What AI Practitioners Could Learn From A 1989 MIT Dissertation

Child at laptop

More than thirty years ago, Fred Davis developed the Technology Acceptance Model (TAM) as part of his dissertation at MIT. It’s one of the most widely cited papers in the field of technology acceptance (a.k.a. adoption). Since 1989, it’s spawned an entire field of research that extends and adds to it. What does TAM convey and how might today’s AI benefit from it?

TAM is an intuitive framework. It feels obvious yet powerful and has withstood the test of time. Davis started with a premise so simple that it’s easy to take it for granted: A person will only try, use and ultimately adopt technology if they are willing to exert some effort. And what could motivate users to expend this effort?

He outlined several variables that could motivate users, and many researchers have added to his list over the years, but these two variables are the ones that were most important: 1. Does it look easy to use? 2. Will it be useful? If the learning curve doesn’t look too steep and there’s something in it for them, a user will be inclined to adopt. Many researchers have added to this foundation over the years. For example, we’ve learned that a user’s intention can also be influenced by subjective norms.

We’re motivated to adopt new tech at work when senior leadership thinks it’s important. Perceived usefulness can also be influenced by image, as in, “Does adopting this tech make me look good?” And lastly, usefulness is high if relevance to the job is high.

TAM can be a powerful concept for an AI practitioner. It should be front-of-mind when embedding AI in an existing tool or process and when developing an AI-first product, as in, one that’s been designed with AI at the center of its functionality from the start. (Think Netflix.) Furthermore, AI can be used to drive adoption by levering TAM principles that increase user motivation.

Making AI more adoptable

With the proliferation of AI in sales organizations, AI algorithms are increasingly embedded in tools and processes leveraged by sales representatives and sales managers. Adding decision engines to assist sales representatives is becoming increasingly common. A sales organization may embed models that help determine a customer’s propensity to buy or churn, recommend next best actions or communications and more. The problem is, many of these initiatives don’t work because of a lack of adoption.

TAM can help us design these initiatives more carefully, so that we maximize the chances of acceptance. For example, if these models surface recommendations and results that fit seamlessly into reps’ tools and processes, they would perceive them as easy to use.

And if the models make recommendations that help a sales person land a new customer, prevent one from leaving and help them upsell or cross-sell when appropriate, reps would perceive them as useful. In other words, if the AI meets employees where they are and offers timely, beneficial support, adoption becomes a no-brainer.

We also see many new products and services that are AI first. For these solutions, if perceived ease of use or perceived usefulness are not high, there would be no adoption. Consider a bank implementing a tech-enabled solution like mobile check deposits. This service depends on customers having a trouble-free experience.

The Newark airport’s global entry system uses facial recognition to scan international flyers’ faces. It’s voluntary, and the experience is fantastic. The kiosk recognizes my face, and a ticket is printed for me to take to the immigration officer. Personally, I find this AI-first process a better experience than the previous system that depended on fingerprints, and now I will always opt for the new one.

Using AI to drive adoption

And perhaps counter intuitively, what if AI was used to drive elements of TAM within existing technology? Can AI impact perceived usefulness? Can AI impact perceived ease of use? Consider CRM. It has been improved and refined over the years and is in use within most sales organizations, yet the level of dissatisfaction with CRM is high and adoption remains a challenge.

How can AI help? A machine learning algorithm that uses location services can recommend that a rep visit a nearby customer, increasing the perceived usefulness of their CRM solution. Intelligent process automation can also help reps see relevant information from a contracting database as information on renewals are being entered. Bots can engage customers on behalf of the representatives to serve up more qualified leads. The possibilities are numerous. All these AI features are designed to ensure that CRM lives up to its promise as a source of value to the sales representative.

Outside of sales, consider patients. In the past few years, many new technologies have been introduced to help diabetics. Adoption of this technology is critical to self-management, and self-management is critical to treating the disease. For any new technology in this space, patients need to see that it’s useful to them.

AI can play a role in gathering information such as glucose levels, activity and food intake and make recommendations on insulin dosing or caloric intake. Such information gathering could go a long way toward reducing the fatigue that diabetics feel while they make countless health and nutrition decisions throughout the day.

AI’s algorithmic nature makes it easy to forget that it’s another technology and that it can aid technology. Its novelty can convince us that everything about it is new. TAM holds up because it’s intuitive, straightforward and proven. While we boldly innovate a path forward in the world of AI, shed convention and think like a disruptor, let’s keep an eye on our history too. There’s some useful stuff in there.

Follow me on Twitter or LinkedIn. Check out my website.

Arun provides strategy and advisory services, helping clients build their analytics capabilities and leverage their data and analytics for greater commercial effectiveness. He currently works with clients on a broad range of analytics needs that span multiple industries, including technology, telecommunications, financial services, travel and transportation and healthcare. His areas of focus are AI adoption and ethics, as well as analytics organization design, capability building, AI explainability and process optimization.

Source: What AI Practitioners Could Learn From A 1989 MIT Dissertation

.

.

The AI Practitioners Guide for Beginners is a series that will provide you with a high-level overview of business and data strategy that a machine learning practitioner needs to know, followed by a detailed walkthrough of how to install and validate one of the popular artificial intelligence frameworks: TensorFlow on the Intel® Xeon® Scalable platform. Read the AI Practitioners Guide for Beginners article:
https://intel.ly/2WQaiE8 Subscribe to the Intel Software YouTube Channel: http://bit.ly/2iZTCsz About Intel Software: The Intel® Developer Zone encourages and supports software developers that are developing applications for Intel hardware and software products. The Intel Software YouTube channel is a place to learn tips and tricks, get the latest news, watch product demos from both Intel, and our many partners across multiple fields.
You’ll find videos covering the topics listed below, and to learn more, you can follow the links provided! Connect with Intel Software: Visit INTEL SOFTWARE WEBSITE: https://intel.ly/2KeP1hD Like INTEL SOFTWARE on FACEBOOK: http://bit.ly/2z8MPFF Follow INTEL SOFTWARE on TWITTER: http://bit.ly/2zahGSn INTEL SOFTWARE GITHUB: http://bit.ly/2zaih6z INTEL DEVELOPER ZONE LINKEDIN: http://bit.ly/2z979qs INTEL DEVELOPER ZONE INSTAGRAM: http://bit.ly/2z9Xsby INTEL GAME DEV TWITCH: http://bit.ly/2BkNshu See also Intel Optimization Notice: https://intel.ly/2HVXVo5 Introduction | AI Practitioners Guide for Beginners | Episode 1 | Intel Software https://www.youtube.com/intelsoftware
.
More Contents:
AI Access: Applied Analytics from End-to-End Tickets, Tue, Mar 9, 2021 at 12:00 PM
[…] AI trends, learn about best practices, and deep dive into a real-world use case with current AI practitioners […]
N/A
Why machine learning strategies fail – TECHOSMO
techosmo.com – February 26
[…] “As AI practitioners can demonstrate practical examples of how AI can benefit their specific company — leadership wil […]
N/A
Why machine understanding techniques fail
http://www.thespuzz.com – February 26
[…] “As AI practitioners can demonstrate practical examples of how AI can benefit their specific company — leadership wil […]
1
Why machine learning strategies fail
venturebeat.com – February 26
[…] “As AI practitioners can demonstrate practical examples of how AI can benefit their specific company — leadership wil […]
N/A
Why machine learning strategies fail
venturebeat.com – February 26
[…] “As AI practitioners can demonstrate practical examples of how AI can benefit their specific company — leadership wil […]
1
The Batch: Face Datasets Under Fire, Baking With AI, Human Disabilities Baffle Algorithms, Ginormous Transformers
info.deeplearning.ai – February 26
[…] Our practices have evolved — and continue to do so — as both society and AI practitioners have come to recognize the importance of privacy […]
N/A
What AI Practitioners Could Learn From A 1989 MIT Dissertation
http://www.forbes.com – February 26
We can use legacy adoption principals to drive user behavior for cutting edge AI. We can also use AI to drive adoption in legacy technologies….
N/A
GCHQ | Pioneering a New National Security: The Ethics of Artificial Intelligence
http://www.gchq.gov.uk – February 25
[…] GCHQ has a growing community of data science and AI practitioners and researchers, including an industry-facing AI Lab dedicated to prototyping projects whic […]
N/A
Shingai Manjengwa on LinkedIn: It’s been an incredible week in the ‘Bias in AI’ course at Vector
http://www.linkedin.com – February 25
[…] week in the ‘Bias in AI’ course at Vector Institute – Elliot Creager took the group of SME AI practitioners through codifying bias mathematically and mitigation calculations […]
0
Why most machine learning strategies fail –
bdtechtalks.com – February 25
[…] “As AI practitioners can demonstrate practical examples of how AI can benefit their specific company—leadership wil […]
1
AI For Everyone
http://www.coursera.org – February 25
[…] AIs expert-led educational experiences provide AI practitioners and non-technical professionals with the necessary tools to go all the way from foundational basics […]
1
Why ‘containment rate’ is NOT the best way to measure your chatbot or voicebot •
vux.world – February 25
[…] inbox every week, as well as invites to our weekly live podcast where we interview conversational AI practitioners about the details of how to implement conversational automation and industry trends […]
N/A
Issue 80
[…] Our practices have evolved — and continue to do so — as both society and AI practitioners have come to recognize the importance of privacy […]
N/A
AI: Decoded: Africa calling — Google’s AI HR troubles continue — Facebook’s foray into academia –
http://www.politico.eu – February 24
[…] called on AI conferences to drop Google sponsorship and deny their recruiters access, and for AI practitioners to draft an open letter refusing to work for Google, among other things […]
0
A framework for consistently measuring the usability of voice and conversational interfaces •
vux.world – February 23
[…] Don’t forget real users It’s easy for conversational AI practitioners and conversation designers to assume that everyone know how to use voice assistants and chatbots […]
N/A
Events —
http://www.acukltd.com – February 23
[…] LONDON This event offers a great opportunity to meet like minded professionals, MAPP graduates and AI practitioners, researcher Dr Caroly Yousef-Morgan will be providing an update on the newest findings in the field […]
N/A
Artificial Intelligence: Week #7 | 2021
sixgill.com – February 22
[…]   Connect with AI practitioners of all levels Stay connected with artificial intelligence and machine learning practitioners around […]
2
Can We Engineer Ethical AI?
montrealethics.ai – February 22
[…] our next big theme of the discussion appeared, the polemic topic of pushing for licensing for AI practitioners. Licensing AI practitioners Currently, there is no requirement for AI practitioners to be licensed […] observed a lack of understanding within the AI ethics debate on actually being able to tell if AI practitioners are actually complying with the ethical measures established in their place of work (n […]
N/A
Natural Language Processing in TensorFlow
http://www.coursera.org – February 20
[…] AIs expert-led educational experiences provide AI practitioners and non-technical professionals with the necessary tools to go all the way from foundational basics […]
3
すべての人のためのAI【日本語版】
ja.coursera.org – February 20
[…] AIs expert-led educational experiences provide AI practitioners and non-technical professionals with the necessary tools to go all the way from foundational basics […]
1
Deep Learning
http://www.coursera.org – February 20
[…] AIs expert-led educational experiences provide AI practitioners and non-technical professionals with the necessary tools to go all the way from foundational basics […]
1.5K
TensorFlow: Advanced Techniques
http://www.coursera.org – February 19
[…] AIs expert-led educational experiences provide AI practitioners and non-technical professionals with the necessary tools to go all the way from foundational basics […]
N/A
GeoWeaver: Improving Workflows for AI and Machine Learning
http://www.uidaho.edu – February 19
[…] GeoWeaver is the open-source workflow management solution that many AI practitioners urgently need […]
N/A
AI in Finance | Online Course by Industry Experts
my.cfte.education – February 18
[…] knowledge on AI PARTICIPANTS WILL ACCESS HIGH QUALITY KNOWLEDGE AND GAIN FIRST HAND EXPERIENCE FROM AI PRACTITIONERS THEMSELVES 01 Welcome to AI in Finance About the course Format of the course and Tips Certificat […]
N/A
Building A Responsible AI Eco-system
analyticsindiamag.com – February 18
[…] ”  This calls for a serious question on Auditing like financial auditing by qualified AI practitioners […] AI or IBM’S Explainable AI  Google’s Model Cards for documentation Deploy diversified team of AI practitioners while developing the models […]
1
ODSC Team Training
odsc.com – February 18
[…] Join the fastest growing network of AI practitioners, sharing knowledge, projects, failures… Team bonding through learning together, interacting wit […]
0
Big data analytics in the cloud with free public datasets
cloud.google.com – February 18
[…] Explore Looker’s blocks here and request a demo to learn more See how a cross-industry team of AI practitioners ramped up data use to fight COVID […]
N/A
Building Ethics Into the Machine Learning Pipeline Tickets, Wed, Feb 17, 2021 at 3:00 PM
[…] about AI ethics education, and has designed original courses, workshops, and frameworks to help AI practitioners learn how to think critically about the ethics of their work […]
N/A
Data Engineering Weekly #29 – Data Engineering Weekly
[…] Google research published a report on data practices in high-stakes AI from interviews with 53 AI practitioners in India, East and West African countries, and the USA […] One of the disrupting read to know 92% of AI practitioners reported experiencing one or more, and 45 […]
N/A
Online AI Course For Business Leaders | AI For Managers Program
[…] combining conceptual understanding with use cases and demos Mentored learning sessions with AI practitioners, focusing on doubt-resolution and case-study based practice Industry case sessions by experts a […] What are “Industry Case Sessions”? Industry case sessions are led by AI practitioners working at a variety of partner companies […]
N/A
Karachi AI – Community of Applied AI Practitioners Public Group | Facebook
http://www.facebook.com – February 14
As I discussed from last couple of weeks? … There a lot of spaces where Semantic Searching Capabilities can help. This wonderful system is made by…
N/A
Unfortunately, Commercial AI is Failing. Here’s Why.
[…] As a practice, AI practitioners must “clean” the data […]
2
News Feature: What are the limits of deep learning?
[…] ” That’s a widely shared sentiment among AI practitioners, any of whom can easily rattle off a long list of deep learning’s drawbacks […]
N/A
Artificial Intelligence: Week #6 | 2021
sixgill.com – February 13
[…] Notable Research Papers: Connect with AI practitioners of all levels Stay connected with artificial intelligence and machine learning practitioners around […]
N/A
Ethics as a service: a pragmatic operationalisation of AI Ethics by Jessica Morley, Anat Elhalal, Francesca Garcia, Libby Kinsey, Jakob Mokander, Luciano Floridi :: SSRN
papers.ssrn.com – February 12
[…] pro-ethical design endeavour rendered futile? And, if no, then how can AI ethics be made useful for AI practitioners? This is the question we seek to address here by exploring why principles and technica […]
N/A
Managing Complex AI Projects | PMI Blog
community.pmi.org – February 11
[…] Capability-building for existing DS/AI practitioners, focusing on the basic work-flow of DS/AI projects […]
N/A
Artificial Intelligence for Ethical Integrity? Questions and Challenges for AI in Times of a Pandemic  –
globaldigitalcultures.org – February 11
[…] can contribute to the imagination of realities and matters of public concern (Milan, 2020) by AI practitioners and policymakers that exist outside their own imaginative faculty […]
N/A
How Andy Jassy Will Lead Amazon’s AI Strategy?
analyticsindiamag.com – February 10
[…] Jassy said all ML experts and AI practitioners get hired in big tech companies, and the low-key enterprises and startups tend to miss out on th […]
1
[2102.02437v1] EUCA: A Practical Prototyping Framework towards End-User-Centered Explainable Artificial Intelligence
arxiv.org – February 10
[…] It serves as a practical prototyping toolkit for HCI/AI practitioners and researchers to build end-user-centered explainable AI […]
N/A
DIU
http://www.diu.mil – February 9
[…] xBD is currently the largest and most diverse annotated building damage dataset, allowing ML/AI practitioners to generate and test models to help automate building damage assessment […]
1
Workshops List (AAAI-21) | AAAI 2021 Conference
aaai.org – February 9
[…] (AAAI-21) builds on the success of last year’s AAAI PPAI to provide a platform for researchers, AI practitioners, and policymakers to discuss technical and societal issues and present solutions related to privacy […]
1
What is Responsible AI?. “It’s not artificial intelligence I’m… | by Yash Lara | Analytics Vidhya | Jan, 2021
medium.com – February 8
[…] But there is something called as ‘Ethical AI Practitioners’ […]
1
Playing games, gamification, and the gulf between them
[…] Today, AI practitioners have a rich inventory of hundreds of games, with a myriad of variations […]
N/A
What I Learned From Attending TWIMLcon 2021 —
jameskle.com – February 8
[…] There was a wide range of both technical and case-study sessions curated for ML/AI practitioners […]
0
A Startup’s Journey Towards Artificial Intelligence With AI101 | by Jojo Anonuevo | The Startup | Jan, 2021
medium.com – February 7
[…] I highly recommend these for those who want to be AI practitioners and those tasked to build a team to help them understand the skills needed to recruit and interview […]
0
“Everyone wants to do the model work, not the data work”: Data Cascades in High-Stakes AI –
research.google – February 6
[…] In this paper, we report on data practices in high-stakes AI, from interviews with 53 AI practitioners in India, East and West African countries, and USA […]
4
AI is Only Going to Get Smarter. How people are already “cyborgs”… | by Michel Kana, Ph.D | Feb, 2021
michel-kana.medium.com – February 5
[…] a critical mass of AI practitioners […]
N/A
Home
mesumrazahemani.wixsite.com – February 5
Karachi.AI is a premier community of Applied AI practitioners. Founded in 2017, the community has staggering 4000+ members from wide variety of domains.   The unique diversity embodies our vision to educate masses towards Artificial Intelligence and upcoming Machine First era, where Jobs of the future will change drastically. ​ Our vision carries around three pillars of execution: 1. Awareness 2. Engagement 3. Empowerment
N/A
2021 will be the year of MLOps
[…] The implementation of MLOps and closer collaboration of software developers and AI practitioners will bring a maturity to the market in 2021 […]
N/A
What’s with the “Cambrian-AI” theme?
cambrian-ai.com – February 4
[…] Hence, I created Cambrian AI Research, where investors, media, and AI practitioners can keep up with the latest AI innovations, and communicate their plans and innovations, with 100’s […]
0
HPE data science experts help customers navigate the new AI accelerator landscape
community.hpe.com – February 3
[…] AI practitioners want competitive alternatives to CPUs and GPUs […]
N/A
Hands-on Guide to AI Habitat: A Platform For Embodied AI Research –
analyticsindiamag.com – February 3
[…] Unlike the strictly algorithm-led approach of such traditional AI practices, embodied AI practitioners try to first understand the working of biological systems, then develop general principles o […]
1
Projects To Know – Issue #67
eepurl.com – February 3
[…] that occur due to data quality issues arising from technical debt) through interviews with 53 AI practitioners across the world. They find that AI practitioners are not properly incentivized to address data quality problems – instead, they are motivated t […]
N/A
AI Strategies and Roadmap: Systems Engineering Approach to AI Development and Deployment | Professional Education
professional.mit.edu – February 3
[…] Communicate your value proposition to stakeholders Receive practical experience from the “voice of AI practitioners” across various industries Formulate a strategic vision and development plan focused on AI products […]
N/A
Designing Ethics Frameworks for AI with Dr. Willie Costello Tickets, Thu, Feb 11, 2021 at 4:00 PM
[…] about AI ethics education, and has designed original courses, workshops, and frameworks to help AI practitioners learn how to think critically about the ethics of their work […]
N/A
Artificial Intelligence: Week #4 | 2021
sixgill.com – February 1
[…] Notable Research Papers: Connect with AI practitioners of all levels Stay connected with artificial intelligence and machine learning practitioners around […]
1
RCV at CVPR 2021
sites.google.com – February 1
[…] policy implications to Consider while constructing representative datasets and training models by AI practitioners […]
N/A
Project Manager — Village Data Analytics (VIDA) | by Nabin Raj Gaihre | Work with TFE Energy | Feb, 2021
medium.com – February 1
[…] The team includes both top-notch AI practitioners, as well as frontier market entrepreneurs with backgrounds in engineering, renewable energy, an […]
N/A
Software engineering intern / Working student / Master thesis | by Nabin Raj Gaihre | Work with TFE Energy | Feb, 2021
medium.com – February 1
[…] The team includes both top-notch AI practitioners, as well as frontier market entrepreneurs with backgrounds in engineering, renewable energy, an […]
N/A
[Proposal] Ocean Academy: Project Oyster �� – Round 2
port.oceanprotocol.com – February 1
[…] series targets business people and organizations dealing with data, data architects, scientists and AI practitioners […]
0
Environmental data justice
http://www.thelancet.com – February 1
[…] there is growing pressure from a community of researchers, activists, and artificial intelligence (AI) practitioners to make Environmental Data Justice (EDJ) a top priority […] One overarching and fundamental concern in the data justice field is the ability of data and AI practitioners to decide what and whose knowledge and data is counted as valid, and what goes ignored an […] As industry and governments increasingly look to AI practitioners and researchers for the solutions to important societal issues, understanding the systemic an […]

Together While Apart: Classroom Communication

By their very nature, pandemics shake the systems of society, and that is certainly true for the global educational system right now. Institutions have had to adjust their entire structures, and for many educators, that has meant being thrust into remote learning environments, often without time to study or plan for the change. Until now, many educators have rightfully spent the bulk of their energies on meeting students’ most urgent needs, checking on physical and mental well-being first. Now, though, we find ourselves beginning to plan and conduct actual instruction, and the realities of remote learning bring new challenges. However, it may also bring opportunities to innovate, and, in the way of teachers across time, chances to flex our problem-solving muscles.

Our hope is that the Turnitin team can support you in ensuring student needs are met. This post, the first of three in our Together While Apart series, is part of our effort to help, but that’s not all that we’re doing. We have officially launched Turnitin’s Remote Learning Resources page and populated it with all the best materials, including past publications and a stockpile of brand new content specifically designed to meet the challenges of remote learning.

Remote learning is a broad term encompassing many different approaches. Often, these approaches fall into two brackets – synchronous or asynchronous. When classes meet at specific times in much the same way that they would in person, except that some form of technology is connecting everyone, that is known as synchronous learning. Because of the emergency nature of COVID-19, many institutions are finding themselves more likely to pursue asynchronous learning. In asynchronous learning, collective meetings are not always happening in real-time, and students often independently access content, assignments, and assessments virtually (or even through paper formats, in some places) on widely varying schedules.

Of the many shifts in instructional delivery, one of the most dramatic will be the methods by which educators communicate with their students. The challenges there will impact nearly every aspect of asynchronous instruction, so let’s begin there.

Instructor Challenge: How will I help my students combat a feeling of having limited live access to personalized support?

Strategies:

  1. Set up specific shared times for discussions, question and answer, etc. so that students CAN schedule around the time and check-in if they need to. Make sure to set these times up in advance to increase the possibility that students will be able to participate. For students who can’t join in real-time, record those sessions and post them so that students won’t be isolated or miss out on critical conversations. Additionally, this will build in opportunities for peer interaction and support, which can be critical to the learning process and may help feelings of isolation, loneliness, and even depression that can occur when working remotely. This is a common phenomenon for people working remotely and is likely to present a similar problem for some students.
  2. Offer 1:1 time slots on the calendar for students in the event that they need more support. In addition to the shared times for interaction, many students will want or need some individual interaction with instructors. It’s important to give them time and space to ask questions, seek out individualized clarification and support, and to simply connect.

Instructor Challenge: How will I ensure that my students always know WHEN learning activities are occurring and WHERE to find the information they need?

Strategies:

  1. Set up a centralized communication hub with ALL relevant information. Students can link out to the various tools and materials you’ll use, but they will have this as a home base of sorts.
  2. Establish a calendar! Set up a shared calendar where you list all relevant dates and can allow students to use it to schedule their own learning activities and time with you. Pro Tip: Feedback Studio users can use the Class Calendar tool to do this inside the system for ease of access to the information. 
  3. Consistent communication methods – pick the right tool for a task and then stick to it. Try making a list of all the different kinds of communication tasks involved in your instruction, and then match each to a communication TOOL that will best fit the purpose. For example, giving an overview of an assignment is different than providing ongoing feedback throughout an assignment. Which is the best tool for each? You need something that is well suited to longer, more comprehensive sets of information for the overview, but you need something fast and tied to specific student work for the second. Be thoughtful about the tools you select. Once you match each task with a particular tool, make sure you document that and share it with your students. Keep it in a location where students can easily access it over time too.

Once you select a tool, use it consistently! For example, try to avoid announcing some assignments through email and then some on a discussion board and still others on Twitter. Using other communication methods as back-ups are fine, but always utilize the one established upfront so there isn’t any confusion about where to access information.

Instructor Challenge: Since I am not communicating in person with my students, how will I avoid misalignment or misunderstandings about expectations, processes, or products?

Strategies:

  1. Anticipate questions or misunderstandings and address them upfront. It might help to picture a particular student and ask what questions they might have. By answering them in advance, you are more likely to head off any confusion and save both yourself and your students wasted time and effort. Additionally, you will ensure that every student has the right information whether they ask for it or not.
  2. Over-communicate – If you think your students already know your expectations, spell them out anyway. Sometimes, we make assumptions about how students think, but students surprise us. Losing physical proximity can complicate this even more. Outside the physical environment of a classroom, students sometimes fall back into the patterns of their new space. “I’m learning from my kitchen table, where I feel relaxed and easy-going.” Sometimes, those changes infect their thinking about work and expectations in unproductive ways. Therefore, it’s important to take the time to reassert those expectations and processes so that they carry over into students’ work.
  3. Document – To the greatest extent possible, write down and/or record–audio or video, and with captions, if available–all information so that students can access it repeatedly. This might seem incredibly time-consuming, but the upfront investment will save time later as you’ll be able to refer students back to it anytime you need to, and you’ll find that you are able to re-use it. Since students won’t be accessing instructions or content at the same time, recording it in writing or through another medium means that they can read or hear it from anywhere, any time, and as MANY times as they need to. Just think… this might actually mean that you don’t have to answer the same question 10 times! Additionally, it means that students can repeat information without any fear of judgment from their teacher or their peers, and you will have done so in a way that encourages them to seek out critical information they need rather than passively waiting.
  4. Provide feedback about expectations and processes, not only products. Students will make mistakes. In many cases, asynchronous learning is new to them too. Include opportunities to practice new skills within the tools they use and the processes involved, and make sure you give them feedback. Doing so has the added bonus of building their sense of agency and taking ownership of their own learning. Pro Tip: Be honest about your mistakes and what you have learned from this process so that students understand that learning is messy and requires us all to be reflective.

Students and teachers alike are overwhelmed by all that has changed in such a short time. That means that the “soft skills” that go into effective educational practices are perhaps more essential than ever. At its most fundamental level, education is built on relationships and communication.

 

How Educators Can Master Working In a Hybrid Learning Environment

Unfortunately, time management is far more difficult now versus pre-pandemic. The findings from Doodle’s “Time Management in Education” study support this, with over a third of the surveyed college students (37 percent) saying it has been harder to manage their time and stay productive now that lectures have moved online. This is a serious issue, as a majority of students (66 percent) say that time management is extremely important in regards to their ability to meet their academic goals.

On top of this, nearly half of students (42 percent) say that they’re working more now that classes have gone virtual. And they’re very concerned about the long-term impact on their academic success, with 71 percent of students saying that they’re either extremely worried, or somewhat worried, that the shift to online-only education will negatively impact their academic success.

On the surface, these stats might seem like they paint an abysmal outlook for the future of education in a COVID-19 world. But I think there’s a way to right the ship and technology will play a huge role in doing so. This is a great opportunity for academic institutions to change their processes and implement new technologies. It’s not about stripping away all existing processes and systems that have been in place for decades.

Rather, it’s about making small, impactful changes. It’s also about implementing the right technology solutions to facilitate the kinds of change that will allow academic institutions to deliver the best experience possible to students, faculty members and administrative staff, while helping them to be highly productive, focused and successful in achieving their goals.

For students who are already digital natives and accustomed to using upwards of 15 digital tools/apps daily, technology can be tremendously useful in cutting down on administrative tasks like coordinating office hours with their professors, 1:1 guidance sessions with faculty advisors and group study sessions with classmates. That’s time that can be refocused and reinvested into studying, writing papers and devising their graduation strategy.

Not only does technology make learning more flexible and convenient as 55 percent of the surveyed students reported in the Doodle study, but it also creates a more engaged and collaborative environment. For example, 16 percent of students say they value how technology makes it easier to collaborate with classmates and 13 percent see it as being useful in increasing access to their professors and faculty members.

Now consider introverted students who may have once shied away from speaking up in front of their classmates. They can be more active participants in their online classes in the safety of their homes and with the option to turn off their camera to reduce their anxiety and shyness of being ‘seen’ while participating. It takes some of the pressure off, allowing them to focus on learning and excelling in their classes.

Technology can also add efficiencies for busy educators by cutting down on context-switching. For example, using a scheduling tool that is integrated with video conferencing software like Zoom will eliminate the need to toggle back and forth between both solutions. It can also address the all-too-common problem of forgetting to create, copy and paste a Zoom link into each calendar invite. If it’s integrated into your scheduling tool, then the Zoom link is automatically populated and added into each calendar invite. That’s less tedious work for educators and more time spent on guiding students to academic success and achieving their own goals.

To help, I have outlined some useful tips for professors, faculty, administrative staff and students.

Tips for teachers/professors, faculty and administrative staff:

  • Use a communication platform, like Slack, to interact and pass essential messages on to students, fellow professors, faculty members and administrative staff. Answering questions in a way that all can see means you won’t be asked the deadline for that paper 40 times. Having an open, real-time communication link between students and professors means more questions are likely to be answered online, rather than during lengthy one-to-one meetings, while students get answers when they need them.
  • Schedule one-to-ones with individual students whom you teach or advise. Use this time to gauge how they’re feeling. Don’t talk about the class curriculum, their grades or academic performance. Focus on their emotional wellbeing.
  • Set up group meetings with your department heads and administrative staff to understand how everyone’s workload is being affected. Does anyone have concerns? Are everyone’s needs being met? Does everyone have the necessary resources and tools to be effective educators? Asking these questions is critical to empowering your faculty and staff to do their jobs well and support your students.
  • Record key sessions so students can revisit them when studying for exams, catch up on them if they missed a lecture and even use the recordings for future study groups.

Tips for students:

  • Slice and dice projects into smaller, manageable chunks.
  • Focus on one task at a time. Don’t switch back and forth between assignments. Only move to a new task once a single task has been completed.
  • Automate administrative tasks, like scheduling study sessions and office hours with professors, so time can be better spent on engaging in class, studying and getting feedback from professors.
  • Pay attention to your productivity flows and energy levels. When your productivity is highest, use that time to focus on a larger, high-priority assignment.
  • Use time blocking to make yourself unavailable for meetings, activities or anything else and dedicate that time to important tasks/projects. So if anyone tries to book time in your calendar, it will appear as unavailable.
  • Set up assignment/project deadlines in your calendar so your grades don’t suffer simply because you forgot a deadline.

By: Renato Profico

Related Posts

SHARE FacebookTwitter

Previous article

Digital Education: How AI Can Help Reach Students Online and Offline

Next articleFlyOnTheWallApprentice – Bringing the Apprenticeship into the 21st CenturyRenato Proficohttps://doodle.com/

Renato Profico is the CEO of the leading enterprise scheduling tool, Doodle. A qualified executive with 20 years of professional experience in digital companies, he most recently held the position of CEO for four years at a leading job platform network in Switzerland, JobCloud. In addition to his extensive leadership experience, Renato is an expert in B2B sales, marketing, business development, customer relationship management, as well as organizational structure and development.

More Content:

FlyOnTheWallApprentice – Bringing the Apprenticeship into the 21st Century

December 29, 2020

How Educators Can Master Working in a Hybrid Learning Environment

December 21, 2020

Digital Education: How AI Can Help Reach Students Online and Offline

December 16, 2020

POPULAR CATEGORY

Teach Your Kids to Value Empathy Over Tenacity

If you watched Coco Gauff’s third round loss in the US Open on Saturday, chances are you won’t remember the score or many details about the match itself; you’ll mostly remember how Naomi Osaka consoled the 15-year-old after her defeat.

And if you’re Osaka’s parent, you should be more proud of the kindness and empathy she showed than the big win she earned. Just two days before the sweet moment between the athletes, writer Anna Nordberg wrote for the Washington Post that parents put too much focus on their kids developing tenacity or grit and not enough focus on developing conscientious characteristics.

Clinical psychologist Lisa Damour tells Nordberg that what actually makes adults happy barely correlates with academic or professional success:

What it does correlate with is quality of relationships, a sense of purpose and feeling that you are good at what you do. “If you walk that back to look at what you can do as a parent, it’s raising conscientious kids,” Damour says. “When you’re conscientious, you tend to have better relationships, you’re caring, you’re not dishonest and you pursue things that have meaning to you.”

Maybe it seems obvious. Of course we want our kids to be good people. Of course we want them to be empathetic and kind and caring. We want our kids to work hard at their goals—even when things get tough—but we don’t want them to be the type of people who are more focused on their personal success than the feelings of those around them.

But apparently we’re not doing a very good job of getting that point across to our kids, at least not according to a 2014 study detailed in The Atlantic:

While 96 percent of parents say they want to raise ethical, caring children, and cite the development of moral character as “very important, if not essential,” 80 percent of the youths surveyed reported that their parents “are more concerned about achievement or happiness than caring for others.” Approximately the same percentage reported that their teachers prioritize student achievement over caring. Surveyed students were three times as likely to agree as disagree with the statement “My parents are prouder if I get good grades in my class than if I’m a caring community member in class and school.”

So how can we not only value empathy but also encourage it? Well, we start by modeling it. Kids are more likely to do as we do, not do as we say. Let them see you shoveling the sidewalk for your elderly neighbor, volunteering at the local food bank and buying gifts for families in need during the holidays. And when you catch them being kind—praise, praise, praise.

But Nordberg also writes that we should actually create opportunities that “encourage empathy, collaboration and kindness rather than waiting for them to spontaneously happen.” We should be empathy enablers.

Enlist older kids to help with younger kids, whether it’s at home with siblings or at school as mentors or tutors. Involve them in your own problem-solving brainstorms. Clear off the kitchen table and spread out the thank-you card supplies so they’ll actually write the thank-you notes. Seek out moments in which you can encourage them to be kind, and they’ll build those empathetic muscles while also recognizing the value you place on those characteristics.

And then, one day, your kid might be the tennis star who consoles their opponent while the world watches and admires.

 

By: Meghan Moravcik Walbert

Source: Teach Your Kids to Value Empathy Over Tenacity

Empathy is a skill that parents can work to teach their children through encouragement and emotional development activities. In this episode of Mom Docs, Dr. Dehra Harris shares a few tips for parents to ensure children develop healthy emotional habits and empathy skills. Visit Children’s MomDocs (a blog by mom physicians at St Louis Children’s Hospital and Washington University School of Medicine):
Learn more about St. Louis Children’s Hospital – Find a Physician, Get Directions, Request an Appointment, See current ER Wait Times http://bit.ly/2ksGOMK
Want to hear more from St. Louis Children’s Hospital? Subscribe to the St Louis Children’s Hospital YouTube Channel: http://bit.ly/2aW48k9 Like us on Facebook: https://www.facebook.com/stlchildrens
Follow us on Twitter: https://twitter.com/STLChildrens
Learn More About Donating on YouTube: https://support.google.com/youtube/?p… “The St. Louis Children’s Hospital YouTube station is intended as a reference and information source only. If you suspect you have a health problem, you should seek immediate care with the appropriate health care professionals. The information in this web site is not a substitute for professional care, and must not be used for self-diagnosis or treatment. For help finding a doctor, St. Louis Children’s Hospital Answer Line may be of assistance at 314.454.KIDS (5437). The opinions expressed in these videos are those of the individual writers, not necessarily St. Louis Children’s Hospital or Washington University School of Medicine. BJC HealthCare and Washington University School of Medicine assume no liability for the information contained in this web site or for its use.”

 

We Can Stop Kids From Cheating in School By Eliminating the Need

5.jpg

As a high school teacher, I’ve seen a lot of cheating. So much, that I’ve concluded most adults don’t realize how many kids, even otherwise good and honest kids, cheat in school.

If you think of cheating as simply acting unfairly or dishonestly to gain an academic advantage, many people reading this column might remember their own experiences cheating. Whether you actively sought to cheat, or the opportunity simply landed in front of you, many of us can recall at least one occurrence with vivid detail. Your heart raced, your palms sweated, and you felt that undeniable sinking in the pit of your stomach, all due to the fear of getting caught. Yet you still did it.

But why? Why continue the act even when the body sends all the signals identical to a near-death fight-or-flight response? For some, it may be for the sheer thrill. But I argue most people who are tempted to cheat choose the better of two evils, both connected to failure.

Today, more so than when you and I were teens, the pressure to excel is unbearable. From the parents who demand it and the peers competing for it, the colleges that require it and the “influencers” who embody it, the pressure to be perfect has become the driving force for many students. And when the need to maintain perfection trumps the actual learning that occurs, you’ll begin to override your body’s natural warnings.

Our kids cheat because they fear the consequences of failing. So many are raised in a bubble, completely protected from failure. Any time it may have approached, those around them, who love them very much, happily deflected that failure for them. So a disproportionate number of adolescents truly feel they are geniuses, that they can do no wrong.

Unfortunately, an educator’s job is to confront his or her students with challenging obstacles to overcome, and they won’t deflect that failure. This forces our inexperienced youth into a corner, and many react by ensuring their success by any means necessary.

I’m one of these educators, and I absolutely challenge my kids, but I made a decision a few years back that completely changed the culture of my classroom: I eliminated the need to cheat.

I made the decision that the goal of my science class was to learn and appreciate science. From that day, I recognized that to pull these anxious kids from the corner they’ve been trapped in, I had to entice them back to the center. I had to establish an environment that eliminated the fear of failing, and I did it with a few very basic but powerful methods.

First, I eliminated due dates within a unit and moved to a mastery grading model. There are many varieties of this, but in my model, the kids receive a list for the unit describing the tasks to be mastered by test day. For every activity, the kids were encouraged to copy from each other and work together, but their grades came from 30-second conversations I had with each student, when I’d ask a variety of questions to gauge their mastery on the topic. Completing an assignment meant nothing if it couldn’t be verbalized, so the kids quickly learned that copying without understanding was a waste of time in my class.

Then, I encouraged cheat sheets. I let students write or draw anything they’d like on the front and back of a 3-by-5 notecard. The card had to be hand-written and turned in with the test. Many teachers may argue that doing so would invalidate their tests, to which I say, if your kids can write the answers to your tests on a notecard, you write bad tests.

We’ve worked hard to build high-level questions that require students to expand beyond the basic content from a notecard, and the sheer process of internalizing and paraphrasing an entire unit into such a small space encourages that level of critical thinking for our kids; moving beyond comprehension and into application. Plus, I save their notecards and return them before semester and state exams, providing the most personalized, hand-written summative reviews they could ever create.

Finally, after taking the test once on their own, I let them take it again, this time in groups. After grading the exams, I assign them in homogeneous groups; As in one group, Bs in another, etc., but I don’t tell students their scores. Then, I hand them back their original exams to take again. They don’t know which questions are correct, so the intellectual debates that happen over each question are incredible. When they resubmit, the group score is averaged with a student’s individual score.

Of course, there are those who say we need to teach our kids responsibility, to prepare them for the real world by not allowing late work, cheat sheets or group corrections. But it’s these classrooms where cheating is rampant, and it’s specifically because no recovery is possible.

As for tests, consider what every major exam over the course of someone’s professional career has in common: SAT, ACT, CPA exams, MCAT, LSAT, teaching certifications. You can take all of these multiple times for full credit. So where did this fallacy begin that somehow my biology exam is more pertinent to their lives and future success?

In a world that’s constantly demanding risk-taking and creativity, we cannot continue to produce robots of compliance and task completion. As a young gymnast develops her technique, she rehearses in an environment developed to safely take risks, with balance beams low to the ground and foam pits into which she can fall.

So, too should be the goal of every classroom. When kids see that failure is recoverable, the demand to succeed the first time, by any means necessary, is eliminated, and they finally have the freedom to take a leap.

By: Ramy Mahmoud

Ramy Mahmoud is a lecturer at the University of Texas at Dallas Teacher Development Center, a high school science department head in Plano and a two-time TEDx speaker. He wrote this column for The Dallas Morning News.

Source: https://www.dallasnews.com/

Have you ever cheated in High School? I kinda might have. Art done with: http://muro.deviantart.com/ Song #1 producer- Harry Gettings: http://www.youtube.com/hgettings http://www.youtube.com/watch?v=41dHIu… Song #2 producer- Duce Wa: free download: http://www.mediafire.com/?2aalei5hcil… http://twitter.com/DuceWa http://www.facebook.com/profile.php?i… Online Store: http://www.districtlines.com/Swoozie

 

 

 

%d bloggers like this: