Pecha Kucha (pronounced peh-cha ku-cha) is an alternative format for presentations that, when done well, stimulates creativity, enthusiasm, high-energy, and engagement. The basic structure of a Pecha Kucha presentation is 20 slides/images, 20 seconds per slide/image. During this session, I will demonstrate the Pecha Kucha format for in-person and stand-alone online presentations, describe similar formats (e.g., Ignite and Lightning Talk), and provide a set of guidelines for making the most of the Pecha Kucha format.
Joni Dunlap
Patrick Lowenthal
Literacy is defined as the ability to read and write, while illiteracy is defined as the inability to read or write and functional illiteracy refers to reading and writing skills that are inadequate for daily tasks. Literacy is an important skill for navigating daily life through following directions, reading maps and menus, and connecting with history and ideas through reading. While literacy connects individuals to the past and future, approximately 1 in 5 American adults struggle with functional illiteracy, emphasizing the importance of continuing to read, write, and promote literacy in order to stay informed and help others.
Literacy is defined as the ability to read and write, while illiteracy is defined as the inability to read or write and functional illiteracy refers to reading and writing skills that are inadequate for daily tasks. Literacy is an important skill for navigating daily life through following directions, reading maps and menus, and connecting with history and ideas from past centuries through reading. Approximately 1 in 5 American adults has functional illiteracy, so continuing to read helps stay informed. Promoting literacy connects people and passing on knowledge can help others gain freedom through reading.
This document discusses how a person's first language and culture can influence their writing in a second language. Specifically, it notes that in Canada the main idea is usually introduced first, followed by supporting ideas, while some other cultures may jump between ideas or place the main idea in the middle. This can make information presented in these other styles confusing for Canadians. The document advocates training all personnel in an organization in basic creative thinking skills by providing techniques for alternative thinking as a way to encourage creativity.
We Don't Need No Education: Using Music-driven Instructional Activities OnlinePatrick Lowenthal
This document discusses using music to enhance online instruction. It outlines several benefits of incorporating music, such as improving social presence and student engagement. Specific music-driven activities are proposed, like having students create a soundtrack for a topic or developing a concept-specific playlist. The document suggests that music appeals to students and can help promote interaction with course content by involving them in creative activities that apply the material to musical products.
Say What?!? Ensuring Everyone has a Voice during Online Course DiscussionsPatrick Lowenthal
The document discusses strategies for keeping students engaged in online course discussions. It recommends a three-pronged approach of preparing students, getting discussions started, and maintaining momentum. Specific techniques include assigning roles, limiting posting lengths, acknowledging contributions, using discussion protocols, and giving students responsibilities like summarizing discussions. The goal is to make discussions meaningful and equitable while avoiding them becoming tedious busywork.
AECT 2011 - "Once upon a time...": What students stories tell us about good i...Patrick Lowenthal
Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
Pearson CiTE 2011 - Things i've learned in my online course so farPatrick Lowenthal
A few years ago, renowned graphic designer and typographer Stefan Sagmeister shared his list of 20 things he had learned in his life so far, such as “Helping other people helps me,” “Assuming is stifling,” and “Having guts always works out for me.” Stefan’s list inspired us to create a list of things we have learned in our online courses so far. During this session, we will share our top 10 lessons learned with examples from our online courses. We will then involve the audience in guided brainstorming to determine 10 additional lessons learned that should be included in the list.
For more on this see: Dunlap, J. C., & Lowenthal, P. R. (2009). Horton hears a tweet. EDUCAUSE Quarterly, 32(4). http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/HortonHearsaTweet/192955
And
Dunlap, J., & Lowenthal, P. R. (2009). Instructional uses of Twitter. In P. R. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke, B. (Eds.), The CU Online handbook. Teach differently: Create and collaborate (pp. 46-52). Raleigh, NC: Lulu Enterprises.
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Documents/Chapter_8.pdf
And
Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.
http://www.patricklowenthal.com/publications/Using_Twitter_to_Enhance_Social_Presence.pdf
Literacy is defined as the ability to read and write, while illiteracy is defined as the inability to read or write and functional illiteracy refers to reading and writing skills that are inadequate for daily tasks. Literacy is an important skill for navigating daily life through following directions, reading maps and menus, and connecting with history and ideas through reading. While literacy connects individuals to the past and future, approximately 1 in 5 American adults struggle with functional illiteracy, emphasizing the importance of continuing to read, write, and promote literacy in order to stay informed and help others.
Literacy is defined as the ability to read and write, while illiteracy is defined as the inability to read or write and functional illiteracy refers to reading and writing skills that are inadequate for daily tasks. Literacy is an important skill for navigating daily life through following directions, reading maps and menus, and connecting with history and ideas from past centuries through reading. Approximately 1 in 5 American adults has functional illiteracy, so continuing to read helps stay informed. Promoting literacy connects people and passing on knowledge can help others gain freedom through reading.
This document discusses how a person's first language and culture can influence their writing in a second language. Specifically, it notes that in Canada the main idea is usually introduced first, followed by supporting ideas, while some other cultures may jump between ideas or place the main idea in the middle. This can make information presented in these other styles confusing for Canadians. The document advocates training all personnel in an organization in basic creative thinking skills by providing techniques for alternative thinking as a way to encourage creativity.
We Don't Need No Education: Using Music-driven Instructional Activities OnlinePatrick Lowenthal
This document discusses using music to enhance online instruction. It outlines several benefits of incorporating music, such as improving social presence and student engagement. Specific music-driven activities are proposed, like having students create a soundtrack for a topic or developing a concept-specific playlist. The document suggests that music appeals to students and can help promote interaction with course content by involving them in creative activities that apply the material to musical products.
Say What?!? Ensuring Everyone has a Voice during Online Course DiscussionsPatrick Lowenthal
The document discusses strategies for keeping students engaged in online course discussions. It recommends a three-pronged approach of preparing students, getting discussions started, and maintaining momentum. Specific techniques include assigning roles, limiting posting lengths, acknowledging contributions, using discussion protocols, and giving students responsibilities like summarizing discussions. The goal is to make discussions meaningful and equitable while avoiding them becoming tedious busywork.
AECT 2011 - "Once upon a time...": What students stories tell us about good i...Patrick Lowenthal
Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
Pearson CiTE 2011 - Things i've learned in my online course so farPatrick Lowenthal
A few years ago, renowned graphic designer and typographer Stefan Sagmeister shared his list of 20 things he had learned in his life so far, such as “Helping other people helps me,” “Assuming is stifling,” and “Having guts always works out for me.” Stefan’s list inspired us to create a list of things we have learned in our online courses so far. During this session, we will share our top 10 lessons learned with examples from our online courses. We will then involve the audience in guided brainstorming to determine 10 additional lessons learned that should be included in the list.
For more on this see: Dunlap, J. C., & Lowenthal, P. R. (2009). Horton hears a tweet. EDUCAUSE Quarterly, 32(4). http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/HortonHearsaTweet/192955
And
Dunlap, J., & Lowenthal, P. R. (2009). Instructional uses of Twitter. In P. R. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke, B. (Eds.), The CU Online handbook. Teach differently: Create and collaborate (pp. 46-52). Raleigh, NC: Lulu Enterprises.
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Documents/Chapter_8.pdf
And
Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.
http://www.patricklowenthal.com/publications/Using_Twitter_to_Enhance_Social_Presence.pdf
Class 1 - Introduction to the Semiotics of Digital Interactions.
Originally run at University of Tartu for Undergraduates and up.
Audience: anyone with an interest in the meaning and philosophy behind our interaction with the technological world around us.
Popular culture and education: How it teaches and how we learnPhil Benson
This document discusses the relationship between popular culture and education. It presents different perspectives on how popular culture can be integrated into or separated from education. Some key debates discussed include whether popular culture should be the object of critique or a medium for teaching; how theories of learning like constructivism and play-based learning relate to issues of media effects; and the role of the teacher in navigating different stances like moral, generational, and neutral academic perspectives on popular culture. The document considers a variety of sources and outlines pedagogical options and theoretical frameworks for conceptualizing the intersection of popular culture and learning.
This document introduces a multi-media research project aimed at exploring how literacy is changing in the 21st century. It notes that literacy now encompasses more than just reading and writing, and includes skills for navigating new technologies and multimedia formats. The document discusses how literacy involves multiple modes like visuals, sounds, and gestures. It also emphasizes that students need to be able to both consume and produce different forms of multimedia content. The goal of the project is to help students develop the wide range of literacy abilities needed to engage in today's digitally connected world.
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
Incorporating world heritages and cultures into thematic units for TEYLChaouki M'kaddem
TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.
Intercultural communication takes place when individuals from different cultural communities interact and negotiate shared meanings. Defining appropriate language use and nonverbal communication patterns can vary across cultures. Developing intercultural competence requires avoiding ethnocentrism and being sensitive to differences in areas like time orientation, values, and worldviews between cultures. Theories of intercultural communication aim to understand these cultural differences and how they can lead to misunderstandings if not properly navigated, such as through failures in sociopragmatic or pragmalinguistic use of language.
This document provides an introduction to media literacy, outlining its key concepts and analytical approaches. It defines media literacy as the ability to access, analyze, evaluate, and produce various forms of communication. The document then discusses how to analyze different media formats, including print texts, still images, and video. It emphasizes examining the technical features and embedded meanings within each format, as well as considering the social and historical context of production and reception. The goal of media literacy is to develop a critical understanding of how media shapes beliefs and society.
MEXTESOL 2018 Negotiating Language, Literacies, and LearningLaura Sagert
This document provides an overview of a workshop on negotiating language, literacies, and learning. It includes several tasks and discussion prompts related to concepts like language, literacy, and teaching challenges. Some key points:
- It discusses the challenges of teaching language and literacy, and balancing different aspects of language in instruction.
- The document explores evolving definitions of literacy to include multiple literacies like digital, visual, media, and more. It considers who is responsible for literacy and how to address gaps.
- Examples from immersion teaching are presented, like difficulties deciding what language aspects to focus on, isolation experienced by teachers, and lessons that can be learned from heritage language programs.
Robert Hill - Hong Kong Black Cat Seminars For Teachers 2007cp.blackcat
The document discusses how Black Cat readers can be used effectively in English language teaching. It provides examples of activities like using the readers as complete lessons, for homework, or as part of class lessons. It also discusses how the readers are graded based on language structures and how visual and audio support can aid comprehension. Cross-curricular links to other subjects and internet projects involving skills like summarizing are also mentioned.
Some critics may have you believe that computer game studies lack theoretical rigor, that games cannot afford meaningful experiences. I agree with them, sometimes, but I also believe that a richer understanding of computer games is possible, and that this understanding can shed some light on related issues in the wider field of Digital Humanities.
My main area of research has been designing and evaluating how contextually appropriate interaction can aid the understanding of cultures distant in time, space, and in understanding to our own. This field is sometimes called Virtual Heritage. In Virtual Heritage, tools of choice are typically virtual reality environments, and the projects are very large in scale, complexity, and cost, while my projects are often prototypes and experimental designs. I have many challenges, for example, morphing technological constraints into cultural affordances, and avoiding possible confusion between artistic artifice and historical accuracy, all the while evaluating intangible concepts in a systematic way without disturbing the participants’ sense of immersion. To help me judge the success or failure of these projects I have shaped some working definitions of games, culture, cultural understanding, cultural inhabitation, and place. However, these concepts and definitions are not enough. I also have to now tackle the issues of simulated violence, artificial “other” people, the temptation of entertainment masquerading as education, and the difficulties inherent in virtually evoking a sense of ritual.
My lecture, then, is a discussion into how game-based learning, and the study of culture, heritage and history, might meaningfully intersect.
This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
Early childhood educators must strive to be open to change and encourage critical thinking and problem-solving skills in children through meaningful performance arts programs. When observing children's creative works, educators should provide enough time without demonstrations, instead allowing children to develop their own ways of doing things. This scaffolds higher-order thinking. Educators should also reflect on how their own family and social experiences have shaped their understanding of performance arts. Immersion in the arts allows children's voices to surface and gives teachers ways to advocate for the importance of arts education.
The document discusses the importance of performing arts in early childhood education. It notes that young children's thinking is imaginative and linked to fantasy, which is something they begin to lose as they grow older. Early childhood educators must strive to be open to change and encourage critical thinking and problem-solving skills over simple knowledge acquisition and rote learning. When observing children's understanding through art, educators should provide enough time to draw without demonstrating how to do something, and ask questions that promote higher-order thinking. The document also discusses reflecting on personal performing arts experiences, advocating for the arts, and researching cultural arts learning resources.
21st century LITERACY DEFINITION making the learning connection.pptxscolstuff
This document discusses 21st century skills and expanded views of literacy. It explores how literacy has evolved from simply reading and writing to encompassing broader knowledge and competencies. The rise of new communication technologies has led to new literacies that involve increased reach, means of communication, and breadth of content. Some key 21st century literacies discussed are globalization and multicultural literacy, social and financial literacy, and media and cyber/digital literacy. These new literacies are essential for navigating an increasingly digital, globalized and interconnected world.
This document summarizes key points from a lecture on rethinking fluency in spoken language. It discusses how fluency is comprised of cognitive fluency, utterance fluency, and perceived fluency. The goals for the week are to reconsider intelligibility and look ahead to future weeks. The agenda includes an introduction, discussion of issues around fluency, and assigning homework. Students engage in group activities on accent, intelligibility, and a case study on actor Jackie Chan's English skills. Common misconceptions about intelligibility are also addressed. Homework includes an online survey, reading an article on spoken grammar, and continuing to prepare PechaKucha presentations.
This unit plan outlines a 31-hour interdisciplinary unit focused on exploring indigenous perspectives from pre-colonization to present day. Students will analyze short stories, artifacts, and historical documents from multiple perspectives to challenge dominant social narratives. The unit aims to develop skills in literary analysis, historical thinking, and perspective taking. Formative assessments include story summaries and analysis of artifacts. The summative assessment tasks students with creating a museum exhibit proposal from the perspective of a curator to showcase indigenous narratives and histories.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Class 1 - Introduction to the Semiotics of Digital Interactions.
Originally run at University of Tartu for Undergraduates and up.
Audience: anyone with an interest in the meaning and philosophy behind our interaction with the technological world around us.
Popular culture and education: How it teaches and how we learnPhil Benson
This document discusses the relationship between popular culture and education. It presents different perspectives on how popular culture can be integrated into or separated from education. Some key debates discussed include whether popular culture should be the object of critique or a medium for teaching; how theories of learning like constructivism and play-based learning relate to issues of media effects; and the role of the teacher in navigating different stances like moral, generational, and neutral academic perspectives on popular culture. The document considers a variety of sources and outlines pedagogical options and theoretical frameworks for conceptualizing the intersection of popular culture and learning.
This document introduces a multi-media research project aimed at exploring how literacy is changing in the 21st century. It notes that literacy now encompasses more than just reading and writing, and includes skills for navigating new technologies and multimedia formats. The document discusses how literacy involves multiple modes like visuals, sounds, and gestures. It also emphasizes that students need to be able to both consume and produce different forms of multimedia content. The goal of the project is to help students develop the wide range of literacy abilities needed to engage in today's digitally connected world.
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
Incorporating world heritages and cultures into thematic units for TEYLChaouki M'kaddem
TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.
Intercultural communication takes place when individuals from different cultural communities interact and negotiate shared meanings. Defining appropriate language use and nonverbal communication patterns can vary across cultures. Developing intercultural competence requires avoiding ethnocentrism and being sensitive to differences in areas like time orientation, values, and worldviews between cultures. Theories of intercultural communication aim to understand these cultural differences and how they can lead to misunderstandings if not properly navigated, such as through failures in sociopragmatic or pragmalinguistic use of language.
This document provides an introduction to media literacy, outlining its key concepts and analytical approaches. It defines media literacy as the ability to access, analyze, evaluate, and produce various forms of communication. The document then discusses how to analyze different media formats, including print texts, still images, and video. It emphasizes examining the technical features and embedded meanings within each format, as well as considering the social and historical context of production and reception. The goal of media literacy is to develop a critical understanding of how media shapes beliefs and society.
MEXTESOL 2018 Negotiating Language, Literacies, and LearningLaura Sagert
This document provides an overview of a workshop on negotiating language, literacies, and learning. It includes several tasks and discussion prompts related to concepts like language, literacy, and teaching challenges. Some key points:
- It discusses the challenges of teaching language and literacy, and balancing different aspects of language in instruction.
- The document explores evolving definitions of literacy to include multiple literacies like digital, visual, media, and more. It considers who is responsible for literacy and how to address gaps.
- Examples from immersion teaching are presented, like difficulties deciding what language aspects to focus on, isolation experienced by teachers, and lessons that can be learned from heritage language programs.
Robert Hill - Hong Kong Black Cat Seminars For Teachers 2007cp.blackcat
The document discusses how Black Cat readers can be used effectively in English language teaching. It provides examples of activities like using the readers as complete lessons, for homework, or as part of class lessons. It also discusses how the readers are graded based on language structures and how visual and audio support can aid comprehension. Cross-curricular links to other subjects and internet projects involving skills like summarizing are also mentioned.
Some critics may have you believe that computer game studies lack theoretical rigor, that games cannot afford meaningful experiences. I agree with them, sometimes, but I also believe that a richer understanding of computer games is possible, and that this understanding can shed some light on related issues in the wider field of Digital Humanities.
My main area of research has been designing and evaluating how contextually appropriate interaction can aid the understanding of cultures distant in time, space, and in understanding to our own. This field is sometimes called Virtual Heritage. In Virtual Heritage, tools of choice are typically virtual reality environments, and the projects are very large in scale, complexity, and cost, while my projects are often prototypes and experimental designs. I have many challenges, for example, morphing technological constraints into cultural affordances, and avoiding possible confusion between artistic artifice and historical accuracy, all the while evaluating intangible concepts in a systematic way without disturbing the participants’ sense of immersion. To help me judge the success or failure of these projects I have shaped some working definitions of games, culture, cultural understanding, cultural inhabitation, and place. However, these concepts and definitions are not enough. I also have to now tackle the issues of simulated violence, artificial “other” people, the temptation of entertainment masquerading as education, and the difficulties inherent in virtually evoking a sense of ritual.
My lecture, then, is a discussion into how game-based learning, and the study of culture, heritage and history, might meaningfully intersect.
This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
Early childhood educators must strive to be open to change and encourage critical thinking and problem-solving skills in children through meaningful performance arts programs. When observing children's creative works, educators should provide enough time without demonstrations, instead allowing children to develop their own ways of doing things. This scaffolds higher-order thinking. Educators should also reflect on how their own family and social experiences have shaped their understanding of performance arts. Immersion in the arts allows children's voices to surface and gives teachers ways to advocate for the importance of arts education.
The document discusses the importance of performing arts in early childhood education. It notes that young children's thinking is imaginative and linked to fantasy, which is something they begin to lose as they grow older. Early childhood educators must strive to be open to change and encourage critical thinking and problem-solving skills over simple knowledge acquisition and rote learning. When observing children's understanding through art, educators should provide enough time to draw without demonstrating how to do something, and ask questions that promote higher-order thinking. The document also discusses reflecting on personal performing arts experiences, advocating for the arts, and researching cultural arts learning resources.
21st century LITERACY DEFINITION making the learning connection.pptxscolstuff
This document discusses 21st century skills and expanded views of literacy. It explores how literacy has evolved from simply reading and writing to encompassing broader knowledge and competencies. The rise of new communication technologies has led to new literacies that involve increased reach, means of communication, and breadth of content. Some key 21st century literacies discussed are globalization and multicultural literacy, social and financial literacy, and media and cyber/digital literacy. These new literacies are essential for navigating an increasingly digital, globalized and interconnected world.
This document summarizes key points from a lecture on rethinking fluency in spoken language. It discusses how fluency is comprised of cognitive fluency, utterance fluency, and perceived fluency. The goals for the week are to reconsider intelligibility and look ahead to future weeks. The agenda includes an introduction, discussion of issues around fluency, and assigning homework. Students engage in group activities on accent, intelligibility, and a case study on actor Jackie Chan's English skills. Common misconceptions about intelligibility are also addressed. Homework includes an online survey, reading an article on spoken grammar, and continuing to prepare PechaKucha presentations.
This unit plan outlines a 31-hour interdisciplinary unit focused on exploring indigenous perspectives from pre-colonization to present day. Students will analyze short stories, artifacts, and historical documents from multiple perspectives to challenge dominant social narratives. The unit aims to develop skills in literary analysis, historical thinking, and perspective taking. Formative assessments include story summaries and analysis of artifacts. The summative assessment tasks students with creating a museum exhibit proposal from the perspective of a curator to showcase indigenous narratives and histories.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. One hundred and thirty-one slides? What is this, death by PowerPoint? Can’t we just skip the presentation and get to what really matters? ~ Heard during a training-session break We could have just read the slides ourselves. What a waste of time. ~ Read on a conference evaluation form PowerPoint doesn’t bore people, people bore people. ~ Seen on a mailroom bulletin board
25. Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy… …the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies.
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35. From: Paul Davis (North America)Sent: Thursday, November 01, 2007 4:54 PMTo: Kevin Colvin; Jill Thompson (North America); Kevin Colvin (North America)Subject: RE:Kevin,Thanks for letting us know--hope everything is ok in New York. (cool wand)Cheers,PCD
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38. The New Literacy Studies (NLS) have shown that literacy is far more complex than the simplistic definition of being able to read and write (Colombi & Schleppegrell, 2002; Street, 1995). NLS posits that literacy is more usefully understood when examined as a tool for (and function of) relationships between people, within groups, or in communities rather than as a set of individual skills (Barton, 1994; Barton & Hamilton, 2000). Specific environments and situations require specific kinds of literacy; relationships of power within these contexts affect literacy uses and the meaning resulting from them (Bizzell, 1982; Corson, 2001; Gilligan, 1993; Heath, 1983, 1991; Hymes, 1971; Medvedev & Bakhtin, 1978; Nystrand, 1982; Pratt, 1998). NLS highlights the fact that what counts as literacy is not the same in all contexts; different domains of life require specific kinds of literacies.
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41. ENG 102: Mediated Discourse (3 credits)In ENG 102, students learn how to read, write, and collaborate in mediated environments. Specific focus will be placed on determining appropriate ways to communicate in different contexts with different audiences. Topics such as use of humor, typography, permanency, & professionalism will be addressed.
44. elements of PechaKucha visuals rule “surprisingly compelling beat-the-clock performance art” informal space and time considerations power of silence use of props audience-owned, operated and valued
55. current student projects Holocaust cheese making trampoline safety FERPA women’s college basketball in 1930s Christopher Columbus blood-borne pathogen awareness climate change debate
57. design recommendations what is the point you want/need to make? SCoRE it to create an outline determine images and cueing text/script compile into a presentation block it and time it
58. presentation recommendations beforehand ~ gather props if appropriate rehearse timing, but not too much during ~ connect with the audience count elephants enjoy your 6 minutes and 40 seconds
My journey, technically, started in the fall of 2005. Pregnant, going up for tenure and promotion, travelling everywhere for conferences and invited presentations and workshops. I had also started to take on responsibilities in the Center for Faculty Development. And, I was teaching on-campus and online. In the midst of all of this – much of it involving me presenting stuff to folks – I experience a PPT crisis of consciousness…that felt a lot like this looks.
Part 1: My/our own teaching. Student “demands” for PPT slideshows, available as handouts or online. Impact on engagement…students with computers, in rows, facing forward. I know they look attentive, interested, focused, engaged…
Part 2. But, this is the reality…
Besides teaching, I was constantly presenting. Going to lots of conferences and presenting. Moving into faculty development, and needing to design and deliver weekly workshops with presentations.
Talk about the assessment activity of 30 students presenting final projects in Adult Learning and Education. Reason for doing it is give them an opportunity to showcase their work, for class colleagues to hear about their work (be informed about it), and for them to practice presentation development and delivery skills.…how much time it takes, depressing way to end the semester. Hard to sit through, hard to assess.
And, all of my colleagues were starting to use PowerPoint…for every meeting. (In August, we sat through a start-of-the-new-AY faculty meeting, with a 3 hour long PPT presentation!) Can be in a small meeting room, with a small group of colleagues, and a presentation will be use. Basically, if someone had to share information, data, an idea – ANYTHING – they put it in a PowerPoint slide and projected it up on the wall!
Realization that what all of these experiences were punctuating for me was that I was NOT doing a better job with my own presenting. And, that my default use of PowerPoint (any screen-based presentation tool) was hindering my ability to get my point across, damaging my expression (of content, stories, expertise, enthusiasm). And even though I was aware of it and was an effective instructional designer and teacher in general, I kept overusing, misusing, abusing myself, my audience with PPT.
I really started to question my skills as a presentation design, period. I analyzed – ad nauseam – how I was using PPT. As a crutch, as an outline and reminder to make sure I said what I wanted to say. Reasonable behavior…but my story was lost. And, it was around this time that someone sent me the infamous Gettysburg Address presentation… Which lead me to…
Edward Tufte – The Cognitive Style of PowerPoint. Now the 3-car pile up was on fire. And I saw the damage as being too much…that I couldn’t recover.
So, I vowed to not use PPT again. When I was asked to deliver a presentation, I would tell people, “Just so you know, I don’t do PowerPoint. Still want me to present?” And, I received very interesting reactions to that comment. “What do you mean ‘you don’t do PPT’?” “What exactly will you do for the hour then?” and so on. When pressed for a reason, I’d share an abbreviated version of what I have shared here…and end with a comment like, “And, until I figure out how to use PPT differently, better I’m not going to use it again.” This lasted for almost two years.
[Not sure about photos well capturing alternatives] Tried all sorts of alternatives to PowerPoint: presenting with a handout only, structured discussions, activities, storytelling, digital storytelling, “evidence” boards, poster sessions, theater and puppet showsAnd, although these alternatives are good – make students and I think and process in different ways, can be engaging and fun – there are still times when a presentation is needed and helpful, potentially more efficient. And, presentation design and delivery skills are important professional skills to develop and hone.
And then PK into my life…I didn’t find it, it found me. I was participating in an online faculty learning community, and through this community… The way they described it sounded interesting, up my alley – sharing design work in a small theater, very intimate, quick pace. Lots of design professionals. I was look for connections with other design professionals – architecture, digital design, graphic artists, and so on – so when they invited me I went.
How do you say it? – Have audience say it (Some folks also say pea-chach-ka)What does it mean? – Drawing its name from the Japanese term for the sound of "chit chat"What is the big deal? Equation – 20 images (or slides) X 20 seconds = 6 minutes and 40 seconds. That’s 3 images per minute. (So, in 2 hours, you could experience 15-17 presentations…with some stretching in-between!)
How the formula worksHow many in an evening?Totally engaged audience. Amazing energy in the room. Lots of ideas and inspiration, and cross-fertilization and connecting. And, 10 presentations went by in a blink. Although it was 10pm at night when I left – after a full work day – I was energized. I went home and wrote about the experience immediately.
Talk about the community of like-minded folks, inspired by the talksDesign professions represented that first night: architects, digital and graphic designers, fabric designers, sculpters, photographers, clothes and purse designers, writers, dancers.
I was hooked, and kept going back. Besides the experience itself, and how it made me feel and think, I was impressed with the process involved in having to create a PK experience. The thoughtfulness applied to the compiling of images, what to say, and what to let say for itself. In terms of delivering the presentation, I notice the use of silence, props. At least in this theater space, there was an intimacy, with the presenter – although on a rise – part of the audience. The presenters sprang up from the audience when they were called. People sitting on chairs, cushions, blankets.
I had in the back of my head that there was something to the format – the experience – that could be translated to my on-campus and online classroom...for my own delivery of content, ideas and stories, and as a way for students to share their content, ideas and stories. Was it a way to rethink the use of PPT?
I have been thinking a lot about literacy lately. (pause) And so when I thought about what to do a pechakucha on, I thought about a lot of different things that I usually present on—problems with PowerPoint, digital storytelling, online learning and social presence but for some reason I kept coming back to literacy. I am not sure why this was. (pause) I am not a literacy person. Or at least growing up, I never thought of myself as a literacy person.
Or at least growing up, I never thought of myself as a literacy person. These pictures are of my daughter Jordan. I don’t think she considers herself a literacy person either. My wife and I find ourselves regularly fighting… (pause) or is it advocating… nope fighting… her school about the literacy instruction she gets. She was on an ILP …
…but because of her reading test scores increased—despite her below proficient writing scores—she was taken off of the literacy plan and support. You ask why, well because in our district Literacy = Reading. What does literacy mean to you?
(read silently to let audience read… then) But at least in my daughter’s school their conception of literacy isn’t changing much
While my daughter is not getting the instruction she needs on her writing fluency, (pause) she is getting instruction on cursive hand writing. This isn’t the case in all districts but it is the case in our district and school. Time Magazine published an interesting article in August called “Mourning the Death of Handwriting” (which I must note that I read online). I am not advocating for the death of handwriting but I don’t see the relevancy of learning cursive in the 21st century.
One of the problems we have in the 21st century is this tension between the old and the new. Are schools supposed to be creating well rounded people OR preparing students for the future and for vocations (that might not exist)? And does it have to be an either or? A number of new books have been written that talk about the changes taking place.
Bauerlein specifically seems to blame the Internet and technology for what he see’s is a decrease in literacy. He mourns the lost of news papers. (pause) He seems to fear that if people aren’t reading the news paper, that they aren’t being kept up to date about the news.
Its hard to deny that things have changed. How many people twitter? How many people facebook? How about blog? How many send text messages? How many people hand write letters and snail mail them to friends and family regularly?
Bauerline, Keen, and others seem to blame the demise of our culture and literacy on things like Wikipedia and craigslist. Wikipedia has single handedly put Encarta out-of-business… is Britannica next? And Craiglist is to blame for taking all the revenue away from newspapers. But this brings me back to my question of literacy. Will Richardson recently asked something to the effect of, where do we teach Wikipedia?
Now people could be learning how to wikipedia from Stephen Colbert. On The Colbert Report, Colbert told his audience to find the Wikipedia entry on elephants and create an entry that stated their population had tripled in the last six months… Guess what happened? Over 20 articles on elephants were repeatedly “vandalized” before they were locked down by wikipedia.
But this isn’t just about Wikipedia. And it isn’t just about how to participate and contribute in the participatory culture we find ourselves in. It’s about such basic things as e-mail. I would rather my daughter’s teacher substitute emailing 101 for cursive writing
We assume these so-called digital natives know how to effectively and appropriately communicate in computer-mediated environments but the truth is I am not sure they do… but it’s not just natives is it???? On ITForum just a few weeks ago someone tried to subscribe to the list.
After sending multiple emails to a list with over 2,000 members, this angered some members and insults were exchanged. While a number of people talked about ways to improve the listserv, I kept thinking about Will Richardson’s idea–where do we teach Wikipedia? Or more appropriately, where do we teach listserving?
Or facebooking? We hear about and can’t believe some of the crazy things people do on Facebook. For instance, Kevin called in sick and then posted the following picture on Facebook. His boss emailed him to comment on the wand.
But back to the ITForum debacle…. I was almost as shocked about the multiple requests to over 2,000 people as I was about the response back commenting on how remarkably dumb this person thinks the other person is. This is not simply a matter of netiquette. Nor is it necessarily about how to use the technology… but rather, how do we read and write in mediated contexts?
my “research agenda” focuses on social and teaching presence. I am interested in how people socially and emotionally communicate and connect with others online—specifically in online learning environments. Research suggests things such as telling stories, self-disclosing, and using emoticons can help establish one’s presence… but how do we learn to do this?
John White and I have written some about new literacy studies and the need to explicitly teach students how to employ academic literacy in order to successfully navigate college and ultimately graduate. But the more I keep thinking about it, the more I keep thinking we need to teach students and people of all ages how to be literate in computer-mediated environments in the 21st century.
Following Susan Herring, I refer to this “new” literacy as Computer-Meditated discourse. But with the rise of Web 2.0--and the participatory culture it engenders--coupled with the continued growth of the mobile phones and computing, this is no longer just about “Computers” as it was in 1996 when Herring was writing about CMD.
So what I took away from the latest flaming on ITForum is that I need to explicitly teach my students not only how to join online communities but also how to un-join. As I have students create blogs and wikis, I need to remind them of the context and nuances of this new form of reading and writing.
Now, I realize we can’t have a course for everything in life. But I think as we spend more time communicating in mediated environments, we will find that we need to spend time not just teaching students to read and write but rather to read and write in specific ways--depending on the environment.
Stand up, please, stretch. Turn to your neighbors. Pecha-kucha, I mean chit-chat, about your reaction to the PK example just completed. Now that you’ve experienced it…Too long, too short, just right?The best way to get excited about it is to go and see it… a lot of it.
Bring up website to show where they are all being held. Ask audience for their cites.
The structure holds the informality together. This informality means there is more room for presenter creativity.
Abela’s Extreme Presentation Method. The SCoRE method is associated with #6.
Explain how I used SCoRE for the opening PKFrom AndrewAbela’s “Advance Presentations by Design”
Carefully crafted = concise, important points attended toEngaging performance = more like telling a story, visuals drive the story, forces balance of visuals and narrationCommunity owned, operated, & valued = sharing controlled by the design community, intimateTime delimited = Over quickly, can cover many presentations in one event,Time limits can equal enhanced energy,You have the floor for 6:40…
Talk about how strict the timing is. Is it flexible? Can you play with it given your instructional needs? Yes, you can.Here are some other examples of similar formats to illustrate that point. Both are from the information technology professional community.Ignite: If you had five minutes on stage what would you say? What if you only got 20 slides and they rotated automatically after 15 seconds? Around the world geeks have been putting together Ignite nights to show their answers.Lightning Talks are a series of back-to-back, 5 minute talks. The point is to make the point as quickly as possible.Besides timing, there is a design difference. For Lightning Talks, the format is narration with visual aids. For PK, the visuals rule, and do much if not most of the talking. Ignite is somewhere in between.An example of an Ignite, for storytelling -- http://www.youtube.com/watch?v=DUMUBHGu5HY
These formats can also be done online, using a whole variety of tools…even PPT. We’ve been using VoiceThread and Jing, for example, to create PK presentations for online sharing.Here is a good example from Daniel Pink.http://www.youtube.com/watch?v=9NZOt6BkhUgSkip to 1:10.
How has it changed me?
How has it changed me? What my inner voice tells me.
How has it changed me? What my inner voice tells me.Just because you only have 20 seconds per image doesn’t mean have have to talk fast to get it all said. Slow down. Let the visuals do their work. Only say what needs to be said.
How has it changed me? What my inner voice tells me.Just because you only have 20 seconds per image doesn’t mean have have to talk fast to get it all said. Slow down. Let the visuals do their work. Only say what needs to be said.
Talk about having students use the format. Talk about the current project in IT 6710.Say something about how in one hour we would experience presentations on all of these topics (eight topics)
Student example in VoiceThreadhttp://voicethread.com/share/443984/ -- show slides/pages 5-8
Connect with the audience – remember to purpose and goal, remember it is a chit-chat with like-minded folks.After ~ reflect, connect, write down ideas