This document contains contact information, skills, software experience, memberships, languages, leadership experience, education, and professional experience for Brooklyn Gabrielle Sloss. Sloss has a Bachelor of Science in Neuroscience from Indiana University and experience in various labs conducting research using techniques like DNA sequencing, gel electrophoresis, and video analysis. She has worked as an undergraduate research assistant in plant biology, neuroscience, and robotics labs and has presented research findings at conferences.
12 Ways To Improve the Web Developer & Account Manager RelationshipChris Getman
Sometimes it seems like we’re from different planets. Developers talk in code (literally), and account people talk in deadlines. But we all have the same end goal. This presentation examines the complicated relationship between these two very different sides of the same team, and will outline several strategies to improve this sometimes-strained relationship.
This slide deck was used during my presentation at AsiaCALL 2017 in Ho Chi Minh City, Vietnam. All data herein is my property and those who wish to use this data must obtain permission first.
Track 02 - Educational innovation
Authors: Sílvia Roda Couvaneiro and Neuza Pedro
https://www.youtube.com/watch?v=NE9nGqYHCLM&index=6&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api
ClipFlair - Foreign Language Learning through Interactive Captioning and Revoicing of Clips
http://ClipFlair.net
ClipFlair is a European-funded project for foreign language learning through interactive revoicing and captioning of clips.
Revoicing refers to any interaction between speech and image, such as dubbing, audio description, karaoke singing and reciting.
Captioning refers to any interaction between writing and image, such as conventional subtitling, same language subtitling, transcription, video annotations and comments.
If you are interested in our work, please subscribe to our newsletter or follow us on Twitter (http://twitter.com/ClipFlair) and Facebook (http://facebook.com/ClipFlair).
12 Ways To Improve the Web Developer & Account Manager RelationshipChris Getman
Sometimes it seems like we’re from different planets. Developers talk in code (literally), and account people talk in deadlines. But we all have the same end goal. This presentation examines the complicated relationship between these two very different sides of the same team, and will outline several strategies to improve this sometimes-strained relationship.
This slide deck was used during my presentation at AsiaCALL 2017 in Ho Chi Minh City, Vietnam. All data herein is my property and those who wish to use this data must obtain permission first.
Track 02 - Educational innovation
Authors: Sílvia Roda Couvaneiro and Neuza Pedro
https://www.youtube.com/watch?v=NE9nGqYHCLM&index=6&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api
ClipFlair - Foreign Language Learning through Interactive Captioning and Revoicing of Clips
http://ClipFlair.net
ClipFlair is a European-funded project for foreign language learning through interactive revoicing and captioning of clips.
Revoicing refers to any interaction between speech and image, such as dubbing, audio description, karaoke singing and reciting.
Captioning refers to any interaction between writing and image, such as conventional subtitling, same language subtitling, transcription, video annotations and comments.
If you are interested in our work, please subscribe to our newsletter or follow us on Twitter (http://twitter.com/ClipFlair) and Facebook (http://facebook.com/ClipFlair).
Self regulation elements in the adult literacy blended learning solutionDr. Norine Wark
Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project that aims to define design guidelines and principles for a mobile adult literacy learning system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking and monitoring time devoted to learning with mobile tools and their effect on self-regulated learning. Their work shows that there is a positive correlation between self-regulated learning and monitoring study-time, as well as between self-regulated learning and study-time planning. These authors also noticed that complexity of the tool has a negative impact on a learner’s ability to use and integrate the tool into their schedule, hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools can not only show individual progress, but can also present the learner’s situation within the context of a group when possible. Such information, combined with positive reinforcement through notifications and reminders, can be very motivating. As reported by Tabuenca et al. (2015), notifications and reminders have a positive impact on learner results. These authors suggest that notifications containing learning analytics and generic tips on self-regulation may positively influence time management skills and, as a result, improve the learner’s ability to incorporate learning episodes into everyday life. Such reminders create occasional “stop and think” moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to other learners in their course can encourage the learner to self-monitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential technological solutions that can support implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and guidance tools in self-regulated learning are also discussed.
Increasing Retention in Online Courses: Integrating Learning Preferences with...Edina Renfro-Michel
This presentation, developed for the Conference on Higher Education Pedagogy 2014, describes the development and integration of the Ultimate Course Search (UCS) developed to increase retention and learning in higher education courses. The iSECURE project was supported through an NSF grant for use with Computer Science Security Courses. Implications for other areas of teaching are discussed, and screen shots of UCS are included.
Internationalisation and the initial teacher education curriculum’Ton Koenraad
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
Internationalisation and the initial teacher education curriculum’
Sloss Brooklyn CV
1. Contact
512 S. Muller Pkwy #1217
Bloomington, IN 47403
bklynsloss17@gmail.com
(317) 6546455
Skills
DNA Sequencing, Gel
Electrophoresis, Far Western
Blot Analysis, Co-
Immunoprecipitation, Defining
Behavior, Video Analysis,
Transcribing, Creating lesson
plans, Research and Presentation
Software and OS
Windows Savvy, Microsoft
Excel, Microsoft Office, OD log,
Minor Netlogo, Minor 3D
printing
Relevant Memberships
STEM Scholars Program
21st
Century Scholar
Languages
English
Elementary Italian
Leadership, Civic and
Community Involvement
Bethel AME Free Homework
Help (Tutor, 2013-present), –
2014), Stone Belt (Supervisor
Assistant (September-December
2014)
References and Supporting Documentation Furnished Upon
Request
EDUCATION
2011 – 2015 Indiana University, Bloomington
College of Arts and Sciences
Bachelor of Science, Neuroscience
21st
Century Scholar Program
PROFESSIONAL EXPERIENCE
Indiana University Summer 2013,14,15
Undergraduate Research Assistant
Hangarter Plant Biology Lab September 2013-December 2014
• Cloning protein DNA using PCR techniques to build a stock in order to plant colonies
on yeast media
• Transforming DNA using E. coli strain in order to make colonies for further
experimentation
• Used Co-Ip, Far Western Blot and GST Pull-Down techniques to test interaction of
proteins
Hurley Neuroscience Biology Lab January 2015-ongoing
• Defined behaviors using diagrams and characteristics in order to analyze social
housing in mice
• Analyzed behaviors using OD log software in order to create numerical data for
further observation
Šabanović Robotics Lab June 1, 2015-ongoing
• Analyzed relevant peer reviewed articles to stay informed on changing scientific
literature
• Analyzed and transcribed video and audio data for first year of curriculum
• Designed new lesson plans for students in middle school and high school
• Designed workshop material and resources for program instructors and for teachers
• Facilitated students during problem based learning activities
HBCU STEM Initiative, Lab Research Summer 2014,15
• Presented plans of action on research pursuits in lab meetings
• Worked closely with an experience researchers to learn lab techniques and machinery
• Maintained specific day to day notes, prepared solutions, and practiced general lab
safety protocols
• Presented “Interaction of THRUMIN1 and ADF3, True Story?” at Ronald
Mcnair Conference (September 2014)
Brooklyn Gabrielle Sloss
Neuroscientist and Researcher