Automated subtitles in pptx presentations are so easy and super good! How did I not know about this before?

I just tried automated subtitles in pptx slides and they are SO GOOD!!! I had known for quite a while that this option exists, but had so many excuses for why I wasn’t using it. Like English isn’t my first language, pptx will probably not understand me anyway… But turns out that it does, and it works beautifully, I am so impressed! Just go to “slide show”, tick “always show subtitles”, and then, optionally, choose the input AND OUTPUT language. That’s right — it can also translate in real time! I tested with German and English and it is SO IMPRESSIVE! We’ve had a lot of discussions about whether it is more accessible to teach in Swedish or English* and now this discussion is moot — we can easily have both at the same time!

Now the one thing I need to figure out is how to capture the closed  captions and save the transcript as a text file (so it’s searchable). Does anyone have any advice?

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Currently reading: “Reach everyone, teach everyone: Universal design for learning in higher education” (Behling & Tobin, 2018)

“Reach everyone, teach everyone” — that title caught me right away, and I’m glad I ordered and read the book by Tobin & Behling (2018)! They manage to make Universal Design for Learning feel like a manageable task, and one that can be done one small step at a time, rather than something so huge and overwhelming that it’s better to not even start thinking about it. Here are my notes on what I want to remember from a teacher perspective!

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Currently reading: “Disarming Racial Microaggressions: Microintervention Strategies for Targets, White Allies, and Bystanders” (Sue et al., 2019)

I have another recommended reading for you! I found this really nice framework for disarming microaggressions, both targeted directly towards the perpetrator, but also institutional and societal macroaggressions, in Sue et al. (2019). The article includes a lot of really helpful examples of what this might look like in practice. Below is a summary of the aspects that I want to take from the article to bring into a workshop I’m teaching next month (so I am reading this through a very specific lens for my own context). I definitely recommend to check out the original article to look at great examples of strategies to intervene depending on the objective (if nothing else, browse table 1)!

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Recommended reading: “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022) (Part 2)

I’m back to browsing the “menu” in my new favorite book, “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022). If you haven’t read the first blog post about the book, you might want to read that one first for context.

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Recommended reading: “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022)

I found a new YOU HAVE TO READ THIS BOOK!!!-book: “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022). It is aimed at students and it  might be the most important thing students ever read in school…

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“Supporting students in higher education: proposal for a theoretical framework” Kirsty Dunnett summarizes De Ketele (2014)

Who are you travelling with? A guest post by Kirsty Dunnett.

A summary and some thoughts on:

Supporting students in higher education: proposal for a theoretical framework
By J.-M. De Ketele (Université de Louvain, Belgium)

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“The Biodiversity Collage” — a fun and collaborative workshop to explore the biodiversity crisis, but leave hopeful and ready to tackle the challenge

My awesome LTH colleague Léa Lévy invited me to a workshop she was doing with some of her colleagues yesterday, where we played a serious game on biodiversity in order to test if it might work as a teaching tool in their context. The game, “The Biodiversity Collage“, is about collaboratively organizing a growing deck of cards on different aspects of biodiversity: what biodiversity depends on, how we as humans make use of it in different ways, how our actions put pressures on the system, and what consequences those pressures ultimately lead to.

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When talking about our negative experiences, it’s good to use the third person

In a workshop here at LTH led by Peter Felten in December, I wrote down something he said after having asked participants to think about stories of personal experiences to exemplify a point, and that was to talk about positive experiences using “I”, and negative ones using the third person, because that’s “psychologically better” (even though it might seem weird). I was thinking about this today planning a workshop I am giving soon, and wanted to back up the “psychologically better” part of my own instruction of talking in the third person with some research. Long story short (mainly because I only read a lot of abstracts and hence don’t want to actually cite any article I didn’t read…) — a quick google scholar search totally supports the “psychologically better” on many different measures in many different studies: higher life satisfaction, lower hostility, increased feeling of agency, less emotional pain. So there really seems to be something to it, and even though I can’t point to the One Study or fully understand the mechanisms (more than that self-distancing seems to be good to provide more perspective and overview), I’ll definitely follow his example, and pass on his advice!

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (3/x)

This is the third part (part 1 here, part 2 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019). Take it with a pinch of salt and go read the original book! These are just my two cents on the points that I find especially relevant for myself.

Part 1, chapter 3 is on “using media and technology tools”, basically saying that not all is gold that glitters, and that we need to be very deliberate in how we use technology. And then there are their tips (clearly written pre-pandemic):

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