Oculus Connect, starting Wednesday in San Jose, California. Facebook’s Oculus VR division promises discussions on how health care, movies and video games are adapting to this still nascent technology. One panel will explore how the disability community can benefit from VR gear and presentations.
Over the summer, Apple and Google announced new technologies called ARKit and ARCore, respectively, that are designed to help iPhones and iPads or any device powered by Google’s Android software marry computer-generated images with the real world.
A $2.99 app, Star Guide AR, highlights stars and constellations in the sky once you point your phone at them. Another, Ikea Place, previews furniture in your home with a tap. Walk around your living room and you can see the furniture you placed while looking through the screen on your phone. So far, both are available only for the iPhone.
App developers I spoke with say they’re excited by augmented reality and believe it may help spur people to buy VR systems as well.
“tendency to possess an expectation of academic success without taking personal responsibility for achieving that success.”
How widespread is it?
The research (and there’s not a lot) reports finding less student entitlement than faculty do.
Can a student be entitled without being rude and disruptive?
Yes. Students can have beliefs like those mentioned above and only discuss them with other students or not discuss them at all. Part of what makes entitlement challenging for teachers are those students who do verbally express the attitudes, often aggressively.
Are millennial students more entitled than previous generations? That’s another widely held assumption in the academic community, but support from research is indirect and inconsistent.
Is entitlement something that only happens in the academic environment? No, it has been studied, written about, and observed in other contexts (like work environments
What’s causing it?
A number think it’s the result of previous educational experiences and/or grade inflation. Some blame technology that gives students greater access to teachers and the expectation of immediate responses. Fairly regularly, student evaluations are blamed for the anonymous power and control they give students. And finally, there’s the rise in consumerism that’s now associated with education. Students (and their parents) pay (usually a lot) for college and the sense that those tuition dollars entitle them to certain things, is generally not what teachers think education entitles learners to receive.
How should teachers respond?
It helps if teachers clarify their expectations with constructive positive language and even more importantly with discussions of the rationales on which those expectations rest. Teacher authority gets most students to follow the rules, but force doesn’t generally change attitudes and those are what need to be fixed in this case.
Draw a map of your classroom, including doors, windows, desks, blackboards—all significant items and areas. I’m sure you’ve already got a clear idea of where the most challenging students usually sit. Now imagine teaching class on a regular day. Trace the paths you usually take across the room. Do you sometimes speed up for a particular reason?
Now put your breathing on the map. Are you conscious of the way you breathe during class? Use a new color and draw a wavy line on top of the lines and arrows you’ve already sketched. Does the wavy line look even, or have you drawn some chaotic or nervous zigzags? Could it be that you’ve sometimes forgotten to breathe?
Investing time in building physical and emotional familiarity with the learning environment, instead of nervously anticipating disruption, changes the educator’s perspective toward the whole class, their interaction with individual students, and their self-awareness. Negative attention stops being a solution—instead it is seen as a hindrance to the process of understanding students’ needs.
Jessica Lahey explains the rhetoric gap in an Atlantic article
80 percent of the youths surveyed reported that their parents ‘are more concerned about achievement or happiness than caring for others.’ Approximately the same percentage reported that their teachers prioritize student achievement over caring.
These findings come from a March 2017 survey by content provider and streaming solutions company Fullscreen and market research firm Leflein Associates, which polled 1,173 American internet users from ages 13 to 34.
younger internet users, the so-called Generation Z (ages 13 to 17), are moving away from text-based content online, as well as television, while increasing their time with video and social media.
These are the top 10 workforce skills students will need by 2020
By Laura Ascione, Managing Editor, Content Services, @eSN_Laura
June 20th, 2017
a recent McGraw-Hill Education survey, just 40 percent of college seniors said they felt their college experience was helpful in preparing for a career. Alarmingly, that percentage plummeted to 19 percent for women answering the same question.
1. Extreme longevity: People are living longer–by 2025 the number of Americans older than 60 will increase by 70 percent 2. The rise of smart machines and systems: Technology can augment and extend our own capabilities, and workplace automation is killing repetitive jobs 3. Computational world: Increases in sensors and processing makes the world a programmable system; data will give us the ability to see things on a scale that has never been possible 4. New media ecology: New communication tools require media literacies beyond text; visual communication media is becoming a new vernacular 5. Superstructured organizations: Social technologies drive new forms of production and value creation, and social tools are allowing organizations to work at extreme scales 6. Globally connected world: Diversity and adaptability are at the center of operations–the U.S. and Europe no longer hold a monopoly on job creation, innovation, and political power
The top 10 workforce skills of 2020 include:
1. Sense making: The ability to determine the deeper meaning or significance of what is being expressed. The Drivers: Rise of smart machines and systems
2. Social intelligence: The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. The Drivers: Rise of smart machines and systems, globally connected world
3. Novel and adaptive thinking: Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. The Drivers: Rise of smart machines and systems, globally connected world
4. Cross cultural competency: The ability to operate in different cultural settings. The Drivers: Superstructured organizations, globally connected world
5. Computational thinking: The ability to translate vast amounts of data into abstract concepts and to understand data based reasoning. The Drivers: New media ecology, computational world
6. New media literacy: The ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. The Drivers: Extreme longevity, new media ecology, Superstructured organizations
7. Transdisciplinary: Literacy in and ability to understand concepts across multiple disciplines. The Drivers: Extreme longevity, computational world
8. Design mindset: The ability to represent and develop tasks and work processes for desired outcomes. The Drivers: Superstructured organizations, computational world
9. Cognitive load management: The ability to discriminate and filter information for importance, and to understand how to maximize cognitive functions. The Drivers: Superstructured organizations, computational world, new media ecology
10. Virtual collaboration: The ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. The Drivers: Superstructured organizations, globally connected world
The education program, which aims to reach as many as 1.8 million Girl Scouts in kindergarten through sixth grade, is being developed in a partnership between the Girl Scouts and Palo Alto Networks, a security company, the organization said in a press release.
Anxiety can present as fear, restlessness, an inability to focus at work or school, finding it hard to fall or stay asleep at night, or getting easily irritated. In social situations, it can make it hard to talk to others; you might feel like you’re constantly being judged, or have symptoms such as stuttering, sweating, blushing or an upset stomach.
Research shows that if it’s left untreated, anxiety can lead to depression, early death and suicide. And while it can indeed lead to such serious health consequences, the medication that is prescribed to treat anxiety doesn’t often work in the long-term. Symptoms often return and you’re back where you started.
People often want to do something “perfectly” or to wait for the “perfect time” before starting. But this can lead to procrastination, long delays or even prevent us from doing it at all. And that causes stress – and anxiety.
Are you particularly critical of yourself and the blunders you make? people with anxiety often do this to themselves so frequently that they don’t even realize it anymore. They’re just not kind to themselves.
Another effective strategy is to “wait to worry”. If something went wrong and you feel compelled to worry (because you think you screwed up), don’t do this immediately. Instead, postpone your worry – set aside 10 minutes each day during which you can worry about anything.