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Looking to the future

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Looking to the future

As someone who started out studying history, life is now all about the future for Brendan. This secondary school teacher is tackling not only his own future, having returned to study to become a secondary school principal, but he’s determined to influence the future of education as a whole.  

Life’s no longer about historical events, that’s for sure. 

Choosing to study a Master of Education with Curtin University was the key to making these dreams a reality for Brendan. But as a full-time teacher and head of house at Iona Presentation College in Perth, finding a course that would allow him to continue with his classroom commitments was key.  

Not only that, but Brendan needed a course that was focused on the future of education just as much as he was. He wanted to “be able to enact change from the top down”, as he puts it.  

Choosing a modern degree 

With a Graduate Diploma of Education under his belt already, Brendan didn’t want to continue to study pedagogies of the past.  

For this teacher, dissecting up-and-coming education trends needed to be part of his journey towards becoming a leader in education. 

After finding the Master of Education with Curtin University on the Open Universities Australia website, Brendan felt he finally found the key to make it happen. 

“I think Curtin University is really future-focused in the way they teach and the units they offer. They’re really focused on where education is going.” Brendan says. 

Through OUA’s website, Brendan was able to not only find a degree that matched his focus on the future of his industry, but one that allowed him to study electives that matched his personal career goals. 

“I’ve been able to pick and choose what I feel is important in being a teacher for upskilling.” he adds. 

Mastering the balancing act 

With the best match for his goals selected, the next part of Brendan’s journey was actually studying. Which is no small feat when you’re busy educating the next generation. 

While Brendan was initially worried that he might not have the self-discipline to study and work at the same time, he’s been pleasantly surprised by his ability to make it work.  

His top tip? Take one unit at a time, and schedule study time. 

Brendan blocks out time in his calendar on Saturdays and Sundays, so that it doesn’t clash with school or social events. 

“It’s very manageable when paired with full-time work.” Brendan admits. 

“Those weekends are solely focused on uni and studying… but it’s a worthy sacrifice. In the long run it will definitely pay off.” 

By studying one unit per study period at a time, Brendan will finish his Masters in just a couple of years. Not bad for someone who has his hands full teaching secondary school English, Humanities and Social Sciences, and Psychology daily.  

Courses to set your dreams in motion 

Working full-time keeps your hands full. But there’s no need to feel that you can’t still achieve your dreams.  

With the ability to study online with a leading Australian university, you can take steps to make it happen.  

To express your interest in this course, or any that we offer – fill out the form on this page, and we’ll put you in touch with a friendly student advisor.  

If you’re keen to explore on your own, simply head over to our website to browse the extensive catalogue of courses from universities across Australia. 

Related courses through OUA: 

Bachelor of Education (Secondary Education)– Curtin University 

Graduate Certificate in Training and Development – Griffith University 

Master of Education – Griffith University 

Master of Educational Leadership – Australian Catholic University 

See more 

The 11th Annual New York Times Summer Reading Contest

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The 11th Annual New York Times Summer Reading Contest

Every year since 2010 The Learning Network has invited teenagers around the world to add The New York Times to their summer reading lists and, so far, over 60,000 have.

At a time when teachers are looking for ways to offer students more “voice and choice,” we hope our open-ended contest can help: Every week, we ask participants to choose something in The Times that has sparked their interest, then tell us why. At the end of the week, judges from the Times newsroom pick favorite responses, and we publish them. It’s as simple as that.

Though our goals include some on many educators’ lists — helping students become more aware of the world and their place in it, learning how to navigate sophisticated nonfiction, and practicing writing for a real audience — we also just hope that students will realize that reading the newspaper can be fun. As you’ll see in the guidelines below, they can choose literally anything they like that was published on NYTimes.com in 2020. We don’t care what they write about; we just care about why they chose it.

Please note: We will update this page with more detailed rules and a submission form on or before June 12, 2020, the date when this contest officially opens.

Until then, take a look at the winning student responses from 2019, 2018 and 2017 to get a sense of the range of comments we have honored.

If you have any questions about this contest, please contact us at LNFeedback@nytimes.com.

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1. Every Friday during the contest, we will post the same questions: “What interested you most in The Times this week? Why?” That is where you should post your picks (and reasons) any time until the next Friday. Then we will close that post to comments and open a new one with the same questions.

2. You can choose from anything published in the print paper or on NYTimes.com in 2020, including videos, graphics, slide shows and podcasts.

3. Feel free to participate any or every week, but we allow only one submission per person per week.

4. Responses must be 300 words or fewer.

5. Make sure to provide us with the full URL or headline (for example, “How to Deal With a Jerk Without Being a Jerk” or https://www.nytimes.com/2019/04/05/smarter-living/how-to-deal-with-a-jerk-without-being-a-jerk.html).

6. New York Times journalists, Learning Network editors and educators will serve as judges.

7. Every Tuesday during the contest, ending on the day after the U.S. holiday Labor Day, we will publish a previous week’s winner or winners in a separate article you can find here. We will also celebrate the winners on Twitter and Facebook.

8. What is the “prize”? Having your work published on The Learning Network.

9. Submissions must be from middle and high school students. We are still determining what the minimum age will be. Please stay tuned.

10. The children and stepchildren of New York Times employees, or teenagers who live in the same household as a Times employee, are not eligible to enter this contest.

Our Third Annual Student Podcast Contest

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Our Third Annual Student Podcast Contest

Imagine yourself — or, perhaps, you and your friends — as hosts of your own podcast. What would you talk about?

Maybe you’d tell a story, perhaps about a childhood memory, an experience that changed your life, or a bad romance. Or maybe you’d rather interview guests about a topic you’re exploring, whether a news-related issue like gun violence or gender roles, or a hobby, passion or concern of your own? Or, maybe you’d just like to have a conversation — about pop culture, sports, food, fashion, technology, politics, or, if you’re stuck, any of these 1,000-plus topics we’ve rounded up to inspire you.

In Our Third Annual Podcast Challenge, we invite teenagers to submit original work, of five minutes or less. Our favorites will then be featured on The Learning Network.

Please note: We will update this page with more detailed rules and a submission form on or before April 9, 2020, the date when this contest officially opens.

Until then, here are useful resources so teachers and students can begin planning for this contest:

• Our 2019 and 2018 winners, runners-up and honorable mentions (a 2019 winning podcast is featured above)
• Our lesson plan “Project Audio: Teaching Students How to Produce Their Own Podcasts”
• A link to add this contest to your Google calendar
• Our contest rubric

If you have any questions about this contest, please contact us at LNFeedback@nytimes.com.

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1. Podcasts must be five minutes or less. Please check the length of your audio file.

2. Your podcast must include a beginning, middle and end to produce a complete listening experience. Beginnings often draw the listener in or provide context. Endings often offer a summary, raise a question or act as a teaser for the next segment.

3. Your submission can be an excerpt from a longer podcast, as long as you demonstrate thoughtfulness about how you are using time. An end can be a hard “end” of a podcast, but it can also be the end of a segment, or even the end of an introduction within a longer episode.

4. Use any podcast format or genre. Popular podcast formats include, but are not limited to, interviews, conversations, nonfiction storytelling and fiction storytelling. Popular podcast genres include, but are not limited to, comedy, true crime, news documentary, history, radio theater and sports.

5. Create your podcast by yourself or with a group. If you are working as a team, just remember to submit all your names when you post your entry. But please submit only one podcast per student. If you’re submitting as part of a team, you should not also submit as an individual.

6. Use appropriate language. Assume your listeners are New York Times readers.

7. Be sure to use non-copyrighted sound effects or music, with some exceptions. You cannot use copyrighted sound effects or music for the sole purpose of making your podcast sound better. Instead, you can find royalty-free music and sound effects on Bensound or Freesound, or by doing a web search for royalty-free files. Or you can use audio editing software to create your own music or sound effects. However, there are limited fair use exceptions when you can legally use copyrighted work, such as when you are critiquing a song or reporting on a film. Read more about those exceptions if you think your use of copyrighted material does not infringe on copyright protections.

8. Upload your podcast to a third-party site so our judges can listen. Choose a host for your podcast. Many free options exist, such as SoundCloud (by far the most popular host used in previous contests), Buzzsprout, Podomatic and Spreaker. Make sure the privacy settings are set to public, so our judges can listen.

9. What is the “prize”? Having your work published on The Learning Network.

10. Submissions must be from middle and high school students. We are still determining what the minimum age will be. Please stay tuned.

11. The children and stepchildren of New York Times employees, or teenagers who live in the same household as a Times employee, are not eligible to enter this contest.

Our Seventh Annual Student Editorial Contest: Write About an Issue That Matters to You

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Our Seventh Annual Student Editorial Contest: Write About an Issue That Matters to You

Every school day, we use our daily Student Opinion feature to invite teenagers to share their opinions about questions we pose — and hundreds do, posting arguments, reflections and anecdotes.

Now, for the seventh year in a row, we’re inviting them to make those thoughts into something a little more formal: short, evidence-based persuasive essays like the editorials The New York Times publishes every day.

Students, the challenge is fairly straightforward. Choose a topic you care about — whether it’s something we’ve addressed on this site or not — then gather evidence from sources both within and outside The New York Times and write a concise editorial (450 words or fewer) to convince readers of your view.

Because editorial writing at newspapers is a collaborative process, you can write your entry as a team or by yourself — though, please, only one submission per student.

Our judges will then use for selecting winners to publish on The Learning Network.

As teachers know, the persuasive essay has long been a staple of high school education, but the Common Core standards seem to have put evidence-based argumentative writing on everybody’s agenda. You couldn’t ask for a more real-world example of the genre than the classic newspaper editorial — and The Times publishes, on average, two of them a day.

And at a time when breaking out of one’s “filter bubble” is more important than ever, we hope this contest also encourages students to broaden their news diets by using multiple sources, ideally ones that offer a range of perspectives on their chosen issue.

Please note: We will update this page with more detailed rules and the submission form on or before Feb. 13, 2020, the date when this contest officially opens.

Until then, here are some useful resources so teachers and students can begin planning for this contest:

• The winning entries from 2019, 2018, 2017, 2016, 2015 and 2014
• Our webinar: “Write to Change the World: Crafting Persuasive Pieces With Help From Nicholas Kristof and the Times Op-Ed Page”
• Our writing prompts: 401 Prompts for Argumentative Writing
• Our video “How to Write an Editorial”
• Our lesson plan: “10 Ways to Teach Argument-Writing With The New York Times” which links to many more resources relevant to this contest, including ideas from educators who teach with the contest annually.
• A link to add this contest to your Google calendar
• Our contest rubric

If you have any questions about this contest, please contact us at LNFeedback@nytimes.com.

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1. You can write your editorial about any topic you like, as long as you use at least one source from The Times.

2. Use at least one non-Times source. But make sure that the source you use is a reliable one. We encourage you to find sources that offer different perspectives on an issue.

3. Always cite your sources. Our submission form contains a required field for entering your citations. We include an example as well, though you can use M.L.A. or A.P.A. styles, or just list the web addresses. Even if you use a print source or an expert interview, you must provide a citation. Readers (and judges) should always be able to tell where you got your evidence. However, there is no need to provide an in-text citation.

4. The editorial must not exceed 450 words. Your title and list of sources are separate, however, and do not count as part of your 450-word limit.

5. Have an opinion. Editorials are different from news articles because they try to persuade readers to share your point of view. Don’t be afraid to take a stand.

6. Write your editorial by yourself or with a group, but please submit only one editorial per student. If you are working as a team, just remember to submit all of your names when you post your entry. And if you’re submitting as part of a team, you should not also submit as an individual.

7. Be original and use appropriate language. Write for a well-informed audience, but include enough background information to give context. Be careful not to plagiarize. Use quotation marks around lines you take verbatim from another source, or rephrase and cite your source.

8. We will use this rubric to judge entries, and the winning editorials will be featured on The Learning Network. Your work will be judged by Times journalists as well as Learning Network staff members.

9. What is the “prize”? Having your work published on The Learning Network — and, potentially, in print in a Times special section.

10. Submissions must be from middle and high school students. We are still determining what the minimum age will be. Please stay tuned.

11. The children and stepchildren of New York Times employees, or teenagers who live in the same household as a Times employee, are not eligible to enter this contest.

Our Seventh Annual 15-Second Vocabulary Video Challenge

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Our Seventh Annual 15-Second Vocabulary Video Challenge

We’ve been publishing a Word of the Day every school day since 2009, and in 2013, just as we were about to hit 1,000 words, we announced our first Vocabulary Video Contest.

We liked the results so much that we’ve brought it back every year since.

Now, as our collection of words has surpassed 2,000, we’re once again inviting you to create a short video that defines or teaches the word of your choice.

As we like to remind you each year: Tenacity + a desire to edify + an enterprising nature – sloth = a beguiling result.

Please note: We will update this page with more detailed rules and the submission form on or before Jan. 9, 2020, the date when this contest officially opens.

Until then, here are useful resources so teachers and students can begin planning for this contest:

• A YouTube playlist of a selection of past winning videos
• A link to add this contest to your Google calendar
• Our 2019 winners, runners-up and honorable mentions

If you have any questions about this contest, please contact us at LNFeedback@nytimes.com.

_________

1. All words must come from our Word of the Day feature.

2. Each word must be pronounced and defined, and the part of speech must be given. Please don’t forget; every year we have to disqualify many who fail to heed this rule.

3. You can work alone, with a partner or in a group, but only one submission per student, please, whether you’re working alone or with others.

4. Your video should be no more than 15 seconds, but can be shorter.

5. Keep in mind, however, that the work you send in should be appropriate for a Times audience.

6. You can act the word out, animate it, use puppets, draw, sing a song, create a dance, incorporate photographs, create a Claymation, or anything else that will help viewers understand and learn your word.

7. What is the “prize”? Having your work featured on The Learning Network.

8. When this contest opens, we will ask students or teachers to upload entries to YouTube. Entrants must make sure the privacy settings are set to “public” or “unlisted” so our judges can view the submissions. We will only judge those videos posted to YouTube, not other services, since only YouTube videos easily embed in our system. Also, be sure that all entries abide by the YouTube Terms of Service. (For example, please note what those Terms of Service have to say about the use of copyrighted music or sound effects and, instead, find royalty-free music and sound effects on Bensound or Freesound, or by using audio editing software to create your own music or sound effects.)

9. Submissions must be from middle and high school students. We are still determining what the minimum age will be. Please stay tuned.

10. The children and stepchildren of New York Times employees, or teenagers who live in the same household as a Times employee, are not eligible to enter this contest.

Our 3rd Annual Connections Contest: Link Something You’re Studying in School With the World Today

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Our 3rd Annual Connections Contest: Link Something You’re Studying in School With the World Today

So you’re studying the Civil War — or Shakespeare, or evolution, or “The Bluest Eye.”

Why? What does it have to do with your life and the lives of those around you? Why should you remember it once you’ve turned in that paper or taken that test?

What relevance does it have today? What lessons can you learn from it that can be applied to the world outside of school? What parallels do you see between it and something happening in our culture or the news?

Essentially, we’re asking students to do what we do every day: connect what’s in The Times with what you’re learning in school.

But if you simply open nytimes.com and start clicking around, you’ll see that the task is not that hard. The Times publishes hundreds of articles from around the globe every day, so you can almost always find something that confronts the very same themes, questions or issues that you’ve been discussing in class.

Please note: We will update this page with more detailed rules and the submission form on or before Dec. 5, 2019, the date when this contest officially opens.

Until then, here are useful resources so teachers and students can begin planning for this contest:

• Our 2018-19 and 2017-18 winners, runners-up and honorable mentions.
• Our lesson plans “Making It Relevant: Helping Students Connect Their Studies to the World Today” and “The Past Is Present: Strategies for Bringing Current Events Into the Social Studies Classroom.”
• A link to add this contest to your Google calendar
• Our contest rubric

If you have any questions, please contact us at LNFeedback@nytimes.com.

_________

2019-20 Contest Rules and Guidelines

1. Choose some piece of academic content: something you’ve been reading, discussing or learning about in school. It may be a work of literature, an event in history, a concept in civics, a phenomenon in science or something else entirely. It can be as small as a single haiku or as large as a world-changing event like the Industrial Revolution.

2. Find something published in The New York Times anytime in 2019 or 2020 that you think connects to your chosen subject in some interesting, meaningful way, and explain how.

3. You can pick any article, Op-Ed, image, video, graphic or podcast, or anything else you like, as long as it was published in The Times in 2019 or 2020.

4. Tell us, in 450 words or fewer, how and why the two things connect.

5. All entries must be submitted by the deadline posted in the announcement about this contest.

6. You can work alone or in a group of up to five people, but just one submission per person, please.

7. What is the “prize”? Having your work published on The Learning Network, and, potentially, in print in a Times special section.

8. Here is a rubric to help.

9. Submissions must be from middle and high school students, ages 13 and up. Since internet privacy laws are changing in the U.S. and around the world, please stay tuned for exact details about age requirements in different countries.

10. The children and stepchildren of New York Times employees are not eligible to enter this contest. Nor are teenagers who live in the same household as a Times employee.

New on FutureLearn: program page navigation and a new course list filter

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New on FutureLearn: program page navigation and a new course list filter

Explore your program pages more easily

We’ve updated the navigation of our program pages by moving the navigation tabs higher up the page, above the course carousel. This makes the tabs easier to find and explore.

We’ve also changed the About tab name to Learning, so you can more easily identify where to access your courses and learning materials.

Track course progress within your program

To make it easier to see which courses need to be completed in your program, and to keep on top of your progress, we’re updating the way courses in a program are displayed on the Your learning page.

Instead of a carousel page, it will soon be displayed as a list. See the before and after below.

Screenshot of Your Learning program page

Screenshot of courses in this program page

Choose the right course type for you

On the course listings page, we’ve introduced a new filter to make it easier to see which courses are included in Unlimited, premium, or come with a free digital upgrade.

Filtering options on FutureLearn gif

 

 

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Making FutureLearn

Summer Reading Contest Winner, Week 7: On ‘Should Board Gamers Play the Roles of Racists, Slavers and Nazis?’

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Summer Reading Contest Winner, Week 7: On ‘Should Board Gamers Play the Roles of Racists, Slavers and Nazis?’

Thank you to the 1,249 teenagers who participated in the seventh week of our 10-week Summer Reading Contest, and congratulations to Amogh Dimri, our winner, as well as to our many runners-up and honorable mentions.

Scroll down to take a look at the variety of topics — from magnetic liquid and mental health days to white privilege and tiny love stories — that caught the eyes of our participants this week. You can find the work of all our winners since 2017 in this column.

And please remember to always check the top of our contest announcement to find the right place to participate, any week from now until Aug. 23.

Amogh Dimri from New York, N.Y., chose a Style piece headlined “Should Board Gamers Play the Roles of Racists, Slavers and Nazis?” and wrote:

Being the child of an Indian immigrant family raised in the multicultural New York, I do occasionally feel disconnected from my heritage. But Kevin Draper’s article showed me how dangerous that breed of complacency can be, especially for minorities.

While mainstream audiences see board games about the brutalization of entire peoples as no more than a history lesson that entertains, I recall that even my grandparents are survivors from an era of horrific British colonialism. I am no stranger to racism: I overhear slurs towards other minority students in the hallways and bathrooms of my high school. I often wonder if such language is directed towards me when I am not within earshot. Products like racist board games bring this sentiment into the light and create pride around defending it. Whether fans realize it or not, by playing the game, they legitimize the white supremacist fantasy of dominating savage peoples — peoples with rich cultures whose history is still a traumatic memory.

The sad reality is, minorities cannot afford to forget racism. We have to continually remind everyone of who we are so they do not imagine us as outsiders. As aliens. As savages. If society never meets anyone like us, our identities grow distant, and it becomes easier for us to be dehumanized. It should not be our responsibility to fight implicit bias but instances of latent racism, like the board games, tell me that it still is.

Avery C on “Why Are Native Hawaiians Protesting Against a Telescope?”

Melody Chen on “My Frantic Life as a Cab-Dodging, Tip-Chasing Food App Deliveryman”

How We Augmented Our Original Reporting of the Moon Landing for Its 50th Anniversary

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How We Augmented Our Original Reporting of the Moon Landing for Its 50th Anniversary

Times Insider explains who we are and what we do, and delivers behind-the-scenes insights into how our journalism comes together.

The Apollo 11 mission returned to Earth in July 1969 with boxes of moon rocks and rolls of iconic photographs: a boot print on the moon, a wrinkled American flag, a portrait of Buzz Aldrin with Neil Armstrong reflected in his golden visor.

These photographs are intimately familiar to many of our readers. But could we find a new way to show and explain these 50-year-old images?

We spent weeks looking through every Hasselblad photograph taken during the mission and synchronizing them with NASA transcripts to figure out what the astronauts were talking about when each image was taken.

The astronauts frequently shot sequences of photos with intentional or accidental overlaps. We found that by aligning and stacking the images in the order they were taken, we could often convey a sense of place or movement: a sunrise in Earth orbit, Buzz Aldrin at work inside the lunar module Eagle, Michael Collins watching the Eagle maneuvering to rejoin him in orbit.

The mission transcripts are packed with acronyms and technical jargon, but the astronauts’ personalities come through: Collins and Aldrin are both quick with a joke, while Armstrong is often more reserved.

We decided to merge the images and transcripts into a condensed, evocative story of the Apollo 11 mission using only the astronauts’ own words and photographs — without added descriptions, superlatives or other narration.

We also drew inspiration from a map, originally created by NASA in 1970, that pinpoints the location and direction of every photo taken during the moonwalk.

Using the map as a foundation, Karthik Patanjali, an editor on the Immersive Storytelling team, wrote a custom program to determine how the moonwalk photographs were oriented in space. For each photograph he calculated the height of the camera, its direction and tilt, and the field of view of the lens.

CreditGraham Roberts

Then we built a virtual gallery of the lunar environment by projecting the photos in space and aligning them with 3-D models of the terrain, the flag and the lunar module.

Essentially, we are able to place viewers in space at the exact positions where Neil Armstrong and Buzz Aldrin were standing when they took their historic photographs. Readers can experience this through a three-part interactive article enhanced with 3-D and augmented reality features.*

In addition, The Times collaborated with The Mill to develop an immersive, interactive virtual-reality experience. Viewers can walk in the astronauts’ footsteps and manipulate a virtual Hasselblad camera to capture many of the iconic moonwalk images.

The VR experience will be installed at The Town Hall in New York City on Sunday for “One Giant Leap: The Apollo 11 Moon Landing, 50 Years On,” a live Times event commemorating the anniversary. It will also be available for download on the Oculus Store.

*Note: Augmented reality features are available in the NYTimes app on supported devices.

Scan this QR tag with your phone camera to launch a New York Times AR experience featuring iconic photographs by the Apollo 11 astronauts.

Follow the @ReaderCenter on Twitter for more coverage highlighting your perspectives and experiences and for insight into how we work.

New on FutureLearn: download Certificates, pay with PayPal, free Career Advice and more

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New on FutureLearn: download Certificates, pay with PayPal, free Career Advice and more

Buy an upgrade or paid course using PayPal

Previously, you could only buy an upgrade or paid course with a credit or debit card. In 2017, we introduced the ability to pay in US Dollars, Euros and Australian Dollars as well as British Pounds – but this still meant paying by card.

After a lot of research and feedback, we decided to introduce PayPal. It’s available in most countries; it’s popular, secure, and easy to use.

To pay using PayPal, you just need to select PayPal at checkout and click ‘Pay with PayPal’. You’ll then be taken to Paypal’s secure site to complete the purchase.

Download your Certificate of Achievement as a PDF

Before now you could see a digital version of your Certificate of Achievement in the achievements section of your profile, and you could get a print certificate 4-8 weeks after you became eligible (depending on your location).

Now you can print off copies at home because you can download your certificate as a PDF from your profile, making it even easier to prove your learning.

Short clip of someone downloading a certificate

Plus, when you become eligible for a certificate, we’ll send you a notification on FutureLearn, so that you can quickly and easily view and download it.

Create your own wishlist

Seen a course you’re interested in, but can’t start it yet and worried about losing track? Now you can save the courses you like into your own wishlist. It’s simple; when you find a course that suits your interests, click the star to save it to your Wishlist.

Screen grab of the new navigation featuring wishlist.

You’ll get an email when a course in your Wishlist is about to start. You can access and edit your wishlist by selecting the ‘wishlist’ in this drop down menu.

Mention other learners in threads

You can now mention other learners in your comments – this allows you keep your conversations with others flowing.

Click reply under a comment you want to respond to, and the learner’s profile name will appear before your comment. (E.g. @futurelearner1)

Top tip: you can only mention others in a thread, you can’t use the ‘mention’ function in a standard comment.

Get free career advice

Whether you’re considering a new job, promotion or you want to improve your existing skills, our new career advice pages can help.

They explain all sorts of different careers, list some of the skills you need for each and group together courses from world’s top universities and organisations to help get you started.

 

Screengrab of careers advice page

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Making FutureLearn

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