This call for women's education (and not just in manners and fine arts) is largely ignored for some time, despite its repetition. In the Rhetorical Tradition reading from last week, they mentioned Archbishop Fénelon published a call for women's education in 1687; here Astell says something similar (1694); others are mentioned below; Wollstonecraft is still calling for it in 1792 (100 years later).

Fénelon's call was for basic reading and writing; Wollstonecraft's was for equality in education with boys (much like Astell's education was). The nature of Astell's school is discussed here, but what was her vision of the curriculum (the "serious secular education")?

Also another thing that should be taught in k-12 schooling. I was talking to 3rd graders about their online identity and one of them said "I don't care if I act crazy in my videos that I post online". Number one, a 3rd grader should not have the ability to post videos of themselves online, in my opinion, and number two, even though they are only in 3rd grade, thses videos coud resurface one day and harm their image online.

This should be taught throughout k-12 schooling. Learnng this in college was super helpful but it was taught a little late for me. I know now how to choose sources that present good information but growing up I wouldnt have been able to do that

Vico seems to be opposed, then, to highly specialized education and in favor of breadth of knowledge. This has echoes of Aristotle and Cicero.

Does Vico mean "university" on a large scale? Because there was clearly "conditioning of the mind" happening, in localized schools and by educators who conditioned minds on a smaller scale (go, sophists). Was that not happening in a large-scale, communal location (see def. of university, tagged)?

These three stages are not the same as the Trivium, but they do seem to pair nicely, particularly if you understand the Trivium in a sort of developmental way as explained by Dorthy Sayers that is all the rage in classical education these days.

Something our current Secretary of Education would do well to remember. I'm not optimistic, though.

Cf. Wollstonecraft's Vindication of the Rights of Woman, written about 100 years later, making a similar argument. Specifically, Wollstonecraft argues that women are not naturally inferior or frivolous but have been bred that way through poor education. Taken in comparison to the Enlightenment's exploration of human nature and with a lack of significant progress between 1687 and 1792 (outside of literacy, noted below), it seems clear that "human nature" really means "man's nature."

Cf. Foucault's Discipline and Punish

This made me think...it may be a stupid question, but what does a modern education in rhetoric look like? The more I thought about it the more I found it hard to describe.

Both this and an earlier statement about humanities needing justified (last paragraph on 116) made me think about the lack of understanding of humanities at all levels of education. This piece is specifically aimed at "the university," but even at the secondary level, humanities are the first things threatened by a budget cut. Could a lack of understanding be a main reason public schools, primarily 9-12, aren't overly worried by the idea of cutting humanities courses?

Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.

To me, this is the "take home" message of the article. I hope psychology educators do more to improve the accuracy of their lessons about intelligence. I also hope more programs add a course on the topic to their curriculum.

Very exciting!! No surprise U-Mich is doing this.

Less efficiency driven and more people/human oriented

The source for much of this page is the following conference talk from October 2009:

"Two Principles for Any Economy" by Dieter F. Uchtdorf.

I think contextualizing Creative Commons material as a component in global justice and thinking of fair distribution of resources and knowledge as an antidote to imperialism is a provocative concept.This blog, infojusticeorg offers perspectives on social justice and Creative Commons by many authors.

Open Education Leadership Summit

https://er.educause.edu/blogs/2018/11/the-values-of-open-pedagogy (Values and habits of open pedagogy.)

Mike Caulfield notes some of the tensions among these values.

David Gibson: Would a fundamental confusion arise if the word ‘epistemic’ was not used as much? It seems like there is a potential to devalue the term through overuse?

I’d like to be enlightened on this; if there is a good definition that all learning is ‘epistemic’ to the learner...then what is the alternative that would be called forth by dropping the term?

The question to ask here is how to set in motion this cultural shift. Titles prevent us from considering a more flexible learning credential or format.

Hospitalists as QB should play leadership role in integrating all members of care team

I love this framing of OER as public infrastructure to facilitate the transfer of knowledge. I think it is not only generational, but also more broadly to the public. OER use is not limited to just students within our institutions, but are available freely and openly more broadly to the public. To anyone. I think we need to make that point more widely known. Every OER that is made freely available is making knowledge more open to not only students in our institutions, but to anyone, anywhere. It truly is "public" infrastructure.

Ryan Boyd reviews John Warner's Why They Can't Write, and gives concise criticism of education in the U.S.

An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.

Portland, OR: Parents' socioeconomic status broken down by race vs. educational attainment (reading & math).

Portland, OR: Parents' socioeconomic status vs. educational attainment (reading & math).

Statistical comparison of educational measures in relation to income and race.

part of specialization

specialization

nice books

writing for the public

I'll try to link related works here:

1. "A Comprehensive Framework For Evaluating Educational Vouchers" by Henry Levin.
2. "The common in higher education: a conceptual approach" by Krystian Szadkowski

DeAngelis uses the "fallacy of the inverse" to make his argument, which takes this form: "If some students who do X have good outcomes, then every student who does not do X will have bad outcomes." Read more in my annotation on DeAngelis's article.

A self-described nonpartisan framework for evaluating school voucher programs.

Observation that public education exists in an ongoing (and unresolvable?) tension between providing for individual and social needs.

Compare to a facile and polemic post on K12 education as a public good, by Cato Instittute's Corey DeAngelis.

causality inferred

Based on my understanding of public goods, I’m thinking most or all are not provided by government. A public good might be protected or endangered by government policy, but provided by it? There are examples like lighthouses, but most services provided by government are excludable and rivalrous. I agree education is not a classic public good.

You can learn more about Corey from his linked Cato Institute bio and list of publications, at The Heartland Institute, and at GMU's Mercatus Institute. You can see a record of Corey's citations on Google Scholar. Visit Corey on Twitter, where his account has a banner picture of Milton Friedman, and on LinkedIn. You might also find Corey's take on Trump's 2018 State of the Union address and his 28 Aug 2018 EdChoice interview interesting.

Another policy leap: no evidence has been presented that supports the idea of regulation increasing "the externalities associated with government schooling".

The important word here is "could". Is there evidence that market entry leads to any of these outcomes?

Note that there is a jump here from vouchers to ESAs that is nowhere substantiated in any of the previous argument or data.

Setting aside that this article is riven with logical leaps and unconvincing data, the bigger question is whether a purely economic evaluation of schooling mechanisms is enough to make a policy recommendations of such magnitude.

As the author himself argued that people are just mispeaking when they say education is a public good, we can just ignore this conclusion as a strawman.

No, these estimates should be treated with caution because they equal "about half of the U.S. GDP in 2016".

Near as I can tell, this study is just as likely to suggest that students that complete school are less likely to commit crimes than students that don't. The private school choice connection is a stretch.

So then included are the "less costly" types of crime, including crimes more often prosecuted against people of color.

Here the author admits that it is hard to quantify educational benefits.

Do the numbers being used here actually reflect the costs of the full 13 years of K-12 schooling? It seemed like most of the data was just for a few grades here and there.

I can't read this paper behind its paywall, but note that here we are grabbing a one-standard deviation measure from a study on teacher effectiveness and using it to extrapolate individual lifetime earnings based on standard deviations in math score tests from one meta-analysis of a a small collection of studies on voucher-based educations.

Except that the results from this study are pretty inconclusive overall and especially for the USA, so here the author is applying a global result to a USA context.

Here we go: now the author will extrapolate the spurious conclusions from above to the entire public school population.

Where "the preponderance of evidence" means the very small number of methodologically and statistically unconvincing studies included here that focus on private schools of choice.

Now that I've dug deeper, I see how unsubstantiated this table is. The primary issue is that very limited and methodologically imperfect studies that purport to show positive externalities for voucher-based choice programs are flipped to suggest that "government schooling" has negative externalities.

Here's an analogous argument: Because some small studies of people that ate carrots with lunch shows that they had less indigestion than control groups that didn't eat carrots with lunch, all lunches without carrots cause indigestion.

Also, if one explores the references, it turns out most of them are by one or more of the same set of authors.

Just to be clear here, the author is now talking about himself in the third person.

Based on this, the savings would be to the government though, right, not the individual taxpayer/voucher user? So the level of taxation is the same, but thanks to vouchers, the government would need to spend less on education?

Again, the view that taxes are inherently coercive.

The upshot of this section is there are no clear education advantages to vouchers in the USA.

It turns out the story is a bit more complicated that the author suggests here. The meta-analysis that these conclusions apparently rest on are not compelling for the USA context and the meta-analysis itself is riddled with questionable methodologies and conclusions.

I read this article, and found it to be even less supportive of the conclusions drawn here than in the dismal summary below.

Would someone who skated through medical school provide the same social/economic benefit?

OK, this at least seems like a social benefit a real economist might include.

Wait, what? This is the first, primary social benefit of education?

What happened to lowered crime and more informed voting? It will be interesting to see how an educated populace and social cohesion are measured.

exclusion by chance?

They could take those funds to other schools, but would they? Maybe the analogy with immunization would be better.

We shall also see if there is evidence of private schooling that can increase education (rather than just schooling) more efficiently than public schooling.

Two conclusions that the author has set out two prove.

One feels we are getting close to the author's reasoning about why government should support education at all.

There are more possible positive externalities from education than blog posts that aren't produced via market incomes, decreases in crime, and informed voting.

two of the possible individual benefits that might be derived from an education

maybe "as some economists would say" given that there is more than one definition of merit goods.

Sidenote: because it's easy to exclude houses from firefighting, no one can take advantage of firefighters without paying, that's why there is a healthy market in private firefighting.

If someone does not pay "me" [sic] to fight a fire at their house, I can simply let their house burn.

because it is easy to not fight a fire at one house and just prevent the fire from spreading

therefore, firefighting is rivalrous (and should not be provided by government)

if firefighters must fight fires at every house, they are less able to perfect firefighting at any one house

If the firefighters are fighting fire at one house, they can not fight fire at another house.

Synopsis of the argument so far: People mistakenly call public schooling a public good when they really mean it is good for the public. But nevertheless, we have proven public schooling is not a public good. We assert without evidence that government funding should focus on public goods. Therefore there is no reason for government to fund public schooling.

Hm. Not the example I would have reached for. The radio spectrum might be a better example. One could easily broadcast an excludable radio program encrypted that only people who had paid for a key could decrypt and listen to.

The UK has used a different system to support broadcast (receiver licensing) and public broadcasting in the USA uses yet another support mechanism, philanthropy.

Again, the idea that taxes are coercion rather than say, a common interest contract.

This seems like a bit of a jump: all taxation is coercion.

Agree: focus on reality.

Is anyone arguing that schooling is the only mechanism for education? Another strawman?

Is there any scholarship about relative social effects during this fairly long (70-year) transition period?

This is a somewhat buried, but key argument in this work: that schooling and education are not equivalent and that public schooling is not an effective mechanism for education.

Should the article stop here? Is the main point then that there is just a confusion in terms and folks are mistakenly saying school is a public good when they just mean it's good for the public?

Strawman argument: who pursues 10 college degrees?

Seems like a strawman recommendation as the author himself claims that folks are misspeaking when they talk about public education as a public good.

a bold statement

What I'd like to see addressed first is why it is helpful to categorize public schooling as one of these (or maybe any) specific economic good. What is the value of this framing overall?

Agree. So why should we even be debating it? According to the author, even the folks who say "education is a public good" meant something else, so let's move on.

see Wikipedia's definition

see Wikipedia's definition

see Wikipedia's definition

Supposedly the central question of this work, but very shortly, the author holds that what people mean when they say "public schooling is a public good" is really just "public schooling is for the public good" and so one is left wondering if a different consideration of that question might be more valuable.

An interview with Corey DeAngelis where he talks about what attracted him about school choice, his research, and how he thinks about talking with others about his views.

My reading of the data Corey relies on to make this argument is not so clear-cut. Meanwhile, he wants it all ways: people should rely on evidence, people should not use test score evidence to make educational decisions.

After looking at the evidence Corey relies on to make his case in Is Public Schooling a Public Good? An Analysis of Schooling Externalities, I find I care about the evidence, but don't find it compelling.

OMG, so say it. Giving people more funding for education has a bigger effect than giving less.

Why is this not the policy recommendation of the study?

Therefore public schools in the USA are not significantly different than privates?

I'm underwhelmed by the story the conclusions tell. Are most metaanalyses so unable to demonstrate credible results?

So results here are not applicable to the USA context.

Wait, again USA effects were basically zero.

Wait, USA results in reading were barely null?

Wait, what? Assumptions?

Wait, what? The control group managed to participate in the same experience as the other group?

Given this complexity, it may be hard to explain why any of the "control group" students experienced lower educational outcomes.

Note: random assignments within the population that has already self-selected to participate in voucher systems, so possibly a measure of that subpopulation.

The start of Corey DeAngelis's reactions to Trump's 2018 State of the Union address.

This seems to presume that public funding is the reason public education is "failing".

This is an interesting article to discover the history of adult learning technology in a hybrid setting. The study included both face-to-face and online meetings/assignments.

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

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

This article examines various methods of delivery: multimedia integration, possibly including audio, video, slides, and animation. The recommendation is to carefully consider which online delivery mode matches with the learner, and to be cognizant that not everyone learns in the same manner. Certain topics may be best presented in live videos and not in power-point slides show as meaning may be lost or not delivered correctly. It’s important to follow-up with immediate assessment and feedback to continue to develop effective training.

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

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

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

This case study explores perceptions of instructors vs. end-users with web-based training. It examines various technologies and techniques.

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

Buildfire is a site that presents how to create a mobile app in 10 easy steps. Site is easy to read and use.

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

Prezi is a productivity platform that allows for creation, organization, collaboration of presentations. It can be used with either mobile or desktop. Prezi integrates with slack and salesforce. RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!

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

SurveyMonkey is a FREE survey platform that allows for the collection of responses from targeted individuals that can be easily collected and used to create reports and quantify results. SurveyMonkey can be delivered via email, mobile, chat, web and social media. The platform is easy to use and can be used as an add on for large CRMs such as Salesforce. There are over 100 templates and the ability to develop customized templates to suit your needs. www.surveymonkey.com

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

Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.

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

Microsoft hololens is designed to enable a new dimension of future productivity with the introduction of this self-contained holographic tools. The tool allows for engagement in holograms in the world around you.

Learning environments will gain ground with the implementation of this future tool in the learning program and models.

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

Digital promise website serves millions of underserved adults in the United States by offering educational resources via technology. With personalized learning and individual pathways, they stand a chance to advance in their careers and lives.

The site has a network of educators and developers who contribute to the "Beacon Project". As part of this project, the site includes resources across the country that help with support and access to education.

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

Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

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

In this article, drivers that increase and improve online learning success in adults are explored. State by state data along with federal stats contribute to the conclusions presented.

Roughly 13% of all undergraduates are full-time online students and between 2012 and 2017 online students grew y 11 percent, about 2.25 million. The article presents a map showing state by state stats and the information provided can assist in growing individual school needs.

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

This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!

Excellent list to get your digital room started!

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

In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.

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

In this video a discussion of how the school system is broken but cost billions of dollars. 9 billion dollars a year is spent of textbooks that become outdated the minute they are printed according to the author.

With the new generation of learners, virtual reality will be embracing how most learners learn the best by visual means and not by reading.

This video short impactfully presents how VR will change the face of education.

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

Identifies adult developmental learning needs. For many years, since 1911, Training at a machining company had been directed to specific tasks. After the company was sold to a new company, the education of employees changed from siloed task training to a atmosphere of learning and integrated team work. This shift in training also changed the culture of the company and built an atmosphere of one team, even across shifts and departments. This article points out how the change from task training to education that included theory of the task improved the decision making process of the employees that resulted in company improvements. Rating: 9/10

This video includes Alex Faaborg on Tedx Talks sharing how VR virtual reality can positively impact education. The introduction of google cardboard is reviewed along with design techniques.

This article focuses on adult learning and education to pursue sustainable and eco-friendly solutions to education

The United Nations Conference on Sustainable .Development in 2012 offered ideas for major environmental changes. The idea of "West versus the rest" (Clover and Hill, 2013, p.49) This report follows the attempts to align adult learning and education with sustainability and the environment beginning in 1972 and continuing through the time of this report, 2013. The overall analysis is that there has been little progress on environmentally friendly education for adult learners, which can negitively impact a vulnerable section of adult women.

Rating 5/10

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

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

The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.

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

This article uses librarians at graduate institutions to study the effect of a professional development program. The instruction was designed to teach adult learning theory. The article includes the instruction and assessment of the program.

8/10

David Pierson offers a quick overview of how the US Army would train their members. He then goes into an explanation of how the Army is modifying their education curriculum to offer more than just "training" and truly educate the student. Rating: 5/5

The article explores how law schools are beginning to focus more on integrating technology into the learning environment in order to help students understand that the new technology makes it easier for lawyers to work with clients. Rating: 5/5

The authors describe how to anticipate and handle challenges with technology integration in developmental education. They insist that vendors and end users must work together to develop technology that will benefit everyone. Rating: 4/5

This article describes how educational technology is improving medical education by being easily accessible and is developing fast. Rating: 4/5

This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

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

This chapter presents a list of assistive technology applications that supports the students with disabilities in classroom learning in several categories such as reading, writing, math, and computer access.

Rating: 8/10

Evaluation, when it is not asked for, and when it has consequences as it does in school, is a threat. It narrows the mind... it inhibits new learning, new insights, and creative thought—the very processes that some people think school is supposed to promote. -- Peter Gray

. . .

Why is it clear to us that it's degrading and objectifying to measure and rank a girl’s physical body on a numeric scale, but we think it’s perfectly okay to measure and rank her mind that way?

. . .

what an oak tree actually needs is not your opinion but soil and water and light and air, and what a child needs is love and stories and tools and conversation and support and guidance and access to nature and culture and the world. If a kid asks for your feedback, by all means you can give it; it would be impolite not to. But what we should be measuring and comparing is not our children but the quality of the learning environments we provide for them.

This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.

have to disagree here. Students can link, quote, summarize, paraphrase, and thus build or contribute to open resources from closed information

The repair of the PSLF could be a strong issue for any politician who seeks to help. It was a bipartisan, and it is has bipartisan support (outside of the Trump administration) for a fix.

The Trump administration set up Mick Mulvaney to run the Consumer Financial Protection Bureau (who has called for the elimination of the CFPB) with the intention of gutting consumer protections in favor of big business. This article shows how this policy if specifically affecting the educational loan business.

Lacey no tuvo el privilegio de educación superior lo cual es uno de los mayores determinantes del ingreso y por ende de la salud.

I've been impressed in the past by faculty members who use this as a way to get to real class discussion and past serial dialogue between the professor an individual students in a Q&A. Saying "what she said" simply isn't acceptable; when you refer to another person's comment, you use their name,

is this related to the property assessment

$56 million