Day Two: Thursday, 28 July 2022
Part 3: Americas
00:36:03 Noela Haughton: Thank *you*
00:37:45 Anita Campbell: Please display the QR code again
00:38:59 Noela Haughton: Here is the link
00:39:00 Noela Haughton: 14:30: Helping Our Students to Overcome Barriers to Understanding the Nature of Scientific Knowledge. Don Faust (Northern Michigan University, USA
00:39:14 Noela Haughton: https://drive.google.com/file/d/1tPYTw37aI2m2BTiN_Qs5LnS0NF6glUYQ/view
01:07:01 anna sedda: Compassion to me is always remembering that students are human being first, then learners. Same with colleagues: human beings first. Academia seems to forget this at times. We are not robots living in isolation from real life. Thanks Corina for the talk, what you said resonates much!
01:25:36 Anita Campbell: I love the idea of fairness as an indicator of when to judge if compassion to one is showing no compassion to others. Explaining reasons for decisions helps to show wise compassion.
01:58:55 Cosma Gottardi: “It’s not *legal* or possible to look inside someone’s head” ROFL
02:44:57 June Levitt, Ph.D., LDT, CCC-SLP: Thank you for your fantastic presentation. Your individualized attention to each student is impressive. How many students do you have in class to give detailed feedback? Also, how many courses do you teach per semester?
02:45:22 Corine Coniglio (King’s College): Thanks for your insightful presentations.
02:46:19 Judith Puncochar: I teach 75 students per semester. Yes, the individualized feedback is time consuming! I teach only one course in three sections. Teaching only one course is exceptionally helpful.
02:58:42 Noela Haughton: individualized feedback to 75 students is outstanding.
03:10:03 Judith Puncochar: Individualized feedback for 75 students is a challenge. Workdays are long… seven days per week. When I taught in Indonesia (2014-2015), my Indonesian students loved individual feedback. They wanted to use an individualized feedback approach in their future teaching. Hooray! Instructor feedback is effective and time intensive.
03:13:45 Elizabeth Black: Thanks everyone – I have to leave for a bit now, but hope to be back later.
03:36:33 June Levitt, Ph.D., LDT, CCC-SLP: Judith: Thank you!
03:38:36 Corine Coniglio (King’s College): I agree with Jim regarding the complexities and dimensions. And I no longer think that I’m good at geometry 😉
03:39:12 Judith Puncochar: Think of the earth and how airplanes fly in curves. 🙂
05:20:25 Shujuan Wang: Yes, Dr. Haughton. We do have this struggle when we collaborated.
06:06:00 Karen Smith (she/her) UBC, Vancouver: https://jamboard.google.com/d/1vtoicw6PFDt8iuL7WR4M9rJWLcR29lWs3zJWd_iK8a8/edit?usp=sharing
06:26:57 Olga Hilas: nope
06:39:01 Olga Hilas: Wow – that is so encouraging!
06:46:11 Olga Hilas: Agreed, Jim
06:46:44 Olga Hilas: Yes! This was great! Thank you so much for all your input!
06:46:50 Corine Coniglio (King’s College): Thanks. This was really interesting and provided lots of food for thought.
06:47:14 Karen Smith (she/her) UBC, Vancouver: thank you all for hanging in there!
06:47:37 Karen Smith (she/her) UBC, Vancouver: I am an early riser!
|Keynotes, Papers, Digital Showcases||UTC||USA/ Canada PDT||USA/ Canada CDT||USA/ Canada EDT||UK/ Ireland/ Nigeria||Europe/ SA||E Europe/ Israel||Dubai/ Tbilisi||Pakistan||India||Malaysia||Australia AEST||NZ|
|Day 2 July 28th (Thursday) Part 3|
|Announcements||15:45||8:45||10:45||11:45||04:45 PM||17:45||18:45||19:45||20:45||10:15 PM||23:45||1:45||3:45|
|Roundtable 9 (USCAN) The complexities of caring: compassion pedagogy in the age of Covid and beyond (1h)||16:00||9:00||11:00||12:00||05:00 PM||18:00||19:00||20:00||21:00||10:30 PM||0:00||2:00||4:00|
|BREAK (15 m)||17:00||10:00||12:00||13:00||06:00 PM||19:00||20:00||21:00||22:00||11:30 PM||1:00||3:00||5:00|
|Papers 7 (USCAN) Are we asking the right questions? Best recent research|
|A new model for SETs: the development and validation of indirect assessments of student learning (30m)||17:15||10:15||12:15||13:15||06:15 PM||19:15||20:15||21:15||22:15||11:45 PM||1:15||3:15||5:15|
|Improving university writing through elimination of vagueness (30m)||17:45||10:45||12:45||13:45||06:45 PM||19:45||20:45||21:45||22:45||12:15 AM||1:45||3:45||5:45|
|Maximising clinical experience in teacher education (30m)||18:15||11:15||13:15||14:15||07:15 PM||20:15||21:15||22:15||23:15||12:45 AM||2:15||4:15||6:15|
|Papers 7 (USCAN) Discussion (30m)||18:45||11:45||13:45||14:45||07:45 PM||20:45||21:45||22:45||23:45||01:15 AM||2:45||4:45||6:45|
|BREAK (45m)||19:15||12:15||14:15||15:15||08:15 PM||21:15||22:15||23:15||0:15||01:45 AM||3:15||5:15||7:15|
|Roundtable 10 (USCAN) Peer assessment: how valuable is it really? (1h)||20:00||13:00||15:00||16:00||09:00 PM||22:00||23:00||0:00||1:00||02:30 AM||4:00||6:00||8:00|
|BREAK (15m)||21:00||14:00||16:00||17:00||10:00 PM||23:00||0:00||1:00||2:00||03:30 AM||5:00||7:00||9:00|
|Roundtable 11 (USCAN) The show must go on (1h)||21:15||14:15||16:15||17:15||10:15 PM||23:15||0:15||1:15||2:15||03:45 AM||5:15||7:15||9:15|
|END OF DAY 2||22:15||15:15||17:15||18:15||11:15 PM||0:15||1:15||2:15||3:15||04:45 AM||6:15||8:15||10:15|