This document summarizes a conversation about helping students develop skills for lifelong learning and employment. It discusses exposing students to habits of mind like critical thinking, research practices, and communication skills. It also suggests connecting students to professional networks through associations, conferences and using social media to build personal learning networks. The conversation focused on preparing students for an uncertain future by emphasizing adaptable skills over specific career preparation alone.
This presentation about what trainer-teacher-learners can draw from the New Media Consortium 2014 Horizon Report > Higher Education Edition was prepared for members of the Golden Gate Chapter of the Association for Talent Development (ATD)--formerly the American Society for Training and Development (ATD) for delivery on May 15, 2014 in a blended event with Paul Signorelli onsite and Samantha Adams Becker co-presenting via a Google Hangout feed.
This interactive session reviewing mentoring basics, types of mentoring, and mentoring tips that can be used onsite, online, or in blended onsite-online mentoring situations was prepared for and presented through PCI Webinars on May 22, 2014. The session ends with an exercise designed to encourage participants to immediately put the content to use in their own workplaces,and includes a few resources for further exploration of the topic. Although the target audience was colleagues working in libraries, the content can easily be adapted for use in other worksites.
Training, Teaching, and Learning 2012: State of the Industry ReportsPaul Signorelli
This "State of the Industry" report for the ASTD Sacramento Chapter features a brief summary of AST's recently released 2011 Staet of the Industry report and includes references to other workplace learning and performance (staff training) updates. Presentation delivered January 23, 2012 in Rancho Cordova, California.
This presentation, prepared for the Library Directors' meeting organized by the Library of Virginia September 19-20, 2012 in Richmond, VA, is one of three jointly delivered by Paul Signorelli and Maurice Coleman.
Blogging - A panel with Patrick O'Keefe, Ginny Skalski, Damond Nollan, Dan Lo...Chris Moody
Blogging is an area of growing importance as we're expected to grow personal and professional brands with content. Five bloggers gathered to discuss various topics with an MBA class at NC State University.
I was invited to speak to an undergraduate class at University of Texas, Austin. This presentation recommended they think bigger about the social opportunity before them and reinforced how important their professional social networks will be as they progress through their career. I used a few case studies (including my own) to exemplify what is possible.
Preview of my presentation for the Southeastern Employment and Training Association (SETA) Spring Conference 2011, "The Power of Social Networks" [seta.org]
This presentation about what trainer-teacher-learners can draw from the New Media Consortium 2014 Horizon Report > Higher Education Edition was prepared for members of the Golden Gate Chapter of the Association for Talent Development (ATD)--formerly the American Society for Training and Development (ATD) for delivery on May 15, 2014 in a blended event with Paul Signorelli onsite and Samantha Adams Becker co-presenting via a Google Hangout feed.
This interactive session reviewing mentoring basics, types of mentoring, and mentoring tips that can be used onsite, online, or in blended onsite-online mentoring situations was prepared for and presented through PCI Webinars on May 22, 2014. The session ends with an exercise designed to encourage participants to immediately put the content to use in their own workplaces,and includes a few resources for further exploration of the topic. Although the target audience was colleagues working in libraries, the content can easily be adapted for use in other worksites.
Training, Teaching, and Learning 2012: State of the Industry ReportsPaul Signorelli
This "State of the Industry" report for the ASTD Sacramento Chapter features a brief summary of AST's recently released 2011 Staet of the Industry report and includes references to other workplace learning and performance (staff training) updates. Presentation delivered January 23, 2012 in Rancho Cordova, California.
This presentation, prepared for the Library Directors' meeting organized by the Library of Virginia September 19-20, 2012 in Richmond, VA, is one of three jointly delivered by Paul Signorelli and Maurice Coleman.
Blogging - A panel with Patrick O'Keefe, Ginny Skalski, Damond Nollan, Dan Lo...Chris Moody
Blogging is an area of growing importance as we're expected to grow personal and professional brands with content. Five bloggers gathered to discuss various topics with an MBA class at NC State University.
I was invited to speak to an undergraduate class at University of Texas, Austin. This presentation recommended they think bigger about the social opportunity before them and reinforced how important their professional social networks will be as they progress through their career. I used a few case studies (including my own) to exemplify what is possible.
Preview of my presentation for the Southeastern Employment and Training Association (SETA) Spring Conference 2011, "The Power of Social Networks" [seta.org]
Blogging Bravely, SAwrites: Blogging for College Student EducatorsPaul Brown
Looking to get started in blogging? This presentation can help. Go to: http://www.sawrites.com for further resources.
This session was originally presented at the 2015 International Conventions of ACPA-College Student Educators International and NASPA-Student Affairs Administrators in Higher Education.
Blogging - A panel with Patrick O'Keefe, Ginny Skalski, Dan London, Damond No...Chris Moody
We're being asked to blog personally and professionally more than ever and things are changing faster than they ever have. Five bloggers gathered to discuss how-to's, tips, tricks and blogging related topics with the NC State MBA Program.
Presentation by Des Walsh as part of the Gold Coast (Australia) City Library Tech Expo, workshop at the Elanora Branch of the Library, focusing on how social media is an enabler and essential part of connecting with customers.
Kırşehir Web Tasarım, Kırşehir Web Tasarım Firmaları, Kırşehir Web Tasarım Firmaları, Kırşehir Web Tasarım Şirketleri, Kırşehir web sitesi, web sitesi yapanlar, uygun web sitesi
Blogging Bravely, SAwrites: Blogging for College Student EducatorsPaul Brown
Looking to get started in blogging? This presentation can help. Go to: http://www.sawrites.com for further resources.
This session was originally presented at the 2015 International Conventions of ACPA-College Student Educators International and NASPA-Student Affairs Administrators in Higher Education.
Blogging - A panel with Patrick O'Keefe, Ginny Skalski, Dan London, Damond No...Chris Moody
We're being asked to blog personally and professionally more than ever and things are changing faster than they ever have. Five bloggers gathered to discuss how-to's, tips, tricks and blogging related topics with the NC State MBA Program.
Presentation by Des Walsh as part of the Gold Coast (Australia) City Library Tech Expo, workshop at the Elanora Branch of the Library, focusing on how social media is an enabler and essential part of connecting with customers.
Kırşehir Web Tasarım, Kırşehir Web Tasarım Firmaları, Kırşehir Web Tasarım Firmaları, Kırşehir Web Tasarım Şirketleri, Kırşehir web sitesi, web sitesi yapanlar, uygun web sitesi
Raji Balasuubramaniyan, Senior Data Scientist, Manheim at MLconf ATL - 9/18/15MLconf
Leveraging Machine Learning Techniques for Vehicle Auction Industry: Online shopping has grown in popularity over the years. Nowadays many shoppers turn to online shopping sites for shopping. By recommending those content that is relevant to the online shoppers we are minimizing the time they spent online and maximizing the business success of online shopping sites. Many online sites use recommendation systems nowadays and they leverage content based and or context based collaborative filtering machine learning techniques for this purpose. We have leveraged the power of few machine-learning techniques like collaborative filtering, neural networks, Bayesian learning for relevant content vehicle recommendation and time series forecasting for vehicle auction at Manheim. My talk will focus on some of these techniques and their uses on relevant content recommendation.
The CALBAYOG JOURNAL News is a multi-lingual print version of the Online news publication The Calbayog Journal issued once a month in the eastern visayas region, Philippines with Editorial and Business offices at 2nd Floor, Sevilla Bldg., JPR Subdivision, Barangay Obrero, Calbayog City.
Full title: What do I do now? Impact of the New Training Program for Transformational Mentoring at the University of Minnesota by Ronald Frazzini, Ph.D. and Alexander Fink, Ph.D. Student.
This presentation was given at the 2013 University of New Mexico Mentoring Institute Annual Conference.
A presentation given to the Virginia Mayors Institute in Roanoke, Virginia on October 4, 2014 about using communication technologies and social media to engage younger generations in community building and public issues.
Running head MARKETING CHALLENGES FOR INSTAGRAM1MARKETING C.docxcharisellington63520
Running head: MARKETING CHALLENGES FOR INSTAGRAM
1
MARKETING CHALLENGES FOR INSTAGRAM
3
Name:
Institution:
Date:
Introduction
Marketing in social is a fairly new thing today. As such, many marketers have found it to be quite challenging given that there is no curriculum that is teaching the social media phenomenon. It is a new challenge to many marketers and most of them have had to conduct extensive research to understand it. Of particular interest is marketing on Instagram. This platform is fairly new and as such it poses a new challenge to most marketers as indicated below (Atwong, 2015).Challenges in marketing on Instagram
The first challenge that most companies face is coming up with a catchy and simple Instagram username. This is because some of the usernames that the marketers may come up with may not be accepted by the managers or the owners. Therefore, they have to think deep to come up with short username that is representative of the company and pleases all stakeholders. This is indeed a challenge given that pleasing all stakeholders is a great challenge (Atwong, 2015).
The other challenge is utilizing the video feature of Instagram. Videos can be very effective tools of marketing if utilized properly. However, Instagram limits the length of the videos, contrary to You Tube. Therefore, the challenge lies in editing the long videos taken to be shorter ones which can be uploaded into the company’s account. The video has to be catchy and vivid and of course short. This challenge sets aside good marketer from bad one sin the social media marketing platform.
Atwong (2015) also noted that another great challenge is ensuring that the likes that the videos or the photos of the company receive are transformed into actual visits or purchases of the company’s products. This is because a thousand likes on Instagram do not automatically transform into a thousand dollars. This is simply an indication of a stronger brand recognition upon which the company should market itself so that its revenue can increase. This is a great challenge as well.
References
Atwong, C. T. (2015). A Social Media Practicum: An Action-Learning Approach to Social Media Marketing And Analytics. Marketing Education Review, 25(1), 27-31.
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Ninth Edition
The St. Martin’s
Guide to Writing
Rise B. Axelrod
University of California, Riverside
Charles R. Cooper
University of California, San Diego
Bedford / St. Martin’s
Boston New York
For Bedford/St. Martin’s
Senior Developmental Editor: Alexis P. Walker
Senior Production Editor: Harold Chester
Production Supervisor: Jennifer Peterson
Marketing Manager: Molly Parke
Art Director: Lucy Krikorian
Text Design: Jerilyn Bockorick
Copy Editor: Denise P. Quirk
Photo Research: Naomi Kornhauser
Cover Design: Richard DiTomassi
Composition: Nesbitt Graphics, Inc.
Printing and Binding: RR Donnelley and Sons
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Edi.
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
Harnessing the Noise: Turning Social Media Buzz Into Outreach StrategyJeremy Fern
Ok, so you already know the critical role social media plays for your higher ed institution. Chances are you’re using it to communicate with your many constituencies (prospects, students, staff, faculty, community members, donors, and more). So what’s the next level of utilizing social media? This presentation teaches you how to turn your social media buzz into opportunity. You will learn how to use social media to listen, analyze, align, and ultimately craft an integrated marketing and media plan that ties directly to your institution’s mission and strategic priorities.
(2010) Social Media And Volunteers: Use Social Media to recruit and engage vo...Devendra Shrikhande
(march 2010) Presentation at the 2010 Illinois Senior Corps Conference. Introduced the various non-profit channels along with examples of how social media can help in the various complex subtleties related to volunteer management: from recruiting to engaging long-term relationships.
The art of letting go: Supporting informal and social learningBrightwave Group
Including social and informal learning in your digital technology strategy is now a common theme - but how can you go from the ideas to action - and success? This presentation discusses the latest approaches adopted by forward-thinking organisations, together with practical tips and suggestions on how to plan, execute and sustain informal learning initiatives.
This presentation was first delivered at the eLearning Network's conference "Beyond 'click next'…digital learning solutions come of age" event on Wednesday, 11th November 2015. Brightwave sponsored the event and contributed to the programme.
4 Steps For Using Social to Recruit College StudentsSprout Social
Students everywhere are raising their hands, clamoring for colleges’ attention. But are you reaching them in a way that effectively sells your school? As your admissions team works to shape the best freshman class possible, it’s paramount to have a comprehensive social media plan in place. This Sprout Social syllabus will help you make the grade.
Explore These Themes:
-How to set up your admissions team for social success.
-Social strategies for bringing qualified prospects into your funnel.
-Creative content ideas that will resonate with your target audience.
-Proven methods of leveraging social media to drive applications.
Train the Trainer: Tips for Enhancing Employee Learning (Presented at HighEdW...Katie Santo
Let’s be honest: no one truly enjoys sitting through an hour or more of training that is required as part of their job. This is especially the case when said topic is less than exciting or ever so slightly technical in nature. “Come sit for an hour to learn a web content management system so I can update the university website? Well, that sounds super fun and at the top of my to-do list!” Said no one, ever. When it’s your job to facilitate training, it can be discouraging to know that your participants may not be as engaged in the topic at hand as you are. In this presentation, we’ll cover three things that you as a training facilitator can do to enhance the learning experience of your participants, so they walk away not only having learned the required material, but actually having enjoyed their time with you.
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
Gregory Fowler, a speaker at the marcus evans University Leadership Summit 2022, discusses the changing landscape of online learning experiences, and how to meet student needs.
The Future of Learning and How to Ensure Student Success-Gregory Fowler, Univ...marcus evans Network
Ahead of the marcus evans University Leadership Summit 2022, read here an interview with Gregory Fowler on the changing landscape of online learning experiences, and how to meet student needs.
Similar to 2015 11-04--learning for-the_future--saint_mary's_college[v2] (20)
This deck, which includes speaker notes prepared for a highly interactive opening keynote session, was used to set the stage for a dynamic daylong exploration ("From eLearning to Learning: The Library, Community, and Learning Innovation") for Mount Prospect Public Library's 2016 "Staff Inservice Day" May 13, 2016. The deck is part of an online suite of components designed to be used as stand-alone learning objects or in tandem with each other and benefited tremendously from continuous collaboration with the onsite "co-conspirators" who participated as co-learners..
A Storify document captures some of the online exchanges participants were having throughout the day and for a few hours after the onsite event concluded:
https://storify.com/paulsignorelli/from-elearning-to-learning-the-library-community-a From eLearning to Learning: The Library, Community, and Learning Innovation
Online documents that were collaboratively created by participants in a series of onsite breakout sessions are available to Mount Prospect Library staff on their intranet.
Links to blog articles documenting the planning and facilitation process will be posted here as soon as they are available.
For more information about how this onsite-online (blended) event was organized, how it produced concrete results for participants, or how you can work with Paul to have a similarly innovative day of learning designed for your organization, please contact Paul Signorelli (paul@paulsignorelli.com)..
This one-hour session for PCI Webinars features a discussion of what trainer-teacher-learners in libraries can learn from the New Media Consortium (NMC) 2015 Horizon Report > Higher Education edition about ed-tech trends, challenges, and technologies. Speaker notes include excerpts from the report, which is available free of charge online at http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/.
This presentation, prepared for a PCI Webinars session, explores ways Connected Learning can be integrated into learning opportunities for library staff and learners . (Speaker notes available by clicking the "Notes" button in the lower right-hand corner of the SlideShare display.)
This presentation, prepared and delivered for PCI Webinars, begins with a brief summary of the ATD (Association for Talent Development) 2014 State of the Industry report, surveys a couple of related ATD documents, then focuses on 12 aspects of the state of the training-teaching-learning industry in summer 2015. Topics covered include Clark Quinn's "Revolutionize Learning & Development"; science of learning; learning to learn; adaptive learning technologies; the continuing evolution of MOOCs; flexible learning spaces; and others. Speaker notes accessible by clicking on the NOTES option below the slides.
This session, prepared for an American Library Association Annual Conference LITA presentation in June 2015, continues explorations on bringing onsite and online colleagues together via social media tools including Google Hangouts and Twitter.
This presentation, prepared by Paul Signorelli and Samantha Becker for delivery at the New Media Consortium 2015 Summer Conference (in Washington, D.C.), focuses on developing skills needed to deal with unexpected change--particularly for those working in educational technology. The slides were designed by Samantha; Paul wrote the script that is accessible by clicking the "Notes" icon directly below and to the right of this description.
This "invited talk" for the KIPA (Knowledge & Information Professiona Association) 2015 Annual Conference in Denton, TX (March 6-7, 2015) explores what the New Media Consortium "2015 Horizon Report > Higher Education Edition" calls a key trend in educational technology.
This summary of the extremely popular New Media Consortium Horizon Report > 2014 Library Edition (more than 1 million downloads since publication of the report in August 2014) was prepared for and delivered through PCI Webinars. Topics include key trends, significant challenges, and emerging technologies for their impact on libraries across the globe. More information about the Horizon Project is available at http://www.nmc.org/nmc-horizon/. Speaker notes are available with the deck and can also be found at http://paulsignorelli.com/PowerPoints/2014-12-18--Horizon_Report_for_Libraries.ppt.
This third of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on organizing material, scripting, and preparing/rehearsing for webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and development of webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This first of four webinars on "Mastering Online Facilitation," originally delivered and delivered for SEFLIN, provides an overview of how to design and facilitate webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This presentation, facilitated PCI Webinars on July 17, 2014, explores how libraries are increasingly serving as lifelong learning centers to the benefit of their communities.
This presentation, delivered at the American Library Association 2014 Annual Conference (in Las Vegas) under the auspices of the ALA Learning Round Table, explores ways to assure that learners apply what they learn after leaving a training/learning session.
This presentation, prepared and facilitated for local library branch programs and neighborhood association meetings in spring/summer 2014, is an updated version of a conference presentation originally given in Davis, CA by Paul Signorelli and Aileen Barr in March 2014. Presenter notes are included with the slides.
Flights of Fancy: Taking Mosaic Design & Grassroots Fundraising to New HeightsPaul Signorelli
Delivered at the 15th Biennial Community Built Association Conference (in Davis, CA) with artist Aileen Barr, this presentation reviews how the two ceramic-tiled staircases and adjacent gardens in San Francisco's Inner Sunset District were created through extensive community collaborations that drew donations from across the United States and a few other countries--and may be inspiring a third set of ceramic-tiled steps in the same neighborhood.
This "Social Media, Library Partnerships, and Collaborations: More Than a Tweet" presentation was delivered for PCI Webinars on February 20, 2014.The consistent theme is that developing relationships via social media over a long period of time creates the foundations for successful collaborations and partnerships between libraries and the communities they serve
This daylong presentation for library directors attending the Northeast Kansas Library System Library Directors Institute on November 7, 2013 in Valley Falls, Kansas, is designed to help participants further hone their skills in fostering community collaborations through a series of conversations and exercises demonstrating the collaborative process.
Designing Engaging Learning for Library Staff and UsersPaul Signorelli
This presentation, prepared for PCI Webinars, helps trainer-teacher-learners explore, in an interactive way, a variety of resources including the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model; Malcolm Knowles' work on adult learning (andragogy); Robert Gagne's nine events of instruction (from "The Conditions of Learning"); and Char Booth's USER (Understand, Structure, Engage, and Reflect) model, Participants, through their interactive approach to the session, should have a rudimentary road map to designing an engaging learning opportunity in their own organizations by the time the session ends. Speaker notes are included with the slide deck.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. A Conversation Facilitated by
Paul Signorelli
Writer/Trainer/Consultant
Paul Signorelli & Associates
paul@paulsignorelli.com
Twitter: @paulsignorelli.,
@trainersleaders
Saint Mary’s College of California
November 4, 2015, Moraga, CA
Learning forthe Future:
Habits of Mind and Teaching forLife Skills
7. Pew on Millennials’ Approach to
Learning
Millennials “are on track to
become the most educated
generation in American history.”
--Millennials: A Portrait of Generation Next
8. Pew on Millennials’ Approach to
Learning
A portrait of a generation with a
firm recognition of and
commitment to the importance
of education
9. Discussion #1
What have you read, seen, or heard from your graduated
students about their learning at SMC that has helped them in the
employment landscape they are encountering?
10. Discussion #1
What have you read, seen, or heard from your graduated students
about their learning at SMC that has helped them in the employment
landscape they are encountering?
What are you reading, seeing, or hearing that makes you most
concerned about your students’ lifelong employment landscape?
11. Predicting vs. Preparing forthe Future
“Black Swan logic makes what
you don’t know far more relevant
than what you do know.”
--Nassim Nicholas Taleb
14. Information Evaluation & Research
Practice
“Crap detection skills and the
lack of them are a life-and-death
matter for more people every
day.”
--Howard Rheingold, “Crap Detection 101”
17. Discussion #2
How can we help our students prepare to match the skills we are
teaching them in the classroom with what employers and
customers/clients need?
39. Discussion #3
What steps can we take over the next few weeks/months/years to
more effectively match what we are teaching with what our
students need for long-term success?
49. ForMore Information
Paul Signorelli & Associates
1032 Irving St., #514
San Francisco, CA 94122
415.681.5224
paul@paulsignorelli.com
http://paulsignorelli.com
Twitter: @paulsignorelli, @trainersleaders
http://buildingcreativebridges.wordpress.com
50. Credits & Acknowledgments
(Images taken fromFlickr.comunless otherwise noted)
Opening Screenshots of Student: From “A Vision of Students Today,” by Michael Wesch, posted on YouTube
10/12/2007 at
https://www.youtube.com/watch?v=dGCJ46vyR9o
Collaborative Classroom: From DerekBruff’s photostream at http://tinyurl.com/pyd7rjt
Collaborative Work Space (South of Market, San Francisco: Photo by Paul Signorelli
Chessboard: Photo by Paul Signorelli
New Media Consortium 2015 Summer Conference Black Swan Session: Photo by Paul Signorelli
Martin Luther King, Jr. Memorial (Washington, D.C.): Photo by Paul Signorelli
Black Swan Graphic: Detail (photograph by Paul Signorelli) of graphic facilitator Giselle Chow’s Black Swan design
from the NMC Black Swan Ball (retreat) held near Austin, Texas in January 2015
Question Marks: From Valerie Everett’s photostreamat
http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/
Editor's Notes
Fair warning:
Not all is what is seems to be in this screenshot from Michael Wesch’s wonderfully thought-provoking video “A Vision of Students Today,” which was first posted on YouTube in October 2007.
What seems to be a hopeful statement from a student preparing to fully enter the world of life-long employment takes on an entirely different meaning when we put it back into its original context and show the second half of her statement…
From “A Vision of Students Today,” Michael Wesch
Posted on YouTube October 12, 2007
https://www.youtube.com/watch?v=dGCJ46vyR9o
And there we have it:
Acknowledgment, from some of our brightest learners, that change is going to continue to be a foundational element shaping the world they and we appear to be facing for the foreseeable future.
From “A Vision of Students Today,” Michael Wesch
Posted on YouTube October 12, 2007
https://www.youtube.com/watch?v=dGCJ46vyR9o
As we begin our exploration of what our students need to know about the world of work they are facing, it’s obviously a bit sobering to think about the learner that Michael Wesch captured in that video from 2007—before we fell into a game-changing recession.
It raises a fundamental question:
How do we prepare our learners (and ourselves) for a rapidly-changing world that appears to be as unpredictable as it could possibly be?
It also provides some encouragement, since many of the situations and skills we are going to be discussing so clearly connect to what is already in place through Saint Mary’s College Habits of Mind approach.
It’s obvious to many of us that the connection between learning methods and learning environments are critically important—just as the connection between workplace environments and what is produced within those environments is important. If we want students to develop the collaborative skills that serve them well here and in workplaces, we need to continue swapping out some of our lecture halls for learning environments that integrate collaboration into learning.
The more we can do to support our students within learning environments that prepare them for what they will experience in the workplace, the easier it will be for them to make the transition from academic learning environments to workplace learning environments—particularly if we help them understand that learning doesn’t stop when employment begins.
It’s also well worth noting that the more we can to explicitly help our students make connections between the Habits of Mind skills they develop here at St. Mary’s College and the use of those Habits of Mind skills in their workplaces, the easier it will be for them to hit the ground running when they make the transition from academia to work.
What we hear employers saying they value:
Creativity
Adaptability/Flexibility
Collaboration Skills
Concrete/measurable results
And that’s what we’re increasingly providing through the learning environments we create—like this one we are seeing on this slide.
As we look at this collaborative workspace in a South of Market start-up business in San Francisco, it’s not hard to make the connection between what we’re working with in some academic settings and what many of our students will find upon graduating. They will be working in a world in which connections are valued (and valuable). They will hear—as we are telling them—that creativity is a driving force toward success. And they will soon be realizing that graduation doesn’t mean the completion of learning. As faculty, you need to foster that commitment to lifelong learning as a key survival skill as often and as effectively as you can.
Let’s be explicit about what is happening around us:
Work is fundamentally changing and, to be successful students have to look at their skill sets and workplace needs differently.
We know students will change jobs several times during their careers, and they can expect to change careers a few times, as our student in the Michael Wesch video suggests. We need to prepare them to be ready and positioned to go where the work is at a moment’s notice—and that’s something that our youngest learners today seem to understand since that’s the landscape in which they are becoming adults.
Again, that actually is great news for you as you help your students develop those Habits of Mind skills that will serve them in the work world we see evolving around us.
This, of course, inspires another huge caveat:
None of us can predict whether the changes we are currently seeing will remain constant throughout their lifetimes—or even what remains of ours. Accepting that as one possible future, however, does tend to push us toward being at the top of our game rather than waiting for the game to change out from under us and leaving us scrambling to find a new game.
So, let’s look at how you, as teachers, can help students understand how the classroom skills they’ve learned translate into the flexibility and coping with constant change that they’ll be facing in the workplace. And let’s also see how prepared they already are to take advantage of that overall lesson.
The opening lines of the executive summary to this 2010 report from the Pew Research Center suggest that Millennials—born after 1980 and currently 18 to 34 years old—“are on track to become the most educated generation in American history,” and the wonderfully nuanced report helps the rest of us understand why this may come to pass.
This trend, according to those who produced Millennials, can easily be explained as one “driven largely by the demands of a modern knowledge-based economy, but most likely accelerated in recent years by the millions of 20-somethings enrolling in graduate schools, colleges or community colleges in part because they can’t find a job” (pp. 2-3 of the full report).
Link to report: http://www.pewsocialtrends.org/files/2010/10/millennials-confident-connected-open-to-change.pdf
My own observations, posted shortly after the report was released:
“What we’re seeing is a trainer-teacher-learner’s dream: a new group of employees and prospective employees attempting to enter the workforce with a firm recognition of and commitment to the importance of education; a highly educated and motivated group that remains optimistic in spite of some of the worst challenges to face young workers in decades; and a group that is going to keep the rest of us on our toes if we want to be able to serve them effectively to take advantage of all they appear to be willing to offer us and the organizations we support. It looks as if we, too, have challenges to which we must rise.”
Link to reflections posted on my blog: https://buildingcreativebridges.wordpress.com/2010/02/28/pew-report-on-millennials-a-generation-of-learners/
We’ve noted the changing landscape and the skills employers are looking for. However, I know that your primary goal in the classroom is to teach students to master a subject or body of knowledge using skills that produce specific learning outcomes:
Critical thinking
Collaboration skills
Creativity
Let’s begin adding the wisdom of the crowd in this room to the conversation:
What have you read, seen, or heard from your graduated students about their learning at SMC that has helped them in the employment landscape they are encountering?
A complementary question:
What are you reading, seeing, or hearing that makes you most concerned about your students’ lifelong employment landscape?
As we talk about the rapidly-evolving workplaces our students are going to face sooner than later, we also need to address an elephant in the room—or, in this case, a special type of swan.
Nassim Nicholas Taleb’s The Black Swan: The Impact of the Highly Improbable (2008) walks us through some very fertile fields and leads us to some interesting conclusions—not the least of which is the idea that we’re far worse at making accurate predictions than we care to admit:
That’s clearly something well worth considering as we implicitly direct our teaching at the future we are predicting our students will encounter.
Taleb, in his book, is extremely specific about what a Black Swan is in the world he is describing: “First, it is an outlier, as it lies outside the realm of regular expectations, because nothing in the past can convincingly point to its possibility. Second, it carries an extreme impact. Third, in spite of its outlier status, human nature makes us concoct explanations for its occurrence after the fact, making it explainable and predictable” (pp. xvii-xviii).
Within our context of questioning our ability to see what’s coming our way, Taleb inspires us to think about how we can prepare for what we can’t even begin to imagine—those “black swans” that change our world view (and sometimes our world) when they do appear. It can be as simple as the revelation, to a Dutch explorer arriving in Australia for the first time (in 1697), that not all swans are white—something he has to acknowledge when seeing black swans face to face. It can be much more devastating, as when it becomes obvious to all of us one morning that terrorists can hijack planes and ram them into buildings we never imagined would be subject to that sort of attack.
One major takeaway, I would suggest, is that we need to be spending at least as much time developing skills that can carry us through the most unimaginable challenges possible as we spend trying to predict a future for which we can prepare. And yes, these are skills we can address; they are among the skills you are addressing through your day-to-day work here at Saint Mary’s College of California with your learners—our future workplace colleagues, our future collaborators in nurturing the communities of our dreams.
Link to additional reflections on Black Swans: https://buildingcreativebridges.wordpress.com/2015/01/14/nmc-black-swan-ball-2015-teaching-training-learning-birding/
All of this makes me think of R. David Lankes, a deeply-engaging colleague from the School of Information Studies at Syracuse University.
Dave, as you might guess from the title of one of his most recent books, is not one to sit back on his laurels or tolerate complacency from the rest of us. He’s warm. He’s witty. He’s inspiring. And, most importantly, he cares.
This paraphrase of a theme he revisits whenever asked to discuss “the future of libraries” seems, to me, to be great guidance within the context of the conversation we’re having today about higher education and what we are doing to help our students develop skills needed for lifelong success. While he is specifically talking about libraries, he could just as easily be talking about the larger Black Swan world our students are facing—one with plenty of unpredictable elements, yet one that we can help shape from a variety of possible futures rather than one (clearly non-existent) set-in-stone future.
Dave reminds us that we’re all partners in attempting to work with whatever comes our way—that’s what Habits of Mind prepares our students to do. And in the process of collaborating with each other at that level, perhaps we can even take the small, individual steps that offer guidance and cause for optimism among those who not only are looking for guidance from us, but who are also looking to become our collaborators sooner than later.
Let’s use the foundations provided by The Black Swan and the encouragement to “expect more” to see how SMC’s Habits of Mind can offer hope where so many others might find despair.
Critical thinking, as we probably all recognize, is an invaluable tool within traditional settings as well as within situations where things are not quite what we expect them to be. In a Black Swan world, we stack the deck (or construct the chess board) in our favor through continually honing those all-important critical-thinking skills. And the best of our employers/clients will be quick to scoop up those with a commitment to developing those skills to the highest degree possible.
One of my favorite quotes on the Internet comes in several variations, including the following:
“The problem with Internet quotes is that you can’t always depend on their accuracy.”
--Abraham Lincoln, 1864
I would probably be even more impressed if the attribution included a notation indicating that Lincoln said this in 1867—but then again, I don’t always look for the subtle jab.
And when we finish giggling over that quote about accuracy in Internet quotes, we recognize the deeper issue as one addressed through information evaluation and research practice.
Howard Rheingold is among those who cleverly and forthrightly addresses the importance of first-rate information evaluation and research practices through what he calls “crap detection” in his book Netsmart and in a number of other articles and presentations—and, in the process, reminds us and our learners how important information evaluation and research skills remain in the contemporary workplace.
Additional reflections on crap detection at https://buildingcreativebridges.wordpress.com/2013/03/07/learning-and-misinformation-management-etmooc-digital-literacy-crap-detection-and-librarians-alphabetizing-spice-racks/
While this image captures colleagues at work in a conference session at the New Media Consortium 2015 Summer Conference, it reflects numerous interwoven aspects of our world of work and learning and play.
Note that participants in this interactive learning session are:
Learning with each other
Engaged in face-to-face conversation supplemented with online interactions (they’re actually using a shared Google Doc to capture key elements of their conversations so they will have access to that collaboratively-created content later)
As capable of interacting this way in a conference room setting as they would be in a classroom or a workplace meeting room or a community meeting room or…well, you get the point. This is easy to replicate if we put our minds to it—and, increasingly, we are.
We can obviously draw this back to what you, as faculty, support through the learning outcomes you are developing in students: critical thinking, collaboration, communication skills, etc. They—and you—provide your students with workplace skills they will need to cope—and enjoy—the future they will actively help create.
At a time when so many people (mistakenly, I believe) talk about the death of writing and bemoan what they perceive to be diminishing oral communication skills, I think it’s refreshing and inspiring to be reminded that nothing could be further from the truth.
We still have our great orators, our great writers, our great presenters, our great entertainers—and the best of them work consistently to hone their written and oral communication skills in ways that serve them as well as those they serve.
And let’s be honest: have any of us ever seen someone fired because they could write well or present ideas in ways that others could easily understand? (That’s different, of course, from being fired for writing something others didn’t want to read or effectively presenting ideas that people didn’t want to hear—something our learners must equally come to terms with.)
The students we’re seeing in your classrooms—physical and virtual—are part of a tremendous continuum of what makes civilizations great—and the more we can encourage them to build upon traditions while taking advantage of newly-developed tools, the more we ourselves play key roles in contributing to the strength and vitality of that same continuum.
Understanding how to collaborate and work with others, even using others as resources in problem-solving, is a key current skill I’ve heard you all identify as something that you teach in the classroom. The good news for us is that it is a skill employers are looking for.
Do you, as teachers, draw a connection between the group work you assign to students and the skills they’ll need to work in groups in the workplace?
Do you draw a connection between the research you ask them to do and the ability to find organizations and associations that might have expertise or knowledge they need as they approach changing workplace demands for skills and knowledge?
Do you model, as members of professional associations, how you use them to help your own teaching, research, and careers?
Let’s quickly—spending just a moment or two on each of the following social media tools—see how social media tools available to students support what we’re doing in our classrooms and what our students will be doing in their careers.
An interesting resource obviously grows from the social networks we’ve been discussing: the personal learning networks that support lifelong learning.
Our learners’ personal learning networks can be lifelong, ever-evolving sources of support, and components of those networks come from a variety of sources, including:
Online, as in the case of #lrnchat, a weekly hour-long tweet chat comprised of trainer-teacher-learners working for numerous organizations as employees and/or consultants
https://lrnchat.wordpress.com/
Connectivist MOOCs (massive open online courses), such as the Educational Technology & Media MOOC (#etmooc), which evolved into a self-directed and self-sustaining community of learning that continues operating nearly three years after the course formally concluded and has an impact on how teacher-trainer-learners are doing their work in several countrieshttp://etmooc.org/sample-page/
The people the learners are meeting now—faculty, co-learners, staff, and others
https://www.stmarys-ca.edu/
These personal learning networks also continue to develop through the act of associating through associations and the learning opportunities they provide throughout our lives.
It’s never too soon for you to be encouraging your students to begin looking at the professional associations that will be their lifeline to continuing education opportunities, to cherished colleagues, and to the profession—or professions—they ultimately choose.
On a parallel track, those associations sponsor the professional meetings and conferences that keep us and our students fresh within the professions we have chosen.
Conferences sometimes offer engagement opportunities through poster sessions.
Some conferences encourage student participation by offering discounted rates to students.
Some conferences also offer discounted rates to attendees who are willing to volunteer at those conferences.
Students might also begin paving the way for successful entry into the professions of their choice by becoming presenters at conferences.
As you have probably gathered throughout these discussions, this is hardly a new theme for me—or for any of us. Our world is full of surprises, and they just keep coming at us…including the idea that we may be overlooking a natural collaboration.
While I recognize that, in academia, there is a great deal of skepticism about trainers, I also recognize that many trainers, once they have earned their degree (or degrees—they are lifelong learners too), lose sight of all that they can continue learning from academic colleagues. I would suggest to you that all of us need to continue learning with and from each other for a simple reason:
Our collaboration would better serve our students throughout their working lives.
Those of us involved in higher education need to be better about keeping up with what students encounter in workplace learning programs—we might pick up a few tips from them. And those in workplace learning and development need to be much more aware of how and why their incoming employees have thrived in academic settings—it make make them more effective in reaching learners they way they want to be reached.
If we are not all designing, delivering, and facilitating learning opportunities that meet students’ needs when they are in academic as well as workplace settings, we are missing a magnificent opportunity to be partners/collaborators in the incredibly dynamic lifelong learning environment that is developing around us. And that would be a loss for all of us—particularly our students, as they seamlessly move back and forth between work and lifelong learning.
One great resource for us is the New Media Consortium’s series of Horizon Reports, covering ed-tech developments in K-12, higher education, museums, libraries, and other settings; reading a variety of them help us see where our learners are at various stages in their lives so we can more effectively serve them during those all-too-brief periods of time we share with them. [http://www.nmc.org/nmc-horizon/]
I would suggest to you, with equal passion, that if you’re not continually in touch with learners who have graduated from your college and with at least some of the employers who have been smart enough to incorporate those learners into their own workplaces, we’re all missing out on important opportunities—exactly the sort of opportunities we’re pursuing today through this set of discussions.
We do have the opportunity to help shape the futures that are possible for our students—and for ourselves—regardless of whether those futures are completely predictable (which, we know, they are not) or whether they provide levels of continuity between what has existed and what is yet to come.
With diligence, creativity, first-rate critical thinking skills, a commitment to share inquiry, excellent written and oral communication skills, and an ability to effectively engage in information evaluation and research practices, we are setting up our learners—and ourselves—for levels of success we can only begin to imagine.
We have identified ways that the learning outcomes you are teaching within the classroom can be made more directly and explicitly connected in students’ minds and experience to what they need in the workplace.
We started off by setting a bit of context, with the reminder that our learners are facing a rapidly-evolving workplace.
We spent a little time exploring how our learning spaces and the very nature of work are continuing to evolve in complementary ways.
We saw, from the Pew Research Center report, that our students recognize the importance of lifelong learning in the work world they are entering…
…and how preparing for the “highly improbable” is just another challenge they will have to face.
We explored ways that the core learning outcomes of critical thinking, collaboration, and communication will help our students in the workplace.
We talked about how the Personal Learning Networks they begin developing now while at Saint Mary’s College will provide the foundations for valuable communities of learning that will serve them throughout their lives.
And we saw, at nearly every step of the way, that flexible, creative, collaborative approaches to everything we do can help prepare us for much that remains for us to do.
With our support, and their collaboration, we have the possibility of creating something much closer to the world of our dreams than any of us can even begin to imagine.