#cocurriculum

[averagekindergartenfan]

TOMORROW WE HAVE COCURRICULUM YEAAAHHHHH WOOOO

I GET TO TALK TO MY FRIEND FOR MORE THAN 3 MUNTES FUCK YEAH THROW A PARTYYYY

[kasigaschool]

[naazeem]

20180719 KMSS New Pamphlet & Bunting 2019

[theprofessorowens]

Fearless 3-7

Digital Leadership. As I conclude this week of blogging on digital leadership I want to express the importance of inclusion. Inclusion as defined by the AAC&U is, “The active, intentional, and ongoing engagement with diversity—in the curriculum, in the cocurriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions” (2020). I would think that although this is from an academic lens that people in industry could use this definition of inclusion. From my experience the more inclusive a team is with people from diverse backgrounds the better the outcomes of the assignments have been. When a group is able to solve a complex problem in a creative and unique way using all the critical thinking tools that are present within them the groups usually create a bond that is unique as well that last much longer than the assignment. 

As organizations look to move toward digital leadership I would hope that leaders rely on inclusion to build their leadership arsenal of tactics. Being inclusive and open to new ideas, strategies, and concepts are one of the only ways that leaders will move forward in the future. Again, as a leader you never want to turn around and no one is there...in doing so, as John Maxwell puts it, you are only taking a walk. If you are a leader and you turn around there should be people there following you. As a digital leader the same rules apply; however, your turn around covers a large space and place as it should include a virtual or digital landscape as well. I love the idea, concept and construct of digital leadership, I just hope that as a society and culture we do a much better job of educating, advancing and using digital leaders in the years to come instead of overlooking and mistreating them as former generations did with more traditional leaders in the past.

#Chapter39 #Fearless

[you-drewstarsaroundmyscars]

Yours are better than mine 👀

So you're athletic?

And for your cocurriculum, is it like you participate in many competitions? Because I usually get my koko marks from competitions and persatuan

I've been thinking of studying International Relations if I can't get into the doctor course

Any opinions?

Go for it, you love languages, youd be wonderful. It fact it might be better than being a doctor, you might get to travel a lot (if that's your thing)

[olichat]

08/02/2021

I was.. on the verge of some kind of breakdown. I can't seem to get what I'm reading to stick & was getting very much frustrated.

And then, Ai had to come spamming me, yelling about how today, last year, was one of the best days we had together.

Be impressed with all the dates that boy remembers- I'm a sentimental person but he seriously has me beat at how much he cherishes our memories together.

I was already sad and this asshole had me heartbroken with how much I miss him & our little group of friends.

Today, last year, we spent the whole day together. From the crack of dawn til midnight. With our small group of friends. I succeeded dragging them out before the sun was out that morning to play badminton. We were all sleep-drunk & it was hilarious with rackets flying & the off-tune singing & none of us lasting 2 minutes without giggling.

We had breakfast after aND these people- omg. Every time we sit down to eat together, we'd be in this situation where none of us wants to get up regardless of us finishing our food to the point of whatever broth we have legit dries up on our hands (yep we eat with hands most of the time, depending on the food still) til it gets all crackly & gross. By that time we'll be yelling & laughing at each other to give it up & get their butts off of their chairs. I never understood what the issue was either but it was amusing to say the least.

We had a movie marathon that day. I don't know how I survived without getting murdered by one of them because I just can't shut up during movies. Oh we also bought each other food. It was an unsaid thing. We'd just buy foodstuff enough for four people & it was like a little picnic in the movie hall. So much junk food. And more during lunch!

We decided to eat at a fast food chain out of campus grounds. Its rare because students aren't allowed to bring their own cars so its troublesome. And it was very significant this time around because our ride stopped right in front of a drain to pick us up & that was the moment for Ekal's hand to slip & drop. his. phone. In the drain. Worst case scenario. It was deep. It was wet. The lid was cemented to the road. Safe to say, he had to get a new phone.

Lunch. Back at campus around 7. Got cleaned up & back out beacuse there was an exhibition worth some cocurriculum points til 9. We ended up staying out til 12, chattering about everything & anything until the wardens shooed us back to our houses.

I was tired. Really tired. Duh. But that was the happiest I've been in a while back then :)

Gah. I miss those crazies.

[owenzmagiaproduction-blog]

A VISIT TO LABUAN BIRD PARK & CHIMNEY MUSEUM | SMK LABUAN | COCURRICULUM...

[seulzin]

301 days ago , i received 3 of APC2016 best awards. One of Awards - Sport award , Cocurriculum award & the big one best Student award.Persevere & efforts throughout 3 years was lit🔥!

[btr-sya]

the whole year of 2015

my 2014 was sucks, i mean it. like way too bad that my mom almost let me do what i want bcs she’s just don’t care anymore (or she likes me being at work with her bcs she wants a friend). teachers were trying to get a hold of me. i will skip school 2 or 3 days a week when there’s only 5 days of school. i can never survive being 4 days straight at school so i really skip school a lot. my teacher starts to call my name every assembly morning, “BATRISYA MANA BATRISYA? DATANG TAK?”. it was embarassing, i swear. i felt like the whole school knew me bcs of my bad attitude.

but here comes 2015. the thought of having a super big exam to decide your pathway after high school at the end of school year hits me. fuck, i was skipping school way too much that i failed 2 out of 9 subjects, but i’m still top on the class because ive doing great in my other 2 subjects. my teacher was trying to get me a teacher mentor to help go through a rough year. they just thought i might need a help to push myself to be better. i never told them, but i really don’t need anyone. i do things in my own way and i never need anyone. so i just go on with school. first 6 months was hard to catching up with all the subjects that i hate but i still tried my best.

i’m doing great with everything, academics, cocurriculum, tuition class. i was exhausted almost everyday, i don’t even get enough sleep, i don’t eat much. i were pretty busy with life and i really kind of like it. and then, trial exam came. after months of hard work, i just did my best, trying to concentrate more but i don’t put much hope on it. i just thought 5A’s is enough, there is still time for final.

AND GUESS WHAT, I SCORED FUCKING 7A’S BITCHES!! yes i did. i didn’t realize until i was writing down my results. i thought this is nothing bcs it just trial right? since like i haven’t figure what i want to do in my life after this. but i do realize it’s time for me to think for the future.

no one really knows abt my trial results except my family and my close friends. no one even care tho. so i just let it be. i started to skip school again when the finals was almost there. but one day, someone called my name said that there is a meeting for the top 20 students in my school. i literally freaking shocked, sumpah sial memang terkejut nak mampus hahhaha but i just went for it. (I FELT FUCKING PROUD OF MYSELF). there’s about 25 students and some officers from the PPD and teachers of course, they showed everyone results and when mine showed up, the students were quite shocked. HOW THE HELL CAN THE STUDENT FROM THE ART CLASS SCORES 7A’S??? *that’s must be what they were thinking*. CAN NEVER MORE PROUD OF MYSELF. i thought it’s already over but teachers don’t really like me being in top 20 since i like being a troublemaker and my attendance doesn’t help either. i was a mess, and they knew it. they knew i can’t make it in final. i can see it in their face, they were saying congrats but they never really mean it. they just thought i’m a piece of worthless shit. they were discussing how can i improve in my Addmath, I SWEAR TO GOD I DON’T KNOW SIA LOL ADDMATH WAS FUCKING HARD TO ME. so, they suggest me to come more to school. oooooookay, my teachers were trying to give me more insincere attention, they’re doing it for the sake of what PPD wants lol losers but i knew i can do it. so i just do it my way, i don’t even care what they said or the way people stare at me. fuck it, i’m better than you anyways. always better.

THAT’S WHEN IT ALL STARTS.

[missunitwocents]

Facebook and Netflix are our Shadow Learning Management System

We can’t seem to help creating students’ lives. Look across the literature on elearning and digital disruption and you walk away thinking that universities are populated with nocturnal creatures who have the parasitic tendencies and standards of cleanliness of the bachelor vampire flatmates in What we do in the Shadows.

Digital multitasking is the new drunk. Technology-enhanced learning is vapid. New media hoarding is now a thing. Writing is deep. Each of these findings might be valid individually, but as to whether they support the comprehensive conclusion Manfred Spitzer draws that ‘digital media pose serious risks and side effects in educational settings’ is another thing altogether.

It’s easy to join the dots and to profile cohorts, noting that the individual studies tend to take place with a relatively small groups under controlled conditions.

That’s not to say that you are OK to drive while texting. But drawing conjoined conclusions from individual studies is quite different to working with young people around the clock and over an extended period of time, and understanding that activities inside and outside of the classroom matter. The asymmetry of curriculum and co-curriculum is something that deserves scrutiny.

The university at which I work has a strong residential footprint. When you have over 5000 students in residence, you have the privilege of seeing how the co-curriculum and teaching down time shape education. These are powerful, underestimated spaces that increasingly demand our attention. Not because we have to begrudgingly admit that we have quasi parental responsibility for someone around the clock, but because they can be key drivers of educational and employment success.

The work of Shelley Kinash, Linda Crane, Madeleine-Marie Judd, Cecily Knight and David Dowling on graduate employability is particularly thought-provoking on this front. Their interviews with just under 150 students, staff and employers intimate that there is a dissonance in valuations of curriculum, co-curriculum and internships that might be holding back our efforts in graduate employability. In crude terms, their research found that staff see curriculum; students see internships; and employers see the co-curriculum as the places which set job applicants apart.

These are salutary findings, particularly when you consider the opportunity of low income students to participate in all the enrichment activities—leadership positions, volunteering, sport or cultural activities—that might give them a boost in seeking employment.

But the co-curriculum and teaching downtime also give us hints on how students actually like to spend their time, what information formats they pay attention to, and how digital dependencies are a part of our world.

Like all other universities, we keep data on wireless access, and in our case, that covers both campus and residential use. The data is utterly unsurprising: residential usage picks up where campus usage drops off, and our peaks are 11am–5pm, and 9pm–1am. Here are two sample graphs, for the curious.

So far, to be expected. Students are wired, and not having wireless, or a strong enough wireless signal is tantamount to the apocalypse. Moreover, while they appear to have some nocturnal tendencies, our wireless usage evens out pretty well across twenty hours of the day. If you want to get a student’s attention, don’t send them something between 5 and 9am. Moreover, midnight teaching might become the hit of our new millennium.

Things get really interesting when you drill down to accession patterns outside of the 9am–6pm teaching peaks. Relax, nothing in the graph below is likely to offend your sensibilities, unless you loathe social media and watch moving images via an object that is increasingly alien to young people: television.

Three things stand out in this data. First, broad accession data is a great vanity check. Analytics reports like those produced by Google—and which we tend to like to use in service functions such as marketing—only focus on people who look at your nominated sites. They don’t put that browsing in perspective, by showing you all the sites which have higher accession rates. It’s important to be reminded that your university website—and the learning management site it houses—come in at 17/23 and accounts for 2.1 Tebibytes (TiB; 1 tebibyte = 240 bytes) per month versus 114.9 TiB for googlevideo and 30.2 TiB for Netflix. Outside of teaching hours, students aren’t poring over our official learning management system. Moreover, the appearance of the Chinese services platforms Baidu and qq reminds us that ours is not a monolingual digital world.

Second, it highlights the dependency of digital providers on intermediary media management services offered by companies like Akamai. Akamai is used by everyone from Facebook to Twitter and YouTube to Buzzfeed to minimise startup time, rebuffering delays and load failure. In fact, there are few media platforms which incorporate moving images which do not use Akamai.

Just as the existence of Akamai might come as a surprise to you, dependency on intermediary services is also a feature of elearning. Nearly all Australian universities use the same learning management system hosting service, for example. These hidden dependencies in distribution highlight that services failure is probably the greatest risk in elearning, not the distracted mind of an adolescent.

Third—and most importantly—it highlights how images drives connection outside of formal teaching time. Text has not disappeared, but image consumption has broken out of fixed television provision to mobile consumption. As TechCrunch highlighted last year, this is the age of the app, not television. You didn’t need me to tell you that, of course, but if you consider the text heavy nature of our formal curriculum—evident in the use of the learning management system as a text repository—then you realise how out of kilter we might be with the people we teach.

You might riposte that this is all entertainment, not education. Plato having banished the imitative arts long ago is not grounds for continuing to maintain that education and entertainment are incompatible. Wouldn’t it be nice to live in a world where university staff and students see education as fun?

In short, our shadow learning management systems might be telling us a thing or two about how learning and teaching might be, and about the information management dependencies that pose potentially the greatest risks to learning. As always, though, it is for us to accept the data that introduces us to our students, and to shake off the need to create students in the image of what we do not want them to be.

[yes-cocobabe]

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[doubleutea]

A healthy body comes a healthy mind #ball #handball #exercise #exercise #cocurriculum #evening #sun