What is inclusivity? How does vulnerability impact a faculty member's willingness to embrace inclusive learning environments? How may digital technologies make learning more inclusive?
Relationships and socialization matter in learning! This presentation includes practical tips and strategies for adding your human presence to your online class with easy-to-use tech tools. Slides include built-in videos and a link to a "Goody Bag" of web resources to support your personal learning.
Despite the potential for emerging technologies to humanize online learning, students are often reluctant to use them. This action research study explores the experiences of online community college students who learn out loud. The findings show why students are reluctant to speak online, provide a strategy for improving this problem, and highlight the cognitive and social benefits achieved from increasing voice participation. 2014 Sloan-C/MERLOT Emerging Technologies for Online Learning, Featured Session.
The increasing adoption of emerging technologies by faculty, changes in faculty demographics, and growth in online/blended courses is challenging the sustainability of institutionally-developed faculty support models . This presentation will identify some of the key support needs of 21st century faculty and consider new support solutions embedded in the social era.
Relationships and socialization matter in learning! This presentation includes practical tips and strategies for adding your human presence to your online class with easy-to-use tech tools. Slides include built-in videos and a link to a "Goody Bag" of web resources to support your personal learning.
Despite the potential for emerging technologies to humanize online learning, students are often reluctant to use them. This action research study explores the experiences of online community college students who learn out loud. The findings show why students are reluctant to speak online, provide a strategy for improving this problem, and highlight the cognitive and social benefits achieved from increasing voice participation. 2014 Sloan-C/MERLOT Emerging Technologies for Online Learning, Featured Session.
The increasing adoption of emerging technologies by faculty, changes in faculty demographics, and growth in online/blended courses is challenging the sustainability of institutionally-developed faculty support models . This presentation will identify some of the key support needs of 21st century faculty and consider new support solutions embedded in the social era.
The Center: A Social Online Learning Community for California's 112 Community...Michelle Pacansky-Brock
A presentation shared at the 2014 Online Teaching Conference in San Diego about @ONE's new social online learning community, The Center. The Center is designed to connect California's 112 community colleges through social learning, foster our educators' online presence, and improve sharing and innovation across physical campuses. Together we can and will learn more!
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Flattening Classrooms, Expanding Minds: 7 Steps to Flatten Your ClassroomVicki Davis
Learn how to connect your school and classroom on a global basis. Improve education by connecting students as they become more engaged and aware of the world.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
A presentation I did for school administrators on October 18,2006. I recorded the first 12 minutes of the presentation up to the slide labelled, "Rich Professional Learning"
The Center: A Social Online Learning Community for California's 112 Community...Michelle Pacansky-Brock
A presentation shared at the 2014 Online Teaching Conference in San Diego about @ONE's new social online learning community, The Center. The Center is designed to connect California's 112 community colleges through social learning, foster our educators' online presence, and improve sharing and innovation across physical campuses. Together we can and will learn more!
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Flattening Classrooms, Expanding Minds: 7 Steps to Flatten Your ClassroomVicki Davis
Learn how to connect your school and classroom on a global basis. Improve education by connecting students as they become more engaged and aware of the world.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
A presentation I did for school administrators on October 18,2006. I recorded the first 12 minutes of the presentation up to the slide labelled, "Rich Professional Learning"
Invitation to Learning: Emotions, Inclusivity, and CommunitySarah Rose Cavanagh
An overview of the Davis Educational Foundation-funded one day symposium at D'Amour Center for Teaching Excellence at Assumption College on May 16, 2019.
These are slides which accompanied a presentation I gave to the Women In Leadership event the Association of Theological Schools held Oct. 14 and 15, 2020
Learning Out Loud: How Does It Impact the Online Student Learning Experience?Michelle Pacansky-Brock
Are we doing it wrong? Most online students never speak in their online classes. This ongoing study presents data about how asynchronous voice discussions (using VoiceThread) impact the online student experience. Survey results from four consecutive semesters are included.
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
Assignment 5 MS Project Scheduling and Salvaging a ProjectDue W.docxrock73
Assignment 5: MS Project Scheduling and Salvaging a Project
Due Week 10 and worth 280 points
Go to iCampus to download a free version of Microsoft Project needed to complete this assignment. Details on how to download the software are available in the online course shell in the Additional Resources section of the Student Center.
Make the needed corrections to Assignment 3 using instructor feedback and initialize a new project in Microsoft Project to complete the following:
1. Create a work breakdown structure in MS Project using the existing information from Assignment 3. Note: This assignment will require you to submit a zipped file. Please see below for details on how to zip a file.
Imagine your human resource project of revamping the employee compensation and benefits package is starting to develop issues. The project is eight (8) weeks off track and your team members are becoming discouraged. Several members of the team are consistently late with deadlines, and you have discovered that your budget depleted quicker than expected. Your project sponsor is looking for you to salvage this project.
Write a six to seven (6-7) page paper in which you:
1. Write a memo that communicates the budget situation to the rest of the team.
2. Suggest three (3) ways to improve an underperforming team member.
3. Organize a plan of action to get the project back on track. Develop a new critical path.
Your assignment must:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
To zip a file please follow these directions below. Note: Directions may vary depending on the operating system.
PC Directions:
1. Select the files to zip.
2. Right-click on the highlighted files and choose “Send to: Compressed folder”.
Mac Directions:
1. Select the files to zip.
2. Right-click on the highlighted files and choose “Compress”.
The specific course learning outcomes associated with this assignment are:
· Identify the scope of projects and the structure of the accompanying work.
· Recommend project management quality tools.
· Determine the characteristics of a successful project plan.
· Use technology and information resources to research issues in managing human resource projects.
· Write clearly and concisely about managing human resource projects using proper writing mechanics.
“Emotional Roadblocks on the Road to Cultural
Competence”
Program Transcript
NARRATOR: The roundtable participants continue their discussion in this
program, by speaking to the issue of emotional roadblocks. That is, feelings and
emotions that serve as barriers or road blocks on the road to ...
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
In this presentation, I propose 5 organizational barriers that are preventing higher education from adapting to serve the needs of the incoming digital, mobile generation.
A letter of commendation from the Online Learning Consortium (OLC) for my work as Conference Chair of the 8th Annual OLC/MERLOT International Symposium of Emerging Technologies for Online Learning.
Summary of the first year of the CSU Channel Islands Online Teaching Preparation Program: Spring 2014-Fall 2014. This faculty development program consists of three fully online courses: How to Humanize Your Online Course, How to Design Your Online Course, and Designing Engaging Online Activities. How did the first years' participants respond to learning to teach online through the lens of an online student? Did they feel the classes were worth their time? How much time did they spend on these courses? What did they learn?
These are the slides for the keynote I shared at the LinkedIn User Experience Design All Hands meeting on July 11, 2014. The "story" here is my own life, looking at how my risk-taking and use of social media have empowered me to find an authentic life. Is this a lesson to learn from as we ponder the relevance gap between formal and information learning in the U.S. today? As social becomes more integral to the workplace, can/should educators embrace social technologies to foster more authentic living in their students' lives?
Commendation from the Sloan-C (name changed to Online Learning Consortium later in 2014) leadership team for my roles as Chair Elect and Launch Pad Chair for the 2014 Symposium of Emerging Technologies Symposium for Online Learning.
The Center is a new next-gen, social online learning community designed to connect California's 112 community colleges, foster innovation, and promote sharing. All Center events are free and open to the public. The Center is brought to you by @ONE (www.onefortraining.org).
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
13. PHYSICIANS
➤Medical Education creates a blind spot that festers
vulnerability avoidance and cultivates shame
➤education and work culture is filled with fear of
disclosure
➤“I am struggling” is a sign of failure
➤suffer from high stress, burnout, addiction, and high
rates of suicide
Source: Dike Drummond
23. 1. CLASSROOM TRIGGERS
Failure to be subject matter expert (5)
Technology not working (4)
Student criticism (4)
Controversial topics (3)
Trying new teaching methods (3)
Sharing of personal information (2)
Being perceived as a push over (1)
n=17
24. “The first time I realized I didn't know
anything about something a student asked.
Now I use these moments to throw it open
to the class to see what they know. It's
surprising how much they do know about
some things.
25. “First day ever in front of students. I went
with it and let them know that this was
new to me and that we would learn
together.
26. “
Working with international students I was
consistently told they [sic] power was out, they
had no internet, a bomb went off, a grandmother
died. I had to trust they were telling the truth even
though people told me how frequently they lied. I
felt conflicted-was I being taken advantage of? was
I doing what was in their best interest? (in the real
world you need to meet deadlines) in the end I felt
I was doing what was in the best interest of my
student by being caring.
27. “When thrown into an upper-level class
with fairly unfamiliar content at the last
minute with little time to prepare.
28. 2. INSTITUTIONAL TRIGGERS
Poor student evaluations (2)
Being non-tenure track (2)
Being new to the organization (1)
Accessibility compliance (1)
n=17
29. “ Every class … I remember how
much I depend on the students
giving me high evaluations. Most of
my decisions are influenced by that.
I sacrifice quite a bit of what I think
is superior for long-term learning in
favor of not losing evaluation points.
30. “
Because I feel insecure in my
employment status (year to year,
non-tenure-track), I was nervous to
finally go totally open with class
blogs…. now I really am kicking
myself: I wasted a lot of years when I
could have been blogging in the open
and it really is so much better!
31. 3. SELF TRIGGERS
Identity shift (2)
• change in career goal (FT to PT), research
new discipline (medical to education)
n=17
32. “Deciding to leave full-time teaching to
pursue an alt-ac career. I now teaching [sic]
part-time more or less for fun. I did do quite
a bit of crying and soul-searching leading up
to that, however.
33. ACTIONS FACULTY AVOID DUE TO VULNERABILITY
➤ Trying New Teaching Methods (5)
• class discussions, flipped classroom, public blogs, new
grading strategies
➤ Engaging in Controversial Topics (2)
➤ Using Non-Institutionally Supported Technology (1)
➤ Creating One’s Own Digital Identity (1)
➤ Sharing of Personal Information with Students (1)
n=17
34. “When we start losing our tolerance for
vulnerability, uncertainty, for risk-
taking — we move away from the
things we need and crave the most like
joy and love and belonging, trust,
empathy, creativity.”
-Brené Brown
Slides by Michelle Pacansky-Brock CC-BY-NC
37. CC-BY-SA Kristina Alexanderson
"[Lear3ing out loud] helps us get to know each other...it makes
us more sensitive to one another's opinions and thoughts. …
We are more likely to be respectfAl to one another."
38. Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting).
very nervous not nervous
n=109
How nervous were you when you left your
first voice/video comment?
0
10
20
30
40
1 2 3 4 5
39. Now when you comment in voice/video, how
nervous are you?
Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting).
very nervous not nervous
n=109
0
10
20
30
40
1 2 3 4 5
41. 0
12.5
25
37.5
50
Strongly Agree Agree Neutral Disagree Strongly Disagree
86%
The voice activities contributed to making
me feel like I was part of a group.
n=82
56%
30%
13%
1%
42. “I feel that taking this class and
having been required to push myself
to leave voice comments has helped
me learn that I am capable of
overcoming my fears of
embarrassment.”
CC-BY kodomut.com
43. CC-BY JD Hancock
“I found ... that I would ... unearth more
thoughts and opinions as I spoke them
out loud while looking at the content, as
opposed to looking at the content,
forming an opinion, then looking at my
text as I wrote it.”
How did speaking (vs. writing all your
assignments) affect your learning?
44. CC-BY JD Hancock
“I felt more motivated to produce a
better quality assignment.”
How did speaking (vs. writing all your
assignments) affect your learning?
45. CC-BY-NC-SA Zanthia
“I think speaking…engaged me more…It is
easy for online students to feel a disconnect…
Having to … speak and …directly engage a
fellow student through voice makes you feel a
part of an actual class.”
46. CC-BY-NC-SA Zanthia
Having a teacher that is involved and is
talking to you constantly, keeps the lines of
communication open. Learning is easier
because the teacher is approachable. You
can actually see the passion for the subject
in the teacher voice messages.
47. Photo by JasonSamfield CC-BY-NC-SA
• Make students nervous (78%).
• Reduce anxiety in students in just 3 weeks (from 78% to 12%).
• Voice discussions improve the sense of being part of a group (91%).
• Are preferred over text comments (66%).
• Contribute to a perceived improvement in students’ communication skills (89%).
• Increases retention of information (89%).
• Improves students’ ability to reach learning objectives (95%).
• Using voice discussions supports diverse learning needs.
• Most online students (85%) do not speak in their classes.
• Most online students (81%) want voice discussions to be used in more classes.
Findings
Asynchronous voice discussions in an online community college class:
Pacansky-Brock, 2014. Most data collected in one class each semester for four semesters (Fall 2012-Sp 2014). n=59
48.
49.
50.
51.
52.
53. “You know you are in a supportive
culture when being open and
transparent is not a risky thing to do.
-Dike Drummond, MD