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David Hopkins
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Teaching and Learning Consultant, University of Warwick
Teaching and Learning Consultant, University of Warwick

429 followers
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Just one of the amazingly generous reviews for my new book (release date: mid-March), this from +Teresa Mackinnon (@WarwickLanguage). Principal Teaching Fellow (e-learning), University of Warwick, UK:

“Reviewing this book was like listening to the personal voices of many friends, most of whom I have met through the #EdTech community. Of course, they cannot live without certain technologies, apps and websites - that much was to be expected. What delighted me was the variety of approaches to their contributions, reflecting the different individuals within this connected community. The pragmatists who admit to relying on sensible shoes and stationery, the competitive types with their heart monitors and cycling accessories, the fashion victims, the style gurus, the lovers, the makers, the artists and poets…all have one thing in common. They thrive in the connections that come with the open web. This collection reveals that if you have a PLN you are unlikely to struggle in an emergency!”

More details (and please do share) online: http://www.dontwasteyourtime.co.uk/books/edtechrations/

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Three Things That Separate Leaders From Managers - https://www.americanexpress.com/us/small-business/openforum/articles/3-things-that-separate-leaders-from-managers/

1. The leader innovates whereas the manager administers.
2. The leader inspires trust whereas the manager relies on control.
3. The leader asks "what" and "why," whereas the manager asks "how" and "when".

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"Toxic people drive you crazy because their behavior is so irrational. Make no mistake about it—their behavior truly goes against reason, so why do you allow yourself to respond to them emotionally and get sucked into the mix?

The more irrational and off-base someone is, the easier it should be for you to remove yourself from their traps. Quit trying to beat them at their own game. Distance yourself from them emotionally, and approach your interactions with them like they’re a science project (or you’re their shrink if you prefer that analogy). You don’t need to respond to the emotional chaos—only the facts.

Maintaining an emotional distance requires awareness. You can’t stop someone from pushing your buttons if you don’t recognize when it’s happening. Sometimes you’ll find yourself in situations where you’ll need to regroup and choose the best way forward. This is fine, and you shouldn’t be afraid to buy yourself some time to do so.

Most people feel as though because they work or live with someone, they have no way to control the chaos. This couldn’t be further from the truth. Once you’ve identified a toxic person, you’ll begin to find their behavior more predictable and easier to understand. This will equip you to think rationally about when and where you have to put up with them and when and where you don’t. You can establish boundaries, but you’ll have to do so consciously and proactively. If you let things happen naturally, you’re bound to find yourself constantly embroiled in difficult conversations. If you set boundaries and decide when and where you’ll engage a difficult person, you can control much of the chaos. The only trick is to stick to your guns and keep boundaries in place when the person tries to cross them, which they will."
http://www3.forbes.com/leadership/10-toxic-people-you-should-avoid-at-all-costs/

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So, Luddites do not oppose development or advancement. They do not oppose technology in any form. To brand someone a Luddite is to acknowledge their understanding of the implication and application of technology in the setting described. To call someone a Luddite is to show respect to their moral and ethical consideration of the use of technology? - See more at: http://www.dontwasteyourtime.co.uk/conferences/luddites-altc/#sthash.ani76zbJ.pzXrmjUT.dpuf

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"But perhaps what sets it apart the most from other mainstream schools is that it operates a “stage not age” approach to learning, rather than rigid year groups."

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https://www.theguardian.com/education/2016/sep/29/english-universities-ranked-gold-silver-and-bronze?CMP=share_btn_tw

“Students in England will take their pick from gold, silver and bronze universities after the government said it would create new league tables based on teaching quality.”

“The rankings will be awarded by a panel of assessors, will last for up to three years and will be based on statistics including dropout rates, student satisfaction survey results and graduate employment rates, including the proportion of graduates who go on to work in high-skill jobs. Some critics argue that none of the indicators directly measure teaching quality.”

“According to the DfE, the Tef panel will award gold to a university if its courses offer “outstanding levels of stretch that ensures all students are significantly challenged to achieve their full potential”. Students will need to be “frequently engaged with developments from the forefront of research, scholarship or practice. Silver grades will be awarded to universities offering courses with “high levels of stretch that ensures all students are significantly challenged,” while bronze will go to universities where “provision is of satisfactory quality … however, the provider is likely to be significantly below benchmark in one or more areas.”



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Wow, I see/hear this so often I thought it was just me!
https://www.timeshighereducation.com/features/how-to-engage-with-sullen-students

Example 1:
"A poor textbook, careless teaching and a dated discipline for the digital age had closed the minds of these students. Only by the final five minutes of the lecture had the ice wall melted. Students revealed a shard of light, thinking, interpretation and questioning. The students had not built this ice wall. Low-level reading and even lower intellectual expectations crushed a passion for ideas and a motivation to learn."

Example 2:
"As Plutarch said, lecturing isn’t about filling buckets; it is about lighting fires. If you can engage and inspire your audience, they can check the factual content of your lecture very easily for themselves. And, if they’ve been fired up by the way you’ve engaged with them, they are far more likely to do just that."

Example 3:
"A more experienced colleague of mine pointed out that our job as teachers is to make connections. This means that our teaching must help students to understand their emotional and affective responses to the material in the context of the shared languages, rituals and gestures that make up a discipline."

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The law is out of date already, before it's even in place. It's not about texting anymore, it's FB or Twitter updates, it's snapchat or whatsapp messages, it's Pokemon go, it's angry birds, it's Netflix, it's all the other multitude of distractions that a smartphone offers. Oh, and it's a camera/mirror too!
http://mashable.com/2016/09/17/texting-while-driving-uk-fines/?utm_cid=hp-r-1#3EKTqZMiimqB

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New post: A slightly off-camber post here, but someone I trust mentioned that we ought to understand the bitcoin and blockchain development as it could be about to hit the mainstream. Here’s some explanation and videos to help.
The main point I hadn’t fully appreciated or understood is that bitcoin and the underlying blockchain is not just financial, although it is all about transactions – the transaction can be financial, but also information, knowledge, subscriptions, etc.? I think? It’s about the trust the chain has based on the underlying technology.
- See more at: http://www.dontwasteyourtime.co.uk/technology/bitcoin-and-blockchains-explained/#sthash.GV9FxsEd.dpuf
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