James Jackson

Location: chicago, il

About me

James is the Senior Associate at JAJ & Associates, Adjunct Faculty and eLearning Consultant at MaxKnowledge and member of the Board of Advisors of Dream Catchers Global. James was the Associate Provost of Faculty Development, President of the Online Division at Harrison College and the Director for the Center of Technology Resources for Indiana Business College. Because of his extensive background in technology and his entrepreneurial spirit and passion for assisting aspiring business owners, James has provided his leadership/project management skills in many start-up operations mentoring dozens of young leaders over his career. All providing great growth opportunities for his stakeholders.

James has developed more than 50 courses and dozens of programs in the areas of technology, business, progress management and general education. James has been an instructor for more than 15 years during which time he provided training to over 500 trainers and more than 5000 students. His academic background includes a Masters of Education in Occupational Training and Development and is currently working on his doctoral dissertation in Higher Education Administration emphasis on Strategic Enrollment Management. James enjoys working with students and assisting them through complex concepts which he is able to turn into easy to understand and usable skills.

A full profile of my professional career is available on LinkedIn:

http://www.linkedin.com/in/jamesajacksonjr

Connect with me on LinkedIn and here in the Lounge.

Interests

my family, golf, tennis, swimming, and participating in youth sports.

Skills

faculty development, elearning, program and curriculum development, project management, business analysis and technology integration

Activity

James Jackson

Discussion Comment

Intrinsic and Extrinsic Motivation

Karen, do you ever engage with your students to better understand their extrinsic versus intrinsic values? Students can also gain from conversations around how intrinsic values tend to be more long lasting and more powerful than extrinsic. James Jackson

James Jackson

Discussion Comment

Fear Factor with Tests

Steven, normal anxiety about being tested on one's knowledge is definitely part of the process but there are some students that know the materials well but have a form of learning disorder or lack some communication skills that can cause them to fail at translating their knowledge onto a test. The focus here is to bring awareness to instructors and ensure they are taking the extra steps for any students that are not meeting expectations to take a little additional time to have deep rooted conversations with their students to evaluate if their lack of performance is due to poor… >>>

James Jackson

Discussion Comment

Fear Factor with Tests

Cheryl, sounds like you have a great strategy. Are students actually aware that you are setting them up for success or is this all behind the scenes? It could be highly valuable to let students know that you are configuring the class to set them up for maximum success which will only add to their level of confidence as they take the national boards. Having statistics on your student success could also be valuable especially if your numbers are greater than the national averages. James Jackson

James Jackson

Discussion Comment

Fear Factor with Tests

Marcia, sounds like your students are as prepared as they can be and you are providing great guidance. Do you have any statistics with regard to how well your students perform compared to other similar class sections taught by other instructors? Sounds like this would make for a great case study. Thanks for anything you can share. James Jackson

James Jackson

Discussion Comment

Fear Factor with Tests

Ali, for those that have attendance issues I can only assume that you feel very confident that during the enrollment process students were told of the attendance policy before they agreed to signup for classes? Attendance can be a tricky issue for working adults and at times their understanding of what it takes to be successful can be skewed. Of course if these issues are properly addressed during the enrollment phase then the students only have themselves to blame when they are tardy. James Jackson

James Jackson

Discussion Comment

Fear Factor with Tests

Julie, assessments are just as much a measure of the quality of instruction as they are the quality of learning. Sometimes it is good to take some of the fear away by allowing students to know you are measuring your own knowledge transfer skills as much as you are measuring their learning abilities. If you have 20 students in a classroom and a large percentage get a question correct then that is a good measure of the quality of instruction but if the majority get a question wrong then the instructor needs to look within themselves and determine if they… >>>

James Jackson

Discussion Comment

Fear Factor with Tests

Denise, do you use any type of grading rubric or do you measure the question response against something such as bloom's taxonomy to ensure you are asking students questions that are at the appropriate level of mastery as the curriculum requires? Thanks for anything you can share. James Jackson

James Jackson

Discussion Comment

Fear Factor with Tests

Timothy, have you ever allowed a student to demonstrate their knowledge through a question and answer session with the instructor? For some students they may be able to discuss the subject better than they can convey on a quiz or in an essay. What other techniques have other instructors used? This would be a great conversation point for any other readers. James Jackson

James Jackson

Discussion Comment

Traits of Successful Instructors

Sabrina, what changes do you feel you need to make in your own classroom management style to become that perfect guide? Thanks for anything you can share. James Jackson

James Jackson

Discussion Comment

Classroom Discipline

Marsha, my first step would be to implement a day 1 conversation about the consequences for violating classroom rules. I would include a discussion with students about their expectations of the consequences for violating the rules and would include the possibility to losing access to the classroom for a class period with no option to make-up any missing work. Next I would implement my plan and would request students leave the classroom if they are in violation of the rules. Over time students will follow the rules or fail out of your classroom. This of course would need the full… >>>

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