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.
2,425 Matching Annotations
- Oct 2020
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boffosocko.com boffosocko.com
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adanewmedia.org adanewmedia.org
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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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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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kfitz.info kfitz.info
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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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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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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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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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www.insidehighered.com www.insidehighered.com
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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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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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www.nhregister.com www.nhregister.com
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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
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- Sep 2020
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psyarxiv.com psyarxiv.com
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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
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www.youtube.com www.youtube.com
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Les innovations dans le monde | Demain, l'école (2/2) | ARTE
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www.youtube.com www.youtube.com
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Du bon usage du cerveau | Demain, l'école (1/2) | ARTE
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zenodo.org zenodo.org
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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
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www.bbc.co.uk www.bbc.co.uk
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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.
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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
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www.bloomberg.com www.bloomberg.com
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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
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- higher education
- USA
- is:news
- COVID-19
- closure
- crisis management
- reopening
- case increase
- testing
- strategy
- lang:en
- safety measure
- university
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news.ycombinator.com news.ycombinator.com
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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
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news.ycombinator.com news.ycombinator.com
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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
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github.com github.com
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FreeOurKnowledge/discussion. (n.d.). GitHub. Retrieved September 10, 2020, from https://github.com/FreeOurKnowledge/discussion
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twitter.com twitter.com
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Evi Viza on Twitter. (n.d.). Twitter. Retrieved September 7, 2020, from https://twitter.com/evi1603/status/1302170026800304129
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today.law.harvard.edu today.law.harvard.edu
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McArdle, Elaine, August 26, and 2020. ‘COVID Adaptation’. Harvard Law Today. Accessed 7 September 2020. https://today.law.harvard.edu/covid-adaptation/.
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www.researchgate.net www.researchgate.net
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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).
- Encouraging faculty/student contact
- Developing reciprocity and cooperation among students
- Using active learning strategies
- Offering rapid feedback
- Emphasizing time on task
- Communicating high expectations
- Respecting diverse talents and ways of learning
Habanek's (2005) descriptive study of learner-centered syllabus design.
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www.nytimes.com www.nytimes.com
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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
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www.nytimes.com www.nytimes.com
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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
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criticallegalthinking.com criticallegalthinking.com
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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/
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www.psychologicalscience.org www.psychologicalscience.org
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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
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twitter.com twitter.com
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Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561
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- Aug 2020
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annehelen.substack.com annehelen.substack.com
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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
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www.thelancet.com www.thelancet.com
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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
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docs.google.com docs.google.com
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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
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twitter.com twitter.com
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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
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www.youtube.com www.youtube.com
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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
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covid-19.iza.org covid-19.iza.org
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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/
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twitter.com twitter.com
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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
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ca.yahoo.com ca.yahoo.com
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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
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covid-19.iza.org covid-19.iza.org
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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/
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osf.io osf.io
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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
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arxiv.org arxiv.org
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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
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www.edsurge.com www.edsurge.com
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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
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www.youtube.com www.youtube.com
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Flat Earth “Science”—Wrong, but not Stupid. (2020, August 22). https://www.youtube.com/watch?v=f8DQSM-b2cc
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twitter.com twitter.com
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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
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www.nber.org www.nber.org
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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
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www.youtube.com www.youtube.com
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Why Finland's schools outperform most others across the developed world | 7.30
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www.youtube.com www.youtube.com
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Michael Apple | Power, Policy and the realities of curriculum and teaching
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en.wikipedia.org en.wikipedia.org
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Bibliography
Reading Rec.
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fivethirtyeight.com fivethirtyeight.com
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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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CNN, A. V., Holly Yan and Christina Maxouris. (n.d.). FDA won’t ‘cut corners’ to approve a Covid-19 vaccine, commissioner says. CNN. Retrieved 12 August 2020, from https://www.cnn.com/2020/08/10/health/us-coronavirus-monday/index.html
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Gale, W. G., Gelfond, H., Fichtner, J. J., & Harris, B. H. (2020). The Wealth of Generations, With Special Attention to the Millennials (Working Paper No. 27123; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27123
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www.facultyfocus.com www.facultyfocus.com
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Breakout Groups and Discussions using Collaborative Documents
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twitter.com twitter.com
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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
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hyperlink.academy hyperlink.academy
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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
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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.
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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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covid-19.iza.org covid-19.iza.org
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The Short-Term Economic Consequences of COVID-19: Exposure to Disease, Remote Work and Government Response. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 8, 2020, from https://covid-19.iza.org/publications/dp13159/
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covid-19.iza.org covid-19.iza.org
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Who Can Work from Home?. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/dp13197/
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www.nber.org www.nber.org
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Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time (Working Paper No. 27555; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27555
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www.nber.org www.nber.org
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McLaren, J. (2020). Racial Disparity in COVID-19 Deaths: Seeking Economic Roots with Census data. (Working Paper No. 27407; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27407
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covid-19.iza.org covid-19.iza.org
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Von Gaudecker. H. M., Holler. R., Janys. L., Siflinger. B., Zimpelmann. C. (2020). Labour Supply in the Early Stages of the COVID-19 Pandemic: Empirical Evidence on Hours, Home Office, and Expectations. Institute of labor economics. Retrieved from: https://covid-19.iza.org/publications/dp13158/
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covid-19.iza.org covid-19.iza.org
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The Short-Term Economic Consequences of COVID-19: Occupation Tasks and Mental Health in Canada. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 5, 2020, from https://covid-19.iza.org/publications/dp13254/
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virtual.acc.org virtual.acc.org
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Welcome | Summer COVID-19 Education Series—ACC Virtual Education. (n.d.). Virtualacc. Retrieved August 5, 2020, from https://virtual.acc.org/cvcovid/welcome
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psyarxiv.com psyarxiv.com
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Gusso, H., Archer, A. B., Luiz, F. B., Sahão, F. T., de Luca, G. G., Henklain, M., Panosso, M. G., Kienen, N., Beltramello, O., & Gonçalves, V. M. (2020). Higher Education in the Times of Pandemic: University management guidelines [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/by5xj
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covid-19.iza.org covid-19.iza.org
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EU Jobs at Highest Risk of COVID-19 Social Distancing: Will the Pandemic Exacerbate Labour Market Divide?. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13281/
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covid-19.iza.org covid-19.iza.org
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COVID-19, Stay-At-Home Orders and Employment: Evidence from CPS Data. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13282/
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covid-19.iza.org covid-19.iza.org
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Does BMI Predict the Early Spatial Variation and Intensity of COVID-19 in Developing Countries? Evidence from India. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13444/
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academic.oup.com academic.oup.com
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Lavoie, K. (2019). Applying behavioural science to improve physicians’ ability to help people improve their own health behaviours. European Journal of Public Health, 29(Supplement_4). https://doi.org/10.1093/eurpub/ckz185.812
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public.tableau.com public.tableau.com
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Roll over each school to find out more information on their respective plans. (n.d.). Tableau Software. Retrieved August 2, 2020, from https://public.tableau.com/views/NESCACFallPlansMap/Dashboard1
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- Jul 2020
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www.nber.org www.nber.org
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Aucejo, E. M., French, J. F., Araya, M. P. U., & Zafar, B. (2020). The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey (Working Paper No. 27392; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27392
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www.nber.org www.nber.org
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Rojas, F. L., Jiang, X., Montenovo, L., Simon, K. I., Weinberg, B. A., & Wing, C. (2020). Is the Cure Worse than the Problem Itself? Immediate Labor Market Effects of COVID-19 Case Rates and School Closures in the U.S. (Working Paper No. 27127; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27127
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Marcus Rashford calls for government free school meals U-turn. (2020). BBC Sport. https://www.bbc.co.uk/sport/football/53042684
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www.sciencemag.org www.sciencemag.org
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MadhusoodananJul. 20, J., 2020, & Pm, 5:05. (2020, July 20). ‘Ethically troubling.’ University reopening plans put professors, students on edge. Science | AAAS. https://www.sciencemag.org/careers/2020/07/ethically-troubling-university-reopening-plans-put-professors-students-edge
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Senedd.tv (2020, June 09) Children, Young People and Education Committee. http://www.senedd.tv/Meeting/Archive/d1dc8890-9da6-46b9-9a54-67f464138294
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www.profgalloway.com www.profgalloway.com
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Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7
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osf.io osf.io
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Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
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www.youtube.com www.youtube.com
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PEN America. (2020, May 14). [WEBINAR] What Higher Education Needs to Know About Disinformation and COVID 19. https://www.youtube.com/watch?v=Mqx7UpZgDPw
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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www.youtube.com www.youtube.com
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Division 15 Sponsored Webinar: Dr. Daniel Willingham on “Truthiness” in Educational Psychology. (2020, May 20). https://www.youtube.com/watch?v=XQTHp2vdSSk&feature=youtu.be
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theamericanscholar.org theamericanscholar.org
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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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Kizilcec. F. R., Reich. J., Yeomans. M., Dann, C., Brunskill, E., Lopez. G., Turkay., S., Williams, J. J., Tingley. D., (2020) Scaling up behavioral science interventions in online education. PNAS. Retrieved from https://www.pnas.org/content/117/26/14900.short?rss=1
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Jena, P. K. (2020). Challenges and Opportunities created by Covid-19 for ODL: A case study of IGNOU [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jy2td
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Jena, P. K. (2020). Impact of Covid-19 on Higher Education in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jg8fr
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osf.io osf.io
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Shama, S., & Ikbal, J. (2020). EDUCATION DURING A PANDEMIC: A feasibility study of online classes in Bangladesh to counteract potential study gaps caused by COVID-19 related lockdowns [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p6mws
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www.youtube.com www.youtube.com
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BPS Official. (2019, July 24). Education and Child Psychology Playlist. YouTube. https://www.youtube.com/playlist?list=PLCkLQOAPOtT2HzF8-nZMdbIQH6jot_RxV
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www.gse.harvard.edu www.gse.harvard.edu
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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 ?
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www.gse.harvard.edu www.gse.harvard.edu
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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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researchrepository.ucd.ie researchrepository.ucd.ie
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Crawford, J., Butler-Henderson, K., Rudolph, J., Glowatz, M., & Al, E. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1). https://doi.org/10.37074/jalt.2020.3.1.7
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www.leparisien.fr www.leparisien.fr
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19. https://doi.org/10.31234/osf.io/vcbrw
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psyarxiv.com psyarxiv.com
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Schwartze, M. M., Frenzel, A. C., Goetz, T., Marx, A. K. G., Reck, C., Pekrun, R., & Fiedler, D. (2020, July 6). Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers.
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www.onisep.fr www.onisep.fr
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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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www.dailymail.co.uk www.dailymail.co.uk
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Stickings, T. (2020, June 10). Secondary schools resume in Spain, Netherlands and South Africa. Mail Online. https://www.dailymail.co.uk/news/article-8406723/Secondary-schools-resume-Spain-Netherlands-South-Africa.html
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academic.oup.com academic.oup.com
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Yung, C. F., Kam, K., Nadua, K. D., Chong, C. Y., Tan, N. W. H., Li, J., Lee, K. P., Chan, Y. H., Thoon, K. C., & Ng, K. C. (n.d.). Novel Coronavirus 2019 Transmission Risk in Educational Settings. Clinical Infectious Diseases. https://doi.org/10.1093/cid/ciaa794
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www.ncirs.org.au www.ncirs.org.au
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Report: COVID-19 in schools – the experience in NSW | NCIRS. (n.d.). Retrieved July 4, 2020, from http://www.ncirs.org.au/covid-19-in-schools
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news.bme.com news.bme.com
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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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www.nytimes.com www.nytimes.com
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Hubler, S. (2020, June 28). ‘We Could Be Feeling This for the Next Decade’: Virus Hits College Towns. The New York Times. https://www.nytimes.com/2020/06/28/us/coronavirus-college-towns.html
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psyarxiv.com psyarxiv.com
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Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9
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- Jun 2020
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Czarnek, G., Szwed, P., & Kossowska, M. (2020). Political ideology and attitudes toward vaccination: Study report. https://doi.org/10.31234/osf.io/uwehk
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psyarxiv.com psyarxiv.com
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Velez, G., & Power, S. A. (2020). Teaching students how to think, not what to think: Pedagogy & political psychology [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yedap
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www.defenseurdesdroits.fr www.defenseurdesdroits.fr
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Enfin, le renforcement de l’éducation des enfants et adolescents à la sexualité est indispensable pour favoriser les signalements.
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thinkmath.edc.org thinkmath.edc.org
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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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Coronavirus—Bisher sechs Cluster an Schulen und Kindergärten. (n.d.). Retrieved June 23, 2020, from https://science.apa.at/site/bildung/detail.html?key=SCI_20200622_SCI855167804&
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blogs.lse.ac.uk blogs.lse.ac.uk
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Behavioural Economics on a Post-It. (2020, June 16). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/06/16/behavioural-economics-on-a-post-it/
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COVID-19: Have we forgotten our children in all this? (n.d.). CEBM. Retrieved June 22, 2020, from https://www.cebm.net/covid-19/covid-19-have-we-forgotten-our-children-in-all-this/
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blogs.unicef.org blogs.unicef.org
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Can we count on parents to help their children learn at home? (2020, May 8). Evidence for Action. https://blogs.unicef.org/evidence-for-action/can-we-count-on-parents-to-help-their-children-learn-at-home/
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www.thelancet.com www.thelancet.com
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Goldman, P. S., Ijzendoorn, M. H. van, Sonuga-Barke, E. J. S., Goldman, P. S., Ijzendoorn, M. H. van, Bakermans-Kranenburg, M. J., Bradford, B., Christopoulos, A., Cuthbert, C., Duchinsky, R., Fox, N. A., Grigoras, S., Gunnar, M. R., Ibrahim, R. W., Johnson, D., Kusumaningrum, S., Ken, P. L. A., Mwangangi, F. M., Nelson, C. A., … Sonuga-Barke, E. J. S. (2020). The implications of COVID-19 for the care of children living in residential institutions. The Lancet Child & Adolescent Health, 0(0). https://doi.org/10.1016/S2352-4642(20)30130-9
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psyarxiv.com psyarxiv.com
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Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2020, April 21). How is COVID-19 affecting the mental health of children with Special Educational Needs and Disabilities and their families?. https://doi.org/10.31234/osf.io/sevyd
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www.thelancet.com www.thelancet.com
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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
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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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.
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psyarxiv.com psyarxiv.com
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Kim, L. E., Dr, & Asbury, K. (2020, June 18). Teachers' initial experiences of COVID-19. https://doi.org/10.31234/osf.io/xn9ey
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read.oecd-ilibrary.org read.oecd-ilibrary.org
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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
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psyarxiv.com psyarxiv.com
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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
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pubmed.ncbi.nlm.nih.gov pubmed.ncbi.nlm.nih.gov
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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
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www.education.gouv.fr www.education.gouv.fr
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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
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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
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investinopen.org investinopen.org
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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
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www.reddit.com www.reddit.com
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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
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www.apa.org www.apa.org
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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
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www.youtube.com www.youtube.com
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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
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www.theguardian.com www.theguardian.com
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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
Tags
- study
- is:news
- education charity
- COVID-19
- England
- student
- disadvantage
- attainment gap
- school closure
- lang:en
- progress
Annotators
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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
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psyarxiv.com psyarxiv.com
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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
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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www.insidehighered.com www.insidehighered.com
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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
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twitter.com twitter.com
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Ian Lavery MP on Twitter
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zoonosen.charite.de zoonosen.charite.de
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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
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www.theguardian.com www.theguardian.com
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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
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www.theguardian.com www.theguardian.com
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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
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www.theguardian.com www.theguardian.com
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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
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www.ifs.org.uk www.ifs.org.uk
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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
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twitter.com twitter.com
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The Sharing Scientist on Twitter
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psyarxiv.com psyarxiv.com
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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
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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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www.humblebundle.com www.humblebundle.com
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- May 2020
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www.architectmagazine.com www.architectmagazine.com
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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
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www.cambridge.org www.cambridge.org
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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
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newsroom.ibm.com newsroom.ibm.com
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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
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www.prospectmagazine.co.uk www.prospectmagazine.co.uk
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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.
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psyarxiv.com psyarxiv.com
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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
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www.theatlantic.com www.theatlantic.com
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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/
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indianexpress.com indianexpress.com
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15 per cent of rural households had internet access,
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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).
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We have long ignored the vital role public educational institutions play as exemplary sites of social inclusion and relative equality.
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psyarxiv.com psyarxiv.com
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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
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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
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www.france.tv www.france.tv
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à 01:34:29 éducation contre le gaspillage alimentaire en milieu scolaire
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www.weforum.org www.weforum.org
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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/
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paper.li paper.li
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Jameson, J. #eLeadership. Paper.li. https://paper.li/jjameson/1299791439#/
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edtechmagazine.com edtechmagazine.com
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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
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psyarxiv.com psyarxiv.com
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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
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www.education.gouv.fr www.education.gouv.fr
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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
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www.thelancet.com www.thelancet.com
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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
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www.thelancet.com www.thelancet.com
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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
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www.bps.org.uk www.bps.org.uk
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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
Tags
- support
- BPS
- education
- COVID-19
- is:pdf
- teacher
- advice
- psychology
- challenge
- UK
- adaptation
- school closure
- lang:en
- resilience
Annotators
URL
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epjdatascience.springeropen.com epjdatascience.springeropen.com
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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
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www.cafepedagogique.net www.cafepedagogique.net
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VERSION PROJET
Il s'agit d'une version projet à ce stade
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- Apr 2020
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psyarxiv.com psyarxiv.com
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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
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www.bps.org.uk www.bps.org.uk
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jkrishnamurti.org jkrishnamurti.org
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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.
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psyarxiv.com psyarxiv.com
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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
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psyarxiv.com psyarxiv.com
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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
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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
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psyarxiv.com psyarxiv.com
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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
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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
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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
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www.lemonde.fr www.lemonde.fr
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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
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educavox.fr educavox.fr
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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.
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psyarxiv.com psyarxiv.com
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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
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www.thelancet.com www.thelancet.com
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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.
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docs.google.com docs.google.com
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www.thelancet.com www.thelancet.com
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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.
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www.theguardian.com www.theguardian.com
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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.
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www.medrxiv.org www.medrxiv.org
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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
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www.bps.org.uk www.bps.org.uk
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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
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www.npr.org www.npr.org
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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
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www.parliament.uk www.parliament.uk
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Parliament. COVID-19 outbreak expert database. Parliament.uk. https://www.parliament.uk/covid19-expert-database
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reutersinstitute.politics.ox.ac.uk reutersinstitute.politics.ox.ac.uk
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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
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www.nesta.org.uk www.nesta.org.uk
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Baeck, P., Bone, J., Old, R. (2020 April 09). Crowdfunding in a crisis Nesta. https://www.nesta.org.uk/blog/crowdfunding-crisis/
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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
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www.centerforhealthsecurity.org www.centerforhealthsecurity.org
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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
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psyarxiv.com psyarxiv.com
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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
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forms.office.com forms.office.com
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COVID-19 Outbreak Expert Database. (n.d.). Retrieved April 15, 2020, from https://forms.office.com/Pages/ResponsePage.aspx?id=nt3mHDeziEC-Xo277ASzSoLpf6XskbZHvUtRYJ4I4atURUZVQ0hGNDlLMExMMEtSN1NKWkZQTlMyVCQlQCN0PWcu
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www.nsf.gov www.nsf.gov
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advances.sciencemag.org advances.sciencemag.org
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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
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www.reseau-canope.fr www.reseau-canope.fr
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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?
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