There are Angels among us!
Saswati, William, Lucy, Claudia, Dominique, and Orlando!
Showing posts with label training. Show all posts
Showing posts with label training. Show all posts
Friday
Service to people in need...
There are Angels among us!
Saswati, William, Lucy, Claudia, Dominique, and Orlando!
Tuesday
Degree or Diploma verses Real World Experience...
Michael Schrage
Michael Schrage, a research fellow at MIT Sloan School’s Center for Digital Business, is the author of Serious Play and the forthcoming Getting Beyond Ideas.Higher Education Is Overrated; Skills Aren't
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Are they right? I don't know. But painfully clear to many employers are serious gaps between elite educational credentials and actual individual competence. College transcripts spackled with As and Bs — particularly from liberal arts and humanities programs — reveal less about a candidate's capabilities than most serious employers need to know. Even top-tier MBA degrees often say more about the desire to have an important credential than about any greater capacity to be a good leader or manager. The curricular formalities of higher education — as opposed to its informal networks of friends and connections — may be less valuable now than they were a decade ago. In other words, alumni networks may be more economically valuable than whatever one studied in class. "Where you went" may prove professionally more helpful than "what you know." That certainly undermines "value of education" arguments. While higher education itself isn't marginal or unimportant, its actual market impact on employment prospects may be wildly misunderstood. In "Econ 101" terms for job-hunters: time spent cultivating your Facebook/Linked-In network(s) may be a better investment than taking that Finance elective.
Eduzealots have done a truly awful thing to serious human capital conversations and analyses around employment. By vociferously championing higher education as key to economic success, they've distorted important public policy debates about how and why people get hired and paid well. They've undermined useful arguments about "street smarts" versus "book smarts." Treating education as the best proxy for human capital is like using patents as your proxy for measuring innovation — its underlying logic shouldn't obscure the fact that you'll underweigh market leaders like WalMart, Google, Tata and Toyota. Dare I point out that Microsoft's Bill Gates, Dell's Michael Dell, Apple's Steve Jobs, Oracle's Larry Ellison and Facebook's Mark Zuckerberg are all college drop-outs? The point isn't to declare a college degree antithetical to launching a high-tech juggernaut but to observe that, perhaps, higher education isn't essential to effective entrepreneurship.
We have a huge branding issue. Pundits and policy-makers jabber about the need to educate people to compete in knowledge-intensive industries. But knowledge doesn't represent even half the intensity of this industrial challenge. What really matters are skills. The grievously undervalued human capital issue here isn't quality education in school but quality of skills in markets. Establishing correlations, let alone causality, between them is hard. (Michael Polanyi's classic "Personal Knowledge" brilliantly articulates this.) A computer science PhD doesn't make one a good programmer. There is a world of difference between getting an "A" in robotics class and winning a "bot" competition. MIT's motto isn't Mens et Manus (Latin for Mind and Hand) by accident. Great knowledge is not the same as great skill. Worse yet, decent knowledge doesn't guarantee even decent skills. Unfortunately, educrats and eduzealots behave as if college English degrees mean their recipients can write and that philosophy degrees mean their holders can rigorously think. That's not true. Feel free to comment below if you disagree....
As Atkinson's anecdotes affirm, there's no shortage of "well- educated" college graduates who can't write intelligible synopses or manage simple spreadsheets. I know doctoral candidates in statistics and operations research who find adapting their superb technical expertise to messy, real-world problem solving extraordinarily difficult. Their great knowledge doesn't confer great skill. Nevertheless, you would find their research and their resumes impressive. You should. But focusing on their formal educational accomplishments misrepresents their skill set outside the academy. Academic and classroom markets are profoundly different than business and workplace markets. Why should anyone be surprised that serious knowledge/skill gaps dominate those differences?
Higher education institutions do decently with knowledge transmission. Unfortunately, they do dismally transmitting skills. Pun intended, that's — apparently — not their job. That's also why "human capital" debates and investment policies going forward should weight skills over knowledge. When I look at who is getting hired, purported knowledge almost always matters less than demonstrable skills. The distinctions aren't subtle; they're immense. How do they manifest themselves? These hires don't have resumes highlighting educational pedigrees and accomplishments; their resumes emphasize their skill sets. Instead of listing aspirations and achievements, these resumes present portfolios around performance. They link to blogs, published articles, PowerPoint presentations, podcasts and webinars the candidates produced. The traditional two-page resume has been turned into a "personal productivity portal" that empowers prospective employers to quite literally interact with their candidate's work.
Unsurprisingly, this simultaneously complements and reinforces the employer-side due diligence that's emerged during this recession: firms have both the luxury and necessity to find the best possible candidates for open positions. Yes, they're looking for appropriate levels of educational accomplishment but, really, what they most want are people who have the skills they need. More importantly, they want to actually see those skills — be they written, computed, designed and/or presented. Professional services firms I know now don't hesitate to ask a serious candidate to demonstrate their sincerity and skills by asking them to show how they might "adapt" a presentation for one of the company's own clients. Verbal fluency and presence impresses headhunters and interviewers. But the ability to virtually demonstrate one's professional skills increasingly matters more.
This is part of the vast structural shift in the human capital marketplace worldwide. Firms have the ability and incentive to be far more selective in their hires. But project managers and professionals also have the bandwidth and desire to showcase their skills. The resume is rapidly mutating away from a documentary string of alphanumeric text into a multimedia platform that projects precisely the brand image and substance a job candidate seeks to convey. Did they teach you that in college or grad school? Of course not. Will you learn that by hanging around LinkedIn or Facebook? Probably not.
Is this how human capital markets will become more efficient and effective tomorrow? Absolutely. You've got to have skill to show off your knowledge.
http://blogs.hbr.org/schrage/2010/07/higher-education-is-highly-ove.html?utm_source=feedburner&utm;_medium=feed&utm;_campaign=Feed%3A+harvardbusiness+%28HBR.org%29
Monday
How to integrate online media with in-person lectures...
Exploding the Lecture
November 15, 2011 - 3:00am
Personal narrative plays an important role in Mike Garver’s teaching style. Garver, a professor of marketing at Central Michigan University, often uses anecdotes from his own life in his lectures, according to one of his students. “It’s a good way to, in his words, ‘Put a movie in your mind,’ ” says Mike Hoover, a senior at Central Michigan, who is currently taking Garver’s course in market research.
So when I ask Garver about his efforts to excise the lecture from the classroom and blow it to smithereens, he naturally begins telling me a story. In this one, it’s 1998, and Garver is fresh out of grad school and into his first teaching job, at Western Carolina University. He’s giving a lecture on “the principles of marketing” to 100 students. The head of teacher development at Western Carolina is observing, but Garver isn’t nervous. On the contrary, he’s in the zone.
“I gave one of the best lectures I had ever given,” Garver says. “It just flowed. The students were into it, I had funny jokes — I thought, 'This is the best I’ve ever been, and the head of teachers is evaluating my teaching, and I am kicking ass!' ”
After class, Garver remembers his supervisor affirming the young lecturer’s confidence -- before blowing it apart. “He basically said, ‘Mike, that was a great lecture. Have you ever heard of Bloom’s Taxonomy of Learning?’ ” Garver had not. His supervisor explained Benjamin Bloom’s 1956 formulation, which divides learning into higher and lower orders and emphasizes the importance of putting learned ideas to work.
“Even though your lecture was spectacular,” Garver recalls his mentor saying, “you’re down here at the bottom of Bloom’s Taxonomy.” He challenged Garver to infuse higher orders of learning into his teaching methodology. “I have been chasing that dream ever since,” Garver says.
Now, with the arrival of technology that allows him to easily record his lectures at home, slice them into easily digestible morsels, and make them available for students to watch online prior to class meetings, Garver says he has finally caught up to that dream.
I tell Garver it’s obvious that he is in marketing. He laughs and says he’ll take the compliment.
This is how Garver lectures these days: He gives his lectures alone, at home, on his own time, into a microphone. “I get fired up with coffee, I go into the studio, and I just start cranking out lectures,” he says. Garver, who compares himself to Ray Charles in his ability to nail the first take, says he does not have a hard time summoning charisma in the absence of a live audience. Listening to the boom and lilt of his voice through the telephone, I believe him.
After he’s done recording, Garver edits the lectures into shorter mini-lectures, ranging from 5 to 29 minutes. Then he posts the lectures to Central Michigan’s iTunes U site, along with accompanying PowerPoint slides. Garver instructs his students to listen to one or more of the mini-lectures in preparation for each class (he only devotes a week of the syllabus to reading marketing textbooks — a genre he describes, in general, as jargon-choked “translation exercises,” useful primarily for curing insomnia).
Garver says he believes that even disciplined minds have trouble focusing on something as dense as a lecture for more than 15 minutes. When he first began recording lectures and assigning them outside of class, Garver says his students sometimes found it even more difficult to stick with the lectures amid the distractions of home than in the classroom, where they were at least a captive audience. “They’d say, ‘Oh my God, that hour-long lecture — what were you thinking?’” Garver says.
That’s when he started using his digital cleaver more judiciously. “I’m actually thinking of cutting the 15-minute lecture into smaller chunks,” he says, “and I think I can.” Garver’s goal is to turn his lectures into albums of two- to five-minute tracks.
At the beginning of each class, Garver uses classroom clickers to quiz students on the concepts covered in the previous night’s lectures. For the rest of the class period, Garver typically divides the students into teams and asks them to apply those concepts to specific use cases. “What we can focus on is the upper end of Bloom’s Taxonomy,” he says — that is, hands-on learning.
“I kind of gave up lecturing in the classroom,” Garver says, adding that he was tired of having to choose between introducing ideas and letting students try putting them into practice. “There was never enough time for both,” he says.
The theoretical ideal Garver is using as his guiding star is a half century old; and the technology he is using is not particularly new, either. But his eagerness to eject the lecture from the classroom entirely is still somewhat rare among professors who teach large, face-to-face classes.
Central Michigan has made a push to make lecture-capture technology available to faculty, and many use it, says Brian Roberts, an instructional technologist at the university’s Faculty Center for Innovative Teaching. However, nearly all of them “do what I call more of the ‘traditional’ or ‘basic’ lecture capture,” says Roberts: They give their lecture in class per usual, the only difference being that students can refer to the recording later when they are studying.
Aside from Garver, the idea to record and assign lectures outside of class has not gotten much traction at Central Michigan, says Roberts.
That could soon change. The popularity of Khan Academy, a fast-growing database of short educational videos — which has drawn raves from Bill Gates, among others — suggests that mini-lectures, delivered apart from the classroom, could pick up momentum in higher education.
“What you’re talking about here is likely to become increasingly popular, partly because it reflects that paradigm we’re starting to hear more discussion about: that is, 'flipping the classroom,'" says Mara Hancock, the director of educational technology services at the University of California at Berkeley. "Rather than pushing information at students, it might be better to use it in a way that helps them with higher-level learning."
One of the biggest obstacles to the proliferation of lecture capture has been reluctance by faculty to take the extra steps necessary to ensure that their lectures are properly captured and cataloged. At the annual Educause conference two years ago, officials involved in a major deployment at Purdue University said they had a hard time even getting faculty to press an "on" button at the outset of each classroom presentation.
Hancock says that her institution focuses on making it as convenient as possible for professors to use lecture capture. Garver's method requires a great deal more work: creating lecture recordings outside the classroom while finding constructive new ways to teach inside the classroom. "I think faculty will have to want to embrace that and go through the door knowing that it will be more work," says Hancock.
Such a shift might come as a relief to professors who find lecturing tedious, and perhaps an ill omen for professors who feel uncomfortable managing a lecture hall full of students without the aid of a script.
Paulina Lee, a senior in Garver’s market research course, says that full-length recorded lectures suffer the same problems as their ephemeral counterparts.
“Even if I were to sit through a lecture, or have a professor post a lecture [online], I really don’t want to be sitting in front of a computer for an hour taking notes,” Lee says.
For the latest technology news and opinion from Inside Higher Ed, follow @IHEtech on Twitter.
So when I ask Garver about his efforts to excise the lecture from the classroom and blow it to smithereens, he naturally begins telling me a story. In this one, it’s 1998, and Garver is fresh out of grad school and into his first teaching job, at Western Carolina University. He’s giving a lecture on “the principles of marketing” to 100 students. The head of teacher development at Western Carolina is observing, but Garver isn’t nervous. On the contrary, he’s in the zone.
“I gave one of the best lectures I had ever given,” Garver says. “It just flowed. The students were into it, I had funny jokes — I thought, 'This is the best I’ve ever been, and the head of teachers is evaluating my teaching, and I am kicking ass!' ”
After class, Garver remembers his supervisor affirming the young lecturer’s confidence -- before blowing it apart. “He basically said, ‘Mike, that was a great lecture. Have you ever heard of Bloom’s Taxonomy of Learning?’ ” Garver had not. His supervisor explained Benjamin Bloom’s 1956 formulation, which divides learning into higher and lower orders and emphasizes the importance of putting learned ideas to work.
“Even though your lecture was spectacular,” Garver recalls his mentor saying, “you’re down here at the bottom of Bloom’s Taxonomy.” He challenged Garver to infuse higher orders of learning into his teaching methodology. “I have been chasing that dream ever since,” Garver says.
Now, with the arrival of technology that allows him to easily record his lectures at home, slice them into easily digestible morsels, and make them available for students to watch online prior to class meetings, Garver says he has finally caught up to that dream.
I tell Garver it’s obvious that he is in marketing. He laughs and says he’ll take the compliment.
This is how Garver lectures these days: He gives his lectures alone, at home, on his own time, into a microphone. “I get fired up with coffee, I go into the studio, and I just start cranking out lectures,” he says. Garver, who compares himself to Ray Charles in his ability to nail the first take, says he does not have a hard time summoning charisma in the absence of a live audience. Listening to the boom and lilt of his voice through the telephone, I believe him.
After he’s done recording, Garver edits the lectures into shorter mini-lectures, ranging from 5 to 29 minutes. Then he posts the lectures to Central Michigan’s iTunes U site, along with accompanying PowerPoint slides. Garver instructs his students to listen to one or more of the mini-lectures in preparation for each class (he only devotes a week of the syllabus to reading marketing textbooks — a genre he describes, in general, as jargon-choked “translation exercises,” useful primarily for curing insomnia).
Garver says he believes that even disciplined minds have trouble focusing on something as dense as a lecture for more than 15 minutes. When he first began recording lectures and assigning them outside of class, Garver says his students sometimes found it even more difficult to stick with the lectures amid the distractions of home than in the classroom, where they were at least a captive audience. “They’d say, ‘Oh my God, that hour-long lecture — what were you thinking?’” Garver says.
That’s when he started using his digital cleaver more judiciously. “I’m actually thinking of cutting the 15-minute lecture into smaller chunks,” he says, “and I think I can.” Garver’s goal is to turn his lectures into albums of two- to five-minute tracks.
At the beginning of each class, Garver uses classroom clickers to quiz students on the concepts covered in the previous night’s lectures. For the rest of the class period, Garver typically divides the students into teams and asks them to apply those concepts to specific use cases. “What we can focus on is the upper end of Bloom’s Taxonomy,” he says — that is, hands-on learning.
“I kind of gave up lecturing in the classroom,” Garver says, adding that he was tired of having to choose between introducing ideas and letting students try putting them into practice. “There was never enough time for both,” he says.
The theoretical ideal Garver is using as his guiding star is a half century old; and the technology he is using is not particularly new, either. But his eagerness to eject the lecture from the classroom entirely is still somewhat rare among professors who teach large, face-to-face classes.
Central Michigan has made a push to make lecture-capture technology available to faculty, and many use it, says Brian Roberts, an instructional technologist at the university’s Faculty Center for Innovative Teaching. However, nearly all of them “do what I call more of the ‘traditional’ or ‘basic’ lecture capture,” says Roberts: They give their lecture in class per usual, the only difference being that students can refer to the recording later when they are studying.
Aside from Garver, the idea to record and assign lectures outside of class has not gotten much traction at Central Michigan, says Roberts.
That could soon change. The popularity of Khan Academy, a fast-growing database of short educational videos — which has drawn raves from Bill Gates, among others — suggests that mini-lectures, delivered apart from the classroom, could pick up momentum in higher education.
“What you’re talking about here is likely to become increasingly popular, partly because it reflects that paradigm we’re starting to hear more discussion about: that is, 'flipping the classroom,'" says Mara Hancock, the director of educational technology services at the University of California at Berkeley. "Rather than pushing information at students, it might be better to use it in a way that helps them with higher-level learning."
One of the biggest obstacles to the proliferation of lecture capture has been reluctance by faculty to take the extra steps necessary to ensure that their lectures are properly captured and cataloged. At the annual Educause conference two years ago, officials involved in a major deployment at Purdue University said they had a hard time even getting faculty to press an "on" button at the outset of each classroom presentation.
Hancock says that her institution focuses on making it as convenient as possible for professors to use lecture capture. Garver's method requires a great deal more work: creating lecture recordings outside the classroom while finding constructive new ways to teach inside the classroom. "I think faculty will have to want to embrace that and go through the door knowing that it will be more work," says Hancock.
Such a shift might come as a relief to professors who find lecturing tedious, and perhaps an ill omen for professors who feel uncomfortable managing a lecture hall full of students without the aid of a script.
Paulina Lee, a senior in Garver’s market research course, says that full-length recorded lectures suffer the same problems as their ephemeral counterparts.
“Even if I were to sit through a lecture, or have a professor post a lecture [online], I really don’t want to be sitting in front of a computer for an hour taking notes,” Lee says.
For the latest technology news and opinion from Inside Higher Ed, follow @IHEtech on Twitter.
http://www.linkedin.com/news?actionBar=&articleID=913731403&ids=0Pc3gNcPsPcjAId38Pdj0Odj8Vb3wSdjASdPcNeiMUcz4Mcj0RczAIcPoOd3gVej4V&aag=true&freq=weekly&trk=eml-tod2-b-ttl-4&ut=2PY8FfBRJcb501&_mSplash=1
Sage Maths
Sage Maths is free open source software for doing virtually every type of maths you can imagine. Not just numerical maths, but symbolic maths too - you can give Sage an equation and it will tell you what the equation of its integral or differential is, for example. And it will do numerical maths, plot graphs, analyze statistical information and solve equations or sets of equations. In fact, it will do virtually anything mathematical you can think of.
Sage was developed as an open source alternative to commercial systems like Mathematica and Matlab (it has most but not all of the functionality of both) because mathematicians and scientists need to be able to understand and review the algorithms their software uses - something not possible with a closed system.
Originally developed for graduate mathematicians, Sage is now at the stage where it is useful and interesting to professional and hobbyist mechanical and electronic engineers, amateur astronomers, business number crunchers, and people who just want to know more maths than they do. It runs on Linux, Windows and OS X, and lately people have managed to run it on both Apple iThings and Android smartphones. -- Jonathan Coupe
Sage Maths
Free
Available from Sage
Sage was developed as an open source alternative to commercial systems like Mathematica and Matlab (it has most but not all of the functionality of both) because mathematicians and scientists need to be able to understand and review the algorithms their software uses - something not possible with a closed system.
Originally developed for graduate mathematicians, Sage is now at the stage where it is useful and interesting to professional and hobbyist mechanical and electronic engineers, amateur astronomers, business number crunchers, and people who just want to know more maths than they do. It runs on Linux, Windows and OS X, and lately people have managed to run it on both Apple iThings and Android smartphones. -- Jonathan Coupe
Sage Maths
Free
Available from Sage
Sage Maths
Sage Maths is free open source software for doing virtually every type of maths you can imagine. Not just numerical maths, but symbolic maths too - you can give Sage an equation and it will tell you what the equation of its integral or differential is, for example. And it will do numerical maths, plot graphs, analyze statistical information and solve equations or sets of equations. In fact, it will do virtually anything mathematical you can think of.
Sage was developed as an open source alternative to commercial systems like Mathematica and Matlab (it has most but not all of the functionality of both) because mathematicians and scientists need to be able to understand and review the algorithms their software uses - something not possible with a closed system.
Originally developed for graduate mathematicians, Sage is now at the stage where it is useful and interesting to professional and hobbyist mechanical and electronic engineers, amateur astronomers, business number crunchers, and people who just want to know more maths than they do. It runs on Linux, Windows and OS X, and lately people have managed to run it on both Apple iThings and Android smartphones. -- Jonathan Coupe
Sage Maths
Free
Available from Sage
Sage was developed as an open source alternative to commercial systems like Mathematica and Matlab (it has most but not all of the functionality of both) because mathematicians and scientists need to be able to understand and review the algorithms their software uses - something not possible with a closed system.
Originally developed for graduate mathematicians, Sage is now at the stage where it is useful and interesting to professional and hobbyist mechanical and electronic engineers, amateur astronomers, business number crunchers, and people who just want to know more maths than they do. It runs on Linux, Windows and OS X, and lately people have managed to run it on both Apple iThings and Android smartphones. -- Jonathan Coupe
Sage Maths
Free
Available from Sage
Smart, Digital Flash cards Maximize Study Time
Flashcard apps tend to be imitations of their physical counterparts. Instead of flipping a card over to reveal an answer, users click or swipe.
Not so with Brainscape. The company uses the digital platform to tweak the flashcard model with proven learning strategies. Questions in Brainscape apps require recall, not multiple-choice selections, ask users to reflect on answers by noting their confidence in them, and use those confidence grades to determine how often each card should be spaced in a deck.
Brainscape founder Andrew Cohen, who has a master’s degree in education technology, conducted a study with 10 Columbia students to compare the effectiveness of what he calls “confidence-based repetition” to normal flashcards. After the students studied material for 30 minutes, students who used Brainscape scored higher on an assessment than students who used flashcards.
Smart, Digital Flash cards Maximize Study Time
Flashcard apps tend to be imitations of their physical counterparts. Instead of flipping a card over to reveal an answer, users click or swipe.
Not so with Brainscape. The company uses the digital platform to tweak the flashcard model with proven learning strategies. Questions in Brainscape apps require recall, not multiple-choice selections, ask users to reflect on answers by noting their confidence in them, and use those confidence grades to determine how often each card should be spaced in a deck.
Brainscape founder Andrew Cohen, who has a master’s degree in education technology, conducted a study with 10 Columbia students to compare the effectiveness of what he calls “confidence-based repetition” to normal flashcards. After the students studied material for 30 minutes, students who used Brainscape scored higher on an assessment than students who used flashcards.
Thursday
Jeff Jarvis and I wholeheartedly disagree with this notion.
Usage-based billing not off the table at Telus
Jeff Jarvis and I wholeheartedly disagree with this notion.
Usage-based billing not off the table at Telus
Saturday
Friday
The Five Traits That Get You Promoted to CEO [Career]
Passionate curiosity: Relentless questioning and being infectiously fascinated with everything around you, human nature in particular
Battle-hardened confidence: Overcoming—and even relishing—adversity. CEOs most often ask job candidates how they've dealt with failure in the past.
Team smarts: More than just being a team player, understanding how teams work and getting the most out of the team (in sports terms, being a playmaker)
A simple mindset: Being concise, simple, and clear in your communications
Fearlessness: Comfort with the unknown and taking calculated, informed risks; also, seeing opportunities and being proactive about positive change
Saturday
Students fined for being late for class
We might be changing out named to five dollar bills if the trend in Salt Lake City continues... A school will be allowing students to choose between a $5 fine or 30 minutes of detention for being late to class. The fees will go to pay the teachers who need to watch the kids in detention.The idea itself seems interesting -- but how about a dual policy that fines boring / ineffective teachers and reimburses the students for wasting their time.Pros: students learn early that money will buy you out of most any trouble.Cons: less advantaged students end up serving detention and the wealthier peers simply pay the fine.STORY: Students at East High School will be charged $5 for being late to class
Related Articles from DetentionSlip Utah
Students fined for being late for class
Mother Doctored Photo of 13 year old student
School claims Jesus was a vampire
We might be changing out named to five dollar bills if the trend in Salt Lake City continues... A school will be allowing students to choose between a $5 fine or 30 minutes of detention for being late to class. The fees will go to pay the teachers who need to watch the kids in detention.The idea itself seems interesting -- but how about a dual policy that fines boring / ineffective teachers and reimburses the students for wasting their time.Pros: students learn early that money will buy you out of most any trouble.Cons: less advantaged students end up serving detention and the wealthier peers simply pay the fine.STORY: Students at East High School will be charged $5 for being late to class
Related Articles from DetentionSlip Utah
Students fined for being late for class
Mother Doctored Photo of 13 year old student
School claims Jesus was a vampire
Students fined for being late for class
We might be changing out named to five dollar bills if the trend in Salt Lake City continues... A school will be allowing students to choose between a $5 fine or 30 minutes of detention for being late to class. The fees will go to pay the teachers who need to watch the kids in detention.The idea itself seems interesting -- but how about a dual policy that fines boring / ineffective teachers and reimburses the students for wasting their time.Pros: students learn early that money will buy you out of most any trouble.Cons: less advantaged students end up serving detention and the wealthier peers simply pay the fine.STORY: Students at East High School will be charged $5 for being late to class
Related Articles from DetentionSlip Utah
Students fined for being late for class
Mother Doctored Photo of 13 year old student
School claims Jesus was a vampire
We might be changing out named to five dollar bills if the trend in Salt Lake City continues... A school will be allowing students to choose between a $5 fine or 30 minutes of detention for being late to class. The fees will go to pay the teachers who need to watch the kids in detention.The idea itself seems interesting -- but how about a dual policy that fines boring / ineffective teachers and reimburses the students for wasting their time.Pros: students learn early that money will buy you out of most any trouble.Cons: less advantaged students end up serving detention and the wealthier peers simply pay the fine.STORY: Students at East High School will be charged $5 for being late to class
Related Articles from DetentionSlip Utah
Students fined for being late for class
Mother Doctored Photo of 13 year old student
School claims Jesus was a vampire
Monday
ADVICE FOR TEACHERS...
ADVICE FOR TEACHERS...
Wednesday
MULTIPLE FLAVOURS OF CERTIFICATION
The lifelong CIU certification recently developed at IRM is specifically geared towards a software application that manages associations and non-profit organizations.
There are more generalized certifications for training professionals that can work hand-in-hand with virtually any software system. A few examples are as follows:
INSTRUCTIONAL SKILLS WORKSHOP (ISW) PROGRAM
The Instructional Skills Workshop (ISW) Program is a comprehensive three-tiered instructor development program that serves as the foundation for several professional development activities.
The second tier is the University Teaching Certificate (UTC) Program.
CERTIFIED TRAINING AND DEVELOPMENT PROFESSIONAL
Obtaining a CSTD designation demonstrates you have a thorough understanding of the common body of knowledge of our profession. Both the Certified Training and Development Professional (CTDP) and the Certified Training Practitioner (CTP) designations are based on the competency categories outlined in the Training Competency Architecture, commonly called the 'TCA", a common body of knowledge for the training and development profession.
TECHNICAL TRAINER CERTIFICATION
Individual trainers may pursue certification of their skills as a trainer. Applicants who are full members in good standing and have successfully completed the Advanced Train the Trainer seminar may apply to be certified as a Professional Technical Trainer (PTT) for a period of three years. Members may apply for recertification. The PTT certification is valid only for full members in good standing.
TAP LEARNING SYSTEM
The Training Foundation is dedicated to enhancing the status of L&D practitioners to that of genuine Professionals. True professions demand a credible Qualifications Framework and continuous professional development. As a career trainer, you may feel that traditional certificates in training practice, often achieved many years ago, may not reflect the full range of practical skills you need in today's fast-moving L&D world.
There are more generalized certifications for training professionals that can work hand-in-hand with virtually any software system. A few examples are as follows:
INSTRUCTIONAL SKILLS WORKSHOP (ISW) PROGRAM
The Instructional Skills Workshop (ISW) Program is a comprehensive three-tiered instructor development program that serves as the foundation for several professional development activities.
The second tier is the University Teaching Certificate (UTC) Program.
CERTIFIED TRAINING AND DEVELOPMENT PROFESSIONAL
Obtaining a CSTD designation demonstrates you have a thorough understanding of the common body of knowledge of our profession. Both the Certified Training and Development Professional (CTDP) and the Certified Training Practitioner (CTP) designations are based on the competency categories outlined in the Training Competency Architecture, commonly called the 'TCA", a common body of knowledge for the training and development profession.
TECHNICAL TRAINER CERTIFICATION
Individual trainers may pursue certification of their skills as a trainer. Applicants who are full members in good standing and have successfully completed the Advanced Train the Trainer seminar may apply to be certified as a Professional Technical Trainer (PTT) for a period of three years. Members may apply for recertification. The PTT certification is valid only for full members in good standing.
TAP LEARNING SYSTEM
The Training Foundation is dedicated to enhancing the status of L&D practitioners to that of genuine Professionals. True professions demand a credible Qualifications Framework and continuous professional development. As a career trainer, you may feel that traditional certificates in training practice, often achieved many years ago, may not reflect the full range of practical skills you need in today's fast-moving L&D world.
MULTIPLE FLAVOURS OF CERTIFICATION
The lifelong CIU certification recently developed at IRM is specifically geared towards a software application that manages associations and non-profit organizations.
There are more generalized certifications for training professionals that can work hand-in-hand with virtually any software system. A few examples are as follows:
INSTRUCTIONAL SKILLS WORKSHOP (ISW) PROGRAM
The Instructional Skills Workshop (ISW) Program is a comprehensive three-tiered instructor development program that serves as the foundation for several professional development activities.
The second tier is the University Teaching Certificate (UTC) Program.
CERTIFIED TRAINING AND DEVELOPMENT PROFESSIONAL
Obtaining a CSTD designation demonstrates you have a thorough understanding of the common body of knowledge of our profession. Both the Certified Training and Development Professional (CTDP) and the Certified Training Practitioner (CTP) designations are based on the competency categories outlined in the Training Competency Architecture, commonly called the 'TCA", a common body of knowledge for the training and development profession.
TECHNICAL TRAINER CERTIFICATION
Individual trainers may pursue certification of their skills as a trainer. Applicants who are full members in good standing and have successfully completed the Advanced Train the Trainer seminar may apply to be certified as a Professional Technical Trainer (PTT) for a period of three years. Members may apply for recertification. The PTT certification is valid only for full members in good standing.
TAP LEARNING SYSTEM
The Training Foundation is dedicated to enhancing the status of L&D practitioners to that of genuine Professionals. True professions demand a credible Qualifications Framework and continuous professional development. As a career trainer, you may feel that traditional certificates in training practice, often achieved many years ago, may not reflect the full range of practical skills you need in today's fast-moving L&D world.
There are more generalized certifications for training professionals that can work hand-in-hand with virtually any software system. A few examples are as follows:
INSTRUCTIONAL SKILLS WORKSHOP (ISW) PROGRAM
The Instructional Skills Workshop (ISW) Program is a comprehensive three-tiered instructor development program that serves as the foundation for several professional development activities.
The second tier is the University Teaching Certificate (UTC) Program.
CERTIFIED TRAINING AND DEVELOPMENT PROFESSIONAL
Obtaining a CSTD designation demonstrates you have a thorough understanding of the common body of knowledge of our profession. Both the Certified Training and Development Professional (CTDP) and the Certified Training Practitioner (CTP) designations are based on the competency categories outlined in the Training Competency Architecture, commonly called the 'TCA", a common body of knowledge for the training and development profession.
TECHNICAL TRAINER CERTIFICATION
Individual trainers may pursue certification of their skills as a trainer. Applicants who are full members in good standing and have successfully completed the Advanced Train the Trainer seminar may apply to be certified as a Professional Technical Trainer (PTT) for a period of three years. Members may apply for recertification. The PTT certification is valid only for full members in good standing.
TAP LEARNING SYSTEM
The Training Foundation is dedicated to enhancing the status of L&D practitioners to that of genuine Professionals. True professions demand a credible Qualifications Framework and continuous professional development. As a career trainer, you may feel that traditional certificates in training practice, often achieved many years ago, may not reflect the full range of practical skills you need in today's fast-moving L&D world.
Thursday
LEARN ONLINE, GET CHALLENGED, AND ADD VALUE!
I've been a member of TrainingZone for several years, and they seem to have more mature insights on the training profession, perhaps because the UK has advanced differently than Canada.
Below are a few helpful articles from 2008.
BIG PICTURE IDEAS ABOUT LEARNING ONLINE
Is e-learning just a mass-market delivery mechanism that offers the prospect of cutting per person training costs? What lessons have been learnt from its use? And how is its use changing and its value being assessed?
ATTENDEES THAT CHALLENGE YOU
How do you manage new employees who criticize your training methods, complain to senior staff and take the induction into their own hands? What training strategies will win back control and keep it?
REDUCE THE EXPENSE OF NO-SHOWS
How do you count the cost of no-shows to training? There seems little in the way of hard facts, but what we do know is they cost money - and lots of it.
Below are a few helpful articles from 2008.
BIG PICTURE IDEAS ABOUT LEARNING ONLINE
Is e-learning just a mass-market delivery mechanism that offers the prospect of cutting per person training costs? What lessons have been learnt from its use? And how is its use changing and its value being assessed?
ATTENDEES THAT CHALLENGE YOU
How do you manage new employees who criticize your training methods, complain to senior staff and take the induction into their own hands? What training strategies will win back control and keep it?
REDUCE THE EXPENSE OF NO-SHOWS
How do you count the cost of no-shows to training? There seems little in the way of hard facts, but what we do know is they cost money - and lots of it.
LEARN ONLINE, GET CHALLENGED, AND ADD VALUE!
I've been a member of TrainingZone for several years, and they seem to have more mature insights on the training profession, perhaps because the UK has advanced differently than Canada.
Below are a few helpful articles from 2008.
BIG PICTURE IDEAS ABOUT LEARNING ONLINE
Is e-learning just a mass-market delivery mechanism that offers the prospect of cutting per person training costs? What lessons have been learnt from its use? And how is its use changing and its value being assessed?
ATTENDEES THAT CHALLENGE YOU
How do you manage new employees who criticize your training methods, complain to senior staff and take the induction into their own hands? What training strategies will win back control and keep it?
REDUCE THE EXPENSE OF NO-SHOWS
How do you count the cost of no-shows to training? There seems little in the way of hard facts, but what we do know is they cost money - and lots of it.
Below are a few helpful articles from 2008.
BIG PICTURE IDEAS ABOUT LEARNING ONLINE
Is e-learning just a mass-market delivery mechanism that offers the prospect of cutting per person training costs? What lessons have been learnt from its use? And how is its use changing and its value being assessed?
ATTENDEES THAT CHALLENGE YOU
How do you manage new employees who criticize your training methods, complain to senior staff and take the induction into their own hands? What training strategies will win back control and keep it?
REDUCE THE EXPENSE OF NO-SHOWS
How do you count the cost of no-shows to training? There seems little in the way of hard facts, but what we do know is they cost money - and lots of it.
Friday
VISION FOR BUSINESS PRESENTATIONS
Motivate learners to become more qualified for Business Presentations
by following the CTM standards from both Toastmasters International and the University of Calgary's Teaching & Learning Centre.
IMPORTANT: Encourage learners to create highly interactive "experiential" business presentations, because when more people from the audience participate, there will be an 80% increase in the chances that they will...
Begin each day with an impromptu "warm up" question, and have each learner to stand up and provide a 60 second verbal answer to the entire group.From Portny's Project Management, "Choose one or two skills you may want to begin using...Unfortunately, experience shows that making numerous changes in your work methods all at once only increases the chances that NONE of them will "stick." Use the new skill until it's second nature to you. Then choose one or two more new skills and repeat the process."
IMPORTANT: Encourage learners to create highly interactive "experiential" business presentations, because when more people from the audience participate, there will be an 80% increase in the chances that they will...
- recall your material
- be convinced that your business proposal works
- go ahead with accepting your business proposal
DAY 1
OBJECTIVE - Organize and plan a 2-5 minute business presentation about your strenghs as a business person. How would you "sell" your skills during an interview?
Work with an assigned group during class.
OBJECTIVE - Organize and plan a 2-5 minute business presentation about your strenghs as a business person. How would you "sell" your skills during an interview?
Work with an assigned group during class.
DAY 2
OBJECTIVE - Present your 2-5 minute business presentation to the other learners, and invite questions.
OBJECTIVE - Present your 2-5 minute business presentation to the other learners, and invite questions.
How can your presentation be improved?
Work with two assigned partners during class.
Work with two assigned partners during class.
For next day: Find samples for a PREFERRED topic of your choice.
DAY 3
OBJECTIVE - Plan and present a 2-5 minute business presentation about your preferred topic. Integrate samples. Invite another learner to participate.
OBJECTIVE - Plan and present a 2-5 minute business presentation about your preferred topic. Integrate samples. Invite another learner to participate.
What needs to be added (e.g. variation in your voice, gestures, and moving around the room) to emphasize your points?
Work with one assigned partner during class.
Work with one assigned partner during class.
For next day: Find samples and plan a 5-10 minute presentation for a DIFFERENT PREFERRED topic of your choice.
Start preparing a 10-15 minute presentation to demonstrate an ASSIGNED IDEA, PRODUCT OR SERVICE the last day.
DAY 4
OBJECTIVE - Present your 5-10 minute session with variation in your voice, gestures, and moving around the room, invite multiple learners to participate, and invite questions.
OBJECTIVE - Present your 5-10 minute session with variation in your voice, gestures, and moving around the room, invite multiple learners to participate, and invite questions.
For next day: Find samples and plan a 10-15 minute presentation to demonstrate an ASSIGNED IDEA, PRODUCT OR SERVICE the next day.
Work on your own.
Work on your own.
DAY 5
OBJECTIVE - Present and "sell" your 10-15 minute idea, product or service to the audience, including variation in your voice, gestures, moving around the room, invite multiple learners to participate, and invite questions.
CONGRATULATIONS!
Encouragement to keep using your skills in your business, school, and personal life!
OBJECTIVE - Present and "sell" your 10-15 minute idea, product or service to the audience, including variation in your voice, gestures, moving around the room, invite multiple learners to participate, and invite questions.
CONGRATULATIONS!
Encouragement to keep using your skills in your business, school, and personal life!
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