- Mar 2023
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www.researchgate.net www.researchgate.net
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avoid creating systemic inequalities that affect individual students’ experiences.
If we assume that one or more students will experience challenges accessing wifi and the LMS, what UDL guidelines could be used to maximize inclusion?
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- Apr 2022
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www.imperial.ac.uk www.imperial.ac.uk
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Imperial News. ‘“Issue of Inequalities” for Long COVID Patients Needs to Be Addressed | Imperial News | Imperial College London’. Accessed 22 April 2022. https://www.imperial.ac.uk/news/232234/issue-inequalities-long-covid-patients-needs/.
Tags
- school of public health
- academic
- urgence
- persistent symptoms
- inequalities
- patient
- centre
- comms strategy
- health and wellbeing
- disability
- science
- symptom
- infectious diseases
- is:website
- lang:en
- global challenges
- survey
- fatigue
- imperial college london
- long covid
- data
- wider society
- health
- COVID-19
Annotators
URL
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twitter.com twitter.com
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ReconfigBehSci. (2021, January 29). RT @IndependentSage: 3.7 million infected with #COVID19 in the UK. An estimated 5-10% will develop #LongCovid. We can’t afford to ignore th… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1355097550529945607
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- Nov 2021
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“You can’t close the digital divide with just pipes and wires,” Huffman said. “You have to also address the human side of the equation.”
The Scandinavian countries, for that matter the European Union does not have the monopoly issue with Internet access, which in the U.S. turned into the battle for “net neutrality.” However, a related fight in the U.S., regrading digital inclusion, is much better and successfully fought in the Scandinavian countries by not only effectively establishing awareness, but by enabling relative digital equity in their countries, something, which Biden’s plan is just starting to aim
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drive.google.com drive.google.com
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OVID-19 is likely to further widen the socio-emotionaldisparities between children from more and less advantaged backgrounds.
COVID-19 is likely to further widen the socio-emotional disparities between children from more and less advantaged backgrounds.
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Learning and inequality
Learning and inequality
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not only in Finland
digital inequality during the pandemic is an issue not only in Finland, but also in the Netherlands https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7446757/ van Deursen, A. J. (2020). Digital Inequality During a Pandemic: Quantitative Study of Differences in COVID-19–Related Internet Uses and Outcomes Among the General Population. Journal of Medical Internet Research, 22(8), e20073. https://doi.org/10.2196/20073
Katz, V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PloS One, 16(2), e0246641. https://doi.org/10.1371/journal.pone.0246641
Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing
Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing
Burgess, G. (2020, August 13). Beyond the pandemic: Tackle the digital divide. University of Cambridge. https://www.cam.ac.uk/stories/BeyondThePandemic_digitaldivide
Robinson, L., & Schulz, J. (2020). Digital inequalities in time of pandemic: COVID-19 exposure risk profiles and new forms of vulnerability | First Monday. First Monday, 25(7). https://doi.org/10.5210/fm.v25i7.10845
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- Jan 2021
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www.nature.com www.nature.com
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Woolston. C., (2020) ‘It’s like we’re going back 30 years’: how the coronavirus is gutting diversity in science. Nature. Retrieved from: https://www.nature.com/articles/d41586-020-02288-3?utm_source=twt_nnc&utm_medium=social&utm_campaign=naturenews&sf236423828=1
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covid-19.iza.org covid-19.iza.org
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FitzRoy. F., Jin. J., (2020). Reforming Tax and Welfare: Social Justice and Recovery after the Pandemic. Institute of Labor Economics. Retrieved from: https://covid-19.iza.org/publications/pp157/
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- Dec 2017
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engagements2017-18.as.virginia.edu engagements2017-18.as.virginia.edu
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a sound spirit of legislation, which banishing all arbitrary & unnecessary restraint on individual action shall leave us free to do whatever does not violate the equal rights of another.
This phrase seems so paradoxical in the larger context of the report because they want to teach about government, law, and its equal rights, yet this very document would lead to laws and rules not equal in rights, in race and gender ,at UVA. It's interested the moral implications one has to make to justify being proudly "equal", while rejecting huge populations. I know peer pressure and norms play into it, but I wonder if people, even in that ignorance, truly believe it.
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- Sep 2016
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www.educationdive.com www.educationdive.com
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As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.
To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.
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As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.
To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.
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vivrolfe.com vivrolfe.com
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every person on earth can access and contribute to the sum of all human knowledge.
Is it just me or the “contribute” part has largely been put aside, in the meantime?
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- Jul 2016
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medium.com medium.com
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the voice of the rest of the world
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The majority of content comes from Western, developed countries
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Postcolonial
In some ways, it’s quite remarkable that one of the key figures of post-development was also the one who called for “deschooling society”. As is obvious from observing humanitarian and philanthropic work is that “development” participates in neocolonialism, despite (or often because of) the best of intentions. MOOCs are closer to development than to postdevelopment. Even cMOOCs.
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“The future is already here, it’s just not evenly distributed.”
Been having issues with the ways this quote has been handled in various contexts, but it’s quite fitting here. One potential issue, though, is in the embedded assumption that the future is a solid. Goes so well with Modernization Theory that the focus on global inequalities can be skipped over.
Tags
- diversity
- #IvanIllich
- international development
- Late Modernity
- Open Content
- A Celebration of Awareness
- postcolonialism
- philanthropy
- Globalisation
- Modernization Theory
- Deschooling Society
- Orientalism
- World System Theory
- postdevelopment
- giving voice
- language diversity
- Immanuel Wallerstein
- empowerment
- humanitarianism
- global inequalities
Annotators
URL
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- Jun 2016
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www.ethanzuckerman.com www.ethanzuckerman.com
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Understanding the wants and needs of users is important when you’re designing technologies for people much like yourself, but it’s utterly critical when designing for people with different backgrounds, experiences, wants and needs.
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www.edsurge.com www.edsurge.com
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a debate over who should control the field of learning analytics
Who Decides?
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The index was put together by industry leaders from the Bill and Melinda Gates Foundation, Google for Education, IDEO, IBIS Capital, Kaizen Private Equity, Learn Capital, LinkedIN, Times Higher Education and TES Global, the parent company of TES.
Suitably “global”, underlining the inequalities inherent in the system.
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- Apr 2016
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www.inthelibrarywiththeleadpipe.org www.inthelibrarywiththeleadpipe.org
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structural inequalities present within these movements
We sure need to discuss inequalities.
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I utilize some of the useful critiques OA has generated to inform the discussion of OER creation and practice.
Though there are major differences between Open Access and Open Educational Resources, the two approaches to openness share a lot. Advocates for both are likely to have a lot of values in common, including a distaste for inequalities.
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- Jan 2016
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www.digitalpedagogylab.com www.digitalpedagogylab.com
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If you are interested in this conversation, join us Friday, January 8 at Noon Eastern.
The chat will lead into a backchannel discussion of a “Disrupting DH” presentation at the 2016 Modern Language Association conference in Austin, TX.
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- Nov 2015
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chronicle.com chronicle.com
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Questions of colonialism and inequality are occasionally raised
Maybe too rarely. Or they’re dismissed too quickly. Or they’re too difficult to fully discuss when much of the scene is taken by modernization theory. This is where post-development’s Ivan Illich meets deschooling’s Ivan Illich.
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