- Mar 2021
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Moutsiakis, D. L., & Chin, P. N. (2007). Why blacks do not take part in HIV vaccine trials. Journal of the National Medical Association, 99(3), 254–257.
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www.bmj.com www.bmj.com
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Moynihan, R., Macdonald, H., Bero, L., & Godlee, F. (2020). Commercial influence and covid-19. BMJ, 369. https://doi.org/10.1136/bmj.m2456
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www.thelancet.com www.thelancet.com
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Health, T. L. P. (2020). Education: A neglected social determinant of health. The Lancet Public Health, 5(7), e361. https://doi.org/10.1016/S2468-2667(20)30144-4
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news.trust.org news.trust.org
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Pandemic may reverse human development for first time in 30 years, UN says. (n.d.). World Economic Forum. Retrieved June 1, 2020, from https://www.weforum.org/agenda/2020/05/pandemic-international-human-deveolpment-covid19-coronavirus/
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link.springer.com link.springer.com
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Tucker Edmonds, B. M., Coleman, J., Armstrong, K., & Shea, J. A. (2011). Risk Perceptions, Worry, or Distrust: What Drives Pregnant Women’s Decisions to Accept the H1N1 Vaccine? Maternal and Child Health Journal, 15(8), 1203–1209. https://doi.org/10.1007/s10995-010-0693-5
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www.sciencedirect.com www.sciencedirect.com
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Harvey, H., Reissland, N., & Mason, J. (2015). Parental reminder, recall and educational interventions to improve early childhood immunisation uptake: A systematic review and meta-analysis. Vaccine, 33(25), 2862–2880. https://doi.org/10.1016/j.vaccine.2015.04.085
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www.sciencedirect.com www.sciencedirect.com
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Downs, J. S., de Bruin, W. B., & Fischhoff, B. (2008). Parents’ vaccination comprehension and decisions. Vaccine, 26(12), 1595–1607. https://doi.org/10.1016/j.vaccine.2008.01.011
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www.thelancet.com www.thelancet.com
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Cousins, S. (2020). 2·5 million more child marriages due to COVID-19 pandemic. The Lancet, 396(10257), 1059. https://doi.org/10.1016/S0140-6736(20)32112-7
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twitter.com twitter.com
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OC. (2021, January 22). Leadership. One of the most important and non-trivial steps taken by @JoeBiden is the decision to prioritize the protection of those at the highest risk. In Israel, our analysis shows that municipalities at low SES have the lowest rates of vaccination of at-risk populations.1/4 https://t.co/1aiqymQlMQ [Tweet]. @MDCaspi. https://twitter.com/MDCaspi/status/1352590064900038662
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- is:tweet
- data scientists
- vaccine
- accurate
- rates
- virus cases
- policy experts
- lang:en
- municipalities
- infections
- vaccination
- high risk
- education
- vulnerable
- leadership
- Israel
- pandemic
- data
- elders
- reduction
- transparency
- healthcare
- lower socio-economic status
- policy makers
- COVID-19
- metric
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www.theguardian.com www.theguardian.com
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the Guardian. ‘Pandemic Forcing Girls in South-East Asia and Pacific out of School and into Marriage – Study’, 15 March 2021. http://www.theguardian.com/world/2021/mar/16/pandemic-forcing-girls-in-south-east-asia-and-pacific-out-of-school-and-into-marriage-study.
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psyarxiv.com psyarxiv.com
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Davies, Catherine, Alexandra Hendry, Shannon P. Gibson, Teodora Gliga, Michelle McGillion, and Nayeli Gonzalez-Gomez. ‘Early Childhood Education and Care (ECEC) during COVID-19 Boosts Growth in Language and Executive Function’. PsyArXiv, 10 March 2021. https://doi.org/10.31234/osf.io/74gkz.
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en.wikipedia.org en.wikipedia.org
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I've come across about 20 reference for Ivan Illitch over the past month. Not sure what is driving it. Some mentions are coming out of educator circles, others from programmers, some from what I might describe as "knowledge workers" (digital gardeners/Roam Cult/Obsidian crowds). One tangential one was from someone in the hyperlink.academy crowd.
Here's a recent one from today that popped up within a thread shared in IndieWeb chat:
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>Ivan Illich continues to be even more more relevant than he was at the height of his New Left popularity. Conviviality in the digital tools we use has continued to wither https://t.co/D88V6KL7Ez pic.twitter.com/OFDYTjXyCn
— Count Bla (@123456789blaaa) March 15, 2021Deschooling Society and Tools for Conviviality look very interesting. Perhaps they've distilled enough that their ideas are having a resurgence?
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His first book, Deschooling Society, published in 1971, was a groundbreaking critique of compulsory mass education. He argued the oppressive structure of the school system could not be reformed. It must be dismantled in order to free humanity from the crippling effects of the institutionalization of all of life. He went on to critique modern mass medicine. In the pre-Internet age, Illich was highly influential among intellectuals and academics. He became known worldwide for his progressive polemics about how human culture could be preserved and expand, activity expressive of truly human values, in the face of multiple thundering forces of de-humanization.
A fairly reasonable summary of his thinking?
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www.youtube.com www.youtube.com
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- https://youtu.be/6imankh60u4?t=739 lutter contre le dogme et l'infantilisation des parentalité
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danallosso.substack.com danallosso.substack.com
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I hadn't really thought that much about the pedagogical aspects (they don't really teach PhD historians pedagogy where I went to school, or I missed it somehow, so I've been trying to educate myself since then).
Don't feel bad, I don't think many (any?!) programs do this. It's a terrible disservice to academia.
Examples of programs that do this would be fantastic to have. Or even an Open Education based course that covers some of this would be an awesome thing to see.
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psyarxiv.com psyarxiv.com
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Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. PsyArXiv. https://doi.org/10.31234/osf.io/4fykt
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www.scientificamerican.com www.scientificamerican.com
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Daley, Jim. ‘How to Decide Who Should Get a COVID-19 Vaccine First’. Scientific American. Accessed 26 February 2021. https://www.scientificamerican.com/article/how-to-decide-who-should-get-a-covid-19-vaccine-first/.
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- national
- long term
- lang:en
- mortality
- ethics
- economy
- policy
- vaccination
- prevention
- united states
- vulnerable
- education
- elderly
- public health
- WHO
- is:news
- COVID-19
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www.census.gov www.census.gov
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U.S. Census Bureau. (2021, February 4). Small Business Pulse Survey Shows Shift in Expectations from Spring to Winter. The United States Census Bureau. https://www.census.gov/library/stories/2021/01/small-business-pulse-survey-shows-shift-in-expectations-from-spring-to-winter.html?utm_campaign=20210126msacos1ccstors&utm_medium=email&utm_source=govdelivery
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www.washingtonpost.com www.washingtonpost.com
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Meckler, L. (2021, January 26). CDC finds scant spread of coronavirus in schools with precautions in place. Washington Post. https://www.washingtonpost.com/education/cdc-school-virus-spread/2021/01/26/bf949222-5fe6-11eb-9061-07abcc1f9229_story.html?wpmk=1&wpisrc=al_news__alert-hse--alert-national&utm_source=alert&utm_medium=email&utm_campaign=wp_news_alert_revere&location=alert&pwapi_token=eyJ0eXAiOiJKV1QiLCJhbGciOiJIUzI1NiJ9.eyJjb29raWVuYW1lIjoid3BfY3J0aWQiLCJpc3MiOiJDYXJ0YSIsImNvb2tpZXZhbHVlIjoiNWE0ZTVmZjg5YmJjMGYwMzU5M2MxMzQ0IiwidGFnIjoid3BfbmV3c19hbGVydF9yZXZlcmUiLCJ1cmwiOiJodHRwczovL3d3dy53YXNoaW5ndG9ucG9zdC5jb20vZWR1Y2F0aW9uL2NkYy1zY2hvb2wtdmlydXMtc3ByZWFkLzIwMjEvMDEvMjYvYmY5NDkyMjItNWZlNi0xMWViLTkwNjEtMDdhYmNjMWY5MjI5X3N0b3J5Lmh0bWw_d3Btaz0xJndwaXNyYz1hbF9uZXdzX19hbGVydC1oc2UtLWFsZXJ0LW5hdGlvbmFsJnV0bV9zb3VyY2U9YWxlcnQmdXRtX21lZGl1bT1lbWFpbCZ1dG1fY2FtcGFpZ249d3BfbmV3c19hbGVydF9yZXZlcmUmbG9jYXRpb249YWxlcnQifQ.lDTv2Ht4JO64K3NlGmF4Uk3pW4oGuD4Vetm18lpknHY
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- remote schooling
- education
- transmission
- united states
- social distancing
- prevention
- data
- asymptomatic
- policy
- mask
- lang:en
- sports
- CDC
- is:news
- COVID-19
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media.ed.ac.uk media.ed.ac.uk
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Li, Y. (2020, October 18). Public health measures and R. Media Hopper Create. https://media.ed.ac.uk/media/1_1uhkv3uc
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www.ons.gov.uk www.ons.gov.uk
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Office for National Statistics. (2021, January 29). Coronavirus (COVID-19) in charts: What we learned over the past month. ons.gov.uk. https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/conditionsanddiseases/articles/coronaviruscovid19inchartswhatwelearnedoverthepastmonth/2021-01-29
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taup.org taup.org
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Will it also help accomplish another goal — communicating to my students that a classroom of learners is, in my mind, a sort of family?
I like the broader idea of a classroom itself being a community.
I do worry that without the appropriate follow up after the fact that this sort of statement, if put on as simple boilerplate, will eventually turn into the corporate message that companies put out about the office and the company being a tight knit family. It's easy to see what a lie this is when the corporation hits hard times and it's first reaction is to fire family members without any care or compassion.
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Remi Kalir</span> in Annotate Your Syllabus 3.0 (<time class='dt-published'>03/13/2021 14:18:33</time>)</cite></small>
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www.youtube.com www.youtube.com
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- 0:00 Partie 1 les ingrédients - introduction
- 4:05 les adultes sont-ils à la hauteur des enjeux ?
- 4:29 Présentation gégoire BORST
- 6;34 définition de l'adolescence
- 9:36 ado jusqu'à 25 ans ?
- 13:41 quand devient-on adulte ?
- 15:12 Le monde est il adapté aux ados
- 16:49 les comportements à risque
- 18:19 vis-ton l'adolescence de façon différente entre fille et garçon ?
- 20:16 qui et comment on travaille sur l'adolescence ?
- 23:52 les différences entre enfants, ados et adultes ?
- 29:09 Partie 2 : ados et troupeau - prise de risque (l'effet de groupe) exemple sécurité routière
- 34:19 agir sur le problème via un traitement ou de l'éducation?
- 39:03 Le conflit et l'adolescent
- 40:32 conflit entre ados et entre adulte et adolescent est de même nature ? (biais égocentré de l'adulte)
- 43:22 Des conseils pour se comprendre: Se parler (le rôle de l'éducation nationale)
- 44:40 les difficultés cognitives des ados (gratification différée en groupe)
- 49:51 Les signes de la dépression et écran
- 57:32 Troisième partie: Les ados vont sauver le monde ? la réponse émotionnelle
- 1:01:32 ados et réseaux sociaux
- 1:03:47 Utiliser l'effet groupe des ados positivement en éducation
- 1:06:04 Métacognition et éducation
- 1:09:16 Le rapport à la croyance
- 1:11:29 Le jugement violent des adultes sur les adolescents engagés
- 1:14:37 au delà de l'adolescence, la vraie question est autant de se poser la question de savoir quel est le monde qu'on va laisser pour les enfants de demain mais aussi quels sont les enfants qu'on va-t-on laisser au monde de demain ?
- 1:16:04 les émotions et la gouvernance et adolescence
- 1:18:05 Vote démocratique et émotion
- 1:19:17 Les adulescents
- 1:21:28 questions salles: est ce qu'on observe une intelligence collective et chez les ados supérieure à celle des adultes notamment lorsqu'il y avait une absence de récompenses
- 1:22:32 Quelle influence de la composition (genre) du troupeau sur la prise de risque?
- 1:24:33 L'influence à long terme des systèmes de gratification des réseaux sociaux
- 1:26:19 Atténuation émotionnelle chez l'ado et résilience ?
- 1:28:11 la réactance chez les ados
- 1:30:29 le rapport au mensonge chez l'adolescent
- 1:35:06 Quelles sont les choses fausses sur les ados ? (sommeil)
- 1:39:04 Etre ado en 1980et maintenant, c'est différent ? (perturbateurs endocriniens) 2 ans de décalage
- 1:42:50 l'activation du système de récompense moteur de la société ?
- 1:45:14 Que faut-il retenir ? (plus confiance, qualité, apprendre à apprendre) bienveillance
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- 1:14:37 au delà de l'adolescence, la vraie question est autant de se poser la question de savoir quel est le monde qu'on va laisser pour les enfants de demain mais aussi quels sont les enfants qu'on va-t-on laisser au monde de demain ?
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docdrop.org docdrop.org
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2;47 biais du survivant et de justification du système
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www.youtube.com www.youtube.com
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For the life of me, I'm not sure how much good the clear plastic dividers are doing.
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The cutsie music goes a long way towards covering up the grimness of the situation.
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danallosso.substack.com danallosso.substack.com
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There's an interesting suggestion associated with this, that periodic fasting causes autophagy, which Taleb claims is an evolutionary process by which the weaker proteins are broken down first. If this is true, then always having a full stomach is another way of subsidizing the unfit and weakening the organism.
This will depend on a very specific and narrow definition of fitness--perhaps one from a very individualistic and libertarian perspective.
There is fitness at the level of the gene, the organ, the individual, and the group, and even possibly larger groupings above that.
What if, by starving out and leaving "uneducated" people like Srinivasa Ramanujan, for example, who surely was marginalized for his time, society is left without them? While on an individual level Ramanujan may have been less fit on some levels as G.H. Hardy and may have otherwise dwindled and disappeared, Hardy adopted him and made both mathematicians better while also making dramatic strides for mankind.
From a statistical mechanics perspective, within some reasonable limits, we should be focusing on improving ourselves as well as the larger group(s) because the end results for humanity and life in general may be dramatically improved. (Though what we mean by improved here may be called into question from a definitional perspective.)
Compare this with [Malcolm Gladwell]]'s argument in My Little Hundred Million.
On a nationalistic level within human politics, Republicans should be less reticent to help out marginalized Americans because it may be from this pool of potential that we may find life saving improvements or even protection from other polities (ie, in our competition or threats from countries like China, Iran, North Korea). Consider how different things may have been had the U.S. not taken in Jewish or other foreign nationals like Albert Einstein, John von Neumann, etc. in the early to mid-1900s.? Now consider, which life changing geniuses we may be preventing reaching their potential by our current immigration policies? our current educational policies?
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‘Fact Check: Claim about Neil Ferguson’s Covid-19 Predictions’. Accessed 5 March 2021. https://theferret.scot/fact-check-neil-ferguson-covid-19-predictions/.
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twitter.com twitter.com
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Colin D’Mello CTVNews. (2020, November 25). BREAKING: CTVNews has learned McKinsey & Company was paid $1.6million to help create the COVID-19 command tables, and $3.2 million to help with the school re-opening strategy. Https://t.co/F3FQtG8ftW #onpoli [Tweet]. @ColinDMello. https://twitter.com/ColinDMello/status/1331625704501424129
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en.wikipedia.org en.wikipedia.org
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After being denied admission at three colleges
Stuart's elementary school was Plum Grove School, where an intense love of learning was instilled in him (his father also instilled this love of learning in him) https://etd.ohiolink.edu/apexprod/rws_olink/r/1501/10?clear=10&p10_accession_num=bgsu1554464085296459.
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Stuart served in the US Navy during World War II but did not see combat as his mission in his life.[5]
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They settled in W Hollow and had one daughter, Jessica Jane.[6
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Stuart relied heavily on the rural locale of northeastern Kentucky for his writings.[1]
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www.theguardian.com www.theguardian.com
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Grover, Natalie. ‘Should Primary Schoolchildren Be Made to Wear Masks?’ The Guardian, 2 March 2021, sec. Education. https://www.theguardian.com/education/2021/mar/02/should-primary-schoolchildren-be-made-to-wear-masks.
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psyarxiv.com psyarxiv.com
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Simone, Costanza De, Antonella Battisti, and Azzurra Ruggeri. “Differential Impact of Web Habits and Active Navigation on Adolescents’ Online Learning.” PsyArXiv, March 1, 2021. https://doi.org/10.31234/osf.io/hsvc4.
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psyarxiv.com psyarxiv.com
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Anderson-Carpenter, K. D., & Tacy, G. S. (2021). Predictors of Social Distancing and Hand Washing among Adults in Five Countries during COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/zy82h
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- social determinants
- systematic investigations
- international
- adults
- urban
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- rural states
- US
- health measures
- employment status
- Spain
- UK
- predictors
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- India
- mitigations
- suburban
- education
- Saudi Arabia
- is:preprint
- social distancing
- sexual minority
- Qualtrics
- COVID-19
- hand washing
- Italy
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘RT @PsyArXivBot: Predictors of Social Distancing and Hand Washing among Adults in Five Countries during COVID-19 https://t.co/DHAjYHoS3a’ / Twitter. (n.d.). Retrieved 2 March 2021, from https://twitter.com/SciBeh/status/1366708059175849988
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- is:tweet
- hygiene
- social determinants
- systematic investigations
- international
- adults
- urban
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- rural states
- US
- employment status
- predictors
- UK
- Spain
- stigma
- India
- mitigations
- suburban
- education
- COVID-19
- Saudi Arabia
- non-pharmaceutical
- social distancing
- public health
- respiratory conditions
- sexual minority
- Qualtrics
- health measures
- hand washing
- Italy
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www.service-public.fr www.service-public.fr
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parité parmi les 10 plus hautes rémunérations ;écart de taux de promotions (uniquement pour les entreprises de plus de 250 salariés)
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- Feb 2021
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www.theguardian.com www.theguardian.com
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A brutal Covid legacy awaits our children. We need the will and ambition to tackle it | Society | The Guardian. (n.d.). Retrieved February 27, 2021, from https://www.theguardian.com/commentisfree/2021/jan/17/a-brutal-covid-legacy-awaits-our-children-we-need-the-will-and-ambition-to-tackle-it
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newrepublic.com newrepublic.com
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Simply pointing to figures like Greene and hoping the indignation of college graduates will do the rest is a mistake.
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science.thewire.in science.thewire.in
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They cannot simply put this article online on their blog: to be recognised as research work, it must be published in a respectable peer-reviewed journal.
Why not? Why couldn't they put their articles on their own sites or even those of the libraries of their institutions where others might read and evaluate them? annotate them? argue over all the fine points?
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publicstack.net publicstack.net
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Isaac Newton Institute: COVID-19 and universities, 13 January 2021. (n.d.). GOV.UK. Retrieved 23 February 2021, from https://www.gov.uk/government/publications/isaac-newton-institute-covid-19-and-universities-13-january-2021
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TFC: Children and transmission - update paper, 10 February 2021. (n.d.). GOV.UK. Retrieved 23 February 2021, from https://www.gov.uk/government/publications/tfc-children-and-transmission-update-paper-10-february-2021
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twitter.com twitter.com
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Tim Colbourn. (2021, February 22). It’s good that opening up will be done in stages, though more could be done to ensure we don’t fail after the 1st stage and end up back in lockdown due to hospitals filling up again with unvaccinated people. I hope the government don’t end up regretting not doing the above. END [Tweet]. @timcolbourn. https://twitter.com/timcolbourn/status/1363989485516693508
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psyarxiv.com psyarxiv.com
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Prime, H., Wade, M., May, S., Jenkins, J., & Browne, D. (2021). The COVID-19 Family Stressor Scale: Validation and Measurement Invariance in Female and Male Caregivers. PsyArXiv. https://doi.org/10.31234/osf.io/7328w
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- effect
- disruption
- Canada
- family stress
- USA
- lang:en
- finance
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- wellbeing
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- stress
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- education
- Australia
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- mental health
- pandemic
- basic need
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- social disruption
- global
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- COVID-19
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ktla.com ktla.com
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www.theguardian.com www.theguardian.com
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Ferguson, D. (2020, October 25). UK academics: opening of universities was illegal. The Guardian. https://www.theguardian.com/education/2020/oct/24/uk-academics-opening-of-universities-was
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www.thelancet.com www.thelancet.com
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Li, You, Harry Campbell, Durga Kulkarni, Alice Harpur, Madhurima Nundy, Xin Wang, and Harish Nair. ‘The Temporal Association of Introducing and Lifting Non-Pharmaceutical Interventions with the Time-Varying Reproduction Number (R) of SARS-CoV-2: A Modelling Study across 131 Countries’. The Lancet Infectious Diseases 21, no. 2 (1 February 2021): 193–202. https://doi.org/10.1016/S1473-3099(20)30785-4.
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ucl.zoom.us ucl.zoom.us
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Zoom Video. “Welcome! You Are Invited to Join a Webinar: CEPEO (UCL)’s Research Seminar: Dr. Claire Crawford, University of Birmingham. After Registering, You Will Receive a Confirmation Email about Joining the Webinar.” Accessed February 19, 2021. https://ucl.zoom.us/webinar/register/WN_RLY7x51NTSm-QGl4a-gCKw.
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www.spiegel.de www.spiegel.de
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Bredow, R., & Hackenbroch, V. (2021, January 22). Interview with Virologist Christian Drosten “I Am Quite Apprehensive about What Might Otherwise Happen in Spring and Summer.” Der Spiegel, Hamburg, Germany. https://www.spiegel.de/international/germany/interview-with-virologist-christian-drosten-i-am-quite-apprehensive-about-what-might-otherwise-happen-in-spring-and-summer-a-f22c0495-5257-426e-bddc-c6082d6434d5
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blogs.bmj.com blogs.bmj.com
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Chris Ham: The United Kingdom’s poor record on covid-19 is a failure of policy learning. (2021, January 26). The BMJ. https://blogs.bmj.com/bmj/2021/01/26/chris-ham-the-united-kingdoms-poor-record-on-covid-19-is-a-failure-of-policy-learning/
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davecormier.com davecormier.com
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it is similar to Cynefin’s complicated/complex)
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vidcommons.org vidcommons.org
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Paywall: The Business of Scholarship is a documentary which focuses on the need for open access to research and science, questions the rationale behind the $25.2 billion a year that flows into for-profit academic publishers, examines the 35-40% profit margin associated with the top academic publisher Elsevier and looks at how that profit margin is often greater than some of the most profitable tech companies like Apple, Facebook and Google.
Staying true to the open access model: it is free to stream and download, for private or public use, and maintains the most open CC BY 4.0 Creative Commons designation to ensure anyone regardless of their social, financial or political background will have access.
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subpixel.space subpixel.space
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Identity is always about groups, and group formation is always about identity formation, and both are processes of learning.
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I take my own definition of the word “community” from educational theorists Etienne and Beverly Wenger: “communities of practice are groups of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly.” I like this definition because it is so broad while capturing a really specific truth about groups.
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schoolofsocialnetworks.org schoolofsocialnetworks.org
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miriamposner.com miriamposner.com
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I’ve found Pear Deck to be fine, if somewhat clunky. There are other interactive presentation tools, most notably Nearpod, which I actually prefer to use for interactive presentations. But Pear Deck, unlike Nearpod, allows me to monitor student progress from a dashboard and allows students to click links directly from slides. So Pear Deck it is.
My 9 year old has been using Nearpod regularly, but I haven't looked at it yet. Pear Deck's additional functionality sounds helpful though.
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they work through detailed tutorials to learn a tool or skill. The difference, though, is that I’ve converted the blog post-style tutorials to Pear Deck slides. [3]I’ve found Pear Deck to be fine, if somewhat clunky. There are other interactive presentation tools, most notably Nearpod, which I actually prefer to use for interactive presentations. But Pear … Continue reading jQuery('#footnote_plugin_tooltip_2241_1_3').tooltip({ tip: '#footnote_plugin_tooltip_text_2241_1_3', tipClass: 'footnote_tooltip', effect: 'fade', predelay: 0, fadeInSpeed: 200, delay: 400, fadeOutSpeed: 200, position: 'top center', relative: true, offset: [-7, 0], }); Pear Deck is an interactive presentation tool designed for K-12, with a lot of interactive features
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- Jan 2021
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psyarxiv.com psyarxiv.com
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Bedenlier, S., Wunder, I., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2020, October 6). “Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning. https://doi.org/10.31234/osf.io/7brp6
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educadroit.fr educadroit.fr
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www.thebookseller.com www.thebookseller.com
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First, power readers exert disproportionate influence on society -- think Warren Buffett, Elon Musk, Oprah, and so on. Second, education is shifting from something you do until you’re 21 years old to something you do your entire life and books, of course, are the foundation of self-learning -- the real market to think about is education. Finally, the world's richest man (as of last Friday) started out selling books."
the power of power readers
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en.wikipedia.org en.wikipedia.org
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From 1909, Albert attended the Royal Naval College, Osborne, as a naval cadet. In 1911 he came bottom of the class in the final examination, but despite this he progressed to the Royal Naval College, Dartmouth.[
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www.currentaffairs.org www.currentaffairs.org
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I remember reading Matt Bruenig when I was in college, and he was like, “Well, actually Social Security was the most effective pathway to bring people out of poverty.” I wrote a story in 2017 called “Why Education Is Not the Key to a Good Income,” and it was looking at this growing body of research that showed it was not your level of education that determined your chances of rising economic mobility. It was these other factors—like what kind of industries were in your community, union density, some of it was marriage.
makes sense... the best way out of poverty isn't education... it's money.
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www.businessinsider.com www.businessinsider.com
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Musaddique. S. (2020) Private tuition is booming in the UK during COVID-19. We spoke to leading tutors about why online learning is here to stay. Buisness Insider. Retrieved from: https://www.businessinsider.com/private-tuition-is-thriving-with-schools-closed-during-covid-19-2020-7?r=US&IR=T
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items.ssrc.org items.ssrc.org
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Page. S. E. (2020) The Coronavirus and Innovations. Items. Retrieved from: https://items.ssrc.org/covid-19-and-the-social-sciences/policy-models-in-pandemic/the-coronavirus-and-innovation/
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www.wired.com www.wired.com
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Miller., E. (2020) Some Countries Reopened Schools. What Did They Learn About Kids and Covid? WIRED. Retrieved from: https://www.wired.com/story/some-countries-reopened-schools-what-did-they-learn-about-kids-and-covidutm_source=twitter&utm_medium=social&utm_brand=wired-science&utm_social-type=owned&mbid=social_tw_sci
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twitter.com twitter.com
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Stevenson Betsey {@BetseyStevenson} (2020, Aug, 13) Hmmm....these two decisions seem connected somehow. Twitter. Retrieved from: https://twitter.com/BetseyStevenson/status/1293693723633647617
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dailyfreepress.com dailyfreepress.com
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Yang. A. (2020) Boston University instates policy to issue degrees to students after death, starting this Fall. The Daily Free Press. Retrieved from: https://dailyfreepress.com/2020/08/12/boston-university-to-issue-degrees-to-students-after-death-starting-this-fall/
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twitter.com twitter.com
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O'Brien. M. [@ObsoleteDogma]. (2020-08-17) It’s almost like bringing college kids back to campus is an exceptionally poor idea that we shouldn’t be trying right now. Twitter. Retrieved from: https://twitter.com/ObsoleteDogma/status/1295158789965066241
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www.worldbank.org www.worldbank.org
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Reimagining Human Connections: Technology and Innovation in Education at the World Bank
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www.mtc.gov.on.ca www.mtc.gov.on.ca
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ensure the relevance, accuracy and effective communication of its interpretation and education programs (see above for A.O.D.A. requirements) by: establishing clearly defined and measurable learning objectives and outcomes, and undertaking a process of program evaluation using appropriate expertise – including staff, volunteers, community groups, or consultants carrying out research ensure all staff involved in the development and delivery of interpretation and education programs, have the appropriate skills and training
(2) Volunteer opportunities (programming).
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- Dec 2020
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www.wsj.com www.wsj.com
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Remember, children are our future, and the majority of them are B students. If that doesn't scare you, it probably should.
This a note to parents.
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I understand why the top students in America study physics, chemistry, calculus and classic literature. The kids in this brainy group are the future professors, scientists, thinkers and engineers who will propel civilization forward. But why do we make B students sit through these same classes?
Apple revolutionized music buying and consumption. Education is primed for a shakeup.
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www.theguardian.com www.theguardian.com
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Fielding. S. (2020) UK universities' promise of face-to-face teaching is risking academics' health. The Guardian. https://www.theguardian.com/education/2020/aug/22/uk-universities-are-risking-staff-health-by-promising-students-in-person-teaching
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It’s no coincidence that we walk when we need to think: evidence shows that movement enhances thinking and learning, and both are activated in the same centre of motor control in the brain. In the influential subfield of cognitive science concerned with ‘embodied’ cognition, one prominent claim is that actions themselves are constitutive of cognitive processes. That is, activities such as playing a musical instrument, writing, speaking or dancing don’t start in the brain and then emanate out to the body as actions; rather, they entail the mind and body working in concert as a creative, integrated whole, unfolding and influencing each other in turn. It’s therefore a significant problem that many of us are trapped in work and study environments that don’t allow us to activate these intuitive cognitive muscles, and indeed often even encourage us to avoid them.
I'm curious if Lynne Kelly or others have looked into these areas of research with their Memory work? She's definitely posited that singing and dancing as well as creating art helps indigenous cultures in their memory work.
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slate.com slate.com
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Or maybe a better standard was in the humanitarian world. “There’s a core ethical principle called the responsibility to protect, which is about organizations having a primary responsibility to protect their own personnel,” said Abramowitz. “What’s very clear is that many teachers are distrustful because they have been in deeply unsafe situations for a very long time.” Teachers are asked to deal with school shootings, violent children, aggressive adults, poverty, online bullying—a host of complex social problems that aren’t part of their job description, she said. “Educators are so abandoned, they no longer trust in their own system to protect them.
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www.the-american-interest.com www.the-american-interest.com
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The wise possum had never read Alexis de Tocqueville’s master work Democracy in America (1835). But whoever wants to understand what is afflicting Western postmodernity—with the U.S. going first and Europe following—should read the two chapters on the tyranny imposed not by an oppressive regime, but by a free society. 200 years ago, the young Frenchman praised America’s “extreme liberties” only to warn of a deadly downside: Nowhere else, he wrote, was there “less independence of mind and true freedom of discussion than in America.”
The hegemony of the minority. A danger of public schooling that we never saw coming. This hegemony came about by sacrificing the potential of black america. The school system the greatest source of systemic racism..
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www.youtube.com www.youtube.com
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Dupontel parle du formatage scolaire https://youtu.be/oVlNRsKmJ5A?t=133 la notion d'éducation.
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www.insidehighered.com www.insidehighered.com
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U of Vermont faculty members pledge to fight planned cuts to liberal arts. (n.d.). Retrieved December 9, 2020, from https://www.insidehighered.com/news/2020/12/07/u-vermont-faculty-members-pledge-fight-planned-cuts-liberal-arts
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www.theguardian.com www.theguardian.com
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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.
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psyarxiv.com psyarxiv.com
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Długosz, P., & Kryvachuk, L. (2020). Neurotic generation of Covid-19 in Eastern Europe. PsyArXiv. https://doi.org/10.31234/osf.io/mwhzk
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- Nov 2020
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advances.sciencemag.org advances.sciencemag.org
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Charoenwong, B., Kwan, A., & Pursiainen, V. (2020). Social connections with COVID-19–affected areas increase compliance with mobility restrictions. Science Advances, 6(47), eabc3054. https://doi.org/10.1126/sciadv.abc3054
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www.education.gouv.fr www.education.gouv.fr
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Eurydice, réseau européen sur les systèmes éducatifs La DEPP abrite, au sein de la Mission aux relations européennes et internationales (MIREI), l’unité française d’Eurydice.
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www.lagazettedescommunes.com www.lagazettedescommunes.com
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www.youtube.com www.youtube.com
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Nous avons été prof de français. Sommés de nous offusquer des fautes d'orthographe, nous avons été pris pour les curés de la langue. Nous avons écrit pour dédramatiser, pour réfléchir ensemble et puis aussi parce qu'on a toujours pensé que l'Académie Française avait un vrai potentiel comique. "Les deux belges qui veulent simplifier la langue française" : tout est faux dans cette phrase. Pas "simplifier" mais bien faire preuve d'esprit critique, se demander si tout se vaut dans notre orthographe. Pas deux belges, mais bien deux curieux qui veulent transmettre le travail des linguistes de toute la francophonie, pas même la "langue française", seulement son orthographe. Car l'orthographe, c'est pas la langue, c'est juste le code graphique qui permet de la retranscrire. Passion pour les uns, chemin de croix pour les autres, elle est sacrée pour tous. Et pourtant, il ne s'agit peut-être que d'un énorme malentendu. Arnaud Hoedt et Jérôme Piron sont linguistes de formation. Ils ont vécu 25 ans sans se connaître, mais c’était moins bien. Ils ont ensuite enseigné pendant 15 ans dans la même école. Quand Arnaud participe à la rédaction des programmes de français en Belgique, Jérôme se spécialise en médiation culturelle. En 2016, ils écrivent et mettent en scène le spectacle « La Convivialité », au Théâtre National de Bruxelles. Ce spectacle conférence qui traite de la question du rapport dogmatique à l’orthographe tourne depuis 3 ans dans toute la francophonie. Dans la foulée, ils publient l’ouvrage « La faute de l’orthographe », aux éditions Textuel. Ils se définissent comme suit : « Linguistes dilet(t)antes. Pédagogues en (robe de) chambre. Tentent de corriger le participe passé. Écrivent des trucs. Vrais-Faux Comédiens. Bouffeurs d’Académicien ». A la question « est-ce que ça se dit ? « , Arnaud et Jérôme répondent invariablement « oui, tu viens de le faire ». This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx
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uoh.fr uoh.fr
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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L’éducation, de l’école à l’université, constitue également un domaine où se concentrent de fortes discriminations et inégalités liées à l’origine, qui trouvent, notamment, leur source dans le fonctionnement des institutions.
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L’éducation, de l’école à l’université, constitue un autre lieu névralgique où se concentrent de forts ressentis de discriminations et d’inégalités liées à l’origine
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www.youtube.com www.youtube.comYouTube1
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Teaching in the US vs. the rest of the world
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- Oct 2020
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indianexpress.com indianexpress.com
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BTech in design engineering or BTech engineering design: Design thinking is a popular concept that spans multiple industries and there are courses, independent of any branch purely focussing on designing products. This is also often referred to as an engineering design course or design engineering course. The idea is to teach how to not just bring in design to develop great products that are aesthetically perfect and ergonomically usable and consumer-focused but also to introduce design as a tool for innovative thinking. The curriculum develops design thinking concepts in a manner basis which students can conceptualise and develop products that are innovative while also boasting of high aesthetic value. These graduates are sought after by all manufacturing industries.
Design thinking fosters innovative thinking.
It involes designing user focused, highly utilitarian and aesthetic products.
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manuel.darcemont.fr manuel.darcemont.fr
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Junior school is great because you don’t learn to find a job. You’re at school to grow as a citizen, not to prepare to your future life, and actually you’re better not to think about your future if you don’t want to question yourself about the meaning of your existence. This is the same thing for side projects. See them as a way to discover a new topic and enlarge your horizon, not as something that you could action in your current position or to find a new job.
Comparing school to side projects
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www.elsevier.com www.elsevier.com
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We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper).
To be considered
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dl.acm.org dl.acm.org
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In order for a paper to fall within the scope of ACM TOCE, it must clearly address some aspect of the teaching and learning of computing. Simply using computing students to study a general educational phenomenon is generally not enough.
To take into account
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The flipped meeting — pioneered by innovative companies like Amazon and LinkedIn, and built on the model of the flipped classroom that has been rolled out in universities across the country and around the world. Flipping your meetings can help you win back time wasted in meetings, ensure that every meeting you attend is productive, and empower your teams to collaboratively make smarter, timelier decisions. See how, in our complete guide to flipping your meetings.
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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By some measures distance education students are somewhat less prepared (e.g. fewer of them attended private high schools) but still have a better chance of graduating college than students who do not take distance education courses. Put simply, at a national level, even potentially less prepared students who participated in distance education early in their college careers were more likely to attain a degree than students who had not done so.
A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10
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www.panopto.com www.panopto.com
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But there is an alternative. The “flipped meeting” approach is revolutionary in its simplicity: Share the informational presentation before the meeting so participants are fully informed up front Focus the meeting on making decisions, opening discussion, and getting work done in the meeting, not afterwards This handbook includes a guide to developing a flipped meeting culture in your organization, including: Pre-meeting communication and information sharing needs In-meeting group management and best practices Ideas for using video to make flipped meetings more efficient Flipping your meetings can help you win back time wasted in meetings, ensure that every meeting you attend is productive, and empower your teams to collaboratively make smarter, timelier decisions.
Flipped meeting solves for the unengaging long lecture.
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While scholars have applied the assumptions of andragogy to inform quality online course design, this work proposes that an online course designed using sound pedagogical principles can exhibit a learning experience beneficial to adult learners.
This short article links Anderson and McCormick's pedagogical principles for online learning with Knowles' andragogical assumptions about adult learning. 8/10
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journals-sagepub-com.libproxy.nau.edu journals-sagepub-com.libproxy.nau.edu
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Accordingly, our results strongly suggest thatonlineinstructionin keyintroductorycollege-level courses, at least as currently practiced, maynot be aseffectiveasface-to-faceinstructionat2-yearcommunitycolleges.
According to a study done across all Virginia Community Colleges, students who signed up for gatekeeper courses (basic English and Math) online did less well in those courses than did their peers who took the same classes in person. There was a higher attrition rate in the online classes as well. Students who came in with good GPAs tended to do well in online courses, but those who were struggling with academics did worse than they probably would have in person. Many statistics are included. 9/10
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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In order to inform the development and implementation of effective online learning environments, this study was designed to explore both instructors' and students' online learning experiences while enrolled in various online courses. The study investigated what appeared to both support and hinder participants' online teaching and learning experiences.
The authors discuss the issue of community and engagement in online graduate programs. They carried out a small case study and used a Cognitive Apprenticeship Model to examine a successful program in Higher Education. They found that students feel too many online classes are just reading and writing, regurgitating rather than applying, and lack sufficient connection with the instructor and with other students, They recommend some strategies to fix that, but admit that more work is needed. 9/10
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news.berkeley.edu news.berkeley.edu
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In an interview, he described how these emerging support systems engage students and evaluate their strengths and weaknesses, even when they’re not in the classroom. The systems are not an online course, but rather an online tutor, driven by artificial intelligence, that can assess a student’s strengths and weaknesses and deliver personalized individual instruction.
An interview with Zachary Pardos, a professor at UC Berkeley who is creating adaptive tutoring software. He describes how he thinks technology and the pandemic will change education over the next several years. He expects greater accessibility to wireless provided like school buses, greater use and development of adaptive tutoring software, and more online learning. I'd need more information on how the system deals with students who don't get it - do they have multiple explanations for math, or just one? 5/10
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www.nature.com www.nature.com
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Schiermeier, Q., Else, H., Mega, E. R., Padma, T. V., & Gaind, N. (2020). What it’s really like to do science amid COVID-19. Nature. https://doi.org/10.1038/d41586-020-02815-2
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edtechmagazine.com edtechmagazine.com
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Higher education institutions need to address these challenges, and technological tools — even some surprisingly simple ones — can go a long way toward enhancing the college experience for older students, says Brian Fleming, executive director of the Sandbox ColLABorative at Southern New Hampshire University.
Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10
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Technology Can Help Adult Learners Get the Most Out of Higher Ed
(Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10
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www.gettingsmart.com www.gettingsmart.com
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While our program still faces some challenges around engaging our students and keeping them enrolled in programs long enough to complete their goals, technology has allowed us to make some remarkable strides.
A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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We eventually hope to create affect-sensitive learning environments that respond constructively and effectively to boredom and confusion. When we do, we will have made significant progress towards improving students’ learning experiences, reducing problem behaviors such as gaming the system, managing students’ frustration and confusion in the face of impasses, and ultimately improving students’ learning.
Researchers studied students cognitive-affective states doing online learning in 3 separate, very different studies, among different student populations, ranging from 12-year-olds to college students. They found that, contrary to prior assumptions, frustration did not necessarily have negative learning outcomes. Boredom tended to last longest of the cognitive-affective states covered, led to the greatest attempts to game the system, and had the least successful learning outcomes. Confusion was sometimes beneficial and sometimes harmful. Therefore, online learning environments should be developed that guard against boredom and perhaps confusion, rather than frustration. 8/10
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www.erudit.org www.erudit.org
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Therefore, practitioners need to be cognisant of the important role they play in influenc-ing learner motivation when designing learning activities. Most importantly, the relevance and value of the task (e.g., online discussions) need to be clearly identified and linked to learning objectives to help learners understand how the activity can aid in the realisation of personal goals, aspirations, and interests, both in the short and longer term.
Based on research and two small scale case studies, some students in online learning are intrinsically motivated, but others need to be motivated by the teacher and material. External influences such as deadlines and grades also influenced student motivation. Identified regulation, that is, knowing why the activity is valuable and important, make a very big difference in student motivation. This brings us back to the andragogical idea that the assignments should involve real-world situations and be applicable to students' lives. 9/10
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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Online learning environments have a promising future for researchers, practitioners, and learners. However designing and developing more effective and efficient online learning environments is possible with ongoing research and development. This paper offers four research goals and matches four existing methodologies to improve student outcomes in online learning environments defined as learner achievement, engagement, and retention.
The authors outline four general research goals, and then go into detail on some of the questions that should be researched within those areas. They then suggest four methodologies to use in designing students to research those questions: formative, developmental, and experimental research and activity theory. All of these could help include online learning in terms of learner achievement, engagement, and retention. 9/10
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sites.google.com sites.google.com
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Technology integration has also been shown to help create more authentic learning environments where the students are more motivated to attend, have a greater chance of communication and collaboration and have more opportunities to use higher order thinking and problem solving skills connected to real world applications (Fouts, 2000) This has led some to believe that new theories in learning needed to be developed that would help to support the creation of such learning environments. The three emerging theories discussed in this paper all possess the ability to support the creation of such learning environments. They all support the idea that learning is through action. They all support that cognition happens through communication and collaboration with others. They all support the use of technology to help in the creation of such learning environments. It is through these new theories that learning environments, which support the development of these higher-level learning skills, can be created.
This appears to be a paper written by an upper-level undergraduate (based on the writing), describing the importance of technology in 21st century education and describing three cognitive theories, all requiring collaborative learning, The author highlights the importance of student engagement through technology, which students like, and assumes its importance in the workplace. 5/10
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digitalpromise.org digitalpromise.org
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Research about adults as learners can inform the design of effective digital learning experiences. Although there is no one principle that can be applied to all adults, the design principles outlined here are based on five of the prevailing theories about how adults learn: andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience.
This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10
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scholarsphere.psu.edu scholarsphere.psu.edu
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Faculty need to focus on learning theory in the design of instructional technology so that they can create lessons that are not only technology-effective but that are meaningful from the learner’s standpoint.
Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10
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philonedtech.com philonedtech.com
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Institutions that were primarily online before the pandemic are also doing well. At colleges where more than 90 percent of students took courses solely online pre-pandemic, enrollments are growing for both undergraduate (6.8 percent) and graduate students (7.2 percent).
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localhost:4000 localhost:4000
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JVER v29n1 - Analysis of Technology Integration in the Teaching-Learning Process in Selected Career and Technical Education Programs
This looks at the application of technology in career and technical education programs for adults. It looks at how and how often technology is used in these programs. 8/10, interesting and focused on technical education unlike most articles.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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Technology planning: A roadmap to successful technology integration in schools
This article talks about why, when institutions have prioritized and invested a lot of money in teaching adults to utilize technology in the classroom, there are very little successful instances of integration of technology in classrooms. 5/10, not particularly interesting to me and targeted towards a specific group of adult learners.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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DEVELOPMENT ARTICLEA systems-based approach to technology integrationusing mentoring and communities of practice
This article presents a model of technology integration at the system level formed around mentoring. It focuses on effective methods of teacher professional development in the area of technology integration and discusses overcoming various obstacle teachers face during adult learning/ education. 6/10, very narrow focus of adult learners.
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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TECHNOLOGY INTEGRATIONTHROUGH PROFESSIONAL LEARNING COMMUNITY
This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.
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onlinejour.journals.publicknowledgeproject.org onlinejour.journals.publicknowledgeproject.org
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E- learning within the Field of Andragogy
This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.
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files.eric.ed.gov files.eric.ed.gov
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Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model
This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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Language Research Bulletin,32, ICU, TokyoAndragogy in the 21st century: Applying the Assumptions of Adult Learning Online
This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.
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americanscholarspress.us americanscholarspress.us
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A Comprehensive Exploration of Technology's RoleIin Adult Learning
This article examines and gives bit of information from a book covering the intersection of adult learning and technology innovation. 4/10, while there is information here it is certainly not the entire book and therefore incomplete. It does serve as a quick and accessible alternative for those seeking the books information but lacking the time/ access to read the book.
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files.eric.ed.gov files.eric.ed.gov
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Pre-service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms
This article looks at yet another new technology that has the potential to revolutionize the adult learning field. It examines the results of teaching educators about digital game design for technology integration. It looked at integrating this technology into science classrooms in particular. 9/10, very interesting new technology with lots of potential implications in the adult learning field.
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elibrary.kdpu.edu.ua elibrary.kdpu.edu.ua
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Application of augmented reality technologies for education projects preparation
This article is on the cutting edge of educational technology. It discusses the potential benefits of augmented or enriched reality in education. While this article focuses on studies conducted using teaching practices in a college classroom with college students, it is reasonable to assume that this technology would have great potential for adult education too. 9/10 extremely exciting and interesting potential future technology for adult education.
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www.researchgate.net www.researchgate.net
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Teaching, Technology, and Teacher Education During the COVID-19 Pandemic:
This article (or at least the section of it presented here) describes one institutions 5-phase model of virtual learning . It examines the state of teacher preparation and professional development in terms of technology and determines that while progress is being made, it is slow and needs to be implemented and focused on more. 4/10, the article itself is not great but it does include an extensive list of references that may be of use later.
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e-space.mmu.ac.uk e-space.mmu.ac.uk
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Integrating academic and everyday learning through technology: Issues and challenges for researchers, policy makers and practitioners
This article examines the potential to connect academic with knowledge learned through life and career experience using technology and other traditional methods. Challenges and best practices are presented and all levels of individual and institution are included in the discussion. Rating 8/10. Very interesting idea and cool how many levels of organization are included.
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dergipark.org.tr dergipark.org.tr11809571
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Blueprint for In-Service Teacher Training Program in Technology Integration
This article looks at the gap between teacher efficiency in in-person versus online teaching and the need to effectively build teachers' competencies in the are of technology to ensure teachers are not incompetent at teaching online. This study collected data from 122 English language teachers and used the findings to create a blueprint for other institutions hoping to increases teachers' ability to successfully integrate technology into their lessons. 6/10, the study was too small to be truly persuasive scientifically and the findings were more helpful for institutions rather than individual educators.
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commons.erau.edu commons.erau.edu
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Toward a Future Adult Learning Community: If Sacra tes Had a PC. .. Toward a Future Adult Learning Community: If Socrates had a PC ...
In this article both socratic and invisible integration approaches of technology in adult education are examined in an effort to propose a framework for future adult learning communities. Rating is 2/10, this article is much older than anticipated (somehow snuck through the date filter) and was rather outdated given how much technology has changed.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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The Impact of Social Media Technologies on Adult Learning
This article takes on the challenge of investigating what role social media technologies have in adult learning/ their impact on learning outcomes for adult learners. The data showed that social media technologies follow similar patterns to other educational tools. Teaching method used in conjunction with the technology matters significantly. This being said, the article does make several recommendations for using social media in the classroom to boost adult learning outcomes. 10/10 interesting and relevant article with easy to find and utilize recommendations educators could implement.
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www.itdl.org www.itdl.org
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Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons Learned
In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10
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eric.ed.gov eric.ed.gov
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An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools
The author provides a comprehensive overview of Web 2.0 technologies, their use in online learning recommendations, and considerations for implementation. (7/10)
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eric.ed.gov eric.ed.gov
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Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication
Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10
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elearningindustry.com elearningindustry.com
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How To Make Online Corporate Learning Fun During Lockdown
(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)
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www.researchgate.net www.researchgate.net
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Blended learning: Efficient, timely and cost effective
(Click Download full-text PDF to read.) In this article, the authors discuss the blended learning instructional delivery method. Through case study, the authors demonstrate the benefits of blended course design. Furthermore, the article addresses potential detriments (financial, instructional design) of a blended course design. A brief review of considerations and recommendations for a blended design was provided. Though this article focuses on the relationship to forensic science, the information is applicable across disciplines and delivery venues (corporate, academic). (6/10)
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files.eric.ed.gov files.eric.ed.gov
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E-Learning Implications for Adult Learning
(Click Download full text to read.) In this brief article, the authors contrast the child and adult learner. Highlighting the adult learner's characteristics, the article further discusses factors that might affect the individual learning style. Furthermore, the authors discuss these styles in the context of eLearning (extravert, introvert, sensory type, intuitive adult, reflexive type, affective type, rational type, and perceptive type). Each learning type and preferred eLearning method is illustrated (Table 1, p. 60). Rationale for the implementation of eLearning is detailed (p. 61). Guidelines for the use of eLearning is discussed. (6/10)
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psyarxiv.com psyarxiv.com
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Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R. E., & Plak, S. (2020, October 11). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9
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journals.uair.arizona.edu journals.uair.arizona.edu
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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
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www.idunn.no www.idunn.no
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Krumsvik, R. J. (2020). Extended Editorial. Nordic Journal of Digital Literacy, 15(03), 141–152. https://doi.org/10.18261/issn.1891-943x-2020-03-01
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files.eric.ed.gov files.eric.ed.gov
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Features and characteristics of problem based learning
The problem based learning (PBL) strategy is defined. The strategy is defined as an iterative process with specific goals (knowledge, problem-solving skills, self-directed skills, collaboration, motivation for learning). The authors go on to describe the advantages, disadvantages, limitations, and considerations for the use of PBL. Integration of technology allows for new opportunities in education and training across disciplines. (7/10)
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nevadasadulteducationcommunity.wdfiles.com nevadasadulteducationcommunity.wdfiles.comPart 41
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Integrating Technologyinto Adult Learning
The author discusses four strategies (curriculum, mechanism, complement to instruction, instructional tool) for integrating technology in adult learning, their advantages and considerations. The use of any method will require changes to a curriculum, learning environment, and learner and educator roles. Therefore, technology integration should be done purposefully. 7/10
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techandcurr2019.pressbooks.com techandcurr2019.pressbooks.com
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Project Based Learning to Develop 21st Century Competencies
In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)
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www.hsj.gr www.hsj.gr
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An Evaluation of Problem-based Learning Supported by Information and Communication Technology: A Pilot Study
(Under "Viewing Options", select PDF.) In this article, Ernawaty and Sujono (2019) summarize results of a study funded by the Research and Higher Education Directorate of Indonesia. The study aimed to evaluate the cogency of information and communication technologies (ICTs) in problem based learning (PBL) and traditional teaching methods (TTM) based upon learner test scores. The concepts of PBL, TTM, and implications of ICTs are briefly reviewed. Results of the study revealed that PBL with the support of an ICT yielded the highest test scores. (6/10)
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www.fun-mooc.fr www.fun-mooc.fr
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MOOC « Les clés de la laïcité – Le rôle des collectivités territoriales Cas pratique "Ecole publique : port de signes religieux" Décryptage video
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www.fun-mooc.fr www.fun-mooc.fr
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Centre national de la fonction publique territoriale1
MOOC «Les clés de la laïcité
–Le rôle des collectivités territoriales
L'espace administratif -L'école vidéo
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www.fun-mooc.fr www.fun-mooc.fr
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Une authentique dérogation est à noter: la loi du 15 mars 2004 a introduit l’interdiction du « port de signes ou de tenues » manifestant « ostensiblement une appartenance religieuse » pour les élèves des écoles, collèges et lycées publics, qui sont des usagers du service public de l’éducation. Ainsi, les signes et tenues interdits sont ceux dont le port conduit à se faire immédiatement reconnaître par son appartenance religieuse, tels que le foulard, la kippa ou une croix de dimension manifestement excessive. La loi ne remet pas en cause le droit des élèves de porter des signes religieux discrets.Il est à noter que cette interdiction, strictement limitée aux écoles collèges et lycées publics, ne s’applique pas dans l’enseignement supérieur,et notamment au sein de l’université, que les élèves, usagers, sont libres de fréquenter en revendiquant leur religion, sous réserve, classiquement, de ne pas troubler l’ordre public.
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edtechfactotum.com edtechfactotum.com
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Grant Potter
Seeing the commentary from Greg McVerry and Aaron Davis, it's probably worthwhile to point you to the IndieWeb for Education wiki page which has some useful resources, pointers, and references. As you have time, feel free to add yourself to the list along with any brainstorming ideas you might have for using some of this technology within your work realm. Many hands make light work. Welcome to the new revolution!
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adanewmedia.org adanewmedia.org
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The architecture of the platform where I published allowed authorial control of content but could not control context collapse or social interactions.
These are pieces which the IndieWeb should endeavor to experiment in and attempt to fix. Though I will admit that pieces of the IndieWeb layers on top of platforms like WordPress can help to mitigate some context collapse and aggregate social interactions better. (eg: reply context and POSSE)
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Institutions, publics, and some media elites are encouraging academics to be more visible in the public sphere.
I can't help but be reminded of the early professoriate in the 1400's when teachers were expected to be well known or interesting enough to have their own local following and pull in their own individual students. If they weren't the right sort of thought leaders or didn't teach the "right" subjects, they failed as teachers and were kicked out of the university. Social media in this era would have been more interesting whereas, now it barely seems to be a direct economic factor. (cross reference O. Gingerich, The Book Nobody Read)
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There is a sense that one can cobble together a common public by overlapping various social media platforms and audiences. Many of my colleagues are doing a fine job of problematizing the intersections of private social media and the university. The larger project from which this essay is drawn is part of that emerging conversation.
I wonder here what role an IndieWeb-based version of academe looks like in which teachers all own their content on their own websites to make a more explicit appeal of work that they've done. Compare this with the concept that what they may be doing on Twitter isn't "work" and which isn't judged as such.
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Scholars who are also members of marginalized groups disproportionately take up this kind of engaged scholarship, often without commensurate credit from university administrators or colleagues (Ellison and Eatmen 2008; Park 1996; Stanley 2006; Taylor and Raeburn 1995; Turner et al 2008; Villalpando and Bernal 2002).
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joelhooks.com joelhooks.com
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As I read this while thinking about the context of the IndieWeb and it's wiki, I'm thinking two cognitively dissonant thoughts: 1. The current technical uses are creating content more for themselves and their research and use and 2. They're not creating it to help out the users who may necessarily need a ladder or a bigger platform to get to where they are.
It's going to take a layer of intermediate users, creators, or builders to help create a better path to bring the neophytes up to a higher level to get more out of the wealth of information that's hiding in it. Or it's going to take helpers and mentors to slowly build them up to that point.
How can we more consistently reach a hand down to pull up those coming after us? How can we encourage others to do some of the same?
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opencontent.org opencontent.org
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When you can assume that all the materials you’re using in and with your class are open educational resources, here’s one way to remix the effective practices listed above with OER in order to provide you and your students with opportunities to spend your time and effort on work that makes the world a better place instead of wasting it on disposable assignments.
As I think of remix, reuse, redistribute and things like git and version control, I also can't help but think that being able to send and receive webmentions in the process of reusing and redistribution with referential links back to the originals will allow the original creator to at least be aware of the changes and their existence to potentially manually add them to the original project. (Manually because they may not (yet) know how to keep their content under source control or allow others to do so and send pull requests.)
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www.eastgate.com www.eastgate.com
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As I'm reading this page I can't help but think about how it potentially predates and underlies the idea of the wiki which came just a few years after this piece of software.
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open.ed.ac.uk open.ed.ac.uk
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It is our belief that Wikimedia projects are a valuable tool for education, and that engagement with those projects is an activity which enriches the student experience as much as it does the open web itself. Educators worldwide are using Wikimedia in the curriculum – teaching students key skills in information literacy, collaboration, writing as public outreach, information synthesis, source evaluation and data science. Engaging with projects like Wikipedia – particularly through becoming a contributor – enables learners to understand, navigate and critically evaluate information as well as develop an appreciation for the role and importance of open education. Once published, material produced by students becomes immediately accessible by a global audience, giving students the satisfaction of knowing that their work can be seen by many more people than just their tutor. As individuals working in the open web in the twenty-first century it is incumbent upon us to embrace innovative learning, embedding into our practice those tools which equip our students to work collaboratively, be skilled digitally, and think critically.
This would generally apply to almost any wiki product. In part, it's why I maintain a personal wiki on the open web.
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kfitz.info kfitz.info
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Reversing the trend toward privatization will thus require not just massive public mobilization and demand of elected officials, but also a hard turn away from efficiency as a primary value, a recognition that the building of relationships and the cultivation of care is slow and difficult and of necessity inefficient. In fact, that its value lies in its inefficiency — but making the case for such inefficiency as a necessary value requires a lot of effort, and a lot of caution.
There's a kernel here of something about the value of links (social, business, etc.) as put forward by Cesar Hidalgo in Why Information Grows. Where is the real value? How can it best be extracted? Built up? Having a more direct means of valuing these otherwise seeming intangibles will be important in the future.
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Throughout Generous Thinking, one of my interests lies in the effects of, and the need to reverse, the shift in our cultural understanding of education (and especially higher education); where in the mid-twentieth century, the value of education was largely understood to be social, it has in recent decades come to be described as providing primarily private, individual benefits. And this, inevitably, has accompanied a shift from education being treated as a public service to being treated as a private responsibility.
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This displacement is of course operative in the de-funding of public universities, effectively transforming them into non-profits rather than state institutions. The effects of this program of neoliberal1 reform run deep, not least that the dominant motivator behind these privatized institutions becomes sustainability rather than service, leaving universities, like non-profits, in an endless cycle of fundraising and budget cuts.
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criticaldigitalpedagogy.pressbooks.com criticaldigitalpedagogy.pressbooks.com
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There must be an ‘industrial revolution’ in education
This first phrase is the most telling of all the issues we deal with on the edtech front. Because the industrial revolution touched almost every aspect of life since its inception, everyone presumes that it must also affect education.
Sadly other than helping to make searching for and obtaining material much quicker, it still needs to be consumed, thought about, and digested by a student. The industrial revolution simply hasn't increased the bandwith of the common student's brain. It's unlikely that anything in the near future will expand it.
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www.insidehighered.com www.insidehighered.com
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Students like the convenience of the system, said Anderson, and all have access to the most up-to-date content, instead of some students having different editions of the same textbook.
They're also touting the most up-to-date content here, when it's an open secret that for the majority of textbooks don't really change that much from edition to edition.
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A key difference between inclusive access and buying print textbooks is that students effectively lease the content for the duration of their course, rather than owning the material. If students want to download the content to access it beyond the duration of their course, there is often an additional fee.
So now we need to revisit the calculation above and put this new piece of data into the model.
Seriously?! It's now a "rental price"?
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She said that her institution, which has inclusive-access agreements with more than 25 publishers, had saved students more than $2 million this semester alone.
$ 2million compared to what? To everyone having purchased the textbooks at going rates before? This is a false comparison because not everyone bought new in the first place. Many bought used, and many more still probably either pirated, borrowed from a friend, from the library, or simply went without.
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The "inclusive" aspect of the model means that every student has the same materials on the first day of class, with the charge included as part of their tuition.
It almost sounds to me like they know they're not getting a cut of the money from poorer students who are finding the material for free online anyway, so they're trying to up the stakes of the piece of pie that they're getting from a different angle.
This other model of subscription at the level of the college or university is also one that they're well aware of based on involvement with subscription fees for journal access.
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www.nytimes.com www.nytimes.com
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Pearson, the publisher whose Texas textbook raises questions about the quality of Harlem Renaissance literature, said such language “adds more depth and nuance.”
If they wanted to add more "depth and nuance" wouldn't they actually go into greater depth on the topic by adding pages instead of subtly painting it such a discouraging light?
But Texas students will read that some critics “dismissed the quality of literature produced.”
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www.insidehighered.com www.insidehighered.com
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Finally, the best HyFlex classrooms have someone assisting the faculty member.
This is the understatement of the year. Faculty members will require extensive training and LOTS of assistance. This assistance SHOULD NOT come from student assistants, graduate students (who are likely to be heavily undertrained), or other "free" sources.
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It’s important to note that the goal of HyFlex is two make both the online and in-person experiences equal.
There are some pieces of this that immediately make me think that this model is more of a sort of "separate, but equal" sort of modality. Significant resources will need to go toward the equality piece and even then it is likely to fall short from a social perspective.
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These assistants could also be work-study students who are assigned a particular classroom (or digital space) or they might be volunteers from class who are given credit for assisting in the delivery of the course.
And of course, the first pivot (even in the same paragraph!) is exactly to these "free" or cheap sources which are likely to be overlooked and undertrained.
If a school is going to do this they need to take it seriously and actually give it professional resources.
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This fall needs to be different. We need to ask students to be part of the solution of keeping learning flourishing in the fall. This includes asking them to help manage the class if it has a virtual component.
This is moving education in exactly the WRONG direction. Students are already ill-prepared to do the actual work and studying of education, now we're going to try to extract extra efficiency out of the system by asking them to essential teach themselves on top of it? This statement seems like the kind of thing a technology CEO would pitch higher education on as a means of monetizing something over which they had no control solely to extract value for their own company.
If we're going to go this far, why not just re-institute slavery?
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www.edsurge.com www.edsurge.com
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“Professional development often meant filling in to an auditorium and being talked at from a stage,” says Ferguson.
Naturally, because you know, educators know how to educate other educators, right?!
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www.bloomberg.com www.bloomberg.com
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"There’s one great quote that’s attributed to Confucius: 'I hear and I forget, I see and I remember, I do and I understand,'" says Case. "I really believe in the potential of the interactive mediums."
This is related to the broad idea of modality shifts in more modern educational contexts.
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collect.readwriterespond.com collect.readwriterespond.com
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Learning and Teaching Letter Grades are the Enemy of Authentic & Humane Learning: Bernard Bull discusses how grades work against authentic and self-determined learning. Although they are ingrained in education, he recommends considering the aspects of life free from grades and having these conversations with others. What is interesting is this is only one post being shared at the moment. Bill Ferriter shared his concerns about the association between standard grades and fixed mindset, while Will Richardson argues that grades only matter because we choose to let them matter.This continues some of the points discussed in Clive Rose’s book The End of Average and Jesse Stommell’s presentation on grades and the LMS. It is also something that Templestowe College has touched in the development of alternative pathways to higher education.
Thanks for aggregating a variety of sources here!
I'd recently come across Robert Talbert's post <cite>Traditional Grading: The Great Demotivator</cite> which likely fits into this same sub-topic.
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musicfordeckchairs.com musicfordeckchairs.com
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I ran across this 5 year old article courtesy of a few recent tweets:
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>This took me back to a time and something I’d forgotten writing, that has made me rethink where we are now: https://t.co/COgNQnutZr
— Kate Bowles (@KateMfD) April 25, 2020
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>“power is distributed very unevenly throughout the global network of higherEd institutions. If digital innovation is left to the market, we will continue to see scale and standardisation dressed up as personalisation and differentiation.” @KateMfD https://t.co/pqskuKPbQj
— Robin DeRosa (@actualham) April 25, 2020What surprises me is that it's about education and pedagogy that starts off with a vignette in which Kate Bowles talks about the unknown purpose of Stonehenge.
But I've been doing some serious reading on the humanities relating to memory, history, and indigenous cultures over the last few years. It dawns on me:
I know what those stones are for!
A serious answer provided by Australian science and memory researcher Dr. Lynne Kelly indicates that Stonehenge and similar monolithic sites built by indigenous cultures across the world are--in fact--pedagogic tools!!
We've largely lost a lot of the roots of our ancient mnemonic devices through gradual mis- and dis-use as well as significant pedagogic changes by Petrus Ramus, an influential French dialectician, humanist, logician, and educational reformer. Scholar Frances Yates indicated in The Art of Memory that his influential changes in the mid-1500's disassociated memory methods including the method of loci, which dated back to ancient Greece, from the practice of rhetoric as a field of study. As a result we've lost a fantastic tradition that made teaching and the problem of memory far worse.
Fortunately Lynne Kelly gives a fairly comprehensive overview of indigenous cultures across human history and their use of these methods along with evidence in her book Memory Code which is based on her Ph.D. thesis. Even better, she didn't stop there and she wrote a follow up book that explores the use of these methods and places them into a modern pedagogy setting and provides some prescriptive uses.
I might suggest that instead of looking forward to technology as the basis of solutions in education, that instead we look back---not just to our past or even our pre-industrial past, but back to our pre-agrarian past.
Let's look back to the tremendous wealth of indigenous tribes the world over that modern society has eschewed as "superstitious" and "simple". In reality, they had incredibly sophisticated oral stories and systems that they stored in even more sophisticated memory techniques. Let's relearn and reuse those techniques to make ourselves better teachers and improve our student's ability to learn and retain the material with which they're working.
Once we've learned to better tap our own memories, we'll realize how horribly wrong we've been for not just decades but centuries.
This has been hard earned knowledge for me, but now that I've got it, I feel compelled to share it. I'm happy to chat with people about these ideas to accelerate their growth, but I'd recommend getting them from the source and reading Dr. Kelly's work directly. (Particularly her work with indigenous peoples of Australia, who helped to unlock a large piece of the puzzle for her.) Then let's work together to rebuild the ancient edifices that our ancestors tried so desperately to hand down, but we've managed to completely forget.
The historical and archaeological record: The Memory Code: The Secrets of Stonehenge, Easter Island and Other Ancient Monuments by Dr. Lynne Kelly
A variety of methods and teaching examples: Memory Craft: Improve Your Memory with the Most Powerful Methods in History by Dr. Lynne Kelly
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I want to have ways to show learners that I chose the texts for them, as I’m convinced that empathy is motivating.
I quite like this idea as a means of pedagogy.
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First of all, I wanted to learn more about how to inspire learners to read. And this means for me as an educator to create a technical and social environment that is welcoming and easy to participate in.
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kfitz.info kfitz.info
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There are still some wrinkles to be ironed out in getting the various platforms we use today to play well with Webmentions, but it’s a real step toward the goal of that decentralized, distributed, interconnected future for scholarly communication.
The fun, secret part is that Kathleen hasn't (yet?) discovered IndieAuth so that she can authenticate/authorize micropub clients like Quill to publish content to her own site from various clients by means of a potential micropub endpoint.
I'll suspect she'll be even more impressed when she realizes that there's a forthcoming wave of feed readers [1] [2] that will allow her to read others' content in a reader which has an integrated micropub client in it so that she can reply to posts directly in her feed reader, then the responses get posted directly to her own website which then, in turn, send webmentions to the site's she's responding to so that the conversational loop can be completely closed.
She and Lee will also be glad to know that work has already started on private posts and conversations and posting to limited audiences as well. Eventually there will be no functionality that a social web site/silo can do that a distributed set of independent sites can't. There's certainly work to be done to round off the edges, but we're getting closer and closer every day.
I know how it all works, but even I'm impressed at the apparent magic that allows round-trip conversations between her website and Twitter and Micro.blog. And she hasn't really delved into website to website conversations yet. I suppose we'll have to help IndieWebify some of her colleague's web presences to make that portion easier. Suddenly "academic Twitter" will be the "academic blogosphere" she misses from not too many years ago. :)
If there are academics out thee who are interested in what Kathleen has done, but may need a little technical help, I'm happy to set up some tools for them to get them started.
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www.charleskochfoundation.org www.charleskochfoundation.org
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I can’t overstate the importance of education, since it can inspire critical thinking and foster innovative research to help remove barriers holding people back.
I'm reminded here of Malcolm Gladwell's thesis about helping the masses rather than the edge cases. see also: https://boffosocko.com/2018/05/01/episode-06-my-little-hundred-million-revisionist-history/
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boffosocko.com boffosocko.com
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Here’s what I wrote last year when I chose “the Indie Web” as one of the “Top Ed-Tech Trends of 2014”:
I want to go back and read this too.
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techcrunch.com techcrunch.com
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Schools can ensure their curriculum are up to date and training students for the areas of science with the most potential for advancement
This completely flies in the face of the need for more basic science research which is far more likely to create vast potential advancement rather than focusing on smaller edge cases.
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cathieleblanc.com cathieleblanc.com
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When I received Chris’s comment, my first response was that I should delete my post or at least the incorrect part of it. It’s embarrassing to have your incorrect understandings available for public view. But I decided to leave the post as is but put in a disclaimer so that others would not be misled by my misunderstandings. This experience reminded me that learning makes us vulnerable. Admitting that you don’t know something is hard and being corrected is even harder. Chris was incredibly gentle in his correction. It makes me think about how I respond to my students’ work. Am I as gentle with their work as Chris was to mine? Could I be more gentle? How often have I graded my students’ work and only focused on what they did wrong? Or forgotten that feeling of vulnerability when you don’t know something, when you put your work out for others to judge? This experience has also reminded me that it’s important that we as teachers regularly put ourselves into situations in which we authentically grapple with not knowing something. We should regularly share our less than fully formed understandings with others for feedback. It helps us remember that even confident learners can struggle with being vulnerable. And we need to keep in mind that many of our students are not confident learners.
I'm reminded here of the broad idea that many bloggers write about sooner or later of their website being a "thought space" or place to contemplate out in the open. More often than not, even if they don't have an audience to interact with, their writings become a way of thinking out loud, clarifying things for themselves, self-evolving, or putting themselves out there for potential public reactions (good, bad, or indifferent).
While writing things out loud to no audience can be helpful and useful on an individual level, it's often even more helpful to have some sort of productive and constructive feedback. While a handful of likes or positive seeming responses can be useful, I always prefer the ones that make me think more broadly, deeply, or force me to consider other pieces I hadn't envisioned before. To me this is the real value of these open and often very public thought spaces.
For those interested in the general idea, I've been bookmarking/tagging things around the idea of thought spaces I've read on my own website. Hopefully this collection helps others better understand the spectrum of these ideas for themselves.
With respect to the vulnerability piece, I'm reminded of an episode of <cite>The Human Current</cite> I listened to a few weeks back. There was an excellent section that touched on building up trust with students or even a class when it comes to providing feedback and criticism. Having a bank of trust makes it easier to give feedback as well as to receive it. Here's a link to the audio portion and a copy of the relevant text.
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www.eugenewei.com www.eugenewei.com
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Almost every social network of note had an early signature proof of work hurdle. For Facebook it was posting some witty text-based status update. For Instagram, it was posting an interesting square photo. For Vine, an entertaining 6-second video. For Twitter, it was writing an amusing bit of text of 140 characters or fewer. Pinterest? Pinning a compelling photo. You can likely derive the proof of work for other networks like Quora and Reddit and Twitch and so on. Successful social networks don't pose trick questions at the start, it’s usually clear what they want from you.
And this is likely the reason that the longer form blogs never went out of style in areas of higher education where people are still posting long form content. This "proof of work" is something they ultimately end up using in other areas.
Jessifer example of three part post written for a journal that was later put back into long form for publication.
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www.washingtonpost.com www.washingtonpost.com
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choice and competition improve schools
How can choice and competition improve schools? From a capitalistic perspective one needs to be much more mobile or have a tremendous number of nearby schools for this to happen. Much like the lack of true competition in local hospitals, most American families don't have any real choice in schools as their local school may be the only option. To have the greatest opportunity, one must be willing to move significant distances, and this causes issues with job availability for the parents as well as other potential social issues.
When it's the case that there is some amount of local selection, it's typically not much and then the disparity of people attending one school over another typically leads to much larger disparities in socio-economic attendance and thus leading to the worsening of the have and the have-nots.
Even schools in large cities like the Los Angeles area hare limited in capacity and often rely on either lottery systems or hefty tuition to cut down on demand. In the latter case, again, the haves and have-nots become a bigger problem than a solution.
I'll have to circle back around on these to add some statistics and expand the ideas...
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bookbook.pubpub.org bookbook.pubpub.org
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The Right to Learn Undergraduate Research Collective (R2L), directed by professor Manuel Espinoza, is a research group at the University of Colorado Denver that, for more than a decade, has studied the legal, moral, and philosophical criteria of educational dignity.
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www.insidehighered.com www.insidehighered.com
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I’m committed to playing the long game of learning, rather than the short game of schooling.
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cogdogblog.com cogdogblog.com
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But education is all about digging yourself into a hole, losing sight of the grandeur which was a flat landscape stretching into the distance filled with magnificent and seemingly bottomless trenches and tunnels.
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longviewoneducation.org longviewoneducation.org
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Universal Design for Learning: Theory and Practice by Meyer, Rose, and Gordon (a book recognized as the core statement about UDL, which you can read for free) walks us through how educators actively change their practice to become more inclusive and helps us weigh choices in terms of how we create unnecessary barriers:
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musicfordeckchairs.com musicfordeckchairs.com
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This is what higher education is currently saying to its long-term casual staff. While universities are underfunded for teaching and expected to compete globally on the basis of research, then the revenue from teaching will be diverted into research. This isn’t a blip, and there won’t be a correction. This is how universities are solving their funding problems with a solution that involves keeping labour costs (and associated overheads like paid sick leave) as low as possible. It’s a business model for bad times, and the only thing that makes it sustainable is not thinking about where the human consequences are being felt.
This last sentence is so painful...
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kfitz.info kfitz.info
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“To be in the shoes of an Other still leaves you with your own feet.”
Reminiscent of Jefferson's quote "He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me."
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readwriterespond.com readwriterespond.com
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I felt more akin to being a relief teacher with little agency.
I felt like exactly this myself!
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Local file Local file
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The goal of school is for students to learn. What we incentivize, however, is getting good grades.
Example of moral hazard of gameplay.
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www.learntechlib.org www.learntechlib.org
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Characteristics of Adult Learners With Implications for Online Learning Design
The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10
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covid-19.iza.org covid-19.iza.org
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IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13641/.
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www.chronicle.com www.chronicle.com
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We have cast universities as the arbiters of opportunity. We have assigned them the role of allocating credentials and defining the merit that the wider society rewards — economically, but also in terms of honor, recognition, and prestige. ADVERTISEMENT Being cast in this role has enlarged the economic and cultural importance of universities. But we’ve paid a price for it. For one thing, support for higher education has become a partisan matter.
What is the role of market requirements in all this? After all, pragmatically if the markets don't hire that said elite, they will not have that value anymore
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