AllofitMatters.pptx
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This document discusses ways to promote inclusion in design and education. It emphasizes that every decision is a design decision that can include or exclude people, and that language, structures, experiences, and interactions all impact inclusion. It encourages considering power dynamics, accessibility guidelines, and asking how decisions can be made easier to see, use, understand and work for everyone. The key message is that inclusion requires ongoing reflection on who benefits and is impacted by design choices, not checklists or perfection, in order to maintain a human-centered approach.
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ASSESSMENT CENTRE
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This document discusses strategies for becoming a critical thinker. It covers topics like effective learning strategies, the fundamentals of thinking, persuasive communication, and becoming an individual. Some key learning strategies discussed include planning days efficiently, dealing with frustration, and taking charge of one's mind. The document emphasizes that critical thinking skills can be learned and acquired through strategies, not just innate talents. It provides a comprehensive thinking strategy of identifying facts and opinions, checking evidence, and making judgments. Overall, the document provides guidance on developing skills and habits for effective critical analysis.
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Similaire à AllofitMatters.pptx
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This session will explore how to use a simple personality assessment to help us know our students, and for them to understand themselves. This tool provides us with a common language that we can use with our students (and in our own personal and professional life!) Explore how understanding personality can increase mutual respect, reduce conflict with others, and improve communication skills.
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Learning objective: Explore the benefits of emotional intelligence
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outlook, and effectively recognize the needs of others. As the complexity of interactions
change, more leaders are forced to use emotional intelligence to cultivate viable relationships with customers and employees. Join us as we assess varying levels of emotional intelligence and explore unique personal skills that will help you continue to develop as a leader.
At the end of this seminar, participants will be able to:
a. Assess current level of emotional intelligence
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This document discusses teaching and learning goals, methods, and outcomes. It questions traditional approaches that focus solely on knowledge transfer and completion goals, suggesting alternative goals like personal growth, creative thinking, humility and helping others. It critiques measuring success by adherence to rules alone and advocates allowing for deviation. It argues that how we design learning - what we measure and the rules we set - impacts who can succeed and perpetuates existing power structures. It calls for rethinking syllabi, pedagogy and definitions of success to focus less on completion and more on curiosity, pace and path personalization, and getting learning design right to be inclusive of all.
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This document summarizes key points from a workshop on communication, teambuilding and motivation. It discusses communication models including linear and transactional models. It covers listening skills, barriers to communication, and body language. It also addresses motivation theories from Maslow and Herzberg, as well as intrinsic and extrinsic motivation. The document then discusses team dynamics including types of teams, characteristics of effective teams, and Tuckman's stages of group development.
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The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
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Heuristics, bias and critical thinking in testing distribution
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Introduction to Critical Thinking Skills
This document discusses an introduction to critical thinking skills. It begins by outlining the learning outcomes, which are to explain critical thinking, describe the critical thinking process, apply brainstorming techniques, describe characteristics of critical thinkers, and highlight the importance of critical thinking for students. It then discusses various critical thinking tools and provides exercises to practice skills like interpretation, analysis, inference, evaluation, and explanation. It also covers critical thinking standards and barriers to critical thinking. In the end, it notes that critical thinking is important for students because it benefits academic performance, workplace skills, and daily life decisions.
Strategies
The document discusses learning styles and strategies for students. It defines key terms like education, process, and learner. It describes the three main learning styles - visual, auditory, and tactile. The document also discusses theories of multiple intelligences and personality types. It provides tips for deep learning, discovering one's learning style, using knowledge of learning styles, building relationships with instructors, and making the most of the student-instructor relationship.
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This document discusses leadership and the qualities of a good leader. It states that leadership can be both innate and learned. While some people may be natural born leaders, most people have potential to develop leadership skills through self-awareness, learning from others, and gaining experience over time. It identifies several important characteristics of a good leader, including integrity, confidence, emotional intelligence, empathy, communication skills, empowering others, positivity, being open-minded, self-discipline, providing vision, dedication to excellence, and continuously updating skills. The document emphasizes that there is no single definition of an effective leader and that leadership involves both the leader and the process of leading.
ASSESSMENT CENTRE
An assessment centre is the final stage of the selection process used by many employers. It involves a series of exercises over one or two days to evaluate candidates on competencies required for the job. Exercises may include group discussions, role plays, presentations, case studies, and in-tray exercises. Candidates are observed and evaluated by assessors on criteria such as participation, influence over others, and problem-solving skills. The goal is not to get the right answer but to observe how candidates work with others and approach challenges. While stressful, assessment centres provide employers with reliable insights into future job performance.
Critical thinker
This document discusses strategies for becoming a critical thinker. It covers topics like effective learning strategies, fundamentals of thinking, persuasive communication, and becoming an individual. Some key learning strategies discussed include planning days efficiently, dealing with frustration, and taking charge of one's mind. The document also discusses identifying facts versus opinions, evaluating evidence, and making judgments. It emphasizes becoming aware of biases and considering multiple viewpoints to strengthen critical thinking skills.
Drew Davidson: Creative Chaos: Making the Magic
The document discusses how diversity and creative chaos can lead to innovation when properly supported and orchestrated. It summarizes a study from CMU that found teams with more diversity experienced more conflict during the process but produced more useful, high-quality products. It provides tips for collaboration, valuing diversity, giving feedback, and embracing failure as part of the creative process. The key is supporting diversity through an inclusive culture and flexible processes while maintaining responsibility and focus on the user experience.
Critical thinker
This document discusses strategies for becoming a critical thinker. It covers topics like effective learning strategies, the fundamentals of thinking, persuasive communication, and becoming an individual. Some key learning strategies discussed include planning days efficiently, dealing with frustration, and taking charge of one's mind. The document emphasizes that critical thinking skills can be learned and acquired through strategies, not just innate talents. It provides a comprehensive thinking strategy of identifying facts and opinions, checking evidence, and making judgments. Overall, the document provides guidance on developing skills and habits for effective critical analysis.
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Personality, Leadership, and Emotional Intelligence: Strategies and Assessments
Personality, Leadership, and Emotional Intelligence: Strategies and Assessments
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21st century skills. Some ideas about teaching english today and tomorrow.
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You Caught Me Monologuing: Effective Communications in Security
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Plus de Jess Mitchell
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This document discusses the over-reliance on data and measurement in decision making. It notes that we tend to measure things that are easily quantifiable, which often ignores important but less tangible factors. This can lead to harm when data-driven decisions are made without considering human and ethical factors. The document advocates for moving beyond a focus only on numbers and data to consider qualitative human elements as well. It questions the notion that what can be measured is most important and argues we need to broaden what we value beyond just quantifiable metrics.
Binaries, boxes, the grid and sorting—an exploration through habit, form, fun...
This document provides an overview of a presentation about binaries, boxes, grids and sorting. It discusses the speaker's experience taking a graduate-level philosophy seminar as an undergraduate that explored the works of Heidegger and Mondrian. The seminar, led by Professor Gregory Schufreider, analyzed Heidegger's philosophy of being using Mondrian's artworks. This pivotal experience exposed the speaker to new ways of thinking beyond Western metaphysics and expanded their mind. The document then discusses the history and imposition of grids on landscapes and societies, and questions their impact.
Cambrian College Inclusive Design
Jess Mitchell discusses inclusive design, which considers the full diversity of humanity in design. Inclusive design results in better experiences for everyone. Mitchell acknowledges the traditional lands they are on and reflects on the need to reconcile past injustices. Complex problems require design thinking and inclusive design thinking to create solutions that work for more people and address existing gaps. Inclusive design recognizes diversity, uses an inclusive process, and aims to have broader beneficial impact. It challenges assumptions and designs for the edges to benefit the majority.
Creative Mornings TO Inclusive
- Inclusive means considering the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference. Designing inclusively results in better experiences for everyone.
- Being inclusive is often uncomfortable and what makes us comfortable is frequently not inclusive. We must push ourselves outside our comfort zones to foster inclusiveness.
- Data-driven and measurable decisions can undermine inclusiveness if they do not consider the full diversity of people, including minorities. Inclusiveness requires qualitative considerations in addition to quantitative data.
Creative Mornings TO Inclusive (notes)
A word document with the notes
A talk given by Jess Mitchell April 12, 2019 at Creative Mornings Toronto.
OpenStax 19 Creator Fest
A quick introduction to the contextual barriers preventing instructors from using OER because of 'accessibility policing.'
Digital Pedagogy Lab Toronto Keynote
The document discusses the challenges of having open dialogues about complex issues and creating inclusive communities. It notes that we often see things in binaries rather than grays, categorizing people and ideas in ways that exclude others. We are asked to reflect on how we form "us vs them" divisions and whether we show others their own divisiveness. Creating understanding requires discussing issues with those we disagree with and addressing imbalances in how communities make some people feel included while others feel their views are not represented.
The Revolution is Now
This summary provides the key details from the document in 3 sentences:
Jess Mitchell gave a talk at Brock University about open education week and the ongoing revolution in open education. Mitchell discussed how open education aims to break down barriers for learners and make knowledge accessible to all. Mitchell argued that open education is about social justice by ensuring who creates, accesses, and benefits from knowledge and learning opportunities.
Inclusive Design: Tools, technologies + strategies
This document discusses inclusive design and provides strategies and techniques for practicing inclusive design. It defines inclusive design as design that considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference. It notes that inclusive design is relevant to basically everything we do, from conversations to product making. The document discusses tools, techniques and strategies for inclusive design including recognizing diversity and uniqueness, using an inclusive process, and having a broader beneficial impact. It also discusses how inclusive design differs from and builds upon universal design.
The Problem with Assessment
ATI January 2019 Event - Friday, Jan. 18
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The Ethical Edges We Build
The document discusses how as designers of the world through our decisions, we make ethical choices that impact others. It argues we should question norms and rules to understand whose voices are amplified and diminished. It also addresses issues like wrongful convictions, rehabilitation, and forgiveness, asking what tolerance for failure society has and who is accountable. Throughout, it emphasizes the need to rethink problems and issues from multiple perspectives.
Tolerance for Failure: Open Education and the Ethical Edges
This document discusses tolerance for failure in open education and the ethical issues involved. It begins by acknowledging the traditional territory of Indigenous peoples. It then poses questions about who may be left behind or excluded from education opportunities and how to reconcile these issues. The document discusses how everyone draws lines around what level of failure they find tolerable. It prompts consideration of where lines are drawn regarding race, disability, socioeconomic status and geography in education systems. It argues that context has always mattered for who education is available to. Stories are then shared about the experiences of the Little Rock Nine and a Black student named Cliff who faced racism in the speaker's childhood kindergarten class in the 1980s. The document suggests lines are matters of power and the
What You Measure is What You Value
1. Participation and engagement metrics to understand how well the organization is reaching and involving people from diverse backgrounds. This could include things like event attendance, online course enrollments, membership numbers.
2. Qualitative feedback from stakeholders to gain insights into people's experiences and how the organization can improve. Surveys, interviews, and focus groups can provide rich data beyond just numbers.
3. Organizational culture metrics to assess how diversity and inclusion values are taking hold within the organization itself. Things like inclusion scores, representation in leadership, and policies/practices would be important to track.
4
OMA form & function
This document summarizes a presentation about inclusive design thinking. It encourages attendees to critically question, reflect on, and disrupt existing structures to promote equity, inclusion, and diversity. The presentation uses examples from architecture, experiences, and interactions to show how design decisions impact people. Attendees are asked to note two things that make them think or feel uncomfortable and consider how they can question, reflect, and disrupt in their own work to design more inclusively.
Inclusive Design: A Change in Perspective
Jess Mitchell from the Inclusive Design Research Centre at OCAD University gave a presentation on inclusive design. There are three principles of inclusive design: 1) recognize diversity and uniqueness, 2) use an inclusive process and tools, and 3) have a broader beneficial impact. Mitchell discussed challenging implicit biases by recognizing diversity, using inclusive tools and processes, and designing for broader impacts. Practicing empathy, listening, curiosity and learning from mistakes can help achieve more inclusive design.
Inclusive Design: A Path to Innovation
This is a deck that I gave at a workshop on how inclusive design thinking can help us innovate and create innovative environments.
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This document discusses principles of inclusive design. It outlines three key principles:
1. Recognize diversity and uniqueness by empowering individuals to express their needs and preferences.
2. Use an inclusive process and tools by involving experts and those with lived experiences to create solutions.
3. Have a broader beneficial impact so that individuals can become decision-makers and experience fewer barriers to exclusion and discrimination.
The document emphasizes designing for the full range of human diversity and considering individuals' unique needs and preferences rather than a one-size-fits-all approach.
OE Global Conference Action Lab
April 14, 2016 I used the following slide deck during an action lab for the OE Global conference in Krakow Poland.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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AllofitMatters.pptx
- 1. All of it Matters What does it mean to teach from an inclusive perspective? How do you start? What matters most? How do you *do* inclusion fairly? Jess Mitchell, IDRC @ OCADU; CC-BY
- 2. Which one of the following 5 is least like the others? Cow, tiger, snake, bear, dog
- 3. How Things Begin Matters
- 5. Nothing is Neutral how we design matters; and every decision is a design decision
- 6. Language (really does) Matter
- 7. Every single decision is a Design decision • It can include • It can exclude • It can contribute to inequity
- 8. Design has a unique ability to dignify. It can make people feel valued, respected, honoured, and seen. And this is both the opportunity and responsibility of design. - John Cary, architect
- 12. Kinds of ways we can impact Inclusion • Architectural • Structures can enable/limit • Experiential • Access/invitation/subtle messages • Interactional • Love patches/painful scars
- 13. power asymmetries racial dynamics mental health considerations and other challenges
- 16. Guidelines, specifications, best practices, tests, lists… • The dangers of perfection, completeness and permanence • “We checked all the boxes, it must be your fault” • The dangers of checklists • Losing sight of the humanity
- 17. Aim for Curiosity: not Solving
- 18. - it isn’t ever complete - it’s like bathing, you gotta keep doing it* - it’s a value, never a checklist - measure it by seeing how inextricable it is in everything you do Inclusive
- 19. Where do you make design decisions? • Syllabus • Pedagogy • Individual goals and definitions of success
- 20. How Can I Do This? • think about the edge | outliers and wonder how you impacted them • can you let the student decide – personalize and humanize education • think about design decisions — brilliant or exclusionary • Worry about getting it wrong
- 22. IQ: Which one of the following 5 is least like the others? Cow, tiger, snake, bear, dog
- 24. @jesshmitchell
- 39. Ways to think about Inclusion • POUR (WCAG – Web Content Accessibility Guidelines) • Perceivable – think of the senses • Operable – keyboard, mouse, touch, iris • Understandable – who does this make sense to?? • Robust – does this work with other technologies, open standards?
- 40. Or Ask: • How can I make this: • EASIER TO SEE • EASIER TO USE • EASIER TO UNDERSTAND • JUST WORK