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Creating a Rubric

Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. In this course we will cover:

what rubrics are and how they can benefit you and your students

assessment concepts that relate to rubrics

how to create a rubric

how to judge the quality of the rubrics you create

The tutorial also provides several examples of rubrics and a list of resources where you can learn more.

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Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. Course authored and designed by Lisa O'Reilly, Instructional Designer."

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While flipping the classroom is still one of the hottest trends in education, it's got nothing on time-saving and downright useful apps and web tools. In an effort to provide a quick look at some of the best web tools for flipped classrooms, I thought it would be useful to poll the @Edudemic Twitter followers.

POLL: What are your favorite apps and tools for flipped classrooms?

- Edudemic (@Edudemic) April 5, 2013

Including the tweets, I also got at least 40 emails from friends, colleagues, and administrators from around the world. One thing stood out to me: there were a lot of repeats! Many folks who have tried the flipped classroom model or are currently deploying it have leveraged a lot of the same web tools. Nearly all are free and most are actually tools you're probably already using.

Below is a simple list designed to help get any educator, administrator, student, or parent a bit more familiar with some of the most popular web tools for flipped classrooms. They're useful for a lot more than that, of course. But they are all recommended to me by others and not just picked randomly out of a hat. Although that would be quite a hat.

Wikispaces

About The Tool: Wikispaces is a free and useful web tool designed to give students (or 'users' of any kind, really) the ability to share their thoughts, reflect on the work of others, and edit a body of work together. It's a powerful wiki service that is in use around the world.

Using In Flipped Classrooms: Many teachers who wrote into the ol' Edudemic account say they use Wikispaces to power their classroom blog. In order to do so, the teachers task students with the responsibility of keeping tabs on what their various projects (many use PBL situations too) are doing. Others wrote in saying that they use Wikispaces as a means to pose questions to a flipped classroom where students must determine the answer in an online collaboration space. Wikispaces has been a solid go-to web tool for many and it's no surprise it's being leveraged by flipped classrooms!

Poll Everywhere

About The Tool: By far one of the most popular educational web tools available, Poll Everywhere is being used by classrooms, conferences, and with audiences large and small to get instant feedback. From presentations to keynotes to question-and-answer situations, it's a useful (and free) tool for any classroom.

Using In Flipped Classrooms: The tool makes itself a perfect method for garnering feedback from students, by students. The teacher doesn't even need to be involved. According to what we're hearing from our friends who wrote in, flipped classrooms use Poll Everywhere to enable students to keep track of the learning process among their classmates. Giving students control of the tool has proven to be quite effective.

Edmodo

About The Tool: Edmodo may very well be the most-used web tool in education right now. So it's no surprise that it's popular among flipped classrooms. In case you haven't tried it out, Edmodo is a classroom management platform designed to facilitate learning in all directions. By that I mean it lets students ask questions to other students, teacher to student, parent to teacher, etc. You get the idea.

Using In Flipped Classrooms: Students continue discussions online, run polls, and can ask questions of classmates and others. It's easy to see how Edmodo can be used in a classroom where the student controls their own pace of learning. Edmodo provides an always-on learning location that flipped teachers are really embracing.

Screencast

About The Tool: Screencast may not seem like a prime example of a flipped classroom tool, but it's evidently quite popular. I'd say about 25% of all respondents to a few polls done by myself (not scientific, quite informal) recommended Screencast as one web tool to definitely try out. It lets you make your own (duh) screencasts and then gives you the full license to the product you just created.

Using In Flipped Classrooms: Designed to work with Jing and Camtasia (other popular products by TechSmith), Screencast is great for students looking to learn from each other, record their thoughts and share on a classroom website (see the Edmodo tool above!) or just submit homework by showing how they did something online. Long story short, many teachers say their flipped classrooms use Screencast because it's so simple. Sounds good to me.

Celly

About The Tool: Used by many teachers who wrote in in southeast Asia and parts of Australia, Celly is a hit with schools with limited network reliability and availability. It works by letting groups of people (classrooms, student groups, etc.) create a 'cell' using the app. A cell is a mobile social network that works with any mobile phone or device. Members can join instantly with one text and exchange group messages, polls, reminders, and web alerts.

Using In Flipped Classrooms: Students use Celly to connect with one another at any time, anywhere. They use the text-based social network to pose questions of each other, direct learning, and even create assignments based on where students want to go in their learning next. Amazing stuff!

Dropbox

About The Tool: Dropbox enables students, teachers, and parents to work off the same set of information at the same time. It's a popular cloud storage service that is free (for basic version) and lets you have a classroom folder that every student can pull and place data in.

Using In Flipped Classrooms: The big method of implementing Dropbox in flipped classrooms is for homework and exit slips. Assignments can be turned in, handed out, and reports can even be peer reviewed. Exit slips can be safely delivered to parents and teachers by utilizing specific folders that people are 'invited' to. Once invited, you can place any document, link, photo, or other media file in and share it with anyone around the world. So it's great for online learning too!

YouTube

About The Tool: It's YouTube. C'mon. Okay, you've never heard of it? Seriously? It's an online video site where you can watch just about anything. At last count, a bazillion videos were uploaded every second. Most are not useful for education but many are. They're in the YouTube EDU and a few other related search-based queries. Like, let's say, flipped classrooms!

Using In Flipped Classrooms: YouTube is being used to help students learn from people like Sal Khan and other YouTube educators to augment and add to their own learning. Many flipped classrooms use YouTube as a means to have students learn at their own pace, on their own time, and with each other. It's a collaborative learning process where the teacher acts more like a 'guide on the side' rather than a 'sage on the stage.'

Twitter

About The Tool: One of the most powerful tools in education, Twitter is by far the most popular tools among educators. It dwarfs most of the other web tools that teachers are using (aside from YouTube) and lets anyone build their own personalized learning network or professional learning network (PLN).

Using In Flipped Classrooms: Teachers use Twitter to learn about new and exciting learning models, apps, tools (hey that's like this post!), and to connect with others. Students in flipped classrooms are, according to respondents, using Twitter to build out their peer network and endeavoring to work in a more collaborative fashion. This is done mostly using hashtag chats and dedicated classroom Twitter accounts, it seems.

Evernote

About The Tool: Evernote is simply a tool that lets you take all your thoughts with you. It's like having an infinitely more powerful memory. Who needs a brain when you have an app or tool like Evernote? All joking aside, it's a useful tool that lets you access your notes and other documents anywhere. Useful for all kinds of teachers and very simple to use.

Using In Flipped Classrooms: Many respondents say they use Evernote as a means to help their students in a 1:1 device environment. Mind you, they're not all 1:1 iPad environments, many emphasized that they have a 1:1 'device' classroom that's flipped. So that could mean anything. Luckily, Evernote works on just about every single platform out there. Students use it to sync their thoughts and ideas as a group and separately.

Teaching Channel

About The Tool: Teaching Channel is a video showcase-on the Internet and TV-of inspiring and effective teaching practices in America's schools. We have a rapidly growing community of registered members who trade ideas and share inspiration from each other.

Using In Flipped Classrooms: Like YouTube, the videos on Teaching Channel are specifically designed for education and useful for anyone of any age looking to learn more about topics like flipped classrooms. One of the most popular ways of using Teaching Channel in flipped classrooms seems to be students finding their own favorite videos and then trying to make their own similar to the ones they like.

What Are Your Must-Have Web Tools For Flipped Classrooms?

What are your favorite web tools for flipped classrooms? Do you absolutely rely on anything in particular or are you more of a 'whatever I have time to use' kinda teacher? Weigh in down the comments and I'll update this list!

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The 10 Best Web Tools For Flipped Classrooms

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While flipping the classroom is still one of the hottest trends in education, it's got nothing on time-saving and downright useful apps and web tools. In an effort to provide a quick look at some of the best web tools for flipped classrooms, I thought it would be useful to poll the @Edudemic Twitter followers.

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Modernize workflows with Zoom's trusted collaboration tools: including video meetings, team chat, VoIP phone, webinars, whiteboard, contact center, and events.

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Use our My York Experience tool to explore the things that interest you most about York College of Pennsylvania. Take this brief two-minute survey and we'll help guide you.

Find Your York College Experience

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Use our My York Experience tool to explore the things that interest you most about York College of Pennsylvania. Take this brief two-minute survey and we'll help guide you. Find Your York College Experience

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A couple of years ago, I was asked back to the TEDxKyoto stage to give a few words regarding tips from storytelling as they relate to modern presentations. The 15-minute talk can be viewed below. The title of the talk is "10 Ways to Make Better Presentations: Lessons from Storytellers." But as I say early in the presentation, perhaps a better subtitle would be "Lessons from watching too many Pixar films." Below the video I list the ten (actually eleven) lessons. It's not an exhaustive list by any means. But it's a start. (Link on YouTube.)

(1) Turn off the computer.
Most people open a computer and create an outline. Don't do this. Preparation should be analog at the beginning. Turn off the technology and minimize the distractions. You've got to get your idea out of your head and on the wall so you can see it, share it, make it better. We've got to see the details and subtract and add (but mostly subtract) where needed. And we've go to see the big picture. Ideas and patterns are easier to see when they are up on the wall or spread out on the table.

(2) Put the audience first.
Even when we are "telling our story" we are really telling their story. If designed and told well, our story is really their story. Yes, the plot-the events and facts and the order in which they are arranged-may be unique to us, but the theme is universal. The message or the lesson must be accessible and useful for your particular audience. The advice may not be new and it may not sounds exciting, but it's true: Know your audience.

(3) Have a solid structure.
The structure can be very, very simple, but you need it there to help you build your narrative. Once you give the presentation the structure will often be invisible to the audience, but it will make all the difference.

Most presentations will not follow a classic story structure, but there are many narrative structures such as explanatory narratives, slice of life, and so on. The simple and obvious structure in my TEDxKyoto talk above follows a sort of "top-10 list." Any variation of a top-10 list (or countdown, etc.) creates an easy structure for both the presenter and the audience. The down side of a top-10 style is that it is nearly impossible to remember each point without writing it down. This is why I am providing this list in text form as well. For the live talk, my aim was not that the audience would remember each point, but rather that one or two points would stick with each person. And I hoped that the overall message would resonate and give people something to think about after the talk was finished.

(4) Have a clear theme.
What is your key message? What is it you REALLY want people to remember? What action do you want them to take? Details are important. Data and evidence and logical flow are important. But we must not lose sight of what is really important and what is not. Often, talks take people down a path of great detail and loads of information, most of which is completely forgotten (if it was ever understood in the first place) after the talk is finished. The more details that you include and the more complex your talk, the more you must be very clear on what it is you want your audience to hear, understand, and remember. If the audience only remembers one thing, what should it be? Write it down and stick it on the wall so it's never out of your sight.

(5) Remove the nonessential.
This applies to the content of your talk and also to the visuals you use (if any). Cutting the superfluous is one of the hardest things to do because when we are close to the topic, as most presenters are, it *all* seems important. It may be true that it's all important, but when you have only ten minutes or an hour, you have to make hard choices of inclusion and exclusion. This is something professional storytellers know very well. What is included must be included for a good reason. I'm quite fond of the advice by the legendary writer Anton Chekhov: "Remove everything that has no relevance to the story. If you say in the first chapter that there is a rifle hanging on the wall, in the second or third chapter it absolutely must go off. If it's not going to be fired, it shouldn't be hanging there."

(6) Hook 'em early.
The fantastic filmmaker Billy Wilder said we must "Grab 'em by the throat and never let 'em go." We've got to hook our audience early. Don't waste time at the beginning with formalities or filler talk. Start with a bang. Get their attention and then sustain that interest with variety and unexpectedness, built upon structure that is taking them some place. Audiences usually remember the beginning and the ending the most-don't waste those important opening minutes. Too many presenters-and writers for that matter-get bogged down in back stories or details about minor-or even irrelevant-points at the beginning and momentum dies as audience members begin scratching their heads in confusion or boredom.

(7) Show a clear conflict.
No conflict, no story. Not every presentation topic is about a problem that needs to be dealt with, but many are. And we can certainly improve almost any talk by being mindful of what is at stake and what the obstacles are to overcome. Here's a definition of Story from the book Story Proof: The Science Behind the Startling Power of Story: "A character-based narration of a character's struggles to overcome obstacles and reach an important goal." This is based off of the ol' Protagonist-complication-resolution story structure. It may not apply directly to every kind of talk you give, but many examples that we give or experiences that we share to illustrate a point will be about a problem that needed to be dealt with. Make things clear, engaging, and memorable by illustrating the struggle.

(8) Demonstrate a clear change.
Affecting a change is a necessary condition of an effective speech. "A presentation that doesn't seek to make change is a waste of time and energy," says business guru Seth Godin. Presentations and talks are usually a mix of information, inspiration, and motivation. Anytime we get on a stage to speak we are talking about change. You can think of change in two ways. First, the content of every good presentation or story addresses a change of some kind. Second, an effective presentation or a story told well will create a change in the audience. Sometimes this can be a big change and sometimes it is quite small. Too often, though, the only change the presenter creates in the audience is the change from wakefulness to sleep.

(9) Show or do the unexpected.
When we are surprised-when the unexpected happens-we are fully in the moment and engaged. In classical storytelling, reversals are an important technique. Do the opposite of what the audience expects (their expectations were based on your earlier setup). Your surprises do not have to be overly dramatic ones. Often the best way is more subtle. You could, for example, pose questions or open up holes in people's knowledge and then fill those holes. Make the audience aware that they have a gap in their knowledge and then fill that gap with the answers to the puzzle (or guide them to the answers). Take people on a journey of discovery. And this journey is filled with bits of the unexpected. This is what keeps the journey moving forward.

(10) Make 'em feel.
Storytellers-filmmakers, novelists, etc. - know that it is emotion which impacts people most profoundly. Yes, facts, events, structure are important, but what people remember-and what is more likely to push them to act-is the way the narrative made them feel.

(11) Be authentic.
In the live presentation I mistakenly said that vulnerability was the formula for authenticity. I misspoke. What I meant to say was a willingness to take a risk and be vulnerable was a necessary condition for authenticity. There are no formulas. Vulnerability is what makes us human. We are attracted to characters like Woody (Toy Story) because we see ourselves in their fragility. It's what makes them human. Even superheroes are interesting only when we know that they have weakness, including the perceived weakness of self-doubt. What made Robin Williams such a remarkable and beloved entertainer was his humanity and his authenticity. This is not something you can fake. Faking authenticity is like faking good health. Sooner or later its all going to come crashing down. Authenticity is built on honesty and a willingness to be vulnerable. It is risky, which is why authenticity is relatively rare, but so appreciated when it is found.

Wired for story
We are a storytelling animal. We are not a bullet-point-memorizing animal. We are wired to be attracted to story and to learn from them and to spread them. "The best stories infuse wonder," Pixar's Andrew Stanton says. Everything depends on the context of the presentation, but in most cases a good presentation is a mix of logic, data, emotion, and inspiration. We are usually OK with the logic and data part, but fail on the emotional and inspirational end. Certainly leaders and educators need to infuse a bit of wonder into their talks that inspire people to make a change. A good presentation should not end when the speaker sits down or the class comes to an end.

We will not impact everyone in even our greatest presentations. But if we can get enough people talking about the content in the hours or days after our time on stage, then that may be enough. That's something. That's a small victory. Maybe we have lit a spark or motivated someone just a little to explore our message more deeply in future. That is change. It may not be a big change, but it is a change...and that is making a difference. And that is worth getting out of bed for.

Embed from Getty Images
Bill Murray is a wonderful storyteller. A couple of years ago, I linked to this wonderful interview with Bill Murray by Howard Stern. In this radio interview, Murray said the key to being funny was being able to tell stories. How, then, does one become a good storyteller, Stern asked. "Is it something you are born with?" Murray's reply:

"No, I don't think you're born with it. You have to hear stories and you have to live stories. You have to have a bunch of experiences and be able to say 'Here's something that happened to me yesterday....' And if you can make people laugh by telling them what happened to you, then you are telling the story well. So that's what I learned in improv...."

People often ask great storytellers-writers, producers, directors, authors, etc.-where they come up with their stories. They inevitably say something like "write/tell what you know." In other words, write (or speak) from your own life experiences. This is why I always say you have to live a life to tell a life. I believe this is what Murray is saying above when he says it's important to have a "bunch of experiences" from which to draw. The experiences-good and bad (but especially bad)-are like a persona library of history and insights for the storyteller.

The video above is a nice example of a simple, short story that Murray tells, seemingly impromptu, to a question from the press during a panel interview for the film The Monuments Men. Most people may think nothing of this tale from his life, but it's a great example of the everyday kind of real-life memory from one's past which holds a lesson or a gem of wisdom. His recollection is a kind of "man-in-hole" story. Right from the beginning, we hear of a traumatic failing that sends Murray out onto the streets of Chicago for a long walk. He's at his lowest, and things look like they will get worse. He continues to walk, not feeling especially hopeful, until he stumbles upon the Art Institute of Chicago. There, expecting nothing, he is moved by a piece of art. His day went from one of his worst to one with hope and a new perspective, in part because of being exposed to The Song of The Lark, an 1884 painting by Jules Adolphe Breton.

In cooperation with the Khan Academy, Pixar and Disney have been offering Pixar in a Box, an on-going series of behind-the-scenes lessons taught by Pixar's professionals (storytellers, animators, directors, artists, etc.). Subjects have included color science, animation, effects, sets & staging, character modeling, and so on. Part of the aim of this project, as stated on the Pixar-in-a-Box website is to show how "The subjects you learn in school - math, science, computer science, and humanities - are used every day to create amazing movies at Pixar."

These lessons are remarkable, but what I am most excited about is that last week, Pixar in a Box announced a new series: The Art of Storytelling. Pixar may be the best at the technical side of animation, but what really made them successful is their understanding of story and storytelling. In this interview regarding Pixar's success, Steve Jobs said this: "Even though Pixar is the most technologically advanced studio in the world, John Lasseter has a saying which has really stuck: No amount of technology will turn a bad story into a good story."

The new Art of Storytelling series is great news for educators who want to bring the principles of storytelling into the classroom and help their students understand the art of story. Yet this is also useful for anyone who wants to become a masterful storyteller in business or in any other endeavor. Here's the introduction video for the Storytelling series.

The storytelling series will cover six main parts that take you from the formation of your rough idea to actually creating storyboards. Each lesson features videos and activities, so this is something you can do on your own or as part of a class. Here are the six sections to be covered as outlined in the introductory video in lesson 1:

(1) We are all Storytellers
(2) Character
(3) Structure
(4) Visual language
(5) Filmmaking grammar
(6) Storyboarding

Currently, all six lessons are available. Even if you do not desire to make an animated film, the lessons - especially those related to structure and visual language - will help you create better presentations in all their myriad forms or incorporate storytelling into other aspects of your work and life.

If you have not heard of Pixar in a Box, here is a video presentation that explains the concept. And in the true spirit of Pixar, the video introduction is done with great clarity and humor.
Related Links
* The Art of Storytelling (Khan Academy)
* Tips for creative success from Pixar
* No amount of technology will make a bad story good
* Study the basics: John Lasseter on the secret to success
* Pixar's 22 Rules of Storytelling
* The storytelling imperative: Make them care!
* 10 tips for improving your presentations & speeches
Here are two good books on Pixar I read recently. The first one is Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration. The other book - To Pixar and Beyond: My Unlikely Journey with Steve Jobs to Make Entertainment History - came out at the end of last year. Both give great insights into the workings of Pixar and also the story making process.

The Zen Master of data visualization has died. I am sorry to have to report that Dr. Hans Rosling passed away today in Uppsala, Sweden. He was just 68. A profoundly mournful day for anyone who knew Professor Rosling, obviously. But it's also a sad day for all of us in the greater TED community or data visualization/business intelligence communities as well. Dr. Rosling's work was seen by millions and will continue to be seen by millions worldwide. It is incalculable just how many professionals Hans inspired over the years. His presentations, always delivered with honesty, integrity, and clarity, were aided by clear visuals of both the digital and analog variety. He was a master statistician, physician, and academic, but also a superb presenter and storyteller.

Almost eleven years ago, just after TED began experimenting with putting some of their talks on the web, I wrote this post called "If your idea is worth spreading, then presentation matters." In that post, I summarized my impression of Dr. Rosling from his 2006 TED Talk:

"Hans Rosling, an expert in public health from Sweden, does an amazing job in this presentation bringing the data to life. If you want to know how he did all those graphics, go to gapminder.org. It's all there. Hans is saying the problem is not the data. The data is there. But it's not accessible to most people for three reasons: (1) For researchers and journalists, teachers, etc. it is too expensive. (2) For the media, it is too difficult to access. (3) For the public, students, and policy makers, it is presented in a boring way. His solution is to make the data free, let it evoke and provoke an 'aha' experience, or a 'wow!' experience for the public. I loved the way he got involved with the data, virtually throwing himself into the screen. He got his point across, no question about it."

From that point on, I watched virtually every talk he made and featured him in every book I wrote on presentation. I saw the professor in person at TED 2009 and was a fellow presenter with him at Tableau 2014 in Seattle where he, as usual, had the crowd of data geeks in the palm of his hand. If there is a Zen Master -or Jedi Master - of data visualization, then Dr. Hans Rosling is that master. His contributions are immense, and he will be missed deeply.

Below is Dr. Rosling's debut at TED 2006. It's as good now as it was then.

Hans Rosling presented at TED ten times, more than any other presenter. All of his TED presentations are featured here on the TED website. Below are links to a selection of other posts from presentationzen.com which feature videos and analysis of Dr. Rosling's presentations over the years.

* If your idea is worth spreading, then presentation matters
* Hans Rosling: Don't just show the notes, play the music!
* Hans Rosling: The Jedi Master of Data Visualization
* Hans Rosling redux: Mixing analog with digital visualization
* Hans Rosling: the Zen Master of Presenting Data
* Hans Rosling & the Art of Storytelling with Statistics

His message and spirit live on
Hans Rosling's contribution to the world in his 68 years was extraordinary. I'll continue to do whatever I can to spread his teachings in future. His work will continue to inspire and educate. We need his message of a fact-based worldview now more than ever. Here is part of today's announcement by Anna R. Rönnlund & Ola Rosling which appeared on the Gapminder website:

Across the world, millions of people use our tools and share our vision of a fact-based worldview that everyone can understand. We know that many will be saddened by this message. Hans is no longer alive, but he will always be with us and his dream of a fact-based worldview, we will never let die!

Indeed. Let us all remember Professor's Rosling's contributions and continue to keep the dream of a more fact-based, rational worldview alive.

* Gapminder.org

Edward Tufte is a leading expert in the data analysis and data visualization space. His books are classics and required reading for anyone interested in understanding how best to display quantitative information. I read his books just after I left Apple in 2003 to become a college professor in Japan. His books are foundational. I've talked about Tufte in my own books and on this website going back to at least this post in 2005. I have not seen him speak recently, so I was happy to see this 50-minute presentation by Dr. Tufte which took place at the Microsoft Machine Learning & Data Science Summit 2016 held this past September. Microsoft's David Smith introduced Dr. Tufte at the 2:30 mark.

Video and transcript also available on the Microsoft website.
Highlights
In his talk, Tufte warns against confirmation bias and massaging the data to arrive at findings that are desirable or somehow in your interest. He paraphrases one of Daniel Patrick Moynihan's famous lines: "Everyone is entitled to their own opinions, but they are not entitled to their own facts." This reminded me of the old Darrell Huff chestnut from How to Lie With Statistics (1954): "If you torture the data long enough, it will confess to anything."

You want to generate your findings from the data not from the analysis, Tufte says. To do this he recommends specifying your analysis first before you collect the data. "This is to avoid all the generating findings just by analysis, not out of the data." Tufte stressed the importance of "...full pre-specification of the analysis so they can't over search the data, so they can't run a million models and publish one. I think this is the future of confirmatory data analysis."

Exploratory and replication
"We should be mucking around in our data to find out what's going on. We can learn from it. We can run it through powerful exploratory things. We can run it like a map through millennial time and look it over and say, that look interesting....and what this means, though, this kind of searching, is that you must have an honest replication of the results of the search. To go back on innocent data, maybe somebody 500 miles away does it. Maybe that's better, independent replication of the search results to distinguish now between noise and signal."

"It is impossible for any normal human being to stare at a spreadsheet and look for contradictions, and problems." This is where data forensics comes in. Tufte recommends the Quartz Guide to Bad Data at GitHub.

Scattering the eye and mind, producing vague anxiety & clutter
At the end of his talk, Tufte said something very wise. Something simple as can be, but it was one of the most important things he said in his talk. After talking about the need for us to learn about the entire process of data and analysis and to go out in the field and watch directly how original measurements are made, Tufte said this:

"In doing creative work do not start your day with addictive time-vampires such as The New York Times, email, and Twitter. All scatter the eye, and mind, produce diverting vague anxiety, clutter short-term memory. Instead, begin with your work. Many creative workers have independently discovered this principle." I completely agree with this.

And finally this bit of wisdom concerning data analysis and thinking in general. The most powerful question you can ask yourself, and of others is: "How do I know that? How do you know that? How do they know that?"

These books by Dr. Tufte -especially The Visual Display of Quantitative Information, Visual Explanations, and Envisioning Information - are ones you want on your bookshelf. They are beautifully designed and well made. Over the years I have come back to these books often. Of course, the examples are dated, but the principles are the same and the examples hold up well and you can easily apply the concepts to modern problems. And they are just beautiful, smart books.

There is loads of evidence that reading to children at bedtime is not only good for their emotional well being, it also has long-term benefits for their cognitive development. We have a 6-year-old girl and a 4-year-old boy. Since they were babies they have been exposed to books. Bedtime stories are one of the great joys of parenting and is a nightly ritual for us. As it is the Christmas season, I thought I would recommend two books here that do a great job of presenting their material in an engaging, visual way.

The first is the classic The Night Before Christmas by Clement Clarke Moore. There are many editions of this classic tale, but based on the amazing and numerous reviews on Amazon, I purchased Robert Sabuda's The Night Before Christmas Pop-up last year in time for Christmas.The pop-up art is amazing and imaginative. I was not sure at first that I would want a pop-up book for story time, but the great thing about the 3-D aspect of it is that the kids are always touching the paper and playing with the tabs and strings as the story progresses. They use their imagination to believe now that the story is about them and their house. In the final two-page spread, for example, a snow-covered town pops up with Santa flying over the houses. My son will say something like "here is our house and this is our bed room window." My daughter would then comment "here's grandma's house and here's our school across the bridge." I read each page, but we spend more time on questions and adding to the narrative before I move on to the next spread. It's a well-made book, but you need to be a bit careful with it, especially with infants. Still, if you are just a little careful, the pop-ups should keep working long after the kids are grown.

My 4-year-old son pulls tab to have Santa and his reindeer fly above the snow covered village.

My 6-year-old daughter opens the page which reveals the eight reindeer and Santa scurrying down the chimney.

The second recommendation is not a pop-up, but rather a series of visual books that come with an audio reader than the child can control. My wife had a business trip to New York City about a year ago and brought back The Disney Star Wars Me Reader. It was an instant hit.The box comes with eight short illustrated books and a durable plastic electronic reader. Of course, I can read the book as my children follow along, but they actually prefer that I hold the book for them as they press the buttons on the reader to go through the story page by page. The electronic reader is intuitive to figure out for the child. We got this Star Wars set over a year ago when my son was 3-years old and he knew how to navigate the analog menus after 1-2 minutes of playing around. The narrator's English is extremely clear and easy to understand and I believe this has helped with their English pronunciation. The kids don't just listen but repeat phrases from the book - "It's a trap!" As we live in Japan, I am about the only person they interact with in English, so tools like this were surprisingly useful. My son is the Star Wars nerd (as am I), so I think we'll get a different Me Reader for my daughter for Christmas such as the Frozen Me Reader.

The Star Wars Radio Youtube channel has a preview of one of the books along with the audio for each book. This should give you a feel for what they are like. We've already gotten a lot of mileage of these books.

May The Force Be With You.

There's a new book just out that focuses on improving the kind of presentations that scholars, researchers, and other technical specialists need to give. The book is Better Presentations: A Guide for Scholars, Researchers, and Wonks by data-visualization pro Jonathan Schwabish. Jonathan is a Senior Research Associate in The Urban Institute's Income and Benefits Policy Center and a member of the institute's communication team where he specializes in data visualization and presentation design. Jonathan is an economist by training and an expert in data visualization. He's a numbers guy with a special skill for helping others communicate their data in ways that engage and connect with an audience.

Jonathan also created the PolicyViz website which features a popular podcast that covers a range of topics related to effective communication and the display of data visualizations. Recently, I was a guest on the PolicyViz podcast. You can hear that episode here on the PolicyViz website.

"Presenting is fundamentally different from writing," says Jonathan. "[But] with only a little more time, a little more effort, and a little more planning, you can communicate your work with force and clarity." Better Presentations is a simple, well-written, visual book that is useful for students, teachers, and other academics, as well as for anyone who needs to give data-driven presentations. Check it out.
Links
* Follow Jonathan here onTwitter.
* The PolicyViz website
* Jonathan's book Better Presentations on Amazon.com
* A great book on using charts called Good Charts by Scott Berinato
* Another book for tech presenters: Presenting for Geeks by Dirk Haun

When Toy Story opened in the US at the end of 1995, it was met with enthusiasm and great critical acclaim. The film would go on to be the highest-grossing film of the year. There was tremendous buzz (ahem) about the film before it arrived here in Japan a few months later. Much of the talk focused on the stunning 3-D animation and the remarkable technical achievements by Pixar to pull this movie off. I remember sitting in a movie theatre in the spring of 1996 in Osaka, Japan watching the film. I was a bit of a technology geek in those days so what propelled me to actually go see the film initially was the fact that it was the first truly digital animation feature film. And yet the thing that impressed me about the movie was that I soon forgot all about how the animation was created and just remembered being engaged by the story. I wanted to see the film again (and again). I thought it was perfect. Fast forward to today and I have seen every Pixar film ever made dozens of times. I have two small children who adore all the Pixar films and I don't mind watching along with them. If there was a degree given out for watching Pixar films, then I'd by working on my PhD by now.

I watch the films repeatedly because my kids ask to see them, and since our DVDs are in English the movies are more than mere entertainment. But truth be told, I love watching the Pixar films because I have learned so much about story structure, story elements, character, etc. simply by seeing them so many times and paying close attention. These films are designed for adults and kids to enjoy and you may not think there is much to learn from these animated features, but you'd be wrong. Lasseter has said that the first 18 months of working on Toy Story was spent laboring just on the script, that is, the story. The animation is awesome, but it's the story that hooks you, holds you, and rewards you at the end. And it is really, really hard to craft a good one.

There are many lessons from Pixar's prowess at storytelling that we can take and apply to other forms of storytelling, including the 21st-century short-form presentation format. At the end of this documentary on the making of Toy Story, filmed before the film was released, there is a great line by Pixar's now legendary John Lasseter:

"Everyone's going to talk about the fact that this is the very first computer animated feature film, but the computers are just tools [the computers] didn't create this picture, it's the people who created the picture." - John Lasseter

In spite of Pixar's amazing technology, there has always been a focus on the people creating the picture, the people in the audience, and above all, the commitment to the story and the story process.

Steve Jobs on Pixar, Hollywood, and Story
In this 2007 interview of Steve talking with Wall Street Journal columnists Kara Swisher and Walt Mossberg, Jobs tells how the typical live action film will shoot between 10- to one 100-times more footage than will actually appear in the film. After shooting, the film is assembled in editing, which leaves most of what was shot on the cutting room floor. But animation is much too expensive to create a film in this way. Because animation is so expensive you have to edit the film before you actually make it, Jobs explains. This is where storyboarding comes in. The story team has sketches of each scene which follow the progression of the script. A film could have thousands of these.

"Basically we build our movie before we make it out of these story sketches, and we video them, put scratch music and scratch voices so that we can watch our movie. And invariably what you think is going to work crashes and burns when you see it in the reels." The key says Jobs is improving on what you see in the reels. "You iterate on these reels thousands of times, and only when it works in the reels do you then go animate it and actually produce [the movie]."

"In Hollywood one of the most popular sayings is 'The story is King' - but it turns out it really isn't. Because when push comes to shove and the movie is in production and there is a lot of mouths to feed and they're waiting for stuff to make and the story is not working, almost everybody says 'well, we just have to make the movie.'' - Steve Jobs

Jobs talks about how Pixar had avoided having to go ahead and finish a movie that was not working. Pixar has a story crisis on every movie they make, says Jobs. When the story is not working, Jobs says, "we stop, we stop and we fix the story. Because John Lasseter really instilled a culture of story, story, story. Even though Pixar is the most technologically advanced studio in the world, John has a saying which has really stuck: No amount of technology will turn a bad story into a good story. That's one of the reasons why we have been so fortunate is that we get to look at our stories before we really make them and perfect them in reels, and then go make them."

Putting the story first is one of those things, Jobs said, that's easy to say but hard to do. "Everybody has to make their choice. You find out what people really care about when you are in a tough situation and the meter's running.Then you find out how important they think the story is."

In this short clip from 2009, John Lasseter talks about the importance of storyboarding and creating story reels to see if the story is working or not before starting production on a scene. "We will never let a sequence of a movie go into production until the story reel is working fantastically." If a story reel is working well then Lasseter says it gets a hundred times better once it's animated. "But if a story reel is not working, if the sequence is not working, it will never be improved by all this animation." This is a lesson for all storytellers. It is not about your visuals, and certainly not about the software tools you used to make those visuals. Visuals matter. Visuals are important. But no amount of stunning visualization is going to save a story with a bad design or a presentation that is poorly thought out.

A good book I often recommend is: Yes!: 50 Scientifically Proven Ways to Be Persuasive by Dr. Robert B. Cialdini et al. I first read the book when it came out in 2008. The book is designed for professionals who are interested in becoming better at understanding how to persuade or influence others. The book may also help you understand why you decide to do the things you do. Even if you are a researcher or teacher or a medical doctor, and so on, and not a business person, it's still important to understand how people are (or can be) influenced and persuaded by your words and behaviors. Each chapter focuses on a single question and is no more than 3-5 pages long. If you want to go deeper you can checkout the sources for each chapter in the Notes section.
If you want a little more depth, I suggest Cialdini's other huge bestsellers Influence: The Psychology of Persuasion and Influence: Science and Practice. These books have sold in the millions by now. Some people may be skeptical about the ethics of trying to persuade and influence others, but remember, it's not just about marketers trying to influence someone to buy something they do not need with money they do not have. Persuasion can be used for good just as it can be used for ignoble reasons. For example, a medical doctor often needs to be effective at persuading patients to comply with her recommendations. Facts, data, and argument are usually not enough to influence a change in behavior.

If you do not have enough time to read the Influence books yet, the 12-minute video below will give you a good idea as to the key findings in Cialdini's research. The video presentation covers the six universal principles of persuasion which are scientifically proven, according to the author, to make you more effective at influence and persuasion. (Watch below or on YouTube.)

Principles of Persuasion at a glance
In an ideal world people would use reliable information and sound logic to guide their thinking and decision making, but the reality is people use shortcuts or "rules of thumb" to make decisions. The six shortcuts below, according to the author, are universal rules of thumbs that guide human behavior. The key is to understand these shortcuts and use them in an ethical manner to persuade others. There are many examples in the books, but in the video they can only give one or two. Here are the six principles in brief.

(1) Reciprocity. The obligation to give back when you have previously received. The key takeaway: Be the first to give and make it personal and unexpected.

(2) Scarcity. People want more of those things which are perceived to be rare or in short supply. It's not enough to tell people about the benefits they will gain, you must also tell them what they stand to lose or miss out on if they do not adopt your idea (or buy your product, or choose your school, etc.).

(3) Authority. People will follow the lead of credible, knowledgeable experts. In the presentation space, it's highly desirable to have someone give a short and concise introduction of yourself which highlights why you are an expert worth listening to.

(4) Consistency. Asking for small commitments that can easily be made. Then going back and asking for larger commitments later. Sometimes this is called "getting a lot by first asking for a little." People want to be consistent, according to the principle, so if they said yes to you previously they are more likely to do it again.

(5) Liking. People prefer to say yes to the people they like. There are three factors in determining whether we like someone (a presenter on stage, for example). We tend to like people (1) who are similar to us, (2) who pay us compliments, and (3) who cooperate with us. For presenters it's important to really know your audience so that you can touch immediately on something shared and personal with the audience.

(6) Consensus. People often look to the actions of others to determine their own. So rather than simply hitting people over the head with your logic and data trying to persuade them to accept your idea, you can also elaborate on all the other people who have already accepted your proposal.

"Yes!" is not a textbook, and it may not go deep enough for some, but for extremely busy professionals, this is a useful book with many clear, quick lessons that will get you thinking.

Above: The book on my desk. Each chapter focuses on a question such as what common mistake causes messages to self-destruct, how sticky notes can make your messages stick, etc. Checkout the table of contents here to see all 50 chapters at a glance.

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A couple of years ago, I was asked back to the TEDxKyoto stage to give a few words regarding tips from storytelling as they relate to modern presentations. The 15-minute talk can be viewed below. The title of the talk is "10 Ways to Make Better Presentations: Lessons from Storytellers."

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SpeakPipe allows your podcast listeners to send you voice messages (voicemail) right from a browser without any phone calls.

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The Pediatric Nursing Conference returns for 2018, with all the informative, engaging sessions you're used to - or seriously need to check out if you've never been! We'll be in the Capital City, Washington, DC, to reignite our passion for life-long learning and improving practice and research in pediatric healthcare.

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Writing Good Multiple Choice Test Questions

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items,...

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What is Bloom's Taxonomy

Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons, and assessments of your course. :

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Like other taxonomies, Bloom's is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. You will see Bloom's Taxonomy often displayed as a pyramid graphic to help demonstrate this hierarchy. We have updated this pyramid into a "cake-style" hierarchy to emphasize that each level is built on a foundation of the previous levels.

You may use this graphic for educational or non-profit use if you include a credit for Jessica Shabatura and citation back to this website.
How Bloom's can aid in course design

Bloom's taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning:

Before you can understand a concept, you must remember it.

To apply a concept you must first understand it.

In order to evaluate a process, you must have analyzed it.

To create an accurate conclusion, you must have completed a thorough evaluation.

However, we don't always start with lower order skills and step all the way through the entire taxonomy for each concept you present in your course. That approach would become tedious-for both you and your students! Instead, start by considering the level of learners in your course:

1. Are lots of your students freshman? Is this an "Introduction to..." course? If so, many your learning outcomes may target the lower order Bloom's skills, because your students are building foundational knowledge. However, even in this situation we would strive to move a few of your outcomes into the applying and analyzing level, but getting too far up in the taxonomy could create frustration and unachievable goals.

2. Are most of your students juniors and seniors? Graduate students? Do your students have a solid foundation in much of the terminology and processes you will be working on your course? If so, then you should not have many remembering and understanding level outcomes. You may need a few, for any radically new concepts specific to your course. However, these advanced students should be able to master higher-order learning objectives. Too many lower level outcomes might cause boredom or apathy.

How Bloom's works with learning outcomes

Fortunately, there are "verb tables" to help identify which action verbs align with each level in Bloom's Taxonomy.

You may notice that some of these verbs on the table are associated with multiple Bloom's Taxonomy levels. These "multilevel-verbs" are actions that could apply to different activities. For example, you could have an outcome that states "At the end of this lesson, students will be able to explain the difference between H2O and OH-." This would be an understanding level outcome. However, if you wanted the students to be able to "... explain the shift in the chemical structure of water throughout its various phases." This would be an analyzing level verb.

Adding to this confusion, you can locate Bloom's verb charts that will list verbs at levels different from what we list below. Just keep in mind that it is the skill, action or activity you will teach using that verb that determines the Bloom's Taxonomy level.

Bloom's Level

Key Verbs (keywords)

Example Learning Outcome

Evaluate
choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.

By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.

Learning outcome examples adapted from, Nelson Baker at Georgia Tech: nelson.baker@pe.gatech.edu
How Bloom's works with Quality Matters

For a course to meet the Quality Matters standards it must have learning outcomes that are measurable. Using a verb table like the one above will help you avoid verbs that cannot be quantified, like: understand, learn, appreciate, or enjoy. Quality Matters also requires that your course assessments (activities, projects, and exams) align with your learning outcomes. For example, if your learning outcome has an application level verb, such as "present", then you cannot demonstrate that your students have mastered that learning outcome by simply having a multiple choice quiz.

Course level and lesson level outcomes

The biggest difference between course and lesson level outcomes is that we don't directly assess course level outcomes. Course level outcomes are just too broad. Instead, we use several lesson level outcomes to demonstrate mastery of one course level outcome. To create good course level outcomes, we need to ask ourselves: "what do I want the students to have mastery of at the end of the course?" Then, after we finalize our course level outcomes, we have to make sure that mastery of all of the lesson level outcomes underneath confirm that a student has mastery of the course level outcome-in other words, if your students can prove (through assessment) that they can do each and every one of the lesson level outcomes in that section, then you as an instructor agree they have mastery of the course level outcome.

How Bloom's works with course level and lesson level outcomes:

Course level outcomes are broad. You may only have 3-5 course level outcomes. They would be difficult to measure directly because they overarch the topics of your entire course.

Lesson level outcomes are what we use to demonstrate that a student has mastery of the course level outcomes. We do this by building lesson level outcomes that build toward the course level outcome. For example, a student might need to demonstrate mastery of 8 lesson level outcomes in order to demonstrate mastery of one course level outcome.

Because the lesson level outcomes directly support the course level outcomes, they need to build up the Bloom's taxonomy to help your students reach mastery of the course level outcomes. Use Bloom's Taxonomy to make sure that the verbs you choose for your lesson level outcomes build up to the level of the verb that is in the course level outcome. The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. For example, your course level verb might be an Applying level verb, "illustrate." Your lesson level verbs can be from any Bloom's level that is equal or below this level (applying, understanding, or remembering).

Steps towards writing effective learning outcomes:

1. Make sure there is one measurable verb in each objective.

2. Each outcome needs one verb. Either a student can master the outcome , or they fail to master it. If an outcome has two verbs (say, define and apply), what happens if a student can define, but not apply? Are they demonstrating mastery?

3. Ensure that the verbs in the course level outcome are at least at the highest Bloom's Taxonomy as the highest lesson level outcomes that support it. (Because we can't verify they can evaluate if our lessons only taught them (and assessed) to define.)

4. Strive to keep all your learning outcomes measurable, clear and concise.

When you are ready to write, it can be helpful to list the level of Bloom's next to the verb you choose in parentheses. For example:

Course level outcome 1. (apply) Demonstrate how transportation is a critical link in the supply chain.

1.1. (understand) Discuss the changing global landscape for businesses and other organizations that are driving change in the global environment.

1.2. (apply) Demonstrate the special nature of transportation demand and the influence of transportation on companies and their supply chains operating in a global economy.

This trick will help you quickly see what level verbs you have. It will also let you check that the course level outcome is at least as high of a Bloom's level as any of the lesson level outcomes underneath.

Before you begin constructing your outcomes:

Please read our Learning Outcome : Before and After Examples page.

Additional External Resources:

For a longer list of Bloom's Verbs - TIPS tip: You can also use the "find" function (press: Ctrl-f or command-f on a mac) in your browser to locate specific verbs on this list.

To see how Bloom's can be applied specifically to distance education: Digital Approaches to Bloom's Taxonomy

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Using Bloom's Taxonomy to Write Effective Learning Outcomes

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Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning.

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Purdue OWL® - Purdue OWL® - Purdue University

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

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Whether you're new to campus or returning after the summer break, we want to welcome you to Drexel! Join the Libraries staff for good conversation and some of Philly's famous water ice (that's pronounced 'wooder ice' for you Philly newbs). Get there early - the event ends when the water ice runs out!

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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