Our students have an unprecedented breadth of information resources at their fingertips, yet there is a significant danger that they will miss the opportunity to engage with those voices that hold the greatest prospects for growth. Collecting confirmations of one’s existing views is a poor substitute for meaningful learning.

teaching docile bodies

rote repetition and memoriza-tion, verbal analysis, and dramatic rehearsal

persuasive explanation of what the humanities are and do

It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools

We believe that members of the public likely learn some inaccurate information about intelligence in their psychology courses. The good news about this implication is that reducing the public’s mistaken beliefs about intelligence will not take a massive public education campaign or public relations blitz. Instead, improving the public’s understanding about intelligence starts in psychology’s own backyard with improving the content of undergraduate courses and textbooks.

The “Big Idea” proposes to advance the educational, research and public service mission of the University of Michigan by: Offering an undergraduate experience that has real-world problem solving and engaged scholarship at its core; situating undergraduate education at the heart of the scholarly enterprise; Enhancing collaboration across disciplinary boundaries; and Amplifying the relationship of a public university to its constituencies through projects that work in collaborative partnerships with a range of communities and sectors to advance progress on significant problems; To accomplish these goals, we envision a program that is unconstrained by some of the most common operating assumptions in current higher education: grades, credit hours, and disciplinary majors.

In my work, I have strayed far from a background that includes a MA in English Literature and teaching K-12 students written composition. I’ve focused on teaching or analyzing written communication or networked online discourse in the higher education, especially at the graduate level, for the past 16 years or so. But this work, annotating in the open not just for an individual, the teacher who grades the assignment, hits close to my heart in teaching K-CEO learners to write for an audience.

When you look at those cities, you’ll also find some of the most innovative solutions to the way we conduct commerce. Not one-hour delivery or meal kits on demand, but the boom in a parallel retail model that is decidedly social and human focused.

Today, I had the privilege of speaking on a panel at the Comparative and International Education Society’s Annual Conference with representatives of two open education projects that depend on Creative Commons licenses to do their work. One is the OER publisher Siyavula, based in Cape Town, South Africa. Among other things, they publish textbooks for use in primary and secondary school in math and science. After high school students in the country protested about the conditions of their education – singling out textbook prices as a barrier to their learning – the South African government relied on the Creative Commons license used by Siyavula to print and distribute 10 million Siyavula textbooks to school children, some of whom had never had their own textbook before. The other are the related teacher education projects, TESSA, and TESS-India, which use the Creative Commons Attribution Share-Alike license on teacher training materials. Created first in English, the projects and their teachers rely on the reuse rights granted by the Creative Commons license to translate and localize these training materials to make them authentic for teachers in the linguistically and culturally diverse settings of sub-Saharan Africa and India. (Both projects are linked to and supported by the Open University in the UK, http://www.open.ac.uk/, which uses Creative Commons-licensed materials as well.) If one wakes up hoping to feel that one’s work in the world is useful, then an experience like this makes it a good day.

Epistemic

it’s the whole culture.

“The day is upon us where we need to strongly consider nurse practitioners and physician assistants as equal in the field,” he says. “We’re going to find a much better continuity of care for all our patients at various institutions with hospital medicine and … a nurse practitioner who is at the top of their license.”

“Any time when nurse practitioners and other providers get together, there is always this challenge of professions,” he says. “You’re doing this or you’re doing that, and once you get people who understand what the capabilities are past the title name and what you can do, it’s just amazing.”

OER matters not because textbooks matter. OER matters because it highlights an example of how something central to our public missions, the transfer of our foundational disciplinary knowledge from one generation of scholars to the next, has been co-opted by private profit. And OER is not a solution, but a systemic shift from private to public architecture in how we deliver learning.

Why racial achievement gaps were so pronounced in affluent school districts is a puzzling question raised by the data.

We’ve long known of the persistent and troublesome academic gap between white students and their black and Hispanic peers in public schools.

Money, Race and Success: How Your School District Compares

Basic Statistics

Mathematics for Machine Learning

Начните с нескольких основных книг, которые изменят ваши представления о математикеЛучше всего «ставит голову» книга «Начала теории множеств» Николая Верещагина и Александра Шеня. Она даст основу для понимания (а в дальнейшем и самостоятельного построения!) логических рассуждений. С нее же начнется и понимание теории множеств, лежащей в основе современной математики.Охватить больше разделов математики поможет книга Рихарда Куранта и Герберта Роббинса «Что такое математика?». Как и книгу Верещагина и Шеня, эту книгу нужно читать внимательно, делая все упражнения. Если первые две книги окажутся сложными, можете начать с моей «Математики для гуманитариев». Ее также следует читать с самого начала, страницу за страницей, не стоит браться за чтение с середины. Она не очень простая, но предварительных сведений и математической культуры не предполагает.Чтобы понять, каким образом математика входит в нашу жизнь, можно прочитать «Кому нужна математика?» Андрея Райгородского и Нелли Литвак или «Математическую составляющую» (сборник сюжетов под редакцией Николая Андреева).

We have real insights to offer the world as academics and not only should universities encourage us toward the public square, but they should expect us not to shy away from it.

other works

DeAngelis basically calls for a total revolution in how education is funded and delivered in the USA based on a smattering of shaky results drawn from less than 20 studies using different methodologies on limited populations in contexts ranging from urban Washington DC to Bogota, Columbia to Delhi and Andhra Pradesh, India.

A Comprehensive Framework For Evaluating Educational Vouchers

Balancing individual choice for addressing childrearingpreferences with a common educational experience that will promote equity and socialcohesion has always been a major challenge for the educational system. To a large extentthese goals are in conflict and place the school system under continual tension

This article provides a map of the three-element conceptual set of the common (the common good, the commons, and the common) in reference to higher education.

Because students were not randomly assigned to the MPCP or the public school comparison group, we cannot assume causality regarding the relationship between the voucher program and crime and must, instead, infer causality.

a specific good or service is strongest for a good or service deemed to be a “public good.”

By Corey A. DeAngelis

In order to reduce the externalities associated with government schooling, we should allow private schools to continue their specialized approaches by reducing the quantity and intensity of regulations linked to private school choice program funding.

Market entry and competitive pressures could improve the diversity and quality of educational options available to children while reducing average educational costs.

Specifically, states should pass legislation to enact universally accessible Education Savings Accounts (ESAs) to allow families to customize their children’s educational experiences.

Since government schooling in the United States results in a net negative externality relative to private schools of choice, we should not subsidize government schooling based on the economic argument that it is a merit good.

Since schooling fails both the nonrivalry and nonexcludability conditions, there is no strong argument for government operation of schooling on the basis of the service being a public good.

However, these estimates should be treated with caution

The only quasi-experimental study linking private school choice to crime finds that private schools reduce the likelihood that male students will commit felonies by 4 percentage points in Milwaukee.

I exclude the two most costly types of crime — rape and murder — from this calculation in order to provide a more conservative estimate.

it is infeasible to quantify the effects of tolerance, political participation, and racial segregation on society overall

over the course of 13 years of k-12 schooling

Hanushek estimates that a one-standard-deviation increase in student cognitive ability leads to a 13 percent increase in lifetime earnings.

Overall, Shakeel, Anderson, and Wolf find that private school choice programs increase reading scores by 4 percent of a standard deviation and math scores by 7 percent of a standard deviation.

Data and Analysis

the preponderance of the scientific evidence suggests that government schools produce socially less-desirable outcomes than do private schools of choice

Table 1: Government-schooling externalities and their signs

As shown in a review of 11 experimental and quasi-experimental studies, DeAngelis finds that private school choice programs in the United States increase these types of civic outcomes.

This savings happens for two main reasons: (1) school voucher laws usually mandate that the voucher amount must be a fraction of the total per pupil expenditure in traditional public schools; and (2) private school tuition fees are often below the state-mandated maximum voucher funding amount.

all taxed funds are a negative externality if taxed individuals do not consent to the transaction

Educated Populace

the only difference between treatment and control groups is that one group received access to a private school choice program

A meta-analytic and systematic review of 19 experimental voucher studies around the world

a hard-working individual

better-educated citizens may produce high-quality goods and services that benefit the rest of society

Society benefits from a better-educated populace because individuals are more likely to interact with people who could teach them something new.

The three externalities that I examine are (1) an educated populace, (2) taxpayer costs, and (3) social cohesion.

random lotteries

they could take those same funds to schools of their choosing

a realistic counterfactual: a private school of choice that could accept the public school’s per pupil funding amount as full payment for tuition and fees

if the traditional public schooling system is reducing overall levels of education, or producing education very inefficiently

Pigouvian subsidy

but for which I don’t earn a market income

I will be able to command a higher salary in the future, and I will feel good about being an educated citizen

as an economist would say

Fortunately, schools will never suffer from a true free-rider problem because they are not true public goods. That is precisely why private schools and tutoring services operate effectively today without government operating or funding them.

If someone does not pay me to educate the student, I can simply deny the student services.

because it is not difficult to exclude a person from a school — or any other type of institution with walls — schooling fails the nonexcludability condition

Because of this, schooling fails the nonrivalrous part of the definition

if students are added to a given classroom, the teacher is less able to tailor the educational approach to each child, which could reduce the average amount of personalized education received by each student

If one student occupies a seat in a classroom, another child is prevented from sitting in the same seat.

If schooling were indeed a public good, there would perhaps be a stronger economic argument for government funding and operation of schools.

A radio station can be thought of as a true public good.

the market avoids the potential free-rider problem with radio stations by using advertisements as a funding source

the free-rider problem could be eliminated if all members of society were forced to pay for the service indirectly through taxes

The economic argument for government using coercion to fund

it is important for the current study to examine the externalities of the actual policy in place in the United States

And, of course, schooling and education are not one and the same.

Within seven decades, every state had followed suit; Mississippi was the last state to pass a compulsory schooling attendance law in 1918.

the United States should instead fund education directly—rather than schooling

When people, including prominent education scholars, say that schooling is a public good, I believe they mean that schooling is “good for the public.”

For example, someone who pursues 10 college degrees may achieve a well-rounded and advanced education without contributing much to other individuals in society.

(1) the U.S. government should not operate schools at the local, state, or federal level on the basis of schooling’s being a public good;

an original contribution to the literature

In order to place public schooling into one of the remaining two categories

Public schooling fails both conditions specified in the standard economic definition of a public good.

demerit good

merit good

public good

Is Public Schooling a Public Good?

Marty Lueken interviews Corey DeAngelis about what brought him to the school choice movement and what research is next for him

Even in the United States, 17 evaluations that are experimental, the majority are positive effects on test scores. But to be honest, even if they were almost all negative, which they’re not, I still don’t think we should use that information alone to prevent people from making decisions for their kids’ educations.

Because as much as I hate it, hate to say, is there are some people out there that just don’t care about the evidence.

Public funding could be a proxy for voucher amount, as publicly-funded vouchers tend to be of significantly greater value than privately-funded ones.

In addition, the PACES programwas distinctivein providingindividual student incentives for academic achievement.

It could be that there is a much larger gap in the quality of public and private schools in Colombia (and other countries, for that matter) than in the US (Angrist et al. 2006).

In summary, these results indicate positive effects of school vouchers that vary by subject (math or reading), location (US v. non-US), and funding type (public or private). Generally, the impacts of private school vouchers are larger for reading than for math. Impacts tend to belarger for programs outside the US relative to those within the US. Impacts also generally are larger for publicly-fundedprograms relative to privately-funded programs.

The overall results so far indicate that school vouchers havepositive effects in both reading and math, but that these impactsare largest in programs outside of the US.

The US programs, overall, had a TOT effect that was not statistically different from zero

we see that the US programs had an overall effect that was barely a null effect,

As some studies did not report their findings in detail, we made necessary assumptions to derive accurate sample sizes for the treatment and control groups.

In the U.S. voucher programs inour meta-analysis, students who lost the voucher lotteries often found other ways to access school choices

The counterfactual condition for control group students varied across the programs.

Fortunately, much of the research on school vouchers in the U.S., and some of the evaluations abroad, has taken the form of random assignment experiments.

President Trump

what would be the point of turning private schools into the same types of institutions that are failing these children in the first place?

Facilitating Adult Learning Through Computer-Mediated Distance Education

Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl

Thinking in Multimedia: Research-Based Tips on Designing and Using Interactive Multimedia Curricula.

Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses

How To Create A Mobile App in 10 Easy Steps

List of web 2.0 applications

SurveyMonkey

Holographic computing made possible

Digital Promise

CREATE Overview

Online Options Give Adults Access, but Outcomes Lag

Top 10 Tools For The Digital Classroom

Using Model Strategies forIntegrating Technology into Teaching

Beyond the Frame: The New Classroom

The New Learning Environment and AdultDevelopmental Needs

Designing for virtual reality and the impact on education | Alex Faaborg | TEDxCincinnati

Adult Learning, Education, and the Environment

Distance Education Trends: Integrating new technologies to foster student interaction and collaboration

LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.

Reengineering Army Education for Adult Learners

Why More Law Schools Are Prioritizing Technology Integration

Anticipating and Addressing Challenges With Technology in Developmental Education

The role of educational technology in medical education

Learning Needs Analysis of Collaborative E-Classes in Semi-Formal Settings: The REVIT Example.

Approaches in the use of assistive technology in inclusive education focus on using technologyto train or rehearse, and to assist and enable learning

I imagine it is possible that personalized and adaptive learning could well preserve that which is sacred in the faculty-student relationship, freeing faculty to focus on what matters most. After all, what I cherish most about the colleges and universities I have attended are the human connections.

For students to work in the open, everything they use has to be original content, openly licensed, or in the public domain

While Silvia and Irene are in a very different place from Lacey, in that they are able to work and attend college, respectively, at this point in their lives, they and their children are still at risk

To interpret bell hook’s definition of “freedom” is to acknowledge that education in its current form advantages or disadvantages people to different degrees. Consider Kimberlé Crenshaw’s definition of intersectionality as a weight or influence originating from systems of power that affect individuals with varying degrees of pressure. From the perspective of intersectionality, schools, curriculum and pedagogy are bound to the same systemic forces that perpetuate systemic inequality. hooks and Friere’s understanding of freedom is an unparalleled level of disruption; it demands a de-centering of the standard narrative within society and education. Despite the best intentions of schools and individual praxis, without an acknowledged and proactive deconstruction of power structures, education cannot deflate the pressure of an oppressive system. “Education as the practice of freedom” demands that self-actualized educators open and centre the conversation and the cannon around marginalised voices and their narratives.

For those of us on the frontline of K-12 teaching, “education as the practice of freedom” requires forthright discussion and action regarding subjects that are messy (at least in terms of their challenge to the agreed narrative and the cultural status quo) and this messiness can potentially make people uncomfortable, confused, upset, angry, and even potentially confrontational or worse, violent. Administrators and teachers and colleagues generally do not want to embrace the concept of education as the practice of freedom if it means rocking the boat too much.

Dissimilarly, in Teaching to Transgress, bell hooks urges teachers to contemplate “Education as the practice of freedom” as their point of departure for praxis. A phrase originating from the work of Paulo Freire, hooks writes that “education as the practice of freedom” will come easiest “to those of us…who believe that our work is not merely to share information, but to share in the intellectual and spiritual growth of our students. To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.” Transgressive education and disruptive thinking therefore begin with the soul, and not the prospective career opportunities, of students.

“The purpose of education, finally, is to create in a person the ability to look at the world for himself, to make his own decisions… What societies really, ideally, want is a citizenry which will simply obey the rules of society. If a society succeeds in this, that society is about to perish. The obligation of anyone who thinks of himself as responsible is to examine society and try to change and fight it – at no matter what risk. This is the only hope that society has. This is the only way societies change.” — James Baldwin, “A Talk to Teachers,” 1963

It is amazing what calling someone by their name can do for a community and a feeling of belonging.

Learning Math Earlier With Computers

Ongoing Integrity of Education Property Tax Revenue

Recognizing Indigenous Institutes builds on the Province’s historic $56 million investment in Indigenous learners, announced in the 2017 Budget, as an important part of a thriving postsecondary system and a key step towards reconciliation with Indigenous peoples in Ontario

Saving Students Money through Open Textbooks Ontario is also supporting the creation and development of free online textbooks and educational resources for students to make college and university more affordable and accessible. This initiative allows students and faculty to browse, view and download free textbooks for use in their courses. The $1 million Ontario Open Textbooks Initiative, launched in June 2017 in partnership with eCampus Ontario, focuses on Ontario-specific content in areas where the most significant impact and cost savings for students can be realized, including high-enrolment first-year courses, French-language content, content for Indigenous studies, trades and technical skills content, and content for new Canadians. The current library collection has amassed over 230 textbooks, and anyone from across the province can view and download the open materials for free (openlibrary.ecampusontario.ca). The Open Textbook Library addresses two key barriers to education — access and affordability — and since the library’s soft launch in May, more than 5,270 learners have saved over $520,000.

That is why the government will invest an additional $63 million over three years to create the first Ontario Training Bank to serve as a one-stop shop for employers, job seekers and workers to access the skills training that meets their needs. The new Ontario Training Bank includes a refreshed set of services and programs3 that will: Help employers invest in the skills of their workers, and come together to train and recruit new talent; Provide workers with the ability to grow in their jobs and adapt to technological changes; Provide employers with access to essential skills upgrading, including digital literacy for their workers at no cost to the employer; Provide job seekers with support to access quality training to secure in-demand jobs and meet employers’ hiring needs; and Bring employers, industry associations and training providers together to develop skills programs that are tailored to the needs of the local economy.

Ontario’s skilled trades create careers leading to secure jobs and a good quality of life, and are also vital to the health and growth of the economy. Building on consultations across the province, the government is investing $170 million over three years in the new Ontario Apprenticeship Strategy. This investment will include: Expanding the Ontario Youth Apprenticeship Program (OYAP), providing more high school students with trades-related hands-on learning opportunities; Improved guidance counselling resources and local labour market information for students, parents and educators; A new grant to promote pooled group sponsorship models for apprentices; A Local Apprenticeship Innovation Fund to increase opportunities for apprentices and encourage engagement within the apprenticeship system across Ontario, as well as support regional, local or sector-specific pilots where there is demonstrated market need;  and Continuing education opportunities for trade professionals.

Preparing Secondary School Students for the Workforce Preparing Ontario students for the jobs of today and tomorrow is part of the government’s plan to create jobs, grow the economy and help people in their everyday lives. The Province has taken the following steps: In March 2017, Ontario launched 29 pilot projects across the province for the Career Studies course. More than $10 million per year for four school years has been invested to help schools create more experiential learning opportunities for students. Since 2014, Ontario has funded close to 300 Experiential Learning pilots across the province, helping students explore a wide array of career opportunities both inside and outside the classroom

Students, parents, and educators have identified Grades 7 and 8 as crucial years where greater support is needed. That is why the government will invest more than $120 million over the next three years to help students prepare for success in high school by ensuring that flexible supports are available in response to local needs and priorities.

Education Our public schools help all students succeed, while colleges and universities provide our economy with a highly skilled workforce. We're improving education by: making college and university tuition free for more than 225,000 students of all ages supporting the creation of free online textbooks and educational resources for students connecting 250,000 students in 850 schools to high-speed internet in 2018

college and university students have access to mental health services and supports