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imaginesbymk · 2 months ago

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MARSTON. ━︎━︎ ZSAKUVA STRICT PROFESSOR !

chapter eleven - ❝what do you really want?❞

← previous chapter: chapter ten - "new friend." next chapter: FILLER CHAPTER - "ICEBREAKERS." →

fanfic info / read it on wattpad

SYNOPSIS — Fed up of waiting, Andrew finally confronts Y/N about his feelings and where they stand. Y/N has to make a decision.

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A N D R E W

"IT'S A COMPLEX field of contradictions and paradoxes that you can exploit. The influence of poetry is never summarized by a few words. It seeps into its very foundation." To some students who are only there to pass, it seemed like absolutely nothing to them. But when I spoke into the lectern mic, there was a rush of passion through my teaching as I spoke about poetry.

"But, it also pulls from your own ideologies whether you're aware of this or not, and so poems are always subjective in writing just as they are in interpretation, and time can also change it because of shifts in the dominant, societal culture. Now when these contradictions occur, in theory, you need to understand the breadth of obvious persuasion versus rooted ideology."

That last sentence I gave was something I had learned in my younger years. I credit the poets who were so lovesick and miserable that they poured it onto paper. The amount of ink used for a person they could but couldn't have. It was something I never thought I could relate to until I met Isaac.

Literature club wasn't too popular at the time. When I walked in the first meeting, only ten students showed up. If it was varsity, there would be twice the amount. Out of everyone who seemed to get along with each other right off the bat, Isaac was the first man I saw- and he was the only person who spoke to me the most.

As far as I know, the university has clubs, just not a Literature club. The Dean commented that having Literature and English composition courses were enough that there would be no point of even starting one. If I were to open one, I'd be the first to run it, and I wouldn't be as strict to these students in extracurricular. I'd laugh more, show a different side of me that everyone doesn't see often. With Y/N, we could probably talk about Astrophel and Stella for hours. I'll never forget the last time we had a tutorial. Y/N passionately rambled on the reading list they came up with themselves, as if they were the ones giving the lecture.

But as usual, I was. "So, the next poem I would like you to analyze is If by Rudyard Kipling. It's already uploaded onto Moodle, so give it a read. I want you to write down your initial interpretation, and then ask a friend for their interpretation, and then bring the results next week to see if they differ and why." I looked at my watch, then closed the slides on the projector with the tablet. "Okay, that'll be all."

I stepped away from the lectern, gathering the extra files and booklets I had piling on the desk. From the corner of my eye, Y/N was already heading out. It's been a couple of weeks now since they and [STUDENT NAME] started hanging out. They sat beside each other again today, and I'm hoping some day I'd call them out to answer a question if they weren't paying attention.

But Y/N can be sly and still be caught up in their work.

"Oh, could you stay behind to help for a moment? I need another pair of hands to bring these to my office."

Y/N nodded, walking over to help me collect the materials.

"How's your studies so far?" I ask.

"So far so good," they reply.

"Good. How's the new module? Poetry is definitely a sharp change from 12th century literature."

They nodded. "It's been more interesting than the last term."

I hummed. "Yes. There'll be a lot more chances to explore creativity in the coming weeks. I don't know if you saw on Moodle, but there will be one week where I ask each of you to anonymously submit a poem that we can dissect in the lesson after to see if any subconscious ideologies bring forth. They will also remain anonymous so even though we'll be speculating as a class, we'll never know the truth, which I think is needed for something like poetry."

I opened the door for Y/N, letting them exit the hall first.

"What about you?" Y/N asks.

"Have I? I've written some poems," I pause. No one has ever read my poetry, before. I don't go digging through my old books just to find them if they were all that poor. I can't imagine people's reactions whether they were good or bad. "Maybe I could share some with you, definitely not the ones I wrote as a teenager. Those will, uh, never see the light of day."

Y/N laughs. "I'm sure they're not bad."

"It's natural to be a skeptic of your own work and not live up to the expectations you've set yourself, especially when you go review them years later. As I said in class, societal ideologies change with time, but so do internal ones. Your view on life changes as you gain more knowledge and your mindset shifts, and then an outlook you thought you'd have forever can change with one strange encounter." I jiggle the keys into the lock of my office, letting Y/N enter first, then me.

"And you've experienced that yourself?" they ask.

"I've had too many to count. But I'd encourage listening and being open to change." I hung my shoulder bag near the chair, then my laptop. I looked at Y/N, waiting to be instructed with the books in their hands. "Set them down on my desk." They do so.

"Actually before you leave, I wanted to have a word with you. Well, not anything related to your work but a more... personal conversation."

Y/N stops. "Yeah?"

"Since the last time we spoke here, I'venoticed that, um, you've been hanging out a lot with that friend of yours. You frequently sit next to them too now."

"Yeah?" they shrug. "What about it?"

"Well, I can't help but wonder if there's anything between you two."

"What are you talking about?" Y/N shot me a look, folding their arms.

I had to remind myself again. It has been weeks, and all I've done was mope around in silence while Y/N drank flavoured milk teas with someone who skips lectures just for the hell of it.

As selfish it may sound, I deserved assurance. I deserved an explanation.

"You know fully well what I'm insinuating," I said, annoyed. "After what we've done together and now that you know how I feel, suddenly you've taken an interest in a classmate that you've only started talking to."

"How do you know all this?"

"I'm observant, and you know I am. So," I folded my arms, too. "Is there anything you want to tell me?"

Y/N responded exactly how I thought they would. Y/N shook their head.

"Are you sure? Because if I were to take a guess, I'd think that you're purposely flaunting this new friendship in front of me."

And giving the smirk forming on Y/N's face, all that overthinking and overanalyzing for weeks on end just proved I was right all along. "I was just testing to see how you'd react. What have you noticed?"

"You're testing me? What sort of validation are you looking for?"

Y/N rolls their eyes at me. "C'mon..."

"Fine, I'll humour you. It started a couple of weeks ago, they had an interest in you before that, and I saw. Obviously you noticed, too. It was the day after you were here last that you decided to change tactics, and you made sure to do it so openly, it would be difficult for me to not see." I stepped closer to them. "Convincing them to sit at the front with you, borrowing stationery, forgetting to bring your book to class so you can share and get closer..." That annoyed me the most.

Y/N eyed me up and down.

"Like I've said before, I watch you on occasion. Maybe occasionally isn't the right word to use. I'm interested in you, so naturally I'm going to want to look at you even when I'm focusing on the other students. You're always in my peripheral so I see when you do something and turn my way to gauge my reaction."

"Oh, so you have been noticing that, too."

"Yes, I see that you're sly, but not invisible. So, I need to have a talk with you once again, it seems." I frowned down at their level. "What is your end goal here? What do you really want from me? If you're leading on someone just to get my attention, that's a little problematic, isn't it? Or are you just having fun? How do I know you're not doing the same to me and just seeing where the chips fall?"

Whatever their answer was, mine would remain the same. I've came to terms with myself about my feelings for them, even though I tried to brush them off, even if I tried to fight them when I tried to sleep. If Y/N doesn't give me a straight answer by today, I would not know where to go from there.

They shook their head again.

"Y/N, love. I would like an answer. To be quite dramatic, it's driving me nuts. It's been driving me nuts. Did you suddenly change your feelings about me?" I ask.

"Are you seriously putting me on the spot here?"

"I honestly feel like I have to, because you confessed to me over an assignment, and just a couple weeks ago, you and I had that talk in my office. But now you have your eyes for someone else."

"There's no one else I have eyes for."

I was genuinely taken back. It was a baby step of what I wanted as proper closure. "Ah, so you do like me? But I think you should let your friend know that you have no intention of building a relationship with them. It'll only prove to hurt them further down the road once they realize what you've been doing."

"Like what?" Y/N asks, chuckling. It could only mean I had to be the one to step up and ask the big question for something we're sure we both want.

"You know exactly what. You say you like me... what if I offered for you to be with me?"

Y/N stopped smiling, looking at as me as if though that question would have never been asked by someone whose job was to grade their paper. "Surprised? I'm sure we can make it work."

I don't see them when I close my eyes, but I leaned down and cup their face to pull it closer. I kiss them, imagining the look on their face still being as in shock when I made that offer. An offer I knew anyone at campus would accept, given what they say and think about me.

"You've been thinking about this for a while, haven't you?" they ask, breathing for air.

"I think about it all the time, don't you?"

Y/N nodded.

"There's a version of this that doesn't go our way," I tell them. "But there's also one where we have a chance to make something out of it every day. I think about you when I'm home. I wonder what you're doing, if you're studying well, eating well. Sometimes you're in my thoughts more than anything else... and I'm starting to understand what it really means - that this is not just a fling or a curiosity for me."

"But are you sure you feel this way for me? Sometimes your heart can deceive you. We could end up being just a fling or curiosity and nothing more."

I sigh. "Here," I grab Y/N's hand and placed it on my chest. "Can you feel it? How fast my heartbeat is? I have to uphold a certain look for the sake of keeping my job, but when it's obvious to me that I desire someone who seems to want me as well... there's only one thing left to do."

"But people will talk about it. They're not dumb."

"Yes, people will talk. I am your Professor, you are my student. It's not unheard of for relationships to occur in universities, and if I'm correct, I'm only a couple of years older than you. So, with all that said... what do you really want?"

Their eyes twinkled up at mine. I know what they want. And I wanted to hear it. "I want you... to kiss me again."

I chuckled. "I can give that to you." I did as they wished. I pull away once more. "But you have to break it off with that friend. Don't give them anymore hope."

"Already halfway," they say. "We weren't that compatible, anyway. I didn't think you would be so jealous of them, jealous of what I was doing."

When I checked their status, [STUDENT NAME] was indeed still my student. I can't remember what exactly their grade was, but it was likely a passing grade, a saving grace. But disregarding that person, I couldn't bare to go on another week of Y/N forgetting their textbook again and having to touch hands and knees with them in front of me, again.

I scoff. "You think I wouldn't be jealous? Of course I am! You can flirt so openly with them and there won't be a problem. The only time I can really spend with you is in here where no one can see us." We kept kissing. "Teaching-" Another kiss. "Is the best part of my day. Not because I'm a Professor who should like their job, but because I know that you're guaranteed to be there, watching me. So, the fact that your attention suddenly shifted to someone else is... annoying. If you truly like me, then don't look at anyone else the way you look at me during class or outside of it. You can hang around with others as much as you like, but I'm losing out on that. Not anymore."

We kiss again, grabbing their hand. I trail my kissing down to their neck and back to their lips as I spoke in between. "So say it to me." More kisses. "Say-" Another one. "That you want to be with me." Once more. "And you will."

Y/N looked up at me. "I want you, and I will be with you."

I hummed. "Good answer."

This sensation felt more victorious than when I even got hired at the university, or when I opened mine and my brother's Christmas gifts our parents got us when we were kids, which was Finding Nemo on DVD. My anxiety over whether my feelings were reciprocated had finally vanished, though I was here, alive and well, for many more to come. But I could assure nothing could go wrong.

"There's a museum that I'm thinking of visiting in a couple of weeks and I was wondering if you'd like to join me."

"The British Museum?"

I nod. "I'm writing another thesis, it's strictly a hobby at this point, but I wouldn't say no to having another mind there. I've heard there's a new exhibition opening and I'm eager to see it. We could go at the weekend so no using university hours."

"A lot of students go there."

"I've accidentally bumped into plenty of students outside classes so it's not uncommon, and something tells me you'll like the exhibits. I want to be there when you experience them."

They paused for a moment, then nodded. "I'm down."

"Good. Well then, it's a secret date. I'm looking forward to it. In the meantime, I'll see you in class tomorrow. Oh," I quickly dug through my bag, pulling out something not as valuable for a gift, but the thought of giving back was considered after I was given candy and a written note gestured on Halloween. For Y/N? I'd give them the world. "Happy birthday."

Y/N blinked, accepting the small present. "How'd you know-"

"[STUDENT NAME] has a big mouth." I roll my eyes a bit having to credit them for knowing.

"It's not until Sunday."

"I don't see you on weekends. Well, except for our date that's coming up. We could treat that as a belated birthday date, just for you. But until then, eat lots of cake for me on your big day." Y/N giggles in response. "Er..." I shook a bit in my voice. "I'm gonna need your cell. Emailing seems too formal for a date, and kind of odd. Especially since this is gonna become something more." I said since, not if.

Y/N smiles and pulls out their phone. "If you wanted my number all this time, you could have just asked, Professor."

I now had Y/N's name in my contacts, and I could already picture them calling me at 1 in the morning just to hear my voice. "I'm not that eager," I joke down at them, wanting to trace my finger on their cheek. I could melt. "Just call me Andrew."

I peck them on the lips one last time and they walked out, bringing the small gift with them.

"Make sure you bring your books this time," I sternly remind them as they peaked their exit. They let out a faint chuckle, shaking their head as the door shut. As I was finally alone, I exhaled a shaky breath, unfolding my arms and nearly falling off my chair as I took a moment to sit down. I could really use coffee, or just a glass of water. The wind was knocked right out of my soul.

It was starting to kick in. I have a date.

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#zsakuva #zsakuva andrew #zsakuva fandom #sakuverse #professor andrew marston #andrew marston #andrew marston x darling #fanfiction #zsakuva fanfic #professor marston #professor marston x darling

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cordialbunny · 5 months ago

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2/100

I had a lovely time catching up with the mother of the kid I used to babysit + some great Chinese food and I watched Moana pt 2. in an outdoor cinema

-had a political discussion for the first time in forever

- nearly done with goodnight pun pun vol. 4

- had like 8 relatively productive pomodoro seshs

-did the scary thing and looked at the upcoming organic chem moodle

- walked 10.000 steps (we're gonna ignore that I got the last 2000 by walking around the house like a maniac)

-did some research on Spanish grammar books

-did skincare routine :D

Overall pretty satisfied even though though I noticed caffeine is definitely not good for my focus

#study blog #light academia #light academism #productivity #kitties #dark academia #studyspo #college student #college life #college #study space #student life #studying #student #study motivation #study with me #studyblr #studygram #studyinspo

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twottie-m8 · 1 year ago

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Tag Game!

Rules: Pick a bunch of your WIPs and summarize them as badly as possible, then ask your followers to vote on which one they'd be most likely to read. Multiple/all/none options are completely optional.

Thanks for the tag @splenderai 😚💕

I don't really write as much as I draw, so instead, yall should have a go at which one of my art WIPS I bring back from the graveyard

Tagging: @dusical-moodle, @rockmonopoly, @sparkbreeze, @therealpancakeo

Others who see this are free to try as well ^u^)/

#polls #my polls #tag game #twottie talks

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k00292537 · 1 year ago

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Project : Disrupt

Drawing Seminar

Below are some notes that I took from the Drawing seminar on Moodle.

Throughout the brief ‘Disrupt’, my concept continued to develop further and further with each week, meaning an influx of ideas. I’ve learned how important it is to note or illustrate each of these ideas, even through the simplest of sketches. As it’s best to get them out on paper rather than stay in the brain.

I’ve realised that sketches bleed into all areas of art, even areas where the final product mightn’t be 2-D or on paper. I found this with the headbanging animation I made during ‘disrupt’. I had a visual in my head of what I wanted to create, so I drew it in my sketchbook. Including each frame, and their compositions, colours, and styles. I found that more ideas for my animation came about once I illustrated my initial concept.

#art student #lsad #artwork #disrupt

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aljezz · 2 years ago

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En el presente blog se expondrá un breve análisis de la primera unidad de la materia innovación y emprendimiento, con el fin de sintetizar tal contenido.

Primero que nada es importante saber el significado de innovación, ya que este se convierte en la vertiente principal del siguiente blog; existe una diversidad de escritores que presentan diversas perspectivas sobre lo que es la innovación. Pero como concepto general esto es un cambio para una mejora. Esta se puede desarrollar en todas las áreas dependiendo de las necesidades que se presenten. Enfocándonos más en la innovación educativa esta se da en distintos contextos tanto internos como externos.

Existen muchos tipos de innovación, pero dentro de este blog solo mencionaremos dos:

Incremental, relacionada con la optimización y desarrollo de productos.

Radical, que conlleva alto grado de cambio y tecnología.

Durante cierto lapso de tiempo se implementó un modelo en el cual se relaciono el contexto presencial con las TICS, pero, ¿cómo estas puede ser una innovación?Innovar supone evolucionar y hacer las cosas de otra forma. Lo más complicado es no limitarse a mirar internamente a las propias necesidades o a las necesidades de una empresa, sino poner el foco en las personas, sus problemas y sus necesidades. Años atrás nos enfrentamos con una pandemia mundial que puso a toda la sociedad en total pánico, ya que aspectos como la economía y la educación se encontraban perjudicadas. Por lo que optaron por innovar en la utilización de otras herramientas tecnológicas que quizás la mayoría nunca había usado. Convirtiéndose así en un fenómeno mundial, a causa de la contingencia sanitaria. Tanto maestros como estudiantes implementaron videoconferencias para así tener comunicación; subían materiales didácticos por plataformas como moodle o Classroom; aunque no tenían mucho conocimiento de ello se fueron adaptando y hasta la fecha siguen siendo usados para más facilidad en su organización. Después de que los casos fueron disminuyendo se utilizó la técnica de mitad del alumnado presencial y la otra por medio de videollamada.

Para definir el concepto innovación existe un sin fin de significados pero por lo regular este se utiliza cuando se crea algo nuevo o la asimilación de algo nuevo. Asociando esto con un cambio en el sistema educativo, se clasifican en 4 tipos de cambios; Estructurales, afecta la configuración en la totalidad de los niveles; cambios curriculares, en ellos se relacionan las estrategias de enseñanza, diseño y desarrollo, es importante resaltar que existen 2 tipos de curriculum, formal el cual es preestablecido por las instituciones educativas como por ejemplo la SEP o institución titular y el currículum informal el cual se da con material o el acomodo del profesorado en relación a las necesidades de su grupo; cambios profesionales, referidos a la formación, selección y desarrollo profesional de los docentes y, por último, los cambios políticos, los cuales afectan a la distribución del poder en educación y a la relación de los agentes sociales en la enseñanza escolar. Por ende, la reforma es un cambio propiciado por la Administración Educativa en su totalidad al sistema educativo buscando una mejora. Depende de los fines de esta dentro de la educación tanto en la reconstrucción en el conocimiento del profesorado como en los alumnos.

El Cambio Educativo tal como lo entendemos aquí, con o sin reforma, e incluso contra las reformas, requiere acciones y convicciones más profundas, tan profundas que se hace necesario reinventar la escuela, cambios tal vez menos perceptibles que los meramente administrativos y normativos o los que tienen que ver ron aspectos de organización en el nivel macro, que tienen que ver con las actitudes y las prácticas habituales de los profesores, pero también con su disposición para comprometerse con las exigencias que se derivan del mismo cambio sin que sean vistas como amenazas y con los medios necesarios. Y ya vimos tanto desde la teoría como desde la experiencia práctica que el éxito de una innovación pasa por la participación real y el compromiso de quienes la llevan a cabo, como mencionaba Bruner (1997) de la participación de los propios agentes de cambio que son los profesores.

Por ello, es importante que tomemos conciencia de lo que las Reforma Educativas implican, de nuestro papel y compromiso, y también de nuestro apoyo, no para quedarnos en la denuncia de lo que no sirve, ni para sumarnos a unas críticas que en vez de construir destruyen las intenciones por el progreso y el desarrollo. Lo fundamental es avanzar en el camino marcado, en las líneas acordadas, en la búsqueda de esos ideales de justicia, equidad y solidaridad, pero de ningún modo desandar el camino e ir hacia atrás.

Se han desarrollado diversos modelos de innovación, clásicamente estos modelos se han conocido como: Investigación. Desarrollo y Difusión; Interacción Social y Solución de Problemas. Todos ellos poseen un denominador común: la sumisión del receptor y el grado de control ejercido por los agentes externos.

Se tienen 3 perspectivas:

La perspectiva cultural, considera que toda innovación tiene que hacer frente a una interacción cultural, a un choque entre culturas y subculturas.

La perspectiva política, asume que las innovaciones conllevan siempre el conflicto y en el mejor de los casos lograr el acuerdo o consenso negociado.

La perspectiva postmoderna, de la misma se reconoce que si el mundo es incierto, complejo y diverso es imposible conocer por complemento a los seres humanos que se encuentran implicados en una dinámica de cambio constante.

Como bien dice Beltrán (1994: 370), el currículo traía de muchas cosas a la vez y todas ellas están interrelacionadas, "el currículo no es un objeto sino un proceso en el que nos vemos implicados porque nosotros, como estudiantes o profesores hacemos currículo".

Por otro lado, para saber si una experiencia de innovación educativa es realmente innovación educativa tienen que ocurrir dos cosas:

1.- Que cumpla la definición de innovación educativa: “La innovación educativa es la aplicación de una idea que produce cambio planificado en procesos, servicios o productos que generan mejora en los objetivos formativos”.

2.-Que tenga una serie de características: -Originalidad. Teniendo en cuenta experiencias

-Eficacia. Que cumpla objetivos

-Eficiencia. El coste/esfuerzo de aplicar la innovación educativa nunca debe ser superior al coste/esfuerzo realizado antes de aplicarla.

-Transferibilidad. Se debe poder utilizar en otras asignaturas.

-Sostenibilidad. No requiere nuevos desarrollos.

Actualmente la sociedad está en constante cambio, por ello la educación no es igual a la de los 80, ya que conforme han pasado los años esta ha evolucionado, tomando en cuenta las necesidades de la sociedad en el presente tiempo. El formular una innovación es un proceso en el cual se tiene que tomar en cuenta un problema, lo que se quiere lograr con esta innovación y los resultados para observar su progreso. En la educación se implementan un sin fin de cambios en relación con las necesidades en ese tiempo, o incluso se aplican reformas que desde la perspectiva del gobierno son buenas para el aprendizaje y desarrollo de las instituciones educativas. En 2018, Peña Nieto aplicó una reforma que tenía como objetivo asegurar una mayor equidad en el acceso a una educación de calidad, fortalecer las capacidades de gestión de la escuela, pero, por el contrario, tomaron acción incorrecta al destituir a los docentes por un resultado de examen sin antes capacitarlos para su desarrollo profesional.

REFERENCIAS BIBLIOGRÁFICAS

Fidalgo, Á. ¿Cómo saber si una experiencia de innovación educativa es realmente innovación educativa? http://innovacioneducativa.wordpress.com/http://innovacioneducativa.es/ (videoconferencia)

García, L. y ARENAS A. (2006). ¿Qué entendemos por innovación educativa? A propósito del desarrollo curricular. Perspectiva Educacional, Formación de Profesores. 2006; (47), pp. 13-31 ISSN:0716-0488. Disponible en: https://www.redalyc.org/pdf/3333/333328828002.pdf

Sein-Echaluce, M.L, Fidalgo-Blanco, A y Alves, G (2016). Technology behaviors in education innovation. Computers in Human Behavior, In press. http://dx.doi.org/10.1016/j.chb.2016.11.049

REFERENCIA DE IMAGEN

LICENCIATURA EN EDUCACIÓN

UNIVERSIDAD PEDAGÓGICA DEL ESTADO DE SINALOA

ASESOR:

MARCO ANTONIO LIZÁRRAGA VELARDE

MATERIA:

INNOVACIÓN Y EMPRENDIMIENTO

INTEGRANTES:

ALEJANDRA GUADALUPE GUERRA VALDEZ

BELÉN JEZZEMANY MACÍAS CORONADO

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kkkwik · 20 days ago

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BWISET. D KO NA NAASIKASO UNG MGA EDUCATIONAL MATERIALS KO LIKE MOODLE AT UNG ISA

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literaturereviewhelp · 1 month ago

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The page also provides information about career path certificates for those who may want to specialize. On the page is other information relating to service courses such as computer software tools and computer programming tools (Lane, 1996). In case a student needs financial aid, he or she can visit the Student Resource Center (SRC), located on the second floor of Building 1, Room 206. The SRC personnel helps students in solving non-academic matters while on campus or in the community. Under life and family, there is support for a wide range of information. The information provided includes childcare, where families of the students can enroll their children in child care. Counseling guides students on academic, career, and personal needs. Disability resources announce the resources available for students with special needs. Health clinic provides information on healthcare for students. Housing & Titan Court, advising students on the best and most affordable houses they can rent. The multi-cultural center gives information on where students can get the best hospitality services. Other information under current students’ resources includes employment, transportation, veteran’s services, and women’s center (Lane, 1996). The academic advising department provides each student with a program advising team. Electronic advisory services such as Moodle. The electronic resources help the students research and discover answers to a wide range of academic and career questions (Lane, 1996). a) The information on this page is varied, though all related to the University of Oregon. It provides links to the various section of the university. For instance, there is information on job openings, maps detailing directions to the University, the office of admissions, blackboard, academics, and events calendar. The page also provides links to some institutes of the university like the Institute on violence and destructive behavior. b) The URL opens a webpage containing information about the City of Springfield Oregon. It provides links to jobs, the police department, contact us, the local history, the city council, emergency management plan, fire, and life safety. The links are meant to provide more information about the city. c) The information contained here pertains to Eugene, a government resource providing valuable information to business persons, visitors, and residents. For instance, the menu department provides information on central services, planning, and development, and police, fire, and emergency medical services. The menu on government provides information about agendas and minutes, elections, boards and commissions, the mayor and city council, and the city code. d) The camera shows a camera image of Central Yreka. The image is updated at hourly intervals from 6 am to 6p m, showing the situation on the roads. e) The monster website provides security measures for job searches. They include job titles, keywords, and locations. In addition, security is enhanced by including login details. The password is personal and therefore the user can only access his or her account (Oregon,n.d). - Topic searched citation guides and easybib. - The search produced ten results. The information was useful. It produced different definitions of the topic searched, giving a wide range of understanding. The three factors, to consider when buying a laptop, are: Battery life which should be long enough. The second aspect would be the warranty or what is known as the protection plan. The user should understand what the plan covers and what it doesn’t. The third aspect, to consider, would be the weight of the laptop. It needs to be light for easy carrying to and from school. The item for sale is a computer. It is priced at $195. It is described as a clean, 15” Macbook Pro 2.4ghz i5 (Craigsland, n.d). Read the full article

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thuyows · 3 months ago

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Hệ Thống E-Learning Là Gì? Tất Tần Tật Những Điều Bạn Cần Biết

Trong kỷ nguyên số hóa hiện nay, công nghệ đã thay đổi nhiều lĩnh vực trong cuộc sống, trong đó có giáo dục. Một trong những phương pháp học tập đang ngày càng được ưa chuộng chính là E-learning – hình thức học tập trực tuyến thông qua các hệ thống và nền tảng công nghệ. Vậy hệ thống E-learning là gì? Nó hoạt động như thế nào và có những lợi ích gì? Hãy cùng tìm hiểu chi tiết trong bài viết này.

1. Khái Niệm Hệ Thống E-Learning

hệ thống e learning, hay còn gọi là học tập điện tử, là quá trình học tập sử dụng công nghệ thông tin và truyền thông (ICT) để cung cấp các tài liệu học tập và tổ chức các hoạt động giảng dạy. Hệ thống E-learning là một nền tảng trực tuyến hoặc phần mềm được thiết kế để hỗ trợ quá trình giảng dạy và học tập từ xa. Thông qua hệ thống này, học viên có thể tham gia các khóa học trực tuyến, truy cập tài liệu học tập, làm bài kiểm tra, tương tác với giảng viên và các học viên khác mà không cần phải gặp mặt trực tiếp.

Các hệ thống E-learning ngày nay có thể có sự kết hợp của nhiều công nghệ như video bài giảng, tài liệu học tập số, các công cụ thảo luận trực tuyến, bài kiểm tra, và các công cụ hỗ trợ giao tiếp giữa học viên và giảng viên. Mục tiêu của E-learning là tạo ra một không gian học tập linh hoạt, hiệu quả và dễ tiếp cận cho mọi người.

2. Các Thành Phần Chính Của Hệ Thống E-Learning

Một hệ thống E-learning hoàn chỉnh thường bao gồm những thành phần cơ bản sau:

a. Learning Management System (LMS) – Hệ Thống Quản Lý Học Tập

LMS là phần mềm quan trọng nhất trong một hệ thống E-learning. Đây là nền tảng trung gian để giảng viên có thể tạo khóa học, tải lên tài liệu học tập, tạo bài kiểm tra, đánh giá học viên và theo dõi tiến độ học tập. Học viên cũng sử dụng LMS để truy cập các khóa học, xem các bài giảng, làm bài tập và theo dõi sự tiến bộ của mình.

Một số ví dụ phổ biến về LMS bao gồm Moodle, Blackboard, Canvas và Google Classroom.

b. Nội Dung Học Tập (Content)

Nội dung học tập trong hệ thống E-learning bao gồm các tài liệu học, video giảng dạy, các bài giảng tương tác, bài kiểm tra và các bài tập thực hành. Nội dung này có thể được giảng viên hoặc các tổ chức giáo dục tạo ra, và thường được thiết kế dưới dạng dễ tiếp cận và có tính tương tác cao để tạo ra trải nghiệm học tập phong phú cho học viên.

c. Công Cụ Giao Tiếp và Tương Tác

Công cụ giao tiếp và tương tác giúp học viên và giảng viên kết nối, trao đổi ý tưởng, giải đáp thắc mắc và chia sẻ kiến thức. Các công cụ này có thể bao gồm email, diễn đàn thảo luận, các phòng chat trực tuyến, các buổi học qua video, v.v. Tính năng tương tác này rất quan trọng, vì học viên có thể cảm thấy cô lập nếu không có sự kết nối với giảng viên và các học viên khác.

d. Công Cụ Đánh Giá và Theo Dõi Tiến Độ

Một phần không thể thiếu trong hệ thống đào tạo nhân sự E-learning là công cụ đánh giá. Giảng viên có thể sử dụng bài kiểm tra, bài tập và các phương pháp đánh giá trực tuyến để kiểm tra kiến thức của học viên. Các công cụ này cũng cho phép theo dõi sự tiến bộ của học viên theo thời gian, giúp giảng viên đưa ra phản hồi kịp thời.

3. Lợi Ích Của Hệ Thống E-Learning

Hệ thống E-learning mang lại nhiều lợi ích cho cả học viên và giảng viên, cũng như các tổ chức giáo dục. Dưới đây là một số lợi ích nổi bật:

a. Linh Hoạt Về Thời Gian và Địa Điểm

Một trong những ưu điểm lớn nhất của hệ thống E-learning là tính linh hoạt về thời gian và địa điểm học tập. Học viên có thể truy cập các khóa học và tài liệu học từ bất kỳ đâu, chỉ cần có kết nối internet. Điều này giúp họ không bị giới hạn bởi thời gian, không gian hay các yếu tố địa lý. Dù bạn ở nhà, tại cơ quan, hay đang đi công tác, bạn vẫn có thể tiếp tục học tập và làm bài tập.

b. Tiết Kiệm Chi Phí

E-learning giúp giảm bớt các chi phí liên quan đến việc di chuyển, chi phí thuê phòng học, chi phí in ấn tài liệu và các khoản chi phí phát sinh khác. Các khóa học trực tuyến thường có mức phí thấp hơn so với các khóa học truyền thống, đặc biệt là những khóa học từ các trường đại học và tổ chức giáo dục uy tín.

c. Tăng Cường Trải Nghiệm Học Tập Tương Tác

Các hệ thống E-learning hiện đại thường cung cấp các công cụ hỗ trợ học viên giao tiếp và tương tác không chỉ với giảng viên mà còn với các bạn học viên khác. Việc tham gia thảo luận nhóm, giải quyết vấn đề và chia sẻ quan điểm sẽ giúp học viên có được một trải nghiệm học tập phong phú và toàn diện hơn.

d. Dễ Dàng Theo Dõi Tiến Độ và Đánh Giá

Với hệ thống E-learning, giảng viên có thể dễ dàng theo dõi sự tiến bộ của học viên qua các báo cáo và thống kê. Học viên cũng có thể xem lại các kết quả học tập của mình và biết được mình cần cải thiện ở đâu. Điều này tạo ra một quá trình học tập minh bạch và có thể đo lường được.

e. Học Tập Cá Nhân Hóa

Hệ thống E-learning cho phép học viên học theo tiến độ cá nhân, giúp họ tiếp thu kiến thức một cách thoải mái và hiệu quả hơn. Mỗi học viên có thể học theo cách của riêng mình, từ việc chọn thời gian học, tốc độ học đến các chủ đề học tập mà họ muốn tìm hiểu sâu hơn.

4. Các Phương Pháp Học Tập Thường Dùng Trong Hệ Thống E-Learning

Hệ thống E-learning có thể kết hợp nhiều phương pháp học tập khác nhau để phù hợp với nhu cầu của từng học viên. Các phương pháp học này bao gồm:

a. Học qua Video

Video bài giảng là một trong những phương pháp học phổ biến nhất trong hệ thống E-learning. Video giúp học viên tiếp cận kiến thức một cách sinh động và dễ hiểu hơn. Các video có thể bao gồm các bài giảng lý thuyết, ví dụ thực tế, và các bài thực hành.

b. Bài Tập và Bài Kiểm Tra Trực Tuyến

Các bài kiểm tra và bài tập trực tuyến giúp học viên ôn tập và kiểm tra kiến thức sau mỗi buổi học. Đây là một phần không thể thiếu trong hệ thống E-learning vì nó giúp giảng viên theo dõi tiến độ học của học viên và đưa ra phản hồi kịp thời.

c. Học Tập Tương Tác

Hệ thống E-learning cũng sử dụng các công cụ học tập tương tác như diễn đàn, thảo luận nhóm, và các bài tập hợp tác để khuyến khích học viên tương tác với nhau. Việc thảo luận và giải quyết vấn đề chung giúp học viên phát triển các kỹ năng làm việc nhóm và khả năng giải quyết vấn đề.

d. Học Tập Dựa Trên Dự Án

Một số hệ thống đào tạo trực tuyến cho phép học viên tham gia các dự án thực tế để áp dụng lý thuyết vào thực hành. Phương pháp này giúp học viên có cơ hội giải quyết các tình huống thực tế và phát triển kỹ năng chuyên môn.

5. Ứng Dụng Của Hệ Thống E-Learning Trong Các Ngành Nghề

Hệ thống E-learning không chỉ hữu ích trong giáo dục mà còn có ứng dụng rộng rãi trong nhiều lĩnh vực khác nhau, bao gồm:

Doanh nghiệp: Các doanh nghiệp sử dụng E-learning để đào tạo nhân viên về các kỹ năng mới, sản phẩm, quy trình làm việc và các chương trình chứng chỉ.

Y tế: Hệ thống E-learning giúp các chuyên gia y tế cập nhật các kiến thức mới về y học, quy trình điều trị và các nghiên cứu mới.

Chính phủ và Quản lý công: Các tổ chức chính phủ cũng sử dụng E-learning để đào tạo nhân viên về các chính sách, quy định và các kỹ năng quản lý.

Kết Luận

Hệ thống E-learning đang trở thành xu hướng phổ biến và không thể thiếu trong giáo dục và đào tạo hiện đại. Với tính linh hoạt, tiết kiệm chi phí, và khả năng tiếp cận học tập mọi lúc, mọi nơi, E-learning mang lại cơ hội học tập tốt hơn cho tất cả mọi người. Sự phát triển của công nghệ và các nền tảng E-learning tiên tiến đã mở ra cánh cửa học tập vô hạn, giúp mỗi cá nhân có thể phát triển bản thân, nâng cao kiến thức và kỹ năng trong thời đại số hóa.

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nguyenduong112 · 3 months ago

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Hệ Thống E-Learning Là Gì? Tất Tần Tật Những Điều Bạn Cần Biết

1. Khái Niệm Hệ Thống E-Learning

2. Các Thành Phần Chính Của Hệ Thống E-Learning

Một hệ thống E-learning hoàn chỉnh thường bao gồm những thành phần cơ bản sau:

a. Learning Management System (LMS) – Hệ Thống Quản Lý Học Tập

Một số ví dụ phổ biến về LMS bao gồm Moodle, Blackboard, Canvas và Google Classroom.

b. Nội Dung Học Tập (Content)

c. Công Cụ Giao Tiếp và Tương Tác

d. Công Cụ Đánh Giá và Theo Dõi Tiến Độ

3. Lợi Ích Của Hệ Thống E-Learning

Hệ thống E-learning mang lại nhiều lợi ích cho cả học viên và giảng viên, cũng như các tổ chức giáo dục. Dưới đây là một số lợi ích nổi bật:

a. Linh Hoạt Về Thời Gian và Địa Điểm

b. Tiết Kiệm Chi Phí

c. Tăng Cường Trải Nghiệm Học Tập Tương Tác

d. Dễ Dàng Theo Dõi Tiến Độ và Đánh Giá

e. Học Tập Cá Nhân Hóa

4. Các Phương Pháp Học Tập Thường Dùng Trong Hệ Thống E-Learning

Hệ thống E-learning có thể kết hợp nhiều phương pháp học tập khác nhau để phù hợp với nhu cầu của từng học viên. Các phương pháp học này bao gồm:

a. Học qua Video

b. Bài Tập và Bài Kiểm Tra Trực Tuyến

c. Học Tập Tương Tác

d. Học Tập Dựa Trên Dự Án

5. Ứng Dụng Của Hệ Thống E-Learning Trong Các Ngành Nghề

Hệ thống E-learning không chỉ hữu ích trong giáo dục mà còn có ứng dụng rộng rãi trong nhiều lĩnh vực khác nhau, bao gồm:

Doanh nghiệp: Các doanh nghiệp sử dụng E-learning để đào tạo nhân viên về các kỹ năng mới, sản phẩm, quy trình làm việc và các chương trình chứng chỉ.

Y tế: Hệ thống E-learning giúp các chuyên gia y tế cập nhật các kiến thức mới về y học, quy trình điều trị và các nghiên cứu mới.

Chính phủ và Quản lý công: Các tổ chức chính phủ cũng sử dụng E-learning để đào tạo nhân viên về các chính sách, quy định và các kỹ năng quản lý.

Kết Luận

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escritura-situada · 3 months ago

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Enseñanza remota: dos opciones para la actualización docente

30 julio, 2022Mirza Aguilar - Pérez Uncategorized

Recomendaciones para estos tiempos de incertidumbre

Originalmente esta publicación, llevaba por nombre: “De la enseñanza remota y otros demonios”, porque para algunas esta pandemia ha representado una pesadilla, entre los cambios de las jornadas de cuidado y los elementos limitados con los que se tuvo que implementar los cursos en línea de forma remedial. Todo el verano, algunas han trabajado en diversas plataformas: Moodle, Classroom, Blackboard, Edmodo, etc.

Hay varios tutoriales para entender los requerimientos técnicos, las formas de articular los contenidos y centrarse en la evaluación. Pero en medio de una pandemia y en medio de mil preocupaciones, una no encuentra apoyo suficiente para conectar de forma apropiada con el estudiantado. Sé de antemano que existen problemas que exceden el uso de los recursos digitales y que atañen a los problemas económicos e históricos que lastran las universidades públicas, sin embargo, algún apoyo podemos encontrar al pensar estrategias que faciliten nuestra actividad docente.

Acabo de terminar dos cursos de actualización docente que fueron muy útiles para mí. Estos cursos privilegian las estrategias de comunicación con las/los estudiantes, tienen facilitadoras excelentes, que brindan consejos puntuales y ofrecen recursos muy buenos como plantillas, rúbricas y herramientas digitales para las sesiones tanto sincrónicas como asincrónicas. Estos dos cursos son totalmente gratuitos y son muy rápidos (una semana), los recomiendo ampliamente, sobre todo para aquellas que hemos recorrido la enseñanza presencial y hemos batallado para encontrar estrategias remotas.

Taller express para la pedagogía en línea (Edición 04)

El objetivo del taller es identificar los aspectos básicos de la mediación pedagógico-comunicativa que deben adaptarse en el proceso de migración inmediata de la presencialidad a los entornos virtuales de aprendizaje. Está dirigido especialmente a profesoras/es de cualquier nivel educativo, que precisen modificar la planeación de su trabajo presencial y adaptarlo lo mejor posible al entorno virtual al que la educación ha sido llevada en todo el mundo a raíz de la pandemia del Covid-19.

Tienen lugares disponibles aún y si te interesa, no dejes de revisar lo que ofrece. Para inscribirte y más información, da click acá

Bootcamp Virtual para Enseñanza Remota (Edición 05)

Este taller lo acabo de completar y se abrió una última oportunidad para cursarlo en este agosto. Tiene la finalidad de brindar recursos para formular una estrategia de docencia online, tomando en cuenta los recursos que tienen a su disposición. Algunos objetivos del taller son: a) Reconocer que el aprendizaje es más efectivo cuando el estudiante se ubica en el centro del proceso de formación, b) Reflexionar acerca de lo que pueden lograr mis estudiantes durante la experiencia de formación, considerando el ambiente virtual y el contexto actual, c) Mapear las actividades de mi curso en un ambiente virtual conforme los objetivos revisados de acuerdo con mi contexto institucional, d) Identificar recursos y herramientas que apoyen a mis estudiantes a completar las actividades de aprendizaje de mi curso en un ambiente virtual conforme los objetivos revisados y por último: e) Formular una estrategia preliminar para migrar de la docencia presencial y sincrónica a la docencia remota y asincrónica

Esta es la quinta edición y es el último taller del año, las inscripciones están abiertas en este momento, para más información, da click: acá

Espero que estas recomendaciones sean útiles para ustedes, en lo personal, encontré el material de los cursos muy valioso y tienen el plus, para quienes tenemos un presupuesto limitado, que son talleres gratuitos y requieren poco tiempo para cursarlos. Ustedes tienen más recomendaciones, ¿Qué otras cosas, les gustaría que abordara? escríbanme a [email protected] y cuéntenme, con gusto les leo.

Agradezco el tiempo que has dedicado en leerme y nos vemos la próxima semana.

#herramienta educativa

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sunmontuewrites · 4 months ago

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It's Wednesday Friday!

Today is my last day of work this week. After a short week last week and a SUPER short week this week next week is going to suck SO BADLY.

AH WELL.

Morning routine / evening routine

Physio - Massage appointment

Breakfast / Lunch / Dinner

Work emails 45 / 40 / 35 / 30 / 25 / 20 / 15 / 10

Thesis nomination of examiners

Write 1k / 2k

Fill car with petrol

Do 2-3 tshirts for kids

Update list of Masters students with offers

Joint inbox reviewed

Work on scavenger Hunt

Moodle Page worked on

Update 508 list with end dates and supervisors

508 step-by-step guide for academics

Add ALT text to things in queue

Harvey Norman to pick up vinyl

Thesis sent out for examination

Check application for that student in my Notes app

Tidy table away for D&D

Digital drawing / Traditional drawing

Update AO3

Answer AO3 comments

What to write weekend post

Weekend list/chores

Empty rubbish bin

Tidy desk

Move to other desk?

Cancel lab tour for Friday - or organise cover

#to do list

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imaginesbymk · 2 months ago

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MARSTON. ━︎━︎ ZSAKUVA STRICT PROFESSOR !

chapter seven - ❝the forbidden-ness of a fruit.❞

← previous chapter: chapter six - "for a positive experience." next chapter: chapter eight - "office hours." →

fanfic info / read it on wattpad

SYNOPSIS — Professor Marston receives a suspicious email from a familiar person. Y/N is requested to stay back after class.

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A N D R E W

I WAS feeling a bit uneasy over the past few days. As a human, I react to things differently, and I come up with alternatives. When in fight-or-flight mode, I shut down and scram away from the problem.

For example, this afternoon I forced myself to decaf today. Though I've grown a tolerance for caffeine before graduating from university, I could never handle the coffee jitters in front of either a lecture hall filled with students or Chris and Jeremy. The hibiscus tea soothed minor cold symptoms that were creeping around, and I was able to recover before I could step on the gas in my car.

That night when Y/N and their friend spelunked in the building after-hours and planted the gift bag in my office, I went to actually check if Y/N altered their grade book or any credit transcripts on my laptop. I was relieved that nothing was adjusted without my knowledge, though something did pop up on the sidebar when I sat back down after they left.

Andrew,

I'm the last person you'd ever imagine talking to ever again.

But this is a one-time opportunity.

And I'm the last person he'd ever want to speak to ever again.

It was an email sent by my twin brother, or someone posing as my twin brother - which is messed up but not surprising if that were true due to his affiliation in shady business. But whoever sent this to my work email address hints that this is got to be some sort of sick prank pulled by one of my students, or even James Zylos, the perpetrator in disguise, whom I've taught.

I opened the file attachment, which was a PDF of an acceptance letter to a job offer... to study in Cairo.

Now when I think of Cairo, I think of the things I would be crossing off my bucket list. Travel, try the signature dishes, take photographs, if I move a bit further I'd be photographing the Pyramids, interacting with those who are just as intrigued and fascinated with Ancient Egyptian history as I am... and according to the PDF, I'd be able to live there.

The one-time opportunity was right there, either a blessing or curse in disguise.

But that was it. Whatever was blocking the muscle in me to click on the contact information was indeed strong. I couldn't bring myself to email back. If this was really my brother, then I don't know why he would send me this. I don't know what would bring him to contact me after all these years unless he was just planning on using me, or luring me. I know for sure he no longer cares about me anymore, nor does he no longer care about the relationship we had when we were younger.

Years of my brother leaving our family for good, cut contact from my parents, from me. Now it's all just memories that I can't even think of without getting emotional over it. Every day I think of him and wonder if he's okay living a completely different life, maybe on a yacht, or at multiple business meetings inside tea palaces.

Or if anything, I wonder if he's even still alive.

Trading this place for Cairo sounds divine. But as Chris would boast to me during lounge hours, "If it's too good to be true, then it is."

And as a human who turns the other way to prevent something bad from happening, in fight-or-flight mode: I reported the email as junk.

I got rid of the bad, then there's another loose end that needed tying. I would be facing it somehow or either party would be throwing more wood into the fire. That, and because y/n's assignment was taunting me as it rested in the drawers of the desk.

[LECTURE]

"Okay, so," I say to the class. "To quickly summarize your next module for the term, there will be weekly updates of your core texts on Moodle, a class related to that reading each week, and at the end, a portfolio of your essays with Harvard referencing." I glanced over at my laptop. "There will also be a Literature list of texts you might find useful for your arguments, and if any more are found they'll be added to the list. If you have any questions later on you can contact Chris who helped with curating the module — only email me for emergencies. Any questions?"

A hand rose from the middle row.

"Yes?"

"When will we get our marks for our last assignment?" a platinum blonde-haired student asks. He was someone who I recognized on campus, an athlete who reeked of cigarettes when I swift by him, the same student who beat the maths professor at darts from the Halloween party.

"So you'll get your marks and feedback in the next couple of weeks," I reply, walking a bit. "But I will say, there are some topics and discussions raised, and I have found interesting articles for a lot of you to expand your knowledge on the subject. I'll email them to you throughout the week so keep an eye out for that. Any more questions?" No hands were raised. "Okay, that's it for today." Everyone got up and packed their stuff.

"The first core text is already uploaded so give it a read, and we'll discuss it tomorrow. Failing to do so results in falling behind, so study hard."

Y/N brushes past me with a subgroup of students exiting the hall.

"Oh- not you," I called out to them. "I need to speak with you for a few minutes."

They slowly approached my desk as the doors closed, leaving us two alone. "Listen, about last week—"

"No need to talk about that any further. We're passed that. It's actually about your recent submission. Well, actually all of your submissions over the course of the year. They're... concerning."

I pulled the drawer with their file. "I haven't mentioned this to the other tutors because of the sensitivity of the issue. Your interpretation of each material is rather refreshing, but they all seem to revolve around the same subject. Now for your first submission, you were asked to analyze a chosen text from the 12th century in relation to the sociological context in which it was written. Most students chose Lancelot, Percival... The Tale of Igor's campaign. But you chose," I lifted their paper to read the cover page. "The Letters of Abelard and Héloïse. A notable piece, but the direction you went... suffice to say I remember it well."

"Was I paraphrasing?" they asked.

"What I was going to say was that you made some great arguments and backed them up using examples of such forbidden relationships during that time which is what was asked of you. Your second submission - ah yes was about The Dynamics of Controversial Relationships in Fictional Literature, and how they have advanced over the centuries. And starting with The Letters of Abelard was a wise decision to set the foundation for your argument. That is all fine. But the work you submitted before the Christmas holidays was, well, intriguing, to say the least."

And yet, if that maths professor walked in sooner and looked over my shoulder, he would have agreed.

"These papers are purely academic and personal accounts are not evident, but you know that already, and you knew I couldn't officially grade your paper until we had this conversation." I sigh. "You're lucky it wasn't seen by one of the other tutors or my job would be on the line." I began to skim through the file. "Let me see if I can find it... ah!" I read it out loud. "Quote, 'In the given examples, the boundaries of this relationship act as a tether between teacher and student but when compared to a setting of higher education, the tension is more tantalizing, particularly when I consider my attraction for my literature professor', unquote."

Re-reading that quote again still puts me on edge. And just by looking at Y/N's expression, I seem to have put them on it, too.

"Care to explain?"

They shook their head.

"No? Well, after reading your... now not-so-subtle hints, I looked into your attendance record and noticed that the only classes you attend fully are mine. You always sit where I can see you, you engage from time to time but mostly you're silent. And I thought that was just how you were just like the other students. Imagine my feign surprise when I found out you also signed up for all of my lectures outside of the course as well." I raised my brows. "A remarkable show of eagerness to study... on the surface."

But that didn't mean I couldn't bring it up, as if it wasn't the most obvious giant elephant in the room than the assignment.

I walked over to the door, making sure it was closed. No one can lock lecture hall doors except the custodians with the appropriate keys. "So, tell me. What were you hoping to gain from potentially throwing away all of your hard work? I'll admit, I'm a bit impressed by your perseverance. No one would be cunning enough to do that just to get my attention. But then again, it was you who broke into my office."

Y/N let out a loud, nervous laugh. "You said we're passed that, and besides, we didn't do shit."

"I advise you to keep this conversation professional, therefore I ask that you don't cuss at me." I gesture with their essay in my hand. "As I was saying, I know it was–"

"Me who broke into your office," they cut me off. "Yes, of course. But only for giving you a gift. I've been trying to get your attention since the first year." Y/N crossed their arms. "You seemed to just dismiss me like some sick child."

"Oh?" I frown. "Maybe it's probably because I'm your professor and you're my student?"

"And?"

I sighed, walking over to them so they stood in front of the desk. "We shouldn't be pursuing this. You shouldn't be pursuing this, y/n."

"I'm kind of already doing whatever this is you're talking about, prof."

"Yeah, but by sneaking into my office? Going through my laptop? You forgot to scroll back up to save yourself from that, too." Y/N blushed. "Seriously, what if I mentioned that little detail to the Dean? That would have gotten you kicked out of university." If anything, they could have broken into my car.

Y/N made a little face, looking at the side for a second. I caught it right away. "You didn't see anything on there, have you?"

"No. I didn't have time to look at everything."

"Hm," I hummed sarcastically.

They continued to stare at me.

"Look, I care about your education. Your responsibility here is to grow and learn, not induce your romantic interests to someone of authority," I shrug. "I appreciate the gift, though."

Y/N's eyes averted to their doors. "Then why'd you close the door?"

"Hm? I closed the door so we wouldn't get interrupted."

"Interrupt what?" they began to curl their lips.

I sigh. "The conversation, not anything planned with you. Why? That was something you were hoping for, wasn't it? Could you feel my gaze?"

Y/N was smirking.

"And now you're trying to push your luck," I could feel a smirk forming on my lips, now. "You've wanted me since you started. I wonder what was going through your head when I had those independent tutorials with you."

Looking back, not only have I always noticed the passion and effort Y/N has put in their work when discussing the material, but also the way they would look at me. Eventually, it would have had something to do with a sort of attraction towards me because I have noticed it with so many other students who held their independent tutorials with me as well.

"Now that I think about it, you hung on to my every word. I thought it was simply your work ethic but, we both know why." I slid over to them, and once they were cornered, I pushed them against my desk.

Y/N gasps a little. I lowered my voice when my face was inches away from theirs. "Were you dreaming of this? Of being against my desk in a room you and your classmates frequent?" I slid closer to them, almost feeling them quiver. "Is this what you imagined when you sat back there?"

What I didn't expect was how shocked they were at my reciprocation. Teasing, I gave Y/N a second so they could speak freely, but they couldn't let out anything comprehensible.

"What? You've been waiting for this, and now you're tongue-tied? I'll loosen it for you."

The professor review doesn't even scratch the surface of what I was about to do right now that would ultimately be the key to getting myself fired. The thought of someone walking through those unlocked doors raced through my mind. The thought of my "twin brother"'s email slipped out of my mind. If my brother could become so bold, so could I.

If Y/N could break boundaries for someone they liked, then so could I.

I'll shine some euphoria on this semester somehow. Because Y/N was one out of dozens of students who fancied me, and yet I rule out the rest.

I bent down and kissed Y/N ever so passionately and pressed myself against them so they were supported by the desk.

The forbidden-ness of a fruit makes even the taste of a lemon sweet.

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#zsakuva #zsakuva andrew #zsakuva fandom #sakuverse #andrew marston x darling #professor marston #professor andrew marston #fanfiction

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elolsovska · 6 months ago

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Zápisky: ADDIE, SAM, LMS a LXP

ADDIE

Jedna z nejstarších metod learning designu, datující už v 50. letech minulého století.

Popisuje hlavní body a postupy které spadají do instrukčního designu.

Následující aspekty nefungují pouze lineárně, ale jsou součástí cyklického procesu:

A = Analyze

Znamená dělání průzkumu trhu, cílovky. Co vlastně budeme potřebovat k tomu, abychom kurz vytvořili? Co k tomu použijeme?

Patří k tomu: Research vzdělávacích potřeb, kontextu vzdělávání

Často je tento bod podceňovaný, přitom na rešerši by měl právě kurz stavět.

D = Design

Způsob vzdělávání, který souzní s konceptem kurzu. Jaké jsou vzdělávací cíle? Jaký způsob předávání obsahu/strategie vzdělávání použijeme?

Patří sem: Storyboard, script/wireframe, průvodce kurzem nebo i např. styleguide.

D = Develop

Tvoření kurzu a obsahu včetně pilotáže. Zde není moc co říct, prostě se v této fázi dělá co se naplánuje.

I = Implement

Příprava ke startu kurzu a puštění kurzu do étheru.

Patří sem i kurzy naživo, např. workshop.

E = Evaluate

Vyhodnocení, co se podařilo, co ne. Zapadá zde jak závěrečné, tak i průběžné hodnocení v průběhu kurzu.

Líbí se lidem kurz? Je kurz přínosný? Uplatňují účastníci znalosti z kurzu? Co na to čísla? (Zejména ve firmě a organizaci.)

Do této fáze spadá i Kirkpatrickův model.

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SAM

Navazuje na ADDIE, s tím, že přístup v tomto systému je víc přímý. Na nic se nečeká, žádné přehnané plánování, prostě se hned jede na věc.

Michael Allen vymyslel tuto vylepšenou verzi ADDIE, protože pro něj nefungovala.

SAM = Successive AproxiMation (což znamená činy postupně docházet k výsledné vizi, místo velkých plánovaných kroků se upřednostňují menší kroky, které pokaždé o něco víc vylepšují kurz)

SAM asi upřednostní ti, co jednoduše upřednostňují nedokonalost před perfekcionismem => Hlavní je, že je něco než nic. Ještě je zde jakási volnost k tomu přidat nové prvky do kurzu pokud usoudíme, že jsou pro nás vhodné.

Postup je ale jinak stejný jako u ADDIE, s tím, že je zde rychlejší sketch Designu hned po Analýze

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LMS (Learning Management System)

Systém na řízení a management vzdělávacího obsahu. Moc se v nich netvoří, jelikož mají poměrně omezené možnosti (a firmy chtějí své signature barvy, styl apod.).

Příklady: Moodle, překvapivě po chatu s ChatemGPT jsme vlastně dospěli k názoru, že i Google Classroom je taky LMS, Talent LMS (spíš pro firmy, než do škol jak je to u Google Classroomu)

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LXP (Learning Xperience Platform)

Zaměření na zkušenosti a individuálnější/inovativnější přístupu, s podporou sociálního učení (možnost zapojení do diskuzí s ostatními uživateli, úprava průchodu kurzem na míru, větší volnost).

Příklady: Totara Engage, Fuse Universal, Linkedin Learning Hub

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Zatímco LMS je více řízené a orientované na organizovanější/formální prostředí firem a škol, LXP je naopak zaměřeno na samotného uživatele a je tedy vhodné pro širokou veřejnost.

ChatGPT mi k tomu dal celkem zajímavou tabulku s porovnáním:

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