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

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

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

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

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

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

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

Rating: 8/10

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

. . .

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

. . .

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

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

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

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

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

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

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

is this related to the property assessment

$56 million

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The basic assumption that underlies typical reading instruction in many schools is that learning to read is a natural process, much like learning to talk. But decades of scientific research has revealed that reading doesn't come naturally. The human brain isn't wired to read. Kids must be explicitly taught how to connect sounds with letters — phonics.

. . .

But this research hasn't made its way into many elementary school classrooms. The prevailing approaches to reading instruction in American schools are inconsistent with basic things scientists have discovered about how children learn to read. Many educators don't know the science, and in some cases actively resist it.

https://www.apmreports.org/story/2018/09/10/further-reading-hard-words

Related to Vijay Kumar's iron triangle. You can't increase the number of students without sacrificing quality or increasing costs.

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. ... In most regions, education is compulsory up to a certain age

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This is consonant with my experience.

I don't think James ever claimed he was solving "the problems in public education." How about he's shining a light on ways increased public funding could stimulate public education?

"Thorndike won and John Dewey lost" EC Lagemann https://www.cambridge.org/core/journals/history-of-education-quarterly/article/div-classtitlethe-plural-worlds-of-educational-researchdiv/5017616267A18DC82845712A3A6BB3C9

This is a key point - the opportunity to do something with content, to create content, has a real and lasting value beyond the content itself. We want students to recognize that they are in charge of their learning, they have control and can take initiative. There's nothing empowering about jumping through hoops of absorbing content, taking tests and following rubrics.

In video: Laura Hilliger quote: "Bridging the gap between education and technology"

Interesting article on another factor contributing to grade inflation.

Think open fellowship

Mooc

Future of HE, Social impact, public good

old dog, new tricks

Qui est surpris de voir que cette jeunesse a de l'espoir...

It's well known that men had an advantage of getting a proper education which explains Mr. Gardiner's intelligence. This paragraph shows that Mrs. Gardiner was "amiable, intelligent" which shows that she had some form of an education. For women, getting an education was different than men because not all females got an education. According to the article, "Life for Women in 18th Century", if women got an education, it is usually because they were wealthy and were able to go to boarding school. Some women, not everyone, of lower class learned basic reading and writing skills. Although this doesn't mention her background and what exactly it means by "intelligent", it makes me wonder which social class she was raised in and if she really did get education.

Test annotation dans Hypothes.is

Access to books increases children’s future prospects and has a significant influence on the level of education they will attain, their productivity, their health, and their quality of life.

If we want kids to read more, and be better readers and writers, we need to give them access to lots of books, starting with ones they are most interested in. (This short article is specific about ways to improve book access for all kids.)

What I notice is missing from here is open pedagogy which, as Tannis Morgan noted, has historical roots in the late 70's in Quebec. However, it may be that because this is a historical look at open education, and open pedagogy is a relatively recent (despite the work Tannis has discovered) area of interest for open educators, there may just be a lack of formalized research supporting the idea of open pedagogy.

In order for open education to be more than a movement, it feels like we should be consciously moving in this direction - to define a canonical set of resources that are foundational to the field in order to help orient others and further define ourselves as a field/discipline. Because, as we have seen with MOOC's, if we do not do it, then others will do it for us.

the options of this question are somewhat mediocre and cannot up to training standard

Also known as Kyōiku kanji (教育漢字, literally "education kanji"). see Wikipedia: Kyouiku Kanji

How widely known is this figure?

Want to explore what this might look like in an engineering course. Need to identify examples.

Yay for IDs! ;)

Website listing productivity MOOC's, geared towards freeing up more time in people's lives.

Mooc website I currently use myself. The selection of courses is triple those of other website offering free courses.

What is Open Education

We need to posit a reason why education as domination is a necessary good.

Complexity Theory replaces simple causality with an emphasis on networks, linkages, holism, feedback, relationships and interactivity in context, emergence, dynamical systems, self-organization and an open system, rather than the closed world of the experimental laboratory. Even if we could conduct an experiment, its applicability to ongiong, emerging, interactive, relational, changing, open situations, in practice, may be limited. It is misconceived to hold variables constant in a dynamical, evolving, fluid, open situation.

Why does it matter what it is called? Does the name change impact the literal definition of what digital humanities is at its core? Practitioners ought to focus more on the meat of the topic rather than the name. Exclusion is only a feeling that stems from a lack of information. Once explored, one will find that digital humanities is applicable for everyone.

In any kind of textbook, if there is an aspect to a concept which will cause confusion in the future, it should be covered, even if only in a footnote, so that the reader can study it on their own.

This flattening of a complex narrative of identity is what leads to dehumanization. So important for teachers, (and thereby teacher educators) to emphasize the nuances inherent in any cultural group—intra-group diversity as well as inter-group diversity.

Bonk on open education

Encouraging to know it's not an "all-or-nothing" situation!

Open Education A Study in Disruption

Distance Education Enrollment Growth—Major Differences Persist Among Sectors

Ouch

This is a test comment.

This relates to the Constitution Act, 1867, specifically re: education.

Good rationale for not enacting a blanket classroom tech ban

Larry Berger, CEO of Amplify, explains why he no longer believes in the "engineering model" of personalized learning.

Here's the problem: The map doesn't exist, the measurement is impossible, and we have, collectively, built only 5% of the library.

Reasons for online growth

Perhaps with my background within Higher Education Administration-I see this type of discussion occur quite frequently with the discussion of the value of a liberal arts education. This is interesting to me to see that close to one hundred years later, this debate of the extrinsic vs instrinsic value of a liberal arts education still rages on within educational policy making...

I like the examples here. And the anxiety and frustration that goes with learning that you are not good at something (Britzman)

These three visions are also present in his book Democracy and Education. In which, Dewey intertwined both concepts arguing that a democracy is impossible if people remain ignorant to their civic and societal duties. He argues that the education field must favor collaboration and modeling a true democracy.

I know that boundary crossings have been important in the thinking of some colleagues working in teacher education at the University of Hong Kong.

I found this clause intriguing. The founders affirm their belief that physical education is of utmost importance and should be addressed by "every institution of youth." However, the founders chose not to include a formal provision of "gymnastics." More interesting are the reasons behind why the founders deemed physical education necessary; they attribute it to the importance physical health and strength play in warfare. Ironically, the University offers physical education centered classes now, when the likelihood of students being drafted into a war is extremely low.

In “The Claim to Native Control of Education", Berger refers to the fundamental ideological differences between Aboriginal people and Euro-Canadian settlers. For Aboriginal peoples, learning was seen as a lived experience best absorbed through storytelling, group discussions, role modeling, personal reflection, peer tutoring, learning/talking circles, and hands-on experiences (Preston et al., 8). Family members taught children everything they needed to know within the context of purposeful, daily activities and adults expected the very best from each child. Adults knew each child’s unique strengths, interests, and learning needs and tailored that to all aspects of their development. This child-centered education, ensured that native people created “able human beings” who could survive and thrive in their environment (McGregor, 58).

From the late 1800s until the 1950s, Euro-Canadian settler missionaries drastically disrupted these Aboriginal ways of learning. The two primary objectives of residential school systems were to “remove and isolate children from the influence of their homes, families, traditions and cultures, and to assimilate them into the dominant culture” (Paquette and Gérald, 3). Residential schools intentionally discounted for Aboriginal culture and values based on the assumption that aboriginal cultures and beliefs were inferior. All instruction was taught in English and children were punished for speaking their native languages (McGregor, 58). Aboriginal pedagogy endorsed student control over the pace of classroom conversations, and allowed for student opportunities for self-determination. However, typical assessment mechanisms employed within Euro-Canadian public education included formative test-taking measures, standardized tests, written evaluations, teacher-centered feedback and the provision of formal grades/percentages. This type of curricular approach to assessment is ill-matched with Aboriginal ways of knowing and learning and Aboriginal children suffered as a result.

Those who designed residential school education did so with the unquestioning acceptance that its rightful goal was to ‘re-educate’ Aboriginal students to ‘encapsulate hierarchically’ First Nation people to not think or reach beyond the lowest position in the social system (Paquette and Gérald, 5). Aboriginal peoples were regarded as “intellectually inferior” and therefore “needed to be inducted into the knowledge base and lifestyle appropriate for the ‘working farmer’ or ‘mechanic’” (Paquette and Gérald, 5). This left Aboriginal people in a difficult position. On the one hand, native people have been told that education is the key to their future, and that such programs will better the social and environmental conditions in their communities. Yet on the other hand, the vast majority of these programs focused on the learning needs of Euro-Canadian students, ultimately leaving Aboriginal students with little understanding of how to apply what they have learned to the situations they face in their communities.

In the early 1970s, the emerging Northwest Territory government issued new curricular expectations for Aboriginal students (McGregor, 60). The purpose of this culturally responsive educational reform was to create education based approaches that resonated with the type of learning students received from their families and in their communities. Fundamental elements of this educational approach came from culturally relevant learning, which is described by Ladson Billings as helping “students accept and affirm their cultural identity, while developing critical perspectives that [enable them] to challenge inequities that schools…perpetuate” (McGregor, 60). It clearly departed from assimilationist federal schooling practices by expecting culturally responsive approaches that emphasized Aboriginal students’ languages and cultures and each student’s personal strengths (McGregor, 62).

Photo Credit: Culturally responsive schooling: students and community members prepare to leave for spring camp, Kugluktuk, NWT, circa 1975. (McGregor, 59).

Bibliography:

McGregor, Catherine A. 2015. "Creating Able Human Beings: Social Studies Curriculum in the Northwest Territories and Nunavut, 1969 to the Present." Historical Studies in Education 27, no. 1: 57-79. 

Paquette, Jerald E., and Gérald, Fallon. 2010. First Nations Education Policy in Canada: Progress or Gridlock? Toronto: University of Toronto Press, Scholarly Publishing Division, 2010. eBook Collection (EBSCOhost), EBSCOhost (accessed November 27, 2017).

Preston, Jane P., Michael Cottrell, Terrance R. Pelletier, and Joseph V. Pearce. 2012. "Aboriginal early childhood education in Canada: Issues of context." Journal of Early Childhood Research 10, no. 1: 3-1.

I believe this metaphor to be very profound, as it challenges the statement within the previous sentences that, "man is fixed." The excerpt vividly depicts how a tree that yields sour and bitter fruit can be changed, through artistic processes, to produce a rather sweet fruit. These artistic processes serve to represent how man can be improved and changed through the role of education. Consequently, the Rockfish Gap Report discusses how education is crucial to the positive development of man, further illustrating Jefferson’s vision of the University of Virginia, where individuals will not only continue to grow as students, but also as cordial and honorable members of society. I believe that Jefferson’s vision has been fulfilled, as the University’s academic programs have enhanced the minds of those who have been, and are currently, students, while also providing them with a foundation of integrity and honor which will stay with them throughout their lives.

The selection of what to teach at a University is something I never really considered before now. Like anything else, there is sure to be a difference in opinion of the founders as to what fields of study are worth teaching. Fortunately, they seem to have struck a good balance. This relates to the idea of a "true liberal arts education," one which will produce not only scholars, but well-rounded individuals.

Thomas Jefferson had an appreciation for French language, as can be seen in his words to Dugald Stewart, "the French language is unquestionably an important object of education." Jefferson had been in France during the first portion of the French Revolution and when serving as U.S. Secretary of State became the leader of the pro-French Democratic-Republican Party. https://history.state.gov/milestones/1784-1800/french-rev https://www.monticello.org/site/research-and-collections/french-language

This quote seems to be extremely Jeffersonian with its emphasis on education and reminds me of one of the goals of UVA which is to develop citizens of our nation. Furthermore, the fact that education has the most vital role in creating happiness in our nation connects to my engagement class, Poverty Counts. Education plays a key role in poverty because people often times do receive enough education in order to get higher paying jobs. As a result, they either work trivial, low-paying jobs or do not work at all. Truly, education plays an important part in the happiness and well-being of an American citizen.

The writers of this document seem to view education not only as a means of expanding one's knowledge but as a means of improving one's inherent nature from one of evil and corruption to one of goodness and virtue. I find this notion classist and fallacious, as it seems to suggest that those who are not educated (including those who cannot afford education) are inherently worse as people than those who are educated and also that education can fundamentally change who a person is.

I appreciate this statement because the founders were right in putting their observations of education on these aspects. They included math, science, and health, and these aspects cover much of what the world needs to have solved. They focused on which subjects would be the most beneficial to human life, and I appreciate their thought process with this.

The main goal of a higher institution or university is to educate students and the youth to make a future brighter. In addition, they want the future generation to build a better place for everyone. I agreed with this statement because it illustrates that even though education is significant having morals and order as or more equal to being intelligent. I personally think it is important for a person to be kind and smart. Because if we have only smart people but indifferent people then no one will help each and no one will agree with each other. -Alexander An

I completely missed this phrase and the connotation behind it the first time I read through this report. It is possible I missed it because I was distracted by the racism near the front of the report on the importance of the university’s proximity to white people. At first, I thought this sentence was just as inconsiderate and reflective of the time period in which the Rockfish Gap Report was written and in which our university was founded. However, upon further analysis of the question I realized that it seems as though the writers of the report are insulting themselves, in a way, with this choice of language. While I personally do not believe comparing oneself or others to indigenous neighbors is insulting, at the time it was not a common thing to do and would not have been taken as a positive comparison. However, in this sentence, the report’s authors seem to be saying that the only thing separating them from the Native Americans or “indigenous neighbors” is education. I find it very intriguing that the founders would write this, especially because of the connotation it would bring at the time. However, perhaps it is purposeful and a way to stress the importance of higher education and furthering oneself to remain advanced. Education can be tied to the many differences between the white man and the natives such as guns, housing differences, and clothing. I can’t forget to mention though that the education of the Native Americans on how to grow crops in North America is what allowed the early settlers to survive. Education was important in this area too. Maybe education does not differentiate these two groups as much as they may think. I think education in different areas of expertise is what mainly separates the men in this report from their indigenous neighbours. While they choose education in school and on more worldly matters, their neighbours are more education in the ways of the land and survival and both are important for each group's’ way of life

I think this an interesting point considering how casually some may view education to be. Once we learn new information, especially that which sparks our interests we begin embedding it into our everyday actions and/or thoughts. And not only does it change our personal lives, but it contributes to how we treat those around us. - Kayla Thomas

It is interesting to see the acknowledgement of those who would oppose the creation of a public university. It is a gesture that displays the maturity and certainty of the founders. They know that their goals for their university wouldn't settle well for many people. However, they still called them "good men" with "respectable information" suggesting they are surprised that intelligent men can still disagree with their plans, yet they are respectful of their opinions. Instead of trying to persuade them to side with their plans, they cleverly resolve to allow them privately and individually abide by their opinions. Education is difficult to define for many people and the founders were well aware of that. -Yuki Zheng

Here are some very strong views advocating the importance of knowledge and education. It is amazing to see such emotional and energetic argument for public education at that time, when illiteracy was pervasive and education was only for the elite. Education was often out of public reach, unlike what it is now. As advocates for university, these people were clear and aware of the importance of education, and the result of the lack of education. Education is the key to empower humanity. Just as sated here, although the tone is quite cynical when its writer makes comparison with the native uneducated people and the educated white people, education inspires people, liberates people, fosters people with knowledge and norm, and develops people from pray to predator and finally to the supervisor of the earth. Education as well as knowledge is the best gift and legacy that our ancestors leave to us. And it is knowledge which distinguish humanity and everything else. -- Haoyu Li

Which is where a different type of unbundling can happen. “Courses” may limit our thinking.

A bit surprised by this “recent”. By that time, much of what has been lumped under the “Web 2.0” umbrella had already shifted a few times. In fact, the “Web 3.0” hype cycle was probably in the “Trough of Disillusionment” if not the Gartner-called “Slope of Enlightenment”.

In context, these other dimensions of “online presence” in Higher Education take a special meaning. Reminds me of WPcampus. One might have thought that it was about using WordPress to enhance learning. While there are some presentations on leveraging WP as a kind of “Learning Management System”, much of it is about Higher Education as a sector for webwork (-development, -design, etc.).

In some ways, the strongest indictment of the MOOC hype.

What’s fascinating here is that the province might be cutting a major part of the funding for the Ontario Centres of Excellence, particularly the part which has to do with Entrepreneurship Programs. (My current work is associated with Lead To Win, a Campus-Linked Accelerator out of Carleton University.)

Sounds like part of the problem Vitrine technologie-éducation has been tackling with Ceres, a Learning Object Repository with a Semantic core.

Oh? Credentials going Semantic? CBE going TBL?

Might be worth a deeper discussion with @jeffgrann, at some point.

Interesting that they explicitly talk about tasks which may not be aligned to competencies. Leaves room for co-curricular activities and microcredentials.

Thanks to @jeffgrann for the heads-up! Clearly, people have been waiting for this. We’ll have to wait for the concrete results (not all IMS Global activities make as big of a splash as the others). But it’s very interesting. And needed. For instance, Quebec uses a competencies model all the way to higher education (its Cégeps are post-secondary institutions for vocational training and pre-university education). Thing is, they lack consistent frameworks. CASE won’t make these magically appear, but at least it gives them room for impact.

As Uri Treisman said, “The most common use of algebra in the adult world is helping their kids with algebra.”

CUNY found that more students went on to graduate when they were allowed to take statistics instead of remedial algebra. And the results were the same regardless of race or ethnicity.

Interesting list of clients.

This from a university which had dropped Blackboard for iTunes U.