This document provides 10 pieces of advice that the author wishes their PhD advisor had given them. The advice includes taking more math courses, choosing research problems carefully by focusing on fundamental issues, publishing in venues that will have high impact and mindshare, managing time as a precious resource, learning to write and speak really well through practice and role models, and learning the publication process. The overall message is to focus on broad and fundamental knowledge, high impact work, clear communication skills, and efficient use of time during a PhD.
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
This document outlines the Stress Management And Resiliency Training (SMART) Program. It discusses [1] what causes stress, focusing on perception rather than external events, [2] the two brain modes of focused and default, and [3] a model of the mind involving attention and interpretation. It then provides instructions for daily exercises to [1] train joyful and kind attention, focusing outwardly rather than inwardly, and [2] interpret situations based on principles like gratitude rather than prejudices. Practicing these techniques can help manage stress and increase resilience.
This document summarizes key concepts from a chapter about intelligence:
- It describes different theories of intelligence including general intelligence (g) proposed by Spearman, multiple intelligences proposed by Thurstone and Gardner, and emotional intelligence.
- It discusses intelligence testing and controversies, such as whether intelligence is a single ability or made up of multiple abilities. It also discusses research locating intelligence in the brain.
- The document summarizes different views of intelligence including general intelligence (g), multiple intelligences, emotional intelligence, and intelligence as proposed by theorists like Spearman, Thurstone, Gardner, and Sternberg.
Knowledge Based Systems -Artificial Intelligence by Priti Srinivas Sajja S P...Priti Srinivas Sajja
Priti Srinivas Sajja is an Associate Professor working with Post Graduate Department of Computer Science, Sardar Patel University, India since 1994. She specializes in Artificial Intelligence especially in knowledge-based systems, soft computing and multiagent systems. She is co-author of Knowledge-Based Systems (2009) and Intelligent Technologies for Web Applications (2012).
She has 104 publications in books, book chapters, journals, and in the proceedings of national and international conferences. Three of her publications have won best research paper awards. Visit pritisajja.info for material.
1) The document presents a literature review on technology acceptance among elderly users and identifies a major limitation that studies rarely analyze socio-demographic, attitudinal, and psychological variables simultaneously.
2) A research model and hypotheses are proposed to examine how socio-demographic, attitudinal, and psychological factors influence the perceived ease of use of a computer game among 116 elderly participants.
3) The results found that adding psychological and attitudinal factors to socio-demographic factors better explained perceived ease of use. Perceived expertise with ICT and personal failure (a measure of technophobia) significantly predicted perceived ease of use.
The document provides instructions for attendees at a CTL retreat, including checking in at the tweet booth, sitting at tables, getting food, and writing a simple summary on a whiteboard. It then outlines 6 principles for effective presentations, focusing on making the content simple, unexpected, concrete, credible, emotionally engaging, and told through stories. The document concludes by discussing scholarly evidence that supports the principles.
How can we help each other think better? How can we help each other avoid
mistakes, traps, and blind spots? How can we help each other see all sides of issues?
Openness: How else might we think about this? What are we leaving out? What are we
overlooking? What are we not seeing because of how we've been taught to think?
Context: How does this fit with everything else we know? What's the context, the whole
story? What's around and behind this?
Connections: How is this similar to other things? Can thinking about those other things
help us understand this even better? What does this remind us of?
Complexity: How complicated
This document discusses e-learning and web 2.0 technologies. It provides a list of various free and open web-based tools for blogging, social networking, content sharing, online collaboration and multimedia creation that enable new forms of online learning. These tools lower barriers to publishing content and allow learners to actively participate in online communities to create and share knowledge in new ways. The document advocates that e-learning should embrace these new web 2.0 technologies and social aspects to move from traditional e-learning 1.0 models to a more connected e-learning 2.0 approach.
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
This document outlines the Stress Management And Resiliency Training (SMART) Program. It discusses [1] what causes stress, focusing on perception rather than external events, [2] the two brain modes of focused and default, and [3] a model of the mind involving attention and interpretation. It then provides instructions for daily exercises to [1] train joyful and kind attention, focusing outwardly rather than inwardly, and [2] interpret situations based on principles like gratitude rather than prejudices. Practicing these techniques can help manage stress and increase resilience.
This document summarizes key concepts from a chapter about intelligence:
- It describes different theories of intelligence including general intelligence (g) proposed by Spearman, multiple intelligences proposed by Thurstone and Gardner, and emotional intelligence.
- It discusses intelligence testing and controversies, such as whether intelligence is a single ability or made up of multiple abilities. It also discusses research locating intelligence in the brain.
- The document summarizes different views of intelligence including general intelligence (g), multiple intelligences, emotional intelligence, and intelligence as proposed by theorists like Spearman, Thurstone, Gardner, and Sternberg.
Knowledge Based Systems -Artificial Intelligence by Priti Srinivas Sajja S P...Priti Srinivas Sajja
Priti Srinivas Sajja is an Associate Professor working with Post Graduate Department of Computer Science, Sardar Patel University, India since 1994. She specializes in Artificial Intelligence especially in knowledge-based systems, soft computing and multiagent systems. She is co-author of Knowledge-Based Systems (2009) and Intelligent Technologies for Web Applications (2012).
She has 104 publications in books, book chapters, journals, and in the proceedings of national and international conferences. Three of her publications have won best research paper awards. Visit pritisajja.info for material.
1) The document presents a literature review on technology acceptance among elderly users and identifies a major limitation that studies rarely analyze socio-demographic, attitudinal, and psychological variables simultaneously.
2) A research model and hypotheses are proposed to examine how socio-demographic, attitudinal, and psychological factors influence the perceived ease of use of a computer game among 116 elderly participants.
3) The results found that adding psychological and attitudinal factors to socio-demographic factors better explained perceived ease of use. Perceived expertise with ICT and personal failure (a measure of technophobia) significantly predicted perceived ease of use.
The document provides instructions for attendees at a CTL retreat, including checking in at the tweet booth, sitting at tables, getting food, and writing a simple summary on a whiteboard. It then outlines 6 principles for effective presentations, focusing on making the content simple, unexpected, concrete, credible, emotionally engaging, and told through stories. The document concludes by discussing scholarly evidence that supports the principles.
How can we help each other think better? How can we help each other avoid
mistakes, traps, and blind spots? How can we help each other see all sides of issues?
Openness: How else might we think about this? What are we leaving out? What are we
overlooking? What are we not seeing because of how we've been taught to think?
Context: How does this fit with everything else we know? What's the context, the whole
story? What's around and behind this?
Connections: How is this similar to other things? Can thinking about those other things
help us understand this even better? What does this remind us of?
Complexity: How complicated
This document discusses e-learning and web 2.0 technologies. It provides a list of various free and open web-based tools for blogging, social networking, content sharing, online collaboration and multimedia creation that enable new forms of online learning. These tools lower barriers to publishing content and allow learners to actively participate in online communities to create and share knowledge in new ways. The document advocates that e-learning should embrace these new web 2.0 technologies and social aspects to move from traditional e-learning 1.0 models to a more connected e-learning 2.0 approach.
CoolestInterviewEver(#CIE) Case Study by Singapore Management University (SMU)Apurva Chamaria
While organizations have been using social media as a platform for hiring through job postings and background checks, there has never been an end-to-end recruitment process on a single social media platform. #CoolestInterviewEver is a unique campaign launched by global IT major, HCL technologies that leveraged Twitter to create a complete recruitment engagement while amplifying “Employer Value Proposition” reach. The fundamental objective was to quickly create a preferred employer brand amongst the 32 countries where HCL operates. For the first time, hiring became a two way conversation on a social platform. Total engagement from prospective job seekers was 250 K with candidates from over 60 countries. While the total spend on this initiative was equal to the average spend on recruiting one employee, it ranks as one of the most impactful outreaches in social media history having been covered by more than 60 international publications . It has resulted in HCL technologies enjoying a refreshed and strengthened employer brand in more than 60 countries and more followers on Twitter than any other IT Services organization in the world.
The document discusses money management and financial planning. It covers creating a personal balance sheet and cash flow statement, budgeting techniques like setting financial goals and categories, and developing a long-term financial plan through analyzing your current situation, setting goals, implementing and reviewing your plan over time. The key aspects are developing money management skills like living within your means and saving for emergencies or the future.
This document provides an overview of the key concepts in psychology, including:
- Psychology is the scientific study of behavior and mental processes. It aims to describe, explain, predict, and control behavior and mental processes.
- The major perspectives in psychology are psychodynamic, behavioral, humanistic, cognitive, sociocultural, biopsychological, and evolutionary.
- Key professionals in psychology include psychiatrists, psychoanalysts, psychologists, and psychiatric social workers.
- Psychology uses scientific methods like experiments, case studies, surveys, and correlations to study behavior, though correlations do not prove causation. Experiments aim to establish cause-and-effect relationships through manipulation of independent variables.
Cvpr2010 open source vision software, intro and training part viii point clou...antiw
Introduction [Acquisition] Feature Estimation F/PFH Surface Classification Object Recognition Registration Conclusion
The document discusses point cloud processing and analysis using the Point Cloud Library (PCL). It covers topics such as acquisition, feature estimation including fast point feature histograms (FPFH), surface classification, object recognition, and registration. The goal is to classify surfaces and objects from 3D point cloud data using geometric reasoning and machine learning techniques.
Randy Pausch gave a talk on time management where he provided many tips and techniques. He emphasized the importance of goals, priorities, planning, and avoiding procrastination. Pausch also stressed delegation, reducing interruptions, and finding a work-life balance. He concluded by recommending keeping a to-do list, time journal, and making changes to improve time management over the next 30 days.
Ch.1 the science of psychology,ciccarelli2emedepe82
A psychologist determined that children exposed to violent television were more likely to be physically aggressive in the future. This psychologist met the goal of prediction. The document contains multiple choice questions about concepts in psychology, such as research methods, fields of psychology, and ethical guidelines.
Cvpr2010 open source vision software, intro and training part vii point cloud...antiw
The document discusses point cloud data representation in ROS. It begins with an introduction to ROS and point clouds, explaining that point clouds represent 3D information as a collection of points, with each point containing XYZ coordinates and possibly additional data like color. Point clouds are an important representation for robot perception and manipulation tasks. They can be acquired from sensors like lidar, stereo cameras, and simulated data. The document then discusses how point clouds are represented as data structures in code, with each point as a vector of float values and the entire cloud as a vector of points.
The document discusses graphical models for analyzing large amounts of data from the internet. It outlines several applications of graphical models including clustering documents, detecting topics in text, word segmentation, modeling user interests over time, and detecting ideology from text. The document also discusses challenges like scale of data, need for advanced modeling beyond clustering/topics, and scalable inference algorithms. Basic statistical tools for graphical models like probability, independence, Bayes' rule, and exponential families are also covered.
15 pieces of advice i wish my ph d advisor had given meantiw
The document provides 11 pieces of advice that the author wishes their PhD advisor had given them, including taking more math courses, carefully choosing research problems, focusing on publishing in high impact venues, managing their time well, learning to write and speak effectively, understanding the research process, considering career options, collaborating with peers, identifying role models, having fun, and dealing with rejection.
Need to spark some killer innovation into your product line? Thinking about holding a brainstorming session? Brainstorming sessions are for wusses and wusses don’t get the corner office. Instead, you’ll learn some more productive techniques that can help you to release your inner-Hulk and become that guy that everyone wants on their next-generation product.
Note that there are a lot of build slides and formatting that slideshare has rendered poorly. Feel free to download the deck for best results or connect with me and I'll send you a copy.
This document discusses the concept of "habits of mind" and their importance in curriculum design. It provides examples of habits of mind from different subject areas like science, mathematics, social studies and more. Some key points made are:
1. Habits of mind emphasize attitudes, character traits and dispositions in addition to cognitive skills.
2. Explicitly teaching habits of mind builds background knowledge and gives students a sense of how disciplines are practiced.
3. Developing strong habits of mind requires opportunities for practice, modeling, and reflection over time.
4. Organizing curriculum around key habits of mind can improve thinking and learning outcomes.
This document discusses the backwards design approach to curriculum planning known as Understanding by Design (UbD). It explains that UbD focuses on first clarifying the desired learning outcomes and evidence of understanding before designing lessons. Key aspects of UbD include identifying big ideas, essential questions, and knowledge and skills students should understand. The document provides examples of big ideas and essential questions and explains the three stages of the UbD framework - identifying desired results, determining acceptable evidence, and planning learning experiences.
1. The document discusses the concept of "habits of mind" which refers to ways of thinking that people acquire through frequent practice that become ingrained behaviors or dispositions.
2. It provides examples of habits of mind from different domains like critical thinking, mathematics, science, and social studies which involve behaviors like questioning, problem-solving, and open-mindedness.
3. Developing habits of mind requires opportunities for repeated practice, modeling, and reflection so these ways of thinking become automatic behaviors that transfer across contexts.
1. The document discusses the concept of "habits of mind" which refers to ways of thinking that people acquire through frequent practice that become ingrained behaviors or dispositions.
2. It provides examples of habits of mind from different domains like critical thinking, mathematics, science, and more. Common habits discussed include curiosity, open-mindedness, skepticism, and perseverance.
3. For habits of mind to be effectively taught, the document emphasizes the need for repeated opportunities to practice thinking in complex contexts, modeling by teachers, and self-reflection by students.
Games have the potential to transform learning by making it student-centered, complex, and intrinsically motivating. When designed well, games can engage students in solving real-world problems through interactive problem-solving and collaboration. Game-based learning approaches like project-based learning embed critical thinking, communication, and deeper learning within an authentic and engaging context. Educators are exploring how to apply game mechanics and principles of game design to better capture students' interests and promote active, self-directed, and collaborative styles of learning.
The document discusses the importance of quadrant D instruction in the Rigor/Relevance Framework. It begins by asking why quadrant D instruction is important and what skills students will need in the future. It then explains that rigor involves complex thinking and applying knowledge to solve real-world problems. The highest levels of learning involve applying knowledge to unpredictable real-world situations. Effective instruction prepares students for challenges of the future by providing practice solving unpredictable problems in school. Quadrant D instruction is important because it reflects how our brains naturally work and the skills needed for success in the 21st century.
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
Here is how I would approach this problem using critical thinking:
1. Carefully examine the problem and understand the goal (connect all 9 dots using 4 straight lines without lifting your pen).
2. Consider alternative approaches and think creatively ("outside the box"). The typical way of connecting dots line-by-line won't work here.
3. Apply logical reasoning and recognize patterns (the dots are arranged in a 3x3 grid).
4. Draw lines diagonally between opposite corners to form an X shape, then draw the remaining horizontal and vertical lines to connect all dots.
By taking an unconventional approach, thinking flexibly about different connections between dots, and applying logical reasoning to recognize the underlying pattern
Slides from a presentation during <a>my SMARTen Up! workshop</a> for the EdTech Teacher Workshop series in Brookline, MA, 20 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document discusses 21st century learning skills and the role of technology in education. It aims to revise how ICT is used, consider new pedagogies supported by technology, and investigate emerging technologies. Key questions addressed are the skills needed to thrive today, technology's place in the curriculum, and how classrooms and ICT advances may change in the future. The document outlines goals for applying relevant, project-based learning using web tools and assessments that provide constant feedback like video games. It envisions schools providing 24/7 access to resources and tools to engage students in collaboration and publishing.
The document discusses a winter symposium on making disciplinary thinking visible. It lists members of the organizing team including academics from various universities. It notes they will discuss student experiences and perceptions, disciplinary concepts that are thresholds to learning, distinctive forms of thinking in different fields, and challenges students face. The focus is on understanding disciplinary thinking and reasoning.
CoolestInterviewEver(#CIE) Case Study by Singapore Management University (SMU)Apurva Chamaria
While organizations have been using social media as a platform for hiring through job postings and background checks, there has never been an end-to-end recruitment process on a single social media platform. #CoolestInterviewEver is a unique campaign launched by global IT major, HCL technologies that leveraged Twitter to create a complete recruitment engagement while amplifying “Employer Value Proposition” reach. The fundamental objective was to quickly create a preferred employer brand amongst the 32 countries where HCL operates. For the first time, hiring became a two way conversation on a social platform. Total engagement from prospective job seekers was 250 K with candidates from over 60 countries. While the total spend on this initiative was equal to the average spend on recruiting one employee, it ranks as one of the most impactful outreaches in social media history having been covered by more than 60 international publications . It has resulted in HCL technologies enjoying a refreshed and strengthened employer brand in more than 60 countries and more followers on Twitter than any other IT Services organization in the world.
The document discusses money management and financial planning. It covers creating a personal balance sheet and cash flow statement, budgeting techniques like setting financial goals and categories, and developing a long-term financial plan through analyzing your current situation, setting goals, implementing and reviewing your plan over time. The key aspects are developing money management skills like living within your means and saving for emergencies or the future.
This document provides an overview of the key concepts in psychology, including:
- Psychology is the scientific study of behavior and mental processes. It aims to describe, explain, predict, and control behavior and mental processes.
- The major perspectives in psychology are psychodynamic, behavioral, humanistic, cognitive, sociocultural, biopsychological, and evolutionary.
- Key professionals in psychology include psychiatrists, psychoanalysts, psychologists, and psychiatric social workers.
- Psychology uses scientific methods like experiments, case studies, surveys, and correlations to study behavior, though correlations do not prove causation. Experiments aim to establish cause-and-effect relationships through manipulation of independent variables.
Cvpr2010 open source vision software, intro and training part viii point clou...antiw
Introduction [Acquisition] Feature Estimation F/PFH Surface Classification Object Recognition Registration Conclusion
The document discusses point cloud processing and analysis using the Point Cloud Library (PCL). It covers topics such as acquisition, feature estimation including fast point feature histograms (FPFH), surface classification, object recognition, and registration. The goal is to classify surfaces and objects from 3D point cloud data using geometric reasoning and machine learning techniques.
Randy Pausch gave a talk on time management where he provided many tips and techniques. He emphasized the importance of goals, priorities, planning, and avoiding procrastination. Pausch also stressed delegation, reducing interruptions, and finding a work-life balance. He concluded by recommending keeping a to-do list, time journal, and making changes to improve time management over the next 30 days.
Ch.1 the science of psychology,ciccarelli2emedepe82
A psychologist determined that children exposed to violent television were more likely to be physically aggressive in the future. This psychologist met the goal of prediction. The document contains multiple choice questions about concepts in psychology, such as research methods, fields of psychology, and ethical guidelines.
Cvpr2010 open source vision software, intro and training part vii point cloud...antiw
The document discusses point cloud data representation in ROS. It begins with an introduction to ROS and point clouds, explaining that point clouds represent 3D information as a collection of points, with each point containing XYZ coordinates and possibly additional data like color. Point clouds are an important representation for robot perception and manipulation tasks. They can be acquired from sensors like lidar, stereo cameras, and simulated data. The document then discusses how point clouds are represented as data structures in code, with each point as a vector of float values and the entire cloud as a vector of points.
The document discusses graphical models for analyzing large amounts of data from the internet. It outlines several applications of graphical models including clustering documents, detecting topics in text, word segmentation, modeling user interests over time, and detecting ideology from text. The document also discusses challenges like scale of data, need for advanced modeling beyond clustering/topics, and scalable inference algorithms. Basic statistical tools for graphical models like probability, independence, Bayes' rule, and exponential families are also covered.
15 pieces of advice i wish my ph d advisor had given meantiw
The document provides 11 pieces of advice that the author wishes their PhD advisor had given them, including taking more math courses, carefully choosing research problems, focusing on publishing in high impact venues, managing their time well, learning to write and speak effectively, understanding the research process, considering career options, collaborating with peers, identifying role models, having fun, and dealing with rejection.
Need to spark some killer innovation into your product line? Thinking about holding a brainstorming session? Brainstorming sessions are for wusses and wusses don’t get the corner office. Instead, you’ll learn some more productive techniques that can help you to release your inner-Hulk and become that guy that everyone wants on their next-generation product.
Note that there are a lot of build slides and formatting that slideshare has rendered poorly. Feel free to download the deck for best results or connect with me and I'll send you a copy.
This document discusses the concept of "habits of mind" and their importance in curriculum design. It provides examples of habits of mind from different subject areas like science, mathematics, social studies and more. Some key points made are:
1. Habits of mind emphasize attitudes, character traits and dispositions in addition to cognitive skills.
2. Explicitly teaching habits of mind builds background knowledge and gives students a sense of how disciplines are practiced.
3. Developing strong habits of mind requires opportunities for practice, modeling, and reflection over time.
4. Organizing curriculum around key habits of mind can improve thinking and learning outcomes.
This document discusses the backwards design approach to curriculum planning known as Understanding by Design (UbD). It explains that UbD focuses on first clarifying the desired learning outcomes and evidence of understanding before designing lessons. Key aspects of UbD include identifying big ideas, essential questions, and knowledge and skills students should understand. The document provides examples of big ideas and essential questions and explains the three stages of the UbD framework - identifying desired results, determining acceptable evidence, and planning learning experiences.
1. The document discusses the concept of "habits of mind" which refers to ways of thinking that people acquire through frequent practice that become ingrained behaviors or dispositions.
2. It provides examples of habits of mind from different domains like critical thinking, mathematics, science, and social studies which involve behaviors like questioning, problem-solving, and open-mindedness.
3. Developing habits of mind requires opportunities for repeated practice, modeling, and reflection so these ways of thinking become automatic behaviors that transfer across contexts.
1. The document discusses the concept of "habits of mind" which refers to ways of thinking that people acquire through frequent practice that become ingrained behaviors or dispositions.
2. It provides examples of habits of mind from different domains like critical thinking, mathematics, science, and more. Common habits discussed include curiosity, open-mindedness, skepticism, and perseverance.
3. For habits of mind to be effectively taught, the document emphasizes the need for repeated opportunities to practice thinking in complex contexts, modeling by teachers, and self-reflection by students.
Games have the potential to transform learning by making it student-centered, complex, and intrinsically motivating. When designed well, games can engage students in solving real-world problems through interactive problem-solving and collaboration. Game-based learning approaches like project-based learning embed critical thinking, communication, and deeper learning within an authentic and engaging context. Educators are exploring how to apply game mechanics and principles of game design to better capture students' interests and promote active, self-directed, and collaborative styles of learning.
The document discusses the importance of quadrant D instruction in the Rigor/Relevance Framework. It begins by asking why quadrant D instruction is important and what skills students will need in the future. It then explains that rigor involves complex thinking and applying knowledge to solve real-world problems. The highest levels of learning involve applying knowledge to unpredictable real-world situations. Effective instruction prepares students for challenges of the future by providing practice solving unpredictable problems in school. Quadrant D instruction is important because it reflects how our brains naturally work and the skills needed for success in the 21st century.
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
Here is how I would approach this problem using critical thinking:
1. Carefully examine the problem and understand the goal (connect all 9 dots using 4 straight lines without lifting your pen).
2. Consider alternative approaches and think creatively ("outside the box"). The typical way of connecting dots line-by-line won't work here.
3. Apply logical reasoning and recognize patterns (the dots are arranged in a 3x3 grid).
4. Draw lines diagonally between opposite corners to form an X shape, then draw the remaining horizontal and vertical lines to connect all dots.
By taking an unconventional approach, thinking flexibly about different connections between dots, and applying logical reasoning to recognize the underlying pattern
Slides from a presentation during <a>my SMARTen Up! workshop</a> for the EdTech Teacher Workshop series in Brookline, MA, 20 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document discusses 21st century learning skills and the role of technology in education. It aims to revise how ICT is used, consider new pedagogies supported by technology, and investigate emerging technologies. Key questions addressed are the skills needed to thrive today, technology's place in the curriculum, and how classrooms and ICT advances may change in the future. The document outlines goals for applying relevant, project-based learning using web tools and assessments that provide constant feedback like video games. It envisions schools providing 24/7 access to resources and tools to engage students in collaboration and publishing.
The document discusses a winter symposium on making disciplinary thinking visible. It lists members of the organizing team including academics from various universities. It notes they will discuss student experiences and perceptions, disciplinary concepts that are thresholds to learning, distinctive forms of thinking in different fields, and challenges students face. The focus is on understanding disciplinary thinking and reasoning.
The document provides an overview of the weekend workout and guidelines for mindset. It recommends doing the weekend workout to gain design skills and practice those skills on future projects. It emphasizes enjoying the process and remaining calm under pressure, which are important design skills. The weekend workout will provide tools and techniques to continue training, even if readers can't run a marathon on Monday.
The document discusses how learning environments could incorporate elements of game design to make learning more engaging. It suggests learning should be student-centered, promote independence, and allow for exploration of complex real-world problems. Game design principles like multiple pathways to success, ongoing feedback, and appropriate challenge levels could help grab and sustain student attention. Incorporating these elements may help develop 21st century skills like creativity, collaboration, and problem solving.
H.E.A.T. is a metaphor for high-yielding strategies that increase the rigor and relevance in learning! When designing or assessing a lesson idea - consider these elements. And remember - "engaged learners" are not about being entertained or amused - but having "Brains on Fire!! !Hearts on Fire!!!! - Bernajean's new book title!
The document provides guidance on how to effectively conduct a brainstorming session. It emphasizes that brainstorming works best with a diverse group of people, an energetic and well-structured process, and by focusing on generating as many ideas as possible without criticism. The document also stresses the importance of preparation, including providing background on the topic to help spark ideas, and concludes by noting the value of evaluating, sharing, and building on the ideas that are generated.
This document provides an overview of a presentation given by Darren Kuropatwa at the Riding the Wave Conference in Gimli, Manitoba in May 2010. The presentation discusses how design matters and touches on topics like avoiding "Death by PowerPoint", explaining concepts simply, and using design thinking as a multi-disciplinary approach to problem solving. It includes quotes from Dr. John Medina's book "Brain Rules" and Garr Reynolds' book "Presentation Zen" on how to give effective presentations. The document emphasizes that design is an important part of delivering an engaging message.
What do you want them to learn today? Learning goals and formative assessmentStephanie Chasteen
Students will understand the
concept of force.
Improved L.G.
Students will be able to define force and
distinguish between the different types of
forces: gravitational, normal, friction. They
will be able to apply Newton's laws to solve
for unknown forces in simple systems.
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15 pieces of advice i wish my ph d advisor had given me
1. 15
14
13
12
11
10 pieces of advice I wish my
PhD advisor had given me
Jim Kurose
Department of Computer Science
University of Massachusetts
Amherst, MA USA
http://www.cs.umass.edu/~kurose
With great affection and apologies
to my advisors
Yechiam Yemini
Mischa Schwartz, EE Department, CS Department
Columbia University Columbia University
and a disclaimer…..
1
2. #1
study
broadly
I wish I’d Take math courses!
taken more every math course
math courses! I’ve taken has
been valuable
won’t have time
later
research fields
draw increasingly
on math as they
mature
theory is timeless!
#1
study
broadly
I wish I’d Important courses
taken more outside CS
math courses! signal processing
control theory
information theory
nonlinear optimization
stochastic processes
game theory
domains: systems
biology, economics,…
2
3. #1
study
broadly
I wish I’d you will never
taken more again have so
math courses! much “relaxed”
time to study,
learn, think
Sorry for that piece
of bad news… but
it’s true
Choosing, defining a research #2
problem
pick your problems carefully!
what’s the fundamental issue
you’re solving?
will the problem be of interest
five, ten years from now?
focus on fundamentals in a
world with an increasingly short
attention span
QoS
multicast
A fool can ask more congestion control
questions in a minute P2P
than a wise man/woman sensor networks
(or a Yoda) can answer in a lifetime energy
3
4. Choosing, defining a research
problem
There are lots of smart
people out there!
avoid crowded areas
unless you have a
unique talent, viewpoint
low-hanging fruit has
been picked
researchers working on
“next big thing” are not in
Wisdom of crowds? the crowd
take risks (it’s research)
Choosing, defining a research
problem
complexity,
solutions proposed
sophistication are
themselves not of
solution complexity
interest
solutions in use
!! simple is sometimes
harder!
understanding of
problem area
!!
early middle late time
[adapted from Hluchyj 2001]
maximum impact / mindshare
4
5. Choosing, defining a research
problem
solution space avoid point solutions
insights that cut across
solution space vs point
solution
what broader
conclusions can be
drawn from your work?
.
You are here (but shouldn’t be)
#3
Publishing
publish where you will get
mindshare, impact
there is life beyond sigcomm,
infocom
quality over quantity:
avoid LPUs
1 widely-read/referenced
paper >> K mediocre papers
PhD thesis != magnum opus
don’t be driven by conference
deadlines
don’t submit just to get reviews
5
6. #4
Time: your most precious resource
give yourself time to
think
manage your time
carefully: consciously
choose how you
spend your time
learn to multiplex
Only “how to” book
recommended by Bill
Clinton
Time
I’ve given away 50+
#5
Learn how to write really well
can not overstress
importance of good writing
the most important course?
“unfair advantage” in
paper, proposal review
outstanding investment of
your time
study role models
"No tale is so good that it can't be
spoiled in the telling”
http://www-net.cs.umass.edu/kurose/writing/
Proverb
6
7. Top-10 tips for writing a paper
1: Every paper tells a 6. Write precisely (be
story specific, don’t
2. Write top down embellish)
3. Introduction: crucial, 7. No one (not even your
formulaic mother) is as interested
4. Master basics of in this topic as you
organized writing 8. State results carefully
5. Put yourself in place 9. Study the art of writing
of reader 10. Good writing takes
time
Recommended reading:
Writing for Computer Science
The Elements of Style
by Justin Zobel
by William Strunk E. B. White
(50 years old – and still a classic!)
7
8. #6
Learn how to speak really well
can’t overstress importance of
good speaking
important course to
teach/take?
“unfair advantage” in mindshare
convey exciting story/message
thoughtful
engaging
clear, concise
practice, practice, practice
videotape, critique yourself
study role models
#7
Learn the process of doing research
our field is a guild
grad student = apprentice
professor = master artisan
it’s about more than the results
in your thesis
you’ll be generating results
for a lifetime
knowing process is what’s
most important
apprenticeship why your advisor can’t (and
shouldn’t) solve (or even
define) the problem for you
8
9. #8
Think about what you want to do afterwards
academia: industry:
teaching schools many different types of
research-1 schools industry settings
big v small; public v startup
private “big industry”
country? research labs
do you love (or at least research institutes
like) to teach? students?
#9
A community of scholars
meet people, listen,
collaborate
good students, colleagues,
friends
approach, talk with
people
interactions with peer
students
research discussions
paper presentations
practice talks
….
9
10. #10
Identify role models
who does something
you care about really
well?
how do they do it?
many role models:
no one does everything
find your balance
get a mentor
be a mentor
#11
The last word
Have fun – enjoy
what you are doing
Best piece of advice I
ever received (1984):
“Pick a place, job where you’ll
have fun, enjoy living, enjoy
your colleagues. Without that,
no level of success will make
you happy.” Jack K. Wolf
10
11. What have others added (1)?
learn how to deal with rejection
it’ll
happen now and then, for the rest of your
professional life (hopefully not with your partner)
learn from rejection: Why was paper/proposal
rejected? What did/didn’t reviewers see/like?
know your “secret weapon”
what “unfair advantage” do you have over everyone
else?
learn how to change topics
boring to do same thing for 30 years!
What have others added (2)?
learn how to deal with stress
life balance, life changes, too much work
learn how to multiplex
you’ll be doing it the rest of your life
learn how to read/review/write fast, but well
and follow the 90/10 rule
11