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.
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?
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:
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...
“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."
I felt more akin to being a relief teacher with little agency.
I felt like exactly this myself!
The goal of school is for students to learn. What we incentivize, however, is getting good grades.
Example of moral hazard of gameplay.
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).
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
IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13641/.
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
Friedmann, M. (2020, September 21). City official: 2 Yale students tested positive for COVID after visiting professor’s lecture. New Haven Register. https://www.nhregister.com/news/article/City-official-2-Yale-students-tested-positive-15584946.php
Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8
Les innovations dans le monde | Demain, l'école (2/2) | ARTE
Du bon usage du cerveau | Demain, l'école (1/2) | ARTE
This study is based on a quantitative research survey taken by 295 randomly selected instructors at 28 higher education institutions in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia). The 30-question survey addressed the following themes: personal demographics, infrastructure access, institutional environment, instructor attitudes and open licensing. Survey responses were correlated for analysis with respondents’ answers to the key question of the survey: whether they had ever used OER or not.
Effects and Use of OER in the global south. Survey, Statistics and data analysis presentation
Triggle, Nick. ‘Is It Time We Learned to Live with the Virus?’ BBC News, 21 September 2020, sec. Health. https://www.bbc.com/news/health-54228649.
Mance, H. (2020, September 18). The future of the university in the age of Covid. https://www.ft.com/content/9514643d-1433-408c-8464-cb4c0e09c822
It’s Hard to Keep a College Safe From Covid, Even With Mass Testing. (2020, September 11). Bloomberg.Com. https://www.bloomberg.com/news/articles/2020-09-11/how-coronavirus-rampaged-through-university-of-illinois-college-campus
Having worked with researchy vs more product/business driven teams, I found that the best results came when a researchy person took the time to understand the product domain, but many of them believe they're too good for business (in which case you should head back to academia).
Problem of PhD profiles in business
I think a lot of educational Youtube channels aren't that great in actually teaching you anything. What they are great at is sparking the interest and planting the seed for your own work. At least my experience is that actually doing things is how I learn them. Youtube can be a great springboard for that.
Well said
FreeOurKnowledge/discussion. (n.d.). GitHub. Retrieved September 10, 2020, from https://github.com/FreeOurKnowledge/discussion
Evi Viza on Twitter. (n.d.). Twitter. Retrieved September 7, 2020, from https://twitter.com/evi1603/status/1302170026800304129
McArdle, Elaine, August 26, and 2020. ‘COVID Adaptation’. Harvard Law Today. Accessed 7 September 2020. https://today.law.harvard.edu/covid-adaptation/.
Chickering and Gamson (1987), forexample, suggested seven principles were central to suchteaching: encouraging faculty/student contact, developing reci-procity and cooperation among students, using active learningstrategies, offering rapid feedback, emphasizing time on task,communicating high expectations, and respecting diversetalents and ways of learning.
Chickering and Gamson's seven principles were the foundation for learner-centered education (1987).
Habanek's (2005) descriptive study of learner-centered syllabus design.
Nuzzo, J. B., & Sharfstein, J. M. (2020, July 1). Opinion | We Have to Focus on Opening Schools, Not Bars. The New York Times. https://www.nytimes.com/2020/07/01/opinion/coronavirus-schools.html
Barrett, L. F. (2020, July 8). Opinion | College Courses Online Are Disappointing. Here’s How to Fix Them. The New York Times. https://www.nytimes.com/2020/07/08/opinion/college-reopening-online-classes.html
Admin. (2020, June 8). Institutional Vandalism: The University & Covid-19. Critical Legal Thinking. https://criticallegalthinking.com/2020/06/08/institutional-vandalism-the-university-covid-19/
Nunes, L., & Writer, A. S. (2020). Working Around the Distance. APS Observer, 33(7). https://www.psychologicalscience.org/observer/covid-19-remote-learning-teaching-research
Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561
Petersen, A. H. (n.d.). Between f**ked and a hard place. Retrieved August 30, 2020, from https://annehelen.substack.com/p/between-fked-and-a-hard-place
Lancet, T. (2020). Research and higher education in the time of COVID-19. The Lancet, 396(10251), 583. https://doi.org/10.1016/S0140-6736(20)31818-3
University_covid_dashboards. (n.d.). Google Docs. Retrieved August 29, 2020, from https://docs.google.com/spreadsheets/d/1orYcRrRTQ6SiCJ7GXObZg1el70YeIHmjJEkrYFj40DA/edit?usp=sharing&usp=embed_facebook
Tatiana Prowell, MD on Twitter: “#Coronavirus tracking from @UNC shows 31% of #SARSCoV2 tests run this week were positive, a dramatic increase from previous wks. Is anyone in #publichealth surprised by these outbreaks? I don’t think so. This higher ed experiment is a bad idea in states w/ uncontrolled #COVID19. https://t.co/pfiYlKEcSx” / Twitter. (n.d.). Twitter. Retrieved August 28, 2020, from https://twitter.com/reconfigbehsci/status/1298565943845621760, https://twitter.com/tmprowell/status/1298136038012002304
CSaP. (2020, May 1). Science, Policy & Pandemics: Episode 6 - How has the pandemic impacted children and adolescents? https://www.youtube.com/watch?v=e2mbV99cdLA&feature=youtu.be
COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved 26 July 2020, from https://covid-19.iza.org/publications/dp13493/
Eric Feigl-Ding on Twitter: “Breaking: Los Angeles and San Diego school districts will be remote-only in the fall. California’s 2 largest public school districts said instruction will be remote-only in the fall, citing concerns that surging coronavirus infections pose too dire a risk for students & teachers. https://t.co/E6DTBeb2RF” / Twitter. (n.d.). Twitter. Retrieved July 17, 2020, from https://twitter.com/DrEricDing/status/1282741042186518534
Coronavirus update: CDC chief backs school reopenings; Pfizer lifts curtain on vaccine data. (n.d.). Retrieved August 27, 2020, from https://ca.sports.yahoo.com/news/coronavirus-update-cdc-chief-backs-school-reopenings-pfizer-lifts-curtain-on-vaccine-data-180316629.html
Inequality in the Impact of the Coronavirus Shock: Evidence from Real Time Surveys. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/dp13183/
Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
Feldmann, A., Gasser, O., Lichtblau, F., Pujol, E., Poese, I., Dietzel, C., Wagner, D., Wichtlhuber, M., Tapiador, J., Vallina-Rodriguez, N., Hohlfeld, O., & Smaragdakis, G. (2020). The Lockdown Effect: Implications of the COVID-19 Pandemic on Internet Traffic. ArXiv:2008.10959 [Cs]. http://arxiv.org/abs/2008.10959
Preprint Servers Have Changed Research Culture in Many Fields. Will a New One for Education Catch On? - EdSurge News. (2020, August 20). EdSurge. https://www.edsurge.com/news/2020-08-20-preprint-servers-have-changed-research-culture-in-many-fields-will-a-new-one-for-education-catch-on
Flat Earth “Science”—Wrong, but not Stupid. (2020, August 22). https://www.youtube.com/watch?v=f8DQSM-b2cc
ReconfigBehSci (2020) what I am getting at (ex lawyer here, sorry) is that given the conjunction of mandatory schooling and explicit statement that it is ok to go to school if infected it is the legal default that the child has to go to school (unless an exception is applied for and granted)!? Twitter. Retrieved from: https://twitter.com/i/web/status/1295728757353963529
Guimbeau, A., Menon, N., & Musacchio, A. (2020). The Brazilian Bombshell? The Long-Term Impact of the 1918 Influenza Pandemic the South American Way (Working Paper No. 26929; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w26929
Why Finland's schools outperform most others across the developed world | 7.30
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Reading Rec.
It’s college admissions season, which means it’s time once again for the annual flood of stories that badly misrepresent what higher education looks like for most American students
This article starts with a strong opinion on what kinds of stories the media writes about high education.
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Breakout Groups and Discussions using Collaborative Documents
Patrick De Oliveira on Twitter: “After planning to bring back half of its students to campus in the Fall, Princeton is now deciding to go fully remote. ‘We cannot provide a genuinely meaningful on-campus experience for our students this fall in a manner that is respectful of public health concerns’” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/PLSOliveira/status/1291829645600579585
and because we largely lack the infrastructure to support their creation and maintenance
maintiance of course content is hard.
Some of the tooling available to do this is getting better, I remember the hassles we had trying to keep the Angular training materials up to date, it was a maintenance nightmare.
I think some of what is being done with MDX, Gatsby, HeadlessCMS, and sort of 'content as modules' can help with this infrastructure.
I'm also curious to see where ideas like Roam, Zettelkasten, Smart Notes, etc could also help with this.
Also 'minimal training modules', etc, and even things like https://notes.andymatuschak.org/About_these_notes could be used to have better networked thought and learnig
Online courses tend to be based around linear playlists of videos, along with associated readings and other activities. These often look like university courses filmed and translated more or less directly to online form. More internet native courses tend to be shorter and more focused, but still just as linear and video-centric.
agree with this.
I've often thought that at times learning feels more like the Path fo Exile skill spider-web than a linear path.
Many 'road maps', 'how to' feels like a ladder - and then it's not always clear how much you need to learn about a certain step before moving onto the next step, while also failing to realize that you may have learned the outcomes from the step in another way.
What is a "course"? And more importantly: what more can a course be?
I like this framing, as something that I've been thinking for awhile is that when it comes to teaching/education - people are too caught up in an old style of education and are trying to copy-paste the classroom setting into the online world.
While some K-12 education seems to be adapting a bit faster, higher education still feels a little stuck.
Bootcamps are a little different, but gaps still exist --- got thinking about this also when talking with Sam recently
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Labaree argues that American education has had three goals that have shifted in importance over time: democratic equality, social efficiency, and social mobility. Democratic equality supports the idea that education is a public good, necessary for creating informed citizens.
Raising informed citizens as a goal of education
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Essentially, we will make it worth your while, trust us. We've got the people and have done it before ( hmm..not in this way you have not). We will take advantage of you being in different parts of the world to include field visits and community building and hey, we'll even let you do it part time so you can balance this and a full-time job. How do you do that ? Well..tbd. But we will charge you the same.
What's missing is technology and quality of production. They have made an amazing education experience with the Shackleton expedition, but if its zoom, and not a custom platform, with VR built into the experience natively, is it really at the cutting-edge ?
What about the availability of attention on the other side ? Does have field visits locally, possibly alone, counter the fact that most learners do not have a study or home office ? Or is the a trigger for altering homes to have them. ?
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La rentrée 2018 d’un collégien de 6e a coûté en moyenne 190 €. C'est le minimum car si l'on ajoute des frais annexes (achat de dictionnaires, livres de poche, assurance), ce montant peut augmenter. L'ARS (allocation de rentrée scolaire) attribuée aux familles les moins favorisées, 389 € par enfant inscrit au collège, doit permettre de couvrir toutes les dépenses éducatives.
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There is some surprise from the general public about how intelligent and articulate members of the animal-style body mod community (and furry fandom) are, concerning their weirdness and animalistic tendencies. Stalking Cat has a degree in electronics engineering.
In addition, Stalking Cat's work is specialised enough that they have a solid position in their employment field, and isn't worried in that regard. Adding onto that, Stalking Cat is quite introverted, and in their day-to-day life, and Cat really doesn't give a shit, despite their empathy. It was something they had to do, and Cat knows you may feel some way about that, but it's irrelevant. (Without being so brash in words.)
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Enfin, le renforcement de l’éducation des enfants et adolescents à la sexualité est indispensable pour favoriser les signalements.
Research tells us that for skills like the ones students need for mathematics short practices that recur frequently are far more effective than the same amount of time packed into one session.
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Paakkari, L., & Okan, O. (2020). COVID-19: Health literacy is an underestimated problem. The Lancet Public Health, S2468266720300864. https://doi.org/10.1016/S2468-2667(20)30086-4
Michie, Susan, Robert West, M. Brooke Rogers, Chris Bonell, G. James Rubin, and Richard Amlôt. “Reducing SARS-CoV-2 Transmission in the UK: A Behavioural Science Approach to Identifying Options for Increasing Adherence to Social Distancing and Shielding Vulnerable People.” British Journal of Health Psychology n/a, no. n/a. Accessed May 25, 2020. https://doi.org/10.1111/bjhp.12428.
Kim, L. E., Dr, & Asbury, K. (2020, June 18). Teachers' initial experiences of COVID-19. https://doi.org/10.31234/osf.io/xn9ey
Youth and COVID 19: Response, Recovery and Resilience—OECD. (n.d.). Retrieved June 17, 2020, from https://read.oecd-ilibrary.org/view/?ref=134_134356-ud5kox3g26&title=Youth-and-COVID-19-Response-Recovery-and-Resilience
Długosz, P. (2020). Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6ecr7
Bertoncello, C., Ferro, A., Fonzo, M., Zanovello, S., Napoletano, G., Russo, F., Baldo, V., & Cocchio, S. (2020). Socioeconomic Determinants in Vaccine Hesitancy and Vaccine Refusal in Italy. Vaccines, 8(2). https://doi.org/10.3390/vaccines8020276
Afin de préciser les compétences respectives de l'État et des Régions dans l'exercice de leurs missions en matière d'orientation et d'information a été signé le Cadre national de référence relatif l'orientation scolaire
The cost of keeping schools closed will be dreadful | Free to read. (2020, June 12). https://www.ft.com/content/1de6a2c7-f91f-4bfc-ae35-85425b8cc152
Thaney, K. (2020, April 8). Open Infrastructure in times of crisis: How IOI can help. Invest in Open Infrastructure. https://investinopen.org/2020/04/08/open-infrastructure-in-times-of-crisis.html
r/BehSciMeta—Comment by u/VictorVenema on ”No appeasement of bad faith actors”. (n.d.). Reddit. Retrieved June 11, 2020, from https://www.reddit.com/r/BehSciMeta/comments/gv0y99/no_appeasement_of_bad_faith_actors/ftpclwz
Android is an operating system based on Linux with a Java programming interface for mobile devices such as Smartphone (Touch Screen Devices who supports Android OS) as well for Tablets too.
Android is an operating system based on Linux with a Java programming interface for mobile devices such as Smartphone (Touch Screen Devices who supports Android OS) as well for Tablets too.
To learn more about android visit Android Tutorial
Bootstrap is an open-source HTML, CSS, and JavaScript framework for building responsive and mobile-first applications on the web.
Bootstrap is an open-source HTML, CSS, and JavaScript framework for building responsive and mobile-first applications on the web. To learn more about bootstrap visit Bootstrap Tutorial
LINQ means Language Integrated Query and it was introduced in .NET Framework 3.5 to query the data from different data sources such as collections, generics, XML Documents, ADO.NET Datasets, SQL, Web Service, etc. in C# and VB.NET.
LINQ means Language Integrated Query and it was introduced in .NET Framework 3.5 to query the data from different data sources such as collections, generics, XML Documents, ADO.NET Datasets, SQL, Web Service, etc. in C# and VB.NET. To learn more about LINQ visit LINQ Tutorial
Call for Papers: COVID19-Pandemic. (n.d.). Https://Www.Apa.Org. Retrieved June 11, 2020, from https://www.apa.org/pubs/journals/amp/call-for-papers-covid19-pandemic
Covid-19: Towards the new normal, and beyond... (n.d.). Retrieved 9 June 2020, from https://www.youtube.com/watch?v=wJcgdERLabc&feature=youtu.be
correspondent, J. H. N. of E. (2020, June 2). Decade of progress in tackling pupil disadvantage “wiped out.” The Guardian. https://www.theguardian.com/education/2020/jun/03/decade-of-progress-tackling-uk-pupil-disadvantage-wiped-out-coronavirus-school-closures
Earnshaw, V. A., & Katz, I. T. (2020). Educate, Amplify, and Focus to Address COVID-19 Misinformation. JAMA Health Forum, 1(4), e200460–e200460. https://doi.org/10.1001/jamahealthforum.2020.0460
Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gj3e5
Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
What’s needed to make a campus safe now is at odds with the iconic college experience people crave (opinion) | Inside Higher Ed. (n.d.). Retrieved June 3, 2020, from https://www.insidehighered.com/views/2020/06/02/what%E2%80%99s-needed-make-campus-safe-now-odds-iconic-college-experience-people-crave
Ian Lavery MP on Twitter
Jones, T.C., Mühlemann, B., Veith, T., Zuchowski, M., Hofmann, J., Stein, A., Edelmann, A., Corman, V.M., & Drosten, C. (2020). An analysis of SARS-CoV-2 viral load by patient age. Charité Berlin. https://zoonosen.charite.de/fileadmin/user_upload/microsites/m_cc05/virologie-ccm/dateien_upload/Weitere_Dateien/analysis-of-SARS-CoV-2-viral-load-by-patient-age.pdf
Orange, R. (2020, May 17). Split classes, outdoor lessons: What Denmark can teach England about reopening schools after Covid-19. The Observer. https://www.theguardian.com/education/2020/may/17/denmark-can-teach-england-safe-reopening-of-schools-covid-19
McKie, R., Editor, S., Helm, and T., & Editor, P. (2020, May 17). Scientists divided over coronavirus risk to children if schools reopen. The Observer. https://www.theguardian.com/world/2020/may/17/scientists-divided-over-coronavirus-risk-to-children-if-schools-reopen
Adams, R., Stewart, H., & Brooks, L. (2020, May 15). BMA backs teaching unions’ opposition to schools reopening. The Guardian. https://www.theguardian.com/world/2020/may/15/bma-backs-teaching-unions-in-opposing-reopening-of-schools
Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
The Sharing Scientist on Twitter
Saiful Islam, Md., Sujan, S. H., Tasnim, R., Sikder, T., Potenza, M. N., & Van Os, J. (2020). Psychological responses during the COVID-19 outbreak among university students in Bangladesh [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cndz7
Frederick, J. K., Raabe, G. R., Rogers, V., & Pizzica, J. (2020, May 30). A Model of Distance Special Education Support Services Amidst COVID-19. Retrieved from psyarxiv.com/q362v
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Everything Guide to the Human Brain https://www.amazon.com/Everything-Guide-Human-Brain-Everything%C2%AE-ebook/dp/B00CMVFW62/ 4.3/10 $14/$13 Want: 8/10
Astronomy 101 https://www.amazon.com/Astronomy-101-Wormholes-Theories-Discoveries-ebook/dp/B00DV1V7LQ/ 4.5/5 $9/$11 Want: 7/10
Everyday Amazing https://www.amazon.com/Everyday-Amazing-Fascinating-Science-Surrounds-ebook/dp/B07M5VB9FW/ 4.6/5 $15/$13 Want: 7/10
Everything Kids' Scratch Coding Book https://www.amazon.com/Everything-Kids-Scratch-Coding-Book/dp/1507207972/ 4.4/5 $14/$15 Want: 6/10
In the Company of Trees https://www.amazon.com/Company-Trees-Honoring-Connection-Sacred/dp/1507209541/ 5/5 $13/$15 Want: 9/10
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author/carie-penabad. (2020, May 27). Carie Penabad: Architecture and the Great Confinement. Architect. https://www.architectmagazine.com/practice/carie-penabad-architecture-and-the-great-confinement_o
Kaufman, K. R., Petkova, E., Bhui, K. S., & Schulze, T. G. (undefined/ed). A global needs assessment in times of a global crisis: World psychiatry response to the COVID-19 pandemic. BJPsych Open, 1–11. https://doi.org/10.1192/bjo.2020.25
IBM. (2020 April 02). IBM offers "Watson Assistant for Citizens" to provide responses to COVID-19 questions. newsroom.IBM.com. https://newsroom.ibm.com/2020-04-02-IBM-Offers-Watson-Assistant-for-Citizens-to-Provide-Responses-to-COVID-19-Questions
Rusbridger, Alan. ‘Sage Coronavirus Expert: We’ve Had an Epidemic That to Some Degree Could Have Been Avoided’. Accessed 29 May 2020. https://www.prospectmagazine.co.uk/science-and-technology/alan-rusbridger-sage-jeremy-farrar-covid-19-coronavirus-dominic-cummings-herd-immunity.
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
Sorrell, M. J. (2020, May 15). Colleges Are Deluding Themselves. The Atlantic. https://www.theatlantic.com/ideas/archive/2020/05/colleges-that-reopen-are-making-a-big-mistake/611485/
15 per cent of rural households had internet access,
How does the typical student’s home (where most would access OE) compare with a typical TEI campus? Census 2011 tells us that 71 per cent of households with three or more members have dwellings with two rooms or less (74 per cent in rural and 64 per cent in urban areas).
We have long ignored the vital role public educational institutions play as exemplary sites of social inclusion and relative equality.
Graber, K., Byrne, E. M., Goodacre, E. J., Kirby, N., Kulkarni, K., O’Farrelly, C., & Ramchandani, P. G. (2020). A rapid review of the impact of quarantine and restricted environments on children’s play and health outcomes [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/p6qxt
Borgonovi, F., & Pokropek, A. (2020). Can we rely on trust in science to beat the COVID-19 pandemic? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yq287
à 01:34:29 éducation contre le gaspillage alimentaire en milieu scolaire
Nekmat, E. & Yue, A. (2020 May 01)How to fight the spread of COVID-19 disinformation. World Economic Forum. https://www.weforum.org/agenda/2020/05/how-to-fight-the-covid-19-infodemic-lessons-from-3-asian-countries/
Jameson, J. #eLeadership. Paper.li. https://paper.li/jjameson/1299791439#/
Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning
Urbina, A. (2020, May 8). What do we know about University Academics’ Mental Health? A Systematic Literature Review. https://doi.org/10.31234/osf.io/37jhr
les groupes multi-niveaux peuvent être constitués pour scolariser des élèves prioritaires dont les cours n'ont pas repris et correspondant aux catégories suivantes les élèves en situation de handicap ; les élèves décrocheurs ou en risque de décrochage ; les enfants des personnels indispensables à la gestion de la crise sanitaire et à la continuité de la vie de la Nation. Dans la mesure du possible, il est également tenu compte des élèves relevant d'une même fratrie ;
La réunion avec le Dasen (Directeur académique des Yvelines) du 8 mai nous a permis de comprendre que la première semaine, la DSDEN laisse de la souplesse aux écoles et aux communes quant à la "sélection" des publics prioritaires". Pour résumé, certaines écoles prennent des enfants d'enseignants, alors que d'autres se restreignent cette semaine aux enfants déjà accueillis lors du confinement.
Le souhait du Dasen est que rapidement (semaine prochaine) la liste des publics accueillis s'allonge en fonction des priorités définies dans la circulaire. Il semble important d'engager le dialogue avec l'IEN pour faire apparaître les perspectives de scolarisation de chaque groupe scolaire. A noter que les choses vont très certainement bloquer à un moment si les communes ne désengorgent pas les écoles en organisant les 2S2C
The Lancet Child & Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, S235246422030105X. https://doi.org/10.1016/S2352-4642(20)30105-X
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
Duffield, S. & O'Hare, D. Teacher resilience during coronavirus school closures. The British Psychological Society. Advice PDF. https://www.bps.org.uk/sites/www.bps.org.uk/files/Member%20Networks/Divisions/DECP/Teacher%20resilience%20during%20coronavirus%20school%20closures.pdf
Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9
VERSION PROJET
Il s'agit d'une version projet à ce stade
Edelsbrunner, P. A., & Thurn, C. (2020, April 22). Improving the Utility of Non-Significant Results for Educational Research. https://doi.org/10.31234/osf.io/j93a2
Competition exists when there is comparison, and comparison does not bring about excellence.
Disagree. It does once you master the "Inner Game" the way John Galway explains it. Competition then is your ally to find the best version of yourself. To do things you did not think you could because your opponent helped you bring this out of you. And so it is in Aikido and value of a good opponent.
Zegarra-Valdivia, J., Chino Vilca, B. N., & Ames-Guerrero, R. J. (2020, April 16). Knowledge, perception and attitudes in Regard to COVID-19 Pandemic in Peruvian Population. https://doi.org/10.31234/osf.io/kr9ya
Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020, April 18). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. https://doi.org/10.31234/osf.io/fbhn3
Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25
Im, H., Ahn, C., Wang, P., & Chen, C. (2020, April 13). An Early Examination: Psychological, Health, and Economic Correlates and Determinants of Social Distancing Amidst COVID-19. https://doi.org/10.31234/osf.io/9ravu
Lades, L., Laffan, K., Daly, M., & Delaney, L. (2020, April 22). Daily emotional well-being during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/pg6bw
Wang, T., Chen, X., Zhang, Q., & Jin, X. (2020, April 26). Use of Internet data to track Chinese behavior and interest in COVID-19. https://doi.org/10.31234/osf.io/j6m8q
Code, langue des signes, piano… Des cours en ligne sur ce que vous rêviez d’apprendre depuis longtemps « La Matinale » vous propose sept cours à suivre à distance, pour vous cultiver ou vous occuper en temps de confinement.
Par Alice Raybaud Publié le 19 mars 2020 à 23h37 - Mis à jour le 20 mars 2020 à 16h35
conduit à optimiser la présence de cet outil durant les quatre semaines de prêt car jusqu’au dernier jour, Nao était programmé dans mon cahier journal de classe. Une manière de répondre à la demande des enfants qui se sont vite habitués à cet atelier supplémentaire mesurant la chance qu’ils avaient de pouvoir interagir avec un robot et de travailler autrement.
À mon sens, cette partie du texte contient un argument qui est à la fois déductif (si le robot est présent jusqu'au dernier jour c'est à la fois pour "coller" à l'expérience mais aussi par ce que les enfants se sont habitués à sa présence) mais c'est aussi un argument rhétorique dans le sens ou les enfants mesurent la chance (pathos) qu'ils ont de travailler avec un robot et donc "autrement" comme le souhaitait l'auteure.
Fronapfel, B. H., & Demchak, M. (2020, April 12). School’s Out for COVID-19: 50 Ways BCBA Trainees in Special Education Settings Can Accrue Independent Fieldwork Experience Hours During the Pandemic. https://doi.org/10.31234/osf.io/cr3uv
Bayham, J. & Fenichel, E.P. (2020 April 3). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: a modelling study. The Lancet. DOI: https://doi.org/10.1016/S2468-2667(20)30082-7.
Viner, R. M., et al. (2020 April 06). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet. DOI: https://doi.org/10.1016/S2352-4642(20)30095-X.
Weale, S. (2020 April 07). School closures likely to have little impact on spread of coronavirus, study finds. The Guardian. Education. https://www.theguardian.com/education/2020/apr/06/school-closures-have-little-impact-on-spread-of-coronavirus-study?utm_term=Autofeed&CMP=twt_gu&utm_medium&utm_source=Twitter#Echobox=1586214038.
Klepac, P., Kucharski, A. J., Conlan, A. J., Kissler, S., Tang, M., Fry, H., & Gog, J. R. (2020). Contacts in context: Large-scale setting-specific social mixing matrices from the BBC Pandemic project [Preprint]. Epidemiology. https://doi.org/10.1101/2020.02.16.20023754
British Psychological Society. (2020 March 19). BPS offers advice to schools, parents and carers to help children through the uncertainty of school closures. https://www.bps.org.uk/news-and-policy/bps-offers-advice-schools-parents-and-carers-help-children-through-uncertainty
Kamenetz, A. (2020 April 8). 4 in 10 U.S. teens say they haven't done online learning since schools closed. NPR. https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed
Parliament. COVID-19 outbreak expert database. Parliament.uk. https://www.parliament.uk/covid19-expert-database
Nielsen, R.K., Fletcher, R., Newman, N., Brennen, S., Howard, P.N. (2020 April 15). Navigating the ‘infodemic’: how people in six countries access and rate news and information about coronavirus. Reuters Institute. https://reutersinstitute.politics.ox.ac.uk/infodemic-how-people-six-countries-access-and-rate-news-and-information-about-coronavirus
Baeck, P., Bone, J., Old, R. (2020 April 09). Crowdfunding in a crisis Nesta. https://www.nesta.org.uk/blog/crowdfunding-crisis/
Kleinman, M. (2020 April 16). Innovation agency Nesta backs UK edtech start-up BibliU. Sky News. https://news.sky.com/story/innovation-agency-nesta-backs-uk-edtech-start-up-bibliu-11974089
Rivers, C., Martin, E., Gottlieb, S., Watson, C., Schoch-Spana, M., Mullen, L., Sell, T.K., Warmbrod, K.L., Hosangadi, D., Kobokovich, A., Potter, C., Cicero, A., Inglesby, T. (2020 April 17). Public health principles for a phased reopening during COVID-19: Guidance for governors. Johns Hopkins. https://www.centerforhealthsecurity.org/our-work/publications/public-health-principles-for-a-phased-reopening-during-covid-19-guidance-for-governors
Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2020, April 9). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. https://doi.org/10.31234/osf.io/tmu8f
COVID-19 Outbreak Expert Database. (n.d.). Retrieved April 15, 2020, from https://forms.office.com/Pages/ResponsePage.aspx?id=nt3mHDeziEC-Xo277ASzSoLpf6XskbZHvUtRYJ4I4atURUZVQ0hGNDlLMExMMEtSN1NKWkZQTlMyVCQlQCN0PWcu
Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., & Kizilcec, R. F. (2020). Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost. Science Advances, 6(15), eaay5324. https://doi.org/10.1126/sciadv.aay5324
Apprentissage multisensoriel des Lettres : quel est le rôle de l'interface pour améliorer l'écriture du jeune enfant ? (1/2)
Le titre pose ici la problématique que l'auteure se fixe d'explorer dans cet article (premier volet de deux): Les tablettes peuvent-elles contribuer à renforcer l'initiation multisensorielle des lettres?
Brought here from Steven Pinker x Farham Street on "What A Broad Education Should Entail"
“Super People,” the writer James Atlas has called them—the stereotypical ultra-high-achieving elite college students of today. A double major, a sport, a musical instrument, a couple of foreign languages, service work in distant corners of the globe, a few hobbies thrown in for good measure: They have mastered them all, and with a serene self-assurance that leaves adults and peers alike in awe. A friend who teaches at a top university once asked her class to memorize 30 lines of the eighteenth-century poet Alexander Pope. Nearly every single kid got every single line correct. It was a thing of wonder, she said, like watching thoroughbreds circle a track.
These enviable youngsters appear to be the winners in the race we have made of childhood. But the reality is very different, as I have witnessed in many of my own students and heard from the hundreds of young people whom I have spoken with on campuses or who have written to me over the last few years. Our system of elite education manufactures young people who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they’re doing but with no idea why they’re doing it.
Excellence without direction -> virtue signalling
A young woman from another school wrote me this about her boyfriend at Yale:
Before he started college, he spent most of his time reading and writing short stories. Three years later, he’s painfully insecure, worrying about things my public-educated friends don’t give a second thought to, like the stigma of eating lunch alone and whether he’s “networking” enough. No one but me knows he fakes being well-read by thumbing through the first and last chapters of any book he hears about and obsessively devouring reviews in lieu of the real thing. He does this not because he’s incurious, but because there’s a bigger social reward for being able to talk about books than for actually reading them.
Selecting a college is one of the most high-stakes financial decisions a person will ever make, right up there with buying a house. And yet every year, millions of people do it on the basis of shockingly little information. College rankings are notoriously unscientific. There’s no form of independent quality control, since every school decides for itself what students need to do in order to pass courses. Accreditors assess the administrative practices of schools, but they are indirectly funded by colleges themselves. And the biggest financier of higher learning, the federal government, can’t force a school to reduce tuition if it believes students are being overcharged. What all of this means is that colleges essentially approve one another to be eligible for government money.
Nor can students expect “the market” to help them figure it out. Universities aren’t like restaurants that rely on repeat customers: pretty much nobody gets two bachelor’s degrees. If you choose the wrong place, as many students do, it’s not easy to signal your dissatisfaction by transferring to a competitor. Besides, every year, colleges are practically guaranteed a fresh supply of high school graduates and adults looking for new skills. The result is a profiteer’s paradise: millions of highly motivated, naive, overwhelmed consumers loaded up with armfuls of government money.
There are two main reasons most online degrees are so expensive. The first is that middlemen like 2U spend enormous sums on marketing, a cost that is then passed on to the student. In materials it provides to investors, 2U helpfully estimates what happens to every $100 in revenue for a typical program that's not being launched or expanded. Approximately $15 is spent on actual teaching. Developing and administering the courses costs around $23. Marketing and sales eats up $19. And the cost of buying ad words and search terms on Facebook and Google keeps on rising, as OPMs compete with each other and with colleges running their own online programs.
Classic Epilson Theory, this time on the “Common Knowledge” (read: myth) of the value of a college education
The importance of post-secondary education in America IS a myth – one of our most powerful.
We hold up our ‘Yay, College’ signs in the same way as we do ‘Yay, Military’, ‘Yay, Capitalism’ and ‘Yay, Equality’ signs, because not doing so is to say that we oppose the right-sounding principles that form the basis of the myth. And just like ‘Yay, Capitalism’, well…capitalizes on our desire to signal our deeply held belief in the power of rewarding economic risk-taking to convince us to permit distortions in economic risk-taking, ‘Yay, College’ exploits our belief in equality, innovation, merit and education to convince us to permit distortions in the capacity of our university and degree system to deliver ANY of those things.
The Myth of College is that it grants invaluable life experience, broadened horizons and deeper skills that no other 4-year experience for a young adult could match.
The Zeitgeist of College is that it is now (grudgingly) really about preparing workers for long and prosperous careers.
The Reality of College is that it sells a license to use a credential.
What do I mean by a credential? I mean the portfolio of Useful Signals that are sent by the achievement of a university degree. Beyond the attachment to the ideals of the Myth of College, much of that signal, I think, exists in our Common Knowledge about what traits a student needs to be admitted to that particular degree-granting institution. You know, intelligence, creativity, breadth of talents, work ethic, having the correct parents and grandparents, things like that. Much of whatever is left exists in the signal from completing the degree. Can you follow instructions? Are you comfortable pulling all-nighters? How do you feel about sitting at a desk with a laptop for 60 hours a week?
School for many people is a place to get fed, a place to feel safe, a place to get encouraged. It’s a place to be around people who share your desire to learn. Now they are cut off from that, and some of that can’t be duplicated easily online.
Yes, this is a problem. However... Schools weren't designed to be a safegaurd against poor parenting, but they're treated that way, as if they're a place to escape the idiots they live with.
Schools shouldn't tolerate this. Instead, they should intervene. They should bring in a third party, someone/an organization specifically designed to help kids who come from broken homes, to help heal how they live when school's not in session. Any measure less than this signals, to me, a school system that's not paying attention to their student's emotional needs, which are, I believe, key to ensuring the child thrives throughout their school years.
This is a great time to individualize instruction and have students work at different paces. You don’t want 100-120 papers coming at you all at one time. Spread it out, and it will keep you from getting short-tempered with your students.
As the educational system operates today, many teachers easily put in 60 hours of work per week. But when you teach remotely, it sounds like work becomes much more manageable.
Do I want to become a teacher? If I can teach like this I do—and no, not because it seems easier but because it seems easier AND more effective.
For my more advanced students, they need to learn research skills: how to locate, evaluate, and use information. Online learning offers great opportunities for that, including with what’s going on in the news right now.
...how to function independently in the world too.
Then there is the option of getting students to talk to each other online on discussion boards and videoconferences. Some students adapt to it quickly and like it. Some don’t, because it feels impersonal. You have to be patient with that and give them some time and space to adjust.
Introverts v extroverts. Oil and water. They've always differed, always will. Maybe this virtual, personalized learning movement will finally allow introverts to stop feeling so defeated in the presence of extroverts who live so much more loudly than they do. Finally, they'll be able to live peacefully in their own mind, undisturbed by the stress of feelings like you need to be more extroverted to fit in.
Btw: I'm not encouraging each party to distance themselves from each other all the time. What I am saying is that when value is trying to be distributed, distribute it however it'll best be received. Then, later, once teaching time is over, they can socialize in traditional ways... IF that's what they want to do.
Rizga: How have you been translating this online?Moore: It depends on the student. Some students work very well asynchronously. They are very comfortable working alone on a draft; I make color-coded comments in a word document or their PDF, and then I send it back. Some students need me to explain things to them in person before I send them the comments; we’ll do a video or audio chat. Others need even more interaction: I’ll hook them up to a videoconference, and we’ll go through all the comments together. Some students I need to refer to a grammar-brushup program or a YouTube video on how to do some of the mechanical stuff like uploading papers online.
Sounds like Mrs. Moore deserves a raise! This woman knows what's up! She represents the future while living in a community that (probably) latches on to tradition.
Any of you big city school systems reading this? If you are, hire her. You can probably pay her less than what your other teachers are earning and still give her a bump in pay compared to what she's earning in Mississippi.