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Improving 3D Visualization in Structural Steel Detailing

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Improving 3D Visualization in Structural Steel Detailing

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How might I help structural steel detailing students accurately visualize and understand three-dimensional steel connections from two-dimensional shop drawings, so they can develop a deep conceptual understanding, make confident and informed detailing decisions, minimize errors, and apply their skills effectively in both academic projects and real-world fabrication scenarios?

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Improving 3D Visualization in Structural Steel Detailing

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Improving 3D Visualization in Structural Steel Detailing

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How might I help structural steel detailing students accurately visualize and understand 3D steel connections from 2D shop drawings so they can make confident and informed detailing decisions?

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Currently we provide students with virtual simulations to practice client interactions. These simulations offer a safe and supportive environment where students can apply theoretical knowledge without the pressures or risks of real-world scenarios.

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In our Social Service Worker (SSW) program, students struggle to apply learned theories effectively during their field placements. The challenge is helping students better integrate and apply theoretical knowledge to real-world situations. This challenge became apparent through feedback from students and instructors noticing that students often required additional support in connecting theoretical concepts with the practical realities of social service work.

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Our Technology solutions provides students with virtual simulations to practice client interactions. These simulations offer a safe and supportive environment where students can apply theoretical knowledge without the pressures or risks of real-world scenarios.

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Students in our Social Service Worker (SSW) program often face challenges in applying theoretical knowledge to practical scenarios during their field placements.
The challenge lies in providing students with tools, activities, or frameworks that help them transition from theoretical understanding to practical application in a structured, manageable, and confidence-building way.

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Learner challenge in Student reflections

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Learner challenge in Student reflections

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Independent reflections are given to students to complete. This can include having a rubric or guide for the learner to use while completing the reflection. Sometimes it be limited to assigned questions. The challenge is to build on learner autonomy.

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Learner Challenge in Independent Reflections

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Learner Challenge in Independent Reflections

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Independent reflections are given to students to complete. Can include a rubric or guide for the learner to use while completing the reflection.

It can be limited to questions assigned for the task. The challenge is to build learner autonomy, particularly in online, independent studies. I think having a online tool such as padlet available would be a good way to build on this.

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The technology I am implementing this year is Slido to help provide more formative opportunities for students to practice applying their knowledge, which students want. I am attempting to insert formative test questions into every lecture to help students test and ascertain what they know.

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My learner challenge is how to help students better learn, understand and retain the high volume of content in the course I teach?

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My learner challenge is how to help students better learn, understand and retain the high volume of content in the course I teach.

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My learner challenge is how to help students better learn, understand and retain the high volume of content in the course I teach?

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The technology I've decided to utilize to help me not only engage the students in critical thinking but to also connect theory with practical application is to use menimeter. I could utilize case studies and ask questions to help students apply their knowledge during the lecture session. This way I am not only doing a knowledge check but also trying to understand weaker and stronger areas of application that I can target in other activities to build that concept.

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My challenge is connecting the students to practical applications of clinical chemistry material in the med lab program. They are in a hybrid environment which limits them from getting hands on skills they need in a lab setting. I target this in critical thinking activities so even though they don't get to physically do the task, they actively think and participate in the application of the task which really helps them connect the dots.

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My challenge is connecting the students to practical applications of clinical chemistry material in the med lab program. They are in a hybrid environment which limits them from getting hands on skills they need in a lab setting. I target this in critical thinking activities so even though they don't get to physically do the task, they actively think and participate in the application of the task which really helps them connect the dots.

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To help with this complex task I identified BookWidgets as a possible tool to use. This add on tool for LMSs provides more complex solutions to quiz making. We do a lot of detailed image analysis and this technology can support labelling clinical images with a lot of detail and then have their answers checked

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Our program requires students to build complex analytic skills over the course of a year. Historically feedback to students is done through them checking their own answers against an answer key, or by assessed tests. With increasing enrolment in our program, giving 1 on 1 feedback will be more challenging on a frequent and in depth way.

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Learners worry about keeping up with digital skills, feeling anxious and frustrated by unequal access to technology. They see peers navigating tools easily while they struggle with complex interfaces, leading to inconsistent performance. They express a desire for more guidance and frequently voice concerns about digital literacy.

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Learners worry about keeping up with digital skills, feeling anxious and frustrated by unequal access to technology. They see peers navigating tools easily while they struggle with complex interfaces, leading to inconsistent performance. They express a desire for more guidance and frequently voice concerns about digital literacy.

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I’ve selected Miro Board as a tool to facilitate collaboration. This tool provides learners with a collective digital whiteboard to share their thoughts and ideas while working with a group. Miro allows learners to express themselves using a variety of media including audio, video, images, and text. There is also a timer feature and option to enable background music to help promote concentration and enhance focus during the entire duration of the activity.

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I’ve selected Miro Board as a tool to facilitate collaboration and mitigate these challenges. Miro provides learners with a collective digital whiteboard to share their thoughts and ideas in one convenient place. This tool provides learners to embed audio, video, images, and text, to allow them to express themselves and provide feedback with their preferred type of media. Miro has a timer feature, and background music to help promote concentration and enhance focus during any group work activity.

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The main challenges that learners encounter when engaging in collaboration activities include time management, difficulties staying focused for the entire duration of the activity, and not having the proper tools to facilitate their learning.

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H5P Interactives for Learning - Learner Challenge

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H5P Interactives for Learning - Learner Challenge

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ChatGPT

Interactive learning activities in H5P are like turning your content into a playground for learners. From quizzes and interactive videos to drag-and-drop exercises, H5P lets you create engaging and dynamic learning experiences that keep students hooked and actively involved in the learning process. It's like adding a splash of interactivity to your teaching toolkit!

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I have found H5P activities really engaging and learners can work on multiple ungraded tasks and self-assess their learning.

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Solution to Clinical Debrief Challenge

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Solution to Clinical Debrief Challenge

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For everyone to be heard, a discussion board was created during the students’ rotations. They were made to post about their experiences and comment on others as well. This allowed for a rich engagement. In addition, the instructor would respond to everyone and create a debrief based on everyone’s experiences covering key topics and themes in patient care and other areas in healthcare.

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A learner challenge has been where after clinical rotations, there hasn’t been enough time to debrief with all the students on their experiences. A round table used with everyone discussing their experiences was been superficial and short. An average of a minute or two isn’t enough and there is no additional class time.

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The technology I selected to assist my learners with their challenge is Microsoft 365 and the Adobe Suite, both of which are provided to our students for free from the college. Microsoft Teams will allow students a platform that can assist with their communication in the group project. Documents and slideshows will also be a collaborative effort in Microsoft 365. The Adobe suite will allow students the chance to create a group contract using Adobe sign, and the Creative Cloud suite will allow them to collaboratively work on the media elements of their projects. Besides assisting their group projects, these technologies are also often used across multiple industries providing the students with key transferable skills to take into their careers.

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A learner challenge my students have identified is how their course project is a group project that is weighted heavily and causes them stress within their groups if someone is not pulling their weight.

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A learner challenge my students have identified is how their course project is a group project that is weighted heavily and causes them stress within their groups if someone is not pulling their weight.

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There are a number of technological tools students can utilize to increase their understanding of the material. If students understanding of one faculty regarding a specific topic is different then another, then maybe ChatGPT could utilized as an additional tool to understand the subject matter better.

Of course, if it still is not understood, I would ask the students to contact their course lead to better understand the material. Also, AI has a ways to go to better understand all things related to healthcare.

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I utilized our current LMS system to our advantage. The LMS had a Discussion Board section on which faculty and students alike could post their questions or comments regarding the course. I utilized this to my advantage and asked all students to post any and all questions they have on the forum. To aid in the students learning, the forum was divided according to subject matter and monitored by the faculty. If it were deemed the students could assist one another in answering questions, then it would be made apparent and the students would aid one another, indirectly also aiding themselves in their understanding of the material. Of course, if clarification was required, then it would be provided by the faculty. In this manner, we were better able to maintain consistency within the lab.

My personal belief is that we have countered inconsistencies at a macro level if you will, and course faculty surveys support this, both on a quantitative and qualitative level. However, we are still receiving a few comments so at a micro level there still exists room for improvement. I will continue to work on how to better combat this subject matter and hopefully connect another post to this one in the future!

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Treatment Planning --> Maintaining Consistency

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Treatment Planning --> Maintaining Consistency

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Write something fantastic? Here is one: educators are fantastic! Am I an educator? yes! To all those out there give yourself a pat on the shoulder.

This is all too common amongst educators, and I know this because I teach a multitude of courses, and this always finds itself in every survey: Why are the faculty not consistent? We need not go into the very nature of what makes us unique as educators for this purpose. That would be a whole post to itself. For now, let's talk about how we address this ...

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Treatment Planning --> Maintaining Consistency 

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Treatment Planning --> Maintaining Consistency 

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Write something fantastic? Here is one: educators are fantastic! Am I an educator? yes! To all those out there give yourself a pat on the shoulder.

This is all too common amongst educators, and I know this because I teach a multitude of courses, and this always finds itself in every survey: Why are the faculty not consistent? We need not go into the very nature of what makes us unique as educators for this purpose. That would be a whole post to itself. For now, let's talk about how we address this ...

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Treatment Planning --> Consistency Amongst Faculty

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Treatment Planning --> Consistency Amongst Faculty

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Write something fantastic? Here is one: educators are fantastic! Am I an educator? yes! To all those out there give yourself a pat on the shoulder.

This is all too common amongst educators, and I know this because I teach a multitude of courses, and this always finds itself in every survey: Why are the faculty not consistent? We need not go into the very nature of what makes us unique as educators for this purpose. That would be a whole post to itself. For now, let's talk about how we address this ...

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The software I chose to address my challenge is Perusall a collaborative reading software available at my institution.

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Assessing Reading Comprehension and Writing Skills

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Assessing Reading Comprehension and Writing Skills

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My learner challenge is how to assess student reading comprehension in a fun and productive manner that is not too onerous, but helps develop their writing skills.

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Assessing Reading Comprehension and Writing Skills

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Assessing Reading Comprehension and Writing Skills

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My learner challenge is how to assess student reading comprehension in a fun and productive manner that is not too onerous, but helps develop their writing skills.

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Learner Challenge Assessing Reading Engagement and Writing

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Learner Challenge Assessing Reading Engagement and Writing

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My learner challenge is how to assess student reading comprehension in a fun and productive manner that is not too onerous, but helps develop their writing skills.

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test five

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test four

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test three

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Observed how my children take school notes as well as observing students in class. They bring their laptops and some just use a wordprocessor taking traditional notes while other have laptops but use notebooks. Both methods are sequential and not dynamic like the way the brain works.

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test two

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This is a test

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Resistance to Different Presentation Delivery

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Resistance to Different Presentation Delivery

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I use mindmaps to deliver presentations. Student acceptance of this has been lukewarm. They are accustomed to receiving the information on Powerpoint and resist even though I present opportunities for them to use this new delivery method.

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Subject matter experts often believe writing content for an asynchronous format is easy because they've taught this before in-class.

How can content be reimagined for an asynchronous format?

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Writing content for an asynchronous format. Speaking in front of a class with a slide deck is not the same as an asynchronous format. How do I ensure content is reimagined or reorganized to ensure the content is being conveyed and equally understood by students who don't have the in-class experience?

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Anki flashcards for support of memory retention and studying. (SG)

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Anki flashcards for support of memory retention and studying. (SG)

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This tool is a free downloadable software and web extension for students to design intelligent flashcards for studying various concepts in different courses and has features and supports to studying in relation to review planning and tracking of progress. It is a great program for students to use to assist with concept retention and can incorporate pictures, images and other file types for alignment with course slides and material. Students can share flashcard "decks" and can have them accessible via app so they can study on the go. Flashcards can be worked on by groups as a way to encourage peer studying and understanding as well.

For Healthcare related courses, this tool is extremely valuable to help with memorization of anatomical and physiological concepts as well as identification and can extend into alternate courses taken. It is a valuable tool that can contribute to defining a concrete study process for students and to help with common struggles with memorization as students can evaluate and track their retention and progress within program.

I recommend this tool for anyone trying to learn and memorize material in all types of courses and will promote it as tool for students in my courses accordingly.

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Issues with test preparation:  retention of structures and concepts in Anatomy and Physiology (SG)

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Issues with test preparation:  retention of structures and concepts in Anatomy and Physiology (SG)

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Students have difficulty with organizing their studying and notes and being able to memorize the various organ systems, components and functions within the body as well as physiology.  Many students are noting in support meetings that they are having trouble with retention specifically ( names, location, function and how they relate to other systems) given the breadth of information in covering the whole body in a short time period.   I would like to explore online technology or support methods like mind-mapping, flashcards, or other technologies specific to anatomy and physiology to help with their preparation and organization of thoughts as well as retention prior to test taking.

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A platform like Padlet offers learners a space and opportunity to express themselves (especially if they are reluctant to speak in class). Further, they can post in text or post documents, images, videos, links, etc.. Talk about offering choice and autonomy!

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Challenge: Limited space or opportunity to express their learning in their own way.

How was the challenge identified: Student feedback and varied performance on different assessments and activities (e.g., some struggle with written work but do well in creative tasks)

Solution: Offering alternative ways to demonstrate their learning: e.g., within the same assessment offer the option to post a recording/infographic/video.

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My initial post about the reluctance of faculty to use digital tools in their learning. I used the SECTIONS model to explore the use of Padlet. As explored through the model, Padlet is an easy and accessible platform, and using this tool with faculty will introduce them to a way of incorporating digital tools, regardless of the discipline, in an easy to use and engaging format. It will also be a way for them to experience first hand how these tools can enhance teaching

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My learner group is faculty and the challenge I often face is resistance to using digital tools in their teaching practice, especially in the social science and humanities disciplines. The main reasons for this seems to be a lack of familiarity with digital tools, and feeling like these tools are not necessary for the subjects they teach.

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My learner group is faculty and the challenge I often face is resistance to using digital tools in their teaching practice, especially in the social science and humanities disciplines. The main reasons for this seems to be a lack of familiarity with digital tools, and feeling like these tools are not necessary for the subjects they teach.

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Learner Challenge: Adapting to technology

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Learner Challenge: Adapting to technology

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My learner group is faculty, and a challenge that is often faced is convincing faculty to integrate new technology and digital learning tools into their courses, particularly in social studies and humanities disciplines. The main reasons seem to be an lack of familiarity with digital tools and that they don't feel like this is necessary for the subjects they teach.

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Jamelia Gay: Canva can be used to design engaging and visually appealing study materials, infographics, and revision guides that complement Kahoot quizzes, making preparation more interactive and less daunting. By integrating visually stimulating content from Canva into Kahoot reviews, educators can create a cohesive, engaging learning experience that reduces assessment anxiety.

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Jamelia Gay: Canva can be used to design engaging and visually appealing study materials, infographics, and revision guides that complement Kahoot quizzes, making preparation more interactive and less daunting. By integrating visually stimulating content from Canva into Kahoot reviews, educators can create a cohesive, engaging learning experience that reduces assessment anxiety.

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Learners often feel fear and anxiety during assessments, impacting their performance. The goal is to alleviate these emotions, making evaluations more engaging and less intimidating. The chosen tool, Kahoot, offers an interactive, game-based platform to transform assessments into fun, supportive experiences, enhancing engagement and learning outcomes.

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Learners often feel fear and anxiety during assessments, impacting their performance. The goal is to alleviate these emotions, making evaluations more engaging and less intimidating. The chosen tool, Kahoot, offers an interactive, game-based platform to transform assessments into fun, supportive experiences, enhancing engagement and learning outcomes.

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My students typically receive their lectures via PowerPoint presentations. I deliver my presentations using mind maps. They resist the presentations even though I encourage them in creating their own maps documenting their learning journey.

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Screen casting mini-tutorials with Camtasia to combat workplace complacency

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Screen casting mini-tutorials with Camtasia to combat workplace complacency

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I identified Camtasia as a technology that I could use to create mini-tutorials; making tips, tricks, strategies and tools easily accessible and low-effort in bite-size videos.

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As our demographic has switched from international students on a gap year to domestic students who are going back to school, I am seeing an increasing number of stay-at-home parents (primarily mothers) trying to focus with a baby on their knee. This poses a significant challenge for obvious reasons.

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As our demographic has switched from international students on a gap year to domestic students who are going back to school, I am seeing an increasing number of stay-at-home parents (primarily mothers) trying to focus with a baby on their knee. This poses a significant challenge for obvious reasons.

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The solution I am seeking would address both the technical and pedagogical aspects of this challenge. I’d like to offer more options for sharing their comments and feedback to each other in the discussion boards so that they can go beyond textual responses. As a digital bulletin board, Padlet offers students the option to post images, videos, animations, and links to other resources as part of their response to discussion board topics. This multi-sensory option may offer some alternatives for students. Pedagogically, I would look to further define the criteria to include that their contribution needs to build in some way on the ideas they are commenting on. They can do this by linking it to their own post, something in the course content, their own experiences, or questions the post raised for them.

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Learner Challenge

Too many evaluations due the same week (s) of the Semester in Core Program Courses. Undergraduate diploma level direct entry student identified challenge (1st Semester) in Program feedback session-Stop, Start, Continue.

Work with Program Faculty to determine if evaluations can be spread out. Work with students on utilizing a Semester calendar (LMS or other platforms).

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I am having a design issue with students' unauthorized use if generative AI in a class. I am attempting to redesign the course next term to allow students to use Generative AI and to balance that with equity concerns. That is, if one student uses it, does it give them an unfair advantage over other students. How do I ensure that my students are able to fulfill the course learning outcomes?

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Context: Business Research and Communication course at a new university with a high number of international students who are working full-time jobs. I have provided a consistent and open-ended framework for engaging (or not) with ChatGPT (e.g. include an appendix of prompts, ask my permission before you use it, and so on)

Problem: Students tell me that they like the course but they are working full-time jobs to pay their tuition. Many students (domestic and international) are using ChatGPT to write their annotated bibliographies (about 20%). This gives them an unfair advantage over other students and constitutes a breach in the university's academic integrity policy.

-Design challenge: how to redesign the course and continue to balance using ChatGPT and generative AI in ethical ways in an equitable manner.

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Balancing Act 2 (Learner Challenge Take 2)

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Balancing Act 2 (Learner Challenge Take 2)

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Canva offers several time management tools and features that can help my learners to organize their schedule and course assignment details and due dates. As well as streamline their workflow. Ie. pre-designed templates and calendars they can use to map and plan time and assignment due dates; Files and folders to organize their work; Collaboration tools they can use to get group projects done. They can also use the Canva mobile app so they can get work done on the go.

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A challenge faced by my learners is balancing coursework with job responsibilities, life, family and personal commitments. They struggle to find the time to complete assignments, participate in online discussions, and study for assessments while juggling their workload and other personal obligations.

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I have used Padlet as a tool to encourage collaboration and participation. But I thought to try Miro as a different option. I found this tool easy to use and I believe it will provide the space for collaboration and engagement both synchronous and asynchronous delivery.

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A challenge faced by my learners is balancing coursework with job responsibilities, life, family and personal commitments. They struggle to find the time to complete assignments, participate in online discussions, and study for assessments while juggling their workload and other personal obligations.

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In asynchronous classes interaction is relegated to posts and comments on discussion boards. The usual formula used is to have students make an original post and also comment on two posts made by others. This latter part does little to fuel discussion as students either agree/like what their peer has stated without making any real attempt to link to course content or offer reflective critique. It simply becomes a perfunctory action done to meet the requirement of commenting on two posts.

I have seen this as a student in asynchronous courses, heard it from other faculty, and experienced it in my own classes. More recently, not only are students’ posts are written by ChatGPT, but their comments also seem to be!

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There is a long timeline during which learners need to prepare, locate, and secure partners for their practicum. It is difficult to inspire learners to create a practical timeline and work steadily through their preparation semester.

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Responding to Peers in Discussion Forums

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Responding to Peers in Discussion Forums

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In asynchronous classes, discussion is often relegated to forum posts and responses. The traditional formula is for students to post one new topic and respond to two of their peers. The challenge for students is to meaningfully comment on others posts. The usual comments tend to agree/like what was shared with little connection to course content, or their own reflections. It's done as a perfunctory action--simply to tick off that they commented on two posts. .

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I had chosen Zoom as the technology to focus on for the SECTIONS module but now I am unsure as to how using Zoom could help International Students to become better at self-reflection assessments. Perhaps this is a case of reinforcement of what a self-reflection is by integrating flashcards or other means of showing examples of self-reflection into a Zoom session. I'll have to noodle more about this going forward.

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I had chosen Zoom as the technology to focus on for the SECTIONS module but now I am unsure as to how using Zoom could help International Students to become better at self-reflection assessments. Perhaps this is a case of reinforcement of what a self-reflection is by integrating flashcards or other means of showing examples of self-reflection into a Zoom session. I'll have to noodle more about this going forward.

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All of my students are accustomed to information being presented in PowerPoint slides. I use Prezi in my classes to present information. Some students object to this simply because it is different.

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I find that International Students have a difficult time doing Self-Reflection assessments as they tend to want to submit the "right answers" instead of being confident in their own thoughts and feelings about a subject.

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International students seem to find it challenging to complete a Self-Reflection assessment as they are wanting to provide the "right answer" instead of going with their opinions or own feelings about a topic.

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Reflecting on faculty feeling overwhelmed and not knowing where to start with changes they want to integrate, I could create a community padlet with columns structured by how much time investment is required for each task. Then we can ask faculty to share ideas, small teachings, tips, and suggestions that are structured by time required. For example, columns would be labeled 2-5 minutes, 2 hours, 2 weeks . . . which then can support faculty in learning about low hanging fruits they can change immediately in their courses.

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Reflecting on faculty feeling overwhelmed and not knowing where to start with changes they want to integrate, I could create a community padlet with columns structured by how much time investment is required for each task. Then we can ask faculty to share ideas, small teachings, tips, and suggestions that are structured by time required. For example, columns would be labeled 2-5 minutes, 2 hours, 2 weeks . . . which then can support faculty in learning about low hanging fruits they can change immediately in their courses.

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In working with new faculty through educational development programs, profs appreciate the different sessions and topics covered. At the same time, some share that they often feel overwhelmed because they don't have the time to make changes to their courses or and don't know where to start with all the changes they want to implement.

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I would create a Padlet activity to help engage students in recognizing the connection of this course to the real world and discover the power of communication in unexpected places.

1- I would give them a challenger: for example, find an example of communication in a setting outside of the classroom (e.g., a billboard, a social media post, a conversation overheard in a coffee shop).

2- I would ask them to snap a photo or write a brief description explaining why they chose it.

3- Then I'd ask them to share their finding on our Padlet board.

4- I'd encourage them to engage with their classmates' discoveries by commenting and discussing their choices and see how communication shapes our world.

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student challenge in 1st year Communications courses

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student challenge in 1st year Communications courses

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My students face the challenge of understanding the connection between the content of this course to their program focus or workplace. Of course everything taught in class is paired with an explanation of how it will help them outside the classroom, but because students don't actually attend class or actively listen, they miss out on it.

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Learner Challenge: A few of my students struggle with developing concession or counter-arguments when revising their 5-paragraph essays. They find it difficult to present alternative viewpoints or acknowledge opposing arguments effectively within their writing. This challenge inhibits their ability to critically engage with their topics and limits the depth of their analysis. Addressing this issue can empower students to strengthen their argumentative writing skills and foster a more nuanced understanding of complex issues.

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Disciplines > Negotiation > Activities > Developing the concession strategy

The overall strategy | Tactical concessions | See also

The main part of many negotiations is a series of exchanges, where each party makes some concession from an initial position in exchange for some equivalent concession from the other party, with the overall goal of reaching agreement somewhere in the zone of agreement where both parties can accept the outcome.

Your concession strategy is the approach and detail that you will use when trading with the other person. If you know what you want and what you will give in exchange, then you are in a strong position of readiness for the actual negotiation.

The overall strategy

Your overall strategy is based on knowing what you want, what you'll give and the general approach to trading you will use.

Knowing what you want

The first question is to know what you want. You can approach this either as a specific requirement ('I want a new, racing green Jaguar XJS 2.8') or a higher-level interests, where you have an outcome that needs to be achieved ('I want to impress my friends and travel in reliable comfort').

Knowing what you'll give

The next question is what you'll give for what you want. Particularly when buying something for money, you need to decide on the maximum you will pay (and the reverse if you are selling). You can get often get a good idea of what something is worth with a little research on the internet or looking at standard pricing catalogs.

You can find many things to trade by finding variables in all kinds of different areas, from friendship to finance.

Patterns of concession

At the strategic level, you may want to know the approach you will make to conceding. An important question here is in the negotiation style you are going to use. A hard competitive approach will allow for deceptive tactics, whilst a more collaborative approach will require more ethical considerations.

A good question on concessions is whether you will make any unilateral, goodwill concessions. A simple strategy is 'tit-for-tat', where you make an initial unilateral concession, but make no further concessions until they respond.

Thus, for example, in a competitive situation you might use a High-Low start and then a Brooklyn optician separation of pricing, whilst with a collaborative approach, you might start from fair criteria and end up with splitting the difference within the zone of agreement.

A competitive concession strategy typically seeks to work in an imbalanced, way, such that you concede small points whilst expecting the other person to concede on larger points in exchange.

Handling their strategy

Your strategy must also be able to handle the strategy of the other person. You may lose out if you assume the other person is friendly and collaborative when they are actually deceptive and competitive.

Thus you might have different patterns of concession ready in case the other person is using a strategy that is not directly compatible with your approach.

Tactical concessions

At the lower level of developing concessions, it can be useful to identify detail of individual concessions and exchanges.

Balanced value exchanges

The key to exchanges is value, in that I receive something of value to me in exchange for giving something of equivalent value to you. The best balancing here is that that value is defined by the receiver, not the giver. Thus I may give you something of low value to me, but which is of high value to you, whilst you give me something that is of lower value to you but of equivalent value to me to the value you received from what I conceded to you.

Individual exchanges and packages

Concessions and exchanges can be individual I'll-give-you-this-for-that swaps, or they can be more complex sets of exchanges, for example where I give you a number of different things in a single 'package' in exchange for a package of concessions from you.

See also

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Learner Challenge: A few of my students struggle with developing concession or counter-arguments when revising their 5-paragraph essays. They find it difficult to present alternative viewpoints or acknowledge opposing arguments effectively within their writing. This challenge inhibits their ability to critically engage with their topics and limits the depth of their analysis. Addressing this issue can empower students to strengthen their argumentative writing skills and foster a more nuanced understanding of complex issues.

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Poll Everywhere could be used to build buy in at beginning of course. Word cloud about importance. Secondly, poll questions with important statistics on impact of portfolios to one's future goals.

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We offer a variety of professional development sessions every month. The schedule and topics are made available to faculty at the beginning of the academic year with follow up reminders every month. However, we are finding that attendance is low and in many cases those who attend are not fully engaged in online delivery.

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We offer a variety of professional development sessions every month. The schedule and topics are made available to faculty at the beginning of the academic year with reminders every month. However, we are finding that attendance is very low and in many cases those who attend are not fully engaged in online delivery.

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Many contract faculty members do not have time to attend valuable professional development opportunities. Many are juggling multiple jobs at different colleges and have their personal responsibilities on top of that. In addition, our college doesn't pay contract faculty for most of their PD, which means they have to give up their own valuable time to attend.

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Contract faculty often don't have the time to attend valuable professional development. Many are juggling several contracts at various colleges and have personal responsibilities on top of that. In addition, my college doesn't pay contract faculty for this training, so they have to attend on their own valuable time.

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I used Kahoot as a way to take on the challenge of engaging international students in in-person or synchronous online classes since it a) is easy to use and readily available, b) uses a gamification function thus making it fun through limited competition, and c) offers an opportunity for formative feedback as the questions are answered.

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It can be challenging to engage international students in class in-person or online synchronous discussions. This is particularly true for international students from Asia, coming from the Confucian tradition, who tend to have an "unwillingness to communicate."

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International students, especially those from Asian countries, often demonstrate an "unwillingness to communicate," which results in some challenges in engaging international students in in-person or synchronous online classes.

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Learner Challenge = Build Your Portfolio 

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Learner Challenge = Build Your Portfolio 

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Learner challenge: How do I encourage students to start and continue building their portfolio all through the class, rather than waiting until the end to build it?

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Learner Challenge - Building Your Portfolio

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Learner Challenge - Building Your Portfolio

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Learner challenge: How do I encourage students to start and continue building their portfolio all through the class, rather than waiting until the end to build it?

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I looked into integrating tablets into our lab classes. This would allow the removal of paper documents and give students experience working in a 100% digital workplace, which is becoming more common in industry

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Our program is intensive, with 6 hours per day, Monday through Friday, for 32 weeks each academic year. In addition, there is a 95% attendance requirement. This pace is exhausting for students and does not leave room for error

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Learner Challenge Take 2: Resistant to Taking Introductory Writing

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Learner Challenge Take 2: Resistant to Taking Introductory Writing

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As an introductory activity, I would ask students to use Canva to create a short infographic or visual image to represent their reluctance, concerns, or hesitations in a writing course. I would ask them to identify the expectations for their learning and a perceived strength and weakness in their writing.  I would also ask them to envision their future career and then identify one area of communication that would be required to be successful. Starting with an atypical writing activity where visual creativity is involved would help students feel more at ease with the subject matter than a straightforward writing sample that is usually done in writing courses. (I’m still working this idea out, though).

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Learner challenge: Resistant to the curriculum.  I teach students who are required to take both an introductory writing and professional communications course as part of their program. In many cases, they place into the courses because of a placement assessment. The two main reasons for this resistance are: the genuine belief that they do not need to take the courses because they already have the ability to communicate and that they did not anticipate having to learn “English” again when they chose their program of study.