This document is a presentation about humanizing online education. It discusses the importance of instructor presence, empathy, and awareness in online classes. It provides examples of how to establish presence through techniques like using video prompts and a humanized syllabus. The presentation emphasizes developing empathy by understanding students' perspectives and vulnerabilities. It also stresses the value of awareness, including knowing student needs and experiences. Overall, the document offers guidance to online instructors on fostering human connections in virtual learning environments.
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 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.
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?
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?
Expanding The Funnel: Increasing Degree Attainment Through Teaching InnovationsMichelle Pacansky-Brock
Michelle Pacansky-Brock discusses the opportunities teaching innovations hold in the quest to increase college degree attainment rates. Using a community college case study, she demonstrates how "flipping the classroom" through the use of web-based technologies like podcasts and VoiceThread can increase student success and retention rates and result in more meaningful learning for diverse student populations.
This presentation is available as a Video on Demand in Cisco's Virtual Education Forum: www.inxpo.com/events/ciscoeduforum
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!
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.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students engage in outside of their formal learning environments? How can web 2.0 tools be leveraged to bridge this pedagogical gap and make online learning dynamic, engaging, community-oriented and, overall, more successful?
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.
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
A Scholarship of Generosity: a Hybrid Pedagogy MixtapeJesse Stommel
This is a collection of articles from Hybrid Pedagogy, a journal of digital and critical pedagogy, and online learning. The slides represent highlights from the journals first few years. The presentation this was made for focused on new approaches to scholarly writing, pedagogy, and publishing.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
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.
Join Wendy Riggs, MS, for a deep dive into the difficulties of building a community in online classrooms and how to overcome these barriers using technology.
A sense of community is usually developed among students and educators when working in the same room. This sense of community is essential for student learning. COVID-19 has changed the educational landscape, and more instructors are being asked to deliver some (or all) of their STEM classes online. Teaching online poses a significant challenge to the development of a sense of classroom community, often because instructors are already spread thin by the demands of creating high quality, fully-online lecture and lab content. Despite a lack of training and experience with online teaching, fostering a sense of community and collaboration in an online classroom is critical for facilitating an empowering education.
In this webinar, Wendy will talk about the important role that a sense of community plays in spaces of learning, the barriers educators may encounter when trying to teach online classes, and sustainable strategies for doing it anyway.
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?
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?
Expanding The Funnel: Increasing Degree Attainment Through Teaching InnovationsMichelle Pacansky-Brock
Michelle Pacansky-Brock discusses the opportunities teaching innovations hold in the quest to increase college degree attainment rates. Using a community college case study, she demonstrates how "flipping the classroom" through the use of web-based technologies like podcasts and VoiceThread can increase student success and retention rates and result in more meaningful learning for diverse student populations.
This presentation is available as a Video on Demand in Cisco's Virtual Education Forum: www.inxpo.com/events/ciscoeduforum
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!
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.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students engage in outside of their formal learning environments? How can web 2.0 tools be leveraged to bridge this pedagogical gap and make online learning dynamic, engaging, community-oriented and, overall, more successful?
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.
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
A Scholarship of Generosity: a Hybrid Pedagogy MixtapeJesse Stommel
This is a collection of articles from Hybrid Pedagogy, a journal of digital and critical pedagogy, and online learning. The slides represent highlights from the journals first few years. The presentation this was made for focused on new approaches to scholarly writing, pedagogy, and publishing.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
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.
Join Wendy Riggs, MS, for a deep dive into the difficulties of building a community in online classrooms and how to overcome these barriers using technology.
A sense of community is usually developed among students and educators when working in the same room. This sense of community is essential for student learning. COVID-19 has changed the educational landscape, and more instructors are being asked to deliver some (or all) of their STEM classes online. Teaching online poses a significant challenge to the development of a sense of classroom community, often because instructors are already spread thin by the demands of creating high quality, fully-online lecture and lab content. Despite a lack of training and experience with online teaching, fostering a sense of community and collaboration in an online classroom is critical for facilitating an empowering education.
In this webinar, Wendy will talk about the important role that a sense of community plays in spaces of learning, the barriers educators may encounter when trying to teach online classes, and sustainable strategies for doing it anyway.
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.
Creating Connections: Collaborations Between Museums and SchoolsJ S-C
This presentation was for the 2015 Association of African American Museums Conference. It addresses the collaborative partnership between the National Civil Rights Museum and the Martin Luther King Jr. College Preparatory High School.
This is from my invited talk at AAPT.
Why leave it up to the “experts” (i.e., the media) to portray physics accurately and positively? Speak for yourself, without the need for a translator who may – or may not – get it right. As a scientist, you can talk about what your work means and why it’s important with an authority that a science writer doesn’t bring to the table. While we can’t all be Brian Greene, you can have control over how your work – and physics in general – is presented to the public. In this talk, I’ll share some best practices of science communication – gleaned during my time as a science reporter at NPR and elsewhere. These simple tips can take a lifetime to master, but can help you get your message across – to the public, the media, and even Aunt Mabel.
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?
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.
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).
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.
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?
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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”.
1. Except where otherwise noted, content in this presentation is licensed by Michelle Pacansky-Brock under a Creative Commons-Attribution-Non Commercial 4.0 License.
INTRODUCTION TO
3. photo by theophilos papadopoulos cc-by-nc-nd brocansky.com/humanizing-one
Reflect on a time in
your life when you
were pushed outside
your comfort zone.
4. photo by theophilos papadopoulos cc-by-nc-nd brocansky.com/humanizing-one
Describe how
you felt.
5. photo by theophilos papadopoulos cc-by-nc-nd brocansky.com/humanizing-one
What helped you?
6. Slides by Michelle Pacansky-Brock CC-BY-NCphoto by Martin Kenny CC-BY-NC-SA
8. CALIFORNIA’S FUTURE
-1 MILLIONEDUCATED WORKERS
BY 2025
Johnson, H; Sengupta, R, (2009). Closing the Gap: Meeting California’s Need for College Graduates, Public Policy Institute of California, retrieved from http://www.ppic.org/main/
publication.asp?i=835
brocansky.com/humanizing-one
10. attend
community college
19
attend
4-yr college
10
earn doctoral
degree
.4
earn graduate
degree
4
graduate with a
4-year degree
10
enroll
in college
29
graduate high
school
52
100
elementary school students
U.S. Census Bureau, 2000.
transfers to a
4-year college
1
Latinx National Educational Pipeline
11. White
Hispanic
Unknown/Declined to State
2+ Races
Native American
Filipino
Black
Asian/Pacific Islander
California Community College Chancellor’s Office, (2013). Distance Education Report.
Distance Education Students
California Community Colleges by Race/Ethnicity
12. AVERAGE GRADES
California Community Colleges
Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16.
0
0.55
1.1
1.65
2.2
Hispanic White Hispanic-White Gap
F2F Online
n= 4,472,736
achievement gap
is +44% larger
online
13. n=10
Describe “good” and “bad” past
experiences and experiences in
current online class.
Latinx Online Students
Why do online classes
exacerbate the White-Latino
achievement gap?
n=12
Online Instructors & Administrators
responsible for administering online instruction
Kaupp, R. (2012) Online penalty: The White-Latino achievement gap, Journal of Applied Research in the Community College, 19(2), 8-16.
• motivation/self-directedness
• lack of technology skills
• literacy
•GOOD: strong, mutual
relationships with instructors
•BAD: no relationship with
online instructors
14. The lens we use
informs our
understanding.
Photo by Jeremy Noble CC-BY
31. Don’t be a robot.
PRESENCE EMPATHY
Photo by Christian Bernal CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC
sense when your
students need support
32. Photo by Christian Bernal CC-BY-NC-ND Slides by Michelle Pacansky-Brock CC-BY-NC
• See the world through eyes
of another
• Non-judgmental
• Understand feelings of others
• Communicate understanding
of that person’s feelings
Wiseman, T. (1996), A concept analysis of empathy. Journal of Advanced Nursing, 23: 1162–1167. doi: 10.1046/j.
1365-2648.1996.12213.x
4 ATTRIBUTES OF
EMPATHY
36. Slides by Michelle Pacansky-Brock CC-BY-NCphoto by Martin Kenny CC-BY-NC-SA
37. AWARENESS
Photo by Christian Bernal CC-BY-NC-ND
Photo by Sergiu Bocioiu CC-BY-NC Slides by Michelle Pacansky-Brock CC-BY-NC
know your students’ needs
46. Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online
History of Photography community college class. by Michelle Pacansky-Brock
Learning Out Loud
Makes me feel
connected to
my peers.
n=109
86%
Listening to peers
increased my ability to
reach the learning objectives.
95%
n=82
When I spoke, I
remembered the
information better.
83%
n=82
47. Makes me
feel connected
to my peers.
86%
n=109
“I feel like we got to know each other
better. I actually recognized a
classmate at my children's
Taekwondo class because of the
sound of her voice!”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
48. Listening to peers
increases my ability to
reach the learning
objectives.
95%
n=82
“Listening gave me a better
understanding of the material. …
you could actually hear the passion
in the speakers’ voices.…”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
49. When I spoke, I
remembered the
information better.
83%
n=82
“…it made me re-evaluate my answers.
Mostly because I didn't want to sound like I
had no idea what I was talking about. …being
able to speak … my ideas made me feel like I
could … explain the material better.”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
50. When I spoke, I
remembered the
information better.
83%
n=82
“I found ... that I would ... unearth more
thoughts … 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.”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud
52. Nudging Students with Your Human Presence - September 26th, 12pm-1pm
Fabiola Torres, Professor of Ethnic Studies, Glendale Community College
Developing Awareness with Canvas Analytics - TBD
Sallie Michalsky, Canvas
Humanizing Think Tank - October 19th, 3-4pm
Michelle Pacansky-Brock and Lené Whitley-Putz, @ONE/OEI, and YOU!
Using Flipgrid for Community-Rich Online Learning - October 24th, 3-4pm
Dayamudra Dennehy, Professor of ESL, City College of San FranciscoOctober 19th, 3-4pm
a webinar series brought to you by @ONE and the OEI
More Info & Register —> http://www.onefortraining.org/node/945
53. follow these folks!
Tracy SchaelenKatie PalaciosMike Smedshammer
@TracySchaelen@KatiePala@MikeSmedshammer
Tweet your takeaways and include #CCCLearn!
54. Photo by Leo Reynolds. CC-BY-NC-SA
mpb@CCCOnlineEd.org
brocansky.com
@brocansky
55.
56. Wiseman, T. (1996), A concept analysis of empathy. Journal of Advanced Nursing, 23: 1162–1167.
57. Credits
Special thanks to all the people who
made and released these awesome
resources for free:
Minicons by Webalys
Presentation template by
SlidesCarnival
Photographs by Unsplash
58. Presentation design
This presentation uses the following typographies and colors:
Titles: Nixie One
Body copy: Varela Round
You can download the fonts on this page:
http://www.google.com/fonts/#UsePlace:use/Collection:Nixie+One|Varela+Round
Click on the “arrow button” that appears on the top right
Yellow #f8bb00 Orange #ed4a00 Fucsia #e8004c
Blue #00acc3 Aqua #00d1c6 Lime #bbcd00
Green #65bb48 Gray #617a86 Light Gray #a1becc
You don’t need to keep this slide in your presentation. It’s only here to serve you as a design guide if
you need to create new slides or download the fonts to edit the presentation in PowerPoint®
59. Minicons Free Vector Icons Pack by Webalys is published under a Creative Commons Attribution license and Free for both personal and commercial use. You can
copy, adapt, remix, distribute or transmit it. If you use this set on your presentation remember to keep the “Credits” slide or provide a mention of this "Minicons
Free Vector Icons Pack" and a link back to this page: http://www.webalys.com/minicons