Gift ideas for young geology lovers and rockhounds — from raisinglifelonglearners.com by Colleen Kessler

Gift ideas for young geology lovers and rockhounds/

 

 


From DSC:
Instead of the way I put it in the above graphic, they use words like empowerment and agency. But the bottom line is the same. Huge energy gets released when students own their own learning and are intrinsically motivated (i.e., can pursue their own interests, passions). Parents, teachers, profs should know about this and encourage it.

 

Perfect poetry picks for your homeschool — from raisinglifelonglearners.com by Colleen Kessler

Perfect poetry picks for your homeschool

 

From DSC:
In our future learning experiences, I wonder what taking a break might look and sound like…? That is, we’re going along learning something from/with others (virtually/digitally) and then the teacher, professor, Subject Matter Expert (SME), trainer, or whoever says to take a break. What could happen then?

In the online/digital/virtual-based realm, that could mean that you have the option to set your “break” setting to bring up Spotify, or Vimeo, or YouTube, or Pandora, some VR-based app, other. The lights in your “learning space” could dim and the music could come on. Or you reach for a VR headset and watch a sunset or position yourself by a picturesque brook. Or your favorite podcast/vodcast picks up where you left off.

Hmmm…should be some interesting innovation and affordances along these lines.

 

 
 

Many students complain that online-based learning doesn’t engage them. Well, check this idea out! [Christian]


From DSC…by the way, another title for this blog could have been:

WIN-WIN situations all around! The Theatre Departments out there could collaborate with other depts/disciplines to develop highly engaging, digitally-based learning experiences! 


The future of drama and the theatre — as well as opera, symphonies, and more — will likely include a significant virtual/digital component to them. While it’s too early to say that theatre needs to completely reinvent itself and move “the stage” completely online, below is an idea that creates a variety of WIN-WIN situations for actors, actresses, stage designers, digital audio/video editors, fine artists, graphic designers, programmers, writers, journalists, web designers, and many others as well — including the relevant faculty members!

A new world of creative, engaging, active learning could open up if those involved with the Theatre Department could work collaboratively with students/faculty members from other disciplines. And in the end, the learning experiences and content developed would be highly engaging — and perhaps even profitable for the institutions themselves!

A WIN-WIN situation all around! The Theatre Department could collaborate with other depts/disciplines to develop highly engaging learning experiences!

[DC: I only slightly edited the above image from the Theatre Department at WMU]

 

Though the integration of acting with online-based learning materials is not a new idea, this post encourages a far more significant interdisciplinary collaboration between the Theatre Department and other departments/disciplines.

Consider a “Dealing with Bias in Journalism” type of topic, per a class in the Digital Media and Journalism Major.

  • Students from the Theatre Department work collaboratively with the students from the most appropriate class(es?) from the Communications Department to write the script, as per the faculty members’ 30,000-foot instructions (not 1000-foot level/detailed instructions)
  • Writing the script would entail skills involved with research, collaboration, persuasion, creativity, communication, writing, and more
  • The Theatre students would ultimately act out the script — backed up by those learning about sound design, stage design, lighting design, costume design, etc.
  • Example scene: A woman is sitting around the kitchen table, eating breakfast and reading a posting — aloud — from a website that includes some serious bias in it that offends the reader. She threatens to cancel her subscription, contact the editor, and more. She calls out to her partner why she’s so mad about the article. 
  • Perhaps there could be two or more before/after scenes, given some changes in the way the article was written.
  • Once the scenes were shot, the digital video editors, programmers, web designers, and more could take that material and work with the faculty members to integrate those materials into an engaging, interactive, branching type of learning experience. 
  • From there, the finished product would be deployed by the relevant faculty members.

Scenes from WMU's Theatre Department

[DC: Above images from the Theatre Department at WMU]

 

Colleges and universities could share content with each other and/or charge others for their products/content/learning experiences. In the future, I could easily see a marketplace for buying and selling such engaging content. This could create a needed new source of revenue — especially given that those large auditoriums and theaters are likely not bringing in as much revenue as they typically do. 

Colleges and universities could also try to reach out to local acting groups to get them involved and continue to create feeders into the world of work.

Other tags/categories could include:

  • MOOCs
  • Learning from the Living[Class]Room
  • Multimedia / digital literacy — tools from Adobe, Apple, and others.
  • Passions, participation, engagement, attention.
  • XR: Creating immersive, Virtual Reality (VR)-based experiences
  • Learning Experience Design
  • Interaction Design
  • Interface Design
  • …and more

Also see:

What improv taught me about failure: As a teacher and academic — from scholarlyteacher.com by Katharine Hubbard

what improv taught me about failure -as a teacher and academic

In improv, the only way to “fail” is to overthink and not have fun, which reframed what failure was on a grand scale and made me start looking at academia through the same lens. What I learned about failure through improv comes back to those same two core concepts: have fun and stop overthinking.

Students are more engaged when the professor is having fun with the materials (Keller, Hoy, Goetz, & Frenzel, 2016), and teaching is more enjoyable when we are having fun ourselves.

 

Canvas Certified Educator program for higher education

Per “Instructure Launches Canvas Certified Educator Program” out at The Journal by Dian Schaffhauser:

Each course is expected to take about four weeks to finish. They include:

  • Core 1: Foundational frameworks, which explores the impact of technology on student learning and the classroom and how Canvas can be used to help educators boost student achievement, motivation and engagement;
  • Core 2: Engagement strategies, to examine how Canvas can help enrich teaching practices and maximize student achievement;
  • Core 3: Personalized learning, to dive into personalized learning and learn how to create opportunities for student voice and choice within the learning environment;
  • Core 4: Transformational practices, to help participants learn how to evaluate open standard digital learning tools that can enhance learning through Canvas; and
  • Electives, described as a series of optional courses that can be selected by educators based on interests and needs.
 
 

Connectivity gap persists for at least 300K California students — from educationdive.com by Shawna De La Rosa

Dive Brief:

  • California school districts are required to provide both devices and high-speed internet connection to any student learning from home, but between 300,000 and 1 million remain disconnected, EdSource reports. A backlog of computer orders and weak broadband infrastructure in remote areas are contributing factors.
  • At a state assembly education committee hearing Wednesday, California education leaders, teachers and lawmakers discussed how to close the digital divide. Though most households have enough broadband to handle some video calls, many family networks don’t have the strength for multiple students to be connected at once.
  • Nationwide, approximately one-third of households with annual incomes under $30,000 and with children under 18 don’t have high-speed internet connection at home, impacting roughly 9.7 million students, according to a Pew Research Center report. A quarter of teens within that socio-economic bracket lack access to a computer at home.

 

 

5 things that show students aren’t the only ones learning during the pandemic — from mlive.com by Melissa Frick

Excerpts:

“Never in my 33 years of teaching did I ever think it would be like this,” the Muskegon High School teacher said of virtual learning, which the district is using this semester to mitigate the spread of the coronavirus.

“It’s a huge learning curve.”

With Michigan K-12 schools back in session for the fall – some virtually, some in-person, and some a mix of both – students aren’t the only ones doing the learning this year. Amid this unprecedented school year, teachers are learning some new things along the way, too.


3. Virtual learning has exposed the depth of Michigan’s digital divide
Systemic gaps in technology access among school districts around the state left thousands of students at a disadvantage this year, despite efforts by educators to fulfill short-term connectivity needs during virtual learning.

From DSC:
These are just a couple of reasons that I say that Rome wasn’t built overnight. But it’s great to see that tools are being added to teaching toolboxes and learners’ toolboxes as well:

“It’s easy for them to get onto Zoom now, they can go onto Google Classroom and go into the lesson right along with us,” she said. “I’m surprised at how smooth it’s running now.”

 

10 Ways You Can Use Podcasts in Your Course to Engage Students — from barbihoneycutt.com by Barbi Honeycutt, Ph.D.

Excerpts:

Have you used podcasts in your courses yet? If not, you might want to consider it! Podcasts can be an excellent tool to add to your lesson to enhance a message, present more in-depth perspectives, and offer a different medium for students to engage with the course content.

10 Ways You Can Use Podcasts in a Course or Lesson:

1) Compare and contrast two podcast episodes where the same topic is discussed by different guests.
2) Use an episode as a supplement or additional resource for a reading assignment.

 

New Film Addresses Mental Health By Challenging Us To ‘Listen’ To Our Youth Voice — from gettingsmart.com by Michael Niehoff

New Film Addresses Mental Health By Challenging Us To Listen To Our Youth Voice

 


Also see:

IW Official Guide: World Mental Health Day Supporting the workplace during the pandemic and beyond

IW Official Guide: World Mental Health Day Supporting the workplace during the pandemic & beyond — from inspiring-workplaces.com by Aimee O’Leary

For World Mental Health Day 2020, we have created a quick guide of 10 top tips for you. It has been compiled from experts around the world on how to support the mental health of your people during these challenging times.

It includes:

  • How to do your part to break the stigma
  • How to create functional routines
  • How to look out for colleagues without being invasive
  • How to stay connected
  • and more

Lastly, before reading the guide, reach out to someone you know today, who you have haven’t spoken with in a while and simply ask… How are you, really? It will make a huge difference.

*****************

 


Addendum on 10/13/20:

As the Pandemic Grinds On, Here Are 5 Big Worries of College Presidents — from chronicle.com by Michael Vasquez

Excerpt:

Campus mental health is the No. 1 worry. The college leaders were asked to select their five top concerns from a list of 19 Covid-related issues. Fifty-three percent of presidents listed student mental health, and 42 percent pointed to faculty and staff mental health as being among their biggest worries. Anxiety, uncertainty, depression, and grief — compounded by the isolation of the pandemic — have exacted an often invisible toll on people who study and work in higher education.

 

Fostering Student Creativity with Green-Screen Videos — from teachingprofessor.com by Jason Webb and Jeff Mangram

Excerpt:

Educators have come to realize that videos are highly effective and engaging ways to create online course content. One of the most engaging forms uses a green-screen backdrop to project images or videos behind or next to the speaker. Barbara Oakley used this technique in her famous course Learning How to Learn, where she brought in images to illustrate and amplify her message during course videos. Take a look at this example and consider the fact that Oakley shot the videos in her basement using only a couple hundred dollars’ worth of supplies. Today most colleges already have green-screen studios set up for marketing or other uses.

 
 

3 winners for the GSV Cup: Abwaab, Prepmedians, and Ringbeller! Congratulations!! These three exceptional companies won out of over 550 applications.

First Place Winner – Watch the pitch below from Abwaab

Second Place Winner – Watch the pitch below from Prepmedians

Third Place Winner – Watch the pitch below from Ringbeller

 

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