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#teaching

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The Association of Online Educators in Eastern Europe might have taken some inspiration from the World Association for Online Education that I founded in 1998. Now they have invited me to present a keynote address at their annual conference in Sarajevo. The topic is "AI Challenges for University Educators," and it is relevant to all teachers and learners. I have not mentioned AI before, but I have been using it (not for writing!), and I need to understand such technologies for the EU-Asia grant project for intergovernmental digital partnerships.

The presentation slideshow is available by scrolling down the page at dx.doi.org/10.13140/RG.2.2.226

If you are interested in the field of online education, be sure to study "Online Education as a Discipline" at researchgate.net/publication/3

#OnlineEducation #education #teaching #learning #acquisition #knowledge #expertise
@edutooters @academicchatter

LOL, threw my #gis students in the deep end of the pool. "Figure out how to do this in ArcGIS Pro... you'll have to look it up" 🤪

(only went middling well, had to help them along and didn't get them all the way there, but they DID learn a lot trying to figure things out themselves rather than just following instructions...)

#Neuhier – Hallo Mastodon! 👋
(english Version below)

Ich freue mich, hier dabei zu sein! 🙌

🔹 Wer bin ich?
Ich bin #Wissenschaftlerin aus dem Bereich der #Wirtschaftspsychologie und #Wirtschaftsinformatik und beschäftige mich intensiv mit #Transformationen und damit zusammenhängende Aspekte wie #Agilität, #Führung und #Digitalisierung / #KI – insbesondere mit der Frage, wie dieses ominöse agile #Mindset entsteht und welche Faktoren es beeinflussen.

🔹 Was könnt ihr hier erwarten?
✨ Einblicke in die #Forschung, #Praxis und #Lehre rund um Menschen bei der Arbeit
✨ Diskussionen und Austausch zu Agilität, #Scrum, #KI (in der #Lehre), #PsychologischeSicherheit, Führung, und Mindset

Ich freue mich auf spannende Gespräche und neue Perspektiven! 🚀

Mit wem sollte ich mich dazu unbedingt vernetzen? Ich freue mich über Eure Vorschläge und Ideen! 😊

Danke an @derralf, der mir geholfen hat, endlich einen jetzt "aktiven" Anfang in Mastodon zu wagen 🙏

---------------------------------------

#NewHere – Hello Mastodon! 👋

Excited to be here! 🙌

🔹 Who am I?
I’m a researcher in the fields of business psychology and business informatics, deeply engaged in transformation topics, including agility, leadership, and digitalization/AI. My main focus: How does this elusive agile mindset emerge, and what factors influence it?

🔹 What can you expect here?
✨ Insights into #research, practice, and #teaching, about people at work
✨ Discussions and exchanges on #agility, #scrum, #AI (in #education) #psychologicalsafety, #leadership and #mindset

Looking forward to exciting conversations and new perspectives! 🚀

Who should I definitely connect with on these topics? I’d love to hear your suggestions and ideas! 😊

Big thanks to @derralf for helping me finally take the leap and become active on Mastodon! 🙏

Are there tools to create images that look like Instagram, Snapchat posts (etc)? and fake profiles?

I've been asked to create a quizz on cybercrime for high school students, and especially for privacy advocacy, it would be handy not to use any real account even if I blur.

Any tool in practice out there? Thx.

A moment to appreciate the Kafkaesque situation of faculty time sheets.

At two schools in different states I've been required* to submit an electronic time sheet every month, detailing days and even hours of sick, vacation, and/or other leave time I've "used". I've also been ordered or pressured to charge/pay sick days** for illness or bereavement. Faculty (at these schools) almost never charge sick days, for the simple reason that nobody will do our job when we're not there. I've tried to push back on this and only succeeded in getting even higher up on some administrators' shit lists.

The administrators want faculty to reduce their accumulated sick time if they miss class, though they are absolutely not going to pay someone else to cover the classes, research, service, and advising while the faculty member is out. They seem to think this concept is unthinkable.

Now I, like everyone else I know, don't inform administrators when I am out sick etc. If I can get a colleague to cover a class (we often trade favors), great, but no way am I losing earned sick days when I still have to do everything as if I hadn't missed class, anyway.

I've also asked about overtime: If we're required (in theory) to document every hour we miss of our job, shouldn't we also be at least documenting extra hours we put in? The response to this question has been vaguely threatening with a strong suggestion that anyone asking that question is not a team player. The verbal answer has been, in essence, "No, because you're not hourly; you're salaried."

... which doesn't explain why we have to track the hours we "miss".

We have no set number of hours to work. Admin sends lots of "expectation" messages about when we should be on campus, etc., but (a) decades-old union agreements specify that there is no set number of hours, and (b) if admin pushes that too hard I assume they are flirting with paying faculty for the actual hours we work, and no administrator wants that.

* "required" = get nagged until I do it every month

** In my current system, accumulated sick days at retirement determine pro-rated discounts to monthly premiums if staying on the state health insurance plan, so faculty are motivated to maximize sick days and administrators are motivated to minimize them.

The little one watched and copied, because that is how they learn: they observe, and imitate.

And when we adults, their parents and family, their first and lifelong teachers, their protectors and watchers, live and do good things ourselves, we teach them the value of doing good things.

That's the legacy we pass on.

Into the Surf canvas print -- 2-steve-henderson.pixels.com/f

Last Summer, my student intern Scarlett Spackman put together a great document about accessible teaching for #maths, #stats and #physics.
Under two headers, "Why should I care?" and "Advice", Scarlett makes the case for improving accessibility and then offers practical ways of achieving that.

I've finally got the go-ahead to share it more widely:

mas.ncl.ac.uk/accessible-teach

www.mas.ncl.ac.ukAccessible teaching for Maths, Stats and Physics
Replied in thread

@tomstoneham

Well put: "(the reason we ask students to read things is not because we think that is an efficient method of information upload! Reading is a form of thinking)".

We live in nightmarish times. The speed with which the education profession retreats from the genAI attack and gives up on the most basic principles of education (higher or not) is truly frightening. I used to feel in tune with my profession. Not any more.

I'm still really wrestling with how much to scaffold web dev projects for my first year students. We're at the point where I usually live teach/code along the new concepts and then ask students to build and extend. Even that seems like too much for some.

Maybe scaffolding out all the required functions and then they fill in the rest? Or, I give them a list of the functions they'll need so they have a starting point?

I'm looking at a student's assignment in Google Classroom. At the top, it is reported as "missing". Right underneath that, I can see the non-empty document that they handed in.

I won't go so far as to say an LLM only has one job, but consistently reporting whether something was handed in or not seems pretty basic.