Below is a list of awesome courses that dive into all different aspects of visual communication and storytelling.

Visual storytelling is a way for people to communicate their story using visuals and digital media such as video, graphics, and photography.

THREAD: Remote Teaching
I’ve spoken to a few people recently about our remote teaching approach and thought I’d share some of our ideas here for anyone who many find them useful.
1. We use Google Classroom and post lessons which include videos, Google Forms and any other docs

2. Classrooms are set up so that lessons are saved as ‘Topics’ each week. The Topic is named as Term/Week/Date for easy navigation. This is consistent so that Classrooms all look similar to pupils to provide a sense of routine - just like you would in a lesson

3. We have a dummy Classroom which all teachers can access which includes Classrooms for all subjects - this gives us a ‘pupil view’ to make it easier to help if parents ask for support and means we can share lessons across subjects and direct to good models

4. We chose to collapse our timetable rather than continue with our own classes. Our suggested timetable is at least 5 hours per day but includes more Art, Music, PSHE than our usual timetable as we felt that was appropriate to support pupils at this time

5. In most subjects, one person looks after the whole year group. This includes making lessons, looking after the GC, dealing with Qs, & giving feedback for that year group. Subjects have a max. of 3 lessons per week/year group supplemented with Bedrock Vocab & other platforms.

As you may know, asides sharing graduate school opportunities, I like to share practical insights and directional content that will give you a sense of what you are missing or not missing.

Serving you below:

HOW TO LEVERAGE "OPO" for grad school applications 👇

- A THREAD

2) OPO is an initialism coined from "Other People's Opportunities". This means you will be leveraging opportunities specific to others to your advantage. After this thread, you will stop asking:

"Can you share scholarships for Atmospheric Social Law"? 😂

(you get the drift).

3) PROCESS:

A) Once someone shares an opportunity. Say @olumuyiwaayo, @Jamaticulus or @AaronAkpuPhilip or myself shares an opportunity on our timeline, the first thing to do is to locate the name of the university and the country it is located.

4) (B) Type the name of the institution on Google and locate the website of your department. Often times, if there is a mass recruitment by the institution at the time you saw the ad, its likely there is something for prospective student looking to get into your department.

5) If otherwise, that is, if the ad you saw was particular to the advertised field, the leverage you have is that you are informed about the institution and you have the privilege to dig faculties.

(C) List the names of probable supervisors on the department's website.

@KaylaAncrum 1) This reminds me of junior high back in the Chicago suburbs when some classmates pretended my name was ‘too hard’ & relentlessly teased me as ‘Shoehead,’ ‘Shitvo,’ & ‘Shamu’ for almost 2 years until my social studies teacher Mr. C decided to absolutely GO OFF on them:

2) In class one day, to everyone’s utter astonishment, he stopped his lecture & said ‘I think some of you are having trouble pronouncing Shuvo’s name. It’s easy to say shoo-VOH, but your behaviour inspires me to give you new names now. Let’s point out a few examples.’

3) Mr. C turned to a red-haired jerk who often led the bullying and said ‘If you don’t shape up, you’ll be known as Carrot Head in my class, since you’re uglier than Carrot Top and you’re certainly bigheaded and arrogant.’

His face turned redder than his hair.

4) He then then turned to a classmate named Edie & said to her ‘I won’t call you Edie anymore, I’ll call you Dedie, as in DD, since that’s the grade you get in my class & it’s short for Dum-Dum, which is what you proved to be.’

I actually felt bad for her she was so mortified.

5) Then he turned to another kid whose last name was McCracken & said ‘You will be known as McChicken, since you’re a coward, & based on your performance it seems the most you can ever aspire to be is a fast food server, so wipe that smug grin off your face, cluck cluck.’

!!

Many of us are about to begin a new semester of online teaching. The learning curve for moving my lecture units last semester was STEEP, so I compiled some sort of hand over notes to people approaching this for the first time. I hope it's useful for someone somewhere.

Reduction in the amount of content was important. What used to be 2 x 1 hr in-person lectures/week had to be condensed down into 6 x 10 minute prerecorded videos (aka aynchronounous content) with 1 x hr live zoom session (synchronous). Even that was too much.

For the sake of yourself and your students, SLASH. Slash your content down. This doesn't mean having to lose important stuff, but keeping it short and sweet.

10 minute video chunks was just about short enough to hold attention. Have you tried watching an online lecture? It is HARD to maintain focus. The shorter the better.

Importantly, each 10 minute video had an explicit Intended Learning Objective given at the end and in the associated text, so that everyone knew what the point was (and how this might relate to assessment later).