficult along the way, but once you get the hang
of it, you will never turn back!
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol3
Assignment #4:
Digitally Storing Your Important “Stuff”
There is way too much access to information today. There is way more information than we can possibly
remember. There is way too much faith that a pencil and paper can help us enough.
Today we work on multiple projects and collect a large volume of information for each of those projects.
The web makes all that information gathering possible, but how do we store it all? We need a storage
system that can help us with this problem. Something that will become our “digital brain.”
There are a variety of digital notebooks out there, but nothing comes close to Evernote. Evernote allows
you to store a near endless amount of information on your computer, the web and your personal devices
such as iPhones.
I use Evernote to:
● Take a picture and store my kids’ yearly checkups and glasses prescriptions
● Store PDF documents such as online receipts
● Record (audio) thoughts and ideas and store them for later retrieval
● Take pictures of menus so I can refer to them later on when I want take out
● Track student progress as I walk around the classroom
● Clip web pages of things I might need later
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol4
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Assignment #5:
To Do Lists
To do lists are a very common method for keeping track of all the things we must accomplish as teachers.
We are very busy focusing on the day-to-day routines in the classroom and need a list of some sort to
remind of us other must do’s.
Traditionally paper has been used to record our lists, but as the pace has increased, the paper list does
not easily keep up with our digital lives.
A digitally based to do list will bring tremendous efficiencies to your workflow. There are a variety of
reasons why you should use a digital to do list.
For example:
1. You can access your list anytime on nearly any device
2. You can easily tag, categorize and prioritize a digital list
3. You can refer back and archive previous to dos
4. You can make the to do list collaborative and share it with other people
5. You can jot down every idea/to do that you have and then sort it by priority
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol5
Assignment # 6:
Personal Digital Assistants
Today’s world allows us to have ubiquitous access to our email, digital storage, to do lists, project
management and workflow systems. However, we have to ensure that our personal digital assistant
devices (iPhones, iPads, Androids, Windows) are all connected to our world.
“The Cloud” allows us to wirelessly sync all of our data from our computers to our PDAs. Our data is
stored in the Cloud and we pull it down from there. Your school email, Evernote, Asana, Gmail, iCloud
store data on server farms all over the world.
This lesson will take the concepts we have learned so far, such as digital to do lists, inbox zero and
Evernote, and bring them together on your personal digital assistant. You will understand how to access
your information, email and storage systems on a mobile platform such as a smartphone or tablet.
Link to coursework, assignments, resources and more:: http://smarturl.it/takingcontrol6
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood at a local public library or parks department facility (they will often be glad to sponsor
community-based learning) or with students in another teacher’s summer classroom.
Assignment # 7:
Creating a Workflow System
In this assignment you will create a workflow system so the tools all work together and are in sync.
Participants will create a map that helps them channel a large amount of input into a stream that lets them
decide what to prioritize to make life less stressful.
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol7
Assignment #8:
Book Reflection
The two books for this course are wonderful and very different.
David Allen’s book talks about his “Getting Things Done” methodology. David’s ideas were a huge
influence on the development of this course. His book had a profound influence on me many years ago.
Charles Duhigg’s book discusses habits, how they work, and how we can change them. It is one of my
favorite all time books.
Personally, I think both books are worth reading. However, only one book is required for the course and
for this particular lesson.
In your online response box post a 500 word (or more) reflection on one of the two books.
Choose as many of the following suggested writing topics below as needed:
● What portions of the book stood out for you? Why?
● What portions of the book did you disagree with? Why?
● What aspects of the book will you adopt?
● What do you wish the book included, but did not?
● Would you recommend this book to a friend? If so, what type of friend?
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol8
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500 LEVEL ASSIGNMENT
Assignment #9:
(500 Level Only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Create a 30-minute or longer presentation to be given at a professional development workshop. It should
relate to the themes discussed in this course. Drop the PowerPoint, Keynote or PDF into your online
response box.
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol9
OR
Option B)
Take a very deep dive into the “getting things done” philosophy from David Allen.
Check out these resources:
● GTD Times
● TEDx Talk
● GTD Podcasts
● Facebook Page
(Or find some of your own) and write a 750 word paper where you discuss the “getting things done” ideas
and how they work/benefit others.
Suggested ideas to include:
● An elevator pitch that neatly explains GTD to new people.
● The strongest aspects of GTD. How you see most people (maybe even you) using GTD.
● The barriers or resistance to using the GTD methodology
● Using the GTD method with students. Is it possible? A good idea? What are the upsides and
downsides with asking young people to do this.
● The future of GTP type points of view. Will it be replaced by something else? What might be
more effective? How might it change?
● Any other thoughts you would like to discuss.
Post your paper as a .doc, .docx, or .pages file into your online response box.
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol9
OR
Option C)
Another assignment of your own design with prior approval of the instructor.
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol9
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #10:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisor Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Link to coursework, assignments, resources and more: http://smarturl.it/takingcontrol10
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE
Michael Boll, M.A., is an Apple Distinguished Educator, Podcaster and Technology Coach at Concordia
International School Shanghai. He enjoys helping educators, parents and students harness the
transformative powers of technology.
Michael has taught numerous professional development courses including as an EARCOS Pre
Conference Presenter, Weekend Workshop Leader and Learning 2.0 Cohort Leader. He has been
teaching overseas for many years and his teaching past includes posts in Saudi Arabia, Jakarta
International School and Concordia International School, Shanghai.
Michael lives in Shanghai and on the weekends you might see him taking walks with his son, biking
around the city or continuing to try to understand when it is ok to cross at a crosswalk.
● Twitter: Autismpodcast
● Website: michaelboll.me
● LinkedIn profile
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TAKING CONTROL OF YOUR DIGITAL LIFE
BIBLIOGRAPHY
Allen, David. Getting Things Done: The Art of Stress-free Productivity. New York: Viking, 2001. Print.
In today's world, yesterday's methods just don't work. In Getting Things Done, veteran coach and
management consultant David Allen shares the breakthrough methods for stress-free performance that
he has introduced to tens of thousands of people across the country. Allen's premise is simple: our
productivity is directly proportional to our ability to relax. Only when our minds are clear and our thoughts
are organized can we achieve effective productivity and unleash our creative potential.
In Getting Things Done Allen shows how to:
• Apply the "do it, delegate it, defer it, drop it" rule to get your in-box to empty
• Reassess goals and stay focused in changing situations
• Plan projects as well as get them unstuck
• Overcome feelings of confusion, anxiety, and being overwhelmed
• Feel fine about what you're not doing
Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business. New York: Random
House, 2012. Print.
In The Power of Habit, award-winning New York Times business reporter Charles Duhigg takes us
to the thrilling edge of scientific discoveries that explain why habits exist and how they can be changed.
With penetrating intelligence and an ability to distill vast amounts of information into engrossing narratives,
Duhigg brings to life a whole new understanding of human nature and its potential for transformation.”
Goldberg, Donna, and Jennifer Zwiebel. The Organized Student: Teaching Children the Skills for Success
in School and beyond. New York: Simon & Schuster, 2005. Print.
“The overstuffed backpack, the missing homework, the unused planner, the test he didn't know
about. Sound familiar? When the disorganized child meets the departmentalized structure of middle
school, everything can fall apart. Even the academically successful child will start to falter if she misses
deadlines, loses textbooks, or can't get to class on time.”
This practical book is full of hands-on strategies for helping parents identify and teach
organizational skills. Educational consultant Donna Goldberg has developed these methods by working
with hundreds of students.”
Springer, Steve, Brandy Alexander, and Kimberly Persiani-Becker. The Organized Teacher: A Hands-on
Guide to Setting up and Running a Terrific Classroom. New York: McGraw-Hill, 2005. Print.
“Usable as a hands-on guide from the very first day of school, The Organized Teacher addresses
the practical needs of first year teachers of grades K-8. It covers everything they need to know, from
classroom management and school procedures to streamlined record keeping and state standards. The
book includes helpful reproducible checklists and instructive illustrations, along with invaluable advice
from experienced professionals.”
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