On the 7th of April, I delivered a talk at the inspire Women in Tech conference in Nottingham at the Broadway Cinema. I spoke about my journey into technology, my struggles to get there and how I persisted despite internal and external setbacks.
OLA presentation. fast paced session will walk you through new ways and remind you of ones you've forgotten about to collaborate with teachers and engage students.
The International Society for Technology in Education (ISTE) is a nonprofit organization that serves over 100,000 educators interested in using technology in education. ISTE provides individual and organizational membership and support services to education stakeholders around the world.
This document summarizes a staff development event on using Twitter for education. It discusses how to set up a Twitter account and manage it using tools like Tweetdeck. It provides examples of how Twitter can be used with students and principles of connectivism in online learning environments. Studies found Twitter helped direct students to additional resources and improved engagement with current issues in their fields of study. Students reported that Twitter provided easy access to new information they would not have otherwise discovered.
A module in our pocket, MELSIG contribution 6 Sep 2013 with Liz HannafordChrissi Nerantzi
This document summarizes findings from a module that utilized mobile technologies to enhance learning. It found that mobile devices increased connectivity, helped form an online learning community, and encouraged peer collaboration. However, it also presented challenges in using personal devices for learning, technological barriers, and issues adjusting expectations around social media use. The document shares stories from participants on using apps and social media innovatively for teaching, and reflects on implications for transforming curriculum through new technologies.
Using Twitter to Enhance Students' Wider Subject AwarenessPaul Smalley
Paul Smalley conducted action research using Twitter to enhance undergraduate students' wider subject awareness in religious education. Over six months, he tweeted links to articles twice daily related to religion, education, or religious education using #k23re, and had students follow and engage with the tweets. Students reported that using Twitter helped direct them to useful resources they wouldn't have otherwise found and increased their knowledge of current issues. The research found that Twitter can help connect students to online information and each other to enhance learning.
1. The document summarizes the results of a survey given to former students of a teacher-librarian distance education course on using Web 2.0 tools. The survey asked about personal, teaching, and professional development use of tools before and after taking the course.
2. Respondents reported moving from being consumers of Web 2.0 tools before the course to producers after the course, both in their personal lives and teaching. They also expanded use of tools for professional learning through blogs, wikis, and social media.
3. The course seems to be helping teachers learn how to better connect and stay connected using Web 2.0 tools for professional learning and development.
This document provides an overview of Lisa Harris' background and interests which include over 10 years of experience in banking and education. She has a PhD from Brunel University and teaches at Brunel and the University of Southampton. Her research focuses on technological change in banking and she champions innovations in higher education including web science, digital literacies, and MOOCs. She discusses projects involving curriculum innovation, social learning, and student digital champions.
ArtLinks Director & artist, Cathy Fitzgerald talks at Podcamp 08ArtLinks
Cathy describes her initial use of social networking technologies in her own creative practice; template portfolio websites, blogs, youtube, print-on-demand books, knowledge of which she is actively sharing and developing with the ArtLinks community.
OLA presentation. fast paced session will walk you through new ways and remind you of ones you've forgotten about to collaborate with teachers and engage students.
The International Society for Technology in Education (ISTE) is a nonprofit organization that serves over 100,000 educators interested in using technology in education. ISTE provides individual and organizational membership and support services to education stakeholders around the world.
This document summarizes a staff development event on using Twitter for education. It discusses how to set up a Twitter account and manage it using tools like Tweetdeck. It provides examples of how Twitter can be used with students and principles of connectivism in online learning environments. Studies found Twitter helped direct students to additional resources and improved engagement with current issues in their fields of study. Students reported that Twitter provided easy access to new information they would not have otherwise discovered.
A module in our pocket, MELSIG contribution 6 Sep 2013 with Liz HannafordChrissi Nerantzi
This document summarizes findings from a module that utilized mobile technologies to enhance learning. It found that mobile devices increased connectivity, helped form an online learning community, and encouraged peer collaboration. However, it also presented challenges in using personal devices for learning, technological barriers, and issues adjusting expectations around social media use. The document shares stories from participants on using apps and social media innovatively for teaching, and reflects on implications for transforming curriculum through new technologies.
Using Twitter to Enhance Students' Wider Subject AwarenessPaul Smalley
Paul Smalley conducted action research using Twitter to enhance undergraduate students' wider subject awareness in religious education. Over six months, he tweeted links to articles twice daily related to religion, education, or religious education using #k23re, and had students follow and engage with the tweets. Students reported that using Twitter helped direct them to useful resources they wouldn't have otherwise found and increased their knowledge of current issues. The research found that Twitter can help connect students to online information and each other to enhance learning.
1. The document summarizes the results of a survey given to former students of a teacher-librarian distance education course on using Web 2.0 tools. The survey asked about personal, teaching, and professional development use of tools before and after taking the course.
2. Respondents reported moving from being consumers of Web 2.0 tools before the course to producers after the course, both in their personal lives and teaching. They also expanded use of tools for professional learning through blogs, wikis, and social media.
3. The course seems to be helping teachers learn how to better connect and stay connected using Web 2.0 tools for professional learning and development.
This document provides an overview of Lisa Harris' background and interests which include over 10 years of experience in banking and education. She has a PhD from Brunel University and teaches at Brunel and the University of Southampton. Her research focuses on technological change in banking and she champions innovations in higher education including web science, digital literacies, and MOOCs. She discusses projects involving curriculum innovation, social learning, and student digital champions.
ArtLinks Director & artist, Cathy Fitzgerald talks at Podcamp 08ArtLinks
Cathy describes her initial use of social networking technologies in her own creative practice; template portfolio websites, blogs, youtube, print-on-demand books, knowledge of which she is actively sharing and developing with the ArtLinks community.
This document summarizes 10 easy web 2.0 tools for secondary education teachers. It provides examples of each tool, including GoAnimate for digital storytelling, Prezi as an alternative to PowerPoint, WallWisher for posting questions and ideas, StoryBird for collaborative storytelling, and 360 Cities to explore locations virtually. Pros and cons of each tool are discussed. The document encourages teachers to try using one of the tools in their lessons. It also provides information about training sessions the presenter provides on integrating technology into teaching.
The document discusses using digital literacies to promote educational collaboration among Journal of Adolescent & Adult Literacy (JAAL) users. It explores stances toward digital tools and motivations for their use. Examples are provided of how digital tools are used to broaden conversation with JAAL users, including Google Drive for manuscript collaboration, inclusion of multimodal elements in articles, and using social media like Facebook to build community and participation. Next steps discussed include using technologies like Google Hangouts and YouTube to facilitate discussions among JAAL department editors and users.
This document provides an introduction and overview of the P2PU School of Open and P2PU School of Ed. It introduces the executive director and learning leads of P2PU and describes their website and online courses on open education resources and professional development for K-12 educators. Participants are encouraged to register for upcoming facilitated online courses through the School of Open or get involved with the School of Ed by joining discussion groups, co-facilitating courses, or providing feedback to help improve their new model of online peer learning for teachers. Contact information is provided for those interested in learning more.
Ales204 Lecture 9 :: Public Speaking & Pecha KuchaJessica Laccetti
This document provides an overview of a lecture about public speaking and Pecha Kucha presentations. It discusses the dangers of overly long PowerPoint presentations with too many words ("Death by PowerPoint") and introduces Pecha Kucha as an alternative format that limits presentations to 20 slides shown for 20 seconds each. It outlines a lab assignment where students will design their own Pecha Kucha presentations on their fields of study. Examples of Pecha Kucha topics are given and students are asked to watch examples and provide critical reflective tweets on what worked, didn't work, and what they learned.
Hi,
This is my Prototype assignment. Slides 2-4 are relevant. The remaining slides are the previous assignment should you need the background information.
KGA
#40 Michelle Thomas - on primary school innovation and leadershipSophie Bailey
This document provides information about an episode of The EdTech Podcast that features an interview with Michelle Thomas, the executive head teacher of the New Wave Federation, and Neill Melville, a CAS master teacher and federated assistant head teacher from the New Wave Federation. They discuss topics like the concept of school federations, the role of an executive head teacher, ensuring technology is used to reduce rather than extend attainment gaps, and the importance of teaching coding and computational thinking.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Five Ways to Use Social Media to Raise Awareness for Your Paper or ResearchSean Ekins
Presentation given at the AAPS 2016 conference in Denver. Some of the slides are from AAPS, Some from Kudos and some from Figshare. One slide is from Tony Williams. All slides used with permission.
This document provides a snapshot of Hilary Niederhaus's professional learning network (PLN) on Twitter. It lists three accounts that are helpful resources: Edutopia for education news, strategies and technologies; J Tierney Sveigdalen, a fellow educator who discusses education technology; and the Google Education Team for Google products and ideas. It reflects on how creating a PLN on Twitter has been a rewarding experience, allowing Hilary to connect with educators worldwide and find useful hashtags like #edchat, #teaching and #socialmedia.
This panel presentation discussed how Diana Rendina, Lisa Abel-Palmieri, Josh Ajima, Laura Blankenship and Nathan Stevens developed, implemented and supported maker programs. Included in the presentation are tactics to engage students in maker projects and how to get faculty from multiple disciplines on board. Discover how maker programs have shaped schools around the United States.
Drop the Fear: Students and Social MediaBeth Phillips
There is a lot of fear surrounding students using social media. We need to stop telling them what not to do, and start showing them what to do. This presentation covers why we should teach social media, shows examples how it is being used in classrooms, and offers advice. If you have questions, feel free to contact me.
This document discusses the importance of social presence and engagement in online learning environments. It explains that learning is a social process and discusses how technology can be used to facilitate social interaction online. Several strategies for increasing social presence are presented, including using bios, orientation videos, video feedback, synchronous discussions, small group work and social media. The Community of Inquiry framework is also introduced as a way to conceptualize different types of online interactions between students, teachers and course content. The presenter advocates for finding the right balance of social and teaching presence to improve online learning experiences.
Lisa Bordian began the class with very little technology experience or skills, having never heard of a PLN, Facebook, hyperlinks, or used a Smart Board. Through the course, she learned to utilize various tools like Twitter, Pinterest, Edmodo and Microsoft's PiL Network to develop her own PLN and connect with educational experts. She shares screenshots of her new Twitter account and discusses experts she follows like @Edudemic, @2Learn_ca and @NAEYC. Lisa reflects on coming a long way from needing phone support to use basic tools to now being able to independently use resources through her PLN and continue learning.
#30 Kano Takeover - creative computing in schools, makerspaces and libraries -)Sophie Bailey
What's in this episode?
Interview with Joanna Bersin, Head of Education, KANO (5:46 > 19:20)
Interview with Sam Patterson, Puppet Master & Makerspace Coordinator, Echo Horizon School, San Francisco (19:30 > 25:00)
Interview with Michael Luetjen, Computer Sci. & EdTech Lead Learner, Pine Crest School, Florida (25:00 > 34:30)
Interview with Cory Roush, Literacy Specialist at Muskingum County Library System, Ohio (34:33 > 42:00)
Student engagement and learning
Empowering students and improving learner confidence
How can teachers be best supported to deliver coding and cross-curricular programmes?
Setting up maker space environments and supporting collaborative student work
How to connect with the KANO education team for free resources, Google hangouts, and after-school clubs
What is KANO code?
KANO’s involvement in the Connect Home initiative
Check out the full individual episodes available on The Edtech Podcast for recommended reads and educator career stories
Teaching Diverse Learners with TechnologyTina Coffey
This document outlines a presentation about using technology to engage diverse learners. It introduces strategies like project-based learning, authentic experiences, and using tools like Google Translate. Specific technologies that were showcased include websites with leveled reading passages, videos to build prior knowledge, Blendspace for flipped learning, and iPad apps like ChatterPix, Pic Collage and iMovie. The presentation concluded with a technology exploration activity for attendees to try apps that support reading, writing, creating videos and more.
This document discusses an application called PatchworkHQ that aims to connect professionals from different fields to better serve clients. It allows things like health visitors, educators, youth workers and others to share information. This is intended to allow for earlier intervention, a more complete understanding of clients' circumstances, and stronger relationships between practitioners. The creator offers advice on solving problems, prototyping quickly, and being open about challenges.
The document discusses best practices for using a backchannel during presentations including:
1) Having a moderator monitor questions in the backchannel and inform the presenter;
2) Establishing netiquette such as answering questions with an @ symbol and avoiding off-topic discussions;
3) Recommending communication tools for backchannels such as Google Presentations and Meebo Rooms.
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
This document summarizes 10 easy web 2.0 tools for secondary education teachers. It provides examples of each tool, including GoAnimate for digital storytelling, Prezi as an alternative to PowerPoint, WallWisher for posting questions and ideas, StoryBird for collaborative storytelling, and 360 Cities to explore locations virtually. Pros and cons of each tool are discussed. The document encourages teachers to try using one of the tools in their lessons. It also provides information about training sessions the presenter provides on integrating technology into teaching.
The document discusses using digital literacies to promote educational collaboration among Journal of Adolescent & Adult Literacy (JAAL) users. It explores stances toward digital tools and motivations for their use. Examples are provided of how digital tools are used to broaden conversation with JAAL users, including Google Drive for manuscript collaboration, inclusion of multimodal elements in articles, and using social media like Facebook to build community and participation. Next steps discussed include using technologies like Google Hangouts and YouTube to facilitate discussions among JAAL department editors and users.
This document provides an introduction and overview of the P2PU School of Open and P2PU School of Ed. It introduces the executive director and learning leads of P2PU and describes their website and online courses on open education resources and professional development for K-12 educators. Participants are encouraged to register for upcoming facilitated online courses through the School of Open or get involved with the School of Ed by joining discussion groups, co-facilitating courses, or providing feedback to help improve their new model of online peer learning for teachers. Contact information is provided for those interested in learning more.
Ales204 Lecture 9 :: Public Speaking & Pecha KuchaJessica Laccetti
This document provides an overview of a lecture about public speaking and Pecha Kucha presentations. It discusses the dangers of overly long PowerPoint presentations with too many words ("Death by PowerPoint") and introduces Pecha Kucha as an alternative format that limits presentations to 20 slides shown for 20 seconds each. It outlines a lab assignment where students will design their own Pecha Kucha presentations on their fields of study. Examples of Pecha Kucha topics are given and students are asked to watch examples and provide critical reflective tweets on what worked, didn't work, and what they learned.
Hi,
This is my Prototype assignment. Slides 2-4 are relevant. The remaining slides are the previous assignment should you need the background information.
KGA
#40 Michelle Thomas - on primary school innovation and leadershipSophie Bailey
This document provides information about an episode of The EdTech Podcast that features an interview with Michelle Thomas, the executive head teacher of the New Wave Federation, and Neill Melville, a CAS master teacher and federated assistant head teacher from the New Wave Federation. They discuss topics like the concept of school federations, the role of an executive head teacher, ensuring technology is used to reduce rather than extend attainment gaps, and the importance of teaching coding and computational thinking.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Five Ways to Use Social Media to Raise Awareness for Your Paper or ResearchSean Ekins
Presentation given at the AAPS 2016 conference in Denver. Some of the slides are from AAPS, Some from Kudos and some from Figshare. One slide is from Tony Williams. All slides used with permission.
This document provides a snapshot of Hilary Niederhaus's professional learning network (PLN) on Twitter. It lists three accounts that are helpful resources: Edutopia for education news, strategies and technologies; J Tierney Sveigdalen, a fellow educator who discusses education technology; and the Google Education Team for Google products and ideas. It reflects on how creating a PLN on Twitter has been a rewarding experience, allowing Hilary to connect with educators worldwide and find useful hashtags like #edchat, #teaching and #socialmedia.
This panel presentation discussed how Diana Rendina, Lisa Abel-Palmieri, Josh Ajima, Laura Blankenship and Nathan Stevens developed, implemented and supported maker programs. Included in the presentation are tactics to engage students in maker projects and how to get faculty from multiple disciplines on board. Discover how maker programs have shaped schools around the United States.
Drop the Fear: Students and Social MediaBeth Phillips
There is a lot of fear surrounding students using social media. We need to stop telling them what not to do, and start showing them what to do. This presentation covers why we should teach social media, shows examples how it is being used in classrooms, and offers advice. If you have questions, feel free to contact me.
This document discusses the importance of social presence and engagement in online learning environments. It explains that learning is a social process and discusses how technology can be used to facilitate social interaction online. Several strategies for increasing social presence are presented, including using bios, orientation videos, video feedback, synchronous discussions, small group work and social media. The Community of Inquiry framework is also introduced as a way to conceptualize different types of online interactions between students, teachers and course content. The presenter advocates for finding the right balance of social and teaching presence to improve online learning experiences.
Lisa Bordian began the class with very little technology experience or skills, having never heard of a PLN, Facebook, hyperlinks, or used a Smart Board. Through the course, she learned to utilize various tools like Twitter, Pinterest, Edmodo and Microsoft's PiL Network to develop her own PLN and connect with educational experts. She shares screenshots of her new Twitter account and discusses experts she follows like @Edudemic, @2Learn_ca and @NAEYC. Lisa reflects on coming a long way from needing phone support to use basic tools to now being able to independently use resources through her PLN and continue learning.
#30 Kano Takeover - creative computing in schools, makerspaces and libraries -)Sophie Bailey
What's in this episode?
Interview with Joanna Bersin, Head of Education, KANO (5:46 > 19:20)
Interview with Sam Patterson, Puppet Master & Makerspace Coordinator, Echo Horizon School, San Francisco (19:30 > 25:00)
Interview with Michael Luetjen, Computer Sci. & EdTech Lead Learner, Pine Crest School, Florida (25:00 > 34:30)
Interview with Cory Roush, Literacy Specialist at Muskingum County Library System, Ohio (34:33 > 42:00)
Student engagement and learning
Empowering students and improving learner confidence
How can teachers be best supported to deliver coding and cross-curricular programmes?
Setting up maker space environments and supporting collaborative student work
How to connect with the KANO education team for free resources, Google hangouts, and after-school clubs
What is KANO code?
KANO’s involvement in the Connect Home initiative
Check out the full individual episodes available on The Edtech Podcast for recommended reads and educator career stories
Teaching Diverse Learners with TechnologyTina Coffey
This document outlines a presentation about using technology to engage diverse learners. It introduces strategies like project-based learning, authentic experiences, and using tools like Google Translate. Specific technologies that were showcased include websites with leveled reading passages, videos to build prior knowledge, Blendspace for flipped learning, and iPad apps like ChatterPix, Pic Collage and iMovie. The presentation concluded with a technology exploration activity for attendees to try apps that support reading, writing, creating videos and more.
This document discusses an application called PatchworkHQ that aims to connect professionals from different fields to better serve clients. It allows things like health visitors, educators, youth workers and others to share information. This is intended to allow for earlier intervention, a more complete understanding of clients' circumstances, and stronger relationships between practitioners. The creator offers advice on solving problems, prototyping quickly, and being open about challenges.
The document discusses best practices for using a backchannel during presentations including:
1) Having a moderator monitor questions in the backchannel and inform the presenter;
2) Establishing netiquette such as answering questions with an @ symbol and avoiding off-topic discussions;
3) Recommending communication tools for backchannels such as Google Presentations and Meebo Rooms.
Similar to "Nevertheless, I persisted." | #inspireWIT (20)
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
In this article, we will discuss the various obstacles that hinder success, strategies to overcome them, and examples of individuals who have successfully surmounted their obstacles.
8. A doctor or a doctor
@paulienuh
“Pauline, there are people that are good at STEM subjects
and so belong there, and some people that simply aren’t.
Truthfully, I don’t think that you are.”
16. Goals:
Take part in a hackathon with Code First: Girls
First: Girls students
Organise a hackathon:
- involving as many Code First: Girls students as
possible
- involving as many non-CompSci students as
possible
@paulienuh
18. My journey into tech
hasn’t been linear
@paulienuh
Self-doubt
People trying to put
me in boxes, because
of my gender,
ethnicity & degree.
#haters
No mom, I
will not be
a doctor.
24. @paulienuh
“Nothing in the world can take the place of persistence.
Wishing will not;
Talent will not;
Genius will not;
Education will not;
Persistence is like a Genie that creates a magical force in your life.”
TL:DL – Persist. ASF.
Welcoming people in
Introducing myself: my name, degree, blog, developer, building communities - volunteering CFG - helped teach over 100+ women how to code, organise hackathon events and help out at events like this one - today I’m actually helping out with social media -> which reminds me…
SELFIE.
That’s one off the bucket list. Haha.
So on to my talk, I’ll be talking to you about my journey into technology coming from a completely different background.
There is a number everyone in the industry is working hard to change and that’s these ones:
Women make up 24% of the STEM workforce
In technology specifically, women make up 17%
There’s so much potential for women in the field to contribute to an important part of society.
There’s a saying: “You can’t be who you can’t see” - I want you all to know that if she can, I can then you can. STEM is not a man’s world.
My journey started when I was 8 years old.
Curious about computers, how the worked, how they were made. When I first connected to the internet - I was welcomed into a world where I could do ANYTHING. So I started playing online video games, one particular game, aspiring game developer. How could I change it?
Thinking, searching online: how could I do that? I reckoned since it was hosted online, the first step is to look at making a website right?
Stumbled upon Piczo - drawing out my designs and ideas on paint then putting it online and making an online diary of what I wanted to make.
Freewebs - gave you an option to “make your own layout” / less drag and drop. More coding. The little textarea said “ HTML code”
So I started learning how to code. The basics from reading all sorts of sources, trial and error, failing, getting frustrated and leaving, then going back to it. Until it became easier, and fun.
I started getting carried away, made loads of websites all with different styles. Moved away from game development from all my obsessions at the time e.g. disney, cartoons, high school musical. I enjoyed switching it up abit, sidebar, no sidebar, sidebar, no sidebar.
STORY: I remember one thing I was VERY proud of was creating a button that once you clicked it, a photo of the HSM cast would pop out like “WOO go wildcats!!!”
Discovered other programs e.g. Photoshop and Paint Shop Pro where I made embarrassing designs like this and this. After obsessing over owning loads of different websites, I let go of all of the ones I had and built one that had different sections on my interests and wrote updates about them every so often - and that is when I dipped into the world of blogging.
And these are my first few blog posts, in 2009, when I didn’t know how to spell and would thank everyone for everything… oh wait, I still do that.
My “blog” and website, became my online diary, it started getting views from others doing the same thing. Creating “these graphics” which back in the day we called “Blends”. Commenting, sharing, and it was like a little community of back and forth, making little friends who were my age!
It started to grow!
I got excited with what I was doing and discovering. I was proud of it. I wanted to share with others what I was learning so that we could do it all together. It would be fun!! So I went around telling people at school, writing my URL of my site on a piece of paper - handwritten, like business cards!
But that wasn’t the smartest idea.
Left mean comments, make fun of what I was doing, I would cry. They would bully me, I would dread school. Call me a boy. Say I was “trying to impress others” and that I was a nerd.
Lunch story: Rebecca.
So I made a new website. And went on anonymous.
Rumours and the bullying eventually faded, but it was pointed out here and there. I loved what I was doing and when it got to the point I had to choose my GCSEs, I chose Computing to learn other languages.
First lesson: dread. Staring at me.
Boy asked me if I was in the wrong room, when I said I wasn’t, they were all staring, whispering. I hid in a corner, terrified.
Whenever I got something wrong in my code, I would ask for help and they would laugh at me and point it out so the rest of the class would hear.
It was difficult. But I kept going. I was there to learn more… I wanted to code. I just wanted to code.
So eager that when I was choosing my A Levels, I told my mom that I wanted to choose Computer Science as one of my choices.
She didn’t understand it much back then, and truthfully, I didn’t know much about what I know now. She shockedly asked me if I wanted to just fix computers for a living and spend your days on the computer. Deep down, I was like, um actually I do want to build a shiny pink PC….But I knew she wasn’t going to have it. In her mind, I was either going to be a doctor, or a doctor.
So I chose Bio, Chem, Sociology. In her dreams of me becoming a doctor, she didn’t want me to be distracted so I was pressured to stop everything I was doing online from coding, from owning a website so I stopped for her.
I know she just wanted the best for me at the time, so I followed her wishes.
After my AS Levels, my grades weren’t the best. Let’s just say they were medicine-level. On one parents evening, my biology teacher told me and my parents, “Pauline, there are some people that are good at harder science (STEM) subjects and some who just aren’t and truthfully I don’t think you are.”
That evening hit me hard. I started doubting myself in science and technology. I can’t do science, I can’t do technology. I was down and considered dropping out to go to college and doing a non-STEM subject. I started browsing my site. What stopped me was a comment on one of my pages on my site, that said, “I love what this and what you make!” It made me happy, I found determination to start over again - and keep persisting, eventually my U’s turned to D’s turned to C’s turned to B’s turned to A’s
I left school with A*AB A levels into a Biomedical Sciences, which was the next best thing to my parents because I could still be a doctor.
Trouble adjusting
High expectations for it to be this inspiring, engaging thing and as time went on, I realised that although I loved science, I was chasing my parents’ dream that wasn’t mine. I knew it wasn’t something I wanted to REALLY do.
Lack of creativity
In the midst of a negative cycle I had in my first and second year that was filled with anxiety and lack of confidence in myself, I looked to my blog. I started it up again. Pawlean.com started a fresh. It was space for me to openly be creative with my designs, write and connect with others feeling the same way, get through things together, like a little community, a supportive network. Started coding again.
But my reality, was BMS.
So I started searching for placement year to maybe spark up the future - I definitely didn’t want to be a doctor, but also a lab technician.
Interviewed for roles. Rejected.
Increasingly feeling awful about my choice. Lost.
Story of discovering CFG. - what is CFG? The email.
Never heard of such a group.
Joined in 2016, entered room filled with women, wanting to learn.
Different degrees, open mind.
Felt like I belonged, not being judged, learning together. Community feel. Found myself teaching.
Looking for volunteers
Inspired by the instructors, the open mindedness, the CFG mission of helping women in tech, teaching as many as they can. Excitedness in the industry. Going out there to create a positive impact, I was so inspired and motivated to help as much as I can because I know how it felt.
I took a different approach with my placement search - open mind, to different roles, beyond the box just like those girls did in when they signed up to the course.
It was sort of a “click”
Next interview: I found a new energy, I spoke about my blog, stuff that sparked joy - my blog, my online work, cfg and come August 2016, I secured a placement in Comms.
Varied role - emb, l+t, marketing comms.
Worked with a learning technologist, Bryony Olney, was working on incredible things with VR embedding into learning and teaching. She is innovative, creative and made me realise that tech is at the centre of every industry, it’s the future. Made me realise that you don’t need to know how to code to be involved in technology.
During my placement year, I made a name for myself in the faculty and departments I worked in and known as the “techy” one where I got to explore Web Dev jobs and do lots of work in L&T!
I learnt a lot about myself that year, I swayed over to do alternatives to BMS careers. After this placement, I went on to secure two more summer placements as a developer in two different companies.
That tech is a job.
Around the same time, I was blogging about my experience on placement and teaching at CFG.
My post on CFG was read by the president of the Hackathon group in Sheffield, Hack Sheffield who was eager to we met up and he told me about the how hackathons lacked female attendance and how he was trying to increase attendance and thought that CFG was the perfect opportunity to do this! Whilst he was talking, I was inspired by his motivations and determination to create a more inclusive community. He inspired me to think about the wider community.
So I committed to a project: Project: Community.
My next term of CFG, my goal was to make it feel of a community rather than just a course students attended.
Bridging the course to women in tech community. We did this in two main ways: inviting speakers in the WiT (because again you can’t be who you can’t see!) and encouraging group trips to conferences like these ones.
It wasn’t just a course where they left and never spoke to each other again, it was a network where they can share resources in their tech journey or career ourney knowing that we are here to help them :D
Success - developer jobs.
We had Matt and other hackathon organisers / community members to the course, to talk about hackathons and the importance of having them. So in 2017, we went to our first hackathon as the CFG community and have been attending since. I’ve never been so proud of what they have made. Students who never knew how to code, are coding at these hackathons, seeing the benefits of learning.
After experience - high compsci low female, I tried my best to diversify, joined a team and a recent hackathon I helped organise saw a 40% female attendance with people from different degrees.
Throughout this, I continued to blog and extended mytopics to Tech. and realised the wider impact I could have sharing and documenting it all online. Local -> Global.
Sharing my story
Freelance web dev work
Other opportunities: a highlight for me was vlogging about the hackathon community and being part of the IWD campaign.
My journey into tech hasn’t been linear. Getting my foot in the door has been difficult.
I’ve faced obstacles from crippling self-doubt, people trying to tell me where I fit in, #haters, and pressure but I’ve continued to persist. And I believe that persistence, grit and determination is the catalyst that has helped me.
Find your community.
For me, i wouldn’t have been anywhere near as successful in my dreams and goals without the community in Sheffield. CFG has opened doors for me from connecting with like-minded folks to building my self-belief and confidence to be in STEM.
There isn’t actually a CFG community in Nottingham, yet. So if you do want to get involved - get in touch!
Support others
Once you support someone, the support comes back. We aren’t in competition with each other, we’re all here to lift each other up and be the best that we can be. :D
In the next week, I invite you support someone with anything - we all get something out of it!
Speak up about your achievements, your awards, your work.
Don’t be afraid or shy or make anybody make you feel like you shouldn’t talk about things you’re proud about or make you feel ashamed.
Your story and voice matters.
Don’t wait to be perfect
Truthfully is nobody is going to be perfect ever - chasing for perfection is an endless hole that will get you nowhere. Nobody 100% ticks all the boxes! Don’t wait to be perfect and just jump in, heart first.
Instead, strike for progress. Imagine where you want to be - and work for it. Fail, reflect, improve, fail and repeat. Every 1% you put in every day gets you somewhere.
I wish I could tell my younger self this.
Being different isn’t a bad thing, having a different background to a majority of the field doesn’t mean that you’re less able to take on that job, or that career. We often feel pressured to become x,y,z because of our degree – you’re not restricted to that box that your degree may put you in! You can be whoever you want to be even if the way you get there is different to others!
And don’t forget, coming from a different background allows you to bring in a new perspective and fresh set of eyes, different neuron wiring in your brain to bring something new – a new approach to the field. I saw this during HackMed! :D
So don’t be afraid to be different.
Who’s seen Moana?
If there’s one thing I want you to get out of my talk today it’s to be exactly like Moana when she was on a mission to return the heart of te fiti and persist despite setbacks, despite people giving up on you/not believing in you or you not believing in yourself.
This quote put it nicely: Nothing in the world can take the place of persistence. Wishing will not; Talent will not; Genius will not; Education will not; Persistence is like a Genie that creates a magical force in your life. ~ Lucas Remmerswaal
Use that force to propel yourself forward - whether that's applying for a job or internship in tech or speaking publicly like this - and don’t let anything or anyone tell you that you can’t. You can and you will.