- Feb 2022
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twitter.com twitter.com
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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
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- Jan 2022
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prospect.org prospect.org
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DrPH, M. D. H., M. D. (2022, January 11). The Folly of School Openings as a Zero-Sum Game. The American Prospect. https://prospect.org/api/content/4a1fc36e-7263-11ec-9e7d-12f1225286c6/
Tags
- disparity
- COVID-19
- race
- school closure
- exposure
- perception
- in-person schooling
- multigenerational family structure
- USA
- white supremacy
- work from home
- remote learning
- is:webpage
- transmission
- homeschooling
- economy
- ventilation
- virtual learning
- education
- people of colour
- children
- low-income
- economic oppression
- priviledge
- risk
- safety
- systemic racism
- paediatric hospitalization
- school
- online learning
- Omicron
- lang:en
- mortality
- vaccine
Annotators
URL
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- Sep 2021
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www.frontiersin.org www.frontiersin.org
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Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students’ Positive and Negative Expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616
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www.frontiersin.org www.frontiersin.org
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Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees. Frontiers in Psychology, 12, 714397. https://doi.org/10.3389/fpsyg.2021.714397
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- Jul 2021
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www.frontiersin.org www.frontiersin.org
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Hascher, T., Beltman, S., & Mansfield, C. (2021). Swiss Primary Teachers’ Professional Well-Being During School Closure Due to the COVID-19 Pandemic. Frontiers in Psychology, 12, 687512. https://doi.org/10.3389/fpsyg.2021.687512
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- Jun 2021
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psyarxiv.com psyarxiv.com
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Hammerstein, S., König, C., Dreisoerner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mcnvk
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psyarxiv.com psyarxiv.com
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Händel, M., Bedenlier, S., Kopp, B., Gläser-Zikuda, M., Kammerl, R., & Ziegler, A. (2021). Visual and Verbal Engagement of Higher Education Students in Videoconferencing. PsyArXiv. https://doi.org/10.31234/osf.io/my4ze
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- Apr 2021
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www.youtube.com www.youtube.com
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Social and Economic Impacts of COVID: Education—YouTube. (n.d.). Retrieved April 15, 2021, from https://www.youtube.com/watch?v=9kLghwyYVrY
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- Mar 2021
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www.washingtonpost.com www.washingtonpost.com
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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
Tags
- social distancing
- data
- COVID-19
- mask
- is:news
- transmission
- asymptomatic
- prevention
- lang:en
- CDC
- policy
- united states
- remote schooling
- sports
- education
Annotators
URL
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www.ons.gov.uk www.ons.gov.uk
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Office for National Statistics. (2021, January 29). Coronavirus (COVID-19) in charts: What we learned over the past month. ons.gov.uk. https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/conditionsanddiseases/articles/coronaviruscovid19inchartswhatwelearnedoverthepastmonth/2021-01-29
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- Feb 2021
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www.theguardian.com www.theguardian.com
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Ferguson, D. (2020, October 25). UK academics: opening of universities was illegal. The Guardian. https://www.theguardian.com/education/2020/oct/24/uk-academics-opening-of-universities-was
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- Jan 2021
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psyarxiv.com psyarxiv.com
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Bedenlier, S., Wunder, I., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2020, October 6). “Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning. https://doi.org/10.31234/osf.io/7brp6
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- Sep 2020
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psyarxiv.com psyarxiv.com
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Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8
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Mance, H. (2020, September 18). The future of the university in the age of Covid. https://www.ft.com/content/9514643d-1433-408c-8464-cb4c0e09c822
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www.nytimes.com www.nytimes.com
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Barrett, L. F. (2020, July 8). Opinion | College Courses Online Are Disappointing. Here’s How to Fix Them. The New York Times. https://www.nytimes.com/2020/07/08/opinion/college-reopening-online-classes.html
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www.psychologicalscience.org www.psychologicalscience.org
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Nunes, L., & Writer, A. S. (2020). Working Around the Distance. APS Observer, 33(7). https://www.psychologicalscience.org/observer/covid-19-remote-learning-teaching-research
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- Aug 2020
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twitter.com twitter.com
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Eric Feigl-Ding on Twitter: “Breaking: Los Angeles and San Diego school districts will be remote-only in the fall. California’s 2 largest public school districts said instruction will be remote-only in the fall, citing concerns that surging coronavirus infections pose too dire a risk for students & teachers. https://t.co/E6DTBeb2RF” / Twitter. (n.d.). Twitter. Retrieved July 17, 2020, from https://twitter.com/DrEricDing/status/1282741042186518534
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osf.io osf.io
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Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
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arxiv.org arxiv.org
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Feldmann, A., Gasser, O., Lichtblau, F., Pujol, E., Poese, I., Dietzel, C., Wagner, D., Wichtlhuber, M., Tapiador, J., Vallina-Rodriguez, N., Hohlfeld, O., & Smaragdakis, G. (2020). The Lockdown Effect: Implications of the COVID-19 Pandemic on Internet Traffic. ArXiv:2008.10959 [Cs]. http://arxiv.org/abs/2008.10959
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twitter.com twitter.com
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Patrick De Oliveira on Twitter: “After planning to bring back half of its students to campus in the Fall, Princeton is now deciding to go fully remote. ‘We cannot provide a genuinely meaningful on-campus experience for our students this fall in a manner that is respectful of public health concerns’” / Twitter. (n.d.). Twitter. Retrieved August 10, 2020, from https://twitter.com/PLSOliveira/status/1291829645600579585
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covid-19.iza.org covid-19.iza.org
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The Short-Term Economic Consequences of COVID-19: Exposure to Disease, Remote Work and Government Response. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 8, 2020, from https://covid-19.iza.org/publications/dp13159/
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covid-19.iza.org covid-19.iza.org
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Who Can Work from Home?. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/dp13197/
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psyarxiv.com psyarxiv.com
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Gusso, H., Archer, A. B., Luiz, F. B., Sahão, F. T., de Luca, G. G., Henklain, M., Panosso, M. G., Kienen, N., Beltramello, O., & Gonçalves, V. M. (2020). Higher Education in the Times of Pandemic: University management guidelines [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/by5xj
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covid-19.iza.org covid-19.iza.org
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COVID-19, Stay-At-Home Orders and Employment: Evidence from CPS Data. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13282/
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- Jul 2020
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www.sciencemag.org www.sciencemag.org
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MadhusoodananJul. 20, J., 2020, & Pm, 5:05. (2020, July 20). ‘Ethically troubling.’ University reopening plans put professors, students on edge. Science | AAAS. https://www.sciencemag.org/careers/2020/07/ethically-troubling-university-reopening-plans-put-professors-students-edge
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www.profgalloway.com www.profgalloway.com
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Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7
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osf.io osf.io
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Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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Jena, P. K. (2020). Challenges and Opportunities created by Covid-19 for ODL: A case study of IGNOU [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jy2td
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Jena, P. K. (2020). Impact of Covid-19 on Higher Education in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jg8fr
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osf.io osf.io
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Shama, S., & Ikbal, J. (2020). EDUCATION DURING A PANDEMIC: A feasibility study of online classes in Bangladesh to counteract potential study gaps caused by COVID-19 related lockdowns [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p6mws
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www.nytimes.com www.nytimes.com
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Hubler, S. (2020, June 28). ‘We Could Be Feeling This for the Next Decade’: Virus Hits College Towns. The New York Times. https://www.nytimes.com/2020/06/28/us/coronavirus-college-towns.html
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- Jun 2020
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blogs.lse.ac.uk blogs.lse.ac.uk
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Behavioural Economics on a Post-It. (2020, June 16). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/06/16/behavioural-economics-on-a-post-it/
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psyarxiv.com psyarxiv.com
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Długosz, P. (2020). Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6ecr7
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www.ifs.org.uk www.ifs.org.uk
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Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
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- May 2020
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www.architectmagazine.com www.architectmagazine.com
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author/carie-penabad. (2020, May 27). Carie Penabad: Architecture and the Great Confinement. Architect. https://www.architectmagazine.com/practice/carie-penabad-architecture-and-the-great-confinement_o
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psyarxiv.com psyarxiv.com
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Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
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edtechmagazine.com edtechmagazine.com
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Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020, April 18). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. https://doi.org/10.31234/osf.io/fbhn3
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www.theatlantic.com www.theatlantic.com
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This is a great time to individualize instruction and have students work at different paces. You don’t want 100-120 papers coming at you all at one time. Spread it out, and it will keep you from getting short-tempered with your students.
As the educational system operates today, many teachers easily put in 60 hours of work per week. But when you teach remotely, it sounds like work becomes much more manageable.
Do I want to become a teacher? If I can teach like this I do—and no, not because it seems easier but because it seems easier AND more effective.
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For my more advanced students, they need to learn research skills: how to locate, evaluate, and use information. Online learning offers great opportunities for that, including with what’s going on in the news right now.
...how to function independently in the world too.
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Then there is the option of getting students to talk to each other online on discussion boards and videoconferences. Some students adapt to it quickly and like it. Some don’t, because it feels impersonal. You have to be patient with that and give them some time and space to adjust.
Introverts v extroverts. Oil and water. They've always differed, always will. Maybe this virtual, personalized learning movement will finally allow introverts to stop feeling so defeated in the presence of extroverts who live so much more loudly than they do. Finally, they'll be able to live peacefully in their own mind, undisturbed by the stress of feelings like you need to be more extroverted to fit in.
Btw: I'm not encouraging each party to distance themselves from each other all the time. What I am saying is that when value is trying to be distributed, distribute it however it'll best be received. Then, later, once teaching time is over, they can socialize in traditional ways... IF that's what they want to do.
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Rizga: How have you been translating this online?Moore: It depends on the student. Some students work very well asynchronously. They are very comfortable working alone on a draft; I make color-coded comments in a word document or their PDF, and then I send it back. Some students need me to explain things to them in person before I send them the comments; we’ll do a video or audio chat. Others need even more interaction: I’ll hook them up to a videoconference, and we’ll go through all the comments together. Some students I need to refer to a grammar-brushup program or a YouTube video on how to do some of the mechanical stuff like uploading papers online.
Sounds like Mrs. Moore deserves a raise! This woman knows what's up! She represents the future while living in a community that (probably) latches on to tradition.
Any of you big city school systems reading this? If you are, hire her. You can probably pay her less than what your other teachers are earning and still give her a bump in pay compared to what she's earning in Mississippi.
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The other big issue is that many of the teachers don’t have the skills to teach online.
Sorry, but this begs the question...
Should teachers who don't have the skills to teach online be teaching at all? If they can't, they're either not qualified for the job or they're unwilling to put in the effort required to learn.
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We are in the midst of the most sweeping education experiment in history. The coronavirus pandemic has forced the majority of the U.S.’s 3.6 million educators to find ways to teach without what most of them consider the core part of their craft—the daily face-to-face interactions that help them elicit a child’s burning desire to investigate something; detect confusion or a lack of engagement; and find the right approach, based on a student’s body language and participation in the classroom, to help students work through their challenges.
There's a reason education fails so often: teachers teach students as if they all have identical interests and learning styles.
There's no such thing as a one-size-fits all solution to any problem. Everyone knows that. Even dumb people do. Yet there are our educators, the people we're supposed to depend on to set the table for our lives, to show us what's important, what we she commit to memory for the rest of our life or else that life's gonna die having led a dumb life, because you didn't do what you were told to do way back when: understand everything the teacher told you to understand, yeah, even if you didn't give a fuck about what's coming out of her mouth. Learn that shit anyway.
Oh, and learn it how I say you should learn it too. Sit in that seat, lock your eyes on me, and take notes at a speed that's equal to or faster than the rate of my speech... just like all the students around you are (trying) to do... because everyone learns new information in the same way... right?
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Then, you have to think about accessibility issues. How will my vision-impaired and deaf students access it? Have I put everything in print? Do I have to put in some audio? There are whole series of checks you have to do for different access issues.
Sure, new problems will surface. But so will solutions. And hopefully, in the end, there will be fewer problems using the new approach than the old.
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- Nov 2018
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www.microsoft.com www.microsoft.com
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Holographic computing made possible
Microsoft hololens is designed to enable a new dimension of future productivity with the introduction of this self-contained holographic tools. The tool allows for engagement in holograms in the world around you.
Learning environments will gain ground with the implementation of this future tool in the learning program and models.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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