狠狠撸shows by User: parisamehran

狠狠撸shows by User: parisamehran / http://www.slideshare.net/images/logo.gif 狠狠撸shows by User: parisamehran / Sun, 02 Dec 2018 12:25:15 GMT 狠狠撸Share feed for 狠狠撸shows by User: parisamehran How to Transform Your Classroom with AR and VR /slideshow/how-to-transform-your-classroom-with-ar-and-vr/124654093 howtotransformyourclassroomwitharandvr-181202122515
Are you looking for ways to keep your students motivated and engaged during English lessons? Using Augmented Reality (AR) and Virtual Reality (VR) is one surefire way to do so. These cutting-edge technologies are more than just gimmicks; you can use them to transform your classroom. With AR, you can bring learning to life, and with VR, you can bring the world to your classroom or take your classroom out into the world. This workshop explores how to use AR and VR to change your classroom into a whole new dimension. To fully participate in this hands-on workshop, please BYOD.]]>
Are you looking for ways to keep your students motivated and engaged during English lessons? Using Augmented Reality (AR) and Virtual Reality (VR) is one surefire way to do so. These cutting-edge technologies are more than just gimmicks; you can use them to transform your classroom. With AR, you can bring learning to life, and with VR, you can bring the world to your classroom or take your classroom out into the world. This workshop explores how to use AR and VR to change your classroom into a whole new dimension. To fully participate in this hands-on workshop, please BYOD.]]> Sun, 02 Dec 2018 12:25:15 GMT /slideshow/how-to-transform-your-classroom-with-ar-and-vr/124654093 parisamehran@slideshare.net(parisamehran) How to Transform Your Classroom with AR and VR parisamehran Are you looking for ways to keep your students motivated and engaged during English lessons? Using Augmented Reality (AR) and Virtual Reality (VR) is one surefire way to do so. These cutting-edge technologies are more than just gimmicks; you can use them to transform your classroom. With AR, you can bring learning to life, and with VR, you can bring the world to your classroom or take your classroom out into the world. This workshop explores how to use AR and VR to change your classroom into a whole new dimension. To fully participate in this hands-on workshop, please BYOD. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/howtotransformyourclassroomwitharandvr-181202122515-thumbnail.jpg?width=120&height=120&fit=bounds" /> Are you looking for ways to keep your students motivated and engaged during English lessons? Using Augmented Reality (AR) and Virtual Reality (VR) is one surefire way to do so. These cutting-edge technologies are more than just gimmicks; you can use them to transform your classroom. With AR, you can bring learning to life, and with VR, you can bring the world to your classroom or take your classroom out into the world. This workshop explores how to use AR and VR to change your classroom into a whole new dimension. To fully participate in this hands-on workshop, please BYOD.

How to Transform Your Classroom with AR and VR from Parisa Mehran

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0 Design, Implementation, and Evaluation of an English Blended Course /slideshow/design-implementation-and-evaluation-of-an-english-blended-course/122730721 eta-roc-181111180034
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.]]>
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.]]> Sun, 11 Nov 2018 18:00:34 GMT /slideshow/design-implementation-and-evaluation-of-an-english-blended-course/122730721 parisamehran@slideshare.net(parisamehran) Design, Implementation, and Evaluation of an English Blended Course parisamehran This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eta-roc-181111180034-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.

Design, Implementation, and Evaluation of an English Blended Course from Parisa Mehran

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0 “Write 4 Change”: Cultivating Autonomous, Global EFL Learners through Blogging /slideshow/write-4-change-cultivating-autonomous-global-efl-learners-through-blogging/113656058 ila2018-180909131708
The process approach to L2 writing has gained momentum over the past two decades, as this approach encourages autonomy, reflection, collaboration, creativity, and exploration, and enables learners to become more engaged in the writing process. Technology has also grown in popularity in ELT, and blogging for L2 writing has been recommended to promote critical reflection and collaborative interaction within socially mediated online learning platforms. The purpose of this poster presentation is to explore how the application of a collective class blog, titled “Write 4 Change” http://write4change.edublogs.org/, facilitated the L2 writing process, promoted co-construction of L2 knowledge through social interaction, and cultivated autonomy, critical thinking, and global awareness in EFL learners via writing for social change. The tech tools which were incorporated within the blog will also be introduced and demoed. For example, Popplet, a mind-mapping tool used for the planning phase, will be introduced. The use of Google Docs and Draftback for online collaborative writing and e-peer feedback, will be discussed as well. ]]>
The process approach to L2 writing has gained momentum over the past two decades, as this approach encourages autonomy, reflection, collaboration, creativity, and exploration, and enables learners to become more engaged in the writing process. Technology has also grown in popularity in ELT, and blogging for L2 writing has been recommended to promote critical reflection and collaborative interaction within socially mediated online learning platforms. The purpose of this poster presentation is to explore how the application of a collective class blog, titled “Write 4 Change” http://write4change.edublogs.org/, facilitated the L2 writing process, promoted co-construction of L2 knowledge through social interaction, and cultivated autonomy, critical thinking, and global awareness in EFL learners via writing for social change. The tech tools which were incorporated within the blog will also be introduced and demoed. For example, Popplet, a mind-mapping tool used for the planning phase, will be introduced. The use of Google Docs and Draftback for online collaborative writing and e-peer feedback, will be discussed as well. ]]> Sun, 09 Sep 2018 13:17:08 GMT /slideshow/write-4-change-cultivating-autonomous-global-efl-learners-through-blogging/113656058 parisamehran@slideshare.net(parisamehran) “Write 4 Change”: Cultivating Autonomous, Global EFL Learners through Blogging parisamehran The process approach to L2 writing has gained momentum over the past two decades, as this approach encourages autonomy, reflection, collaboration, creativity, and exploration, and enables learners to become more engaged in the writing process. Technology has also grown in popularity in ELT, and blogging for L2 writing has been recommended to promote critical reflection and collaborative interaction within socially mediated online learning platforms. The purpose of this poster presentation is to explore how the application of a collective class blog, titled “Write 4 Change” http://write4change.edublogs.org/, facilitated the L2 writing process, promoted co-construction of L2 knowledge through social interaction, and cultivated autonomy, critical thinking, and global awareness in EFL learners via writing for social change. The tech tools which were incorporated within the blog will also be introduced and demoed. For example, Popplet, a mind-mapping tool used for the planning phase, will be introduced. The use of Google Docs and Draftback for online collaborative writing and e-peer feedback, will be discussed as well. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ila2018-180909131708-thumbnail.jpg?width=120&height=120&fit=bounds" /> The process approach to L2 writing has gained momentum over the past two decades, as this approach encourages autonomy, reflection, collaboration, creativity, and exploration, and enables learners to become more engaged in the writing process. Technology has also grown in popularity in ELT, and blogging for L2 writing has been recommended to promote critical reflection and collaborative interaction within socially mediated online learning platforms. The purpose of this poster presentation is to explore how the application of a collective class blog, titled “Write 4 Change” http://write4change.edublogs.org/, facilitated the L2 writing process, promoted co-construction of L2 knowledge through social interaction, and cultivated autonomy, critical thinking, and global awareness in EFL learners via writing for social change. The tech tools which were incorporated within the blog will also be introduced and demoed. For example, Popplet, a mind-mapping tool used for the planning phase, will be introduced. The use of Google Docs and Draftback for online collaborative writing and e-peer feedback, will be discussed as well.

“Write 4 Change”: Cultivating Autonomous, Global EFL Learners through Blogging from Parisa Mehran

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0 Physically Banned yet Virtually Connected at EUROCALL2017: How Technology Overcomes the Boundaries of Our Time /slideshow/physically-banned-yet-virtually-connected-at-eurocall2017-how-technology-overcomes-the-boundaries-of-our-time/111814856 eurocall2018-180827201847
In the world that we live in now, exclusion is becoming legally permissible, and technology has the power to resist by making bridges and surpassing the offline borders in the online, borderless environment. In this presentation, I will share my visa story and the details of my UK visa denials which eventually banned me from attending EUROCALL2017. Despite being denied, the EUROCALL team helped me overcome the political barriers and be part of EUROCALL2017 with the help of technology. I will discuss how I was provided with opportunities for remote participation especially through Virtually Connecting, which is an open connected learning community that aims to facilitate virtual participation in academic conferences for those who cannot be physically present at conferences. I will also talk about other Open Educational Practices occurred at EUROCALL2017, for example, tweeting and live broadcasting. I will further explain the differences I found between attending a conference onsite and online. Moreover, I will introduce the EUROCALL "Access and Inclusion" working group and the efforts that the committee is making to create more inclusive, diverse, and open educational opportunities. Finally, I would like to speak briefly about my PhD research project, titled Osaka University Global English Online (OUGEO), which I planned to present on at EUROCALL2017. ]]>
In the world that we live in now, exclusion is becoming legally permissible, and technology has the power to resist by making bridges and surpassing the offline borders in the online, borderless environment. In this presentation, I will share my visa story and the details of my UK visa denials which eventually banned me from attending EUROCALL2017. Despite being denied, the EUROCALL team helped me overcome the political barriers and be part of EUROCALL2017 with the help of technology. I will discuss how I was provided with opportunities for remote participation especially through Virtually Connecting, which is an open connected learning community that aims to facilitate virtual participation in academic conferences for those who cannot be physically present at conferences. I will also talk about other Open Educational Practices occurred at EUROCALL2017, for example, tweeting and live broadcasting. I will further explain the differences I found between attending a conference onsite and online. Moreover, I will introduce the EUROCALL "Access and Inclusion" working group and the efforts that the committee is making to create more inclusive, diverse, and open educational opportunities. Finally, I would like to speak briefly about my PhD research project, titled Osaka University Global English Online (OUGEO), which I planned to present on at EUROCALL2017. ]]> Mon, 27 Aug 2018 20:18:46 GMT /slideshow/physically-banned-yet-virtually-connected-at-eurocall2017-how-technology-overcomes-the-boundaries-of-our-time/111814856 parisamehran@slideshare.net(parisamehran) Physically Banned yet Virtually Connected at EUROCALL2017: How Technology Overcomes the Boundaries of Our Time parisamehran In the world that we live in now, exclusion is becoming legally permissible, and technology has the power to resist by making bridges and surpassing the offline borders in the online, borderless environment. In this presentation, I will share my visa story and the details of my UK visa denials which eventually banned me from attending EUROCALL2017. Despite being denied, the EUROCALL team helped me overcome the political barriers and be part of EUROCALL2017 with the help of technology. I will discuss how I was provided with opportunities for remote participation especially through Virtually Connecting, which is an open connected learning community that aims to facilitate virtual participation in academic conferences for those who cannot be physically present at conferences. I will also talk about other Open Educational Practices occurred at EUROCALL2017, for example, tweeting and live broadcasting. I will further explain the differences I found between attending a conference onsite and online. Moreover, I will introduce the EUROCALL "Access and Inclusion" working group and the efforts that the committee is making to create more inclusive, diverse, and open educational opportunities. Finally, I would like to speak briefly about my PhD research project, titled Osaka University Global English Online (OUGEO), which I planned to present on at EUROCALL2017. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eurocall2018-180827201847-thumbnail.jpg?width=120&height=120&fit=bounds" /> In the world that we live in now, exclusion is becoming legally permissible, and technology has the power to resist by making bridges and surpassing the offline borders in the online, borderless environment. In this presentation, I will share my visa story and the details of my UK visa denials which eventually banned me from attending EUROCALL2017. Despite being denied, the EUROCALL team helped me overcome the political barriers and be part of EUROCALL2017 with the help of technology. I will discuss how I was provided with opportunities for remote participation especially through Virtually Connecting, which is an open connected learning community that aims to facilitate virtual participation in academic conferences for those who cannot be physically present at conferences. I will also talk about other Open Educational Practices occurred at EUROCALL2017, for example, tweeting and live broadcasting. I will further explain the differences I found between attending a conference onsite and online. Moreover, I will introduce the EUROCALL "Access and Inclusion" working group and the efforts that the committee is making to create more inclusive, diverse, and open educational opportunities. Finally, I would like to speak briefly about my PhD research project, titled Osaka University Global English Online (OUGEO), which I planned to present on at EUROCALL2017.

Physically Banned yet Virtually Connected at EUROCALL2017: How Technology Overcomes the Boundaries of Our Time from Parisa Mehran

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0 Debunking Stereotypes about Middle Eastern Women in the EFL Classroom /slideshow/debunking-stereotypes-about-middle-eastern-women-in-the-efl-classroom-102857210/102857210 pansig2018galesig-180623140930
The presenters are both teaching English in the Japanese university context: one is Canadian, and the other is Iranian. In this presentation, we first share our personal narratives focusing on Iran, the first presenter’s homeland, and Pakistan, which the second presenter visited. We then talk about our collaboration in our English classrooms to dispel stereotypes about Middle Eastern women. We introduce our projects (e.g., “I Am More Than A Stereotype: Meet An Iranian Woman”, “Exploring Stereotypes”, and “Write4Change”) aimed at helping our learners reflect upon these existing stereotypes, and the impact of these misconceptions on attitudes towards the identity of these women. We also discuss how technology helps us fulfill our goals of challenging stereotypes. ]]>
The presenters are both teaching English in the Japanese university context: one is Canadian, and the other is Iranian. In this presentation, we first share our personal narratives focusing on Iran, the first presenter’s homeland, and Pakistan, which the second presenter visited. We then talk about our collaboration in our English classrooms to dispel stereotypes about Middle Eastern women. We introduce our projects (e.g., “I Am More Than A Stereotype: Meet An Iranian Woman”, “Exploring Stereotypes”, and “Write4Change”) aimed at helping our learners reflect upon these existing stereotypes, and the impact of these misconceptions on attitudes towards the identity of these women. We also discuss how technology helps us fulfill our goals of challenging stereotypes. ]]> Sat, 23 Jun 2018 14:09:30 GMT /slideshow/debunking-stereotypes-about-middle-eastern-women-in-the-efl-classroom-102857210/102857210 parisamehran@slideshare.net(parisamehran) Debunking Stereotypes about Middle Eastern Women in the EFL Classroom parisamehran The presenters are both teaching English in the Japanese university context: one is Canadian, and the other is Iranian. In this presentation, we first share our personal narratives focusing on Iran, the first presenter’s homeland, and Pakistan, which the second presenter visited. We then talk about our collaboration in our English classrooms to dispel stereotypes about Middle Eastern women. We introduce our projects (e.g., “I Am More Than A Stereotype: Meet An Iranian Woman”, “Exploring Stereotypes”, and “Write4Change”) aimed at helping our learners reflect upon these existing stereotypes, and the impact of these misconceptions on attitudes towards the identity of these women. We also discuss how technology helps us fulfill our goals of challenging stereotypes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/pansig2018galesig-180623140930-thumbnail.jpg?width=120&height=120&fit=bounds" /> The presenters are both teaching English in the Japanese university context: one is Canadian, and the other is Iranian. In this presentation, we first share our personal narratives focusing on Iran, the first presenter’s homeland, and Pakistan, which the second presenter visited. We then talk about our collaboration in our English classrooms to dispel stereotypes about Middle Eastern women. We introduce our projects (e.g., “I Am More Than A Stereotype: Meet An Iranian Woman”, “Exploring Stereotypes”, and “Write4Change”) aimed at helping our learners reflect upon these existing stereotypes, and the impact of these misconceptions on attitudes towards the identity of these women. We also discuss how technology helps us fulfill our goals of challenging stereotypes.

Debunking Stereotypes about Middle Eastern Women in the EFL Classroom from Parisa Mehran

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0 Building Global Awareness and Responsible World Citizenship through Augmented and Virtual Realities in EFL Classrooms /slideshow/building-global-awareness-and-responsible-world-citizenship-through-augmented-and-virtual-realities-in-efl-classrooms/102856627 jaltcall2018-180623135050
English language education no longer focuses merely on building and improving language skills, but also aims to develop independent-thinking learners and socially-responsible global citizens. Teachers play a vital role in helping achieve this. In this poster presentation, we report on our two projects, titled “How Can I Change the World? Bookmarks for Puerto Rico” and “A Virtual Trip to the Unseen Iran”, that we designed to encourage critical thinking, cultivate empathy, dispel stereotypes about the Middle East with the focus on Iran, and develop global awareness in our students. First, we introduce the projects and share the story behind them. Next, we explain what augmented reality (AR) and virtual reality (VR) are and how they can be used to enhance student learning, increase motivation and engagement, and improve the classroom environment. We also discuss how these cutting-edge technologies, also known as “empathy machines”, can be integrated into classroom activities to build global awareness and responsible world citizenship. Finally, we demo how we used augmented and virtual realities in our projects to create active, engaging, three-dimensional learning environments in which students come out of their seats and traveled to Puerto Rico and Iran. ]]>
English language education no longer focuses merely on building and improving language skills, but also aims to develop independent-thinking learners and socially-responsible global citizens. Teachers play a vital role in helping achieve this. In this poster presentation, we report on our two projects, titled “How Can I Change the World? Bookmarks for Puerto Rico” and “A Virtual Trip to the Unseen Iran”, that we designed to encourage critical thinking, cultivate empathy, dispel stereotypes about the Middle East with the focus on Iran, and develop global awareness in our students. First, we introduce the projects and share the story behind them. Next, we explain what augmented reality (AR) and virtual reality (VR) are and how they can be used to enhance student learning, increase motivation and engagement, and improve the classroom environment. We also discuss how these cutting-edge technologies, also known as “empathy machines”, can be integrated into classroom activities to build global awareness and responsible world citizenship. Finally, we demo how we used augmented and virtual realities in our projects to create active, engaging, three-dimensional learning environments in which students come out of their seats and traveled to Puerto Rico and Iran. ]]> Sat, 23 Jun 2018 13:50:50 GMT /slideshow/building-global-awareness-and-responsible-world-citizenship-through-augmented-and-virtual-realities-in-efl-classrooms/102856627 parisamehran@slideshare.net(parisamehran) Building Global Awareness and Responsible World Citizenship through Augmented and Virtual Realities in EFL Classrooms parisamehran English language education no longer focuses merely on building and improving language skills, but also aims to develop independent-thinking learners and socially-responsible global citizens. Teachers play a vital role in helping achieve this. In this poster presentation, we report on our two projects, titled “How Can I Change the World? Bookmarks for Puerto Rico” and “A Virtual Trip to the Unseen Iran”, that we designed to encourage critical thinking, cultivate empathy, dispel stereotypes about the Middle East with the focus on Iran, and develop global awareness in our students. First, we introduce the projects and share the story behind them. Next, we explain what augmented reality (AR) and virtual reality (VR) are and how they can be used to enhance student learning, increase motivation and engagement, and improve the classroom environment. We also discuss how these cutting-edge technologies, also known as “empathy machines”, can be integrated into classroom activities to build global awareness and responsible world citizenship. Finally, we demo how we used augmented and virtual realities in our projects to create active, engaging, three-dimensional learning environments in which students come out of their seats and traveled to Puerto Rico and Iran. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jaltcall2018-180623135050-thumbnail.jpg?width=120&height=120&fit=bounds" /> English language education no longer focuses merely on building and improving language skills, but also aims to develop independent-thinking learners and socially-responsible global citizens. Teachers play a vital role in helping achieve this. In this poster presentation, we report on our two projects, titled “How Can I Change the World? Bookmarks for Puerto Rico” and “A Virtual Trip to the Unseen Iran”, that we designed to encourage critical thinking, cultivate empathy, dispel stereotypes about the Middle East with the focus on Iran, and develop global awareness in our students. First, we introduce the projects and share the story behind them. Next, we explain what augmented reality (AR) and virtual reality (VR) are and how they can be used to enhance student learning, increase motivation and engagement, and improve the classroom environment. We also discuss how these cutting-edge technologies, also known as “empathy machines”, can be integrated into classroom activities to build global awareness and responsible world citizenship. Finally, we demo how we used augmented and virtual realities in our projects to create active, engaging, three-dimensional learning environments in which students come out of their seats and traveled to Puerto Rico and Iran.

Building Global Awareness and Responsible World Citizenship through Augmented and Virtual Realities in EFL Classrooms from Parisa Mehran

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0 Connecting to Puerto Rico through Augmented and Virtual Realities /slideshow/connecting-to-puerto-rico-through-augmented-and-virtual-realities/97864771 pansig2018mavrsig-180521121856
After a massive hurricane hit Puerto Rico in September 2017, Antonio Vantaggiato, a professor at the Universidad del Sagrado Corazón in San Juan, started a campaign on social media for his students, asking people to send postcards of encouragement. In response, we designed a corresponding project for our university classes in Japan, titled “How Can I Change the World: Bookmarks for Puerto Rico”. We chose bookmarks as an “educational” item on which our students could write encouraging messages in English, and which could then become a keepsake for the Puerto Rican students. Through the use of virtual reality (VR), our students were able to “travel” to Puerto Rico to experience the devastating results of the hurricane. They were also able to explore the campus of the Universidad del Sagrado Corazón through 3D images. We also utilized augmented reality (AR) to bring our #care4sagrado message to life. Our learning objectives in this project were to teach our EFL Japanese learners to empathize and to become caring global citizens. In this presentation, we demo our AR-generated message and introduce the AR app we used to create it. ]]>
After a massive hurricane hit Puerto Rico in September 2017, Antonio Vantaggiato, a professor at the Universidad del Sagrado Corazón in San Juan, started a campaign on social media for his students, asking people to send postcards of encouragement. In response, we designed a corresponding project for our university classes in Japan, titled “How Can I Change the World: Bookmarks for Puerto Rico”. We chose bookmarks as an “educational” item on which our students could write encouraging messages in English, and which could then become a keepsake for the Puerto Rican students. Through the use of virtual reality (VR), our students were able to “travel” to Puerto Rico to experience the devastating results of the hurricane. They were also able to explore the campus of the Universidad del Sagrado Corazón through 3D images. We also utilized augmented reality (AR) to bring our #care4sagrado message to life. Our learning objectives in this project were to teach our EFL Japanese learners to empathize and to become caring global citizens. In this presentation, we demo our AR-generated message and introduce the AR app we used to create it. ]]> Mon, 21 May 2018 12:18:56 GMT /slideshow/connecting-to-puerto-rico-through-augmented-and-virtual-realities/97864771 parisamehran@slideshare.net(parisamehran) Connecting to Puerto Rico through Augmented and Virtual Realities parisamehran After a massive hurricane hit Puerto Rico in September 2017, Antonio Vantaggiato, a professor at the Universidad del Sagrado Corazón in San Juan, started a campaign on social media for his students, asking people to send postcards of encouragement. In response, we designed a corresponding project for our university classes in Japan, titled “How Can I Change the World: Bookmarks for Puerto Rico”. We chose bookmarks as an “educational” item on which our students could write encouraging messages in English, and which could then become a keepsake for the Puerto Rican students. Through the use of virtual reality (VR), our students were able to “travel” to Puerto Rico to experience the devastating results of the hurricane. They were also able to explore the campus of the Universidad del Sagrado Corazón through 3D images. We also utilized augmented reality (AR) to bring our #care4sagrado message to life. Our learning objectives in this project were to teach our EFL Japanese learners to empathize and to become caring global citizens. In this presentation, we demo our AR-generated message and introduce the AR app we used to create it. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/pansig2018mavrsig-180521121856-thumbnail.jpg?width=120&height=120&fit=bounds" /> After a massive hurricane hit Puerto Rico in September 2017, Antonio Vantaggiato, a professor at the Universidad del Sagrado Corazón in San Juan, started a campaign on social media for his students, asking people to send postcards of encouragement. In response, we designed a corresponding project for our university classes in Japan, titled “How Can I Change the World: Bookmarks for Puerto Rico”. We chose bookmarks as an “educational” item on which our students could write encouraging messages in English, and which could then become a keepsake for the Puerto Rican students. Through the use of virtual reality (VR), our students were able to “travel” to Puerto Rico to experience the devastating results of the hurricane. They were also able to explore the campus of the Universidad del Sagrado Corazón through 3D images. We also utilized augmented reality (AR) to bring our #care4sagrado message to life. Our learning objectives in this project were to teach our EFL Japanese learners to empathize and to become caring global citizens. In this presentation, we demo our AR-generated message and introduce the AR app we used to create it.

Connecting to Puerto Rico through Augmented and Virtual Realities from Parisa Mehran

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0 Are You Listening? Responding to the Challenges of Diversity (Tottori JALT) /slideshow/are-you-listening-responding-to-the-challenges-of-diversity-tottori-jalt/90227704 tottorijalt-180310074044
Diversity Awareness ]]>
Diversity Awareness ]]> Sat, 10 Mar 2018 07:40:43 GMT /slideshow/are-you-listening-responding-to-the-challenges-of-diversity-tottori-jalt/90227704 parisamehran@slideshare.net(parisamehran) Are You Listening? Responding to the Challenges of Diversity (Tottori JALT) parisamehran Diversity Awareness <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tottorijalt-180310074044-thumbnail.jpg?width=120&height=120&fit=bounds" /> Diversity Awareness

Are You Listening? Responding to the Challenges of Diversity (Tottori JALT) from Parisa Mehran

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0 Being an Iranian Woman Today イラン人女性として現代に生きるということ /slideshow/being-an-iranian-woman-today/90222778 beinganiranianwomantoday-180310064330
In this presentation, I will talk about the challenges and opportunities of being an Iranian woman today. I will challenge existing stereotypes and misunderstandings about Iranian women by sharing personal narratives and by recounting stories of Iranian women in power and leadership. この発表では、イラン人女性として現代を生きる上での困難と機会についてお話します。イラン人女性に対しては様々な偏見や誤解がありますが、今日は私の個人的な経験や、リーダーシップを持って力強く生きているイラン人女性たちのことをお話することで、ステレオタイプを打ち破っていきたいと思います。]]>
In this presentation, I will talk about the challenges and opportunities of being an Iranian woman today. I will challenge existing stereotypes and misunderstandings about Iranian women by sharing personal narratives and by recounting stories of Iranian women in power and leadership. この発表では、イラン人女性として現代を生きる上での困難と機会についてお話します。イラン人女性に対しては様々な偏見や誤解がありますが、今日は私の個人的な経験や、リーダーシップを持って力強く生きているイラン人女性たちのことをお話することで、ステレオタイプを打ち破っていきたいと思います。]]> Sat, 10 Mar 2018 06:43:30 GMT /slideshow/being-an-iranian-woman-today/90222778 parisamehran@slideshare.net(parisamehran) Being an Iranian Woman Today イラン人女性として現代に生きるということ parisamehran In this presentation, I will talk about the challenges and opportunities of being an Iranian woman today. I will challenge existing stereotypes and misunderstandings about Iranian women by sharing personal narratives and by recounting stories of Iranian women in power and leadership. この発表では、イラン人女性として現代を生きる上での困難と機会についてお話します。イラン人女性に対しては様々な偏見や誤解がありますが、今日は私の個人的な経験や、リーダーシップを持って力強く生きているイラン人女性たちのことをお話することで、ステレオタイプを打ち破っていきたいと思います。 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/beinganiranianwomantoday-180310064330-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this presentation, I will talk about the challenges and opportunities of being an Iranian woman today. I will challenge existing stereotypes and misunderstandings about Iranian women by sharing personal narratives and by recounting stories of Iranian women in power and leadership. この発表では、イラン人女性として現代を生きる上での困難と機会についてお話します。イラン人女性に対しては様々な偏見や誤解がありますが、今日は私の個人的な経験や、リーダーシップを持って力強く生きているイラン人女性たちのことをお話することで、ステレオタイプを打ち破っていきたいと思います。

Being an Iranian Woman Today イラン人女性として現代に生きるということ from Parisa Mehran

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0 A Virtual Trip to the Real Iran /slideshow/a-virtual-trip-to-the-real-iran/87499140 avirtualtriptotherealiran-180208093551
A talk at the University of Fukuchiyama, Japan]]>
A talk at the University of Fukuchiyama, Japan]]> Thu, 08 Feb 2018 09:35:51 GMT /slideshow/a-virtual-trip-to-the-real-iran/87499140 parisamehran@slideshare.net(parisamehran) A Virtual Trip to the Real Iran parisamehran A talk at the University of Fukuchiyama, Japan <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/avirtualtriptotherealiran-180208093551-thumbnail.jpg?width=120&height=120&fit=bounds" /> A talk at the University of Fukuchiyama, Japan

A Virtual Trip to the Real Iran from Parisa Mehran

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0 Are You Listening? Responding to the Challenges of Diversity (Kyoto JALT) /slideshow/are-you-listening-responding-to-the-challenges-of-diversity-84477694/84477694 kyotojalt-171219183748
Diversity Awareness ]]>
Diversity Awareness ]]> Tue, 19 Dec 2017 18:37:48 GMT /slideshow/are-you-listening-responding-to-the-challenges-of-diversity-84477694/84477694 parisamehran@slideshare.net(parisamehran) Are You Listening? Responding to the Challenges of Diversity (Kyoto JALT) parisamehran Diversity Awareness <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kyotojalt-171219183748-thumbnail.jpg?width=120&height=120&fit=bounds" /> Diversity Awareness

Are You Listening? Responding to the Challenges of Diversity (Kyoto JALT) from Parisa Mehran

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0 How Can I Change the World: Postcards for Puerto Rico /slideshow/how-can-i-change-the-world-postcards-for-puerto-rico-83976595/83976595 howcanichangetheworldpostcardsforpuertorico-171213040357
Here are some responses by EFL Japanese learners to the question "How Can I Change the World". The students then learned about Puerto Rico and wrote their messages to the students at Universidad del Sagrado Corazón. ]]>
Here are some responses by EFL Japanese learners to the question "How Can I Change the World". The students then learned about Puerto Rico and wrote their messages to the students at Universidad del Sagrado Corazón. ]]> Wed, 13 Dec 2017 04:03:57 GMT /slideshow/how-can-i-change-the-world-postcards-for-puerto-rico-83976595/83976595 parisamehran@slideshare.net(parisamehran) How Can I Change the World: Postcards for Puerto Rico parisamehran Here are some responses by EFL Japanese learners to the question "How Can I Change the World". The students then learned about Puerto Rico and wrote their messages to the students at Universidad del Sagrado Corazón. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/howcanichangetheworldpostcardsforpuertorico-171213040357-thumbnail.jpg?width=120&height=120&fit=bounds" /> Here are some responses by EFL Japanese learners to the question "How Can I Change the World". The students then learned about Puerto Rico and wrote their messages to the students at Universidad del Sagrado Corazón.

How Can I Change the World: Postcards for Puerto Rico from Parisa Mehran

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0 Developing a Blended Course: Why Quality Matters /slideshow/jalt2017-developing-a-blended-course-why-quality-matters-82346874/82346874 developingablendedcoursewhyqualitymatters-171120035314
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.]]>
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.]]> Mon, 20 Nov 2017 03:53:14 GMT /slideshow/jalt2017-developing-a-blended-course-why-quality-matters-82346874/82346874 parisamehran@slideshare.net(parisamehran) Developing a Blended Course: Why Quality Matters parisamehran This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/developingablendedcoursewhyqualitymatters-171120035314-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.

Developing a Blended Course: Why Quality Matters from Parisa Mehran

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0 Inspiring Women /slideshow/inspiring-women/82155467 inspiringwomen-171116110108
Inspiring Women (Speaking activity) ]]>
Inspiring Women (Speaking activity) ]]> Thu, 16 Nov 2017 11:01:07 GMT /slideshow/inspiring-women/82155467 parisamehran@slideshare.net(parisamehran) Inspiring Women parisamehran Inspiring Women (Speaking activity) <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/inspiringwomen-171116110108-thumbnail.jpg?width=120&height=120&fit=bounds" /> Inspiring Women (Speaking activity)

Inspiring Women from Parisa Mehran

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0 Multimodal e-Feedback in an Online English Course /slideshow/jalt2017-multimodal-efeedback-in-an-online-english-course/82152087 jalt2017multimodale-feedback-171116093729
This study aims to explore the use of online interaction platforms and web-based tools to provide multimodal electronic feedback in an online English course. Additionally, the current study has examined how Japanese learners of English perceive the feedback they have received on their online writing and speaking tasks. The perceived usefulness of the provided feedback was also investigated in relation to learner collaboration and sense of presence in the online course.]]>
This study aims to explore the use of online interaction platforms and web-based tools to provide multimodal electronic feedback in an online English course. Additionally, the current study has examined how Japanese learners of English perceive the feedback they have received on their online writing and speaking tasks. The perceived usefulness of the provided feedback was also investigated in relation to learner collaboration and sense of presence in the online course.]]> Thu, 16 Nov 2017 09:37:29 GMT /slideshow/jalt2017-multimodal-efeedback-in-an-online-english-course/82152087 parisamehran@slideshare.net(parisamehran) Multimodal e-Feedback in an Online English Course parisamehran This study aims to explore the use of online interaction platforms and web-based tools to provide multimodal electronic feedback in an online English course. Additionally, the current study has examined how Japanese learners of English perceive the feedback they have received on their online writing and speaking tasks. The perceived usefulness of the provided feedback was also investigated in relation to learner collaboration and sense of presence in the online course. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jalt2017multimodale-feedback-171116093729-thumbnail.jpg?width=120&height=120&fit=bounds" /> This study aims to explore the use of online interaction platforms and web-based tools to provide multimodal electronic feedback in an online English course. Additionally, the current study has examined how Japanese learners of English perceive the feedback they have received on their online writing and speaking tasks. The perceived usefulness of the provided feedback was also investigated in relation to learner collaboration and sense of presence in the online course.

Multimodal e-Feedback in an Online English Course from Parisa Mehran

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0 A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017 /slideshow/a-virtual-trip-to-the-unseen-iran-mavr-sig-forum-jalt2017/82151566 avirtualtriptotheunseeniran-171116092612
A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017]]>
A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017]]> Thu, 16 Nov 2017 09:26:12 GMT /slideshow/a-virtual-trip-to-the-unseen-iran-mavr-sig-forum-jalt2017/82151566 parisamehran@slideshare.net(parisamehran) A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017 parisamehran A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/avirtualtriptotheunseeniran-171116092612-thumbnail.jpg?width=120&height=120&fit=bounds" /> A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017

A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017 from Parisa Mehran

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0 Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine /parisamehran/students-comments-on-their-trip-to-the-heart-of-the-unseen-iran-via-the-vr-empathy-machine studentscommentsontheirvirtualtriptoiran-171109110740
Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine]]>
Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine]]> Thu, 09 Nov 2017 11:07:39 GMT /parisamehran/students-comments-on-their-trip-to-the-heart-of-the-unseen-iran-via-the-vr-empathy-machine parisamehran@slideshare.net(parisamehran) Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine parisamehran Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/studentscommentsontheirvirtualtriptoiran-171109110740-thumbnail.jpg?width=120&height=120&fit=bounds" /> Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine

Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine from Parisa Mehran

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0 Group Number Signs /parisamehran/group-number-signs groupnumbersigns-171105053249
Group number signs in Persian style]]>
Group number signs in Persian style]]> Sun, 05 Nov 2017 05:32:49 GMT /parisamehran/group-number-signs parisamehran@slideshare.net(parisamehran) Group Number Signs parisamehran Group number signs in Persian style <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/groupnumbersigns-171105053249-thumbnail.jpg?width=120&height=120&fit=bounds" /> Group number signs in Persian style

Group Number Signs from Parisa Mehran

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0 Iran 360 /slideshow/iran-360/81612708 iran360-171105052943
Iran 360 https://persiaport.com/en/hashtag/virtualreality]]>
Iran 360 https://persiaport.com/en/hashtag/virtualreality]]> Sun, 05 Nov 2017 05:29:43 GMT /slideshow/iran-360/81612708 parisamehran@slideshare.net(parisamehran) Iran 360 parisamehran Iran 360 https://persiaport.com/en/hashtag/virtualreality <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iran360-171105052943-thumbnail.jpg?width=120&height=120&fit=bounds" /> Iran 360 https://persiaport.com/en/hashtag/virtualreality

Iran 360 from Parisa Mehran

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0 I Am More Than A Stereotype: Actions and Stories for Diversity Awareness and Social Change /slideshow/i-am-more-than-a-stereotype-actions-and-stories-for-diversity-awareness-and-social-change/80479131 iammorethanastereotypeactionsandstoriesfordiversityawarenessandsocialchange-171005030032
The SIETAR Japan Special Interest Group Living Within Diversity (LiDi) was created in recognition that diversity exists within every cultural group, and that it is necessary to understand this diversity to prevent stereotypes and profiling, as well as to promote respect and inclusion. In today’s world of turmoil and increasing efforts to exclude those who are different and labeled dangerous or inferior, it is imperative that educators, researchers, trainers, and organizations increase efforts to act as agents of change and build environments of tolerance and acceptance; environments in which everyone can feel respected and safe. LiDi was formed to provide opportunities for SIETAR members to exchange dialogues for facilitating awareness and empathy with Others in Japan and outside its borders. In keeping with this year’s conference theme of “Promoting Equity and Social Change: Acknowledge the Diversity Within”, Living in Diversity (LiDi) Special Interest Group members will share their personal experiences of diversity and social change as well as share ideas for promoting diversity awareness, equity and social change in classroom and training settings. Presenters will share their experiences with participants in a roundtable style workshop, allowing for more personal and deeper discussions. Participants will have opportunities to take active roles in listening and joining various discussions.]]>
The SIETAR Japan Special Interest Group Living Within Diversity (LiDi) was created in recognition that diversity exists within every cultural group, and that it is necessary to understand this diversity to prevent stereotypes and profiling, as well as to promote respect and inclusion. In today’s world of turmoil and increasing efforts to exclude those who are different and labeled dangerous or inferior, it is imperative that educators, researchers, trainers, and organizations increase efforts to act as agents of change and build environments of tolerance and acceptance; environments in which everyone can feel respected and safe. LiDi was formed to provide opportunities for SIETAR members to exchange dialogues for facilitating awareness and empathy with Others in Japan and outside its borders. In keeping with this year’s conference theme of “Promoting Equity and Social Change: Acknowledge the Diversity Within”, Living in Diversity (LiDi) Special Interest Group members will share their personal experiences of diversity and social change as well as share ideas for promoting diversity awareness, equity and social change in classroom and training settings. Presenters will share their experiences with participants in a roundtable style workshop, allowing for more personal and deeper discussions. Participants will have opportunities to take active roles in listening and joining various discussions.]]> Thu, 05 Oct 2017 03:00:32 GMT /slideshow/i-am-more-than-a-stereotype-actions-and-stories-for-diversity-awareness-and-social-change/80479131 parisamehran@slideshare.net(parisamehran) I Am More Than A Stereotype: Actions and Stories for Diversity Awareness and Social Change parisamehran The SIETAR Japan Special Interest Group Living Within Diversity (LiDi) was created in recognition that diversity exists within every cultural group, and that it is necessary to understand this diversity to prevent stereotypes and profiling, as well as to promote respect and inclusion. In today’s world of turmoil and increasing efforts to exclude those who are different and labeled dangerous or inferior, it is imperative that educators, researchers, trainers, and organizations increase efforts to act as agents of change and build environments of tolerance and acceptance; environments in which everyone can feel respected and safe. LiDi was formed to provide opportunities for SIETAR members to exchange dialogues for facilitating awareness and empathy with Others in Japan and outside its borders. In keeping with this year’s conference theme of “Promoting Equity and Social Change: Acknowledge the Diversity Within”, Living in Diversity (LiDi) Special Interest Group members will share their personal experiences of diversity and social change as well as share ideas for promoting diversity awareness, equity and social change in classroom and training settings. Presenters will share their experiences with participants in a roundtable style workshop, allowing for more personal and deeper discussions. Participants will have opportunities to take active roles in listening and joining various discussions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iammorethanastereotypeactionsandstoriesfordiversityawarenessandsocialchange-171005030032-thumbnail.jpg?width=120&height=120&fit=bounds" /> The SIETAR Japan Special Interest Group Living Within Diversity (LiDi) was created in recognition that diversity exists within every cultural group, and that it is necessary to understand this diversity to prevent stereotypes and profiling, as well as to promote respect and inclusion. In today’s world of turmoil and increasing efforts to exclude those who are different and labeled dangerous or inferior, it is imperative that educators, researchers, trainers, and organizations increase efforts to act as agents of change and build environments of tolerance and acceptance; environments in which everyone can feel respected and safe. LiDi was formed to provide opportunities for SIETAR members to exchange dialogues for facilitating awareness and empathy with Others in Japan and outside its borders. In keeping with this year’s conference theme of “Promoting Equity and Social Change: Acknowledge the Diversity Within”, Living in Diversity (LiDi) Special Interest Group members will share their personal experiences of diversity and social change as well as share ideas for promoting diversity awareness, equity and social change in classroom and training settings. Presenters will share their experiences with participants in a roundtable style workshop, allowing for more personal and deeper discussions. Participants will have opportunities to take active roles in listening and joining various discussions.

I Am More Than A Stereotype: Actions and Stories for Diversity Awareness and Social Change from Parisa Mehran

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