for - climate change impacts - marine life - ocean heating impacts - marine life - marine migration - migrating species face collapse - migration to escape warming oceans - population collapse

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

Online synchronous tutoring is not as urgent and spontaneous as in-person. Some writers might struggle with communication, or find the platform difficult to use.

Bagheri, G., Thiede, B., Hejazi, B., Schlenczek, O., & Bodenschatz, E. (2021). An upper bound on one-to-one exposure to infectious human respiratory particles. Proceedings of the National Academy of Sciences, 118(49), e2110117118. https://doi.org/10.1073/pnas.2110117118

Major COVID course correction immediately required. (n.d.). Retrieved February 7, 2022, from https://ozsage.org/media_releases/major-covid-course-correction-immediately-required/

social interaction with face-to-face discourse, such as conversation

Kulke, L., Langer, T., & Valuch, C. (2021). The Emotional Lockdown: How Social Distancing and Mask Wearing influence Mood and Emotion Recognition [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cpxry

Malpass, D. D. (n.d.). The impact of Covid-19 on students, staff and Departments of Psychology in UK Universities. This report was prepared by Dr Lisa Morrison Coulthard (Head of Research and Impact) and Laura Devlin (Research and Impact Lead). 124.

hold four hours a week on set days and times; M 11:15AM-12:15PM (in-person & on-line) T 10AM-11AM (on-line)W 2:15PM-3:15PM (in-person & on-line)Th 1PM-2PM (on-line) and by appointment

Kaufman, J., Ryan, R., Walsh, L., Horey, D., Leask, J., Robinson, P., & Hill, S. (2018). Face‐to‐face interventions for informing or educating parents about early childhood vaccination. The Cochrane Database of Systematic Reviews, 2018(5). https://doi.org/10.1002/14651858.CD010038.pub3

ReconfigBehSci on Twitter. (n.d.). Twitter. Retrieved 5 March 2021, from https://twitter.com/SciBeh/status/1326159560835555328

Sun, R., Rieble, C., Liu, Y., & Sauter, D. (2020). Connected Despite COVID-19: The Role of Social Interactions and Social Media for Wellbeing. PsyArXiv. https://doi.org/10.31234/osf.io/x5k8u

Fielding. S. (2020) UK universities' promise of face-to-face teaching is risking academics' health. The Guardian. https://www.theguardian.com/education/2020/aug/22/uk-universities-are-risking-staff-health-by-promising-students-in-person-teaching

Matt Bishop on Twitter. (n.d.). Twitter. Retrieved October 9, 2020, from https://twitter.com/MatthewLBishop/status/1313949882454077441

people who are refusing not to wear a mask are not helping reduce transmission of coronavirus

Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561

Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3

Savage, M. (2020, May 10). A return to work is on the cards. What are the fears and legal pitfalls? The Guardian | The Observer. https://www.theguardian.com/world/2020/may/09/coronavirus-return-to-work-employment-law-logistical-nightmare

Digital ThinkTanking in Times of COVID-19 | DGAP. (n.d.). Retrieved April 24, 2020, from https://dgap.org/en/events/digital-thinktanking-times-covid-19

Use of Slack in a FACE-TO-FACE class and how much it increased interaction; brings up a point that concerns me and that's what happens when the instructor/TA appear to be available 24/7 given the nature of Slack; good exploration of motivating students to use it (4/5)

Share your favourite icebreakers or starter activities. Have you adapted them to online or do you use different icebreakers online?

Interesting dichotomy.

face-to-face surveying produces greater results than web-based surveys.