the unemployment rate for recent college graduates rose to 5.6%, while the underemployment rate (the share of graduates working in jobs that typically do not require a college degree) reached 42.5%, its highest level since the covid pandemic
5.6%的毕业生失业率与42.5%的未充分就业率形成鲜明对比，后者是前者的7.5倍多。这一巨大差异表明，虽然失业率相对可控，但大量毕业生被迫从事低于其教育水平的工作，这可能对长期职业发展产生负面影响。
the unemployment rate for recent college graduates rose to 5.6%, while the underemployment rate (the share of graduates working in jobs that typically do not require a college degree) reached 42.5%
5.6%的失业率和42.5%的低就业率是衡量应届毕业生就业状况的重要指标。这一数据来自纽约联邦储备银行，具有较高的可信度。42.5%的低就业率是自疫情以来的最高水平，表明高等教育文凭的价值正在受到挑战。这些数据与AI对初级工作的影响可能相关，但文章也指出不能确定AI是唯一原因。
In sub-Saharan Africa and India, we are creating AI-powered apps that support foundational literacy and numeracy programs
这一数据点指出了AI在教育领域的具体应用区域：撒哈拉以南非洲和印度。这些地区通常面临教育资源不足的问题，AI可能有较大帮助。然而，文章没有提供这些地区的人口数量、教育水平基线数据，也没有说明预计的覆盖范围和效果评估指标。
nebraska case study of data sharing for court-involved youth
Die Fossilindustrie finanziert seit Jahrzehten Universitäten und fördert damit Publikationen in ihrem Interesse, z.B. zu false solutions wie #CCS. Hintergrundbericht anlässlich einer neuen Studie: https://www.theguardian.com/business/article/2024/sep/05/universities-fossil-fuel-funding-green-energy
Studie: https://doi.org/10.1002/wcc.904
Recent work has revealed several new and significant aspects of the dynamics of theory change. First, statistical information, information about the probabilistic contingencies between events, plays a particularly important role in theory-formation both in science and in childhood. In the last fifteen years we’ve discovered the power of early statistical learning.
The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.
The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.
Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.
Marketing. For example, information about your device type and usage data may allow us to understand other products or services that may be of interest to you.
All of the information above that has been consented to, can be used by NetGear to make money off consenting individuals and their families.
USB device
This gives Netgear permission to know what you plug into your computer, be it a FitBit, a printer, scanner, microphone, headphones, webcam — anything not attached to your computer.
Recommended by Ben Williamson. Purpose: It may have some relevance for the project with Ben around chat bots and interviews, as well as implications for the introduction of portfolios for assessment.
I like how Dr. Pacheco-Vega outlines some of his research process here.
Sharing it on Twitter is great, and so is storing a copy on his website. I do worry that it looks like the tweets are embedded via a simple URL method and not done individually, which means that if Twitter goes down or disappears, so does all of his work. Better would be to do a full blockquote embed method, so that if Twitter disappears he's got the text at least. Images would also need to be saved separately.
A New York Times article uses the same temperature dataset you have been using to investigate the distribution of temperatures and temperature variability over time. Read through the article, paying close attention to the descriptions of the temperature distributions.
Unfortunately, like most NYT content, this article is behind a paywall. I'm partly reading this as I plan to develop a set of open education resources myself and the problem of how to manage dead/unavailable links looks like a key stumbling block.
Tyler Black, MD. (2022, January 25). /1 Hi Lucy and your colleagues. Your advocacy toolkit contains poorly sourced, contexted, and biased information on mental health during the pandemic/schooling. And I have receipts too! (Thread) #urgencyofnormal https://t.co/JeWKE0iGn1 [Tweet]. @tylerblack32. https://twitter.com/tylerblack32/status/1486111652076527623
Claudia Sahm. (2022, January 5). “We, as experts, have a responsibility to policymakers and everyday people to match the strength of our recommendations to the strength of our data. When I read Oster, I see a tone and conviction that far exceeds the many limitations of her data.” https://t.co/NqWwj0hi28 [Tweet]. @Claudia_Sahm. https://twitter.com/Claudia_Sahm/status/1478532000441151488
Dr Nisreen Alwan 🌻. (2022, January 21). 8% of UK primary school kids had covid last week. Eight percent. Https://t.co/RKP23YxcYd [Tweet]. @Dr2NisreenAlwan. https://twitter.com/Dr2NisreenAlwan/status/1484647167956598787
Henry, J., & Tapper, J. (2022, January 29). Schools in England reinstate mask wearing rules as Covid cases soar. The Observer. https://www.theguardian.com/world/2022/jan/29/schools-in-england-reinstate-mask-wearing-rules-as-covid-and-absenteeism-soar
Woolcock, E. Y., Chris Smyth, Nicola. (n.d.). Record school infections mean national Covid cases no longer falling. Retrieved January 27, 2022, from https://www.thetimes.co.uk/article/record-school-infections-mean-national-covid-cases-no-longer-falling-k2t6js59s
Omicron Inevitability? 55% say they’ll be infected regardless of precautions; two-in-five would end all restrictions. (2022, January 13). Angus Reid Institute. https://angusreid.org/omicron-covid-19-inevitable-back-to-school/
Ryan Imgrund. (2022, January 2). If schools are not a source of transmission for COVID-19, why were school board per capita rates of infection 1.77x HIGHER than their surrounding community? SOURCE: Ministry of Education data; Compiled on December 17th, 2021; Calculations are mine. Https://t.co/94trbDvw2C [Tweet]. @imgrund. https://twitter.com/imgrund/status/1477683538971529217
Coronavirus: Nothing in current data to support new curbs in England - ministers. (2022, January 2). BBC News. https://www.bbc.com/news/uk-59853621
Covid: UK reports highest daily cases since the pandemic began. (2021, December 15). BBC News. https://www.bbc.com/news/uk-59673150
Yates, K. (2021, October 21). Britain’s Covid numbers show we need to move immediately to ‘plan B.’ The Guardian. https://www.theguardian.com/commentisfree/2021/oct/21/britain-covid-numbers-plan-b-data
Figueiras, Maria J., Jihane Ghorayeb, Mariana V. C. Coutinho, João Marôco, and Justin Thomas. ‘Levels of Trust in Information Sources as a Predictor of Protective Health Behaviors During COVID-19 Pandemic: A UAE Cross-Sectional Study’. Frontiers in Psychology 0 (2021). https://doi.org/10.3389/fpsyg.2021.633550.
Systematic gaslighting by dangerous ideologies. (n.d.). Retrieved June 28, 2021, from https://vip.politicsmeanspolitics.com/2021/06/15/systematic-gaslighting-by-dangerous-ideologies/
UK tightens borders and travel rules as variants spark new alarm | Coronavirus | The Guardian. (n.d.). Retrieved June 5, 2021, from https://www.theguardian.com/world/2021/jun/03/concern-over-delta-covid-variant-tightens-borders-of-uk
No 10 ‘tried to block’ data on spread of new Covid variant in English schools | Coronavirus | The Guardian. (n.d.). Retrieved May 24, 2021, from https://www.theguardian.com/world/2021/may/22/no-10-tried-to-block-data-on-spread-of-new-covid-variant-in-english-schools
OC. (2021, January 22). Leadership. One of the most important and non-trivial steps taken by @JoeBiden is the decision to prioritize the protection of those at the highest risk. In Israel, our analysis shows that municipalities at low SES have the lowest rates of vaccination of at-risk populations.1/4 https://t.co/1aiqymQlMQ [Tweet]. @MDCaspi. https://twitter.com/MDCaspi/status/1352590064900038662
U.S. Census Bureau. (2021, February 4). Small Business Pulse Survey Shows Shift in Expectations from Spring to Winter. The United States Census Bureau. https://www.census.gov/library/stories/2021/01/small-business-pulse-survey-shows-shift-in-expectations-from-spring-to-winter.html?utm_campaign=20210126msacos1ccstors&utm_medium=email&utm_source=govdelivery
Meckler, L. (2021, January 26). CDC finds scant spread of coronavirus in schools with precautions in place. Washington Post. https://www.washingtonpost.com/education/cdc-school-virus-spread/2021/01/26/bf949222-5fe6-11eb-9061-07abcc1f9229_story.html?wpmk=1&wpisrc=al_news__alert-hse--alert-national&utm_source=alert&utm_medium=email&utm_campaign=wp_news_alert_revere&location=alert&pwapi_token=eyJ0eXAiOiJKV1QiLCJhbGciOiJIUzI1NiJ9.eyJjb29raWVuYW1lIjoid3BfY3J0aWQiLCJpc3MiOiJDYXJ0YSIsImNvb2tpZXZhbHVlIjoiNWE0ZTVmZjg5YmJjMGYwMzU5M2MxMzQ0IiwidGFnIjoid3BfbmV3c19hbGVydF9yZXZlcmUiLCJ1cmwiOiJodHRwczovL3d3dy53YXNoaW5ndG9ucG9zdC5jb20vZWR1Y2F0aW9uL2NkYy1zY2hvb2wtdmlydXMtc3ByZWFkLzIwMjEvMDEvMjYvYmY5NDkyMjItNWZlNi0xMWViLTkwNjEtMDdhYmNjMWY5MjI5X3N0b3J5Lmh0bWw_d3Btaz0xJndwaXNyYz1hbF9uZXdzX19hbGVydC1oc2UtLWFsZXJ0LW5hdGlvbmFsJnV0bV9zb3VyY2U9YWxlcnQmdXRtX21lZGl1bT1lbWFpbCZ1dG1fY2FtcGFpZ249d3BfbmV3c19hbGVydF9yZXZlcmUmbG9jYXRpb249YWxlcnQifQ.lDTv2Ht4JO64K3NlGmF4Uk3pW4oGuD4Vetm18lpknHY
Li, Y. (2020, October 18). Public health measures and R. Media Hopper Create. https://media.ed.ac.uk/media/1_1uhkv3uc
Li, You, Harry Campbell, Durga Kulkarni, Alice Harpur, Madhurima Nundy, Xin Wang, and Harish Nair. ‘The Temporal Association of Introducing and Lifting Non-Pharmaceutical Interventions with the Time-Varying Reproduction Number (R) of SARS-CoV-2: A Modelling Study across 131 Countries’. The Lancet Infectious Diseases 21, no. 2 (1 February 2021): 193–202. https://doi.org/10.1016/S1473-3099(20)30785-4.
Charoenwong, B., Kwan, A., & Pursiainen, V. (2020). Social connections with COVID-19–affected areas increase compliance with mobility restrictions. Science Advances, 6(47), eabc3054. https://doi.org/10.1126/sciadv.abc3054
Institutions that were primarily online before the pandemic are also doing well. At colleges where more than 90 percent of students took courses solely online pre-pandemic, enrollments are growing for both undergraduate (6.8 percent) and graduate students (7.2 percent).
University_covid_dashboards. (n.d.). Google Docs. Retrieved August 29, 2020, from https://docs.google.com/spreadsheets/d/1orYcRrRTQ6SiCJ7GXObZg1el70YeIHmjJEkrYFj40DA/edit?usp=sharing&usp=embed_facebook
CNN, A. V., Holly Yan and Christina Maxouris. (n.d.). FDA won’t ‘cut corners’ to approve a Covid-19 vaccine, commissioner says. CNN. Retrieved 12 August 2020, from https://www.cnn.com/2020/08/10/health/us-coronavirus-monday/index.html
Gale, W. G., Gelfond, H., Fichtner, J. J., & Harris, B. H. (2020). The Wealth of Generations, With Special Attention to the Millennials (Working Paper No. 27123; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27123
Who Can Work from Home?. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/dp13197/
EU Jobs at Highest Risk of COVID-19 Social Distancing: Will the Pandemic Exacerbate Labour Market Divide?. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13281/
Roll over each school to find out more information on their respective plans. (n.d.). Tableau Software. Retrieved August 2, 2020, from https://public.tableau.com/views/NESCACFallPlansMap/Dashboard1
Aucejo, E. M., French, J. F., Araya, M. P. U., & Zafar, B. (2020). The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey (Working Paper No. 27392; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27392
Report: COVID-19 in schools – the experience in NSW | NCIRS. (n.d.). Retrieved July 4, 2020, from http://www.ncirs.org.au/covid-19-in-schools
Czarnek, G., Szwed, P., & Kossowska, M. (2020). Political ideology and attitudes toward vaccination: Study report. https://doi.org/10.31234/osf.io/uwehk
COVID-19: Have we forgotten our children in all this? (n.d.). CEBM. Retrieved June 22, 2020, from https://www.cebm.net/covid-19/covid-19-have-we-forgotten-our-children-in-all-this/
IBM. (2020 April 02). IBM offers "Watson Assistant for Citizens" to provide responses to COVID-19 questions. newsroom.IBM.com. https://newsroom.ibm.com/2020-04-02-IBM-Offers-Watson-Assistant-for-Citizens-to-Provide-Responses-to-COVID-19-Questions
Borgonovi, F., & Pokropek, A. (2020). Can we rely on trust in science to beat the COVID-19 pandemic? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yq287
Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9
Edelsbrunner, P. A., & Thurn, C. (2020, April 22). Improving the Utility of Non-Significant Results for Educational Research. https://doi.org/10.31234/osf.io/j93a2
Im, H., Ahn, C., Wang, P., & Chen, C. (2020, April 13). An Early Examination: Psychological, Health, and Economic Correlates and Determinants of Social Distancing Amidst COVID-19. https://doi.org/10.31234/osf.io/9ravu
Wang, T., Chen, X., Zhang, Q., & Jin, X. (2020, April 26). Use of Internet data to track Chinese behavior and interest in COVID-19. https://doi.org/10.31234/osf.io/j6m8q
Viner, R. M., et al. (2020 April 06). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet. DOI: https://doi.org/10.1016/S2352-4642(20)30095-X.
Klepac, P., Kucharski, A. J., Conlan, A. J., Kissler, S., Tang, M., Fry, H., & Gog, J. R. (2020). Contacts in context: Large-scale setting-specific social mixing matrices from the BBC Pandemic project [Preprint]. Epidemiology. https://doi.org/10.1101/2020.02.16.20023754
Nielsen, R.K., Fletcher, R., Newman, N., Brennen, S., Howard, P.N. (2020 April 15). Navigating the ‘infodemic’: how people in six countries access and rate news and information about coronavirus. Reuters Institute. https://reutersinstitute.politics.ox.ac.uk/infodemic-how-people-six-countries-access-and-rate-news-and-information-about-coronavirus
driven by data—where schools use data to identify a problem, select a strategy to address the problem, set a target for improvement, and iterate to make the approach more effective and improve student achievement.
Gates data model.
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An institution has implemented a learning management system (LMS). The LMS contains a learning object repository (LOR) that in some aspects is populated by all users across the world who use the same LMS. Each user is able to align his/her learning objects to the academic standards appropriate to that jurisdiction. Using CASE 1.0, the LMS is able to present the same learning objects to users in other jurisdictions while displaying the academic standards alignment for the other jurisdictions (associations).
Sounds like part of the problem Vitrine technologie-éducation has been tackling with Ceres, a Learning Object Repository with a Semantic core.
Moving to a Web of Linked Data for Credential Ecosystems
Oh? Credentials going Semantic? CBE going TBL?
Might be worth a deeper discussion with @jeffgrann, at some point.
Research: Student data are used to conduct empirical studies designed primarily to advance knowledge in the field, though with the potential to influence institutional practices and interventions. Application: Student data are used to inform changes in institutional practices, programs, or policies, in order to improve student learning and support. Representation: Student data are used to report on the educational experiences and achievements of students to internal and external audiences, in ways that are more extensive and nuanced than the traditional transcript.
Ha! The Chronicle’s summary framed these categories somewhat differently. Interesting. To me, the “application” part is really about student retention. But maybe that’s a bit of a cynical reading, based on an over-emphasis in the Learning Analytics sphere towards teleological, linear, and insular models of learning. Then, the “representation” part sounds closer to UDL than to learner-driven microcredentials. Both approaches are really interesting and chances are that the report brings them together. Finally, the Chronicle made it sound as though the research implied here were less directed. The mention that it has “the potential to influence institutional practices and interventions” may be strategic, as applied research meant to influence “decision-makers” is more likely to sway them than the type of exploratory research we so badly need.
often private companies whose technologies power the systems universities use for predictive analytics and adaptive courseware
the use of data in scholarly research about student learning; the use of data in systems like the admissions process or predictive-analytics programs that colleges use to spot students who should be referred to an academic counselor; and the ways colleges should treat nontraditional transcript data, alternative credentials, and other forms of documentation about students’ activities, such as badges, that recognize them for nonacademic skills.
Useful breakdown. Research, predictive models, and recognition are quite distinct from one another and the approaches to data that they imply are quite different. In a way, the “personalized learning” model at the core of the second topic is close to the Big Data attitude (collect all the things and sense will come through eventually) with corresponding ethical problems. Through projects vary greatly, research has a much more solid base in both ethics and epistemology than the kind of Big Data approach used by technocentric outlets. The part about recognition, though, opens the most interesting door. Microcredentials and badges are a part of a broader picture. The data shared in those cases need not be so comprehensive and learners have a lot of agency in the matter. In fact, when then-Ashoka Charles Tsai interviewed Mozilla executive director Mark Surman about badges, the message was quite clear: badges are a way to rethink education as a learner-driven “create your own path” adventure. The contrast between the three models reveals a lot. From the abstract world of research, to the top-down models of Minority Report-style predictive educating, all the way to a form of heutagogy. Lots to chew on.
E-texts could record how much time is spent in textbook study. All such data could be accessed by the LMS or various other applications for use in analytics for faculty and students.”
Open data
Sadly, there may not be much work on opening up data in Higher Education. For instance, there was only one panel at last year’s international Open Data Conference. https://www.youtube.com/watch?v=NUtQBC4SqTU
Looking at the interoperability of competency profiles, been wondering if it could be enhanced through use of Linked Open Data.
nearly $8 billion prekindergarten through 12th-grade education technology software market
Among the most useful summaries I have found for Linked Data, generally, and in relationship to libraries, specifically. After first reading it, got to hear of the acronym LODLAM: “Linked Open Data for Libraries, Archives, and Museums”. Been finding uses for this tag, in no small part because it gets people to think about the connections between diverse knowledge-focused institutions, places where knowledge is constructed. Somewhat surprised academia, universities, colleges, institutes, or educational organisations like schools aren’t explicitly tied to those others. In fact, it’s quite remarkable that education tends to drive much development in #OpenData, as opposed to municipal or federal governments, for instance. But it’s still very interesting to think about Libraries and Museums as moving from a focus on (a Web of) documents to a focus on (a Web of) data.
Open Education Handbook 2014
All about open education
Shared information
The “social”, with an embedded emphasis on the data part of knowledge building and a nod to solidarity. Cloud computing does go well with collaboration and spelling out the difference can help lift some confusion.