267 Matching Annotations
  1. Sep 2024
    1. Die Fossilindustrie finanziert seit Jahrzehten Universitäten und fördert damit Publikationen in ihrem Interesse, z.B. zu false solutions wie #CCS. Hintergrundbericht anlässlich einer neuen Studie: https://www.theguardian.com/business/article/2024/sep/05/universities-fossil-fuel-funding-green-energy

      Studie: https://doi.org/10.1002/wcc.904

  2. Jul 2024
    1. In your most recent book, The New Education (2017), you compellingly make the case that higher education must be redesigned in the face of the digital revolution. When did you first become interested in digital technologies?

      Related to Higher Education

    1. February 2008

      The IGDA EduSIG is working on an updated version. If you are interested to participate in the development of the new version, please reach out to us using the Contact form from that page.

  3. Jun 2024
  4. Apr 2024
    1. Higher education. If you don't know this by now, you guys are seniors, higher education rewards bullshit over analytic thought.

      I love this lecture series. Just started watching and learning. This opening bit, what he said about higher education, marketing, the science community (watched another ex-physicist YouTuber who confirmed it), startup culture, all so true.

  5. Feb 2024
    1. Francis March was a Professor of English Language and ComparativePhilology at Lafayette College in Easton, Pennsylvania. The study of Englishin higher education was a development of the nineteenth century, and it tooka long time for English studies to gain recognition. March’s appointment as aProfessor of English in 1857 had been the first in the world that had theprestige of a full professorship – Rutgers appointed its first English professorin 1860, Harvard in 1876, and Oxford in 1885.
  6. Jan 2024
    1. Dec 29, 2023

      Abstract

      Most of us can probably say we struggle with posture, but for a long period after the turn of the twentieth century an American obsession with posture led to dramatic efforts to make students “straighten up."

  7. Dec 2023
  8. Nov 2023
  9. Oct 2023
  10. Sep 2023
    1. the pressure exercised bydiscourses that highlight the social dimension of assessment is very strong and pervasive,making it difficult for more exhortative or developmental policies on assessment (Ball et al.,2012) to survive in the polyphonic discursive space of the school. PA3, a policy authority whohas worked as a school teacher, also sees schools as spaces where contradictory discourses onassessment circulate in a paradigm conflict, where the current structure of schools does notfacilitate reform processes either:
  11. Aug 2023
    1. (~13:00) Koe argues for making information relevant (Dr. Sung always says you must make info relevant) through the learning for the solving of a particular problem, either for a client, your business, or your personal life. Your problem becomes the lense through which you learn.

      For self-education this is ideal.

      Dr. Sung's approach differs in that he advocates for the creation of relevancy through inquiry (the asking of relational questions) which is also incredibly powerful, however this is more suited to gaining more motivation for forced learning, i.e., in the formal education system.

      In addition, Koe's lense is, I think, more of a high-level filter, whereas Sung's questioning is applicable on the content level. Therefore, both approaches could be, and should be, combined into the same overall (self-)educational system.

    2. Dan Koe seems to argue against a specialistic education based on the argument that it is nigh-impossible for a teenager to decide what they want (to be) for the rest of their lives. He also gives the argument that it results in a lack of creativity and underlying knowledge (that which connects the dots, instead of compartmentalization) which would result in abnormal performance.

      I can bypass the limitation of the first point by giving the counter-point that when one has an insane amount of metacognition, which can be trained, it does not matter if one changes path later; why? Because one can easily learn the new subject matter and skills.

      However, the second point is interesting and I think I agree with it. That said, I think there is a continuum, instead of only two points, between super-specialists and super-generalists. I myself enjoy specializing. And I believe a team of specialists (that can also work together) can accomplish much more than one (or even multiple) generalist.

    1. https://danallosso.substack.com/p/retrenchment-day-14

      If done solely from a business perspective, the administration ought to be looking very closely on what their "product" actually is and the quality of what they're directly selling and to whom. It sounds like they ought to re-evaluate their priorities and might benefit from reading The Fall of the Faculty by Benjamin Ginsberg. Is it worthwhile to get a bulk discount and buy a couple hundred copies to send to the deans and senior administration?

    1. Retrenchment is a term that describes the situation when tenure-track or tenured faculty are let go because their positions have been eliminated.
  12. Apr 2023
    1. We can be bolder about asking questions in public and encouraging others to pursue their curiosity, too. In that encouragement, we help create an environment where those around us feel safe from the shame and humiliation they may feel in revealing a lack of knowledge about a subject, which can round back to us.

      As an educator, be courageous, lead by example. Start by asking questions out loud, not only those you wish students to answer, but also those you genuinely don't know, and wish to research together with your students.

    2. Many people, myself included, can find asking questions to be daunting. It fills us with worry and self-doubt, as though the act of being inquisitive is an all-too-public admission of our ignorance. Unfortunately, this can also lead us to find solace in answers — no matter how shaky our understanding of the facts may be — rather than risk looking stupid in front of others or even to ourselves.

      Asking questions is how we learn. Do not avoid it for the sake of not looking stupid. That is stupid. Inquiry-Based Learning.

      As Confucius said: "The one who asks a question is a fool for a minute, the one who doesn't ask is a fool for life."

    1. Ferguson, Niall. “I’m Helping to Start a New College Because Higher Ed Is Broken.” Bloomberg.Com, November 8, 2021, sec. Opinion. https://www.bloomberg.com/opinion/articles/2021-11-08/niall-ferguson-america-s-woke-universities-need-to-be-replaced.

      Seems like a lot of cherry picking here... also don't see much evidence of progress in a year and change.

      Only four jobs listed on their website today: https://jobs.lever.co/uaustin. Note all are for administration and none for teaching. Most have a heavy fundraising component.

    2. Mitchell Langbert’s analysis of tenure-track, Ph.D.-holding professors from 51 of the 66 top-ranked liberal arts colleges in 2017 found that those with known political affiliations were overwhelmingly Democratic. Nearly two-fifths of the colleges in Langbert’s sample were Republican-free.

      No acknowledgement here that 2017 was a Republican Presidential administration, which means that a reasonable number of academics left academia to staff the administration. It's a common occurrence that there are reasonable shifts back and forth between government and academia as administrations change. One should look at comparisons from a Democratic presidential administration for a better idea versus Ferguson's cherry picking here.

      Also unmentioned is the general disbelief in logic and the underpinning of science on the right in general, a fact which may make conservatives less likely to figure in these sorts of career paths. Are conservatives more likely to take career paths in capitalism-based endeavors than go into academia in the first place given the decrease in regulatory climate in the last half century?

      Additionally by only looking at liberal arts institutions, he's heavily biasing the sample from the start. Why not also include the wide variety of non-liberal arts institutions? Agriculture and Mechanical Schools, Engineering Schools, Religious Schools, etc.?

      The presumption of liberal profesoriate from the start is also likely to discourage students from considering the profession regardless of their desires and career goals, particularly when the professoriate has significantly shrunk in the last thirty years due to decreased funding. One ought to worry that there are any educators in the business of higher education, much less conservative ones who may be more biased to leave for higher paying careers elsewhere.

      There are so many missing pieces of analysis here...

  13. Mar 2023
    1. Those who decide to pursue their education in another nation are afforded the opportunity to witness first-hand the natural splendour and diverse cultural traditions of that nation.
  14. Nov 2022
    1. Putting transformative learning theory into practice
      • I will download the full article through EBSCO.

      -This article will provide me with examples of how transformative learning theory can be put into practice in higher education settings and its limitations.

      -rating 7/10

      Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian journal of adult learning, 55(1), 9-30.

    1. Experiential Learning Theory as a Guide for Experiential Educators in Higher Education

      This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.

      -rating 8/10

      Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.

    1. Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

      -I will download the full article through EBSCO.

      -This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.

      -rating 8/10

      Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.

    1. The integration of information technology in higher education: a study of faculty's attitude towards IT adoption in the teaching process

      -This article will provide me with insight as to faculty's attitudes towards adopting new technologies and incorporating them in higher education settings.

      -rating 7/10

      John, S. P. (2015). The integration of information technology in higher education: A study of faculty's attitude towards IT adoption in the teaching process. Contaduría y administración, 60, 230-252.

    1. Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

      -I will download the full article through EBSCO.

      -This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

      -rating 7/10

      Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.

    2. Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

      -I will download the full article through EBSCO.

      -This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

      -rating 7/10

    1. Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice

      -I will download the full article in EBSCO.

      -This article will provide me with insight into whether the use of technology in higher education classrooms is effective.

      -rating 6/10

      Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.

    1. Teaching and technology in higher education: student perceptions and personal reflections

      -I will download the full article through EBSCO.

      -This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.

      -rating 7/10

      Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.

    1. Teaching with technology in higher education: understanding conceptual change and development in practice
      • I will download the full article through EBSCO.

      -This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.

      -rating 6/10

      Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.

    1. Teaching excellence in higher education: critical perspectives

      -This article will provide me insight on what excellent teaching looks like in higher education settings.

      -rating 6/10

      Gourlay, L., & Stevenson, J. (2017). Teaching excellence in higher education: Critical perspectives. Teaching in Higher Education, 22(4), 391-395.

  15. www.middlesex.mass.edu www.middlesex.mass.edu
    1. Student Involvement: A Developmental Theoryfor Higher Education

      -This article will provide me with an overview of the learning theory known as student involvement and how it can be used in higher education settings.

      -rating 7/10

      Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.

    1. Evaluation of competence-based teaching in higher education: From theory to practice

      -I will download full article through EBSCO.

      -This article will provide me with insight on the evaluation of competence-based teaching theory in higher education and how it is put into practice.

      -rating 8/10

      Bergsmann, E., Schultes, M. T., Winter, P., Schober, B., & Spiel, C. (2015). Evaluation of competence-based teaching in higher education: From theory to practice. Evaluation and program planning, 52, 1-9.

    1. How should the higher education workforce adapt to advancements in technology for teaching and learning?

      -I will download the full article through EBSCO.

      -This article will provide me with insight into how to use technology for teaching and learning in higher education settings.

      -rating 8/10

      Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning?. The Internet and Higher Education, 15(4), 247-254.

    1. Peer-to-peer Teaching in Higher Education: A Critical Literature Review

      -I will download the full article in EBSCO.

      -This article will provide me with information on the popular learning theory of social constructivism and its benefits.

      -rating 7/10

      Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136.

    1. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

      -I will download full article in EBSCO.

      -This article will give me some insight on what technology- enhanced learning means and how it has been incorporated in higher education settings.

      rating 7/10

      Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36.

  16. Oct 2022
  17. Aug 2022
    1. Monasteries and convents served as models for the dorm and for the campus itself. Walled off from a threatening medieval world, they provided security for contemplation and worship while also serving as a place where learning, the arts, music, horticulture, and other cultural activities might flourish.

      College dormitories rooted in monastery and convent styles

  18. Jun 2022
    1. https://www.uopeople.edu/

      Mentioned at Hypothes.is Social Learning Summit.

      Generally looks legit, though it has faced accusations of being a diploma mill and some balanced sounding reviews of it are not good.

      A masters will run about $3-4,000 in fees.

      Based in Pasadena, CA

  19. May 2022
    1. Recommended by Ben Williamson. Purpose: It may have some relevance for the project with Ben around chat bots and interviews, as well as implications for the introduction of portfolios for assessment.

  20. Apr 2022
    1. Trisha Greenhalgh #IStandWithUkraine 🇺🇦 [@trishgreenhalgh]. (2021, September 26). Big Thread coming on ‘returning to on-site teaching’. Intended mainly for universities (because I work in one), but may also be useful for schools. Mute thread if not interested. I’ll base it around real questions I’ve been asked. 1/ [Tweet]. Twitter. https://twitter.com/trishgreenhalgh/status/1442162256779821060

  21. Mar 2022
    1. Data-driven decision making in education settings is becoming an established practice to optimizeinstitutional functioning and structures (e.g., knowledge management, and strategic planning), tosupport institutional decision-making (e.g., decision support systems and academic analytics), tomeet institutional or programmatic accreditation and quality assurance, to facilitate participatorymodels of decision-making, and to make curricular and/or instructional improvements

      Kinds of data-driven decision making in higher education.

  22. Feb 2022
  23. Dec 2021
    1. As informed and engagedstakeholders, students understand how and why theirinstitutions use academic and personal data.

      Interesting that there is a focus here on advocacy from an active student body. Is it the expectation that change from some of the more stubborn areas of the campus would be driven by informed student push-back? This section on "Students, Faculty, and Staff" doesn't have the same advocacy role from the other portions of the campus community.

    1. It will probably not improve their spirits to point out that professors have been making the same complaints ever since the American research university came into being, in the late nineteenth century. “Rescuing Socrates” and “The Lives of Literature” can be placed on a long shelf that contains books such as Hiram Corson’s “The Aims of Literary Study” (1894), Irving Babbitt’s “Literature and the American College” (1908), Robert Maynard Hutchins’s “The Higher Learning in America” (1936), Allan Bloom’s “The Closing of the American Mind” (1987), William Deresiewicz’s “Excellent Sheep” (2014), and dozens of other impassioned and sometimes eloquent works explaining that higher education has lost its soul. It’s a song that never ends.

      A list of books about how higher education has lost its soul.

      Are these just complaining or do any of them work on a solution for making things better?

    1. In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.

      This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.

  24. Nov 2021
    1. Both of the companies are providing podcasters with options to put their audio content behind a paywall and in effect giving them the ability to build up a recurring revenue stream.

      As much as I like the idea of putting your content out for free, I get that people need to make money if this is the business model. Schools and universities are probably under less pressure to do make a profit but still need to cover basic costs.

    1. What Christine Ortiz is doing is legit tho (its the example she mentions next to Crow). I'm on the Admissions Committee for the uni she's building (currently only offers a summer fellowship program): https://www.station1.org/ -- might be worth looking into if you're exploring equitable innovations in higher ed

      <small><cite class='h-cite via'> <span class='p-author h-card'>ysf</span> in 📚-reading (<time class='dt-published'>11/01/2021 20:55:11</time>)</cite></small>

    1. Secretive procedures that take place outside the law and leave the accused feeling helpless and isolated have been an element of control in authoritarian regimes across the centuries,

      Anne Applebaum indicates that the secretive procedures being practiced at American colleges and universities to prosecute their community members is very similar to authoritarian governments like the Argentine junta, Franco's Spain, and Stalin's troikas.

  25. Sep 2021
    1. Hors des heures de cours, les étudiants peuvent intervenir sur des forums écrits ou vidéos. Ils peuvent également utiliser un outil d'annotation collaborative comme Hypothesis pour partager leurs notes de lecture.

      Rough translation: Outside of class time, students can contribute to written forums or videos. They can also use a collaborative annotation tool such as Hypothesis to share their reading notes.

  26. Jul 2021
    1. The pandemic has called into question many of higher education’s core pillars, such as college athletics, the residential campus model, the role of online education and sage-on-the-stage pedagogy.

      The first two really sound US-centric while the other two are common and longstanding. College athletics as one of "Higher Education's core pillars"? It sounds like American exceptionalism. Granted, athletics might become more important to Higher Education in other parts of the World. If so, that's very likely to come from US influence. The residential campus model is an interesting one. It's common and diverse. In my experience, it's not much of a consideration outside of the US.

      Even tenure tends to vary quite a bit. In our context (Quebec's Cegep system), it doesn't really exist. A prof gets a permanent position after a while, as in a "regular job".

      Which does make me think, yet again, about the specificity of Quebec's Higher Education. Universities in Quebec are rather typical among Canadian universities and differences with US universities & colleges can be quite subtle. Colleges in the Cegep system are very specific. They're a bit like two-year colleges in the US or like community colleges in both the US & other parts of Canada (NBCC, for instance). Yet our system remains hard to explain.

      (This tate comes in the context of my reminiscing over my time in the US after monitoring posts from a number of US-based publications including IHE. Guess I should diversify my feeds.)

  27. Jun 2021
    1. I passed all of them except for my math. My senior year I actually passed it, but I didn't graduate. I just would go to school, literally eat lunch, just get out. It got boring for me and I was really good. I should have never started.

      Time in the US - Dropping out of school - higher education

  28. May 2021
  29. Mar 2021
  30. Feb 2021
  31. Jan 2021
  32. Dec 2020
    1. But by default, reports also let managers drill down into data on individual employees, to find those who participate less in group chat conversations, send fewer emails, or fail to collaborate in shared documents.

      This is going to be awesome when it debuts in universities. I can't imagine that any academics will be concerned when a departmental chair or administrator asks you why you're not sending more emails.

  33. Oct 2020
    1. Technology and Adult Students In Higher Education: A Review of the Literature

      Article explores technology usage among adult learners in higher education and how to optimize learning outcomes via tech tools in these settings. The author addresses educational/instructional design and the need for instructors to modify traditional approaches. Rating 6/10

  34. Sep 2020
    1. This study is based on a quantitative research survey taken by 295 randomly selected instructors at 28 higher education institutions in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia). The 30-question survey addressed the following themes: personal demographics, infrastructure access, institutional environment, instructor attitudes and open licensing. Survey responses were correlated for analysis with respondents’ answers to the key question of the survey: whether they had ever used OER or not.

      Effects and Use of OER in the global south. Survey, Statistics and data analysis presentation

  35. Aug 2020
  36. Jul 2020
    1. There is some surprise from the general public about how intelligent and articulate members of the animal-style body mod community (and furry fandom) are, concerning their weirdness and animalistic tendencies. Stalking Cat has a degree in electronics engineering.

      In addition, Stalking Cat's work is specialised enough that they have a solid position in their employment field, and isn't worried in that regard. Adding onto that, Stalking Cat is quite introverted, and in their day-to-day life, and Cat really doesn't give a shit, despite their empathy. It was something they had to do, and Cat knows you may feel some way about that, but it's irrelevant. (Without being so brash in words.)

  37. Jun 2020
  38. May 2020
  39. Nov 2019
    1. Integrating Technology with Bloom’s Taxonomy

      This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

    1. Using Technology to Enhance Teaching & Learning

      This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

    1. Digital Literacy Initiatives

      This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

    1. Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

      This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

    1. E-Learning Theory (Mayer, Sweller, Moreno)

      This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

    1. Tech Literacy Resources

      This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

    1. Using Technology to Help First-Gen Students

      This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

    1. Palmer, P. J. (1998). The Courage to Teach : Exploring the Inner Landscape of a Teacher’s Life (Vol. 1st ed). San Francisco, Calif: Jossey-Bass. Retrieved from http://search.ebscohost.com.libproxy.nau.edu/login.aspx?direct=true&db=nlebk&AN=26046&site=ehost-live&scope=site
    2. The disconnected life of a teacher

  40. www.salesforce.com www.salesforce.com
    1. Salesforce Chatter for Module 2 DB post and Paper For overall authentic Professional Developement in Higher Education.

  41. www-chronicle-com.libproxy.nau.edu www-chronicle-com.libproxy.nau.edu
    1. Technology

      This website explores technology news within the field of higher education. The site contains a wide variety of news articles on current issues, trends, and research surrounding the integration of technology in universities and colleges. This includes technology's prevalence in teaching and learning, institutional decisions, and societal trends of higher education. The articles are published by authors for "The Chronicle of Higher Education," a leading newspaper and website for higher education journalism. Rating: 7/10

    1. This book is current from 2015 and is one stop shopping for technology integration in schools. Integrations and Blooms taxonomy theory, ISTE standards, pathways (yes, it is still a slow process), understanding about classroom set up when using technology and learning theories, online, web 2.0, teacher resources, multilingual tools, different screens, digital cameras, and COPPA, Privacy, and Copyright laws. If you are looking for a job in technology integration in schools this is a must read and resource manual. rating 10/10

    1. This is an interesting article for assistive technology in adult literacy as you can listen to it like a person with LD would. Initially, it was beneficial, but load times and generic voice are challenging for me, but I am not used to using the AT device. Also interesting is the lack of study on the matter of LD in adult literacy, and therefore this study is really "surveying the gaps." Sadly, what we do know is that minority LD students rates for graduation are lower than whites with LD, and that the dropout rates are higher as well. LD students access to AT may be key to understanding the dynamics of graduation and drop out rates in addition to literacy. A proven solution is small group tutoring with AT as it can be empowering and enabling LD students to learn.

    1. This article offers insight to technology integration for adults in Arizona. Recognizing the importance of technology in education, Arizona has put together a plan on integration for adult education. Using trends, understanding challenges, devising strategies to meet those challenges now and in the future, and meeting the expectations of how a successful learner is defined are a part of this plan for Arizona. It starts with a vision and three goals for Arizona. From there the goals and trends are implemented in short term, mid term, and long term goals over five plus years. With expecting challenges they are able to address them head on and use innovative practices. 8/10

    1. New technologies make it possible for students to tailor their course schedules, online classes, and brick-and- mortar learning venues to attain targeted degrees.

      With society and technology always changing. Learning new technology is key to getting ahead in higher education. Rate: 3/5

  42. Jul 2019
  43. Apr 2019
    1. stressful but fascinating

      It seems like these two words sum up this last week pretty well for a majority of the group. There has been a lot of information to take in, within a short amount of time. Although it has been a bit on the chaotic side here and there, most of the class can agree that the more we see, the more fascinating it becomes. I think everyone is looking forward to attaining more clarity for the program as a whole. The enthusiasm is contagious. It seems the whole process is new for everyone, and everyone is excited for the adventure.

    1. Elizabeth Evans Getzel is the Director for Transition Innovations at Virginia Commonwealth University and has a long history of working with students with disabilities in higher education. The article focuses on how the integration of support for students with disabilities is extremely important to their persistence and this includes technology integration and requires buy-in from the faculty.

    1. D. Christopher Brooks, Director of Research, and Mark McCormack, Senior Director of Analytics & Research, at EDUCAUSE bring together this comprehensive report that outlines Higher Education trends for 2019. This report does feel more technical in nature, but they bring it together in a way that is laid out to be reader friendly. The 20-year technology predictions are valuable and there is a focus on using the report to plan for the future.

      Rating: 10/10

    1. This article is authored by Farouk Dey, formerly of Stanford University and currently the Vice Provost for Integrative Learning and Life Design at Johns Hopkins. Dey offers an overview of the transformation that college career services have gone through over the past 100 years and showcases 10 areas where career services will continue to change in the future, including the scope of how technology will allow for a wider reach.

      Rating: 8/10

    1. This article brings together several higher education professional who all work for Georgia Tech. They are able to touch on different areas of how technology has shaped their work and the reach it has allowed their university.

      Rating: 6/10

    1. Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.

      Rating: 9/10.

    1. This report is a supplemental piece specifically for Higher Education in response to the National Education Technology plan. The report is a lengthy read but offers a combination of data, examples, case studies and additional resources. The report focuses on the changing landscape of higher education and the changing qualities of what a student in college looks like (i.e. not the traditionally known 18 year old, fresh out of high school). The report also acknowledges the history fo traditional learning (i.e. paper and pencil) and how higher educational not only needs to embrace technology for the classroom use but also for the analytics implications that can help with topics such as retention.

      Rating: 10/10. Very in depth article, packed with examples and recommendations.

    1. The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.

      Rating: 9/10.

  44. Mar 2019
    1. The Career Curriculum Continuum

      Discusses the place of universities in lifelong learning, especially with the advancement of technology in education in the workforce. The career curriculum continuum, includes free and self-paced options such as MOOCs, educational video on Youtube, and Wikis, but also suggests more structured learning placed in context. Universities can offer this as short courses that are cheaper and offer more options for pathways to a full degree program. It also suggests professional certificates for expanding the skills of those already working. Digital institutions will be the most widely used methods for consuming knew knowledge and advancing skills. Rating 10/10

    1. "In this fascinating book, Tony Wagner addresses one of our most urgent questions: How do we create the next generation of innovators? By telling the stories of young creators, and by taking us inside cutting-edge programs, Wagner shows that the answer isn't to double-down on outmoded, formulaic solutions--but to embrace the principles of play, passion, and purpose. Creating Innovators is important reading for anyone concerned about the future."--Daniel H. Pink, author of Drive and A Whole New Mind

      Reference this in coursework provided in a liberal arts college.

    1. New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5

    1. 7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5

    1. Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5

  45. Nov 2018
    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

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

      This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  46. Sep 2018
    1. As student numbers have increased, teaching has regressed for a variety of reasons to a greater focus on information transmission and less focus on questioning, exploration of ideas, presentation of alternative viewpoints, and the development of critical or original thinking. Yet these are the very skills needed by students in a knowledge-based society.

      Related to Vijay Kumar's iron triangle. You can't increase the number of students without sacrificing quality or increasing costs.

  47. May 2018
  48. Feb 2018
    1. They now stand out as the only one in the class (or, if they’re lucky, one of two) who gets to use a device while other students wonder just why they get to use one. I have seen a couple of students on social media say that as soon as they see a “no devices” policy on a syllabus they drop the class because of this concern.

      Good rationale for not enacting a blanket classroom tech ban

  49. Nov 2017
    1. the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11
    2. Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years
    3. social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society
    4. recent promise of Web 2.0

      A bit surprised by this “recent”. By that time, much of what has been lumped under the “Web 2.0” umbrella had already shifted a few times. In fact, the “Web 3.0” hype cycle was probably in the “Trough of Disillusionment” if not the Gartner-called “Slope of Enlightenment”.

    5. institutional demands for enterprise services such as e-mail, student information systems, and the branded website become mission-critical

      In context, these other dimensions of “online presence” in Higher Education take a special meaning. Reminds me of WPcampus. One might have thought that it was about using WordPress to enhance learning. While there are some presentations on leveraging WP as a kind of “Learning Management System”, much of it is about Higher Education as a sector for webwork (-development, -design, etc.).

    1. Embracing an Entrepreneurial Culture on Campus go.nmc.org/uni(Tom Corr, University Affairs, 4 May 2016.) The Ontario Network of Entrepreneurs is gaining global recognition for its efforts to bolster students’ business skills through investing in multiple campus events and programs. For example, the success of Ontario Centres of Excellence has led to the establishment of similar innovation hubs throughout North America, the UK, Australia, and Asia.

      What’s fascinating here is that the province might be cutting a major part of the funding for the Ontario Centres of Excellence, particularly the part which has to do with Entrepreneurship Programs. (My current work is associated with Lead To Win, a Campus-Linked Accelerator out of Carleton University.)

    1. Often our solutions must co-exist with existing systems. That’s why we also invest time and money in emerging standards, like xAPI or Open Badges, to help connect our platforms together into a single ecosystem for personal, social and data-driven learning.
    1. Barnes & Noble Education, Inc. is now an independent public company and the parent of Barnes & Noble College, trading on the New York Stock Exchange under the ticker symbol, "BNED".
    1. Enhanced learning experience Graduate students now receive upgraded iPads, and all students access course materials with Canvas, a new learning management software. The School of Aeronautics is now the College of Aeronautics; and the College of Business and Management is hosting a business symposium Nov. 15.

      This from a university which had dropped Blackboard for iTunes U.

    1. Publishers can compete with free textbooks by making their more-restrictive-than-all-right-reserved offerings 70% more affordable.

      Sounds a bit like what Clay Shirky was trying to say about the Napster moment coming to Higher Education, five years ago. Skimmed the critique of Shirky’s piece and was mostly nodding in agreement with it. But there might be a discussion about industries having learnt from the Napster moment. After all, the recording industry has been able to withstand this pressure for close to twenty years. Also sounds like this could be a corollary to Chris Anderson’s (in)famous promotion of the “free” (as in profit) model for businesses, almost ten years ago. In other words, we might live another reshaping of “free” in the next 9-10 years.

  50. Oct 2017
    1. As an outcome of this Delphi Panel exercise, this study hasrevised Jane Knight’s commonlyaccepted working definition for internationalisation as'theintentionalprocess ofintegrating an international, intercultural or global dimension into the purpose, functionsand delivery of post-secondary education,in order to enhance the quality of educationand research for all students and staff, and to make a meaningful contribution tosociety'.This definition reflects the increased awareness that internationalisation has to becomemore inclusive and less elitistby not focusing predominantly on mobility but more on thecurriculum and learning outcomes. The ‘abroad’ component (mobility) needs to become anintegral part of the internationalised curriculum to ensure internationalisation for all, notonly the mobile minority. It re-emphasises that internationalisation is not a goal in itself,but a means to enhance quality, and that it should not focus solely on economic rationales.Most national strategies, including in Europe, are still predominantly focused on mobility,short-term and/or long-term economic gains, recruitment and/or training of talentedstudents and scholars, and international reputation and visibility. This implies that fargreater efforts are still needed to incorporate these approaches into more comprehensivestrategies, in which internationalisation of the curriculum and learning outcomes, as ameans to enhance the quality of education and research, receive more attention. Theinclusion of ‘internationalisation at home’ as a third pillar in the internationalisation strategyof the European Commission,European Higher Education in the World, as well as in severalnational strategies, is a good starting point, but it will require more concrete actions at theEuropean, national and,in particular, the institutional level for it to becomereality

      Using inclusive approaches to ensure all students have access to quality teaching and learning and why it shouldn't be limited to the mobile few. I find it interesting since a lot of research focuses on the gain for international students only.

  51. Jul 2017
    1. But the goal of the dealing was also, from York’s perspective, to keep enrolment up by keeping student costs down and to use whatever savings there may be in other parts of the university’s operation.

      What a crass analysis.

  52. Jan 2017
  53. Oct 2016
  54. Sep 2016
    1. As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.

      To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

    2. As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.

      To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

    1. We commonly look at Ivy League institutions as the standard of higher education in America, but the truth is that the majority of the nation's workforce, innovation identity and manufacturing futures are tied to those institutions which graduate outside of the realm of high achievers from wealthy families. 
    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!”

    1. Research: Student data are used to conduct empirical studies designed primarily to advance knowledge in the field, though with the potential to influence institutional practices and interventions. Application: Student data are used to inform changes in institutional practices, programs, or policies, in order to improve student learning and support. Representation: Student data are used to report on the educational experiences and achievements of students to internal and external audiences, in ways that are more extensive and nuanced than the traditional transcript.

      Ha! The Chronicle’s summary framed these categories somewhat differently. Interesting. To me, the “application” part is really about student retention. But maybe that’s a bit of a cynical reading, based on an over-emphasis in the Learning Analytics sphere towards teleological, linear, and insular models of learning. Then, the “representation” part sounds closer to UDL than to learner-driven microcredentials. Both approaches are really interesting and chances are that the report brings them together. Finally, the Chronicle made it sound as though the research implied here were less directed. The mention that it has “the potential to influence institutional practices and interventions” may be strategic, as applied research meant to influence “decision-makers” is more likely to sway them than the type of exploratory research we so badly need.

    1. mis-read or failed to read the labor market for different degree types.

      Sounds fairly damning for a business based on helping diverse students with the labour market…

    2. The aggressive recruiting did not extend to aggressive retainment and debt management.