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.
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.
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?
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.
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.
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?
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!
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
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?
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.
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.
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.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
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.
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.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
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!
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
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?
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.
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.
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.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
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.
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.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
In a media dominated world characterized by ubiquitous communication and entertainment technology, consumers are literally being consumed by what they see daily. The following is a story outlining the affordances & constraints of being a part of this world.
Often, we only get 3 minutes with administrators to share our ideas about the important relationship between technology and student learning. Discuss and discover current research and surveys demonstrating the need for technology integration in K-12 schools.
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
Similar to Risking It All: Learning In The Social Era (20)
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).
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
9. 0
0.125
0.25
0.375
0.5
Cell Phone (no internet) Smartphone
50%49%
37%
48%
21%
25%
17%18%
K-2 Gr 3-5 Gr 6-8 Gr 9-12
Project Tomorrow. (2012). Learning in the 21st Century: Mobile + Social Media = Personalized Learning
Feature Phone!
(no internet)
Smartphone
Slide by Michelle Pacansky-Brock
K-12 Student
Mobile Phone Ownership , 2011
11. average $30,000!
in student loans
1 in 3 feel !
underprepared !
for the workplace
$1 TRILLION
!
!
national
student
loan debt
CLASS
OF 2012
e Institute for College Access & Success. (2013). College Debt & The Class of 2012. Slide by Michelle Pacansky-Brock
13. 25%
% of U.S. Adults Who Post Videos Online
0
0.08
0.16
0.24
0.32
31%
14%
2009 2011
Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/2013/Online-video Slide by Michelle Pacansky-Brock
14. 25%
How Video is Used in College Classes
0
0.2
0.4
0.6
0.8
25%
75%
Pearson, (2013). Social Media for Teaching and Learning. Retrieved from: http://
www.pearsonlearningsolutions.com/higher-education/social-media-survey.php Slide by Michelle Pacansky-Brock
Professors who
have students view
online videos.
Professors who have
students create
online videos.
15. The Impact of Social on the Workplace
organizational adaptability & agility
•By 2017: #2 customer interaction
method (IBM)
•By 2016: 50% of large orgs will have
social networks & 30% of these will be
as essential as email & telephones are
today (Gartner)
Gartner, (2013). Gartner Says 80 Percent of Social Business Efforts Will Not Achieve Intended Benefits Through 2015,
Retrieved from http://www.gartner.com/newsroom/id/2319215
Fidelman, M.(2012 ). Forbes. IBM Study: If you don’t have a social CEO, you’re going to be less competitive. Retrieved
from: http://www.forbes.com/sites/markfidelman/2012/05/22/ibm-study-if-you-dont-have-a-social-ceo-youre-going-to-be-
less-competitive/
Slide by Michelle Pacansky-Brock
18. How do we prepare
our students for
success in the
social era?
19.
20. 0 0.175 0.35 0.525 0.7
12%
40%
47%
50%
61%
Social media relationships
have more personal meaning.
Social media has led me to increase
engagement in real-life activity.
Social media increases my
voice in society.
Social media friends are the
same as real life friends.
Social media made me more
aware of global issues.
IBM. (2012). Connected generation: Perspectives from tomorrow’s leaders in a digital world
The Value of Social Media
to College Students’ Lives
Slide by Michelle Pacansky-Brock
21. “Out of the 1/2 billion tweets that post every
day, 4.2 million are related to education.”
Retrieved from: https://www.edsurge.com/n/2014-04-30-twitter-exec-reports-that-educators-dominate-the-twitter-sphere/
22. photo by Kodomut CC-BY Slide by Michelle Pacansky-Brock
my story
29. photo by Kodomut CC-BY
What value is there in vulnerability?
Slide by Michelle Pacansky-Brock
30. – B R E N E B R O W N
!
“Vulnerability sounds like truth and
feels like courage. Truth and
courage aren't always comfortable,
but they're never weakness.”
Slide by Michelle Pacansky-Brock
31. – B R E N E B R O W N
!
“Vulnerability is the
birthplace of innovation,
creativity and change.”
Slide by Michelle Pacansky-Brock