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Massive/Open/Online/Courses

We are going to muse about MOOCs today, a hot and highly debated topic in higher education circles. Are these ambitious new approaches to delivering free high quality education through online videos and interactive participation over the web going to put traditional universities out of business, or are they just one in a long historical line of hyped technologies that get everyone excited, and then fail to deliver the goods? (Think of the radio, TV, correspondence courses, movies, the tape recorder, the computer; all of which held out some promise for getting us to learn more and learn better, mostly to little avail, although the jury is still out on the computer.)

It’s fun to speculate on future trends, because of the potential—indeed likelihood—0f embarrassment for false predictions. Here is the summary of my argument today: MOOCs in mathematics are destined to fail essentially because the word Massive is intrinsically unrelated to the other words Open, Online and Courses. But, a more refined and grammatically cohesive concept: that of a TOOC, or Targeted Open Online Course, is indeed going to have a very major impact.

When we are teaching mathematics at any level, there are really two halves to the job. The first half is the one that traditionally get’s the lion’s share of attention and work: creating a good syllabus with coherently laid-out content, which is then clearly articulated to the students. The other half, which is almost always short-changed, and sometimes even avoided altogether, is to create a good set of exercises which allow students to practice and develop further their understanding of the material, as well as their problem-solving skills. In my opinion, really effective teaching involves about equal effort towards both halves; again this is rarely done, but when it is, the result usually stands well out above the fray.

Here are some examples of mathematics textbooks in which creating the problem sets probably occupied the authors as much as did the writing of the text: first and foremost Schaum’s Outlines (on pretty well any mathematics subject), which are arguably the most successful maths textbooks of the 20th century, and deservedly so, in my opinion. Then come to mind Spivak’s Calculus, Knuth’s The Art of Computer Programming, Stanley’s Enumerative Combinatorics, and no doubt you can think of others.

Good problems teach us and challenge us at the same time. They are the first and foremost example of Gamification in action. Good problems force us to review what we have learnt, give us a chance to practice mundane skills, but also give us an opportunity to artfully apply these skills in more subtle and refined ways.  They provide examples of connections which the lecture material does not have a chance to cover, they give students a chance to fill in gaps that the lectures may have left. When combined with a good and comprehensive set of solutions, problems are the best way for students to become active in their learning of mathematics, a critically important aspect. When further combined with a skilled tutor/marker who can point out both effective thinking and errors in student’s work, make corrections, and advise on gaps in our understanding, we have a really powerful learning situation.

Here is where the Massive in MOOCs largely kills effective learning. It is the same situation as in most large first year Calculus or Linear Algebra classes around the world. Officially there may be problem sets which students are exhorted to attempt, but in the absence of required work to be handed in and marked, students will inevitably cut down to a minimum the amount of written work they attempt. In the absence of good tutors who can mark and make comments on their written work as they progress through the course, students don’t get the feedback that is so vital for effective learning.

Once you have thousands of students taking your online maths courses, it becomes very challenging to get them to do problem sets and have these marked in a reasonable way. The currently fashionable multiple choice (MC) question and answer formats that people are flocking to can go some small way down this road, but rarely far enough. Students need to be given problems which require more than picking a likely answer from a,b,c or d. They need to define, to compute, to evaluate, to organize, to find a logical structure and to explain it all clearly. This is practice doing mathematics, not going through the motions!

When we are planning an open course for possibly tens of thousands of students from all manner of backgrounds, the possibility to craft really good problems accessible to all diminishes markedly. There is no hope of giving feedback to so many students for their solutions, so all we can aspire to are MC questions that inevitably ride on the surface of things and don’t effectively support the crucial practice of writing. Learning slips into a lower gear. Such an approach cannot be the future of mathematics education. Tens of thousands of students going through the motions? They will find something more worthwhile to do with their time, like just watching YouTube maths videos!

But a slight rethinking of the enterprise, together with some common sense, can perhaps orient us in a more profitable direction. An education system ought to make enough money to at least fractionally support itself. People are willing to pay for something if it has value to them, and they tend to work harder at an activity if they have committed to it monetarily. All good technical writing has a well-defined audience in mind. These are almost self-evident truths. What we need is to think about crafting smaller, targeted open online courses, that generate enough income to support some minimal but effective amount of feedback on students’ work on real problem sets. By real I mean: problems that require thinking, computation, explanation.

Can this be done? Yes it can, and it will be the big education game changer, in my humble opinion. We will want to stream people into appropriate courses at the right level. Entry should be limited to those who have enough interest and enthusiasm to fork out some—perhaps minimal, but definitely non-zero!—amount of money, which hopefully can be dependent on the participant’s region; and who can pass some pre-requisite test. Yes, testing for entry is an excellent, indeed necessary, idea that will save a lot of people from wasting their time. Having 300 people from 10,000 pass a course is not a successful outcome. Better to have targeted the course first to those 1000 who were eager and capable. Then you get a lot more satisfaction across the board, from both students and the educators involved.

A major challenge will be how to provide effective feedback for written work. Relying exclusively on MC exercises should be considered an admission of failure here. If and when this challenge is overcome, TOOCs will have the potential to radically transform our higher education landscape!

Tuition for most WGU packages falls down below $5,800 for every 12 months. Reservist and Countrywide Guard Scholarship recipients can generate $three hundred towards each 50 %-12 months phrase, for up to five phrases. Though the scholarship is extremely competitive, a number of winners will be picked to obtain scholarships, based on their educational historical past, competency, and their readiness to commence an on-line education and learning plan. Users of the reserves and Nationwide Guard are qualified to use for fiscal support.

WGU college students have to be equipped to post documentation verifying their “standing as a present member of the Reserves or Countrywide Guard” from an schooling office environment in order to use for a scholarship. They must also get a letter of recommendation which speaks toward the price of their armed forces contributions.

On the internet college can make education and learning attainable for soldiers who are not able to show up at a traditional ground school because of to their armed forces position, or other commitments related to a occupation or family members. On-line classes can be completed from any area with Online accessibility and according to a adaptable time timetable. Having classes on the web has develop into a well-known alternative for armed forces personnel searching for possibilities to progress their job at the conclude of their provider.

Students intrigued in RN to BSN On-line Systems are typically overcome by the range of alternatives offered. To make points easier, we have detailed five of the greatest colleges presenting this kind of bridge plan on the web. Each and every faculty and the system they supply has been regionally accredited -the best kind of accreditation awarded in the United states of america.

five of the Best RN to BSN On the net Applications

one. Chamberlain School of Nursing
Thanks to offering exclusively nursing packages, Chamberlain is equipped to offer students with a greater common of education and learning than other schools which might present applications in a number of other fields.

Although numerous BSN Systems include clinicals, Chamberlain does not, opting to enrol students in experiential learning projects.

Chamberlain permits pupils to utilize during the 12 months, indicating that learners will not have to wait months before they can start out using lessons (also identified as rolling admissions). The plan can be done in as several as 3 semesters.

two. Florida Hospital School of Well being Sciences
For all those who are unable to established apart a large sum of cash for their nursing schooling, Florida Hospital University of Health Sciences must be the only alternative. Chamberlain makes it possible for pupils to apply during the yr, this means that pupils will not have to wait around months before they can commence getting lessons (also known as rolling admissions). WGU operates in a somewhat diverse way to other faculties supplying RN to BSN On-line Packages in the way that the establishment western governors university login does not offer standard lessons.

• camera
• photography
• model
• television
• table
• chair
• window
• technology
• mugs
• lamp

Adjectives:

• beautiful
• creative
• seductive
• relaxed
• advanced
• reliable
• classy
• powerful
• bright
• resourceful

The words above are laid down to answer the Module 1 exercise in the online course I am into, which states:

In your journal, write down a list of at least five to ten nouns and five to ten adjectives as you observe a scene at home, work, or in your community.

The first list is for the nouns, and the second one is for the adjectives. Quite easy, but I feel that these would be the foundations for succeeding activities.

Du warst oft sehr nett zu mir. Du hilfst mir, wenn ich nicht weiß, wo ich suchen soll. Du zeigst mir, dass die Welt nicht schlecht ist und es Menschen da draußen gibt, die mir helfen, obwohl ich  sie nicht kenne. Du bist es, weshalb ich die Idee des Konnektivismus verstehe – zumindest dachte ich das. Ich habe an Dich geglaubt und für den SOOC13 ein Experiment erdacht, dass den Teilnehmern zeigen sollte, wie toll Du bist. Aber Du warst nicht da. Aber ich habe es wohl einfach übertrieben. Und ich habe die Ausmaße von Wikipedia unterschätzt.

tl;dr

Einfach auf Twitter nach der Followerpower rufen scheint wenig erfolgreich zu sein. Und dabei hatte ich mir das als ein so tolles Experiment vorgestellt

Das Experiment

Transparent chemistry glass tubes filled with substances by Horia Varlan (CC-BY)

Im SOOC13 widmet sich der erste Themenblock den Grundlagen zum Lernen 2.0. Ganz vorn mit dabei ist natürlich die Idee des Konnektivismus und der damit verbundenen Netzwerke, die in Zukunft immer wichtiger sein sollen. Ich fand die Idee gut, dass die Teilnehmer dieses Netzwerkwissen selbst erleben sollten und so ist mir (zu später Stunde) folgendes Experiment eingefallen:

Gehen Sie auf http://de.wikipedia.org/wiki/W… und klicken Sie links unter dem Logo auf zufälliger Artikel. Welcher Artikel erscheint? Kennen Sie jemanden, der sich damit auskennt? Versuchen Sie über einen Tweet, jemanden zu finden, der sich damit auskennt, bspw. “Kennt sich jemand aus mit BEGRIFF #sooc13 #conexperiment #followerpower“. Notieren Sie die Antwort im Etherpad.

Ich fand die Aufgabe gut, das SOOC-Team fand die Aufgabe gut. Ihr dürft alle auch gern mitmachen. Aber was wurde draus?

Followerpower kaputt?

Es ist ja die erste Woche und ich habe mich riesig gefreut, dass sich überhaupt jemand an die Aufgabe gewagt hat, zumal vielen der Umgang mit Twitter auch neu ist und es ihnen gewiss nicht leicht gefallen ist. Aber was zum T… hat sich Wikipedia denn bei diesen Themen als Zufallsartikel gedacht? Die ersten Berichte zum Experiment führten zu folgenden Themen:

• Die Geschichte Osttimors (zum Tweet): Es gab 1 RT (von mir, man will ja Starthilfe leisten), und es gab eine (mehr oder weniger zufriedenstellende) Antwort: @sunsurfer428 wusste, dass es der erste Staat war, der im 21. Jhd. unabhängig geworden war.
• Josephines Mondschnecken (zum Tweet): Ein RT von mir, der wiederum 2mal retweetet wurde (einmal davon von Nina, einer anderen SOOC-Gastgeberin). Keine Antwort.
• Río Mizque (zum Tweet): Den hatte ich selbst über Wikipedia ermittelt. Ich hatte sogar die Fragestellung etwas verändert. Keine Reaktion.
• Jugger (zum Tweet): Ich habe Retweetet, keine Antwort. Es gibt auch einen Blogartikel dazu.
• Gönpawa Wangchug Gyeltshen: Bei diesem Begriff kam es gar nicht erst zu einem Tweet. Dr. Carsten Weiß hat stattdessen über seine Aktivitäten gebloggt, die ihn schließlich zum Abbruch des Experments gebracht hatten.

Was ist da schief gelaufen? Ist etwas schief gelaufen?

FAIL stamp by Hans Gerwitz (CC-BY-SA)

Erst einmal: ich hätte vielleicht wirklich ein paar mal ernsthaft auf den “Zufälliger Artikel”-Link klicken sollen. Hätte ich die oben stehenden Begriffe erwischt, hätte ich auch gleich gedacht: na das wird nix. Und dennoch scheint es einige Faktoren zu geben, die das Gelingen dieser Aufrufe begünstigen oder hemmen. ACHTUNG: nachfolgende Punkte entstammen rein subjektiven Eindrücken, den ersten Resümees der Teilnehmer oder argumentativ nachvollziehbaren Schlussfolgerungen und sind nicht empirisch belegt (es wäre interessant zu sehen, ob sie belegbar wären… kann da jemand mal einen Artikel dazu schreiben? #followerpower):

• Man braucht Follower. Wenn keiner zum Krieg geht, wenn man in den Wald hineinruft, dann fällt auch kein Baum um. Oder so ähnlich… Ohne das Netzwerk kann es keine konnektivistischen Effekte geben, ganz klar. deshalb habe ich die Tweets auch oft retweetet, auch wenn es bisher nicht wirklich viel gebracht hat.
• Man braucht die richtigen Hashtags. Neben der Followerpower, die den Lesern gleich klar macht, dass man Hilfe braucht, sind das themenspezifische Hashtags, die man aber oft auch nicht kennt. So hätte es bei Jugger vielleicht einen Hashtag zum Landesverand gegeben oder so.
• Man braucht die richtige Zeit. Ich selbst habe das Gefühl, dass ich morgens, kurz nach dem Mittagessen und abends die meisten Rückmeldungen auf Twitter erhalte. Es ist auch logisch: morgens fährt man zur Arbeit und hat nebenbei Zeit zum Tweets lesen. Oder man macht das zum Frühstück, beim Zähneputzen, noch im Bett… Nach dem Mittagessen braucht man auch etwas Zeit zum Warmlaufen und nach dem Feierabend ist dann auch wieder Zeit.
• Man braucht auch etwas Glück. Wir folgen Menschen, die in irgend einer Art und weise für uns interessant sind. Wenn man nun aber ein ganz anderes Thema einstreut und dann feststellt, dass das die eigenen Follower auch interessiert, sagt man immer, dass die Welt doch sehr klein ist. Und was für ein Zufall und so. Und so ist es auch.

Meinungen der Teilnehmer

Auf dem Blogs der Teilnehmer kann man folgendes Lesen (wertungsfrei zitiert):

von Kevpa (Jugger):

Ergebnis: Leider hat es bis jetzt nichts gebracht und es wäre bei einer Frage, die schnell beantwortet werden muss sehr fatal darauf zu warten. Jedoch bin ich offen für Neues und finde diese Art der Informationsbeschaffung auch nützlich. Vielleicht bräuchte ich auch einige Follower, die dann meinen Tweet sehen.

Jedenfalls bin ich weiter gespannt, was und wie sich hier “unser” Experiment entwickelt!

von nils_von@sooc13 (die Geschichte Osttimors):

Mein Resümee ist also: Wenn ich etwas über ein bestimmtes Thema wissen möchte, dann helfen mir die sogenannten “sozialen Medien” nicht viel weiter, sondern schaue in den bekannten Quellen nach, oder suche in der Fachliteratur.

Aber was war den auch passiert?

Man könnte jetzt sagen, ich rede es mir schön, aber wenn man sich die zugehörigen Blogposts mal anschaut, so hat sich jeder dieser ersten Reflexionen gezeigt, dass sich die Teilnehmer selbst doch sehr mit dem Thema auseinandergesetzt haben. Der Blogartikel von Dr. Weiß zum Artikel “Gönpawa Wangchug Gyeltshen” hatte das auf beeindruckende Weise gezeigt: Über den Wikipedia-Artikel hatte er in der Versionsgeschichte herausgefunden, wer diesen Artikel mit verfasst hatte. Einen Hauptautor hatte er sogar auf Twitter gefunden, dann aber (verständlicherweise) nicht angeschrieben, da die Tweets zu alt und sein Interesse ja nur am Rande echt war. Er hatte Publikationen auf Amazon gefunden und herausbekommen, dass die Meinung um diesen tibetanischen Geistlichen auf Wikipedia wohl stark auseinander gingen. Auch ein zweiter relevanter Experte schien aufgrund seiner Abneigung gegen den Wikipedia-Eintrag kein sehr guter Ansprechpartner für das Problem zu sein… und das alles in 20 Minuten, wie Dr. Weiß schreibt.

Ist das nichts? Mich beeindruckt das schon, auch wenn es mit dem ursprünglichen Ansatz nur wenig zu tun hat. Ich glaube, ich versuche da mal anzusetzen. Vielleicht versuche ich noch das ein oder andere mal das Experiment mit einem anderen Beitrag fortzusetzen. Ich glaube an Dich, Followerpower

Und dann auch noch das…

Nachdem mein erster Aufruf nicht sehr erfolgreich geraten war, machte ich einen zweiten Versuch, bei dem mir der Mund offen stehen blieb:

Beim #sooc13 #conexperiment entdeckt: Liste von Zufallszahlengeneratoren. #Wikipedia spricht fließend ironisch ow.ly/l4z8M

—
Anja Lorenz (@anjalorenz) May 15, 2013

Vielleicht habt Ihr Lust, Euch auch einmal in dem Experiment zu versuchen. Oder Ihr habt Vorschläge, das von vorn herein zu verbessern. Dann gern her damit!

Online courses have become the choicest option of today’s professionals. Why wouldn’t’ it be? Do you have a single second to spare for poop and pee as soon as you enter into your office premise? Certainly your answer will be ‘no’. Then who will give you that time to visit a regular college and upgrade your professional skills? So, the key to your problem is online courses. But how will you prepare yourself for one such professional online course that fits your requirements? Check out!

• Know is this is what you wanted

The first thing to identify about your course is to analyze whether it will be your choicest option or not. For instance, if you wish to enroll yourself with a cloud computing training Mumbai based eLearning institution then a course that presents in-depth materials about PMP questions and answers only wouldn’t serve you any purpose. But yes, some online training institutes teach array of subjects. They are worth trying out!

• Know your campus

Yes, you will have a campus, though ‘virtual’. So, visit every page of your university site and check every link properly to have clear idea about your campus. This will be helpful for you! How? Say you require ready reference on control chart constants or have a check total float formula. Your ‘intimacy’ with your virtual campus will help you get a quick solution as you would know where to click to get the information you need.

From Party Printables to Party Supplies, Te Amo Charlie does it all!

Te Amo Charlie is finally making the BIG move! After a lot of procrastinating and stomping of my feet, I have finally decided to once and for all, give my website the well-needed makeover it deserves.

All my sweet and loyal customers have never once made a peep about our previous website, which isn’t a bad thing considering it was pretty snazzy. However, our team loves challenges! One of the main pushes for the new website has been to perfect our own skills. We all have a web design background, but with a perfectionist and OCD lifestyle. Originally our shop wanted to outsource the project, but why waste perfectly good talent and sweat, when all of our resources sit within our busy hands and brains?

Our team is also looking to challenge our time management, as if we weren’t busy enough.

The point is: Please be patient and continue to love your favorite Palm Beach Party Design Shop! Our website is a work in progress. However, we do promise not to post obnoxious “Under Construction” text on every page left unfinished.

If you have any great ideas of your own, or want to offer valuable inspiration to the team, connect with Te Amo Charlie on  Facebook, Twitter, Pinterest or Etsy.

Look at this pie chart. It tells a story. Story about MOOC!

A massive open online course (MOOC) is an online course aiming at large-scale interactive participation and open access via the web.

I recently completed my 2nd online 7+ week long course at coursera.org

The pie chart above is about the participation data for the course, conducted by Duke University, that I participated. 1500000 registered for this course, 60000 went ahead and saw all the lectures and only about 6000 completed it. That is just 0.4 % people who registered, completed it. Less than half of 1%

To imagine the scale. Its like flying in a 500 sitter Airbus 380 with only 2 passengers!!

I am happy that the lessons I learnt from my first failed attempt at this format of study stood me in good stead and I was among that 0.4% who completed the course with all assignments and quizzes.
But I am still stunned by this statistics.

As the campus ministry of  First Baptist Church of Davis, College Life is a community of college students whose mission is to know and experience Jesus and to advance His kingdom through heartfelt worship, authentic community and courageous acts of creative love.

Who is College Life For?

College Life exists for two kinds of students:

growing Christians, and non-Christians who are interested in investigating Christianity in the company of Christians.  We hope to give people three experiences in every Tuesday night large group gathering: an experience of God’s presence in musical praise led by a tight worship band; an experience of God’s truth in a compelling talk; and an experience of God’s love in community.

Extra Benefits- How Students perceive this Mode of Learning?

There are countries where students cannot access traditional learning due to its many disadvantages like costs, travelling expenses to institutions, non-flexible timing and other factors. Unlike this online have indeed many extra benefits that render motivation to learn more. While you sit at home engaged to the internet, you have access to different software that aid in downloading images, or photos or information to assist you. Remember, if you thought learning Mathematics, Probability or Trigonometry is difficult online then it is not so.

An Online Chemistry Class (Image: Youtube)

While you are logged into particular website of any online service provider, you are not just engaged to a range of courses but also discussion forums where you can chat with online mentors and seek advices. Though one might argue that having direct contact or tete-a-tete conversation with mentors is impossible as it is in traditional learning, but you follow your own ways of studying and contacting teachers as and whenever the necessity is felt. Many online course providers offer a fantastic video platform where you can fall back to for useful tips from professors. While the educational videos on certain subjects are already formatted, you can pause and play again rigorously to catch hold of what is being taught through the video. One might agree that this is not possible through traditional mode of learning.

Sometimes, sitting amidst hundreds of students and imbibing teachings from professors in institutions can be tough and strenuous. Your mentor will probably not attend to your call you need the most since he might be busy attending other students’ calls. But this is not the case in online learning wherein you claim full attention of your mentor and seek courses at your pace and peace. Many online institutions offer fantastic course materials with beautiful graphics and animation for a lucid presentation. It is for your better understanding. Only that you have to follow few rules for registration so that you are enrolled to an authentic institution.

Here, is a look at few instances how individuals gain massively from online courses.

Online classes can be accessed all around the World (Image: beyondplm.com)

A Few Instances

If you thought only students access online courses, you are wrong since many professionals in their middle age seek MBA online courses for further boost in career. The idea is to find growth in career and higher ranking positions. For instance, professionals in full-time accounting seek opportunity of pursuing higher studies to bring boost to career. Experienced individuals say that opportunity to set their own timing and continue studies from any part of globe is amazing.

Besides, many students who cannot complete studies at young age go on to enrol for higher studies like master degree courses later in life. The idea is to bring impetus to career at any point they feel the need. Many women marrying at early stages in life go on to pursue studies, whether undergraduate or postgraduate through online later in life for building careers. The biggest advantage of distance learning comes with the fact that they can juggle family, personal life and study; all three at a time.

Nonetheless, to ensure that you seek authentic and certified courses, enrol with a recognised online degree provider. Though, the list has many, choose the best from the lot after careful assessment and evaluation of their courses and credibility of those courses.

Hence, enjoy extra benefits of online study and make your career more thriving.

• Are you an excellent computer savvy? Do you love to indulge in technical intricacies? Then, enrolling for computer and information technology through the internet can help you carve a niche in it. Though online, you gain hands-on, practical knowledge through the internet that can be applied in workforce.

                             Image Courtesy: goo.gl/uR9kD

• While the world economy is going downturn, you can do something for recovery. In that case, channel your energy in pursuing degrees in business through online. Through this course you learn about business skills and other related issues that affect the business climate. Thus, completing the course means you become a financial analyst.

• Studying criminal behaviour is fascinating. But if you hardly find time to catch up with your interest of pursuing the course then pursue a degree in criminal justice through online. Online students in this subject bring work and life experiences to this course and they go about learning public safety and social order at local, state, national and international levels. With the bachelor’s degree earned through online you qualify for becoming probation officer. Your role will involve helping offenders in rehabilitation hubs by preventing them from committing more crimes. The process is conveyed through monitoring their progress and setting up treatment plans.

 Image Courtesy: goo.gl/ja4WR

• Are you sure you want to bring positive development to the society? Then, enrol for a bachelor’s degree in public administration. The course will take you on a diverse learning environment. The course usually stresses on social learning community, wherein students have opportunities of participating in group projects, thus enabling them form relationships, interacting with each other and learning from peers.

                                                  Image Courtesy: goo.gl/yj8yF

• From various experiences garnered in life, the most valued and treasured ones are those when you teach, strengthen and also help others. Therefore, online nursing course cater you the most fulfilling time. Bachelor’s degree in nursing fetched through online enables in becoming a registered nurse. You can work in a variety of settings like physician’s offices, hospitals and patients’ home.

Thus, pursuing any of the above courses successfully builds a career which you can bank upon for a healthy living. The flexibility of earning the course while juggling work and study is stupendous. The objective is to put your career on the right track and ensure that you can a more prospective career based on a career-oriented course through online. After all, the internet comes handy when you are in middle age and desperately seeking for flexible mode to render boost in career.

Learn how to stop getting darts thrown at you everyday

So how do you stay calm, composed and maintain your self-esteem when everyone around you is fire fighting?

Article by Diane Shawe MEd
CEO Academy of Vocational and Professional Training

Here are six tips you may wish to consider as a starting point.

Imagine yourself standing around as a Dart Board.

Now take a look around and see who has most recently thrown their dart at you.  What would you actually do if you saw a dart coming towards you? Would you just stand there and take the hit, run for cover or protect yourself whilst your on the move? Without protection these dart will destroy your self-esteem and pull you down.  So which dart pins should you avoid?

Dart Pin 1: Negative Work Environment

Beware of “dog eat dog” theory where everyone else is fighting just to get ahead. This is where non-appreciative people usually thrive. No one will appreciate your contributions even if you miss lunch and dinner, and stay up late. Most of the time you get to work too much without getting help from people concerned.  Stay out of this, it will ruin your self-esteem. Competition is at stake anywhere. Be healthy enough to compete, but in a healthy competition that is.

Dart Pin 2: Other People’s Behaviour

Bulldozers, gossipmongers, whiners, backstabbers, snipers, people walking wounded, controllers, naggers, complainers, exploders, patronisers, jealousy… all these kinds of people will pose bad vibes for your self-esteem, as well as to your self-improvement scheme.

Dart Pin 3: Stale or Stagnant Environment

You can’t be a green bug on a brown field. Changes challenge our paradigms. It tests our flexibility, adaptability and alters the way we think. Change can either inspire, motivate or be stressful when we resist but, only for a while. It is said that a change is as good as a rest, it will help you find ways to improve your self.  The world has changed right in front of our eyes, we must be susceptible to it.

Dart Pin 4: Past Experience

It’s okay to cry and say “ouch!” when we experience pain. But don’t let pain transform itself into fear, spite or vengeance. It might grab you by the tail and swing you around. Treat each painful experience, failure and mistake as a lesson. Stop and reflect and see what message you have been given or taught.  Decide how you can best use that experience to help you grow.

Dart Pin 5: Negative Biosphere

Look at what you’re looking at, absorbing and ingesting daily. Self-reflection.  Don’t wrap yourself up with all the negativeness of the world. In building self-esteem, you must learn how to make the best out of most situations.  How to separate who and what you are and how to repair and protect your self-esteem.  If you cut yourself, you would normally seek to clean the wound, cover it with a plaster until it heals, check it and then when it is much better remove the plaster.  If it’s a serious cut you would normally seek professional help.  Seek out the tools that can help lift you out of a negative mind set.

Dart Pin 6: Fait accompli

It’s not always your fault.  It does not always happen to you.  The way you are and your behavioral traits is said to be a mixture of your inherited traits (genetics), your upbringing (learnt), and your environmental surroundings such as your family, spouse, your job, the economy or your circle of friends. You have your own identity. If your father was a failure, it doesn’t mean you have to believe that your going to be a failure too. Learn from other people’s experience, so you can avoid or recognise mistakes and old patterns in advance.

In life, it’s hard to stay tough or unscathed especially when things and people around you keep pulling you down. Constantly firefighting without the right tools means you could continuously become burnt out.

There are three tools you need to keep polished:

Nothing like a good dose of positive attitude

a) Your attitude,

b) Your behaviour

c) Your way of thinking.

Building self-esteem means we take responsibility for who we are, what we have and what we do. We become clear about our mission, values  all of which aids self-discipline.  You can start right away by thinking more positively, look for more things to be appreciative about and never miss an opportunity to compliment either yourself or others.

Building your self-esteem is essential for confidence and success and it all begins with you. Of all the judgments you make in life, none is as important as the one you make about yourself. Without some measure of self-worth life can be enormously painful. If you want to discover some simple techniques that will dramatically change how you feel about yourself such as how to recognise the importance of learning self-acceptance and nurturing your sense of self, take a look at our online course which you can complete in four weeks with your own personal online tutor.

Out-educate? Out-compete? There are other ways to think about education, exchange, technology, and how we want to engage with people in other countries.

For the past 25 years, iEARN educators, like Deanne McBeath from Trenton, New Jersey, have helped create an alternative to the “us vs. them, online vs. face-to-face, virtual vs. physical” construct.

Perhaps the zero-sum framing of online vs. face-to-face learning and virtual vs. physical exchange is inevitable. Resources are constrained. Our education system is not designed to change at the rate that new technologies are changing our lives. We are warned: Facebook can ruin study abroad. Evidence of the positive impacts of technology on teaching and learning and study abroad have been viewed skeptically for decades.
This zero-sum framing also extends to our government’s rhetoric that we must “out-educate” other countries and prepare our children to “out-compete” their peers around the world.

There are other ways to think about education, exchange, technology, and how we want to engage with people in other countries to make a meaningful contribution to the health and welfare of the planet and its people. Deanne shares her thoughts about her journey from an online course to Nyahururu, Kenya:

“”It is hard to put into words the experience of being at the school. I felt as if I were at home. “

A quick report on an incredible journey to Kenya.

During the summer of 2011, while taking an online Global Collaboration course through iEARN, I met David Ngare. David is Head Teacher at Igwamiti Primary School in Nyahururu, Kenya. He was taking the course as well and although we had different objectives overall, we did decide to collaborate on the Teddy Bear Project through iEARN. Together we wrote up a project plan, involving 1^st and 5^th graders. The purpose of the Teddy Bear Project is to foster tolerance and understanding of different cultures through the exchange of teddy bears. The students compose diary entries, as if they were the bears, describing experiences in their new culture, which are ideally shared through the iEARN Teddy Bear Forum. It wasn’t long before it became apparent that David would not have the resources to obtain the bears. My dear friend, Ann Osborne, who already had a love of Kenya, purchased and shipped to Kenya six teddy bears sporting t-shirts with “Igwamiti Primary” emblazoned on the front.

Unfortunately, the first lesson was in the difficulty of sending parcels to a developing country. Though the U.S. Postal Service estimated delivery would take ten days, after two months, the package still had not arrived. After another two weeks, when we were just about to give up hope, we received an email from David that the bears had finally reached their postal destination. However, we were sadly informed that the Kenyan postmaster would not release the bears to David without his paying $30 in customs’ fees, a large sum for a struggling school.

“Through iEARN, we had already shared so many experiences, photographs, and stories. I was able to spend a couple of days doing professional development with the teachers.”

Village Charter School used this as an opportunity to teach a middle school Social Studies class the effects of a food embargo and the power of the government and others to halt the delivery of goods and services.

We were able to fundraise the money necessary to “free” the bears and soon afterwards we received an account of the bears’ first night in their new land and were able to share this with all of our students at Village Charter School.

David, myself, and Ann have remained in close contact over the last few years; Igwamiti Primary is the sister school of Village Charter, with a bulletin board in the hall. (see photo). We have had numerous fundraisers for Igwamiti—selling bracelets and having Neon Dance Parties. Over spring break, I traveled with Ann, her-15 year-old daughter Emily, and 15-year-old Leah, to Kenya. David met us at the airport and spent the next 10 days with us. Five of those days were spent at Igwamiti Primary School.

“Igwamiti Primary is the sister school of Village Charter, with a bulletin board in the hall. “

It is hard to put into words the experience of being at the school. I felt as if I were at home. Through iEARN, we had already shared so many experiences, photographs, and stories. I was able to spend a couple of days doing professional development with the teachers. The school has a lab with 20 computers; however there is very limited access to the Internet and the electricity was out more than it was on! We brought a printer and a projector with us as gifts. Our professional development covered iEARN—we did some Skyping, the teachers did “My Name Around the World”, we talked about the Project-Based Learning and how the “Finding Solutions to Hunger” project through iEARN provided Village Charter with an opportunity to do a school wide PBL that culminated in an assembly attended by over 500 people.

Thank you iEARN for enriching my life!

Thank you, Deanne, Ann, David, and your students and families, for enriching ours.

Please join Deanne and fellow iEARN teacher Mary Brownell on Thursday, May 30^th for a free, non-zero-sum, webinar, where they discuss how iEARN projects can bring real-life experience and meaning to the Common Core State Standards. Deanne and Mary will be pleased to share inspiring ways to think about teaching and learning with technology and global partners.

The IDeA Center is now offering the next two courses in its online continuing education program. Course Dates: 6/03/2013 – 6/30/2013.  Registration is open and available until May 30^th, 2013 for the following courses:  UD and Housing 1:  Policy and Trends and Design for Human Performance.

Courses start June 3^rd, continue for four weeks until June 30^th, and are entirely online.

Each course costs $250 USD plus the cost of the textbook (available in e-book or hard copy and may be used over multiple courses).  AIA members receive 15 CEU Credits for the completion of the course(s).

For more information and course descriptions please visit http://udeworld.com/training/continuing-education/course-description.html.  You may register on the course list page by selecting “Add Course to Cart” on the Course List page. You can also register in-person, or you may print the registration form here (PDF/MS Word) and mail it with a $250 USD (per course) check or money order made payable to the IDeA Center.

For more information on the IDeA Continuing Education Program please visit http://www.udeworld.com/training/continuing-education.html.

For any additional questions please contact Jonathan White at jrwhite2@buffalo.edu.

Application for Education

This website has one special function: it has school version! You no need any special registration for personal improvement. As a teacher, this website gives you report to track your students process. That is really give a big help for teacher. And it’s Free!

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Many prestigious institutions of higher (l)earning have begun to jump on the “MOOC” bandwagon, offering online courses at affordable rates, or even free of charge. Some of the instructors of these courses are considered to be world experts in their respective fields of study, so having access to their lectures couldn’t be anything but beneficial, right? Why offer an intro-level course in a crowded lecture hall, when the university could simply provide an online alternative taught by such a renowned figure, and allow students to meet up for discussion sections to share what they’ve learned?

I took an online course entitled “History of American Immigration and Assimilation,” last semester, in which we viewed dozens of prerecorded video lectures, read interesting scholarly works, wrote several essays, and meet once a week in a discussion sections hosted by either the professor or his dedicated teaching assistant. I learned a tremendous amount about this subject, met some wonderful students, and benefited greatly from the knowledge of this professor, but still found myself wanting more class time. I was left feeling that while online courses can have their place, especially for people returning to school, changing fields, or restricted by time and family, they should never replace real campus learning or be counted as truly equivalent to a lecture or seminar course.

The goal of the university should be to allow students to step out of their comfort zones, to introduce them to diverse ways of living and thinking, and to allow them to pursue new opportunities that would be out of reach elsewhere. This means being physically present on a campus of some kind, where a person can interact daily with professors, experts, fellow learners, and the dedicated staffers and employees and citizens of the college and its city. College campuses help people discover their passions and serve as loci of dialogue, debate, and challenging new ideas. This can be perceived as threatening to some people in the government or older generations, and as our state’s current governor pushes for this “flexible”, alternative education model, I can’t help but question his motives just a wee bit.

I totally respect the difficult position faced by men and women whose industries have been affected by the recent economic recession, and have been forced to return to school and learn new skills late in life. They might have to balance a long commute with the responsibilities of providing for their families, raising their children, and maintaining high grades, something that 22-year-olds like myself have yet to experience or understand. These folks have families and responsibilities that make the normal college lifestyle pretty difficult, and here, online course can help ease this burden while still providing rigorous intellectual engagement. Some online courses require weekly meetings or discussion posts, and encourage students to meet one another and share their ideas, schedules permitting.

But in the end, I worry that the institution of the campus is being denigrated and sidelined in the pursuit of efficient, marketable learning tracks that undermine the role of education in our society. I also fear that the liberal arts education is now viewed with suspicion as an expensive, frivolous pursuit that leaves students unprepared to earn a wage in the “real world,” but that’s an argument for another time.

After finishing my undergraduate studies this month, I hope to apply what I learned and pursue a lifelong career of service and excitement. Someday, I’ll earn a Master’s degree or a teacher’s certification, but in the meantime I can take online courses to learn about new ideas and disciplines, but only as a supplement to the learning I’ll do every day on the job or as a graduate student.

To quote the great Sir Arthur Conan Doyle,

“Education never ends, Watson. It is a series of lessons, with the greatest for the last.” – Sherlock Holmes

MillennialCliff.org is intended to be a collaborative effort by many Millennial authors. Jake is now our first published co-author! Please share commentary below. 

Why am I talking about this?

Because this was something that ANYONE could have done. Over the last decade and a half I have changed more jobs (sometimes within the same company) and more industries (completely different & unrelated) than most people I know. I have also worked with a whole lot of different people and have worked under a lot more bosses than most people I know. A lot of my ex-colleagues ask me what is it that I am doing differently and honestly the only answer that I seem to come up with is that each of us acquires skill sets that can be translated into different jobs in different capacities.

How do you go about acquiring those skill sets?

By loving the job you are doing and wanting to be better at it. That was the primary reason I started on online courses.  Most multi-national companies have a LOT of courses on their intranet. There are free online courses from all kinds of universities on all kinds of subjects. A whole depository of learnings, waiting to be acquired, just sitting there at your fingertip. Are you taking advantage of it?

Will the company you are working for pay you to do these courses outside of your working hours? No.

Will they directly lead you to gain promotions or more money? probably No.

So why should you do it? Because you can AND at the end of the day knowledge is something that no one can take away from you. Everything else is transitory.

You can lose your job, your house, money, family, relationships. Everything but what’s inside your head. Everything but what you internalize. The knowledge, the wisdom, the learning, hope, faith, dream … that’s just about all that is left when everything else can be stripped from you. No one can strip you of your character, its shaped over a lifetime and displayed in the choices you make, the language you use, the intonation of your voice, in your actions – conscious and unconscious displays of your inner self.

Am I better because I have more certificates?

I do not believe that I have a higher advantage at getting a job because I have more certificates. I believe that I am better because I am open to continuous learning. And I believe that we learn every moment we breathe. If it was about certificates, then I would’ve probably had them framed and hanged in either my office or my home, a testament to my qualifications. But I didn’t because those certificates were not the reason I chose to take those courses.

I see people talk about being dissatisfied with their lives, their work, career, family etc. But I see very few actively working on changing that.  Who do you think has a better chance of changing their lot in this life? The endless whiner? Or the active solver? Which group do YOU belong to?

While the courses I have taken were open to all the employees of the companies that I have worked for, VERY few actually made the time to do those courses. They did not see any immediate benefits. People were interested in the class-room courses, specially when they were required in their performance appraisals, because they could make the direct link between that and their job. But they were not so interested in the courses that did not have direct correlation. They didn’t have the time, was under too much work pressure, etc. were the usual excuses. Funny thing is you would find these same people playing online games for hours after work, sometimes during work and on the weekends. They could have easily used that time to gain knowledge online but they didn’t. They chose to spend it instead on mindless games. Their priorities were obviously in the wrong place or maybe they were not prioritizing at all.

So what are you doing with your time? what are you priorities? are you helping yourself? or just whining?

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