Making complex data approachable through art and information design — from vtnews.vt.edu
Excerpt:
Michael Stamper, University Libraries at Virginia Tech’s data visualization designer, plays a unique role in the research process by transforming faculty and student clients’ complex research data into vibrant, interactive, and dynamic visualizations to better communicate their findings to a broad audience.
Desperate times call for innovation — from abovethelaw.com by Cori Robinson
New York expands standby guardian statute and permits video witnessing of estate planning documents.
Excerpt:
First online notarization, then the legalization of surrogacy, now an expansion of the standby guardian law and authorization of video witnessing of estate planning documents. Governor Andrew Cuomo of COVID-19-stricken New York is a gift not only to trusts and estates attorneys, but to all citizens.
From DSC:
As the ripples move outward from this time of the Coronavirus, we need to be very careful with #EmergingTechnologies. For example, where might the use of (police dept) drones equipped with #AI & #FacialRecognition flying overhead take us? What if you’re of the “wrong religion” in a country? Hmm…
Social Distancing Enforcement Drones Arrive in the U.S. — from nymag.com by Adam Raymond
Excerpts:
In late January, a viral video from China showed people who’d wandered outside in the early days of the coronavirus outbreak getting scolded by a disembodied voice from a drone flying overhead. Last month, similar campaigns began in France, where locals flouting travel restrictions were gently reminded to “respectez les distances de sécurité s’il vous plaît.”
Now, self-righteous flying robots have made their way to the U.S., with at least two American police departments deploying drones to tell people to disperse, go home, and stay there.
“These drones will be around the City with an automated message from the Mayor telling you to STOP gathering, disperse and go home,” the police department wrote on Facebook. “Summonses HAVE AND WILL CONTINUE to be issued to those found in violation. Fines are up to $1000. You have been advised.”
Online learning tip: student asks a question you don’t know the answer to in an online video chat?
Hold extremely still, for 10 seconds…
Then starting talking mid-sentence…
“…And hopefully that clears that up for you”.
When in doubt, glitch.
— Joel Speranza (@JoelBSperanza) April 8, 2020
35+ initiatives to get more women into cybersecurity — from comparitech.com by Andra Zaharia; with thanks to Karen Reinhart for this resource
With a gender imbalance in the cybersecurity field, there are lots of initiatives that aim to get women more involved. We discuss the cybersecurity gender gap and reveal more than 35 initiatives that are helping to close it.
Excerpts:
Aside from that, there are other benefits to gender-balanced infosec teams including:
While the gender divide in cybersecurity is clear, thankfully many women (and men) in the industry recognize the issue and are taking steps to close the gap. From the US to Ukraine, a plethora of initiatives across the globe help to attract girls and women to careers in cybersecurity and assist those already in the field.
Below is a list of some of the best initiatives I’ve discovered, including information about who each initiative serves and how to get involved. You’ll also find advice from representatives of some of the organizations aimed at helping women who are starting out in their cybersecurity careers.
Steps toward excellence: The power of learning objectives — from rtalbert.org by Robert Talbert
Making clear and measurable learning objectives for both the course and individual course modules.
Excerpt:
How to write a clear, measurable learning objective
Allow me to (re-)introduce you to Bloom’s Taxonomy:
Each of the six levels of the taxonomy corresponds to a category of cognitive tasks, and in most of these diagrams of the taxonomy you will find action verbs attached to each level. The key to writing a clear, measurable learning objective is to focus on two questions at both the macro and micro levels:
What is it that I want students to learn? And,
What action with a measurable outcome can a student perform that will allow me to decide whether they have learned it?
Then it’s a matter of expressing that action as a declarative statement anchored to a concrete action verb at the appropriate Bloom level.
Also see Robert’s second posting here, entitled:
Pandemic II: Justice system down — from law21.ca by Jordan Furlong
Excerpt:
We need to recognize a couple of things about our justice system, in order to fully appreciate the fate that awaits it in the COVID-19 era and the tasks that now lie in front of us.
The first is that the system has nowhere near the capacity or resilience required to handle an emergency of this magnitude. Like our hospitals, which are about to be overrun with virus patients, our courts are perpetually underfunded, technologically handicapped, and already overloaded.
Case backlogs are common, hearings are routinely adjourned, and even straightforward cases stretch out over months and years. There is an entire body of constitutional law that addresses how long you can delay a person’s trial before their rights are violated, and it should tell us something that we don’t even find that remarkable anymore.
What this crisis has revealed is the central operating assumption of our justice institutions, which has now become our stumbling block: Everybody comes to the courthouse.
…
Richard Susskind has made many insightful observations over the course of his career, but I suspect one will outlast all the others: “We have to decide if court is a place or a service.” For hundreds of years — right up until last month, in fact — court has been a place. By the time this pandemic has truly run its course, court will be a service.
From DSC:
I started today (Friday, April 10th) out by reading the Verse of the Day from BibleGateway.com — Romans 5:6-8 (NIV):
6 You see, at just the right time, when we were still powerless,
Christ died for the ungodly.
7 Very rarely will anyone die for a righteous person,
though for a good person someone might possibly dare to die.
8 But God demonstrates his own love for us in this:
While we were still sinners, Christ died for us.
It took me a while to grasp why Christians call this day “Good Friday,” as it represents one of the darkest days in history. “What’s so good about it?!” I often wondered. For we Christians believe that our LORD Jesus Christ had to knowingly go forth into a very hostile situation, upset the power structures of the day, and knowingly and willingly journey into His own torturous, pain-filled murder. A murder that would pay a price, a debt that He didn’t owe. He paid for that price for us…for our sins.. for me…for my sins. It was our/my debt to pay, not His.
And what’s more…Christ, hanging on the cross, experienced the feelings that God had forsaken Him. If you’ve ever had those feelings and that experience, it is a deep, dark, lonely place. Everyone else and everything else feels like a million miles away. It’s a place of being in one of — if not THEE — harshest deserts that life can throw at us.
“And about the ninth hour Jesus cried out with a loud voice, saying, ‘Eli, Eli, lema sabachthani?’ that is, ‘My God, my God, why have you forsaken me?’” (Matthew 27:46 and Mark 15:34)
But Jesus Christ did pay the price. He completed the work that He was sent to Earth to do. By doing what He did, Jesus Christ tore down the obstacles of us being in relationship with — and in direct communication with — our Heavenly Father.
So that IS good news. It’s because of what the LORD Jesus did on the cross that Christians say that this is a “Good Friday.”
Thank you LORD for YOU!
Thank you for your grace, courage, strength,
forgiveness, and for your extravagant love!
On this day we remember what you did for us.
And on Sunday, let us exclaim:
From DSC:
The article below is meant as fodder for thought for us now…until we get back to holding class in physical learning spaces again. But it caught my attention because I’d like to see us give students “More choice. More Control.” in all areas of their learning — whether that be in the physical realm or in the digital/virtual realm.
4 reasons to build choice into classroom design — and how to make it work for students — from spaces4learning.com by Deanna Marie Lock
A look at the key elements of a modern and highly engaging learning space
Q: For those who prefer or need to handwrite their essays, what are some ways/methods that students can use to scan in — and then submit — their essays into Canvas?
A: Below are a few different options, potential solutions, and resources:
Also see:
From DSC:
The “Pair & Share” method allows students to find a fellow student to talk about the question/topic at hand. Then, depending upon time and your learning objectives/lesson plans, some students can report back to the larger classroom about what they discussed. In the digital, synchronous realm, one can achieve this with private chat rooms — given that you’ve changed a setting to allow this to occur. Posting the pairings ahead of time should help establish a quick, smooth transition.
(The graphic below is for the Cisco Webex Meeting Center on a MacBook Pro).
