Podcasts about eschool

Tony Pang, founder of IME International Mandarin Education, and Jeremy Au discussed: 1. Veteran EdTech Founder Journey: Tony shared his evolution from a Boston University graduate to a seasoned entrepreneur. After working at Toshiba in Japan during its economic peak, he returned to Hong Kong in the 1990s to launch eSchool, a corporate e-learning platform during the dot-com boom. Despite the bubble burst, he bought back his shares and sold the company to a larger firm. In 2005, he sold his Mandarin training company—the largest in Hong Kong—to The Washington Post. Tony also broke new ground in 2001 by collaborating with Disney to design the world's first Disneyfied mobile phone, rebuilding hardware and software from scratch. This experience highlighted his focus on innovation, calculated risks, and leveraging partnerships for success. 2. Rise of Chinese Language Learning: Tony explored the growing demand for Mandarin as a second language, driven by China's global influence, particularly in ASEAN countries. He contrasted Eastern cultures' preference for assessment-driven learning with the West's more relaxed approach. Through IME, Tony uses edtech to make HSK assessments accessible, affordable, and engaging globally, addressing challenges like fragmented demand and the Ministry of Education's reliance on outdated models. He noted that improving accessibility can unlock significant latent demand, even in regions where Mandarin is not traditionally popular. 3. Risk vs. Resilience: Tony emphasized the importance of calculated risks and identifying a unique competitive edge. He shared lessons from his Disney mobile phone project, showing how entrepreneurs can thrive against larger competitors by focusing on niche markets and innovative solutions. He encouraged resilience through perseverance, leveraging resources, and aligning strategies with long-term goals. Jeremy and Tony also touched on the role of luck in entrepreneurial success, generational shifts toward multilingualism and geographic trends in Mandarin language adoption. === Tony Pang, based in Hong Kong and founder of International Mandarin Education (IME), is an accomplished entrepreneur with a proven track record in education and e-learning. With over 20 years of expertise in Mandarin education, he specializes in information systems and assessment. His strong connections with the Ministry of Education of China (MOE) underscore his pivotal role at the intersection of education and technology. === Watch, listen or read the full insight at www.bravesea.com/blog/ chinese-language-learning-boom Nonton, dengar atau baca wawasan lengkapnya di www.bravesea.com/blog/ chinese-language-learning-boom 观看、收听或阅读全文，请访问 www.bravesea.com/blog/ chinese-language-learning-boom Xem, nghe hoặc đọc toàn bộ thông tin chi tiết tại www.bravesea.com/blog/ chinese-language-learning-boom Get transcripts, startup resources & community discussions at www.bravesea.com WhatsApp: https://whatsapp.com/channel/0029VakR55X6BIElUEvkN02e TikTok: https://www.tiktok.com/@jeremyau Instagram: https://www.instagram.com/jeremyauz Twitter: https://twitter.com/jeremyau LinkedIn: https://www.linkedin.com/company/bravesea Spotify English: https://open.spotify.com/show/4TnqkaWpTT181lMA8xNu0T Bahasa Indonesia: https://open.spotify.com/show/2Vs8t6qPo0eFb4o6zOmiVZ Chinese: https://open.spotify.com/show/20AGbzHhzFDWyRTbHTVDJR Vietnamese: https://open.spotify.com/show/0yqd3Jj0I19NhN0h8lWrK1 YouTube English: https://www.youtube.com/@JeremyAu?sub_confirmation=1 Apple Podcast English: https://podcasts.apple.com/sg/podcast/brave-southeast-asia-tech-singapore-indonesia-vietnam/id1506890464 Learn more about Nika.eco! Reach out to info@nika.eco if you are a geospatial data scientist or climate researcher who is interested to partner on a pilot or research opportunities

➡️ Download Dr. Laura's guide to Developmental Milestones (it's free!) Parents, educators, and health professionals—tune in to our latest episode, where we dive deep into the critical relationship between early childhood ear health and overall brain development. From the rhythm of language in the womb to the first cries of infancy, the development of the ear and our perception of sound is a journey that starts before birth and has rippling effects on a child's entire life. In this episode, we'll explore how chronic ear infections, often treated with antibiotics, may disrupt not just the gut but the delicate inner workings of the auditory system. As always, we invite you to visit the Connect My Brain website, take advantage of our eSchool, and explore our app (coming soon!) to support your child's growth every step of the way. So, let's turn up the volume and tune in to the fascinating world of auditory development. Stay with us as we unravel the mystery behind your child's development—one ear at a time. Subscribe to the Connect My Brain YouTube Channel! SHOW NOTES: https://connectmybrain.com/episode115 What do you want to learn more about? Submit your questions here: https://www.connectmybrain.com/survey/ Phone the office: 678-501-5172

Released 9 March 2022. Deterring a Chinese invasion of Taiwan without recklessly threatening a great-power war is both possible and necessary through a tailored deterrence package that goes beyond either fighting over Taiwan or abandoning it. This podcast explores cutting-edge understandings of deterrence with empirical evidence of Chinese strategic thinking and culture to build such a strategy and offers counter-arguments as well. Click here to read the original article. Episode Transcript:   Stephanie Crider (Host) Decisive Point introduces Conversations on Strategy, a US Army War College Press production featuring distinguished authors and contributors who explore timely issues in national security affairs. The views and opinions expressed on this podcast are those of the podcast guests and are not necessarily those of the Department of the Army, US Army War College, or any other agency of the US government. The guests in speaking order on this episode are: (Guest 1 Jared M. McKinney) (Guest 2 Peter Harris) (Guest 3 Eric Chan)   Host Today we welcome Dr. Jared McKinney and Dr. Peter Harris, authors of “Broken Nest: Deterring China from Invading Taiwan,” featured in Parameters Winter 2021–22 issue. We are also pleased to welcome Mr. Eric Chan. Dr. McKinney is the chair of the Department of Strategy and Security Studies at the eSchool of Graduate Professional Military Education—Air University, and reviews editor of the Journal of Indo-Pacific Affairs. Dr. Harris is associate professor of political science at Colorado State University and Indo-Pacific perspectives editor of the Journal of Indo-Pacific Affairs. Mr. Chan is the senior Korea/China/Taiwan strategist with the Headquarters (Department of the) Air Force's Checkmate Directorate and a reviewer for the Journal of Indo-Pacific Affairs. He also serves as an adjunct fellow with the Global Taiwan Institute. Welcome to the inaugural episode of Conversations on Strategy. Let's talk about the China and Taiwan conundrum. Jared and Peter, your article, "Broken Nest: Deterring China from Invading Taiwan," proposes an unconventional approach to China's relationship with Taiwan. The article garnered worldwide attention, including from the (Chinese Communist Party or) CCP, which condemned the strategy. Jared, Peter, please give us a brief recap of your article.   (McKinney) Thanks for having us here today, Stephanie. The Taiwan conundrum is how to have great-power peace without abandoning Taiwan to Chinese domination and how to preserve Taiwan's independence without a great-power war. Is there a way out of this conundrum? Peter and I have argued that there is, and we've termed this approach “the broken nest.” Chinese leaders, even pathological ones like Mao, have long understood that grand strategy is all about balancing different vital interests. We took some inspiration for the strategy from a 1975 meeting Henry Kissinger had with Mao Zedong, in which Taiwan was discussed. Kissinger asked Mao when Taiwan would return to the mainland. Mao said, “In 100 years.” Kissinger replied, “It won't take 100 years. Much less,” and then Mao then responded, “It's better for it to be in your hands, and if you were to send it back to me now, I would not want it because it is not wantable. There's a huge bunch of counterrevolutionaries there.” This is the bottom line of the broken-nest strategy, to make Taiwan, given the (People's Republic of China's or) PRC's broader interests, “unwantable.” The phrase “broken nest” comes from a Chinese proverb that asks, “Beneath a broken nest, how can there be any whole eggs?” We designed this approach according to what political scientists call “deterrence by punishment” and the literature on tailored deterrence, which asks analysts to try to match techniques to a specific adversary. We proposed a tailored deterrence package composed of four elements. We argued, first,

Released 16 December, 2021. Deterring a Chinese invasion of Taiwan without recklessly threatening a great-power war is both possible and necessary through a tailored deterrence package that goes beyond either fighting over Taiwan or abandoning it. This article joins cutting-edge understandings of deterrence with empirical evidence of Chinese strategic thinking and culture to build such a strategy.  Click here to read the article. Episode Transcript: Stephanie Crider (Host) Welcome to Decisive Point, a US Army War College Press production featuring distinguished authors and contributors who get to the heart of the matter in national security affairs. Decisive Point welcomes Dr. Jared M. McKinney, co-author of “Broken Nest: Deterring China from Invading Taiwan,” written with Dr. Peter Harris and featured in Parameters' 2021 – 22 Winter issue. Dr. McKinney is the chair of the Department of Strategy and Security Studies at the eSchool of Graduate Professional Military Education, Air University, and reviews editor of the Journal of Indo-Pacific Affairs. Dr. Peter Harris is associate professor of political science at Colorado State University and Indo-Pacific Perspectives editor of the Journal of Indo-Pacific Affairs. Jared, I'm so glad you're here. Thanks for joining me today. Let's talk about your article, “The Broken Nest.”  Would the People's Republic of China invade Taiwan even if it meant risking war with the United States and its allies? Your article says there's no doubt that the United States has a strong interest in deterring a Chinese takeover of Taiwan but relying on the latent threat of a great power war is the wrong approach. Please elaborate on this. Dr. Jared M. McKinney Yeah, it would be my pleasure to walk you through the argument. Just as I get going, I'll note that my opinions, conclusions, and recommendations are solely my own and that of Peter Harris, my coauthor, and we don't represent the views of the Air Force or the Department of Defense. The Taiwan issue is really hot right now not just because of provocations or perceived provocation, but also because the strategic environment has changed. The historical position of the United States has been that the Navy could deter a Chinese invasion by denying it the possibility to succeed. This is how the 7th Fleet responded in the 1950s to various Taiwan Straits crises. And as recently as 1996, the US Navy again was deployed to the region around Taiwan in an act of deterrence against perceived Chinese aggression at the time. In 2021, the question really is, is this possible anymore? And pretty much everyone agrees that the status quo is inadequate. One camp says that we need to double down on deterrence by denial, and we need to do more much more quickly. This is in a response to the recognition that China's capabilities have developed very quickly. The PRC of this decade is radically more powerful than (the) PRC of previous eras. And so, in this environment a posture of deterrence by denial seems much less credible because it's quite possible that the United States would not have the ability to effectively deny a Chinese invasion of Taiwan. The question therefore becomes, does this create an opportunity for a Chinese invasion, and what would the United States do? In our article, we argue that simply doubling down on deterrence by denial is foolish and not sufficient in the long run. Because even if deterrence by denial could be reinvigorated for this year or next year, it's not going to be possible to do so in the long run due to imbalances in valuing Taiwan, and in geography. The United States is located on the other side of the world. In this environment. There is an increase in risk because if the United States policy is to deter such an invasion, but it no longer has the capability to do so, there's the potential for a real crisis. We develop an argument that deterrence is still possible,

Today my guest is the brilliant, Jordan. Sharpiro. Jordan Shapiro, PhD is a globally celebrated American thought leader. He's senior fellow for the Joan Ganz Cooney Center at Sesame Workshop , and Nonresident Fellow in the Center for Universal Education at the Brookings Institution . His Forbes' column (2012-17) on global education, learning through digital play, kids and culture was read by over 5 million people around the world. He is an international speaker and consultant whose fresh perspective combines psychology, philosophy, and economics in unexpected ways. His book, The New Childhood: Raising Kids To Thrive in a Connected World (Little, Brown Spark 2018) changed the cultural conversation about parenting and screen time.   In his upcoming book, Father Figure: How to be a Feminist Dad (Little, Brown Spark 2021), Shapiro offers a norm-shattering perspective on fatherhood, family, and gender essentialism. This thoughtful exploration of dad-psychology—presented from an archetypal perspective—challenges our familiar assumptions about the origins of so-called traditional parenting roles. There are hundreds of books on parenting, but when it comes to books about parenting identity, rather than the nuts and bolts of raising children, nearly all are about what it's like to be a mother. Father Figure fills that gap. It teaches dads how to embrace the joys of fathering while guiding toward an image of manliness for the modern world. Shapiro has worked an adviser and strategist to the United States Air Force, helping Air University's eSchool develop pedagogical practices that promote sophisticated 21st century “habits of mind.” He created Thomas Edison State University's flagship online course, “Critical Thinking with Video Games,” an interdisciplinary learning experience designed for adult learners, that draws connections between the classic texts of the Western academic tradition and the narrative and mechanic components of today's most popular video games. During the week, you can find him in the classroom at Temple University, where he teaches in the Intellectual Heritage Program and developed the online version of the university's core curriculum. Asked to list his favorite texts to teach, he doesn't hesitate, “Plato's Republic and Freud's Civilization and its Discontents. It's amazing to see young adults discover how old ideas can remain so relevant even in such a new world.”   Shapiro is an expert adviser to the World Economic Forum, and a participant in China's Taihe Civilization Forum. He's also a member of the academy that judges the Varkey Foundation's Global Teacher Prize. And he serves on the advisory board of the exclusive global think tank, Symi Symposium, led by former Greek prime minister George Papandreou. He regularly travels around the world, delivering keynote addresses at international conferences hosted by organizations like UNESCO's Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP). A Philadelphia native, Jordan is a graduate of Friends Select School, a small Quaker college preparatory school. He earned his bachelor's degree at Bard College, where he studied closely with Lithuanian filmmaker/artist Adolfas Mekas and Judaism/religion scholar Jacob Neusner. He earned his doctorate in depth psychology from Pacifica Graduate Institute in Santa Barbara, CA, where he studied phenomenology with legendary American philosopher Edward S. Casey (former president of the American Philosophical Association).   Before graduate school, Jordan dreamed of becoming a chef. His first job, as a teenager, was as a prep-cook at Jack's Firehouse, a long-time Philadelphia institution. He quickly worked his way up to the position of head line cook. Next, he took a gap year between high-school and college, to work with celebrity chef Bobby Flay at New York City's Mesa Grill and Mesa City restaurants. After college, Jordan became owner/operator of the Reading Terminal Market's Down Home Diner. In 2008, he sold his stake in that business to shift his focus to education and public service.    At parties, Jordan has been known to humble-brag about winning the $10,000 grand prize on Television's America's Funniest People when he was thirteen years old. Along with his best friend, he sang an original song called “What Part of the Pig Does the Hot Dog Come From? ” Find out more about Jordan on his website https://www.jordanshapiro.org And you can find some fun stuff he posts on Instagram https://www.instagram.com/jordosh/   I have so much gratitude for everyone who has been listening to the Joyfull Parenting Podcast and joining the community of supporters at https://www.patreon.com/user?u=40232525 ! If you haven't already,  please subscribe to the podcast. It's also super duper helpful to me if you rate it, review it and share it with others!  If you are looking  to work with me one-on-one as your parenting/caregiving coach you can do so  by clicking on this link with  https://www.patreon.com/user?u=40232525. You can also find me on Facebook and IG @joyfullparenting

KENYANA DAVID is in the building. This Week Check out the P.E.G podcast. Kenyana is the founder at 81Eighteen, LLC, a boutique marketing firm specializing in email marketing. She is the creator at the Fe-Mail Marketing for Entrepreneurs (FEMME) Academy, an eSchool for female coaches, consultants, and advisors who want to learn how to create profitable email campaigns. Kenyana is an ActiveCampaign partner. She, too, is Cornell University certified in Women’s Entrepreneurship and HubSpot certified in email marketing, inbound, content marketing, inbound sales, inbound marketing, and frictionless sales. And so much more. Tune in this week at the P.E.G podcast. Will be playing on all platforms

As populations that constitute credit union members and employees become more diverse, it’s important to understand what diversity, equity, and inclusion, or DEI, mean for the movement. In June, CUNA held a Diversity, Equity, and Inclusion eSchool to explain what DEI is, why it matters for credit unions, and how DEI practices can be implemented. CUNA News editors provided coverage of the DEI eSchool to help credit unions start conversations and consider actions they can take to incorporate DEI principles. This week on the podcast, CUNA News presents audio versions of three DEI-focused stories to come out of the eSchool. The CUNA News team will continue to follow ongoing conversations about diversity, equity, and inclusion. CUNA is also a founding organization of the CU DEI Collective, a group devoted to furthering DEI within the credit union movement.

The accepted narrative of the interwar U.S. Navy is one of transformation from a battle-centric force into a force that could fight on the “three planes” of war: in the skies, on the water, and under the waves. The political and cultural tumult that accompanied this transformation is another story. Ryan D. Wadle's Selling Sea Power explores this little-known but critically important aspect of naval history. After World War I, the U.S. Navy faced numerous challenges: a call for naval arms limitation, the ascendancy of air power, and budgetary constraints exacerbated by the Great Depression. Selling Sea Power tells the story of how the navy met these challenges by engaging in protracted public relations campaigns at a time when the means and methods of reaching the American public were undergoing dramatic shifts. While printed media continued to thrive, the rapidly growing film and radio industries presented new means by which the navy could connect with politicians and the public. Deftly capturing the institutional nuances and the personalities in play, Wadle tracks the U.S. Navy's at first awkward but ultimately successful manipulation of mass media. At the same time, he analyzes what the public could actually see of the service in the variety of media available to them, including visual examples from progressively more sophisticated—and effective—public relations campaigns. Integrating military policy and strategy with the history of American culture and politics, Selling Sea Power offers a unique look at the complex links between the evolution of the art and industry of persuasion and the growth of the modern U.S. Navy, as well as the connections between the workings of communications and public relations and the command of military and political power. ABOUT THE AUTHOR Ryan D. Wadle is an Associate Professor of Comparative Military Studies at the eSchool of Graduate Professional Military Education, Air University, Maxwell Air Force Base, Alabama. Selling Sea Power: Public Relations and the U.S. Navy, 1917-1941 https://www.oupress.com/books/15093024/selling-sea-power

Monarch Academy in Annapolis is offering a new blended eSchool option for the 2020–2021 school year. We talked to the school's administrators to learn more about it.We spoke with Rachel Amstutz, Principal at Monarch Academy, Brad Clapper, Assistant Principal and Nikki Johnson, School Counselor, about how the new eSchool will work, which students will benefit most from the program, and how you can apply. For more information on the program, visit Monarch Academy's website, or visit the Magnet Program application site here.

With this week’s episode of Dumb and Dumber, junior Michael Martin and sophomore Jason Salazar discuss eSchool and seafood.

On this week’s episode of Dumb and Dumber, junior Michael Martin rants about eSchool while doing it at the same time.

As the coronavirus (COVID-19) pandemic continues, CUNA’s economists are closely following the situation. They recently discussed the economic and credit union impact of COVID-19 during the CUNA Managing Economic and Operational Challenges COVID-19 eSchool, offered free as a CUNA member benefit. This episode of the CUNA News Podcast features some of that discussion. CUNA Chief Economist Mike Schenk, CUNA Senior Policy Analyst Samira Salem, and CUNA Senior Economist Jordan van Rijn address key implications for credit union operations and prospects for financial stability and success. The webinar was the first session in CUNA’s eSchool on managing economic and operational challenges during the coronavirus pandemic. Other sessions highlight how to keep staff engaged, save the member experience, salvage your strategic plan, and manage a remote workforce during the crisis.

In this special episode, Luvvie has a candid conversation with coach, facilitator, speaker and consultant, Jovian Zayne. Nothing shy of living a purpose driven life for herself, Jovian shares childhood stories of holding spaces for others even at times when it was not convenient. A recognized thought leader, Jovian shares with Luvvie the things that have driven her to inspire people of all generations to celebrate and active the power of their purpose.Follow Jovian Zayne (@Jovianzayne) on Instagram, Facebook, Twitter and Linkedin to follow her story!Follow @Luvvie everywhere on social – Instagram, Facebook, Twitter. Buy her New York Times best-selling book I’M JUDGING YOU: The Do-Better Manual.Have you joined LuvvNation? It’s a safe space in a dumpster fire of a world. In this digital Wakanda, the boldest, most awesome community on the interwebs support each other, give loving side-eyes and are generally just amazing! When social media is not doing its best, LuvvNation is where you can go exhale!And check-out Luvvie’s eSchool, The Do-Better Academy. It’s where she will be sharing actionable tips on how to level-up your professional life. Her first course, The Public Speaking Master Class just closed, but stay tuned for updates on other offerings. Sign-up now at Dobetteracademy.com!Have thoughts about the episode? Share on social media using the hashtag #RantsandRandomness or post at the official podcast Twitter or Instagram accounts. Email LuvvieRants@gmail.com with thoughts and questions!Recorded at: Chicago Recording Company

New York Times best-selling author, writer, podcaster and speaker Luvvie Ajayi** announces the launch of her eSchool, The Do-Better Academy (DBA). DBA will focus on teaching people how to thrive in business and career, through a series of courses with the mission of giving students actionable and concrete takeaways they can use to level up professional. Her first series, on Public Speaking launches May 29!You can get first dibs on doing better at an incredible price for the value. New topics and courses will be introduced and all courses include lifetime access and a private course-based community within Luvvie’s online social network, LuvvNation.Sign up for the waiting list at DoBetterAcademy.com.Follow @Luvvie everywhere on social – Instagram, Facebook, Twitter. Buy her New York Times best-selling book I’M JUDGING YOU: The Do-Better Manual.Recorded at: Chicago Recording Company

The Navy's trying to figure out, 'how can you expand your reach.' ... And in all the agreements that they forge with the studios, at no point is the Navy supposed to be paying for any of this WAR ROOM welcomes Ryan Wadle from Air University to discuss the history of how the war film industry emerged out of the interwar period. Focusing on the Navy, he relates how the military's relationship with Hollywood began as an opportunity to enhance public relations at a time when the service could only devote a couple individuals to the task. As naval films grew in popularity and Hollywood began investing in them, challenges arose such as questions over operations security, accuracy in the depictions of military life, and commercial pressures. What are the implications for the relationship between the military and Hollywood today? WAR ROOM podcast editor Jacqueline E. Whitt moderates.     Ryan Wadle is an Associate Professor of Comparative Military Studies at the eSchool of Graduate Professional Military Education and author of Selling Seapower: Public Relations and the U.S. Navy 1917-1941. Jacqueline E. Whitt is Professor of Strategy at the U.S. Army War College and the WAR ROOM Podcast Editor. The views expressed in this presentation are those of the speakers and do not necessarily reflect those of the U.S. Army War College, U.S. Army, or Department of Defense. Photo: Cast members Charlie Hunnam (R) and Rinko Kikuchi pose at the premiere of "Pacific Rim" at Dolby theatre in Hollywood, California July 9, 2013. Photo Credit: REUTERS/Mario Anzuoni

Molly Wills is an entrepreneur at heart with a passion towards the arts, fashion, travel and, most of all, empowering and mentoring girls. She founded The Waverly Project in 2012 after being inspired by many female mentors in her life that helped realize her own creative passions. The Waverly Project connects young girls and women through creative projects and experiences called “Tours” with a mission to empower girls to find their passions, build confidence and think globally.The Waverly Tours are designed by Wills for elementary school girls to high school age girls. Each Tour is led by Molly or another female role model that shares her story on topics ranging from business, culture, cuisine to fashion and leads the girls in a creative project that inspires and educates. Each girl must sign a code of kindness that Molly has created to foster a positive and respectful community.Born in Baltimore, Maryland, Wills has established new roots in Greenwich, CT where she currently resides. After graduating from the College of William and Mary, Molly started her career in art and fashion, with two years at the Polo Ralph Lauren Fashion House. Molly's passion for travel and service led her to work closely with organizations such as Eschool 4 girls in New York City, South African Orphanage and Empowers Africa Foundation, all of whom she still supports today with her Waverly girls.The Waverly project is based inGreenwich, CT in addition to travel tours that take place at local businesses and studios. Waverly has hosted pop-up tours in New York City, London and South Africa with plans to expand to other cities.Wills also founded The Waverly Foundation to provide resources and support for girls around the world. Waverly raises money to provide Waverly Tours to girls in underserved communities as well as for orphan girls in Africa and other parts of the world.

Molly Wills is an entrepreneur at heart with a passion towards the arts, fashion, travel and, most of all, empowering and mentoring girls. She founded The Waverly Project in 2012 after being inspired by many female mentors in her life that helped realize her own creative passions. The Waverly Project connects young girls and women through creative projects and experiences called “Tours” with a mission to empower girls to find their passions, build confidence and think globally.The Waverly Tours are designed by Wills for elementary school girls to high school age girls. Each Tour is led by Molly or another female role model that shares her story on topics ranging from business, culture, cuisine to fashion and leads the girls in a creative project that inspires and educates. Each girl must sign a code of kindness that Molly has created to foster a positive and respectful community.Born in Baltimore, Maryland, Wills has established new roots in Greenwich, CT where she currently resides. After graduating from the College of William and Mary, Molly started her career in art and fashion, with two years at the Polo Ralph Lauren Fashion House. Molly’s passion for travel and service led her to work closely with organizations such as Eschool 4 girls in New York City, South African Orphanage and Empowers Africa Foundation, all of whom she still supports today with her Waverly girls.The Waverly project is based inGreenwich, CT in addition to travel tours that take place at local businesses and studios. Waverly has hosted pop-up tours in New York City, London and South Africa with plans to expand to other cities.Wills also founded The Waverly Foundation to provide resources and support for girls around the world. Waverly raises money to provide Waverly Tours to girls in underserved communities as well as for orphan girls in Africa and other parts of the world.

This week on Florida Matters, we're talking about the fact that every public high school student in Florida must take an online class in order to graduate, but some students and parents say it's not a good fit for everyone. Should an online class really be mandatory?  We continue the conversation on the podcast, with Florida Matters host Robin Sussingham talking to the President and CEO of Florida Virtual School,  Dr. Jodi Marshall; Joanne Glenn, principal of Pasco County's eSchool; Carol Crawford, director of Club Z! In Home Tutoring Services; and Adam LeMee, Physics Teach-In-Residence for the University of Central Florida.

John Jacobs, the Director of the Wisconsin eSchool Network, joins us for this episode. He paints for us a picture of the digital learning landscape in Wisconsin and explains how his organization fits into that landscape, helping multiple entities across the state form a holistic approach to digital learning in the K-12 public school space. He talks with us about the benefits of partnering with the Wisconsin eSchool network and the exciting research efforts that they are undertaking in the coming year.

Dr. James Hatten interviews Heba Nuseibeh. They discuss Chapter 3 of The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips by Judith V. Boettcher and Rita-Marie Conrad. Dr. Hatten goes to Pasco eSchool in Shady Hills, Florida, to talk with Principal JoAnne Glenn and faculty.

Dr. James W. Goll is the President of Encounters Network, the International Director of Prayer Storm, and the Founder of God Encounters Training – an eSchool of the Heart. He is a member of the Harvest International Ministries apostolic team and an...

I've been fine tuning my thinking and work with Universal Design for Learning for about a decade now--and that's after 15 years of wrestling with the ideas, though without formally calling it UDL.Below are 10 'cases in UDL' that I developed and have used in professional development and training.  They are 'ripped from today's headlines' as they are composites and tweaked examples of classroom innovations that I have actually seen.  Use the 9 UDL Guidelines from CAST and identify the top 3 for each. Here they are (more details here): 1.         Provide options for perception            2.         Provide options for language, mathematical expressions, and symbols            3.         Provide options for comprehension            4.         Provide options for physical action            5.         Provide options for expression and communication            6.         Provide options for executive functions            7.         Provide options for recruiting interest            8.         Provide options for sustaining effort and persistence            9.         Provide options for self-regulation            Identify the Three Most Salient UDL Guidelines in Each Case using the numbers 1-9. Case 1: Household Vocabulary . UDL Guidelines _,________________________________ Ms. Fernandez teaches Spanish. She is introducing students to the “vocabulary of the household.” She gives students a list of vocabulary words and four different options—draw a diagram, create a short skit, write a poem, or create a comic—each must include the set of household vocabulary words. Case 2: Unlike Denominators UDL Guidelines ________________________________ Mr. Kouse teaches a mathematics class. He notices that many students have problems adding and subtracting fractions with unlike denominators. He gets a bunch of pebbles and puts them in plastic mixing cups and demonstrates adding amounts with unlike denominators (e.g. 1/4 of a cup and 3/8 of a cup). He sets this up as a station and rotates groups of students through as other groups do different activities. Case 3: Enacting Novels UDL Guidelines ____________________________________ Mrs. Fodole teaches tenth-grade English. When reading novels and short stories, she notices that many students get confused when characters are speaking to each other. Students are unfamiliar with the conventions of dialogue in prose. She takes small excerpts from the book and has the students write and act scripts from these sections. The students exchange their scripts and enact the scenes. Case 4: Feedback on Cards UDL Guidelines _____________________________________ Ms. Baer is reviewing the scientific method in the Intro to Science Class. Whenever she lectures for more than 5 minutes, she gives the students index cards with Y on one side and N on the other. Before she moves on to a new concept or idea she asks the kids if they understand and makes them all indicate by showing the Y or the N side of the card. Sometimes she re-teaches it another way, or other times she addresses student questions one at a time. She aloes creates a short action plan for each student to help them better attend and participate during lectures. Case 5: Historic Tours UDL Guidelines ___________________________________ Mr. Harrigan teaches American History. The students were asked to prepare a ‘tour’ of a public place that is important to them. The tour can be a brochure, audio recording, public presentation. The teacher gives examples of each format. They can choose the place (a park, a street, a restaurant). They need to include the history of this place as well as interviews with people who have experiences at this place. As the students brainstorm and draft their tours, the teacher includes suggestions to make the tour more interesting to potential tourists. Case 6: Figurative Language Contract UDL Guidelines _____________________________________ Mrs. Jones teaches ESL and is working on figurative language. She has 7 activities relating to figurative language. She believes that students can do 4 of them to demonstrate mastery. Each student must fill out a contract and indicate which 4 they will do. The students keep a checklist and their work in a separate folder. Each day for the week Mrs. Jones will consult with students on their progress through the checklist and contract, giving help and modifying the contract as needed. Case 7: Pictures and Labels UDL Guidelines _____________________________________ Mrs. Sibli teaches Biology. During the lab she notices that many students have trouble remembering the terms for the equipment. Traditionally, students would have to pass a test on these terms before they began labs, but she worries that that would take too long for this group of students. On the written lab directions she inserts images of the pieces of equipment, and on the equipment she places tags and labels with the names. Case 8: Cheat Sheet UDL Guidelines _______________________________ Ms. Anderson teaches chemistry. When she covers ionic and covalent bonds, she notices that students have trouble remembering major relationships of the concepts and definitions. In the textbook there is a full chapter of important information. She created a one page “Cheat Sheet” that she gives to every student and had them staple inside of their notebook. She also keeps a few laminated copies on her desk for kids who ‘forget’ theirs. Case 9: EROX Learning System UDL Guidelines ______________________________________ EROX is an adaptive learning system to help with math. The system consists of assessments, practice problems, and tutorials that are customized to the characteristics of the learner. A student will practice a skill. If she is proficient, she will move on to the next skill. If the student is not proficient, she will practice with ‘hints’ or see a video of a solution method. The student’s home screen is a pie chart with segments of the different skills that show how much h of each skill they have mastered. The goal is for students to autonomously organize their time and resources to appropriately achieve their goal. Case 10 Remixing Fables with Speech to Text UDL Guidelines ____________________________ Ms. Garcia is a 3rd Grade language arts teacher. Part of the curriculum is for kids to write their own fables. Some students have difficulty with both handwriting and keyboarding., so she has installed a speech to text program on several of the computers. So although all students will produce a written document, they have options for physically getting the words to paper. Some students have trouble ‘beginning from scratch’, she has given kids a list of fable beginnings, characters, settings, scenarios, and morals, and encourages students to choose and remix these critical features and big ideas while adding their own words at ideas at the computer stations. Answers (of course, there can be very good cases for different answers, but even that activity of disagreeing with these 'answers' is a healthy exercise). Case 1: Household Vocabulary UDL Guidelines _3,5,7,_____________ Case 2: Unlike Denominators UDL Guidelines __2,3,4,___________ Case 3: Enacting Novels UDL Guidelines _____2,4,6,__________ Case 4: Feedback on Cards UDL Guidelines ___5,8,9,________________ Case 5: Historic Tours UDL Guidelines ___5,7,8,__________ Case 6: Figurative Language Contract UDL Guidelines __5,8,9,_____________ Case 7: Pictures and Labels UDL Guidelines ___1,2,3___________ Case 8: Cheat Sheet UDL Guidelines ___1,3,8___________ Case 9: EROX Learning System UDL Guidelines ______6, 8, 9_____________ Case 10 Remixing Fables with Speech to Text UDL Guidelines ___3, 4, 7________

What makes a good educational game? This semester I included a section on games and game design in my authoring tools course, a graduate level course in the Educational Technology MA.  It's the first time for this unit, so I was interested in how it was going to go, and I kept the parameters and assessment loose.   I'm very happy with the work, and I hope many of the students continue with their games.   As I review the students' work I' have made some observations on what would make a good educational game:Fable Table: A game where students create fables from remixing elements of existing stories.The game cannot simply be an assessment (any Jeopardy-like game is a nonstarter).  At its best, the game should teach something, not just reinforce.The game should give a kids with a variety of subject area knowledge a chance to be engaged. e.g. it doesn't reward kids for what they came into class with.The game mechanic should be the message. i.e. the skill, habit, knowledge should be baked into the game play.Engaging and funSimple instructionsLow barrier to entryTry to avoid a zero-sum/winner-take-all objective The element of luck helps to move the game from an assessment and gives kids with different abilities a fighting chance at engagement, dice, wild cards, switches, and reversals.Competitive games that have a strong assessment element just reinforce traditional teaching and reward the advanced students and stigmatize the struggling students.I must admit that I was a skeptic to games in education.  For every student who loves Monopoly, there's one who hates it.  However, there's something about the 'timelessness' of games that makes me respect them too.  Almost every civilization has used them for teaching, culture, and socialization. Here's the actual assignment:**********Develop a Game Games have been defined as: “One or more causally linked series of challenges in a simulated environment” --Adams and Rollings “A system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.”-- Salen and Zimmerman You will design a board game, a card game, video game, online game, a web-based game (not a webquest).   Game Criteria Your game should have: A worthwhile objective for playing the game. This is not the objective of winning the game, but the objective of playing the game…e.g. the game objective of SuperBetter is to score a certain number of points but the objective of playing the game is to get mentally and/or physically healthy.Inviting and low-barrier to entry (invite people to continue once they start and increasingly challenge them them as  they continue) 3-6 core mechanics (main, important actions a player does).  “The mechanic is the message” Increasing challenge RulesFeel free to think of an existing game and modify it.   Your game should have a short explanation (3-4 pages) and a working model. A description of the objective of the game A description of the core mechanics and an analysis of why they work in the service of the objective of the game.A description of the rulesA description of how the game would be played, with an emphasis on how it starts and how it gets more challengingInfluences or inspirations (this can be other games, books, experiences)A working prototype of the game (card game, board game, etc.) ********ResourcesWe use the work of Institute of Play's Gamekit as well as these books. BibliographyKoster, R. (2004). A theory of fun for game design.  Phoenix, AZ: Paraglyph Press.Mcgonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world.  New York, New York: Penguin Books.Salen, K.  (2007).  The ecology of games:  Connecting youth, games, and learning (p. 278).  Boston, MA: MIT Press.Salen, K, Torres, R, Wolozin, L, Rufo-Tepper, R, & Shapiro, A. (2011) Quest to learn: Creating the school for digital kids.  Cambridge, MA: MIT Press.  Available online at http://dmlcentral.net/sites/dmlcentral/files/resource_files/Quest_to_LearnMacfoundReport.pdfSalen, K. & Zimmerman, E. (2004). The rules of play.  Boston, MA: MIT Press.

According to The Design Council, six 8-studded Lego blocks can be put into over 900 million different combinations.  The core of the issue is this:  when you tell most people to 'be creative' on demand, they'll freeze. When you give them 3 crayons, 6 legos, or 17 syllables, they'll make something interesting.   They'll learn, they'll think deeply, they'll get creative.This concept has been employed by playwrights, computer programers, architects, and CEOs.  It's worth looking at in detail. One feature of my work that I'm going to explore more is the concept of 'creative constraints'.  It's been a big but unspoken part of a lot of work that I do, including the six sounds project.  In the six sounds projects, participants get a short tutorial on audio editing, and then have to create a one minute story using six sounds (phone ring, engine, heart beat, match strike, splash, crickets). It's been a popular activity for ISTE, NJAET, and classrooms around the world.  I've heard comedies, dramas, sci-fi..and quite a few camping stories.  This goal of this isn't just to teach audio editing--but the power or remix, the power of people to take the same group of items and synthesize them into new kinds of creative blends.I've experienced this myself and used it in my teaching. However, I've only recently focused on the research behind this phenomenon--'creative constraints'The concept of creative constraints is that creativity and innovation are fostered not by complete freedom but by limits.In my research on creative constraints I've come across examples from poetry (Lehrer, 2011), computer engineering (Mayer), management, architecture (Sturt, 2013), and improvisational comedy (May, 2013).  It's also one of the fundamental principles of game design (see Salen and Zimmerman's seminal work The Rules of Play--the title tells the story).  Any time a concept is useful to playwrights, computer programmers, and CEOs, it should be taken note of.When people work within restrictions, they test boundaries, challenge assumptions, and innovate with a set of resources. One recent example of this in my work was when I was with a group of English teachers in Massachusetts.  They were struggling with teaching The Odyssey.  Kids were frustrated with the language and lost with the plot.  The textbook's emphasis on the historic background was not helping matters.   So, we brainstormed on the 'big ideas' of The Odyssey.   What ideas, language, knowledge and skills do you want kids to have from this?   We came up with the concept of a hero's exciting and serendipitous journey and the use, beauty and power of epic similes (similes and metaphor are some of the original remixes, IMHO).  We came up with the recipe for the 3-Minute Epic.The 3-Minute Epic employs filmmaking, remix, and creative constraints to engage students in these ‘big ideas’ of epic poetry.***********In the Three-Minute Epic students must create an adventure story with a set of ‘items’—particular images, sounds, and epic similes from The Odyssey. This can be a model for working with other literature or history topics.  They can use a variety of technology--from PowerPoint, Photostory, iMovie, or Final Cut Pro. However, sophisticated editing and technical skills are not one of our goals, so I would keep this as simple as possible (hint, PowerPoint).For Students:For this project you will create a three-minute digital story using existing language and media. It should be an adventure of a 'hero'. It is up to you to determine, and eventually explain, what is adventurous and heroic about your story.Your final project should have images, narration, and sound effects; music is optional.In your story, you need to use the following similes from the Odyssey. ( What kinds of experiences can these descriptions apply to?):...like some animal surrounded, dreading the gangs of hunters closing their cunning ring around him for the finish......like some lion of the wilderness that stalks about exulting in his strength and defying both wind and rain; his eyes glare as he prowls in quest of oxen, sheep, or deer, for he is famished, and will dare break even into a well fenced homestead......like an octopus, when you drag one from his chamber, comes up with suckers full of tiny stones......like a judge at the end of a day at court, who’s settled the countless suits of brash young claimants, rises, the day’s work done, and turns home for supper...You need to use the following images in your story:Boathttp://www.dragonflyranch.com/images/indexpicts/Boat-sunset.jpgStriking a Matchhttp://www.bushwhacker.ca/match.jpgYou need to use the following sound effects in your story:Beating Hearthttps://drive.google.com/file/d/0B8tss6YIo6YvNTU5YTM1YjktYzA0OC00MmI1LTkzN2MtNTc1ZjM1YmI1NGZh/edit?usp=sharingChirping Cricketshttps://drive.google.com/file/d/0B8tss6YIo6YvN2M5Nzc1MzEtYWU2Ny00YTljLTk4MWMtODQ1MzdkZDFlMmQx/edit?usp=sharingRulesIt must be between 2 and 3 minutesThere has to be a story with a beginning, plot, and conclusion (extra credit for starting "In Medias Res")You can cross genres and mix your epic with true life, drama, modern, comedy, detective, romance, action, fantasy, horror, scifi; the setting can be contemporary, historic, fantastic, etc.No profanity or use of personal informationIt can have characters and a narrator, just characters, or just a narrator.You can add images, sound effects, and narration, but you must use the quotes and media aboveYou can get pictures from the Web or use original images (e.g. a close up of a group member as the hero/villain)AssessmentStory is between 2-3 minutes (pass/fail)25% Plot Elements--story is entertaining and coherent with an engaging beginning, action throughout, and a clear conclusion.25% Mix--narration and media elements complement each other; audio is clear and read with appropriate tone20% Required Elements--all required media and quotes are used appropriately to tell a story; similes compare different things20% New Elements--new images, sound effects and music advance the story10% Hero and Adventure--each member of the group can explain why the main character is a hero and why the story is an adventure (odyssey, epic, etc.)References on Creative ContraintsLenrer, J. (2013) Need to create: Get a constraint. From Wired Magazine Online, retrieved November 23, 20013 from http://www.wired.com/wiredscience/2011/11/need-to-create-get-a-constraint/May, M. (2013). How intelligent restraints drive creativity. From Harvard Business Review Blog Network, retrieved November 24, 2013 from http://blogs.hbr.org/2013/01/how-intelligent-constraints-dr/Meyer, M. A. (2006). Creativity loves constraints. From Business Week Online, retrieved November 29, 2013 from http://www.businessweek.com/stories/2006-02-12/creativity-loves-constraints Sturt, D. (2013). Creativity: How constraints drive genius. From Forbes Online, retrieved November 24, 2013 from http://www.forbes.com/sites/groupthink/2013/07/12/creativity-how-constraints-drive-genius/

QuickstartThis is an activity to teach tone.  It connects to teaching writers how to use tone with different audiences and different purposes.For this activity, you will leave a short voice mail message (see items 1-18 below or make your own following the rules). The rules are--you are trying to set up a meeting at 9am on Friday with Michael and/or Jennifer Shelby (fictitious couple). You must create a scenario and leave a message with an appropriate tone. Use the comments feature on the VoiceThread video below. Your message should be shorter than 20 seconds or less than 75 words. You have to keep it clean and no 'real' personal information.You are required to leave an audio message, but feel free to add other comments in text. You cannot leave a message that has been left already (so please listen to all that are there). Here's the link to the full project. OverviewTone is a difficult concept to teach students even though it is one of the most fundamental aspects of our written and spoken communication. This activity will help students accurately characterize tone as readers and listeners as well as effectively use tone as writers and speakers. One reason tone is difficult to teach is because often students are formally introduced to tone when they are reading a challenging text and getting pushed for comprehension and fluency. This activity introduces tone in a way that connects the concept of tone to everyday situations and invests the students as readers, writers, and speakers of different tones. It can be done as a stand-alone activity or before or during the study of tone in a poem, short story, or novel.Activity: ReadingAll of the messages below are voice mails left for Jennifer and Michael Shelby. All of the messages request the same thing--a meeting for 9pm on Friday.1) From a boss who wants to see an employee who is chronically late. Michael, We need to meet. I’ll expect you in my office at 9am sharp on Friday morning.2) From a friend who wants to apologize. Oh, Jennifer. I really need to talk to you. I hope you’ll listen to me. Can we meet? Friday? Around 9 in the morning? I’ll bring the coffee.3) From a teacher who wants to see the parent of a student who seems troubled lately. Hello, Ms. Shelby. This is Mr. Ross, Johnny’s homeroom teacher. I was hoping we could meet. Your son is doing OK in class, but I was concerned about his mood lately and wanted to talk to you about it. Let me know if we can meet. Is 9am on Friday good for you? You can contact me on my cell 311 555-2368.4) From an aluminum siding salesman who wants to show a homeowner your product. Hello, Mr Shelby, I’m Ralph Bellabue from Armorall Siding. I’ve got a great new product—perfect for your house, and we’re running a sale this month. I’ll be in your neighborhood, and I’d love to stop by and give you some information that I think you’ll find valuable. Let me know if 9am on Friday is a good time for you. You can contact me at 311 555-2368.Think about these questions-- How would you describe the tone? How does the tone relate to the purpose and audience? * What words, phrases and punctuation convey the tone? How would you say each of the messages?Activity: Creating a MessageYou too want to set up a meeting at Friday at 9 am with "Jennifer" or "Michael," the fictional couple who we are communicating to. Again, The facts of this message will be the same—meeting, Friday, 9 am—but you must change your tone based on the situation. For this activity you will be leaving a voice mail. You do not have to give all of the information about the meeting on the recording….only enough to set up the meeting. You can make up details such as names and places. Just keep the message to less than 20 seconds/or 75 words. Think of the words, phrases, punctuation when you write and then the vocal inflections when you speak. This all creates your tone. Create a message for a 9 am Friday meeting based on these scenarios:5) You are a very wealthy adult who wants to surprise your mother and father (Jennifer and Michael) with the gift of a brand new car.6) You are a police detective who needs to interview a suspect in a major crime.7) You are a person who crashed into a parked car and now you have to call the owner (this is the right thing to do, and there were witnesses).9)You are a lawyer with some bad news for your client that you cannot say over the phone.10) You are a doctor with some great medical news for your patient that you cannot say over the phone.Creative BONUSHow would…11) A person in distress leave the message12) A lonely person leave the message13) A bitter person leave the message14) A surprised person leave the message15) An optimistic person leave the message16) A person who was infatuated leave the message17) An abrupt person leave the message18) An Apprehensive Person leave the messageAgain, feel free to make up details such as names, events, and places…but keeping the message under 20 seconds or less than 75 words.Write itRecord it (we are using Voicethread please use the comment feature to record your "voice mail") Note--many students can use help with vocabulary to subtly and accurately describe tone and emotions. You might want to discuss and define words that describe emotions and then have them create messages based on them. Several good lists of emotions can be found at Wikipedia

Mr. Darcy from Jane Austen's Pride and Prejudice is put on the hot seat in this character interview. Click to play play_blip_movie_2482650();

The following example was provided by Kate Mazzetti. It's an audio play based on an excerpt from Kafka's Metamorphosis. Turning a work of prose into a audio play is riddled with 'teachable moments'. Unlike Reader's Theater, the focus is not on prose fluency, so a faithful translation of the text is not required. This unit describes the creative decision a student should confront when transferring between print to audio. Decisions such as what information should be conveyed through dialogue? through narration? through sound effects? need to be made.Decisions on vocabulary need to be made as well. For example, in the text, the word 'fretwork' was used. Is it too obsolete to be understood and should it be replaced with 'wood work'? Should it be kept because it adds color and richness to the scene? Click to play play_blip_movie_2007526();