Why not? Why couldn't they put their articles on their own sites or even those of the libraries of their institutions where others might read and evaluate them? annotate them? argue over all the fine points?

Moutsiakis, D. L., & Chin, P. N. (2007). Why blacks do not take part in HIV vaccine trials. Journal of the National Medical Association, 99(3), 254–257.

Downs, J. S., de Bruin, W. B., & Fischhoff, B. (2008). Parents’ vaccination comprehension and decisions. Vaccine, 26(12), 1595–1607. https://doi.org/10.1016/j.vaccine.2008.01.011

Isaac Newton Institute: COVID-19 and universities, 13 January 2021. (n.d.). GOV.UK. Retrieved 23 February 2021, from https://www.gov.uk/government/publications/isaac-newton-institute-covid-19-and-universities-13-january-2021

TFC: Children and transmission - update paper, 10 February 2021. (n.d.). GOV.UK. Retrieved 23 February 2021, from https://www.gov.uk/government/publications/tfc-children-and-transmission-update-paper-10-february-2021

Tim Colbourn. (2021, February 22). It’s good that opening up will be done in stages, though more could be done to ensure we don’t fail after the 1st stage and end up back in lockdown due to hospitals filling up again with unvaccinated people. I hope the government don’t end up regretting not doing the above. END [Tweet]. @timcolbourn. https://twitter.com/timcolbourn/status/1363989485516693508

Prime, H., Wade, M., May, S., Jenkins, J., & Browne, D. (2021). The COVID-19 Family Stressor Scale: Validation and Measurement Invariance in Female and Male Caregivers. PsyArXiv. https://doi.org/10.31234/osf.io/7328w

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

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.

Zoom Video. “Welcome! You Are Invited to Join a Webinar: CEPEO (UCL)’s Research Seminar: Dr. Claire Crawford, University of Birmingham. After Registering, You Will Receive a Confirmation Email about Joining the Webinar.” Accessed February 19, 2021. https://ucl.zoom.us/webinar/register/WN_RLY7x51NTSm-QGl4a-gCKw.

Bredow, R., & Hackenbroch, V. (2021, January 22). Interview with Virologist Christian Drosten “I Am Quite Apprehensive about What Might Otherwise Happen in Spring and Summer.” Der Spiegel, Hamburg, Germany. https://www.spiegel.de/international/germany/interview-with-virologist-christian-drosten-i-am-quite-apprehensive-about-what-might-otherwise-happen-in-spring-and-summer-a-f22c0495-5257-426e-bddc-c6082d6434d5

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

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

Chris Ham: The United Kingdom’s poor record on covid-19 is a failure of policy learning. (2021, January 26). The BMJ. https://blogs.bmj.com/bmj/2021/01/26/chris-ham-the-united-kingdoms-poor-record-on-covid-19-is-a-failure-of-policy-learning/

correspondent, S. W. E. (2021, January 21). Home schooling is widening attainment gap between rich and poor, finds report. The Guardian. https://www.theguardian.com/education/2021/jan/21/home-schooling-is-widening-attainment-gap-between-rich-and-poor-finds-report

Paywall: The Business of Scholarship is a documentary which focuses on the need for open access to research and science, questions the rationale behind the $25.2 billion a year that flows into for-profit academic publishers, examines the 35-40% profit margin associated with the top academic publisher Elsevier and looks at how that profit margin is often greater than some of the most profitable tech companies like Apple, Facebook and Google.

Staying true to the open access model: it is free to stream and download, for private or public use, and maintains the most open CC BY 4.0 Creative Commons designation to ensure anyone regardless of their social, financial or political background will have access.

Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. PsyArXiv. https://doi.org/10.31234/osf.io/4fykt

My 9 year old has been using Nearpod regularly, but I haven't looked at it yet. Pear Deck's additional functionality sounds helpful though.

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

the power of power readers

Harvey, H., Reissland, N., & Mason, J. (2015). Parental reminder, recall and educational interventions to improve early childhood immunisation uptake: A systematic review and meta-analysis. Vaccine, 33(25), 2862–2880. https://doi.org/10.1016/j.vaccine.2015.04.085

Gagneur, A. (2020). Motivational interviewing: A powerful tool to address vaccine hesitancy. Canada Communicable Disease Report, 46(4), 93–97. https://doi.org/10.14745/ccdr.v46i04a06

makes sense... the best way out of poverty isn't education... it's money.

Musaddique. S. (2020) Private tuition is booming in the UK during COVID-19. We spoke to leading tutors about why online learning is here to stay. Buisness Insider. Retrieved from: https://www.businessinsider.com/private-tuition-is-thriving-with-schools-closed-during-covid-19-2020-7?r=US&IR=T

Page. S. E. (2020) The Coronavirus and Innovations. Items. Retrieved from: https://items.ssrc.org/covid-19-and-the-social-sciences/policy-models-in-pandemic/the-coronavirus-and-innovation/

Miller., E. (2020) Some Countries Reopened Schools. What Did They Learn About Kids and Covid? WIRED. Retrieved from: https://www.wired.com/story/some-countries-reopened-schools-what-did-they-learn-about-kids-and-covidutm_source=twitter&utm_medium=social&utm_brand=wired-science&utm_social-type=owned&mbid=social_tw_sci

Stevenson Betsey {@BetseyStevenson} (2020, Aug, 13) Hmmm....these two decisions seem connected somehow. Twitter. Retrieved from: https://twitter.com/BetseyStevenson/status/1293693723633647617

Yang. A. (2020) Boston University instates policy to issue degrees to students after death, starting this Fall. The Daily Free Press. Retrieved from: https://dailyfreepress.com/2020/08/12/boston-university-to-issue-degrees-to-students-after-death-starting-this-fall/

O'Brien. M. [@ObsoleteDogma]. (2020-08-17) It’s almost like bringing college kids back to campus is an exceptionally poor idea that we shouldn’t be trying right now. Twitter. Retrieved from: https://twitter.com/ObsoleteDogma/status/1295158789965066241

The COVID-19 Vaccine Communication Handbook | A practical guide for improving vaccine communication and fighting misinformation. (n.d.). Retrieved January 14, 2021, from https://rri-tools.eu/-/the-covid-19-vaccine-communication-handbook-a-practical-guide-for-improving-vaccine-communication-and-fighting-misinformation

Reimagining Human Connections: Technology and Innovation in Education at the World Bank

(2) Volunteer opportunities (programming).

This a note to parents.

Apple revolutionized music buying and consumption. Education is primed for a shakeup.

Fielding. S. (2020) UK universities' promise of face-to-face teaching is risking academics' health. The Guardian. https://www.theguardian.com/education/2020/aug/22/uk-universities-are-risking-staff-health-by-promising-students-in-person-teaching

I'm curious if Lynne Kelly or others have looked into these areas of research with their Memory work? She's definitely posited that singing and dancing as well as creating art helps indigenous cultures in their memory work.

The hegemony of the minority. A danger of public schooling that we never saw coming. This hegemony came about by sacrificing the potential of black america. The school system the greatest source of systemic racism..

Dupontel parle du formatage scolaire https://youtu.be/oVlNRsKmJ5A?t=133 la notion d'éducation.

U of Vermont faculty members pledge to fight planned cuts to liberal arts. (n.d.). Retrieved December 9, 2020, from https://www.insidehighered.com/news/2020/12/07/u-vermont-faculty-members-pledge-fight-planned-cuts-liberal-arts

This is going to be awesome when it debuts in universities. I can't imagine that any academics will be concerned when a departmental chair or administrator asks you why you're not sending more emails.

Długosz, P., & Kryvachuk, L. (2020). Neurotic generation of Covid-19 in Eastern Europe. PsyArXiv. https://doi.org/10.31234/osf.io/mwhzk

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

Eurydice, réseau européen sur les systèmes éducatifs La DEPP abrite, au sein de la Mission aux relations européennes et internationales (MIREI), l’unité française d’Eurydice.

Nous avons été prof de français. Sommés de nous offusquer des fautes d'orthographe, nous avons été pris pour les curés de la langue. Nous avons écrit pour dédramatiser, pour réfléchir ensemble et puis aussi parce qu'on a toujours pensé que l'Académie Française avait un vrai potentiel comique. "Les deux belges qui veulent simplifier la langue française" : tout est faux dans cette phrase. Pas "simplifier" mais bien faire preuve d'esprit critique, se demander si tout se vaut dans notre orthographe. Pas deux belges, mais bien deux curieux qui veulent transmettre le travail des linguistes de toute la francophonie, pas même la "langue française", seulement son orthographe. Car l'orthographe, c'est pas la langue, c'est juste le code graphique qui permet de la retranscrire. Passion pour les uns, chemin de croix pour les autres, elle est sacrée pour tous. Et pourtant, il ne s'agit peut-être que d'un énorme malentendu. Arnaud Hoedt et Jérôme Piron sont linguistes de formation. Ils ont vécu 25 ans sans se connaître, mais c’était moins bien. Ils ont ensuite enseigné pendant 15 ans dans la même école. Quand Arnaud participe à la rédaction des programmes de français en Belgique, Jérôme se spécialise en médiation culturelle. En 2016, ils écrivent et mettent en scène le spectacle « La Convivialité », au Théâtre National de Bruxelles. Ce spectacle conférence qui traite de la question du rapport dogmatique à l’orthographe tourne depuis 3 ans dans toute la francophonie. Dans la foulée, ils publient l’ouvrage « La faute de l’orthographe », aux éditions Textuel. Ils se définissent comme suit : « Linguistes dilet(t)antes. Pédagogues en (robe de) chambre. Tentent de corriger le participe passé. Écrivent des trucs. Vrais-Faux Comédiens. Bouffeurs d’Académicien ». A la question « est-ce que ça se dit ? « , Arnaud et Jérôme répondent invariablement « oui, tu viens de le faire ». This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx

Design thinking fosters innovative thinking.

It involes designing user focused, highly utilitarian and aesthetic products.

Comparing school to side projects

To be considered

To take into account

A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10

Flipped meeting solves for the unengaging long lecture.

This short article links Anderson and McCormick's pedagogical principles for online learning with Knowles' andragogical assumptions about adult learning. 8/10

According to a study done across all Virginia Community Colleges, students who signed up for gatekeeper courses (basic English and Math) online did less well in those courses than did their peers who took the same classes in person. There was a higher attrition rate in the online classes as well. Students who came in with good GPAs tended to do well in online courses, but those who were struggling with academics did worse than they probably would have in person. Many statistics are included. 9/10

The authors discuss the issue of community and engagement in online graduate programs. They carried out a small case study and used a Cognitive Apprenticeship Model to examine a successful program in Higher Education. They found that students feel too many online classes are just reading and writing, regurgitating rather than applying, and lack sufficient connection with the instructor and with other students, They recommend some strategies to fix that, but admit that more work is needed. 9/10

An interview with Zachary Pardos, a professor at UC Berkeley who is creating adaptive tutoring software. He describes how he thinks technology and the pandemic will change education over the next several years. He expects greater accessibility to wireless provided like school buses, greater use and development of adaptive tutoring software, and more online learning. I'd need more information on how the system deals with students who don't get it - do they have multiple explanations for math, or just one? 5/10

Schiermeier, Q., Else, H., Mega, E. R., Padma, T. V., & Gaind, N. (2020). What it’s really like to do science amid COVID-19. Nature. https://doi.org/10.1038/d41586-020-02815-2

Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10

(Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10

A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10

Researchers studied students cognitive-affective states doing online learning in 3 separate, very different studies, among different student populations, ranging from 12-year-olds to college students. They found that, contrary to prior assumptions, frustration did not necessarily have negative learning outcomes. Boredom tended to last longest of the cognitive-affective states covered, led to the greatest attempts to game the system, and had the least successful learning outcomes. Confusion was sometimes beneficial and sometimes harmful. Therefore, online learning environments should be developed that guard against boredom and perhaps confusion, rather than frustration. 8/10

Based on research and two small scale case studies, some students in online learning are intrinsically motivated, but others need to be motivated by the teacher and material. External influences such as deadlines and grades also influenced student motivation. Identified regulation, that is, knowing why the activity is valuable and important, make a very big difference in student motivation. This brings us back to the andragogical idea that the assignments should involve real-world situations and be applicable to students' lives. 9/10

The authors outline four general research goals, and then go into detail on some of the questions that should be researched within those areas. They then suggest four methodologies to use in designing students to research those questions: formative, developmental, and experimental research and activity theory. All of these could help include online learning in terms of learner achievement, engagement, and retention. 9/10

This appears to be a paper written by an upper-level undergraduate (based on the writing), describing the importance of technology in 21st century education and describing three cognitive theories, all requiring collaborative learning, The author highlights the importance of student engagement through technology, which students like, and assumes its importance in the workplace. 5/10

This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10

Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10

This looks at the application of technology in career and technical education programs for adults. It looks at how and how often technology is used in these programs. 8/10, interesting and focused on technical education unlike most articles.

This article talks about why, when institutions have prioritized and invested a lot of money in teaching adults to utilize technology in the classroom, there are very little successful instances of integration of technology in classrooms. 5/10, not particularly interesting to me and targeted towards a specific group of adult learners.

This article presents a model of technology integration at the system level formed around mentoring. It focuses on effective methods of teacher professional development in the area of technology integration and discusses overcoming various obstacle teachers face during adult learning/ education. 6/10, very narrow focus of adult learners.

This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.

This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.

This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.

This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.

This article examines and gives bit of information from a book covering the intersection of adult learning and technology innovation. 4/10, while there is information here it is certainly not the entire book and therefore incomplete. It does serve as a quick and accessible alternative for those seeking the books information but lacking the time/ access to read the book.

This article looks at yet another new technology that has the potential to revolutionize the adult learning field. It examines the results of teaching educators about digital game design for technology integration. It looked at integrating this technology into science classrooms in particular. 9/10, very interesting new technology with lots of potential implications in the adult learning field.