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Q1 2021 Coursera for Business Quarterly Product Release

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Q1 2021 Coursera for Business Quarterly Product Release

By Shwetabh Mittal, Senior Director, Product Management

Automation and the COVID-19 recession have created a “double-disruption” scenario for workers that will drastically transform tasks, jobs, and skills for the foreseeable future. In fact, according to the World Economic Forum, eighty-five million jobs will be displaced by 2025, and forty-seven percent of core skills will change for workers during this time. To remain competitive and drive innovation, business leaders are realizing the need to close the skills gap and reskill and upskill their teams. 

We are in a new world of work where new skills are valuable currency. To help organizations better equip their teams amid this rapid change, we have pioneered a skills-first product experience that empowers organizations to deploy targeted skill development with tools that simplify content matching, drive engagement, and clarify learning ROI. We have launched Academies and SkillSets that identify target skill proficiencies required for specific job roles and provide personalized learning paths to develop those skill proficiencies. We have also updated our Skill Development Dashboards in order to deliver tailored learning programs to specific learner groups, measure and track progress in skill development, and benchmark learner skill proficiency. 

Last week, our Product Management team hosted a webinar to talk through these new features, as well as our 2021 roadmap, complete with even more exciting updates set to release later this year. You can tune in on the webinar on-demand here. Without further ado, let’s dive right in.

Skill Development Dashboards

In October 2019, Coursera team launched the Skill Development Dashboards (SDDs), which provided an unprecedented view of skills tracking—the ability to measure actual skills developed to specific proficiency levels. Since then the Coursera team has been improving the way skills are tagged, measured, and represented.

The latest version update to the Skill Development Dashboards involves the introduction of new skills in communication, marketing, finance, HR, technology principles, technology tools, math, and statistics. You will be able to do the following: 

  • Measure skill development across business, technology, and data domains with 66 new skills areas for a total of 101 trackable skills
  • Continue to understand the impact of technical upskilling programs through the introduction of specific skills and tool tracking in technology and data science areas, from Computer Science, Security Engineering, and DevOps to Python, AWS, SQL, and HTML/CSS
  • Capture organization-wide learning trends with a skill summary page that includes views of skill proficiency distribution and time to mastery 
  • Analyze specific skill metrics, including what content develops what skills, through our new Skill Breakdown dashboard
  • Report on the ROI of soft skill programs with tracking enabled for Leadership, Strategy and Operations, Business Psychology, Communication, and more.

The introduction of these trackable skills pave the way for additional skill-first products, including SkillSets & Academies as well as diagnostics and more granular reporting for program management.

SkillSets and Academies 

SkillSets are turnkey, job-based learning programs that develop target skill proficiencies with world-class courses and hands-on Guided Projects. SkillSets make it easier to understand the skill development results of your technical upskilling programs and quantify the impact of data and digital literacy programs. With SkillSets, skills come first. Your employees will see content recommendations that help them get to the next level—and they won’t be weighed down by content they don’t need to learn. Choose from over 100 SkillSets that encompass high-impact jobs like cloud architects, data scientists, machine learning engineers, and in-demand skills like being data-driven, Python-proficient, and Tensorflow-specialized, and more—or deploy SkillSets across your entire organization with Academies, our complete skill development solution for in-demand capabilities. 

Get the future skills you need, by job role with SkillSets

Worry less about what the constantly evolving business landscape means for your organization’s skill needs. SkillSets surface the most relevant Coursera courses and Guided Projects to develop target skill proficiencies for specific jobs.

  • Select from over 100 SkillSets that develop critical and evergreen skills for key jobs in your organization
  • Deliver skill-first learning for over 40 jobs, including business analysts, data scientists, designers, financial analysts, HR professionals, IT specialists, machine learning engineers, marketers, operations specialists, product managers, and more 
  • Develop over 50 types of skill proficiencies, from being data-driven and AI-aware to being TensorFlow-proficient and Spark-specialized

Deploy targeted learning programs with ease

Each SkillSet features world-class content delivered via AI-powered curations that are already reviewed by experts, so you can spend less time worrying about mapping content to learners and more time on your overall learning strategy and launch plans.

  • Configure the SkillSets to match the job titles in your organization 
  • SkillSets that you create or configure will be branded with your organization’s logo

Track and measure skills developed 

SkillSets make it easier to understand the skill development results of your technical upskilling programs—and even quantify the impact of data and digital literacy programs. 

  • See how many learners are progressing in a SkillSet
  • Track collective learner progress toward that SkillSet 
  • See which learners have attained their skill goals 

Accelerate skill acquisition with personalized recommendations

With SkillSets, skills come first. With personalized recommendations tailored for their current skill level, your employees will see content recommendations that help them get to the next level—and they won’t be weighed down by content they don’t need to learn. 

  • Dynamic content recommendations help learners get from their current skill level to the target skill proficiency.
  • Learners only take what they need to achieve those skill targets; course completions are optional to finish a SkillSet
  • Learners can track progress toward their skill goals

Open the talent floodgates  

Feel confident hiring faster and more efficiently from diverse talent pools knowing that with SkillSets, you can develop and retain critical talent in-house. 

  • “Hiring data scientists and data engineers can be very difficult. We believed we would [be more successful] if we developed existing top performers into data professionals.” —Pedro Uria-Recio, Head of Axiata Analytics
  • Research firm IDC found that Coursera customers realize +38% retention and +20% employee mobility 
  • Research firm IDC found that Coursera customers can train +94% more learners

With these new features, we hope to give you the capabilities you need to enhance your learning programs and deliver stronger learning outcomes. Be sure to watch our webinar replay for additional information (and demos) on all these new features. Happy learning!

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How Much Do You Know About Uzbekistan?

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How Much Do You Know About Uzbekistan?

Can you find Uzbekistan on a map? What else do you know about this Central Asian nation with a population of 33 million people?

A Biologist, an Outlandish Stork and the Army of Women Trying to Save It

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A Biologist, an Outlandish Stork and the Army of Women Trying to Save It

Life can change in an instant, as I experienced when I first laid my eyes on a tall and bizarrely striking bird known as the greater adjutant.

It was India in 2018, in the northeastern state of Assam. I’d ended up there partly because of absurd circumstances, which involved being filmed for a reality television pilot while navigating a motorized rickshaw through the Himalayas. After traversing some of the highest and most dangerous roads in the world, including the Tanglang La mountain pass, I ventured off to see a traditional selection of endangered animals: Asian elephants, greater one-horned rhinos, western hoolock gibbons.

While en route to Guwahati, Assam’s capital, I saw a 5-foot-tall bird towering near the roadside. I was so taken by its appearance that I asked the driver to pull over so I could have a better look. It had piercing blue eyes, an elongated electric-yellow neck, a wobbly, inflatable neck pouch, long legs that moved with a stiff military gait, and spindly black hairs atop its (mostly bald) prehistoric-looking head. Little did I know that this outlandish animal — also endangered, though not famously so — would change the course of my professional life.

Seeing how intrigued I was by the giant stork, the driver offered to take me to the site of the largest year-round population of greater adjutants in the world.

To my surprise, he led me to the sprawling Boragaon landfill, a dumpsite that borders the Deepor Beel wetland, an ecologically important water storage basin threatened by pollution and encroachment.

As we pulled into the landfill, I felt like I was entering a post-apocalyptic fever dream: Refuse was piled up higher than an East Village tenement building. I saw countless people, including young children, sorting through the garbage with their bare hands. Cows were grazing on medical waste, and feral dogs chased each other through the mountains of trash. All the while, an excavator kept pushing the trash heap taller and taller.

In the middle of this surreal scene, scavenging beside garbage-stained cattle egrets, were the spectacular greater adjutants, who were circling and stiffly marching alongside the other foragers.

After returning from India, I realized that my encounter with the greater adjutants had irrevocably changed me. Until then, I’d doggedly chased a career in New York City as a comedic ventriloquist while juggling mundane day jobs. Wildlife photography was relatively new to me; I had only considered it an enjoyable hobby. But suddenly I wanted to pursue conservation photography with every fiber of my being.

I quickly discovered the work of Dr. Purnima Devi Barman, a wildlife biologist who has dedicated her life to protecting greater adjutants. The founder of the Hargila Army, a local all-female, grass-roots volunteer conservation effort, Dr. Barman led her corps of women in protecting nesting sites, saving fallen baby birds and educating the Assamese community on the importance of these rare and endangered scavengers.

After corresponding with Dr. Barman for several months, I traveled back to Assam in February 2020. Dr. Barman invited me to stay at her home in Guwahati, where she lives with her husband, who is also a wildlife biologist, and her twin teenage daughters.

On our first visit together to the villages of Dadara, Pacharia and Singimari, on the outskirts of Guwahati, Dr. Barman continuously pointed out her car window at “hargilas,” the local word for greater adjutants that is derived from the Sanskrit word for “bone swallower.” I couldn’t believe how many of the birds were peering down at us from their huge nests and soaring on thermals high above our heads — especially since, in 2016, the International Union for Conservation of Nature estimated that only between 800 and 1,200 mature individuals were left in existence, with the population in decline.

Assam is the last stronghold of this endangered species, harboring more than 80 percent of the greater adjutant’s global population. (The remaining population is split between Cambodia and the Indian state of Bihar.)

In the past, Dr. Barman explained, greater adjutants were viewed as unsanitary nuisances and believed to be bad omens, resulting in many of their nesting trees being cut down. Much of the Hargila Army’s efforts are aimed at protecting such trees.

The group’s efforts are also directed at rehabilitating society’s perception of the birds — to “bring the birds into the hearts, minds and cultures of the people,” Dr. Barman said. Conservation work has long been plagued by taxonomic bias, since humans generally favor attractive mammals with forward-facing eyes. “The more people who see hargilas as a bad omen, disease-carrier and pest,” Dr. Barman told me, “the more I am obsessed.”

The work has paid dividends. The greater adjutant’s local population has risen to an estimated 950 birds, up from 400 birds in 2007. The number of nesting colonies in the villages of Dadara, Pacharia and Singimari has also risen during the same interval — to 220 nests, up from 28.

In recent years the Hargila Army has grown to include thousands of pledged members — people who have received some level of conservation training — and around 400 women who are actively involved in leading the movement. Most of its organizers are rural homemakers who are helping to integrate an appreciation for greater adjutants into local traditions. They weave greater adjutant motifs into traditional Assamese textiles and incorporate greater adjutant themes into baby showers.

The most distinctive awareness program I witnessed was at a local wedding that included effigies of the giant bird guarding the entrance and hargila-themed henna drawn on the hands and arms of wedding guests, myself included.

Dr. Barman’s efforts have led to a broader sense of empowerment among the women who make up the Hargila Army. Many receive tools and training — including donated hand looms and sewing machines — that can help them earn additional income.

“It seems like our life has completely changed after integrating hargila motifs into our clothes,” said a member of the Hargila Army named Jonali Rajbongshi, who, after receiving a new sewing machine, began sewing cotton bags embroidered with greater adjutants.

We also visited the house of a woman named Pratibha Malakar, who wove a red-and-white hargila gamosa — a traditional towel-like textile — with transfixing speed and expertise.

Dr. Barman told me that her community conservation model could easily be reproduced in other parts of the world. “Women are the key and the biggest change makers,” she explained. “When we educate women, when we involve women, we achieve a sustainable goal.”

Awareness programs among local schools are another of the group’s tactics, and I went along with Dr. Barman on a few such surprise visits. Her presentations, which include lively discussions, informational pamphlets, educational games and coloring pages, had the students on the edges of their seats.

Near the end of my time in Assam, I accompanied Dr. Barman and her team back to the Boragaon landfill, where she led an outreach program. Children sat among the debris, eating sweets and coloring in drawings of the eccentric storks.

In the middle of her presentation, I looked around to find our corner of the landfill filled with laughter and gaiety. It was an unexpected joyous moment: all of us brought together from such different circumstances by a remarkable woman and an endangered, if often overlooked, scavenger — the unlikely target of a spellbinding and transformative conservation campaign.

Carla Rhodes is a wildlife conservation photographer who lives in the Catskills. You can follow her work on Instagram.

Word of the Day: vehement

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Word of the Day: vehement

1. marked by extreme intensity of emotions or convictions; felt deeply; fervid

2. characterized by great force or energy

_________

The word vehement has appeared in 60 articles on NYTimes.com in the past year, including on Aug. 5 in “Burna Boy Has the Whole World Listening” by Jon Pareles:

On the album’s most vehement song, Burna Boy, with Chris Martin of Coldplay arriving on choruses, turns to stark, echoey roots reggae in “The Monsters You Made,” an indictment of miseducation, historical injustice and systemic racism, delivered in clear English with mounting fury. “When they’ve been working like slaves/To get some minimum wage,” he sings, “You turn around and you blame/Them for their anger and rage.”

It’s the rare Burna Boy song where he lets coolness fall away. “That song comes from a lot of anger and pain, and me having to witness firsthand what my people go through and how my people see themselves,” he said. “I see how many people are deceived and confused. I just try to blend all of that in and make it understood that we’re all going through the same problems. We just speak different languages.”

Can you correctly use the word vehement in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how vehement can be used in a sentence, read these usage examples on Vocabulary.com.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

Film Club: ‘Music and Clowns’

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Film Club: ‘Music and Clowns’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

“Music and Clowns” is an eight-minute animated film that touches on themes of family, disability and love. In the Op-Doc, the filmmaker, Alex Widdowson, searches for insights into his brother Jaime, who has Down syndrome and is close to nonverbal, uncovering his “charisma, a sharp sense of humor, and emotional sensitivity” as well as the profound impact he has had on his family.

Why do you think the filmmaker chose to animate the majority of the film? What other artistic elements help to effectively create this rich and nuanced family portrait? What do you learn about Jamie, and the complexities of family and storytelling?

Students

1. Watch the short film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.

2. After watching, think about these questions:

  • What questions do you still have?

  • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

3. An additional challenge | Respond to the essential question at the top of this post: A filmmaker searches to better understand his brother who has Down syndrome: What can we learn from his rich and nuanced family portrait?

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read “‘You’re a Complete Mystery to Me’: Meet My Brother Jamie.” Alex Widdowson, the filmmaker, writes:

My brother, Jamie, has a profound learning disability. Despite being close to nonverbal, he demonstrates charisma, a sharp sense of humor and emotional sensitivity. In the Op-Doc above, “Music and Clowns,” I team up with my parents to discuss what it is like caring for someone with Down syndrome. We piece together fragments of insight to gain a sense of his inner life, but our differing perspectives reveal as much about our own subjectivity as they do Jamie’s.

We rarely see portrayals of the diverse, ordinary lives of people who have Down syndrome (unless we are connected to someone who has it). Much of what we hear instead is based on a medical narrative. As prenatal screening tests improve, the birthrate of people with Down has fallen. I believe people should be able to base life-changing decisions on accurate information. But I also feel that a diagnosis does not reflect my brother’s human worth. This film attempts to complement the medical narrative with firsthand stories of what it is like to have someone with Down syndrome in your family. Jamie has enriched our lives, and I believe a society can be measured by its capacity to nurture those who are most vulnerable.


Want More Film Club?

• See all the films in this series.

• Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.

Lesson of the Day: ‘LeBron James Leads a Generation of Athletes Into Ownership’

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Lesson of the Day: ‘LeBron James Leads a Generation of Athletes Into Ownership’

In our “What’s Going On in This Graph?” feature, we recently asked students to make observations about “Diversity in Professional Sports.” Spend a few minutes looking closely at this graph, reproduced below — or found here in a larger size.

Then ask yourself the questions we pose in this feature every week:

You can share your answers with your class, or you can read the “Reveal” at the bottom of the post that gives more information about the graph. You will use what you observed as you read the featured article.

Read the column, then answer the following questions:

1. Read the first two paragraphs of the piece. Then look back at what you noticed and wondered about the graph above. How does the graph support Kurt Streeter’s assessment of the current situation?

2. According to this column, what power do athletes have when they can get a seat at the table of a team boardroom? Are there other advantages athletes might gain when they have this voice and power?

3. How are LeBron James’s goals and actions as an owner different from those of Mario Lemieux or Michael Jordan?

4. What is your reaction to Renee Montgomery’s activism on the court, and eventual partial ownership of her former team? What other stories similar to hers does this column describe? Have you heard of still more? Explain.

5. What are some of the possibilities and strengths of grass-roots activism led by athletes? What are some of the limitations of this kind of social change?

6. This piece is a column, not a news article. In columns, writers share their opinion in their own voice. How can you tell this is a column rather than a news article simply reporting facts? What is your opinion of what this columnist concludes?

In “Faces of Power: 80% Are White, Even as U.S. Becomes More Diverse,” The Times conducted a review of more than 900 officials and executives in prominent positions to make observations about racial diversity within leadership and power.

Navigate to the section of the article with the subheading “99 people own professional baseball, basketball and football teams” and read the paragraph and view the photos.

In your journal or with your classmates, consider the following questions:

  • What is your reaction to what you discovered? How does it change or deepen your understanding of the featured article?

  • What possibilities and advantages can you imagine for athletes owning teams? What are the potential downsides or concerns?

  • How do you think things like racial and gender diversity in sports leadership could change the way that leagues operate?

  • How do you feel about the use of the term “owner” given the racial differences between team leadership and many players? Do you think this term should be changed given its association with slavery? Why or why not?

  • In the featured article, Kurt Streeter uses the term “owner-activists” in reference to LeBron James and Renee Montgomery. How do you feel about this term? Does it excite you about the opportunities for players or former players? Or do you feel that athletes, current or former, should stay out of social and political issues?

Next, think about your own community and the possibilities for activism or change for your local sports. What power do you think young people can have to make change in the sports that they are part of? For instance, consider a middle or high school sports team you’ve been involved with. Have you or your peers ever organized an action in solidarity with a social or political movement? If so, which ones? If not, are there any actions a professional sports team has taken that you would like to see your team echo? Which and why?


About Lesson of the Day

• Find all our Lessons of the Day in this column.
• Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.

What’s Going On in This Picture? | March 29, 2021

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What’s Going On in This Picture? | March 29, 2021

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

Lesson of the Day: ‘How Two Lonely Generations Are Helping Each Other Heal’

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Lesson of the Day: ‘How Two Lonely Generations Are Helping Each Other Heal’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Featured Article: “How Two Lonely Generations Are Helping Each Other Heal” by Richard Schiffman

“The pandemic is not just making many of us sick, it is making virtually all of us lonelier, according to a Harvard report based on a national survey of 950 Americans issued in February,” Richard Schiffman writes. But while young adults and older people have been especially isolated in the pandemic, efforts are underway to help connect them.

In this lesson, you will learn how both young and old have suffered from loneliness during the pandemic and how interaction between them might be the best medicine for each. In Going Further activities, we invite you to write about an important relationship with an elder and, if inspired, to reach out and connect with an older person.

Have you felt lonely and isolated during the pandemic? Have you reached out to an older person for connection or solace during this time?

Take a few minutes to write about your experiences of isolation and of connection during the pandemic, using the following prompts:

  • How has the pandemic affected your life — physically, socially and emotionally? Have you experienced increased loneliness since the outbreak of the pandemic?

  • How have you coped with feelings of isolation and loneliness? Whom, if anyone, do you reach out to when you need support, comfort and perspective? Has anyone in the past few weeks taken more than a few minutes to ask how you are doing in a way that seems genuinely caring? Do you ever feel like you need more support than you are getting?

  • Do you have older people in your life? If so, have you maintained connections with them during the pandemic? How have each of you benefited from these interactions during these difficult times? What life lessons have you learned from older adults? From your experience, has the pandemic widened generational divides or helped bridge them?

Read the article and then answer the following questions:

1. How and why have young adults and older people been the two loneliest groups during the pandemic, according to the article? In the Warm Up section above, we asked you whether you had experienced increased loneliness during this time and whether anyone in the past few weeks had taken more than a few minutes to ask how you are doing in a way that seems genuinely caring. How did your answers compare to those in the Harvard study cited in the article?

2. Why does Richard Weissbourd, a psychologist who teaches at the Harvard Graduate School of Education and a lead researcher on the study, believe that the young and the old would feel a lot less isolated if they had more contact with one another?

3. Karl Pillemer, a gerontologist at Cornell University, says that elders are experts in how to thrive during hard times. Give two examples of older people’s wisdom described in the article. What do you think of advice like “relishing the small things in life” even during a pandemic?

4. Marc Freedman, the founder of Encore.org, says that “we started the 20th century as one of the most age-integrated societies in the world and ended it as the most age-segregated.” Why are multigenerational homes no longer the norm? What do you think we are losing as a society when generations are “divided into self-selected silos of their own peers”?

5. How have young people like Ella Gardner, age 18, and Sam Cozolino, 14, taken advantage of the pandemic to get to know older people better? How did they benefit and grow from these opportunities?

6. Why did Laurinda Bedingfield, 67, who was matched with a young person by a home-sharing service, doubt that her desire for friendship would be reciprocated? What did she discover instead? What other misconceptions and obstacles do you think might get in the way of old and young people bonding and learning from one another?

7. What is your reaction to the article and its description of efforts to bring young and older people together during the pandemic? What examples or quotes were most memorable, surprising or moving? Do you think young people and society as a whole could benefit from more cross-generational experiences — even when the pandemic is over? Does it make you wish you had more connections with older people?

Option 1: Share your reactions.

Choose one or more of the following writing prompts:

  • While Ella Gardner admits that “I’ve always been scared about growing old,” the article notes that increased contact with older people has made her more comfortable about the prospect of aging, which she now sees as “a natural part of life.” Do you look forward to old age? What do you think you might learn from more interaction with elders? Like the young people profiled in the article, how might you benefit?

  • Dr. Weissbourd says, “Young people have so much to share with the elderly about a rapidly changing world — not just technology, but new and important ways of thinking about race and racism, justice, sexuality and gender and other critical issues.” Do you agree? What specific experiences and perspectives do you think you could bring to older people? What would you want to share?

  • Write about an important relationship or experience with an older person. Use detailed and vivid language to describe the person, how you know or met the person and what makes that person special. Is there a memorable story or a memory of when you learned something valuable, interesting or funny from an older person? How have older people made a difference in your life? What lessons, wisdom or perspective did you gain?

  • Do you think schools should create more cross-generational experiences as part of the curriculum? Why or why not?

Option 2: Reach out and connect to an elder.

If inspired by the article, find some way — big or small — to connect with an older person, whether in your family or your community. Ella volunteered to shop and do chores for elders who had become housebound during the pandemic. Sam Cozolino researched his ancestral history, connecting with long-lost relatives in Italy, with the aim of creating a family tree. Rain Shanks, 26 has weekly Zoom sessions with elders through The LGBTQ+ Intergenerational Dialogue Project.

What would you want to do? Volunteer? Create a family tree? Conduct an interview? Chat on Zoom? Write a letter of thanks or gratitude? Or perhaps simply pick up a phone to say hello?

Need more ideas? Here are some resources to help you connect with older people:

Whatever activity you choose, consider keeping a journal to record your thoughts and feelings. Afterward, share your experiences with the class: What did you do? How did it affect both you and the elder? What did you learn?

About Lesson of the Day

• Find all our Lessons of the Day in this column.
• Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.

Tethered in Space

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Tethered in Space

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

What story does this image inspire for you?

Use your imagination to write the opening of a short story or poem inspired by this illustration — or tell us about a memory from your own life that this image makes you think of.

Post it in the comments, then read the related article to learn more.


About Picture Prompts

• Find all our Picture Prompts in this column.
• Have an idea for a Picture Prompt? Tell us about it.
• Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: hubris

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Word of the Day: hubris

: overbearing pride or presumption

_________

The word hubris has appeared in 134 articles on NYTimes.com in the past year, including on Nov. 21 in “Designed to Deceive: Do These People Look Real to You?” by Kashmir Hill and Jeremy White:

Humans err, of course: We overlook or glaze past the flaws in these systems, all too quick to trust that computers are hyper-rational, objective, always right. Studies have shown that, in situations where humans and computers must cooperate to make a decision — to identify fingerprints or human faces — people consistently made the wrong identification when a computer nudged them to do so. In the early days of dashboard GPS systems, drivers famously followed the devices’ directions to a fault, sending cars into lakes, off cliffs and into trees.

Is this humility or hubris? Do we place too little value in human intelligence — or do we overrate it, assuming we are so smart that we can create things smarter still?

Can you correctly use the word hubris in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how hubris can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try using multiple Words of the Day in a 50-word story that you submit to our Monthly Vocabulary Challenge.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.


The Word of the Day has been provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.