I’ve never really had trouble applying level 3 headings to my research papers in the past until now. With my final research paper submission approaching, the need for including a table contents (TOC) has made me realized how troublesome inline level 3 headings were. When I applied my level 3 heading styles, it would apply the style to the entire paragraph. Even worse, it would add the entire paragraph to my TOC. After multiple online searches, I couldn’t find any resolutions for this issue. What made things even more difficult was that I use Microsoft Word for Mac, so options like ‘style separators’ don’t exist in my version of Word. Luckily, I figured out a work-around for formatting inline level 3 APA headings using Microsoft Word for Mac; and it only takes 5 simple steps!
Formatting Inline Level 3 APA Headings
Step 1: Apply your body text style to the entire paragraph.
Step 2: Turn on Hidden Characters and place your cursor after your heading and hit the ‘enter/return’ key to create a new paragraph break.
Step 3: Highlight only the paragraph break icon and go to the Format menu and select Font.
Step 4: Check the hidden box to hide the paragraph break icon.
Step 5: Highlight your level 3 heading and apply your Heading 3 style from the Styles menu. Then uncheck ‘show hidden characters’ from the control menu. Voila! You’re all done. 🙂
*Level 3 headings are lowercase, bold face, and indented with a period at the end. Your heading should begin with an uppercase character and your paragraph text will continue after the heading’s period (inline).
For our final course in the RRU MALAT program, each student was asked to summarize their research as part of a virtual symposium. We were asked to produce a
10-minute presentation that outlines the following:
• Context of our research
• Research questions and purpose
• Supporting theoretical frameworks
• Methodology and rationale
• Initial findings and recommendations
The intention of this activity is to focus on orienting “new-to-program” students as they begin their orientation within their field of study; while “near-to-completion” students are able to share their knowledge with the larger professional community.
I hope you enjoy my symposium presentation on ‘Hackathons, Integrating Web 2.0 Technologies for Instructional Designers in Higher Education’. For your convenience, a transcript of the attached video presentation can be downloaded here.
Everyone has a plan ’till they get punched in the mouth.
— Mike Tyson
I finally listened to an online info session that I missed last week about my upcoming research paper. As of January 22nd 2017, I’ll begin working on my final paper, which is due June 4th 2017 (I can’t wait! 🙌🏽). After listening to the info session I missed last week, I realized that half of 2017 will be spent in my basement reading, writing and reflecting… pretty much the same way I spent half of 2015 and the entire year of 2016. 😜
For some odd reason I thought the next six months would be easier than the past year and half… I thought I’d have time to complete my paper at my own pace, actually spend some time with friends, maybe plan a couple “weekend getaways” with the family… WRONG! (Insert punch in the mouth here 🥊) There’s schedules to be made, milestones to attain and deadlines to be met. It’s suggested that 200 hours of effort be put towards our research in order to complete a 10,000 word/45 page research paper. 😰 I’ve already began to plan a weekly agenda, outline my tasks and also allot time for research, writing and synthesizing my findings… (there I go again with that word “plan”).
Even though it seems like there’s a lot to do, it can be done. Yes, I’m feeling a bit overwhelmed and stressed (as usual) but who wouldn’t be? It’s normal. Especially when expectations are so high and time is limited. There’s a lot to be done over the next six months but I’m learning to practice what I preach and “trust the process”, stay focussed and enjoy the experience.
“Digital technology is an ally for higher education” —Professor Mary McAleese, Teaching and Learning in Irish Higher Education (2015) Most educators today possess the digital skills needed to function in academic life. There’s the basics—managing email, using the Learning Management System (LMS), uploading papers to plagiarism checkers among others. Yet some faculty still struggle with […]
So it’s been a long time since I’ve posted a blog entry. I’ve been pretty busy over the last few months with school, work and freelance… oh ya, and those people that live with me; I think they’re my family. Even though I’ve been consumed with work, I’m excited to begin my research paper. I’ve finally chosen a thesis topic and wrapped my head around where I’d like to focus my research. I’ve only begun working on my introduction this past week but I’m anxious to see how my paper develops. Fleshing out my ideas have taken longer than I expected but I think I’m on the right track now. It’s only the beginning of my writing process but I can see light at the end of the “Masters tunnel”. 7 more months to go!
I finally left my basement after 4 days… and this was just a rough draft…
When reflecting on recent readings for my International & Global Distance Education course, the theme of providing education for all (Bates, 2013) and the need technology (specifically, Internet access) in developing and underserved countries caught my attention. While the shift to remodel learning environments and equipping them with modern technology; therefore spawning new and innovative teaching methods seem as logical solutions for those living in a modern society (Gulati, 2008), I have become conflicted with the notion that our biases and presumed need for global access to a connected world is necessary to provide education for all. I agree the use of technology can produce positive outcomes such as creative learning and efficient productivity, access to an abundance of web tools and information etc…. However, what good is a connected world without affordable access to technology that enables others to become connected and participate? What benefits does a connected infrastructure provide to people who cannot afford the devices to connect? What benefit is a connected device if the user is unable to operate the device or maintain it? Could the idea of establishing a globally connected world without providing affordability, opportunity and access to contextually appropriate information for the people increase the educational divide within developing countries and underserved societies?
I’ve been wrestling with what the term ‘education’ means to those who provide it versus those who receive it. Are we educating or indoctrinating others to adopt our ways of learning, producing and innovating through the use of technology? With these biases of a connected tech savvy utopia, I wonder what other biases and influences will be passed on to societies with differences in culture, language, economy, etc…? How will these biases and influences affect what is learned? What will the side effects of online or tech-based learning produce in the future? Will this form of connected education sustain a population’s current cultural identity alongside the information delivered through the use of tech-based education? How would that conformity change a cultures perspectives on innovation and alter their creative ingenuity that their cultural identity has provided the world to date? To presume that education and the models that deliver knowledge is a one-size-fits-all approach is to assume that education processes like the very machine that we believe will provide education for all and improve learning. Education is not as absolute as an algorithm. If so, It possesses many if and then statements with infinite loops.
There are so many complex factors (other than providing broadband internet) involved in order to provide education for all and improve learning in developing countries and underserved populations. I hope to discover and contextualize these factors upon further research as I move forward into our future readings and discussions.
During Assignments #4 and #5, I explored complex challenges that impacted leadership in a community based youth program for gaming and web development. I discovered much more about the challenges faced by leaders within the program by asking powerful questions, and suggesting applicable solutions based on what I had observed during an informal learning interview. I conducted a synchronous interview with the cofounder of the program individually and later within a team dynamic. Both experiences were valuable as they required similar but yet different skills and processes to execute a successful and meaningful interview with positive outcomes. In hindsight, while conducting the interview individually, my personal and unconscious biases surfaced versus my approach when placed in a team dynamic. Allowing others to contribute to the process allowed me to externalize my own beliefs and accept the perspectives of others; whether it be culturally, geographically and experiential. Leading a team allowed me to experience and view the role of leadership through various perspectives. In addition, my initial assumptions; in respect to ‘what makes a good leader‘ were affirmed as some of my initial characteristics of a leader were practiced during this experience. The biggest takeaway from these experiences were the effectiveness of our team conversations. I decided to take the fight or flight approach in communicating this time around in our team assignment. In order to arrive at suitable solutions for our client, as a collective, our team conducted a series of conversations while accommodating to the strengths of each member, which lead to some tangible ideas that would become possible solutions for our client’s long-term challenges. Allowing each member to contribute their thoughts and perspectives while voicing their ideas made for a positive learning experience and outcome.
Cross, (2007, p. 122) defines the fight and flight conversational styles as “The fight conversational style is competitive; a “win” conversation. The flight style is accommodating….” During our first meeting, we decided to have an open forum and presented our preferences for communication, contribution deadlines and had a conversation about our teams strengths and learning opportunities. This initial form of communication provided our team with a foundation for conducting a positive virtual working environment and an engaging learning experience. It was important to voice these concerns and be transparent with members of the group; as I found that we developed a mutual understanding of responsibilities, roles and team goals.
My approach to initiating an accommodating flight conversation style allowed our group to identify team strengths and learning opportunities that helped us develop a strong team dynamic that produced meaningful conversations and resulted in positive contributions from all members of the group while keeping them engaged in the process. Wheatley, (as cited in Cross, 2007, p. 124) said it best when describing the cultivation of change through human conversation, “I believe we can change the world if we start listening to one another again. Simple, honest, human conversation. Not mediation, negotiation, problem-solving, debate or public meetings. Simple, truthful conversations where we each have a chance to speak, we each feel heard and we each listen well”.
Cross, J. (2007). Informal learning: Rediscovering the natural pathways that inspire innovation and performance. San Francisco CA: Pfeiffer.