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Should Students Be Punished for Not Having Lunch Money?

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Should Students Be Punished for Not Having Lunch Money?

Find all our Student Opinion questions here.

Is eating lunch at school a right that all students should be guaranteed, regardless of financial circumstance? Or should school lunch be made available only to those who can afford it? Do you think students should be punished if they cannot pay for lunch once? What if they cannot afford to pay for school lunches over multiple weeks?

In “First, the Tuna Fish ‘Badge of Shame.’ Next, Banned From the Prom?” Tracey Tully and Nate Schweber document the evolving lunch policy in Cherry Hill, N.J., that restricts students who owe more than $20 to a tuna sandwich lunch. However, in September the lunch policy expanded:

But the policy now includes another penalty: It allows principals to block students who owe more than $75 from buying yearbooks or prom tickets, and from participating in nonacademic field trips and some extracurricular activities.

The school district’s latest move has drawn the scorn of a leading Democratic candidate for president.

“This is cruel and punitive,” Senator Elizabeth Warren wrote on Twitter about the controversy.

“Excluding them and punishing them — what are you teaching them?” asked Sunny Reed, 35, whose son attends kindergarten in Cherry Hill. “It’s beyond ridiculous. It’s punishing children for being poor.”

Holding children publicly accountable for unpaid lunch bills is hardly unusual. A 2014 report from the United States Department of Agriculture found that nearly half of all school districts used some form of shaming to compel parents to pay bills.

Some schools have decided to focus on parents and caregivers, rather than the children, when lunch bills mount:

Last year, in an effort to prevent shaming, the Agriculture Department issued guidelines that encouraged districts to “focus on the adult(s) responsible for providing funds for meal purchases, rather than focusing debt collection efforts on the child.”

Cherry Hill’s debate erupted not long after a similar dust up in suburban Pennsylvania. In July, a regional school district about 30 miles southwest of Scranton, Pa., sent letters home warning parents that if they did not repay overdue lunch bills, they could lose their children to foster care, according to The Associated Press.

In 2017, New York City joined Boston, Chicago, Detroit and Dallas in offering all students free school lunch. Some individuals have even offered to pay off debts that are owed by students; however, the Cherry Hill School District’s superintendent, Joseph Meloche, said he did not think this was the right solution.

“Simply erasing the debt does not help those who need support and compassion and meals through the free and reduced meal programs,” Dr. Meloche said in a statement. “Simply erasing the debt does not address the many families with financial means who have just chosen not to pay what is owed.”

Missy Lang, president of the parent teacher association at Cherry Hill High School West, one of the district’s two comprehensive high schools, said she was confident the policy would be applied sparingly, if ever.

“I don’t think it’s malicious, and I don’t think that they’re trying to shame them,” Ms. Lang said. “We are a great community, and we take care of our people.”

Students, read the entire article, then tell us:

  • Do you think students should be punished for not being able to afford school lunch? What is your reaction to the “tuna sandwich” policy in the Cherry Hill School District? What about restricting students’ ability to participate in extracurricular activities?

  • What do you think it feels like to be punished for not having lunch money? How do you think it might make students feel about school and, in particular, lunchtime?

  • Who do you think is responsible for paying for a student’s lunch? In the article, some make the case that the student is responsible, while others think it is the responsibility of the parent, school or government. What do you think? If a student is unable to pay for lunch, do you think someone should be held accountable?

  • Should students have to pay for school lunch or should it be free? What do you think about school districts, like those in New York and Illinois, that have made school lunch free for everyone?

  • Cherry Hill’s district superintendent expressed concern that simply forgiving lunch debt would send the wrong message to families “with financial means who have just chosen not to pay what is owed.” How big of a concern is this to you? Should we worry that wealthier families might get a free lunch and exploit the system? Or is the larger goal of making sure all students have access to a healthy meal, without shame, more important?


Students 13 and older 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.

Lesson of the Day: ‘‘I Have Waited 68 Years to See This’: How Honor Flights Help Veterans Reflect’

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Lesson of the Day: ‘‘I Have Waited 68 Years to See This’: How Honor Flights Help Veterans Reflect’

Find all our Lessons of the Day here.

Featured Article: “I Have Waited 68 Years to See This’: How Honor Flights Help Veterans Reflect

Each year, for Veterans Day, an organization, known as the Honor Flight Network, transports veterans from American Wars to the nation’s capital to see the monuments honoring them.

In this lesson, students reflect on what Veterans Day means to them and learn about the experiences of veterans visiting the nation’s war memorials. In a Going Further activity, they conduct an interview with a veteran in their own community.

How do you celebrate Veterans Day?

Is Veterans Day an important day for you, your family or your community? Or is it generally seen as a day off from school and work for the people you know?

What kinds of ways does your family, school or town commemorate the service and sacrifices of United States veterans?

(If you want to know more about the origins of the Veterans Day holiday, you can read this article.)

Read the article, then answer the following questions:

1. What are the goals and mission of the Honor Flight Network? How did the organization get started?

2. How many veterans have participated in Honor Flight Network’s trips to war memorials since the organization started? What factors prevent many veterans from visiting these memorials on their own?

3. What are some of the practical challenges involved in transporting veterans — many of whom are in their 70s and 80s — to Washington, D.C. from across the country? What kind of training do volunteers undergo to address these challenges?

4. How did experiencing an Honor Flight Network trip impact the veterans who participated? Give three examples from the article.

5. What has been the public response to veterans during their trips? Why were some veterans, like Harold Bruso, surprised by the response?

6. What did you learn from the article? How did it change the way you view veterans and Veterans Day? What would you recommend to peers and others to better understand the meaning and significance of Veterans Day?

Look through the photos in the article, and then choose one on which to focus. Answer these three questions:

  • What do you notice in the photo?

  • What do you wonder? What questions do you have?

  • What story do you think this image tells?

If you’re doing this activity in class, share your photo and responses with your peers.

If you have time for a longer project …

You can interview a veteran to learn about her or his story.

The Library of Congress has created the Veterans History Project, where it collects interviews and oral histories with American veterans. Students and youth groups throughout the United States have contributed significantly to it. The project provides many resources on how to get started like sample interviews, sample interview questions, as well as background materials on American wars of the 20th century.

For specific interviewing tips and guidelines, watch the five-minute video “Four Tips for an Effective Interview” by StoryCorps or read “Interview Tips Sheet” by What Kids Can Do.

After your interview, consider sharing it with your class or even submitting it to the Veterans History Project.

What Students Are Saying About Sports Blowouts, Laughing at Others’ Pain, and Dream Homes

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What Students Are Saying About Sports Blowouts, Laughing at Others’ Pain, and Dream Homes

Home, the place you spend most of your time, the place you feel comfort, the place you grow up. When I think of the perfect home I don’t think of it physically because that’s not what matters. In my perfect home you have the ability to be yourself without repercussions. You have family meals each night, and movie nights on Thursdays. You are able to make mistakes without the fear of disappointment, or tell the truth instead of lying to get out of trouble. In my perfect home you feel loved by your family no matter what. I’m not saying my house is perfect, but it has everything I need inside of it, inside of each member of the household. The characteristics that build me as a person as I grow up inside, that’s what makes a perfect home.

Charlotte Todd, Hoggard High School

Many people grow up dreaming of a huge mansion filled to the brim with all the new appliances, furniture, and toys, but not me. My dream home has always been just that- a home. A place where the people I love the most can gather together and share stories about their day-to-day life, and eat meals surrounded by laughter. The house of my dreams isn’t nessicarily a place, it’s the idea of people gathering together to build each other up and share tough things in a comfortable place. If that means an actual four walled building with beds, bathrooms, fireplaces, and a kitchen, great! If it means a campground with a firepit and a picnic table, even better. Home doesn’t always mean place, it means people, memories, community.

Lauren Carr, Lubbock, TX

Ahh, a dream home. If I was to get my dream house, I would live in Kauai, with a mansion built somewhere in Wainiha. The mansion would be four stories with food, clothing, activities, and job districts that would allow residents to purchase or receive all needed amenities. I would have furniture from some really spendy furniture stores, along with furniture for my dogs. I would build a personal greenhouse to grow all of my fruits, vegetables, and flowers. On the top level of the house, a penthouse like design would be implemented to allow for maximum partying. I would include a slide from the top of the home to the bottom, to allow for speedy departures. Overall, I feel a lot of my home would be for quality of life and nothing else.

Davin, Hawaii

My dream house would be located on a few acres of land in the country. I would love to have a big house with lots of land for the kids to play on. On my land, I would love to have a big pool and pool house to enjoy during the summer time. A pond in the front of my house would be amazing, with little fish swimming around. Inside my dream house, I imagine a big staircase at the entrance of my home, and the stairs spiral upwards. I would want a large kitchen to serve and prepare meals in.

Kiersten, Bourquin

I have thought a lot about what my dream home would look like. I get a lot of ideas from movies that I really enjoy, most of them more vintage and old. I think I would want my house to be more medium-sized; not too big, but not too small, and located in more countryside Italy. I would want the outside of my house to be a calm cream color with lots of plants and trees outlining the sides and a front yard with plush grass and a stone walkway leading to the front door. Inside, there would be 5 bedrooms and 4 bathrooms. The living room would have a wall dedicated to a bookshelf where I would store my unhealthy collection of books. There would be a wall that has huge windows and overlooks the oceans, mountains, and other towns. I would want there to be a spiral staircase that connects the top room to the bottom and a big backyard for my dog(s). The rooms would be airy and calm, with old movie posters and pictures of my trips with my family on the walls. I would want to live alone (unless I find a special someone) but be close to some friends so I do not get lonely. I would also want a beautiful garden that I can walk through a pick a variety of fruits and vegetables. In the middle of the garden would be a small pool surrounded with white tiles and a gazebo for relaxing in the late afternoon sun. My house would be safe, with soft touches of my dream career (archology) and paintings I have collected over the years.

Kirra, HI

In my dream house, it would be a very modern minimalist. I would like a small studio apartment. With the walls painted white so it looked clean. Then a simple kitchen, bathroom, and bedroom. Nothing to the complex just simple looking and the capability to do its task. Preferably I’d like to use electric to the minimum so I’d downsize most appliances such as having a mini-fridge rather a large fridge and only having a shower than an entire bathtub. I would also not have much room consuming furniture such as a futon than a bed and kotatsu rather a sofa. I believe the less you have the less you need to worry about. I also wouldn’t need a large office size desk just a simple foldable coffee table would do to work on. In my dream house, it would be a very modern minimalist.

Nene, America

The home I’ve always dreamed of having is modern and minimalistic. I love not having so many things bunched together, it makes you feels free. Almost like a weights been lifted off your chest. I would want a garden in the back of the house filled with flowers and herbs as well as plants decorated inside my house. It would be a place where everyone feels free and welcome. A home that’s comfortable and relaxing yet also aesthetically pleasing to the eyes. I would want it to be exactly what it’s called — a home.

Malia, Kauai

At a young age, I have always fantasized about my dream home. Skyscraper ceilings, modern interior, and the minimalist feel is my ideal space. A home is a place where you love to live, unlike a house which can just be random walls to some. That is why my dream home will be somewhere I go to retreat after a long day. My dream home would have almost nothing in it. I live a very minimalistic life, and I find I act better in those types of spaces. I equivalate an empty room to a clear mind. If there is an overabundance of furniture and decorations I find myself stressing out and not being able to relax. My dream home will be empty with room to grow and prosper. It will be luxurious and serene. Walking into my dream home would relax any person at any given time.

Lauren Cleveland, Lubbock, Texas

Creating emotive spaces

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Creating emotive spaces

Architecture touches all of our lives. It’s present in the places we call home, the buildings we work in, and even their interiors. We’re constantly interacting with the results of architects’ dreams. Believe you could think up the next iconic landmark? Keep reading.

With a degree in Applied Science with Curtin University through Open Universities Australia (OUA), you can make your start in architecture – building skills to create emotive spaces.

So, which degree can make it happen? It all depends on your goals.

Architectural Science

Choose the Bachelor of Applied Science (Architectural Science), and you can start laying the foundations for a career as an architect.

This degree encourages you to explore how architecture relates to culture and daily life, helping you form a appreciation for structures before moving onto the more technical aspects.

Not only will you learn the technical skills of drawing and design, but you’ll also learn about habitation, and what it takes to design for larger buildings and cities. As every architect needs to know how to hold his or her own, you’ll also learn much-needed skills in collaboration and leadership – which can be used across many career paths.

“You develop a range of skills that will prepare you to not only design, but to think outside the box,” says Steven Feast, Curtin University’s Online Coordinator of Architecture.

To become registered as an architect, you will need to study a Masters degree in the field as a Bachelors degree. You also need to register for Associate Membership of the Royal Australian Institute of Architects. But this degree is a solid place to start.

Interior Architecture

More concerned with the interior of buildings? Study the Bachelor of Applied Science (Interior Architecture) and you’ll immerse yourself in colours, textures and layouts – considering how they shape a person’s experience of a space, including their mood and even their health. Pretty amazing, huh?

Throughout this degree, you’ll be given a safe space to bring your own creative idea to life – developing a functional space that satisfies the people who use it. You’ll also learn elements of construction, and perhaps most importantly, how to stick to budget.

“Interior architecture offers the perfect blend of creative and pragmatic skills training,” explains Amy McDonald, First Year Coordinator and Online Tutor at Curtin University.

Like many Curtin University academics, Amy has strong links to industry. In fact, Amy runs her own practice. Ever dreamed of learning from an expert? Here’s your chance.

But it’s not only Curtin University‘s lecturers and tutors making a splash. Much of the university’s alumni have worked across the globe, including in San Paulo, Vancouver, New York and Amsterdam. That could be you one day.

Why Curtin University through OUA?

Curtin University is ranked in the top 25 universities in the world for the field of Architecture, according to the University Ranking by Academic Performance (URAP) 2018-2019.

Choose to study with Curtin University through OUA, and you can craft the blueprint for your future via online study. You’ll have the flexibility to study when and where it suits you – meaning you don’t have to sacrifice your job, family or social life. The best part? You’ll graduate with the same qualification as students who studied on campus.

To learn more about how to study through OUA – fill out the form on this page, and a friendly student advisor will get in contact. You can also chat to them on OUA’s website Messenger service, Facebook Messenger, WhatsApp or SMS. They’ll help you find the right course for your future.

Otherwise, head over to the website to browse hundreds of degrees and subjects from leading Australian universities right now.

IEEE Learning with MOOCs VI: Meeting the People who Make the MOOCs

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IEEE Learning with MOOCs VI: Meeting the People who Make the MOOCs

Diercks Hall MSOE

I was a first time attendee at the sixth iteration of IEEE’s Learning with MOOCs conference held in October 2019 at the Milwaukee School of Engineering (MSOE) in Milwaukee, Wisconsin. I was there representing Esri and its MOOC Program, which I manage. (Why does a private software company offer MOOCs? I answered that question earlier this year.) I believe this was the smallest conference I’ve ever attended. There were just about 50 attendees! That said, these were the “right” 50 people to discuss the worldwide state of MOOCs. There were people from universities, governments, platform providers and private companies from among other countries, Uruguay, Singapore, Japan, Germany, India and Israel. A good number hailed from the United States including organizations using MOOCs in non-traditional ways. For example, Lincoln Labs, a defense/tech contractor based outside of Boston uses MOOCs for internal and contractor training. I was surprised to learn about a MOOC that teaches the basics of lasers by having students build one from a kit!

These are my takeaways from the conference:

The opening keynote speaker, Kerrie Douglas from Purdue, had us meet one another and then discuss some key MOOC topics in small groups. One takeaway for me what that the definition of a “good MOOC” varies depending on the goal of the provider and the student. Douglas cited a National Academy Press report of which I’d not heard: How People Learn II: Learners, Contexts, and Cultures that might be of interest to others who “make MOOCs.” The other point she made that was valuable to hear was that MOOC providers need to be realistic about having some students who are “fully engaged”, others who are “somewhat engaged” and a group that are “sporadically engaged.”

K. Holly Shiflett from MOOC platform provider and conference sponsor FutureLearn, suggested in her keynote that the responsibility for lifelong learning is moving from the employer to the learner. She described the “old model” of a high school diploma or single degree followed by employer training as all that was needed for a 40+ year career. The “new model” involves learner-directed lifelong learning. She divided learning options by their time span: from 5-60 minutes, 10-50 hour, 50-150 hours, to those that take a year or more that may lead to a certificate or degree.

Anant Agarwal, the CEO of edX, a sponsor, gave a “state of the art” keynote. (A video of his presentation is available on the IBLNews website, a conference media partner.) Agarwal noted that MOOC students seek different MOOC experiences. He described five:

Five MOOC goals

  • Relevant: acquire specific skills
  • Multidisciplinary: broaden/find complementary skills
  • Fluid: have learning be part of their lives
  • Connected: be locked to a location/family but still learn
  • Transformational: change themselves

Agarwal noted that employers are looking for a variety of skills in their new employees with about one third being soft skills. He noted too, that today about one third of Americans will change fields from their first job.

The delegates from India spoke about different components of the government initiative SWAYAM, a platform that offers free online college courses. Currently students can use the courses, once a fee-based exam is passed, for up to 20% of their degree credits. One course I learned about was aimed at introducing teachers to a variety of open source technologies that they might use in their classes. Students in that course were expected to create “lessons” with the technologies and then share them. Any MOOC that encourages students to create a valuable new product (a lesson, a research study, a software program, a laser, etc.) ranks above those that involve rote exercises in my book.

The delegate from Israel described the government initiative to provide free online preparation for the country’s college entrance exam, the Psychometric Entrance Test. The government wanted to level the playing field for lower income residents who could not afford existing fee-based face to face or online preparation courses. The solution is hosted on the country’s Open EdX implementation and with limited advertising generated a lot of interest and was judged by the students to be at least as good as, and often better than, the paid courses. The team behind the course even trialed an effort where students paid a small fee to also attend face to face sessions and have email access to a tutor. That was quite popular and successful, but alas does not scale.

A small company in Uruguay offers continuing education medical courses in Spanish and Portuguese. The courses fulfill requirements for continuing education for licensing in some countries (and are paid for by hospitals and other organization) but are also taken by medical professionals on their own dime. The company partners with experts on specific topics to develop and offer the latest information on specific medical topics.

The delegates from the Hasso Plattner Institute, home of the open HPI platform have a good deal of experience with MOOCs, since the platform dates back to 2012. One of their papers highlighted how a small change in the MOOC interface, changing the name of the button for the group chat, made a huge difference in student participation. That was a good reminder that no matter how good the content of a MOOC, small interface tweaks can make a significant difference in student experience.

One of the large group of students in attendance from North Dakota State University presented an interesting twist on finding topics for student projects. When it came time for students to identify project topics in Biomedical Engineering, a program with a “MOOC-ish” component, he pointed them to the listing of federal funding opportunity announcements to find a topic. I thought that was a clever way to have students find topics, tackle real world issues even as they networked! A good proportion of students found themselves invited to conferences and one even got a grant.

A few of the papers discussed the evaluation of language in MOOC content. I learned there are software tools to (1) evaluate the readability of course content, (2) embed definitions of terms in the course text and, (3) identify if the course content includes any gender stereotypes that might be reconsidered. I’ve not used such tools, but I am interested in seeing what they can do!

The final comment I want to share relates to the conference format. There were a handful of invited or sponsor-delivered keynotes of 45 minutes, but the paper presentations were just five minutes long. Each presenter also shared a poster covering the same content in a three-hour poster session on the first day. This format meant I was exposed to every accepted paper and spoke with nearly every attendee at least once. That’s not something I can say about too many other conferences!

Class Central is a media partner for LWMOOCs.

Scooters Everywhere

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Scooters Everywhere

Are there electric rental scooters where you live? If so, have you ever ridden one? If not, do you wish your town or city had them?

In your opinion, are these scooters a blessing or a curse? Why?

Tell us in the comments, then read the related article about how these services, once hailed as the next big thing in transportation, are hitting growing pains.


Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.

Should the Week Be Four Days Instead of Five?

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Should the Week Be Four Days Instead of Five?

Find all our Student Opinion questions here.

Microsoft Japan made headlines recently after it tested a shortened workweek — four days instead of five — and found that productivity at the company improved by about 40 percent.

What is your reaction to this news? Do you think all companies and schools should adopt a four-day week? Why or why not?

In “What if You Had a Four-Day Week? Why Don’t You?, Niraj Chokshi writes about the promises of and barriers to a shortened workweek:

Nixon predicted it. Workers have asked for it. And businesses and governments have experimented with it for decades. The world has been talking about the four-day workweek for half a century, so what’s taking so long?

The idea pops up every so often in expectant headlines. Just last week, Microsoft Japan inspired a flood of stories after reporting that, in a trial, shortened weeks had boosted productivity by about 40 percent. Yet the four-day workweek is the flying car of labor: a profound advancement that has seemed just around the corner for decades.

“In America? I’m not expecting it anytime soon,” said Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School of Business, who made the case for a shorter workweek to business leaders at the World Economic Forum in Davos, Switzerland, earlier this year.

The reasons that a four-day workweek hasn’t yet taken hold are varied, Mr. Grant and others argue. Some barriers are institutional and some are cultural. And then there’s the most human reason of all: inertia.

However, Mr. Chokshi writes, there may still be hope for the four-day workweek:

Historically, experiments with the idea have tended to focus on its effects on employee happiness and work-life balance. But the Perpetual Guardian trial last year and the test conducted by Microsoft Japan this year focused on a benefit that might motivate employers: productivity.

“It is making it safer for chief executives, for boards, for companies around the world to say, ‘Well, actually, I’m not just doing this because it is a good thing for my employees, I can also do this because it is good for business,’” Mr. Barnes said.

At the same time, there’s a widespread desire among employees to work shorter weeks.

About two-thirds of workers favor a compressed workweek, according to recent surveys by the staffing firm Robert Half and the public radio program Marketplace. And a poll conducted last year by The Workforce Institute, a think tank at Kronos, a maker of work force management software, found that 34 percent of global workers wanted a four-day workweek compared to 28 percent who were happy with a five-day one. (Some unions have pushed for shorter weeks, too.)

Millennials and the generation that follows, Generation Z, also seem to be driving a broad shift in priorities when it comes to work, focusing less on pay and more on balance, Mr. Hunnicutt argued.

“My generation, the baby boomers, may be the last true believers in this really bizarre belief that work can really answer all of our questions as human beings,” he said.

Students, read the entire article, then tell us:

  • Do you think the school- and workweek should be four days instead of five? Why or why not?

  • What might be some of the advantages and disadvantages of a shortened week? In your opinion, do the pros outweigh the cons?

  • How do you think your life would change if you went to school for only four days a week? Would you be more or less productive at school? Would you spend more time doing things you enjoy outside of school or would you waste more time? What else?

  • In the article, professor Benjamin Kline Hunnicutt says: “We value work more than any other culture in the history of the world … We value work as an end in itself.” Do you personally see work as a means to an end — for example, working to get good grades so you can get into the college of your choice or having a high-paying job so you have money to spend on other things? Or do you see work as an end in itself — that is, simply working for the sake of working? Why?

  • Mr. Hunnicutt also argues that Millennials and Generation Z seem to be prioritizing work-life balance over pay. Does this ring true for you? In your future career, would you rather have a job that pays you a lot but requires more working hours? Or a job that pays you less but offers you more time off? Why?


Students 13 and older 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.

Taking instructional design to the next level

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Taking instructional design to the next level

This past August, Suprita earned the Instructional Design MasterTrack™ Certificate from the University of Illinois Urbana-Champaign. Prior to completing the program, she was a self-taught instructional designer in India who created content for corporate training programs on subjects like time management and organizational skills.

Honing my expertise

As a self-taught instructional designer, I was fortunate to have met excellent mentors who guided me in the field. I was “learning by doing” and building a fulfilling career.

While I enjoyed the process of creating training modules that were well-received, I never really felt fully confident about the art and science of instructional design. I knew I wanted to delve deeper than my trial-and-error methods and formally learn the instructional design process. That’s when I found the Instructional Design MasterTrack Certificate! My main goal was to find practical and applicable solutions for designing quality learning experiences.   

Connecting with learners

This isn’t my first time using the Coursera platform to gain new skills. I’ve taken several courses before. The Coursera platform makes online learning social and engaging. I love that we get to interact with very diverse groups of learners. This is especially true in the MasterTrack Certificate program, where we get even more opportunities for live interaction.  

I want to give credit to the instructional designers and instructors of the program that made all 16 weeks excellent and enjoyable. I loved the opportunities for real engagement between peers and faculty. Discussions in the forums were insightful. The program built my self-confidence to the point where I could hold a good conversation about a relevant instructional design topic. 

Taking instructional design to the next level

My level of confidence about the subject has increased tremendously. Previously, I was self-taught designer. Today I have a formal certification from a great university thanks to Coursera. I’m confident about my skills in analysis, developing learning objectives, and assessing learning outcomes with the right process and tools

I’m continuously looking to improve my eLearning skills, and I’ve had a blast experimenting with trial versions of course authoring tools over the last month or so. I look forward to using these skills as I freelance as an instructional designer and eLearning specialist.

 

Fortune Tellers

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Fortune Tellers

Have you ever visited a fortune teller? Did you just go for fun, or did you believe that person was truly clairvoyant?

What do you think about people who claim to have the ability to see the future, read minds or speak with the dead?

Tell us in the comments, then read the related article about tracking down one of New York City’s most famous psychics.


Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.

Word + Quiz: callow

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Word + Quiz: callow

: young and inexperienced

_________

The word callow has appeared in 28 articles on NYTimes.com in the past year, including on Aug. 1 in “‘Piranhas’ Review: Junior Mafia” by Glenn Kenny:

Nicola (Francesco Di Napoli) is a 15-year-old who’s cheerful, aimless and hard up in his small corner of Naples. After getting turned away at a sleazy albeit exclusive nightclub, and observing squabbles between the gang leaders who battle over rights to sit in the local greasy spoon, he makes overtures to a former crime big shot. His pitch is to assemble his own gang to sell drugs, extort from local businesses, and gain money and status.

“I’ll give you what you need,” one minor capo confined to house arrest says, “but don’t screw up.” Mmm-hmm. “Piranhas” has interesting detail about how the new-style gangsters operate. But despite Di Napoli’s high cheekbones and natural appeal, Nicola isn’t much of a character, toggling between baby-faced innocence and callow ruthlessness, but not much else. When the camera follows him around, looking over his shoulder, it doesn’t add realism to the story; it adds flab.

_________