Searching for "teach"
https://www.wired.co.uk/article/yoga-disinformation-qanon-conspiracy-wellness
Prominent pandemic deniers include a number of keen yoga practitioners, such as alternative health proponent Sayer Ji, who runs the website greenmedinfo.com, and his wife Kelly Brogan, who describes herself as a ‘holistic psychiatrist.’ More recently, the links between yoga and conspiracy theories came to public attention after the ‘QAnon shaman’ who stormed the Capitol on January 6, was revealed to be a yoga practitioner who is reportedly on an organic diet.
It’s hard to tell just how much conspiracy theories have infiltrated the wellness and yoga space. Researchers have tried to document the recent revival of ‘conspirituality’ – the intersection of yoga, spirituality and holistic health with conspiracy theories. The Conspirituality podcast, co-founded by cult survivor and yoga teacher Matthew Remski, lists figures in the wellness industry who have shared conspiracy theories and aims at exposing ‘faux-progressive wellness utopianism.’
+++++++++++++
more on QAnon in this IMS blog
https://minnstate.zoom.us/j/9107443388
Report: It’s Time for 4-Year Schools to Welcome Adult Learners
https://campustechnology.com/articles/2021/01/25/report-its-time-for-4-year-schools-to-welcome-adult-learners.aspx
“New Horizons: American Universities and the Case for Lifelong Learning” was produced by the Longevity Project, whose lead content collaborator is the Stanford Center on Longevity, among other nonprofits, think tanks and media organizations.
The big challenges schools will have to tackle in pursuit of this goal are twofold:
- Faculty “intransigence” for adopting new methods of teaching and learning; and
- The need to sort out how to make various credentials “portable and ‘stackable.'”
++++++++++
more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential
Here is the link to the Molecule Builder on Steam: https://lnkd.in/e7RqXrB
My team is investing into the development of STEM Labs for HTC Vive / Oculus Rift and are making them available through the Steam store. This past week, we launched a chemistry experience where students learn to build molecules in a space lab. Our Molecule Builder Lab teaches:
- How atoms in a molecule bond
- The geometric shape of the molecule
- The polarity of the molecule
Since this is an investment we’re making internally, we have made the module available for an accessible cost through the STEAM VR store. I know this group is not for self-promotion, so as a token of appreciation for allowing us to share this information, our team would like to give away up to 10-keys for free for those interested in using this at their academic institutions.
I hope you are all having a great weekend, and again, thank you for allowing us to share this information.
Douglas Fajardo CEO | CXO 954.559.5133
+++++++++++++
more on chemistry in this IMS blog
https://blog.stcloudstate.edu/ims?s=chemistry
Can’t get enough Bernie memes? Have your students create their own.
Posted by ISTE on Friday, January 29, 2021
https://www.iste.org/explore/classroom/5-ways-use-memes-students
Meme-creation apps are easy to find for laptops, tablets or smartphones. Search “meme-creation program” in the Apple App Store, Google Play or on your laptop, and many options will come up, including
Meme Creator, https://imgflip.com/memegenerator
Meme Generator: https://imgflip.com/memegenerator
Quick Meme: http://www.quickmeme.com/
Here are some ways you can use memes in your classroom.
Create class rules.
Make a meme for each rule and post them in the classroom. As an alternative ice-breaking activity on the first day of school, ask students to create their own memes based on the rules and share the best ones with the class or post on the bulletin board.
Learn new vocabulary.
Students can create memes to define or use new vocabulary. Display the word at the top, and place the definition or a sentence using the word below.
Identify the novel.
Students can use memes to dramatize a point from a novel or short story they are studying. Teachers can break the class into groups and have each group create a meme from assigned chapters in a class novel.
Emphasize a historical event.
Teachers and/or students can import an image into a meme-creation program and make their own meme with a witty subtitle.
Use as a device to check for understanding.
Students can also create memes as a way to review the material or to explain math formulas or science concepts.
https://www.facebook.com/groups/onlinelearningcollective/permalink/746716582625709/
a discussion from the Higher Ed Learning Collective:
In my teaching career I worked at two colleges in Wisconsin. One public and one private. Both have Learning outcomes for each course, program/major outcomes for each major, and Institutional outcomes for the college (aka Employable skills, Career essentials, or Abilities).
Recently a friend of mine started teaching an online class at the University in a different state, and she kept asking them to give her learning outcomes for the course. After some back and forth emails it turned out that this other state university doesn’t have them.
It blew my mind
, how do they know what the scope and depth of teaching should be in that course? How do they get their accreditation?
I am curious to know if it is just in Wisconsin or selected states/countries that it is a common practice to have outcomes? Also how do you teach without them?
++++++++++++
+++++++++++++
We have LOs over here in MN.
My guess is that they’re buried deep in some filing cabinet in your friend’s university and most folks just ignore them.
+++++++++++++
Usually the instructor is required to create the outcomes for the class, but they are usually based on meta-outcomes from the department. That’s how it has been at all institutions I have worked at. With that said, I have worked with colleagues, full professors with Ph.D.s that didn’t understand the principle of learning outcomes, and unless forced to put them in the syllabus, they either would not do it on their own or when having them, would not follow them. And forgot about triangulation of LO to activities and assessments.
++++++++++++
Accreditors look for program LOs but not at course level. (We learned this after a faculty member was fired for pushing back on LOs on the syllabus, and when the Uni said “SACS requirements”, SACS responded w/“um no, not really…”) Since then, we’ve collected data as part of our assessment plan & can say w/confidence that students don’t read them…
https://www.edweek.org/policy-politics/opinion-are-you-contributing-to-truth-decay/2021/01
Besides the algorithms that contribute to this truth decay, there is something equally as powerful that contributes to it as well. That other contributor is our confirmation bias.
“At its core, Media Literacy (ML) is made up of several specific competencies, such as the abilities to access, analyze, evaluate, and communicate media messages in a variety of forms. Experts and organizations typically define media literacy using this or similar collections of competencies, which in the past two decades have evolved to focus more on the active construction of media and participation in the information ecosystem.”
Huguet, A.; Kavanagh, J.; Baker, G.; Blumenthal, M. (2018). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. Rand Corporation.
+++++++++++
more on fake news in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news
Students should learn about their own brains and how they’re changing because it can be empowering for young people to know and understand more about why they might be feeling a certain way.
Posted by MindShift on Sunday, January 24, 2021
Why Teens Should Understand Their Own Brains (And Why Their Teachers Should, Too!)
https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too
a new book, Inventing Ourselves, The Secret Life of the Teenage Brain — where she dives into the research and the science — and offers insights into how young adults are thinking, problem-solving and learning.
++++++++++++++
more on the brain in this IMS blog
https://blog.stcloudstate.edu/ims?s=brain
To RSVP ahead of time, or to jump straight in at 2 pm ET this Thursday, click here:
https://shindig.com/login/event/volkbenedix
the topic of liberal education, in the company of two great advocates. On Thursday, January 28h, from 2-3 pm ET, we’ll be joined by professors Beth Benedix and Steven Volk, authors of the new book The Post-Pandemic Liberal Arts College: A Manifesto for Reinvention (publisher; our bookstore).
Beth Benedix teaches literature and religious studies at DePauw University. There she founded and directs The Castle, a nonprofit organization that partners with local public schools to build a culture of arts-integrated project-based learning, and TransformEdu, a consulting business that works with college educators to develop holistic, intentional and collaborative practices to energize the classroom.
Beth has published: Reluctant Theologians: Kafka, Celan, Jabes; Subverting Scriptures: Critical Reflections on the Uses of the Bible; Ghost Writer (A Story About Telling a Holocaust Story). She is working on a documentary film project about public education with film-makers Joel Fendelman and James Chase Sanchez.
She completed her B.A, M.A and Ph.D at the University of Illinois, Urbana-Champaign.
Steve Volk is Professor of History Emeritus at Oberlin College where he taught Latin American History and Museum Studies between 1986-2016. He founded the Center for Teaching Innovation and Excellence (CTIE), Oberlin’s teaching and learning center, in 2007 and served as its director until retiring in July 2018. He was named Outstanding U.S. Baccalaureate Colleges Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Center for the Advancement and Support of Education (CASE) in 2011. In 2012, he was named a Great Lake College Association Teagle Peadagogy Fellow. In 2003 he received the Nancy Lyman Roelker Mentorship Award from the American Historical Association, and was recognized for his teaching leadership by the Northeast Ohio Council on Higher Education. In 2001 he was commended by the Government of Chile for “his contributions in helping to restore democracy” in that country.
He blogs at https://steven-volk.blog/.
+++++++++++++
more on future trends in this IMS blog
https://blog.stcloudstate.edu/ims?s=future+trends
Russia-linked spyware found on school laptops given to children by government from r/worldnews
https://www.independent.co.uk/life-style/gadgets-and-tech/russia-spyware-school-laptops-b1790759.html
Upon unboxing and preparing them, it was discovered that a number of the laptops were infected with a self-propagating network worm,” one teacher reportedly wrote
Laptops provided to schools in order to support vulnerable children learning from home during the coronavirus pandemic have been found to contain viruses.
+++++++++
more on student data privacy and China in this IMS blog
https://blog.stcloudstate.edu/ims/2018/10/31/students-data-privacy/
http://blog.stcloudstate.edu/oer/2021/01/14/rob-theriault-xr-presentation-on-oer/
“The alternatives don’t have to be free, but they should be relevant, specific and if they’re cheap or free, great!
FER or free education resources is not “a thing”, at least not in any official way. But tongue-in-cheek aside, there is great value in sharing teacher notes and curating links to articles and other resources for students – either as required or supplemental reading.”
Rob Theriault
+++++++++++++++
more on Rob Theriault and XR in this IMS blog
https://blog.stcloudstate.edu/ims?s=Rob+Theriault