Well, the AAAL (American Association of Applied Linguistics) conference is over and I am really really tired.  I can't believe that there are people that right after AAAL they are headed over to Pennsylvania for the TESOL conference... Me, I need a few days of sleep to recuperate from those four days of non-stop presentations. There were a number of really interesting sessions, and

Highlihgts of AAAL 2012 Day 4 (Tuesday 3/27) -Boston, MA. Check back for liveblog updates [View the story "AAAL 2012 Day 4" on Storify]

My Highlights from AAAL 2012 in Boston for Monday 3/26 (Day 3 of the Conference). Check back for liveblog updates [View the story "AAAL 2012 Day 3" on Storify]

My Highlights from AAAL 2012 in Boston for Sunday 3/25 (Day 2 of the Conference). [View the story "AAAL Boston Day 2" on Storify]

My Highlights from AAAL 2012 in Boston for Saturday 3/24 (Day 1 of the Conference). Also, my first foray into live blogging with storify [<a href="http://storify.com/koutropoulos/aaal-boston-saturday" target="_blank">View the story "AAAL Boston - Saturday" on Storify</a>]

The other day I was catching up on Change11 and I came across a blog post titled commentary on comments which caught my eye because it reminded me of an NPR news-segment :-) I was thinking about both the lack of comments on other blogs and the slow-down in blog posts in general on Change11.As far as comments on other blogs go, I can't really talk on behalf of other Change participants, but from my

I was planning on doing a live-blog of NERCOMP last week, using storify, but in the end I got so wrapped up in the conversation, and the tweeting, that storify didn't really happen for me.  Last night I played with Storify a bit, grabbed as many images, tweets and websites I could and made a rather weak live-blog.  Oh well.  Maybe I will be doing some live-blogging at AAAL this weekend. In

I was reading a post on change11 the other day and this video was talked about. The essence of th video is that in education these days we've gone crazy with assessments and we forget about th learner. Fair enough, I believe that this is indeed true in some states and school systems, especially with things like no child left behind. The problem comes in (for me at least) when the people start talking

I was reading an opinion piece on the Chronicle of Higher Education this past week on Comprehensive exams. The article deals mostly with PhD level comprehensive exams, the types of exams that serve as the gatekeeper between the coursework in a PhD program and the dissertation stage. The main thesis of the author, at least what I got out of it, was that comprehensive exams seem to be looking backward

I posted a link to the notes that I took during the NERCOMP unconference session that I proposed and lead in my previous blog post.  Granted, the notes are a bit disconnected because I was jotting down ideas, notes, and thoughts as they were being mentioned by participants so you may not get a coherent view of everything. My initial thought on a course on Learning Management Systems was that