75 Matching Annotations
  1. Oct 2022
  2. Sep 2022
    1. This is the story of two companies, each driven by enlightened self-interest, that screwed up a mutual effort to preserve access to free educational resources with a gob-smacking level of tone-deafness.
  3. Aug 2022
  4. Jul 2022
    1. We don’t expect National Defence or health care to promote growth: we just accept that territorial integrity and a healthy populace are good things.

      Been making that point about health (especially since, like education, it's a provincial jurisdiction). It's easy to think of perverse incentives if a profit motive dominates education and health. Physicians would want people to remain sick and teachers would prefer it if learners required more assistance.

      Hadn't thought enough about the DND part. Sure gives me pause, given the amounts involved. Or the fact that there's a whole lot of profit made in that domain.

      So, businesspeople are quick to talk about "cost centres". Some of them realize that those matter a whole lot.

  5. Jun 2022
    1. Le centre de services scolaire de Montréal gère 187 écoles qui accueillent plus de 110 000 élèves.

      Close to 1B$ for 110k learners. Coming from Higher Ed, that'd be the equivalent of two large universities. Maybe I should check the budgets of public universities since 0.5B$ sounds like a lot.

  6. May 2022
  7. Mar 2022
  8. Sep 2021
  9. Aug 2021
  10. Jul 2021
    1. The fact that students think their own degrees are still valuable but believe higher education is generally "not worth the cost" suggests a pricing problem -- that even if the degrees are valuable, students think they're paying too much for it.
    2. when presented with a more general statement -- "higher education is not worth the cost to students anymore" -- nearly two-thirds agreed, up from just under half in the first such survey last August.
    1. One reason universities may be well situated to be stewards of this program? They are versed in retention strategies, regularly deployed to make sure students stay on track to graduation, Twilley said
  11. Apr 2021
  12. Nov 2017
    1. mandate the use of "learning management systems."

      Therein lies the rub. Mandated systems are a radically different thing from “systems which are available for use”. This quote from the aforelinked IHE piece is quite telling:

      “I want somebody to fight!” Crouch said. “These things are not cheap -- 300 grand or something like that? ... I want people to want it! When you’re trying to buy something, you want them to work at it!”

      In the end, it’s about “procurement”, which is quite different from “adoption” which is itself quite different from “appropriation”.

    1. our CIO said that sure he could put some money to a pilot that did something like this

      Fateful. It might not be about investing resources, but some may miscalculate the resources needed or available for such initiatives.

  13. Oct 2016
  14. Sep 2016
    1. frame the purposes and value of education in purely economic terms

      Sign of the times? One part is about economics as the discipline of decision-making. Economists often claim that their work is about any risk/benefit analysis and isn’t purely about money. But the whole thing is still about “resources” or “exchange value”, in one way or another. So, it could be undue influence from this way of thinking. A second part is that, as this piece made clear at the onset, “education is big business”. In some ways, “education” is mostly a term for a sector or market. Schooling, Higher Education, Teaching, and Learning are all related. Corporate training may not belong to the same sector even though many of the aforementioned EdTech players bet big on this. So there’s a logic to focus on the money involved in “education”. Has little to do with learning experiences, but it’s an entrenched system.

      Finally, there’s something about efficiency, regardless of effectiveness. It’s somewhat related to economics, but it’s often at a much shallower level. The kind of “your tax dollars at work” thinking which is so common in the United States. “It’s the economy, silly!”

  15. Aug 2016
  16. Jul 2016
    1. improving teaching, not amplifying learning.

      Though it’s not exactly the same thing, you could call this “instrumental” or “pragmatic”. Of course, you could have something very practical to amplify learning, and #EdTech is predicated on that idea. But when you do, you make learning so goal-oriented that it shifts its meaning. Very hard to have a “solution” for open-ended learning, though it’s very easy to have tools which can enhance open approaches to learning. Teachers have a tough time and it doesn’t feel so strange to make teachers’ lives easier. Teachers typically don’t make big purchasing decisions but there’s a level of influence from teachers when a “solution” imposes itself. At least, based on the insistence of #BigEdTech on trying to influence teachers (who then pressure administrators to make purchases), one might think that teachers have a say in the matter. If something makes a teaching-related task easier, administrators are likely to perceive the value. Comes down to figures, dollars, expense, expenditures, supplies, HR, budgets… Pedagogy may not even come into play.

  17. Jun 2016
  18. Jan 2016
  19. Dec 2015