- Last 7 days
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Earnshaw, V. A., & Katz, I. T. (2020). Educate, Amplify, and Focus to Address COVID-19 Misinformation. JAMA Health Forum, 1(4), e200460–e200460. https://doi.org/10.1001/jamahealthforum.2020.0460
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psyarxiv.com psyarxiv.com
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Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gj3e5
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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www.insidehighered.com www.insidehighered.com
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What’s needed to make a campus safe now is at odds with the iconic college experience people crave (opinion) | Inside Higher Ed. (n.d.). Retrieved June 3, 2020, from https://www.insidehighered.com/views/2020/06/02/what%E2%80%99s-needed-make-campus-safe-now-odds-iconic-college-experience-people-crave
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twitter.com twitter.com
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Ian Lavery MP on Twitter
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zoonosen.charite.de zoonosen.charite.de
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Jones, T.C., Mühlemann, B., Veith, T., Zuchowski, M., Hofmann, J., Stein, A., Edelmann, A., Corman, V.M., & Drosten, C. (2020). An analysis of SARS-CoV-2 viral load by patient age. Charité Berlin. https://zoonosen.charite.de/fileadmin/user_upload/microsites/m_cc05/virologie-ccm/dateien_upload/Weitere_Dateien/analysis-of-SARS-CoV-2-viral-load-by-patient-age.pdf
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www.theguardian.com www.theguardian.com
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Orange, R. (2020, May 17). Split classes, outdoor lessons: What Denmark can teach England about reopening schools after Covid-19. The Observer. https://www.theguardian.com/education/2020/may/17/denmark-can-teach-england-safe-reopening-of-schools-covid-19
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www.theguardian.com www.theguardian.com
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McKie, R., Editor, S., Helm, and T., & Editor, P. (2020, May 17). Scientists divided over coronavirus risk to children if schools reopen. The Observer. https://www.theguardian.com/world/2020/may/17/scientists-divided-over-coronavirus-risk-to-children-if-schools-reopen
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www.theguardian.com www.theguardian.com
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Adams, R., Stewart, H., & Brooks, L. (2020, May 15). BMA backs teaching unions’ opposition to schools reopening. The Guardian. https://www.theguardian.com/world/2020/may/15/bma-backs-teaching-unions-in-opposing-reopening-of-schools
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www.ifs.org.uk www.ifs.org.uk
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Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
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twitter.com twitter.com
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The Sharing Scientist on Twitter
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psyarxiv.com psyarxiv.com
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Saiful Islam, Md., Sujan, S. H., Tasnim, R., Sikder, T., Potenza, M. N., & Van Os, J. (2020). Psychological responses during the COVID-19 outbreak among university students in Bangladesh [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cndz7
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news.trust.org news.trust.org
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Pandemic may reverse human development for first time in 30 years, UN says. (n.d.). World Economic Forum. Retrieved June 1, 2020, from https://www.weforum.org/agenda/2020/05/pandemic-international-human-deveolpment-covid19-coronavirus/
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Frederick, J. K., Raabe, G. R., Rogers, V., & Pizzica, J. (2020, May 30). A Model of Distance Special Education Support Services Amidst COVID-19. Retrieved from psyarxiv.com/q362v
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www.humblebundle.com www.humblebundle.com
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- May 2020
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bold.expert bold.expert
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The COVID-19 crisis mustn’t be used to rationalize hasty education reforms. (2020, May 19). BOLD. https://bold.expert/the-covid-19-crisis-mustnt-be-used-to-rationalize-hasty-education-reforms/
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www.architectmagazine.com www.architectmagazine.com
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author/carie-penabad. (2020, May 27). Carie Penabad: Architecture and the Great Confinement. Architect. https://www.architectmagazine.com/practice/carie-penabad-architecture-and-the-great-confinement_o
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www.cambridge.org www.cambridge.org
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Kaufman, K. R., Petkova, E., Bhui, K. S., & Schulze, T. G. (undefined/ed). A global needs assessment in times of a global crisis: World psychiatry response to the COVID-19 pandemic. BJPsych Open, 1–11. https://doi.org/10.1192/bjo.2020.25
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blogs.unicef.org blogs.unicef.org
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Can we count on parents to help their children learn at home? (2020, May 8). Evidence for Action. https://blogs.unicef.org/evidence-for-action/can-we-count-on-parents-to-help-their-children-learn-at-home/
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newsroom.ibm.com newsroom.ibm.com
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IBM. (2020 April 02). IBM offers "Watson Assistant for Citizens" to provide responses to COVID-19 questions. newsroom.IBM.com. https://newsroom.ibm.com/2020-04-02-IBM-Offers-Watson-Assistant-for-Citizens-to-Provide-Responses-to-COVID-19-Questions
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www.prospectmagazine.co.uk www.prospectmagazine.co.uk
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Rusbridger, Alan. ‘Sage Coronavirus Expert: We’ve Had an Epidemic That to Some Degree Could Have Been Avoided’. Accessed 29 May 2020. https://www.prospectmagazine.co.uk/science-and-technology/alan-rusbridger-sage-jeremy-farrar-covid-19-coronavirus-dominic-cummings-herd-immunity.
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psyarxiv.com psyarxiv.com
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Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
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www.theatlantic.com www.theatlantic.com
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Sorrell, M. J. (2020, May 15). Colleges Are Deluding Themselves. The Atlantic. https://www.theatlantic.com/ideas/archive/2020/05/colleges-that-reopen-are-making-a-big-mistake/611485/
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indianexpress.com indianexpress.com
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15 per cent of rural households had internet access,
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How does the typical student’s home (where most would access OE) compare with a typical TEI campus? Census 2011 tells us that 71 per cent of households with three or more members have dwellings with two rooms or less (74 per cent in rural and 64 per cent in urban areas).
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We have long ignored the vital role public educational institutions play as exemplary sites of social inclusion and relative equality.
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psyarxiv.com psyarxiv.com
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Graber, K., Byrne, E. M., Goodacre, E. J., Kirby, N., Kulkarni, K., O’Farrelly, C., & Ramchandani, P. G. (2020). A rapid review of the impact of quarantine and restricted environments on children’s play and health outcomes [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/p6qxt
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www.theguardian.com www.theguardian.com
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Sridhar, D., & Hassan, I. (2020, May 20). When should British schools reopen? Here’s what the science tells us | Devi Sridhar and Ines Hassan. The Guardian. https://www.theguardian.com/commentisfree/2020/may/20/british-schools-science-children-education-testing-tracing
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Michie, Susan, Robert West, M. Brooke Rogers, Chris Bonell, G. James Rubin, and Richard Amlôt. “Reducing SARS-CoV-2 Transmission in the UK: A Behavioural Science Approach to Identifying Options for Increasing Adherence to Social Distancing and Shielding Vulnerable People.” British Journal of Health Psychology n/a, no. n/a. Accessed May 25, 2020. https://doi.org/10.1111/bjhp.12428.
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Borgonovi, F., & Pokropek, A. (2020). Can we rely on trust in science to beat the COVID-19 pandemic? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yq287
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www.insidehighered.com www.insidehighered.com
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This fall needs to be different. We need to ask students to be part of the solution of keeping learning flourishing in the fall. This includes asking them to help manage the class if it has a virtual component.
This is moving education in exactly the WRONG direction. Students are already ill-prepared to do the actual work and studying of education, now we're going to try to extract extra efficiency out of the system by asking them to essential teach themselves on top of it? This statement seems like the kind of thing a technology CEO would pitch higher education on as a means of monetizing something over which they had no control solely to extract value for their own company.
If we're going to go this far, why not just re-institute slavery?
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These assistants could also be work-study students who are assigned a particular classroom (or digital space) or they might be volunteers from class who are given credit for assisting in the delivery of the course.
And of course, the first pivot (even in the same paragraph!) is exactly to these "free" or cheap sources which are likely to be overlooked and undertrained.
If a school is going to do this they need to take it seriously and actually give it professional resources.
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Finally, the best HyFlex classrooms have someone assisting the faculty member.
This is the understatement of the year. Faculty members will require extensive training and LOTS of assistance. This assistance SHOULD NOT come from student assistants, graduate students (who are likely to be heavily undertrained), or other "free" sources.
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It’s important to note that the goal of HyFlex is two make both the online and in-person experiences equal.
There are some pieces of this that immediately make me think that this model is more of a sort of "separate, but equal" sort of modality. Significant resources will need to go toward the equality piece and even then it is likely to fall short from a social perspective.
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www.france.tv www.france.tv
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à 01:34:29 éducation contre le gaspillage alimentaire en milieu scolaire
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boffosocko.com boffosocko.com
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Here’s what I wrote last year when I chose “the Indie Web” as one of the “Top Ed-Tech Trends of 2014”:
I want to go back and read this too.
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www.weforum.org www.weforum.org
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Nekmat, E. & Yue, A. (2020 May 01)How to fight the spread of COVID-19 disinformation. World Economic Forum. https://www.weforum.org/agenda/2020/05/how-to-fight-the-covid-19-infodemic-lessons-from-3-asian-countries/
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paper.li paper.li
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Jameson, J. #eLeadership. Paper.li. https://paper.li/jjameson/1299791439#/
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edtechmagazine.com edtechmagazine.com
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Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning
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psyarxiv.com psyarxiv.com
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Urbina, A. (2020, May 8). What do we know about University Academics’ Mental Health? A Systematic Literature Review. https://doi.org/10.31234/osf.io/37jhr
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www.education.gouv.fr www.education.gouv.fr
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les groupes multi-niveaux peuvent être constitués pour scolariser des élèves prioritaires dont les cours n'ont pas repris et correspondant aux catégories suivantes les élèves en situation de handicap ; les élèves décrocheurs ou en risque de décrochage ; les enfants des personnels indispensables à la gestion de la crise sanitaire et à la continuité de la vie de la Nation. Dans la mesure du possible, il est également tenu compte des élèves relevant d'une même fratrie ;
La réunion avec le Dasen (Directeur académique des Yvelines) du 8 mai nous a permis de comprendre que la première semaine, la DSDEN laisse de la souplesse aux écoles et aux communes quant à la "sélection" des publics prioritaires". Pour résumé, certaines écoles prennent des enfants d'enseignants, alors que d'autres se restreignent cette semaine aux enfants déjà accueillis lors du confinement.
Le souhait du Dasen est que rapidement (semaine prochaine) la liste des publics accueillis s'allonge en fonction des priorités définies dans la circulaire. Il semble important d'engager le dialogue avec l'IEN pour faire apparaître les perspectives de scolarisation de chaque groupe scolaire. A noter que les choses vont très certainement bloquer à un moment si les communes ne désengorgent pas les écoles en organisant les 2S2C
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open.ed.ac.uk open.ed.ac.uk
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It is our belief that Wikimedia projects are a valuable tool for education, and that engagement with those projects is an activity which enriches the student experience as much as it does the open web itself. Educators worldwide are using Wikimedia in the curriculum – teaching students key skills in information literacy, collaboration, writing as public outreach, information synthesis, source evaluation and data science. Engaging with projects like Wikipedia – particularly through becoming a contributor – enables learners to understand, navigate and critically evaluate information as well as develop an appreciation for the role and importance of open education. Once published, material produced by students becomes immediately accessible by a global audience, giving students the satisfaction of knowing that their work can be seen by many more people than just their tutor. As individuals working in the open web in the twenty-first century it is incumbent upon us to embrace innovative learning, embedding into our practice those tools which equip our students to work collaboratively, be skilled digitally, and think critically.
This would generally apply to almost any wiki product. In part, it's why I maintain a personal wiki on the open web.
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psyarxiv.com psyarxiv.com
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Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2020, April 21). How is COVID-19 affecting the mental health of children with Special Educational Needs and Disabilities and their families?. https://doi.org/10.31234/osf.io/sevyd
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www.thelancet.com www.thelancet.com
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The Lancet Child & Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, S235246422030105X. https://doi.org/10.1016/S2352-4642(20)30105-X
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www.thelancet.com www.thelancet.com
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Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
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www.bps.org.uk www.bps.org.uk
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Duffield, S. & O'Hare, D. Teacher resilience during coronavirus school closures. The British Psychological Society. Advice PDF. https://www.bps.org.uk/sites/www.bps.org.uk/files/Member%20Networks/Divisions/DECP/Teacher%20resilience%20during%20coronavirus%20school%20closures.pdf
Tags
- education
- adaptation
- challenge
- COVID-19
- is:pdf
- school closure
- teacher
- BPS
- lang:en
- support
- psychology
- resilience
- UK
- advice
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epjdatascience.springeropen.com epjdatascience.springeropen.com
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Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9
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www.cafepedagogique.net www.cafepedagogique.net
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VERSION PROJET
Il s'agit d'une version projet à ce stade
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Edelsbrunner, P. A., & Thurn, C. (2020, April 22). Improving the Utility of Non-Significant Results for Educational Research. https://doi.org/10.31234/osf.io/j93a2
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www.bps.org.uk www.bps.org.uk
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jkrishnamurti.org jkrishnamurti.org
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Competition exists when there is comparison, and comparison does not bring about excellence.
Disagree. It does once you master the "Inner Game" the way John Galway explains it. Competition then is your ally to find the best version of yourself. To do things you did not think you could because your opponent helped you bring this out of you. And so it is in Aikido and value of a good opponent.
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psyarxiv.com psyarxiv.com
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Zegarra-Valdivia, J., Chino Vilca, B. N., & Ames-Guerrero, R. J. (2020, April 16). Knowledge, perception and attitudes in Regard to COVID-19 Pandemic in Peruvian Population. https://doi.org/10.31234/osf.io/kr9ya
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psyarxiv.com psyarxiv.com
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Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020, April 18). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. https://doi.org/10.31234/osf.io/fbhn3
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psyarxiv.com psyarxiv.com
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Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25
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psyarxiv.com psyarxiv.com
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Im, H., Ahn, C., Wang, P., & Chen, C. (2020, April 13). An Early Examination: Psychological, Health, and Economic Correlates and Determinants of Social Distancing Amidst COVID-19. https://doi.org/10.31234/osf.io/9ravu
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Lades, L., Laffan, K., Daly, M., & Delaney, L. (2020, April 22). Daily emotional well-being during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/pg6bw
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Wang, T., Chen, X., Zhang, Q., & Jin, X. (2020, April 26). Use of Internet data to track Chinese behavior and interest in COVID-19. https://doi.org/10.31234/osf.io/j6m8q
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musicfordeckchairs.com musicfordeckchairs.com
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I ran across this 5 year old article courtesy of a few recent tweets:
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>This took me back to a time and something I’d forgotten writing, that has made me rethink where we are now: https://t.co/COgNQnutZr
— Kate Bowles (@KateMfD) April 25, 2020
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>“power is distributed very unevenly throughout the global network of higherEd institutions. If digital innovation is left to the market, we will continue to see scale and standardisation dressed up as personalisation and differentiation.” @KateMfD https://t.co/pqskuKPbQj
— Robin DeRosa (@actualham) April 25, 2020What surprises me is that it's about education and pedagogy that starts off with a vignette in which Kate Bowles talks about the unknown purpose of Stonehenge.
But I've been doing some serious reading on the humanities relating to memory, history, and indigenous cultures over the last few years. It dawns on me:
I know what those stones are for!
A serious answer provided by Australian science and memory researcher Dr. Lynne Kelly indicates that Stonehenge and similar monolithic sites built by indigenous cultures across the world are--in fact--pedagogic tools!!
We've largely lost a lot of the roots of our ancient mnemonic devices through gradual mis- and dis-use as well as significant pedagogic changes by Petrus Ramus, an influential French dialectician, humanist, logician, and educational reformer. Scholar Frances Yates indicated in The Art of Memory that his influential changes in the mid-1500's disassociated memory methods including the method of loci, which dated back to ancient Greece, from the practice of rhetoric as a field of study. As a result we've lost a fantastic tradition that made teaching and the problem of memory far worse.
Fortunately Lynne Kelly gives a fairly comprehensive overview of indigenous cultures across human history and their use of these methods along with evidence in her book Memory Code which is based on her Ph.D. thesis. Even better, she didn't stop there and she wrote a follow up book that explores the use of these methods and places them into a modern pedagogy setting and provides some prescriptive uses.
I might suggest that instead of looking forward to technology as the basis of solutions in education, that instead we look back---not just to our past or even our pre-industrial past, but back to our pre-agrarian past.
Let's look back to the tremendous wealth of indigenous tribes the world over that modern society has eschewed as "superstitious" and "simple". In reality, they had incredibly sophisticated oral stories and systems that they stored in even more sophisticated memory techniques. Let's relearn and reuse those techniques to make ourselves better teachers and improve our student's ability to learn and retain the material with which they're working.
Once we've learned to better tap our own memories, we'll realize how horribly wrong we've been for not just decades but centuries.
This has been hard earned knowledge for me, but now that I've got it, I feel compelled to share it. I'm happy to chat with people about these ideas to accelerate their growth, but I'd recommend getting them from the source and reading Dr. Kelly's work directly. (Particularly her work with indigenous peoples of Australia, who helped to unlock a large piece of the puzzle for her.) Then let's work together to rebuild the ancient edifices that our ancestors tried so desperately to hand down, but we've managed to completely forget.
The historical and archaeological record: The Memory Code: The Secrets of Stonehenge, Easter Island and Other Ancient Monuments by Dr. Lynne Kelly
A variety of methods and teaching examples: Memory Craft: Improve Your Memory with the Most Powerful Methods in History by Dr. Lynne Kelly
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www.lemonde.fr www.lemonde.fr
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Code, langue des signes, piano… Des cours en ligne sur ce que vous rêviez d’apprendre depuis longtemps « La Matinale » vous propose sept cours à suivre à distance, pour vous cultiver ou vous occuper en temps de confinement.
Par Alice Raybaud Publié le 19 mars 2020 à 23h37 - Mis à jour le 20 mars 2020 à 16h35
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www.thelancet.com www.thelancet.com
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Goldman, P. S., Ijzendoorn, M. H. van, Sonuga-Barke, E. J. S., Goldman, P. S., Ijzendoorn, M. H. van, Bakermans-Kranenburg, M. J., Bradford, B., Christopoulos, A., Cuthbert, C., Duchinsky, R., Fox, N. A., Grigoras, S., Gunnar, M. R., Ibrahim, R. W., Johnson, D., Kusumaningrum, S., Ken, P. L. A., Mwangangi, F. M., Nelson, C. A., … Sonuga-Barke, E. J. S. (2020). The implications of COVID-19 for the care of children living in residential institutions. The Lancet Child & Adolescent Health, 0(0). https://doi.org/10.1016/S2352-4642(20)30130-9
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www.eastgate.com www.eastgate.com
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As I'm reading this page I can't help but think about how it potentially predates and underlies the idea of the wiki which came just a few years after this piece of software.
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educavox.fr educavox.fr
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conduit à optimiser la présence de cet outil durant les quatre semaines de prêt car jusqu’au dernier jour, Nao était programmé dans mon cahier journal de classe. Une manière de répondre à la demande des enfants qui se sont vite habitués à cet atelier supplémentaire mesurant la chance qu’ils avaient de pouvoir interagir avec un robot et de travailler autrement.
À mon sens, cette partie du texte contient un argument qui est à la fois déductif (si le robot est présent jusqu'au dernier jour c'est à la fois pour "coller" à l'expérience mais aussi par ce que les enfants se sont habitués à sa présence) mais c'est aussi un argument rhétorique dans le sens ou les enfants mesurent la chance (pathos) qu'ils ont de travailler avec un robot et donc "autrement" comme le souhaitait l'auteure.
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psyarxiv.com psyarxiv.com
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Fronapfel, B. H., & Demchak, M. (2020, April 12). School’s Out for COVID-19: 50 Ways BCBA Trainees in Special Education Settings Can Accrue Independent Fieldwork Experience Hours During the Pandemic. https://doi.org/10.31234/osf.io/cr3uv
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www.thelancet.com www.thelancet.com
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Bayham, J. & Fenichel, E.P. (2020 April 3). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: a modelling study. The Lancet. DOI: https://doi.org/10.1016/S2468-2667(20)30082-7.
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docs.google.com docs.google.com
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www.thelancet.com www.thelancet.com
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Viner, R. M., et al. (2020 April 06). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet. DOI: https://doi.org/10.1016/S2352-4642(20)30095-X.
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www.theguardian.com www.theguardian.com
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Weale, S. (2020 April 07). School closures likely to have little impact on spread of coronavirus, study finds. The Guardian. Education. https://www.theguardian.com/education/2020/apr/06/school-closures-have-little-impact-on-spread-of-coronavirus-study?utm_term=Autofeed&CMP=twt_gu&utm_medium&utm_source=Twitter#Echobox=1586214038.
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www.medrxiv.org www.medrxiv.org
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Klepac, P., Kucharski, A. J., Conlan, A. J., Kissler, S., Tang, M., Fry, H., & Gog, J. R. (2020). Contacts in context: Large-scale setting-specific social mixing matrices from the BBC Pandemic project [Preprint]. Epidemiology. https://doi.org/10.1101/2020.02.16.20023754
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www.bps.org.uk www.bps.org.uk
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British Psychological Society. (2020 March 19). BPS offers advice to schools, parents and carers to help children through the uncertainty of school closures. https://www.bps.org.uk/news-and-policy/bps-offers-advice-schools-parents-and-carers-help-children-through-uncertainty
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www.npr.org www.npr.org
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Kamenetz, A. (2020 April 8). 4 in 10 U.S. teens say they haven't done online learning since schools closed. NPR. https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed
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www.thelancet.com www.thelancet.com
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Paakkari, L., & Okan, O. (2020). COVID-19: Health literacy is an underestimated problem. The Lancet Public Health, S2468266720300864. https://doi.org/10.1016/S2468-2667(20)30086-4
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www.parliament.uk www.parliament.uk
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Parliament. COVID-19 outbreak expert database. Parliament.uk. https://www.parliament.uk/covid19-expert-database
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reutersinstitute.politics.ox.ac.uk reutersinstitute.politics.ox.ac.uk
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Nielsen, R.K., Fletcher, R., Newman, N., Brennen, S., Howard, P.N. (2020 April 15). Navigating the ‘infodemic’: how people in six countries access and rate news and information about coronavirus. Reuters Institute. https://reutersinstitute.politics.ox.ac.uk/infodemic-how-people-six-countries-access-and-rate-news-and-information-about-coronavirus
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www.nesta.org.uk www.nesta.org.uk
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Baeck, P., Bone, J., Old, R. (2020 April 09). Crowdfunding in a crisis Nesta. https://www.nesta.org.uk/blog/crowdfunding-crisis/
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Kleinman, M. (2020 April 16). Innovation agency Nesta backs UK edtech start-up BibliU. Sky News. https://news.sky.com/story/innovation-agency-nesta-backs-uk-edtech-start-up-bibliu-11974089
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www.centerforhealthsecurity.org www.centerforhealthsecurity.org
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Rivers, C., Martin, E., Gottlieb, S., Watson, C., Schoch-Spana, M., Mullen, L., Sell, T.K., Warmbrod, K.L., Hosangadi, D., Kobokovich, A., Potter, C., Cicero, A., Inglesby, T. (2020 April 17). Public health principles for a phased reopening during COVID-19: Guidance for governors. Johns Hopkins. https://www.centerforhealthsecurity.org/our-work/publications/public-health-principles-for-a-phased-reopening-during-covid-19-guidance-for-governors
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psyarxiv.com psyarxiv.com
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Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2020, April 9). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. https://doi.org/10.31234/osf.io/tmu8f
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forms.office.com forms.office.com
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COVID-19 Outbreak Expert Database. (n.d.). Retrieved April 15, 2020, from https://forms.office.com/Pages/ResponsePage.aspx?id=nt3mHDeziEC-Xo277ASzSoLpf6XskbZHvUtRYJ4I4atURUZVQ0hGNDlLMExMMEtSN1NKWkZQTlMyVCQlQCN0PWcu
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www.nsf.gov www.nsf.gov
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advances.sciencemag.org advances.sciencemag.org
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Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., & Kizilcec, R. F. (2020). Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost. Science Advances, 6(15), eaay5324. https://doi.org/10.1126/sciadv.aay5324
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www.reseau-canope.fr www.reseau-canope.fr
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Apprentissage multisensoriel des Lettres : quel est le rôle de l'interface pour améliorer l'écriture du jeune enfant ? (1/2)
Le titre pose ici la problématique que l'auteure se fixe d'explorer dans cet article (premier volet de deux): Les tablettes peuvent-elles contribuer à renforcer l'initiation multisensorielle des lettres?
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newrepublic.com newrepublic.com
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Brought here from Steven Pinker x Farham Street on "What A Broad Education Should Entail"
“Super People,” the writer James Atlas has called them—the stereotypical ultra-high-achieving elite college students of today. A double major, a sport, a musical instrument, a couple of foreign languages, service work in distant corners of the globe, a few hobbies thrown in for good measure: They have mastered them all, and with a serene self-assurance that leaves adults and peers alike in awe. A friend who teaches at a top university once asked her class to memorize 30 lines of the eighteenth-century poet Alexander Pope. Nearly every single kid got every single line correct. It was a thing of wonder, she said, like watching thoroughbreds circle a track.
These enviable youngsters appear to be the winners in the race we have made of childhood. But the reality is very different, as I have witnessed in many of my own students and heard from the hundreds of young people whom I have spoken with on campuses or who have written to me over the last few years. Our system of elite education manufactures young people who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they’re doing but with no idea why they’re doing it.
Excellence without direction -> virtue signalling
A young woman from another school wrote me this about her boyfriend at Yale:
Before he started college, he spent most of his time reading and writing short stories. Three years later, he’s painfully insecure, worrying about things my public-educated friends don’t give a second thought to, like the stigma of eating lunch alone and whether he’s “networking” enough. No one but me knows he fakes being well-read by thumbing through the first and last chapters of any book he hears about and obsessively devouring reviews in lieu of the real thing. He does this not because he’s incurious, but because there’s a bigger social reward for being able to talk about books than for actually reading them.
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www.huffpost.com www.huffpost.com
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Selecting a college is one of the most high-stakes financial decisions a person will ever make, right up there with buying a house. And yet every year, millions of people do it on the basis of shockingly little information. College rankings are notoriously unscientific. There’s no form of independent quality control, since every school decides for itself what students need to do in order to pass courses. Accreditors assess the administrative practices of schools, but they are indirectly funded by colleges themselves. And the biggest financier of higher learning, the federal government, can’t force a school to reduce tuition if it believes students are being overcharged. What all of this means is that colleges essentially approve one another to be eligible for government money.
Nor can students expect “the market” to help them figure it out. Universities aren’t like restaurants that rely on repeat customers: pretty much nobody gets two bachelor’s degrees. If you choose the wrong place, as many students do, it’s not easy to signal your dissatisfaction by transferring to a competitor. Besides, every year, colleges are practically guaranteed a fresh supply of high school graduates and adults looking for new skills. The result is a profiteer’s paradise: millions of highly motivated, naive, overwhelmed consumers loaded up with armfuls of government money.
There are two main reasons most online degrees are so expensive. The first is that middlemen like 2U spend enormous sums on marketing, a cost that is then passed on to the student. In materials it provides to investors, 2U helpfully estimates what happens to every $100 in revenue for a typical program that's not being launched or expanded. Approximately $15 is spent on actual teaching. Developing and administering the courses costs around $23. Marketing and sales eats up $19. And the cost of buying ad words and search terms on Facebook and Google keeps on rising, as OPMs compete with each other and with colleges running their own online programs.
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www.epsilontheory.com www.epsilontheory.com
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Classic Epilson Theory, this time on the “Common Knowledge” (read: myth) of the value of a college education
The importance of post-secondary education in America IS a myth – one of our most powerful.
We hold up our ‘Yay, College’ signs in the same way as we do ‘Yay, Military’, ‘Yay, Capitalism’ and ‘Yay, Equality’ signs, because not doing so is to say that we oppose the right-sounding principles that form the basis of the myth. And just like ‘Yay, Capitalism’, well…capitalizes on our desire to signal our deeply held belief in the power of rewarding economic risk-taking to convince us to permit distortions in economic risk-taking, ‘Yay, College’ exploits our belief in equality, innovation, merit and education to convince us to permit distortions in the capacity of our university and degree system to deliver ANY of those things.
The Myth of College is that it grants invaluable life experience, broadened horizons and deeper skills that no other 4-year experience for a young adult could match.
The Zeitgeist of College is that it is now (grudgingly) really about preparing workers for long and prosperous careers.
The Reality of College is that it sells a license to use a credential.
What do I mean by a credential? I mean the portfolio of Useful Signals that are sent by the achievement of a university degree. Beyond the attachment to the ideals of the Myth of College, much of that signal, I think, exists in our Common Knowledge about what traits a student needs to be admitted to that particular degree-granting institution. You know, intelligence, creativity, breadth of talents, work ethic, having the correct parents and grandparents, things like that. Much of whatever is left exists in the signal from completing the degree. Can you follow instructions? Are you comfortable pulling all-nighters? How do you feel about sitting at a desk with a laptop for 60 hours a week?
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socialsciences.exeter.ac.uk socialsciences.exeter.ac.uk
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www.theatlantic.com www.theatlantic.com
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School for many people is a place to get fed, a place to feel safe, a place to get encouraged. It’s a place to be around people who share your desire to learn. Now they are cut off from that, and some of that can’t be duplicated easily online.
Yes, this is a problem. However... Schools weren't designed to be a safegaurd against poor parenting, but they're treated that way, as if they're a place to escape the idiots they live with.
Schools shouldn't tolerate this. Instead, they should intervene. They should bring in a third party, someone/an organization specifically designed to help kids who come from broken homes, to help heal how they live when school's not in session. Any measure less than this signals, to me, a school system that's not paying attention to their student's emotional needs, which are, I believe, key to ensuring the child thrives throughout their school years.
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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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cahiers.parisdescartes.fr cahiers.parisdescartes.fr
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Que faire ? “Ouvrir un chapitre sur la régulation du marché de l’information, en concertation avec les pouvoirs politiques et les grands acteurs du net. Cela consiste à s’intéresser à la question de la visibilité des contenus” analyse-t- il. Est-il normal que certains mots-clefs renvoient prioritairement à des sites contraires à l’orthodoxie scientifique ? Les GAFA** en concertation avec les politiques ont assurément un rôle à jouer à ce sujet. “L’autre aspect, au moins aussi important, est l’éducation. Il faut se saisir de cette révolution du marché de l’information pour opérer une révolution pédagogique et offrir aux apprenants toutes les occasions pour qu’ils puissent comprendre non seulement le contenu – de la connaissance – mais aussi les raisons pour lesquelles ce contenu leur résiste”, conclut-il. L’urgence est réelle
Ce paragraphe présente la thèse de l'auteur qui est la suivante : On ne doit pas rester inactif face à la prolifération des fausses informations : il faut réguler la visibilité des contenus et promouvoir l'éducation aux médias et à la pensée critique.
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microbit.org microbit.org
- Mar 2020
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coronavirus.gob.mx coronavirus.gob.mx
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unidad_COVID19 estrategias para cuidado de la salud mental en profesionales de la salud, técnicas de respiración, mindfulness, higiene del sueño, autocuidado y relación muscular progresiva disponibles en video.
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en.wikipedia.org en.wikipedia.org
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Weil and Cartan regularly complained to each other regarding the inadequacy of available course material for calculus instruction
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