21 Matching Annotations
  1. Jun 2022
    1. The Field Education Simulation Model (SOS)

      It seems like there is a lot of talk about the SOS model but not really a full roadmap or description of exactly what it is? Like what are these simulations like? How are they developed and delivered? What type of student interaction is involved? How does the simulation respond/adapt to student input? What types of data/reporting come out of it?

    2. The development of the SOS model followed a backwards design (Fink, 2013) where faculty identified what skills were necessary for competent, ethical, and successful social workers in the field.

      connection to instructional design principles

    3. As social workers are the largest service providers in North America (Lee et al., 2020), it is imperative that social work educators provide students with high-quality training, regardless of their ability to enter or re-enter field placements due to COVID-19 or other presenting issues in the future. At the same time, the use of SBL in field education could reduce barriers that have prevented students from completing field practicum experiences.

      largest group of service providers ?

    4. CSWE (2020) regulations, as they pertain to field education delivery, have expanded to allow programs increased discretion in creating plans for students to complete field hours, in accordance with core competencies. Additionally, allowances for simulation experience within the field seminar are being considered as practice alternatives (CSWE, 2020).

      CSWE accreditation surrounding simulation: have seen differing takes on this from different institutions regarding CSWE's official stance.

  2. Jul 2021
    1. all master’s programs should be treated as for-profit, because I think they essentially are.

      Is the issue for profit vs. non-profit, or is it of quality and ROI? The issue with for-profits is largely the gap between expectations of jobs/income vs. cost of investment, right? The answer seems to really be below, with the call for more transparency in selectiveness, effectiveness in getting jobs and paying loans back.

    2. So, yes, I think any master’s program should be treated as for-profit and regulated that way. The fact that colleges have, over the last five or 10 years, very aggressively moved to enter into business relationships with for-profit corporations that do all of the marketing, much of the online infrastructure, all of the things that you have to do to basically grow a program at scale, and in some cases give those corporations up to 70 percent of their tuition revenue, just, I think, underlines the fact that this distinction between for-profit and nonprofit in the master’s degree space especially has become all but meaningless.

      I wonder what the % numbers are here, in terms of how much % of these programs are set up and run by OPMs vs. those that are not and are created internally. And I'm thinking mostly in terms of instructional design (less so in terms of marketing). I have a gut instinct that says that there is actually still a higher degree of distinction between these in the master's space, though I don't know if the line is between for profit/non-profit or OPM vs. non-OPM. I have no evidence, but I suspect non-OPMs are of higher quality and better outcomes in terms of the ratio of expense to income.Seems like a great place for more evidence in scholarly literature to point to actual numbers here.

    3. We need more transparency around how selective are graduate programs, how effective are they in helping people get jobs in their field and pay their loans back, and we need to regulate programs around their effectiveness.

      agreed. Maybe it should also be easy to discern whether a program was made by an OPM (and which one?) or not.

  3. Jun 2021
    1. I want to offer a cautionary plea here about weaponizing this list.This website, the article, the information offered here is a tool, an analytical tool designed to help us better understand white supremacy culture. The intention is to help us understand the water in which we are all swimming so that we can collaboratively work together to build and sustain cultures that help us thrive as communities and individuals. Cultures that are not based on abuse of power and accumulation of profit. Cultures that are based on interdependence, justice, and respect for each other and the earth and wind and sun and stars. Cultures that embody the belief that we all do better when we all do better.

      This all seems important.

  4. May 2021
    1. All right. All right, let's give this a whirl here

      Ok, it works - because there is text to highlight and annotate on in the transcript.

  5. Oct 2020
    1. ​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).
  6. Jun 2020
    1. Collaborative annotation is an effective methodology that increases student participation, expands reading comprehension, and builds critical-thinking skills and community in class. Annotating together makes reading visible, active, and social, enabling students to engage with their texts, teachers, ideas, and each other in deeper, more meaningful ways.

      Love this description!

  7. Jan 2020
    1. Simply walking by strangers “in the hallway or when I passed them on the street” caused almost all of them to take out a phone “right before I could gain eye contact with them.”


    2. “Writing a paper and not having a phone boosted productivity at least twice as much,”


  8. Jan 2019
    1. there are concerns about IBM’s technology itself. For example, the Wall Street Journal recently reported that after billions of dollars were poured into using Watson for cancer research and treatment oncology, “no published research shows Watson improving patient outcomes.”

      uff da!

    2. the predictive data gleaned from admissions essays could affect a student’s likelihood of being admitted or how much financial aid is awarded, further exacerbating inequality in higher education. She has also authored multiple reports on the risks around using predictive analytics, including how it “can aid in discriminatory practices, make institutional practices less transparent, and make vulnerable individuals’ data privacy and security.”

      uh, ruh roh...

    1. Where American teachers have to deal with punitive high-stakes testing, the new Finnish curriculum emphasizes diversity in assessment methods as well as assessment that guides and promotes learning. Information on each student’s academic progress must be given to the student and guardians on a sufficiently frequent basis. Feedback is also given in ways other than reports or certificates. Self-assessment and peer assessment play an important role in evaluating and “learning to learn” skills.

      formative and peer assessment!

    2. What are transversal skills? They’re things like learning how to learn, cultural competence, interaction and self-expression. They focus on taking care of oneself and managing daily life, but also on competence with both technology and working life. There’s also an emphasis on building active skills students will need for the rest of their lives, such as entrepreneurship, participation, involvement and creating a sustainable future.

      yes! This is key. Very important for our new information age of rapidly changing work environments.

  9. Dec 2018

      landscape oriented figures and tables in APA format, MS word docs!

  10. Nov 2018
  11. May 2018
    1. The video offers HAX as the future of online course development because it simplifies the technology requirements of users in exchange for quality content and ease of access. At a recent conference in Nashville, Ollendyke and Kaufman used Lego pieces to explain HAX as being like the gridplate of a Lego board that allow for Open Source modular content to work together to create easy, multimedia integration.

      Nice one! I wonder if this was maybe OLCInnovate 2018 in Nashville? Which I'd seen it!

    1. 6-2006Scale Development and Construct Clarification ofServant LeadershipJohn E. BarbutoUniversity of Nebraska - Lincoln, jbarbuto@unlnotes.unl.eduDaniel W. WheelerUniversity of Nebraska - Lincoln, dwheeler1@unl.edu

      Barbuto Jr, J. E., & Wheeler, D. W. (2006). Scale development and construct clarification of servant leadership. Group & Organization Management, 31(3), 300-326.