- May 2019
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theijep.com theijep.comMethods:1
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Six key themes emerged from the data: benefits of an ePortfolio at the curriculum level, ePortfolios as an enabling technology, the value of reflection, the role of user support, the speed and quality of feedback, and mitigating distance and isolation.
The role of reflection is important when considering education as a transformational experience. This could be a key distinguishing feature between training and education.
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www.livescience.com www.livescience.com
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The name "Cahokia" is from an aboriginal people who lived in the area during the 17th century.
The name of the site comes from a culture that inhabited the site years after its initial construction. The name was given to it by French colonizers.
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whc.unesco.org whc.unesco.org
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There was also an astronomical observatory (“Woodhenge”), consisting of a circle of wooden posts.
This term "Woodhenge" further points to an acknowledgment of the similarities between this site and other pyramid sites.
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docs.google.com docs.google.com
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Annotations we made during the education workshop.
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We should annotate this program! If any program should be annotated, it should be this one. I can't get out to DC this month, but I am VERY interested in this topic. I will definitely be cyber-stalking this conference.
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www.edsurge.com www.edsurge.com
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economic returns of education after high school
Is change in lifetime income potential a way of measuring higher education's social contribution? Is it too broad? Can it account for distributive injustice?
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rankings have focused on the input side of the equation, not the output.”
This is incredibly ham-handed, but not necessarily a bad question to be asking, esp. as digital education begins disrupting brick-and-mortar schools. Can we be more explicit about the value we add as educators?
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dougengelbart.org dougengelbart.org
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how would our education system change to take advantage of this new external symbol-manipulation capability of students and teachers (and administrators)?
Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.
The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant
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www.chronicle.com www.chronicle.com
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how to create a young scientist
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www.refinery29.com www.refinery29.com
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I just want an education. If I study, only then can I be something.
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little in their environment fosters active thinking or problem solving
an appeal for open education
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parametric.press parametric.press
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simple explanation of AI bias - sources etc.
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- Apr 2019
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There are many different theories of adult learning, including: andragogy, neuroscience, experiential learning, self-directed learning, and transformational learning. All these theories have one goal: they help you create effective learning experiences for the adult corporate learner.
adult learning theories including andragogy, experiential learning
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sites.evergreen.edu sites.evergreen.edu
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stressful but fascinating
It seems like these two words sum up this last week pretty well for a majority of the group. There has been a lot of information to take in, within a short amount of time. Although it has been a bit on the chaotic side here and there, most of the class can agree that the more we see, the more fascinating it becomes. I think everyone is looking forward to attaining more clarity for the program as a whole. The enthusiasm is contagious. It seems the whole process is new for everyone, and everyone is excited for the adventure.
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singularityhub.com singularityhub.com
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Having our children memorize facts and figures, sit passively in class, and take mundane standardized tests completely defeats the purpose.
To learn with enjoyment, we need to have the space to explore, experiment and fail. We need to have ownership, empowerment and the ability to be creative in the process.
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how much of what I learned was never actually useful later in life, and how many of my critical lessons for success I had to pick up on my own
How relevant is the content education delivers for real-life scenarios?
I have been there too, most of the relevant lessons and knowledge I have discovered myself in a inquisitive and curiosity quest to learn and understand more.
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zoom.us zoom.us
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Hi I'm and Oberman and I'm from much Paladin State University of Denver and I'm using hypothesis currently in a course and so I teach social work.
Ann starts speaking here about her experience teach with Hypothesis in the classroom. Close this sidebar and click on the text to advance the video to this point (53:29). Ann speaks for about 4 minutes. Worth watching till the end.
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www.citejournal.org www.citejournal.org
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The ITL department at The Ohio State University at Mansfield has six primary themes: (a) developmentally appropriate practice, (b) integrated curriculum, (c) literature-based instruction, (d) classroom-based inquiry, (e) diversity and equity issues, and (f) technology integration. The goal for technology integration, like the other themes in the program, is to integrate the theme into each course of the program, when appropriate. For example, instructors find ways to integrate children’s literature into each of the methods courses, whether it is a mathematics, science, or social studies methods course. The goal is to integrate the common themes of the program throughout the methods courses and the other graduate courses leading up to student teaching.
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www.tandfonline.com www.tandfonline.com
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Elizabeth Evans Getzel is the Director for Transition Innovations at Virginia Commonwealth University and has a long history of working with students with disabilities in higher education. The article focuses on how the integration of support for students with disabilities is extremely important to their persistence and this includes technology integration and requires buy-in from the faculty.
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Author Melissa A. Venable, Ph.D. has spent her career working in career development, technology and instructional design. The article outlines technology options for career professionals to use with distance learners and how to conduct an assessment to ensure needs are being met.
Rating: 5/10
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www.jstor.org www.jstor.org
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Author Catherine C. Schifter has had a long background in Educational Psychology and this article from 1999 shows her dedication to the field and provides an analysis of educators in distance learning and the evaluation that Dr. Schifter did of these programs and the motivation of faculty members who were teaching these courses at the time.
Rating: 6/10
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library.educause.edu library.educause.edu
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D. Christopher Brooks, Director of Research, and Mark McCormack, Senior Director of Analytics & Research, at EDUCAUSE bring together this comprehensive report that outlines Higher Education trends for 2019. This report does feel more technical in nature, but they bring it together in a way that is laid out to be reader friendly. The 20-year technology predictions are valuable and there is a focus on using the report to plan for the future.
Rating: 10/10
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www.linkedin.com www.linkedin.com
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This article is authored by Farouk Dey, formerly of Stanford University and currently the Vice Provost for Integrative Learning and Life Design at Johns Hopkins. Dey offers an overview of the transformation that college career services have gone through over the past 100 years and showcases 10 areas where career services will continue to change in the future, including the scope of how technology will allow for a wider reach.
Rating: 8/10
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www.news.gatech.edu www.news.gatech.edu
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This article brings together several higher education professional who all work for Georgia Tech. They are able to touch on different areas of how technology has shaped their work and the reach it has allowed their university.
Rating: 6/10
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er.educause.edu er.educause.edu
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Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.
Rating: 9/10.
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tech.ed.gov tech.ed.gov
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This report is a supplemental piece specifically for Higher Education in response to the National Education Technology plan. The report is a lengthy read but offers a combination of data, examples, case studies and additional resources. The report focuses on the changing landscape of higher education and the changing qualities of what a student in college looks like (i.e. not the traditionally known 18 year old, fresh out of high school). The report also acknowledges the history fo traditional learning (i.e. paper and pencil) and how higher educational not only needs to embrace technology for the classroom use but also for the analytics implications that can help with topics such as retention.
Rating: 10/10. Very in depth article, packed with examples and recommendations.
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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Scott L. Howell is the Assistant to the Dean of Continuing Education at Brigham Young University and has a long career track record in the area of instructional design and online learning. The article is a bit ambitious in tackling 32 trends, but provides a good review of additional literature during each addressed trend.
Rating: 9/10. The article itself is interesting, but its best use is the direction towards additional readings that it offers.
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The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.
Rating: 9/10.
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- Mar 2019
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
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Comparison of secondary education systems
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jolle.coe.uga.edu jolle.coe.uga.edu
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Knowing an injustice is taking place may make educators feel all the more helpless,without a productive avenue of resistance.
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Everyday acts of resistance require literacy educators to navigate seemingly indissoluble contradictions.
Is this basically saying that we need to teach educators how to say "no"?
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The world’s largest selection of courses
Udemy is an online platform where experts in various fields can create paid courses. You can learn languages, web design, photography, musical instruments all in your own time. The platform also allows for extensive ranking and reviews to be put on instructors and courses to keep the quality high. Instruction is inexpensive and self-paced. it is larger aimed at teenagers and adult learners and focuses on skills. Rating 10/10
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Designing Technology for Adult Learners: Applying Adult Learning Theory
Discusses how adult learning theory can be applied for digital learning for adults. It suggests making sure interactions are built on real world and relevant situations, that learners and go at their own pace, they are allowed to reflect on their learning, and interact with each other and different points of view. Rating 10/10
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files.eric.ed.gov files.eric.ed.gov
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The eZoomBook Tool: A Blended and Eclectic Approach to Digital Pedagogy
Discusses the use of the eZoomBook Tool which has the ability to allow learners to navigate back through subject matter they need to refresh on as they learn new material. It allows peer to peer teaching and working which is it's most successful feature for adult learners. the eZB template is open-format and can be adapted to a variety of learning situations. Results from their initial experiments show high use of intrinsic motivation for adult learners once they got a handle on the platform.
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files.eric.ed.gov files.eric.ed.gov
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Beyond the Click: Rethinking Assessment of an Adult Professional Development MOOC
Examines the design and implementation of a MOOC about flipped teaching. It used digital surveys and the LMS system to gauge participant experiences and expectations. A unique aspect of this MOOC is that it asked participants to set what level of activity they expected to have in the program: active, passive, drop-in, observer. And it found that 60% of people engaged directly at that level. This is useful for designing online education experience and connecting participants with each other and in the classroom based upon their learning goals.
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link.springer.com link.springer.com
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Can an Evidence-Based Blended Learning Model Serve Healthcare Patients and Adult Education Students?
Discusses the use of blended-learning incorporating technology especially for adult education programs that reduce education gaps and help the under-employed with career readiness. This also focuses in on adults with chronic disease and how online education might better support their needs. It uses constructivist leanings placing education in the context of activity and environment and recreating the correct environments online.
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www.insidehighered.com www.insidehighered.com
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The Career Curriculum Continuum
Discusses the place of universities in lifelong learning, especially with the advancement of technology in education in the workforce. The career curriculum continuum, includes free and self-paced options such as MOOCs, educational video on Youtube, and Wikis, but also suggests more structured learning placed in context. Universities can offer this as short courses that are cheaper and offer more options for pathways to a full degree program. It also suggests professional certificates for expanding the skills of those already working. Digital institutions will be the most widely used methods for consuming knew knowledge and advancing skills. Rating 10/10
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www.researchgate.net www.researchgate.net
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Using Web 2.0 to teach Web 2.0: A case study in aligningteaching, learning and assessment with professionalpractice
Research article. Discussed the use of web 2.0 including blogs, wikis, and social media as a method of information sharing that is impacting education through teaching and learning management. The work suggests that learning outcomes, activities, and assessment have to be in alignment to create effective learning experiences and uses a case study within an information management program in which students use various web 2.0 tools and document their use .
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eds.b.ebscohost.com.libproxy.nau.edu eds.b.ebscohost.com.libproxy.nau.edu
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The use of digital technologies across the adult life span in distance education.
Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.
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link.springer.com link.springer.com
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Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges
From Springer Link, this is an abstract from a book titled, Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges. While the entire content is not here, if purchased, this book/download could offer a large amount of useful information about this topic. It covers learning typically associated with technology such as social networking, game-based learning and digital making.
Rating 7/10
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www.citejournal.org www.citejournal.org
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Technology Infused Professional Development: A Framework for Development and Analysis
Technology Infused Professional Development by Contemporary Issues in Technology and Teacher Education relays information about the best practices for technology to be a large part of professional development. Knowledge base consists of three major domains. They are knowledge of learner, knowledge of content and knowledge of best ways and means to help students learn. Learning is considered both an active and social process. True, deep learning must be applied to new situation and this is not easy with new learning. "If we don't change the direction we are going, we're likely to end up where we are heading"
Rating 10/10
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www.kmel-journal.org www.kmel-journal.org
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Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments
Research paper. This work highlights how scaffolding, meaning students work through their learning in stages with support from digital technology, making adjustments to their learning environment as needed as they progress through material. Self-evaluations are a critical component of this to help reflect on the content learned. Scaffolding helps students determine not only what to do but how to do it until they are ready to learn more fully on their own. Rating 6/10
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www.sciencedirect.com www.sciencedirect.com
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Educational technology professional development as transformative learning opportunities
Educational technology professional development can transform learning opportunities. This article focuses on adult learning theory as technology can be "intimidating and frustrating." All of this spiked my interest and I was excited to read more. However, to read more you must purchase the content of the entire article. So, in all this left me disappointed. Rating 2/10
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www.amazon.com www.amazon.com
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"In this fascinating book, Tony Wagner addresses one of our most urgent questions: How do we create the next generation of innovators? By telling the stories of young creators, and by taking us inside cutting-edge programs, Wagner shows that the answer isn't to double-down on outmoded, formulaic solutions--but to embrace the principles of play, passion, and purpose. Creating Innovators is important reading for anyone concerned about the future."--Daniel H. Pink, author of Drive and A Whole New Mind
Reference this in coursework provided in a liberal arts college.
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www.citejournal.org www.citejournal.org
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nontraditional students. The education department at OSU-M is housed within the School of Teaching and Learning and the Integrated Teaching and Learning (ITL) section. The Integrated Teaching and Learning section of the College of Education serves those preservice teachers who are studying to be teachers of children age 3 to Grade 8. The Ohio State University Master of Education degree, the degree that offers course requirements for licensure in elementary and middle childhood, is a five-quarter, graduate licensure program. Students enter the program with a B.A. in Elementary Education or a similar field. We license approximately 24 teachers per year. Class size ranges from 12 through 24 students. During the bachelor’s program, student studies are focused on theories of child development and learning, primary reading and language courses, general liberal arts courses, content courses, and two beginning field courses. At least one field placement during the undergraduate coursework takes place in an urban school. Following admission to the graduate program in education, students begin their coursework in general pedagogy and specific methods: social studies, mathematics, language arts, reading, and science. During this year and a half of studies, students are in the field each week for 4-10 hours and have a 12- to15-day period toward the end of the two methods block quarters when they create and implement lessons in their field classroom. All students complete two separate placements in teams of two. Field placements are primarily in suburban and rural schools. Following these field placements, students have one quarter of student teaching and one quarter for a master’s project, including a comprehensive portfolio and a research paper. Experiences With Technology During the undergraduate program students take one technology course. This course is intended to provide students with exposure to the basic knowledge of computer hardware and an introduction to traditional educational software. During this course, students are required to complete an “All About Me,” project (see Powerpoint 1) for which students familiarize themselves with tools such as the scanner, digital camera, clipart, and presentation software. Figure 1. The technology teaching lab After students are admitted to the master’s licensure program, they take one basic technology course that covers other technologies available to elementary education teachers (e.g., Ellison cutters, laminating machines, filmstrip projectors, video projectors, enlargers), and they continue their development of computer knowledge. The two courses, one in the undergraduate program and the other in the graduate program, are the only two stand-alone courses on technology. After students have completed the basic technology course in the graduate program, they begin their methods courses. Throughout the methods coursework, students are asked to use technology when appropriate to enhance their teaching. In addition to this expectation, instructors of the methods courses integrate technology into their teaching to serve as a model of ways in which technology can enhance learning in the particular subject areas. During the two methods course quarters, students attend a lab course entitled the Technology Teaching Lab (TTL). The goal for this course is to increase the use of technology in students’ lessons in ways that will enhance their teaching. The TTL is a series of 2-hour labs that runs concurrently with our methods blocks. The purpose of this lab is to provide the preservice teachers in our elementary education program opportunities to create, with assistance, technology-enhanced lessons for their field placements. The lab course provides the students with instruction, opportunities, and equipment to take their technology-enhanced lessons directly to the field.
The Ohio State University is now integrating technology into their Education Master's program. Students are expected as undergraduates to take an introductory technology course. As part of the master's program, students are required to take another technology course. Students are also expected to integrate technology into their two methods courses. To help with this they have a "lab" (which is traditionally thought to parallel science courses) with technology instructors to help them with their methods courses.<br> Instructors are expected to model the technology integration and help students plan a curriculum that integrates technology to aid in the learning of most students.
Rating 9/10
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digitalpromise.org digitalpromise.org
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ommunities using technology in ambitious and innovative ways to support adult learners. Our Beacons’ stories of how they address common challenges show what it takes to develop and scale effective adult learning across multiple partnerships. Through their work at the leading edge of integrating technology into adult learning, we can understand and amplify new models and practices.
The Beacon Project focuses on ways in which multiple companies have taken to using technology to train adult learners. One example is a company called Access Green. This successful company was started by a wealthy enturpeanur that had been trained at one of the best business schools in the country. He believes that he can provide the same training to the underprivileged through technology. This is his way of giving back and not just helping these people by giving them a job, but rather an education. Rating 7/10
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online.pointpark.edu online.pointpark.edu
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Adult enrollment in higher education grew by more than 50 percent between 1991 and 2011, according to U.S. News & World Report. This trend shows that today’s educators and corporate trainers must adapt to the different needs, learning styles and challenges presented by teaching adult students. By understanding adult students, you can become a better educator or trainer. Here are six key teaching strategies for making lessons more applicable for adult learners. Keep It Relevant Adult students truly latch onto lessons they feel are relevant. They have to understand how the skills they learn will improve their daily lives. If they believe a lesson will have a measurable impact, they will be far more likely to be engaged and internalize the lesson. How can this be achieved? Education resource eLearning Industry recommends considering the “real value in the educational experience you’re providing.” While teaching adults, educators and trainers should consider the real-world impact on how a person works or interacts with family. Remind adult students that a math lesson can help them better understand what they do every day or that the course will give them the experience they need to advance in their careers. Real-world outcomes will inspire an adult student to put forth more effort in a course. Remember Student Backgrounds One of the many differences between adult learners and their younger counterparts is experience. Adult education has to draw on the fact that stu
Adults going back to further their education has grown by 50 percent between 1991 and 2011! With these staggering numbers, educators must remember 6 effective strategies for teaching adults. The 6 strategies are:
- Keep it Relevant
- Remember Student Background - adult learners have far more experience and more background.
- Integrate Emotion into Lessons - helps students to connect.
- Encourage Exploration - didactic teaching - allowing activities and assignments to stay static but topic to be explored.
- Make Assignments Convenient - With more people working, assignments need to be broken into smaller more manageable parts.
- Always Offer Feedback- The quicker feedback the better! Rating 8/10
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evolllution.com evolllution.com
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The Wired Classroom: Leveraging Technology to Engage Adult Learners
This article discusses how even though instructors may be hesitant to include new technologies in their learning environments, doing so can enhance the student experience. It specifically explore the use of twitter for classroom discussions, simulation tools, and the LMS systems universities use currently to support online work. Soliciting feedback from students to ask how tools are working for them is important for evolving the classroom to fit student needs.
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digitalpromise.org digitalpromise.org
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U.S. Through these stories from and discussions with our Beacons and partners, we offer educators and developers specific examples of how to incorporate technology into adult learning in highly effective yet affordable ways
Digital promise is an organization that connects adult learners with methods to implement technology in useful ways to improve education. The website hosts a network of educators and the programs they offer to improve basic math and literacy skills in U.S. adults to help with job training and career advancement. There is also a mico-credentialing program they extend to training programs that endorse those that have learned or gained specific skills. Rating 5/10
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campustechnology.com campustechnology.com
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Report: Why Tech for Adult Learning So Often Misses the Mark
Popular article. This article overviews the U.S. Department of Education LINCS system report which shows that there is a disconnect between those that design adult learning technology and the stakeholders (learners and employers) that plan to use it. Often technology is retrofitted, as it was originally intended for K-12 and won't work in the ways adult learners and educators need for them. One of the main ways to circumvent this is to design technology for a specific problem that needs to be solved, instead of starting with the solution. Rating 4/10
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bera-journals.onlinelibrary.wiley.com bera-journals.onlinelibrary.wiley.com
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Toward constructivism for adult learners in online learning environments
Research article. This paper explores how constructivism is specifically useful for adult education in the online environment. It is especially important for adult learners to interact with each other in order to creating meaningful collaborative experiences. It is also important for online educators to create and environment where students can share and discuss ideas in a safe space. It should also require high-order thinking skills and problem solving that relates to their real lives. Rating 10/10
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newprairiepress.org newprairiepress.org
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Application of Virtual and Augmented Reality tothe Field of Adult Education
Research Article from the Adult Education Research Conference. This article examines the history of VR as a tool to train military personnel, and medical professionals and how future directions of VR could be used for other adult education situations especially due to their low risk learning environment. The authors examine how VR could also be used in gaming, arts, entertainment, marketing and business fields. This is important because VR environments also allow students to exploring changing technology and practice self-learning. Rating 6/10
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thejournal.com thejournal.com
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Report: It's Time for Ed Tech to Tackle the Adult Learner
This article recommends the way in which education technology should adapt to be aimed at adult learners. Specifically that education should all students to assess themselves as they go and fill in any missing gaps in knowledge. It should also be relevant to their life needs, and connect their own experiences back into the learning environment. I feel most of this is known in adult learning theory in general, however this article is really aimed at those outside the industry and is a very helpful summary in this way. Rating 7/10
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elearningindustry.com elearningindustry.com
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Top 10 Tools For The Digital Classroom
Article overviews tools in technology that are useful for bringing learners together in the classroom, especially in ways that enhance their interaction with digital media and each other. Although many of them seem to be aimed at younger learners I feel like some of the tools, like Quizlet, and Prezi are especially useful for adult learners. Rating 10/10
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www.kmel-journal.org www.kmel-journal.org
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An investigation into the attraction and completion rates of MOOCs Sergey Kruchinin
Research Paper. Discusses the use of MOOCs and their completion rates as tools for education. MOOCs are often touted as the best way to get education to the popular masses. The study shows that MOOCs coming from universities with major names on just a few platforms like Coursera tend to be the most successful in terms of completion rate. Courses that have auto grading features are more attractive to students, probably because they get feedback immediately. Rating 4/10
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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Adult Learning in the Context of Comparative Higher Education
Research Paper. Although education is determined by "engagement, empowerment, experience, and evidence" the way adults learned, and what they have learned across societies differs greatly and impacts the effectiveness of higher education and problem solving. Adults as significant instigators of global change need opportunities for literacy development, dialogue, acquisition of self-reliance skills, and the ability to adapt to change. Rating 5/10
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www.learning-theories.com www.learning-theories.com
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This website is a free website that allows for users to access summaries of learning theories, educational guides and much more!
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www.nmc.org www.nmc.org
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New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5
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www.educause.edu www.educause.edu
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7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5
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campustechnology.com campustechnology.com
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Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5
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www.aaace.org www.aaace.org
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Welcome to AAACE The mission of the American Association for Adult and Continuing Education (AAACE) is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives.
This is the website of the American Association for Adult and Continuing Education. This website offers information on the annual conference, as well as online journals and scholarly publications. There is information about membership. Rating 3/5 The site does not contain a great deal of information but it seems important to include a professional association in this set of links.
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www.thehindu.com www.thehindu.com
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The valuable lesson from all this is that inducing competition among administrative units helps invigorate key stakeholders to work in tandem in order to achieve intended outcomes.
Yes, competition, no doubt helps to bring out maximum results. But we must also understand that competition can also lead to worst of behaviours. About competition among schools and blocks: it has often been noticed that in order to comply with the government orders, or simply to be adjudged the so-called "best" in the district/state, schools and blocks often resort to unfair means. Scores are fabricated, often teachers helping out students during tests (that is, if they are themselves capable of, which is another topic for discussion elsewhere), send wrong information about student performance reports and may also have ghost students.
Therefore, I have found the Annual Status of Education Report (ASER) by Pratham Foundation to be one of the best and most credible sources of state of education in the country. They take survey by going from house to house and do not rely on the stats provided by the schools. The only drawback is that it rural based survey; comparison of rural and urban divide is difficult to gauge.
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www.unesco.org www.unesco.org
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In rethinking education to cope with rapid changes atthe threshold of the twenty-first century, innovation, techno-logy, and research are indispensable tools of education.Failure to innovate by and large means repeating yesterday'seducational programmes and strategies tomorrow, which willonly further jeopardize education's reputation as contributorto development efforts. Educational innovations are imperati-ve, and would no doubt be effective if they are research-basedand imbued with technology of education (i.e. systematicapproach to the teaching-learning process); and tech
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The future scenarios of the political, social, cultural
alo test
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The future
annotation
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journals.sagepub.com journals.sagepub.com
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xperiences
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of the extent to which and how cultures vary in theirresponses to disability, and the impact of those differences on the developing child.‘Developmental disabilities’ is a term used by Japanese educ
kenzy
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www1.lsbu.ac.uk www1.lsbu.ac.uk
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A nano-porous carbon composite membrane has been found to display high water flux due to exceptionally high surface diffusion, together with an excellent salt rejection [2616, 2958].
With an excellent ability to reject salt, how often does membrane fouling become an issue when desalinating seawater? to a point where it causes water flux decline and lowers the quality of the water produced.
~ Anthony Y.
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robinderosa.net robinderosa.net
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But when you think of it, our educational institutions aren’t built to recognize the complexity between pasts and futures. In effect, we build superhighways with one on ramp, and lots of off ramps that lead to dead ends.
I'm going to forgive the automobilist metaphor because the point is just so dang right!
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- Feb 2019
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dougengelbart.org dougengelbart.org
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For example, select a given capability, at any level in the hierarchy, and ask yourself if it can be usefully changed by any means that can be given consideration in the augmentation research contemplated. If it can, then it is not basic but it can be decomposed into an eventual set of basic capabilities.
It would be interesting to do this exercise with the various learning outcomes one might have for a course. Which can be aided by augmentation/technological intervention? Which can't?
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to give direct aid to an individual in comprehending complex situations, isolating the significant factors, and solving problems
This is where most modern technology deviates from the Engelbartian norm. Instead of broadening our horizons today's platforms often seek to constrain them because it is through constraint that control and profit can be had. Many platforms from Facebook to Learning Management Systems are more interested in locking you into their ecosystems than drinking in the wider panoply of human creativity and knowledge. The more I think about this, the more see evidence of it everywhere in our world today. In education alone, the aforementioned LMSes are being complemented by even more restrictive (and exploitative) textbook publisher "online supplements." I'm hoping both of these are the endgames of obsolete modes of thought but they have sustained themselves long after we wrote them off. I remember Bryan Alexander bemoaning this facet of the LMS as far back as 2006. That was 13 years ago - a geologic era in technology terms - and yet they are still with us.
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pedagogyplayground.com pedagogyplayground.com
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static1.squarespace.com static1.squarespace.com
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Cure of those El'ils
A medicinal model of education. "Hi, I'm Thomas Sheridan. All these dumbasses are hopelessly lost because they don't speak correctly. They'll never do anything good, or see what good is, because bad speech runs rampant. The only hope is to heal them by teaching them to speak well. That is, like me."
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static1.squarespace.com static1.squarespace.com
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became acquainted with other female intellectual leaders such as Lady Mary Wortley Monlagu and Lady Catherine Jones. Astell's new friends respected her learning and intelligence and encouraged her to publish her views.
We can see how the importance of female-only/female-dominated spaces in Astell's life played a major role in how she envisioned female learning/education could/should look like.
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to serve God whatever their circumstances and lo support themselves through teaching if that hecame necessary.
Oooo this is a very clever way to educate women so that they can support themselves. To serve God -- duh. Of course.
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Aslell specified in lhe charter or lhe school that it should alwuys he directed by women.
And once again, we see how the importance of female-only/female-dominated spaces/places in Astell's life influenced her beliefs on female learning/education.
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since the matter is of Infinite Consequence is it equitable to deny 'cm the use of any help?
Another classic Christian move, making education of not just earthly, but eternal importance.
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whereby they might enlarg e their prospect, rectify their false Ideas , form in their Minds adequate conceptions of the End and Dignity of their Natures, not only have the Name and common Principles of Religion floating in their Heads and sometimes running out at their Mouth�, but understand the design and meaning of it, and have a just apprehension, a lively sentimenL of its Beauties and Excellencies: know wherein the Nature of a true Christian consists;
This is a very rigid curriculum which tells us much about what Astell believes the human (or perhaps here just the woman, but I think it applies to humanity generally) to be. In particular, the wretchedness of a sinner, left unchecked, will lead to false ideas and bad beliefs and habits. "A true Christian" will need to have falsity and sin constantly called out and checked as she gradually learns to prefer what is really good, true, beautiful, etc.
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furthering Peter's education,
Educating a man or a son was much more important than educating a woman or a daughter.
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he laller is a shame to Mankind, as being a plain sign that 'tho they discern and commend what is Good, they have not the Vcrtuc and Courage to Act accordingly
I find this an interesting comment for Astell to make, particularly as the RT editors point out that the school Astell eventually does take over (the charity school) had "considerably more modest goals than her proposed women's college" (843). She could not put her own project into practice, though perhaps due to constraints on the situation outside of her control and not up to her own "Vertue and Courage to Act."
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She asserts that nature is the best teacher of clo{1uencc. Rules help only a little, and only if they have been <lcrivcd from nature.
This has echoes of Plato in it, where Socrates asks repeatedly whether rhetoric can be taught.
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the heart of her educational scheme was lo be a method of thinking that could be applied in any area
Okay, this is is more specific, similar to Wollstonecraft, as curlyQ pointed out.
What's interesting here is Astell's saying that she isn't "exceptional"--by that she seems to mean that she is no different or more outstanding than other women, that she doesn't have some special ability or nature (just the same natural inclinations as others).
This resonates with Wollstonecraft's Rights in her insistence that women are not by nature the 'inferior' sex but are instead bred that way due to poor education. By distancing herself from the term "exceptional", Astell seems to be doing something similar, pointing not to any particularly special nature or natural ability but instead a sound education.
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a serious secular education
This call for women's education (and not just in manners and fine arts) is largely ignored for some time, despite its repetition. In the Rhetorical Tradition reading from last week, they mentioned Archbishop Fénelon published a call for women's education in 1687; here Astell says something similar (1694); others are mentioned below; Wollstonecraft is still calling for it in 1792 (100 years later).
Fénelon's call was for basic reading and writing; Wollstonecraft's was for equality in education with boys (much like Astell's education was). The nature of Astell's school is discussed here, but what was her vision of the curriculum (the "serious secular education")?
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mozilla.github.io mozilla.github.io
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It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams
Also another thing that should be taught in k-12 schooling. I was talking to 3rd graders about their online identity and one of them said "I don't care if I act crazy in my videos that I post online". Number one, a 3rd grader should not have the ability to post videos of themselves online, in my opinion, and number two, even though they are only in 3rd grade, thses videos coud resurface one day and harm their image online.
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They can evaluate web content, and identify what is useful and trustworthy
This should be taught throughout k-12 schooling. Learnng this in college was super helpful but it was taught a little late for me. I know now how to choose sources that present good information but growing up I wouldnt have been able to do that
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static1.squarespace.com static1.squarespace.com
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and the whole is really the flower of wisdom)
Vico seems to be opposed, then, to highly specialized education and in favor of breadth of knowledge. This has echoes of Aristotle and Cicero.
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they never thought of cs• tablishing universities where young minds could be cultivated and strengthened
Does Vico mean "university" on a large scale? Because there was clearly "conditioning of the mind" happening, in localized schools and by educators who conditioned minds on a smaller scale (go, sophists). Was that not happening in a large-scale, communal location (see def. of university, tagged)?
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hree stages
These three stages are not the same as the Trivium, but they do seem to pair nicely, particularly if you understand the Trivium in a sort of developmental way as explained by Dorthy Sayers that is all the rage in classical education these days.
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educatorinnovator.org educatorinnovator.org
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not with Dollars”
Something our current Secretary of Education would do well to remember. I'm not optimistic, though.
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static1.squarespace.com static1.squarespace.com
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011 1/w Ed11catio11 of Girls (published in 1687),
Cf. Wollstonecraft's Vindication of the Rights of Woman, written about 100 years later, making a similar argument. Specifically, Wollstonecraft argues that women are not naturally inferior or frivolous but have been bred that way through poor education. Taken in comparison to the Enlightenment's exploration of human nature and with a lack of significant progress between 1687 and 1792 (outside of literacy, noted below), it seems clear that "human nature" really means "man's nature."
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- Jan 2019
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muse.jhu.edu muse.jhu.edu
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Our students have an unprecedented breadth of information resources at their fingertips, yet there is a significant danger that they will miss the opportunity to engage with those voices that hold the greatest prospects for growth. Collecting confirmations of one’s existing views is a poor substitute for meaningful learning.
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static1.squarespace.com static1.squarespace.com
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teaching docile bodies
Cf. Foucault's Discipline and Punish
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static1.squarespace.com static1.squarespace.com
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rote repetition and memoriza-tion, verbal analysis, and dramatic rehearsal
This made me think...it may be a stupid question, but what does a modern education in rhetoric look like? The more I thought about it the more I found it hard to describe.
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persuasive explanation of what the humanities are and do
Both this and an earlier statement about humanities needing justified (last paragraph on 116) made me think about the lack of understanding of humanities at all levels of education. This piece is specifically aimed at "the university," but even at the secondary level, humanities are the first things threatened by a budget cut. Could a lack of understanding be a main reason public schools, primarily 9-12, aren't overly worried by the idea of cutting humanities courses?
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www.aeseducation.com www.aeseducation.com
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It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools
Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.
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psycnet.apa.org psycnet.apa.org
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We believe that members of the public likely learn some inaccurate information about intelligence in their psychology courses. The good news about this implication is that reducing the public’s mistaken beliefs about intelligence will not take a massive public education campaign or public relations blitz. Instead, improving the public’s understanding about intelligence starts in psychology’s own backyard with improving the content of undergraduate courses and textbooks.
To me, this is the "take home" message of the article. I hope psychology educators do more to improve the accuracy of their lessons about intelligence. I also hope more programs add a course on the topic to their curriculum.
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- Dec 2018
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ai.umich.edu ai.umich.edu
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The “Big Idea” proposes to advance the educational, research and public service mission of the University of Michigan by: Offering an undergraduate experience that has real-world problem solving and engaged scholarship at its core; situating undergraduate education at the heart of the scholarly enterprise; Enhancing collaboration across disciplinary boundaries; and Amplifying the relationship of a public university to its constituencies through projects that work in collaborative partnerships with a range of communities and sectors to advance progress on significant problems; To accomplish these goals, we envision a program that is unconstrained by some of the most common operating assumptions in current higher education: grades, credit hours, and disciplinary majors.
Very exciting!! No surprise U-Mich is doing this.
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cleo.uwindsor.ca cleo.uwindsor.ca
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In my work, I have strayed far from a background that includes a MA in English Literature and teaching K-12 students written composition. I’ve focused on teaching or analyzing written communication or networked online discourse in the higher education, especially at the graduate level, for the past 16 years or so. But this work, annotating in the open not just for an individual, the teacher who grades the assignment, hits close to my heart in teaching K-CEO learners to write for an audience.
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app.getpocket.com app.getpocket.comPocket1
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When you look at those cities, you’ll also find some of the most innovative solutions to the way we conduct commerce. Not one-hour delivery or meal kits on demand, but the boom in a parallel retail model that is decidedly social and human focused.
Less efficiency driven and more people/human oriented
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www.lds.org www.lds.org
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The source for much of this page is the following conference talk from October 2009:
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infojustice.org infojustice.org
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Today, I had the privilege of speaking on a panel at the Comparative and International Education Society’s Annual Conference with representatives of two open education projects that depend on Creative Commons licenses to do their work. One is the OER publisher Siyavula, based in Cape Town, South Africa. Among other things, they publish textbooks for use in primary and secondary school in math and science. After high school students in the country protested about the conditions of their education – singling out textbook prices as a barrier to their learning – the South African government relied on the Creative Commons license used by Siyavula to print and distribute 10 million Siyavula textbooks to school children, some of whom had never had their own textbook before. The other are the related teacher education projects, TESSA, and TESS-India, which use the Creative Commons Attribution Share-Alike license on teacher training materials. Created first in English, the projects and their teachers rely on the reuse rights granted by the Creative Commons license to translate and localize these training materials to make them authentic for teachers in the linguistically and culturally diverse settings of sub-Saharan Africa and India. (Both projects are linked to and supported by the Open University in the UK, http://www.open.ac.uk/, which uses Creative Commons-licensed materials as well.) If one wakes up hoping to feel that one’s work in the world is useful, then an experience like this makes it a good day.
I think contextualizing Creative Commons material as a component in global justice and thinking of fair distribution of resources and knowledge as an antidote to imperialism is a provocative concept.This blog, infojusticeorg offers perspectives on social justice and Creative Commons by many authors.
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static1.squarespace.com static1.squarespace.com
- Nov 2018
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hapgood.us hapgood.us
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https://er.educause.edu/blogs/2018/11/the-values-of-open-pedagogy (Values and habits of open pedagogy.)
Mike Caulfield notes some of the tensions among these values.
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www.tandfonline.com www.tandfonline.com
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Epistemic
David Gibson: Would a fundamental confusion arise if the word ‘epistemic’ was not used as much? It seems like there is a potential to devalue the term through overuse?
I’d like to be enlightened on this; if there is a good definition that all learning is ‘epistemic’ to the learner...then what is the alternative that would be called forth by dropping the term?
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quillette.com quillette.com
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it’s the whole culture.
The question to ask here is how to set in motion this cultural shift. Titles prevent us from considering a more flexible learning credential or format.
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www.the-hospitalist.org www.the-hospitalist.org
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“The day is upon us where we need to strongly consider nurse practitioners and physician assistants as equal in the field,” he says. “We’re going to find a much better continuity of care for all our patients at various institutions with hospital medicine and … a nurse practitioner who is at the top of their license.”
Hospitalists as QB should play leadership role in integrating all members of care team
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“Any time when nurse practitioners and other providers get together, there is always this challenge of professions,” he says. “You’re doing this or you’re doing that, and once you get people who understand what the capabilities are past the title name and what you can do, it’s just amazing.”
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robinderosa.net robinderosa.net
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OER matters not because textbooks matter. OER matters because it highlights an example of how something central to our public missions, the transfer of our foundational disciplinary knowledge from one generation of scholars to the next, has been co-opted by private profit. And OER is not a solution, but a systemic shift from private to public architecture in how we deliver learning.
I love this framing of OER as public infrastructure to facilitate the transfer of knowledge. I think it is not only generational, but also more broadly to the public. OER use is not limited to just students within our institutions, but are available freely and openly more broadly to the public. To anyone. I think we need to make that point more widely known. Every OER that is made freely available is making knowledge more open to not only students in our institutions, but to anyone, anywhere. It truly is "public" infrastructure.
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lareviewofbooks.org lareviewofbooks.org
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Ryan Boyd reviews John Warner's Why They Can't Write, and gives concise criticism of education in the U.S.
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screentime.me screentime.me
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An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.
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www.nytimes.com www.nytimes.com
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Why racial achievement gaps were so pronounced in affluent school districts is a puzzling question raised by the data.
Portland, OR: Parents' socioeconomic status broken down by race vs. educational attainment (reading & math).
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We’ve long known of the persistent and troublesome academic gap between white students and their black and Hispanic peers in public schools.
Portland, OR: Parents' socioeconomic status vs. educational attainment (reading & math).
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Money, Race and Success: How Your School District Compares
Statistical comparison of educational measures in relation to income and race.
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www.coursera.org www.coursera.org
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Basic Statistics
part of specialization
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www.coursera.org www.coursera.org
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Mathematics for Machine Learning
specialization
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meduza.io meduza.io
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Начните с нескольких основных книг, которые изменят ваши представления о математикеЛучше всего «ставит голову» книга «Начала теории множеств» Николая Верещагина и Александра Шеня. Она даст основу для понимания (а в дальнейшем и самостоятельного построения!) логических рассуждений. С нее же начнется и понимание теории множеств, лежащей в основе современной математики.Охватить больше разделов математики поможет книга Рихарда Куранта и Герберта Роббинса «Что такое математика?». Как и книгу Верещагина и Шеня, эту книгу нужно читать внимательно, делая все упражнения. Если первые две книги окажутся сложными, можете начать с моей «Математики для гуманитариев». Ее также следует читать с самого начала, страницу за страницей, не стоит браться за чтение с середины. Она не очень простая, но предварительных сведений и математической культуры не предполагает.Чтобы понять, каким образом математика входит в нашу жизнь, можно прочитать «Кому нужна математика?» Андрея Райгородского и Нелли Литвак или «Математическую составляющую» (сборник сюжетов под редакцией Николая Андреева).
nice books
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academeblog.org academeblog.org
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We have real insights to offer the world as academics and not only should universities encourage us toward the public square, but they should expect us not to shy away from it.
writing for the public
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xolotl.org xolotl.org
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other works
I'll try to link related works here:
- "A Comprehensive Framework For Evaluating Educational Vouchers" by Henry Levin.
- "The common in higher education: a conceptual approach" by Krystian Szadkowski
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DeAngelis basically calls for a total revolution in how education is funded and delivered in the USA based on a smattering of shaky results drawn from less than 20 studies using different methodologies on limited populations in contexts ranging from urban Washington DC to Bogota, Columbia to Delhi and Andhra Pradesh, India.
DeAngelis uses the "fallacy of the inverse" to make his argument, which takes this form: "If some students who do X have good outcomes, then every student who does not do X will have bad outcomes." Read more in my annotation on DeAngelis's article.
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files.eric.ed.gov files.eric.ed.gov
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A Comprehensive Framework For Evaluating Educational Vouchers
A self-described nonpartisan framework for evaluating school voucher programs.
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Balancing individual choice for addressing childrearingpreferences with a common educational experience that will promote equity and socialcohesion has always been a major challenge for the educational system. To a large extentthese goals are in conflict and place the school system under continual tension
Observation that public education exists in an ongoing (and unresolvable?) tension between providing for individual and social needs.
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link.springer.com link.springer.com
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This article provides a map of the three-element conceptual set of the common (the common good, the commons, and the common) in reference to higher education.
Compare to a facile and polemic post on K12 education as a public good, by Cato Instittute's Corey DeAngelis.
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poseidon01.ssrn.com poseidon01.ssrn.com
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Because students were not randomly assigned to the MPCP or the public school comparison group, we cannot assume causality regarding the relationship between the voucher program and crime and must, instead, infer causality.
causality inferred
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www.cato.org www.cato.org
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a specific good or service is strongest for a good or service deemed to be a “public good.”
Based on my understanding of public goods, I’m thinking most or all are not provided by government. A public good might be protected or endangered by government policy, but provided by it? There are examples like lighthouses, but most services provided by government are excludable and rivalrous. I agree education is not a classic public good.
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By Corey A. DeAngelis
You can learn more about Corey from his linked Cato Institute bio and list of publications, at The Heartland Institute, and at GMU's Mercatus Institute. You can see a record of Corey's citations on Google Scholar. Visit Corey on Twitter, where his account has a banner picture of Milton Friedman, and on LinkedIn. You might also find Corey's take on Trump's 2018 State of the Union address and his 28 Aug 2018 EdChoice interview interesting.
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In order to reduce the externalities associated with government schooling, we should allow private schools to continue their specialized approaches by reducing the quantity and intensity of regulations linked to private school choice program funding.
Another policy leap: no evidence has been presented that supports the idea of regulation increasing "the externalities associated with government schooling".
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Market entry and competitive pressures could improve the diversity and quality of educational options available to children while reducing average educational costs.
The important word here is "could". Is there evidence that market entry leads to any of these outcomes?
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Specifically, states should pass legislation to enact universally accessible Education Savings Accounts (ESAs) to allow families to customize their children’s educational experiences.
Note that there is a jump here from vouchers to ESAs that is nowhere substantiated in any of the previous argument or data.
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Since government schooling in the United States results in a net negative externality relative to private schools of choice, we should not subsidize government schooling based on the economic argument that it is a merit good.
Setting aside that this article is riven with logical leaps and unconvincing data, the bigger question is whether a purely economic evaluation of schooling mechanisms is enough to make a policy recommendations of such magnitude.
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Since schooling fails both the nonrivalry and nonexcludability conditions, there is no strong argument for government operation of schooling on the basis of the service being a public good.
As the author himself argued that people are just mispeaking when they say education is a public good, we can just ignore this conclusion as a strawman.
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However, these estimates should be treated with caution
No, these estimates should be treated with caution because they equal "about half of the U.S. GDP in 2016".
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The only quasi-experimental study linking private school choice to crime finds that private schools reduce the likelihood that male students will commit felonies by 4 percentage points in Milwaukee.
Near as I can tell, this study is just as likely to suggest that students that complete school are less likely to commit crimes than students that don't. The private school choice connection is a stretch.
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I exclude the two most costly types of crime — rape and murder — from this calculation in order to provide a more conservative estimate.
So then included are the "less costly" types of crime, including crimes more often prosecuted against people of color.
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it is infeasible to quantify the effects of tolerance, political participation, and racial segregation on society overall
Here the author admits that it is hard to quantify educational benefits.
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over the course of 13 years of k-12 schooling
Do the numbers being used here actually reflect the costs of the full 13 years of K-12 schooling? It seemed like most of the data was just for a few grades here and there.
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Hanushek estimates that a one-standard-deviation increase in student cognitive ability leads to a 13 percent increase in lifetime earnings.
I can't read this paper behind its paywall, but note that here we are grabbing a one-standard deviation measure from a study on teacher effectiveness and using it to extrapolate individual lifetime earnings based on standard deviations in math score tests from one meta-analysis of a a small collection of studies on voucher-based educations.
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Overall, Shakeel, Anderson, and Wolf find that private school choice programs increase reading scores by 4 percent of a standard deviation and math scores by 7 percent of a standard deviation.
Except that the results from this study are pretty inconclusive overall and especially for the USA, so here the author is applying a global result to a USA context.
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Data and Analysis
Here we go: now the author will extrapolate the spurious conclusions from above to the entire public school population.
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the preponderance of the scientific evidence suggests that government schools produce socially less-desirable outcomes than do private schools of choice
Where "the preponderance of evidence" means the very small number of methodologically and statistically unconvincing studies included here that focus on private schools of choice.
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Table 1: Government-schooling externalities and their signs
Now that I've dug deeper, I see how unsubstantiated this table is. The primary issue is that very limited and methodologically imperfect studies that purport to show positive externalities for voucher-based choice programs are flipped to suggest that "government schooling" has negative externalities.
Here's an analogous argument: Because some small studies of people that ate carrots with lunch shows that they had less indigestion than control groups that didn't eat carrots with lunch, all lunches without carrots cause indigestion.
Also, if one explores the references, it turns out most of them are by one or more of the same set of authors.
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As shown in a review of 11 experimental and quasi-experimental studies, DeAngelis finds that private school choice programs in the United States increase these types of civic outcomes.
Just to be clear here, the author is now talking about himself in the third person.
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This savings happens for two main reasons: (1) school voucher laws usually mandate that the voucher amount must be a fraction of the total per pupil expenditure in traditional public schools; and (2) private school tuition fees are often below the state-mandated maximum voucher funding amount.
Based on this, the savings would be to the government though, right, not the individual taxpayer/voucher user? So the level of taxation is the same, but thanks to vouchers, the government would need to spend less on education?
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all taxed funds are a negative externality if taxed individuals do not consent to the transaction
Again, the view that taxes are inherently coercive.
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Educated Populace
The upshot of this section is there are no clear education advantages to vouchers in the USA.
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the only difference between treatment and control groups is that one group received access to a private school choice program
It turns out the story is a bit more complicated that the author suggests here. The meta-analysis that these conclusions apparently rest on are not compelling for the USA context and the meta-analysis itself is riddled with questionable methodologies and conclusions.
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A meta-analytic and systematic review of 19 experimental voucher studies around the world
I read this article, and found it to be even less supportive of the conclusions drawn here than in the dismal summary below.
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a hard-working individual
Would someone who skated through medical school provide the same social/economic benefit?
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better-educated citizens may produce high-quality goods and services that benefit the rest of society
OK, this at least seems like a social benefit a real economist might include.
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Society benefits from a better-educated populace because individuals are more likely to interact with people who could teach them something new.
Wait, what? This is the first, primary social benefit of education?
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The three externalities that I examine are (1) an educated populace, (2) taxpayer costs, and (3) social cohesion.
What happened to lowered crime and more informed voting? It will be interesting to see how an educated populace and social cohesion are measured.
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random lotteries
exclusion by chance?
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they could take those same funds to schools of their choosing
They could take those funds to other schools, but would they? Maybe the analogy with immunization would be better.
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a realistic counterfactual: a private school of choice that could accept the public school’s per pupil funding amount as full payment for tuition and fees
We shall also see if there is evidence of private schooling that can increase education (rather than just schooling) more efficiently than public schooling.
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if the traditional public schooling system is reducing overall levels of education, or producing education very inefficiently
Two conclusions that the author has set out two prove.
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Pigouvian subsidy
One feels we are getting close to the author's reasoning about why government should support education at all.
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but for which I don’t earn a market income
There are more possible positive externalities from education than blog posts that aren't produced via market incomes, decreases in crime, and informed voting.
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I will be able to command a higher salary in the future, and I will feel good about being an educated citizen
two of the possible individual benefits that might be derived from an education
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as an economist would say
maybe "as some economists would say" given that there is more than one definition of merit goods.
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Fortunately, schools will never suffer from a true free-rider problem because they are not true public goods. That is precisely why private schools and tutoring services operate effectively today without government operating or funding them.
Sidenote: because it's easy to exclude houses from firefighting, no one can take advantage of firefighters without paying, that's why there is a healthy market in private firefighting.
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If someone does not pay me to educate the student, I can simply deny the student services.
If someone does not pay "me" [sic] to fight a fire at their house, I can simply let their house burn.
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because it is not difficult to exclude a person from a school — or any other type of institution with walls — schooling fails the nonexcludability condition
because it is easy to not fight a fire at one house and just prevent the fire from spreading
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Because of this, schooling fails the nonrivalrous part of the definition
therefore, firefighting is rivalrous (and should not be provided by government)
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if students are added to a given classroom, the teacher is less able to tailor the educational approach to each child, which could reduce the average amount of personalized education received by each student
if firefighters must fight fires at every house, they are less able to perfect firefighting at any one house
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If one student occupies a seat in a classroom, another child is prevented from sitting in the same seat.
If the firefighters are fighting fire at one house, they can not fight fire at another house.
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If schooling were indeed a public good, there would perhaps be a stronger economic argument for government funding and operation of schools.
Synopsis of the argument so far: People mistakenly call public schooling a public good when they really mean it is good for the public. But nevertheless, we have proven public schooling is not a public good. We assert without evidence that government funding should focus on public goods. Therefore there is no reason for government to fund public schooling.
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A radio station can be thought of as a true public good.
Hm. Not the example I would have reached for. The radio spectrum might be a better example. One could easily broadcast an excludable radio program encrypted that only people who had paid for a key could decrypt and listen to.
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the market avoids the potential free-rider problem with radio stations by using advertisements as a funding source
The UK has used a different system to support broadcast (receiver licensing) and public broadcasting in the USA uses yet another support mechanism, philanthropy.
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the free-rider problem could be eliminated if all members of society were forced to pay for the service indirectly through taxes
Again, the idea that taxes are coercion rather than say, a common interest contract.
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The economic argument for government using coercion to fund
This seems like a bit of a jump: all taxation is coercion.
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it is important for the current study to examine the externalities of the actual policy in place in the United States
Agree: focus on reality.
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And, of course, schooling and education are not one and the same.
Is anyone arguing that schooling is the only mechanism for education? Another strawman?
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Within seven decades, every state had followed suit; Mississippi was the last state to pass a compulsory schooling attendance law in 1918.
Is there any scholarship about relative social effects during this fairly long (70-year) transition period?
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the United States should instead fund education directly—rather than schooling
This is a somewhat buried, but key argument in this work: that schooling and education are not equivalent and that public schooling is not an effective mechanism for education.
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When people, including prominent education scholars, say that schooling is a public good, I believe they mean that schooling is “good for the public.”
Should the article stop here? Is the main point then that there is just a confusion in terms and folks are mistakenly saying school is a public good when they just mean it's good for the public?
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For example, someone who pursues 10 college degrees may achieve a well-rounded and advanced education without contributing much to other individuals in society.
Strawman argument: who pursues 10 college degrees?
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(1) the U.S. government should not operate schools at the local, state, or federal level on the basis of schooling’s being a public good;
Seems like a strawman recommendation as the author himself claims that folks are misspeaking when they talk about public education as a public good.
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an original contribution to the literature
a bold statement
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In order to place public schooling into one of the remaining two categories
What I'd like to see addressed first is why it is helpful to categorize public schooling as one of these (or maybe any) specific economic good. What is the value of this framing overall?
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Public schooling fails both conditions specified in the standard economic definition of a public good.
Agree. So why should we even be debating it? According to the author, even the folks who say "education is a public good" meant something else, so let's move on.
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demerit good
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merit good
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public good
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Is Public Schooling a Public Good?
Supposedly the central question of this work, but very shortly, the author holds that what people mean when they say "public schooling is a public good" is really just "public schooling is for the public good" and so one is left wondering if a different consideration of that question might be more valuable.
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www.edchoice.org www.edchoice.org
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Marty Lueken interviews Corey DeAngelis about what brought him to the school choice movement and what research is next for him
An interview with Corey DeAngelis where he talks about what attracted him about school choice, his research, and how he thinks about talking with others about his views.
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Even in the United States, 17 evaluations that are experimental, the majority are positive effects on test scores. But to be honest, even if they were almost all negative, which they’re not, I still don’t think we should use that information alone to prevent people from making decisions for their kids’ educations.
My reading of the data Corey relies on to make this argument is not so clear-cut. Meanwhile, he wants it all ways: people should rely on evidence, people should not use test score evidence to make educational decisions.
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Because as much as I hate it, hate to say, is there are some people out there that just don’t care about the evidence.
After looking at the evidence Corey relies on to make his case in Is Public Schooling a Public Good? An Analysis of Schooling Externalities, I find I care about the evidence, but don't find it compelling.
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poseidon01.ssrn.com poseidon01.ssrn.comdelivery.php11
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Public funding could be a proxy for voucher amount, as publicly-funded vouchers tend to be of significantly greater value than privately-funded ones.
OMG, so say it. Giving people more funding for education has a bigger effect than giving less.
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In addition, the PACES programwas distinctivein providingindividual student incentives for academic achievement.
Why is this not the policy recommendation of the study?
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It could be that there is a much larger gap in the quality of public and private schools in Colombia (and other countries, for that matter) than in the US (Angrist et al. 2006).
Therefore public schools in the USA are not significantly different than privates?
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In summary, these results indicate positive effects of school vouchers that vary by subject (math or reading), location (US v. non-US), and funding type (public or private). Generally, the impacts of private school vouchers are larger for reading than for math. Impacts tend to belarger for programs outside the US relative to those within the US. Impacts also generally are larger for publicly-fundedprograms relative to privately-funded programs.
I'm underwhelmed by the story the conclusions tell. Are most metaanalyses so unable to demonstrate credible results?
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The overall results so far indicate that school vouchers havepositive effects in both reading and math, but that these impactsare largest in programs outside of the US.
So results here are not applicable to the USA context.
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The US programs, overall, had a TOT effect that was not statistically different from zero
Wait, again USA effects were basically zero.
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we see that the US programs had an overall effect that was barely a null effect,
Wait, USA results in reading were barely null?
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As some studies did not report their findings in detail, we made necessary assumptions to derive accurate sample sizes for the treatment and control groups.
Wait, what? Assumptions?
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In the U.S. voucher programs inour meta-analysis, students who lost the voucher lotteries often found other ways to access school choices
Wait, what? The control group managed to participate in the same experience as the other group?
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The counterfactual condition for control group students varied across the programs.
Given this complexity, it may be hard to explain why any of the "control group" students experienced lower educational outcomes.
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Fortunately, much of the research on school vouchers in the U.S., and some of the evaluations abroad, has taken the form of random assignment experiments.
Note: random assignments within the population that has already self-selected to participate in voucher systems, so possibly a measure of that subpopulation.
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www.heartland.org www.heartland.org
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President Trump
The start of Corey DeAngelis's reactions to Trump's 2018 State of the Union address.
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what would be the point of turning private schools into the same types of institutions that are failing these children in the first place?
This seems to presume that public funding is the reason public education is "failing".
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