The book walks a reader through eight steps to create an edX course while teaching them about the tools and techniques they need to know as an edX instructor. The eight steps are presented in eight chapters, as follows:
I remain grateful for the opportunity to have written this book, especially knowing that it’s helped individuals and organizations learn. One unexpected benefit for which I am also thankful: according to my Google Scholar profile, the book has been cited 16 times in various academic publications!
Here’s to learning continuously and living generatively!
For many months I have been looking for an accurate and affordable AI-powered cloud-based platform that could transcribe audio interviews and allow me to edit the transcription. I finally found that service in Otter.ai, a free voice recording app that offers automatic transcription. More specifically, according to their “About Us” page, “Otter.ai creates technologies and products that make information from important voice conversations instantly accessible and actionable.”
How does it work? As explained by Otter.ai:
Otter turns your voice conversations into smart notes that you can easily search and share. You can use it to take notes at your meetings and interviews, capture your thoughts and ideas while you’re driving in the car, and transcribe your existing recordings and podcasts. You can even snap photos (e.g. of a whiteboard, or a speaker or presentation slide at an event) during a recording and they will be inserted inline with your transcripts. The possibilities are endless.
If you’re in need of the same services I can’t recommend this enough. The interface is intuitive and user friendly: it gives you the option to organize your interviews into folders and to create groups into which you can invite others to access your projects. You can even connect it to your Calendar and Contacts in Google or Microsoft and link it to your Dropbox and Zoom accounts!
“Disability is in fact the inability to make progress and achievements. The achievements that people of determination have made in various spheres over the past years are proof that determination and strong will can do the impossible and encourage people to counter challenges and difficult circumstances while firmly achieving their goals.”
On Sunday, October 6, 2019 I engaged my tolerance and diversity students at the American University in the Emirates (AUE) in an exercise about disability. In the exercise, which was designed to simulate communication and confusion within an organization, there are typically three roles (I added a fourth to facilitate the exercise in my classroom):
The CEO (who can see, but not talk).
The Manager (who can talk, but cannot see).
The Employee (who is blindfolded).
The Goalie (who holds an object that will be retrieved or interacted with; in this case, it was a service bell you would find on a desk).
The participants are situated as follows:
The CEO is facing the manager and the employee (who is placed at some point behind the manager).
The manager is directly in front of the CEO, facing him or her with their back to the employee.
The employee is behind the manager, blindfolded, but able to move freely in response to instructions from the manager to find it.
The Goalie is positioned somewhere in the room; either in a fixed location or is instructed to move at will.
Ideally, the CEO and the manager will develop a way to communicate with each other; the manager also needs to think about how to translate the CEO’s nonverbal communication to the employee. This gets especially confusing when the issue of who’s left or right comes into play. The employee is blindfolded and must listen to the voice of the manager to know where and how to move.
In my tolerance and diversity class, we conducted the exercise twice with two different sets of students (who volunteered and agreed to allow themselves to be video recorded). Both versions are included in this video, one after the other. For the first group the Goalie did not move and remained in the same position; for the second group I instructed the Goalie to move evasively as the Employee got closer to her — thus creating further confusion and frustration.
Following the exercise, we discussed what the experience was like for those who participated (and later, for those in the class who were observing). We then bridged that exercise into a conversation about individuals with disabilities in the workplace or at our university. Students shared their experiences either as an individual with a disability or their interactions with people of determination in their personal or professional lives.