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  1. Last 7 days
    1. New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5

    1. 7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5

    1. Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5

    1. Welcome to AAACE The mission of the American Association for Adult and Continuing Education (AAACE) is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives.

      This is the website of the American Association for Adult and Continuing Education. This website offers information on the annual conference, as well as online journals and scholarly publications. There is information about membership. Rating 3/5 The site does not contain a great deal of information but it seems important to include a professional association in this set of links.

    1. The valuable lesson from all this is that inducing competition among administrative units helps invigorate key stakeholders to work in tandem in order to achieve intended outcomes.

      Yes, competition, no doubt helps to bring out maximum results. But we must also understand that competition can also lead to worst of behaviours. About competition among schools and blocks: it has often been noticed that in order to comply with the government orders, or simply to be adjudged the so-called "best" in the district/state, schools and blocks often resort to unfair means. Scores are fabricated, often teachers helping out students during tests (that is, if they are themselves capable of, which is another topic for discussion elsewhere), send wrong information about student performance reports and may also have ghost students.

      Therefore, I have found the Annual Status of Education Report (ASER) by Pratham Foundation to be one of the best and most credible sources of state of education in the country. They take survey by going from house to house and do not rely on the stats provided by the schools. The only drawback is that it rural based survey; comparison of rural and urban divide is difficult to gauge.

  2. Mar 2019
    1. In rethinking education to cope with rapid changes atthe threshold of the twenty-first century, innovation, techno-logy, and research are indispensable tools of education.Failure to innovate by and large means repeating yesterday'seducational programmes and strategies tomorrow, which willonly further jeopardize education's reputation as contributorto development efforts. Educational innovations are imperati-ve, and would no doubt be effective if they are research-basedand imbued with technology of education (i.e. systematicapproach to the teaching-learning process); and tech

      Add Something

    2. The future scenarios of the political, social, cultural

      alo test

    3. The future


    1. xperiences


    2. of the extent to which and how cultures vary in theirresponses to disability, and the impact of those differences on the developing child.‘Developmental disabilities’ is a term used by Japanese educ


    1. A nano-porous carbon composite membrane has been found to display high water flux due to exceptionally high surface diffusion, together with an excellent salt rejection [2616, 2958].

      With an excellent ability to reject salt, how often does membrane fouling become an issue when desalinating seawater? to a point where it causes water flux decline and lowers the quality of the water produced.

      ~ Anthony Y.

    1. But when you think of it, our educational institutions aren’t built to recognize the complexity between pasts and futures. In effect, we build superhighways with one on ramp, and lots of off ramps that lead to dead ends.

      I'm going to forgive the automobilist metaphor because the point is just so dang right!

  3. Feb 2019
    1. For example, select a given capability, at any level in the hierarchy, and ask yourself if it can be usefully changed by any means that can be given consideration in the augmentation research contemplated. If it can, then it is not basic but it can be decomposed into an eventual set of basic capabilities.

      It would be interesting to do this exercise with the various learning outcomes one might have for a course. Which can be aided by augmentation/technological intervention? Which can't?

    2. to give direct aid to an individual in comprehending complex situations, isolating the significant factors, and solving problems

      This is where most modern technology deviates from the Engelbartian norm. Instead of broadening our horizons today's platforms often seek to constrain them because it is through constraint that control and profit can be had. Many platforms from Facebook to Learning Management Systems are more interested in locking you into their ecosystems than drinking in the wider panoply of human creativity and knowledge. The more I think about this, the more see evidence of it everywhere in our world today. In education alone, the aforementioned LMSes are being complemented by even more restrictive (and exploitative) textbook publisher "online supplements." I'm hoping both of these are the endgames of obsolete modes of thought but they have sustained themselves long after we wrote them off. I remember Bryan Alexander bemoaning this facet of the LMS as far back as 2006. That was 13 years ago - a geologic era in technology terms - and yet they are still with us.

    3. how would our education system change to take advantage of this new external symbol-manipulation capability of students and teachers (and administrators)?

      Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.

      The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant

    1. Cure of those El'ils

      A medicinal model of education. "Hi, I'm Thomas Sheridan. All these dumbasses are hopelessly lost because they don't speak correctly. They'll never do anything good, or see what good is, because bad speech runs rampant. The only hope is to heal them by teaching them to speak well. That is, like me."

    1. became acquainted with other female intellectual leaders such as Lady Mary Wortley Monlagu and Lady Catherine Jones. Astell's new friends respected her learning and intelligence and encouraged her to publish her views.

      We can see how the importance of female-only/female-dominated spaces in Astell's life played a major role in how she envisioned female learning/education could/should look like.

    2. to serve God whatever their circumstances and lo support themselves through teaching if that hecame necessary.

      Oooo this is a very clever way to educate women so that they can support themselves. To serve God -- duh. Of course.

    3. Aslell specified in lhe charter or lhe school that it should alwuys he directed by women.

      And once again, we see how the importance of female-only/female-dominated spaces/places in Astell's life influenced her beliefs on female learning/education.

    4. since the matter is of Infinite Consequence is it equitable to deny 'cm the use of any help?

      Another classic Christian move, making education of not just earthly, but eternal importance.

    5. whereby they might en­larg e their prospect, rectify their false Ideas , form in their Minds adequate conceptions of the End and Dignity of their Natures, not only have the Name and common Principles of Religion float­ing in their Heads and sometimes running out at their Mouth�, but understand the design and meaning of it, and have a just apprehension, a lively sentimenL of its Beauties and Excellencies: know wherein the Nature of a true Christian consists;

      This is a very rigid curriculum which tells us much about what Astell believes the human (or perhaps here just the woman, but I think it applies to humanity generally) to be. In particular, the wretchedness of a sinner, left unchecked, will lead to false ideas and bad beliefs and habits. "A true Christian" will need to have falsity and sin constantly called out and checked as she gradually learns to prefer what is really good, true, beautiful, etc.

    6. furthering Peter's education,

      Educating a man or a son was much more important than educating a woman or a daughter.

    7. he laller is a shame to Mankind, as being a plain sign that 'tho they discern and commend what is Good, they have not the Vcrtuc and Courage to Act accordingly

      I find this an interesting comment for Astell to make, particularly as the RT editors point out that the school Astell eventually does take over (the charity school) had "considerably more modest goals than her proposed women's college" (843). She could not put her own project into practice, though perhaps due to constraints on the situation outside of her control and not up to her own "Vertue and Courage to Act."

    8. She asserts that nature is the best teacher of clo{1uencc. Rules help only a little, and only if they have been <lcrivcd from nature.

      This has echoes of Plato in it, where Socrates asks repeatedly whether rhetoric can be taught.

    9. the heart of her educational scheme was lo be a method of thinking that could be applied in any area

      Okay, this is is more specific, similar to Wollstonecraft, as curlyQ pointed out.

      What's interesting here is Astell's saying that she isn't "exceptional"--by that she seems to mean that she is no different or more outstanding than other women, that she doesn't have some special ability or nature (just the same natural inclinations as others).

      This resonates with Wollstonecraft's Rights in her insistence that women are not by nature the 'inferior' sex but are instead bred that way due to poor education. By distancing herself from the term "exceptional", Astell seems to be doing something similar, pointing not to any particularly special nature or natural ability but instead a sound education.

    10. a serious secular education

      This call for women's education (and not just in manners and fine arts) is largely ignored for some time, despite its repetition. In the Rhetorical Tradition reading from last week, they mentioned Archbishop Fénelon published a call for women's education in 1687; here Astell says something similar (1694); others are mentioned below; Wollstonecraft is still calling for it in 1792 (100 years later).

      Fénelon's call was for basic reading and writing; Wollstonecraft's was for equality in education with boys (much like Astell's education was). The nature of Astell's school is discussed here, but what was her vision of the curriculum (the "serious secular education")?

    1. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams

      Also another thing that should be taught in k-12 schooling. I was talking to 3rd graders about their online identity and one of them said "I don't care if I act crazy in my videos that I post online". Number one, a 3rd grader should not have the ability to post videos of themselves online, in my opinion, and number two, even though they are only in 3rd grade, thses videos coud resurface one day and harm their image online.

    2. They can evaluate web content, and identify what is useful and trustworthy

      This should be taught throughout k-12 schooling. Learnng this in college was super helpful but it was taught a little late for me. I know now how to choose sources that present good information but growing up I wouldnt have been able to do that

    1. and the whole is really the flower of wisdom)

      Vico seems to be opposed, then, to highly specialized education and in favor of breadth of knowledge. This has echoes of Aristotle and Cicero.

    2. they never thought of cs• tablishing universities where young minds could be cultivated and strengthened

      Does Vico mean "university" on a large scale? Because there was clearly "conditioning of the mind" happening, in localized schools and by educators who conditioned minds on a smaller scale (go, sophists). Was that not happening in a large-scale, communal location (see def. of university, tagged)?

    3. hree stages

      These three stages are not the same as the Trivium, but they do seem to pair nicely, particularly if you understand the Trivium in a sort of developmental way as explained by Dorthy Sayers that is all the rage in classical education these days.

    1. Learning and Teaching Letter Grades are the Enemy of Authentic & Humane Learning: Bernard Bull discusses how grades work against authentic and self-determined learning. Although they are ingrained in education, he recommends considering the aspects of life free from grades and having these conversations with others. What is interesting is this is only one post being shared at the moment. Bill Ferriter shared his concerns about the association between standard grades and fixed mindset, while Will Richardson argues that grades only matter because we choose to let them matter.This continues some of the points discussed in Clive Rose’s book The End of Average and Jesse Stommell’s presentation on grades and the LMS. It is also something that Templestowe College has touched in the development of alternative pathways to higher education.

      Thanks for aggregating a variety of sources here!

      I'd recently come across Robert Talbert's post <cite>Traditional Grading: The Great Demotivator</cite> which likely fits into this same sub-topic.

    1. 011 1/w Ed11catio11 of Girls (published in 1687),

      Cf. Wollstonecraft's Vindication of the Rights of Woman, written about 100 years later, making a similar argument. Specifically, Wollstonecraft argues that women are not naturally inferior or frivolous but have been bred that way through poor education. Taken in comparison to the Enlightenment's exploration of human nature and with a lack of significant progress between 1687 and 1792 (outside of literacy, noted below), it seems clear that "human nature" really means "man's nature."

  4. Jan 2019
    1. Our students have an unprecedented breadth of information resources at their fingertips, yet there is a significant danger that they will miss the opportunity to engage with those voices that hold the greatest prospects for growth. Collecting confirmations of one’s existing views is a poor substitute for meaningful learning.
    1. rote repetition and memoriza-tion, verbal analysis, and dramatic rehearsal

      This made me think...it may be a stupid question, but what does a modern education in rhetoric look like? The more I thought about it the more I found it hard to describe.

    2. persuasive explanation of what the humanities are and do

      Both this and an earlier statement about humanities needing justified (last paragraph on 116) made me think about the lack of understanding of humanities at all levels of education. This piece is specifically aimed at "the university," but even at the secondary level, humanities are the first things threatened by a budget cut. Could a lack of understanding be a main reason public schools, primarily 9-12, aren't overly worried by the idea of cutting humanities courses?

    1. When I received Chris’s comment, my first response was that I should delete my post or at least the incorrect part of it. It’s embarrassing to have your incorrect understandings available for public view. But I decided to leave the post as is but put in a disclaimer so that others would not be misled by my misunderstandings. This experience reminded me that learning makes us vulnerable. Admitting that you don’t know something is hard and being corrected is even harder. Chris was incredibly gentle in his correction. It makes me think about how I respond to my students’ work. Am I as gentle with their work as Chris was to mine? Could I be more gentle? How often have I graded my students’ work and only focused on what they did wrong? Or forgotten that feeling of vulnerability when you don’t know something, when you put your work out for others to judge? This experience has also reminded me that it’s important that we as teachers regularly put ourselves into situations in which we authentically grapple with not knowing something. We should regularly share our less than fully formed understandings with others for feedback. It helps us remember that even confident learners can struggle with being vulnerable. And we need to keep in mind that many of our students are not confident learners.

      I'm reminded here of the broad idea that many bloggers write about sooner or later of their website being a "thought space" or place to contemplate out in the open. More often than not, even if they don't have an audience to interact with, their writings become a way of thinking out loud, clarifying things for themselves, self-evolving, or putting themselves out there for potential public reactions (good, bad, or indifferent).

      While writing things out loud to no audience can be helpful and useful on an individual level, it's often even more helpful to have some sort of productive and constructive feedback. While a handful of likes or positive seeming responses can be useful, I always prefer the ones that make me think more broadly, deeply, or force me to consider other pieces I hadn't envisioned before. To me this is the real value of these open and often very public thought spaces.

      For those interested in the general idea, I've been bookmarking/tagging things around the idea of thought spaces I've read on my own website. Hopefully this collection helps others better understand the spectrum of these ideas for themselves.

      With respect to the vulnerability piece, I'm reminded of an episode of <cite>The Human Current</cite> I listened to a few weeks back. There was an excellent section that touched on building up trust with students or even a class when it comes to providing feedback and criticism. Having a bank of trust makes it easier to give feedback as well as to receive it. Here's a link to the audio portion and a copy of the relevant text.

    1. It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools

      Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.

    1. We believe that members of the public likely learn some inaccurate information about intelligence in their psychology courses. The good news about this implication is that reducing the public’s mistaken beliefs about intelligence will not take a massive public education campaign or public relations blitz. Instead, improving the public’s understanding about intelligence starts in psychology’s own backyard with improving the content of undergraduate courses and textbooks.

      To me, this is the "take home" message of the article. I hope psychology educators do more to improve the accuracy of their lessons about intelligence. I also hope more programs add a course on the topic to their curriculum.

  5. Dec 2018
    1. The “Big Idea” proposes to advance the educational, research and public service mission of the University of Michigan by: Offering an undergraduate experience that has real-world problem solving and engaged scholarship at its core; situating undergraduate education at the heart of the scholarly enterprise; Enhancing collaboration across disciplinary boundaries; and Amplifying the relationship of a public university to its constituencies through projects that work in collaborative partnerships with a range of communities and sectors to advance progress on significant problems; To accomplish these goals, we envision a program that is unconstrained by some of the most common operating assumptions in current higher education: grades, credit hours, and disciplinary majors.

      Very exciting!! No surprise U-Mich is doing this.

    1. In my work, I have strayed far from a background that includes a MA in English Literature and teaching K-12 students written composition. I’ve focused on teaching or analyzing written communication or networked online discourse in the higher education, especially at the graduate level, for the past 16 years or so. But this work, annotating in the open not just for an individual, the teacher who grades the assignment, hits close to my heart in teaching K-CEO learners to write for an audience.
  6. app.getpocket.com app.getpocket.com
    1. When you look at those cities, you’ll also find some of the most innovative solutions to the way we conduct commerce. Not one-hour delivery or meal kits on demand, but the boom in a parallel retail model that is decidedly social and human focused.

      Less efficiency driven and more people/human oriented

    1. Today, I had the privilege of speaking on a panel at the Comparative and International Education Society’s Annual Conference with representatives of two open education projects that depend on Creative Commons licenses to do their work. One is the OER publisher Siyavula, based in Cape Town, South Africa. Among other things, they publish textbooks for use in primary and secondary school in math and science. After high school students in the country protested about the conditions of their education – singling out textbook prices as a barrier to their learning – the South African government relied on the Creative Commons license used by Siyavula to print and distribute 10 million Siyavula textbooks to school children, some of whom had never had their own textbook before. The other are the related teacher education projects, TESSA, and TESS-India, which use the Creative Commons Attribution Share-Alike license on teacher training materials. Created first in English, the projects and their teachers rely on the reuse rights granted by the Creative Commons license to translate and localize these training materials to make them authentic for teachers in the linguistically and culturally diverse settings of sub-Saharan Africa and India. (Both projects are linked to and supported by the Open University in the UK, http://www.open.ac.uk/, which uses Creative Commons-licensed materials as well.) If one wakes up hoping to feel that one’s work in the world is useful, then an experience like this makes it a good day.

      I think contextualizing Creative Commons material as a component in global justice and thinking of fair distribution of resources and knowledge as an antidote to imperialism is a provocative concept.This blog, infojusticeorg offers perspectives on social justice and Creative Commons by many authors.

    1. This is what higher education is currently saying to its long-term casual staff. While universities are underfunded for teaching and expected to compete globally on the basis of research, then the revenue from teaching will be diverted into research. This isn’t a blip, and there won’t be a correction. This is how universities are solving their funding problems with a solution that involves keeping labour costs (and associated overheads like paid sick leave) as low as possible. It’s a business model for bad times, and the only thing that makes it sustainable is not thinking about where the human consequences are being felt.

      This last sentence is so painful...

  7. Nov 2018
    1. Epistemic

      David Gibson: Would a fundamental confusion arise if the word ‘epistemic’ was not used as much? It seems like there is a potential to devalue the term through overuse?

      I’d like to be enlightened on this; if there is a good definition that all learning is ‘epistemic’ to the learner...then what is the alternative that would be called forth by dropping the term?

    1. it’s the whole culture.

      The question to ask here is how to set in motion this cultural shift. Titles prevent us from considering a more flexible learning credential or format.

    1. “The day is upon us where we need to strongly consider nurse practitioners and physician assistants as equal in the field,” he says. “We’re going to find a much better continuity of care for all our patients at various institutions with hospital medicine and … a nurse practitioner who is at the top of their license.”

      Hospitalists as QB should play leadership role in integrating all members of care team

    2. “Any time when nurse practitioners and other providers get together, there is always this challenge of professions,” he says. “You’re doing this or you’re doing that, and once you get people who understand what the capabilities are past the title name and what you can do, it’s just amazing.”
    1. OER matters not because textbooks matter. OER matters because it highlights an example of how something central to our public missions, the transfer of our foundational disciplinary knowledge from one generation of scholars to the next, has been co-opted by private profit. And OER is not a solution, but a systemic shift from private to public architecture in how we deliver learning.

      I love this framing of OER as public infrastructure to facilitate the transfer of knowledge. I think it is not only generational, but also more broadly to the public. OER use is not limited to just students within our institutions, but are available freely and openly more broadly to the public. To anyone. I think we need to make that point more widely known. Every OER that is made freely available is making knowledge more open to not only students in our institutions, but to anyone, anywhere. It truly is "public" infrastructure.

    1. An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.

    1. Why racial achievement gaps were so pronounced in affluent school districts is a puzzling question raised by the data.

      Portland, OR: Parents' socioeconomic status broken down by race vs. educational attainment (reading & math).

    2. We’ve long known of the persistent and troublesome academic gap between white students and their black and Hispanic peers in public schools.

      Portland, OR: Parents' socioeconomic status vs. educational attainment (reading & math).

    3. Money, Race and Success: How Your School District Compares

      Statistical comparison of educational measures in relation to income and race.

    1. Начните с нескольких основных книг, которые изменят ваши представления о математикеЛучше всего «ставит голову» книга «Начала теории множеств» Николая Верещагина и Александра Шеня. Она даст основу для понимания (а в дальнейшем и самостоятельного построения!) логических рассуждений. С нее же начнется и понимание теории множеств, лежащей в основе современной математики.Охватить больше разделов математики поможет книга Рихарда Куранта и Герберта Роббинса «Что такое математика?». Как и книгу Верещагина и Шеня, эту книгу нужно читать внимательно, делая все упражнения. Если первые две книги окажутся сложными, можете начать с моей «Математики для гуманитариев». Ее также следует читать с самого начала, страницу за страницей, не стоит браться за чтение с середины. Она не очень простая, но предварительных сведений и математической культуры не предполагает.Чтобы понять, каким образом математика входит в нашу жизнь, можно прочитать «Кому нужна математика?» Андрея Райгородского и Нелли Литвак или «Математическую составляющую» (сборник сюжетов под редакцией Николая Андреева).

      nice books

    1. We have real insights to offer the world as academics and not only should universities encourage us toward the public square, but they should expect us not to shy away from it.

      writing for the public

    1. other works

      I'll try to link related works here:

      1. "A Comprehensive Framework For Evaluating Educational Vouchers" by Henry Levin.
      2. "The common in higher education: a conceptual approach" by Krystian Szadkowski
    2. DeAngelis basically calls for a total revolution in how education is funded and delivered in the USA based on a smattering of shaky results drawn from less than 20 studies using different methodologies on limited populations in contexts ranging from urban Washington DC to Bogota, Columbia to Delhi and Andhra Pradesh, India.

      DeAngelis uses the "fallacy of the inverse" to make his argument, which takes this form: "If some students who do X have good outcomes, then every student who does not do X will have bad outcomes." Read more in my annotation on DeAngelis's article.

    1. A Comprehensive Framework For Evaluating Educational Vouchers

      A self-described nonpartisan framework for evaluating school voucher programs.

    2. Balancing individual choice for addressing childrearingpreferences with a common educational experience that will promote equity and socialcohesion has always been a major challenge for the educational system. To a large extentthese goals are in conflict and place the school system under continual tension

      Observation that public education exists in an ongoing (and unresolvable?) tension between providing for individual and social needs.

    1. This article provides a map of the three-element conceptual set of the common (the common good, the commons, and the common) in reference to higher education.

      Compare to a facile and polemic post on K12 education as a public good, by Cato Instittute's Corey DeAngelis.

    1. Because students were not randomly assigned to the MPCP or the public school comparison group, we cannot assume causality regarding the relationship between the voucher program and crime and must, instead, infer causality.

      causality inferred

    1. a specific good or service is strongest for a good or service deemed to be a “public good.”

      Based on my understanding of public goods, I’m thinking most or all are not provided by government. A public good might be protected or endangered by government policy, but provided by it? There are examples like lighthouses, but most services provided by government are excludable and rivalrous. I agree education is not a classic public good.

    2. By Corey A. DeAngelis

      You can learn more about Corey from his linked Cato Institute bio and list of publications, at The Heartland Institute, and at GMU's Mercatus Institute. You can see a record of Corey's citations on Google Scholar. Visit Corey on Twitter, where his account has a banner picture of Milton Friedman, and on LinkedIn. You might also find Corey's take on Trump's 2018 State of the Union address and his 28 Aug 2018 EdChoice interview interesting.

    3. In order to reduce the externalities associated with government schooling, we should allow private schools to continue their specialized approaches by reducing the quantity and intensity of regulations linked to private school choice program funding.

      Another policy leap: no evidence has been presented that supports the idea of regulation increasing "the externalities associated with government schooling".

    4. Market entry and competitive pressures could improve the diversity and quality of educational options available to children while reducing average educational costs.

      The important word here is "could". Is there evidence that market entry leads to any of these outcomes?

    5. Specifically, states should pass legislation to enact universally accessible Education Savings Accounts (ESAs) to allow families to customize their children’s educational experiences.

      Note that there is a jump here from vouchers to ESAs that is nowhere substantiated in any of the previous argument or data.

    6. Since government schooling in the United States results in a net negative externality relative to private schools of choice, we should not subsidize government schooling based on the economic argument that it is a merit good.

      Setting aside that this article is riven with logical leaps and unconvincing data, the bigger question is whether a purely economic evaluation of schooling mechanisms is enough to make a policy recommendations of such magnitude.

    7. Since schooling fails both the nonrivalry and nonexcludability conditions, there is no strong argument for government operation of schooling on the basis of the service being a public good.

      As the author himself argued that people are just mispeaking when they say education is a public good, we can just ignore this conclusion as a strawman.

    8. However, these estimates should be treated with caution

      No, these estimates should be treated with caution because they equal "about half of the U.S. GDP in 2016".

    9. The only quasi-experimental study linking private school choice to crime finds that private schools reduce the likelihood that male students will commit felonies by 4 percentage points in Milwaukee.

      Near as I can tell, this study is just as likely to suggest that students that complete school are less likely to commit crimes than students that don't. The private school choice connection is a stretch.

    10. I exclude the two most costly types of crime — rape and murder — from this calculation in order to provide a more conservative estimate.

      So then included are the "less costly" types of crime, including crimes more often prosecuted against people of color.

    11. it is infeasible to quantify the effects of tolerance, political participation, and racial segregation on society overall

      Here the author admits that it is hard to quantify educational benefits.

    12. over the course of 13 years of k-12 schooling

      Do the numbers being used here actually reflect the costs of the full 13 years of K-12 schooling? It seemed like most of the data was just for a few grades here and there.

    13. Hanushek estimates that a one-standard-deviation increase in student cognitive ability leads to a 13 percent increase in lifetime earnings.

      I can't read this paper behind its paywall, but note that here we are grabbing a one-standard deviation measure from a study on teacher effectiveness and using it to extrapolate individual lifetime earnings based on standard deviations in math score tests from one meta-analysis of a a small collection of studies on voucher-based educations.

    14. Overall, Shakeel, Anderson, and Wolf find that private school choice programs increase reading scores by 4 percent of a standard deviation and math scores by 7 percent of a standard deviation.

      Except that the results from this study are pretty inconclusive overall and especially for the USA, so here the author is applying a global result to a USA context.

    15. Data and Analysis

      Here we go: now the author will extrapolate the spurious conclusions from above to the entire public school population.

    16. the preponderance of the scientific evidence suggests that government schools produce socially less-desirable outcomes than do private schools of choice

      Where "the preponderance of evidence" means the very small number of methodologically and statistically unconvincing studies included here that focus on private schools of choice.

    17. Table 1: Government-schooling externalities and their signs

      Now that I've dug deeper, I see how unsubstantiated this table is. The primary issue is that very limited and methodologically imperfect studies that purport to show positive externalities for voucher-based choice programs are flipped to suggest that "government schooling" has negative externalities.

      Here's an analogous argument: Because some small studies of people that ate carrots with lunch shows that they had less indigestion than control groups that didn't eat carrots with lunch, all lunches without carrots cause indigestion.

      Also, if one explores the references, it turns out most of them are by one or more of the same set of authors.

    18. As shown in a review of 11 experimental and quasi-experimental studies, DeAngelis finds that private school choice programs in the United States increase these types of civic outcomes.

      Just to be clear here, the author is now talking about himself in the third person.

    19. This savings happens for two main reasons: (1) school voucher laws usually mandate that the voucher amount must be a fraction of the total per pupil expenditure in traditional public schools; and (2) private school tuition fees are often below the state-mandated maximum voucher funding amount.

      Based on this, the savings would be to the government though, right, not the individual taxpayer/voucher user? So the level of taxation is the same, but thanks to vouchers, the government would need to spend less on education?

    20. all taxed funds are a negative externality if taxed individuals do not consent to the transaction

      Again, the view that taxes are inherently coercive.

    21. Educated Populace

      The upshot of this section is there are no clear education advantages to vouchers in the USA.

    22. the only difference between treatment and control groups is that one group received access to a private school choice program

      It turns out the story is a bit more complicated that the author suggests here. The meta-analysis that these conclusions apparently rest on are not compelling for the USA context and the meta-analysis itself is riddled with questionable methodologies and conclusions.

    23. A meta-analytic and systematic review of 19 experimental voucher studies around the world

      I read this article, and found it to be even less supportive of the conclusions drawn here than in the dismal summary below.

    24. a hard-working individual

      Would someone who skated through medical school provide the same social/economic benefit?

    25. better-educated citizens may produce high-quality goods and services that benefit the rest of society

      OK, this at least seems like a social benefit a real economist might include.

    26. Society benefits from a better-educated populace because individuals are more likely to interact with people who could teach them something new.

      Wait, what? This is the first, primary social benefit of education?

    27. The three externalities that I examine are (1) an educated populace, (2) taxpayer costs, and (3) social cohesion.

      What happened to lowered crime and more informed voting? It will be interesting to see how an educated populace and social cohesion are measured.

    28. random lotteries

      exclusion by chance?

    29. they could take those same funds to schools of their choosing

      They could take those funds to other schools, but would they? Maybe the analogy with immunization would be better.

    30. a realistic counterfactual: a private school of choice that could accept the public school’s per pupil funding amount as full payment for tuition and fees

      We shall also see if there is evidence of private schooling that can increase education (rather than just schooling) more efficiently than public schooling.

    31. if the traditional public schooling system is reducing overall levels of education, or producing education very inefficiently

      Two conclusions that the author has set out two prove.

    32. Pigouvian subsidy

      One feels we are getting close to the author's reasoning about why government should support education at all.

    33. but for which I don’t earn a market income

      There are more possible positive externalities from education than blog posts that aren't produced via market incomes, decreases in crime, and informed voting.

    34. I will be able to command a higher salary in the future, and I will feel good about being an educated citizen

      two of the possible individual benefits that might be derived from an education

    35. as an economist would say

      maybe "as some economists would say" given that there is more than one definition of merit goods.

    36. Fortunately, schools will never suffer from a true free-rider problem because they are not true public goods. That is precisely why private schools and tutoring services operate effectively today without government operating or funding them.

      Sidenote: because it's easy to exclude houses from firefighting, no one can take advantage of firefighters without paying, that's why there is a healthy market in private firefighting.

    37. If someone does not pay me to educate the student, I can simply deny the student services.

      If someone does not pay "me" [sic] to fight a fire at their house, I can simply let their house burn.

    38. because it is not difficult to exclude a person from a school — or any other type of institution with walls — schooling fails the nonexcludability condition

      because it is easy to not fight a fire at one house and just prevent the fire from spreading

    39. Because of this, schooling fails the nonrivalrous part of the definition

      therefore, firefighting is rivalrous (and should not be provided by government)

    40. if students are added to a given classroom, the teacher is less able to tailor the educational approach to each child, which could reduce the average amount of personalized education received by each student

      if firefighters must fight fires at every house, they are less able to perfect firefighting at any one house

    41. If one student occupies a seat in a classroom, another child is prevented from sitting in the same seat.

      If the firefighters are fighting fire at one house, they can not fight fire at another house.

    42. If schooling were indeed a public good, there would perhaps be a stronger economic argument for government funding and operation of schools.

      Synopsis of the argument so far: People mistakenly call public schooling a public good when they really mean it is good for the public. But nevertheless, we have proven public schooling is not a public good. We assert without evidence that government funding should focus on public goods. Therefore there is no reason for government to fund public schooling.

    43. A radio station can be thought of as a true public good.

      Hm. Not the example I would have reached for. The radio spectrum might be a better example. One could easily broadcast an excludable radio program encrypted that only people who had paid for a key could decrypt and listen to.

    44. the market avoids the potential free-rider problem with radio stations by using advertisements as a funding source

      The UK has used a different system to support broadcast (receiver licensing) and public broadcasting in the USA uses yet another support mechanism, philanthropy.

    45. the free-rider problem could be eliminated if all members of society were forced to pay for the service indirectly through taxes

      Again, the idea that taxes are coercion rather than say, a common interest contract.

    46. The economic argument for government using coercion to fund

      This seems like a bit of a jump: all taxation is coercion.

    47. it is important for the current study to examine the externalities of the actual policy in place in the United States

      Agree: focus on reality.

    48. And, of course, schooling and education are not one and the same.

      Is anyone arguing that schooling is the only mechanism for education? Another strawman?

    49. Within seven decades, every state had followed suit; Mississippi was the last state to pass a compulsory schooling attendance law in 1918.

      Is there any scholarship about relative social effects during this fairly long (70-year) transition period?

    50. the United States should instead fund education directly—rather than schooling

      This is a somewhat buried, but key argument in this work: that schooling and education are not equivalent and that public schooling is not an effective mechanism for education.

    51. When people, including prominent education scholars, say that schooling is a public good, I believe they mean that schooling is “good for the public.”

      Should the article stop here? Is the main point then that there is just a confusion in terms and folks are mistakenly saying school is a public good when they just mean it's good for the public?

    52. For example, someone who pursues 10 college degrees may achieve a well-rounded and advanced education without contributing much to other individuals in society.

      Strawman argument: who pursues 10 college degrees?

    53. (1) the U.S. government should not operate schools at the local, state, or federal level on the basis of schooling’s being a public good;

      Seems like a strawman recommendation as the author himself claims that folks are misspeaking when they talk about public education as a public good.

    54. an original contribution to the literature

      a bold statement

    55. In order to place public schooling into one of the remaining two categories

      What I'd like to see addressed first is why it is helpful to categorize public schooling as one of these (or maybe any) specific economic good. What is the value of this framing overall?

    56. Public schooling fails both conditions specified in the standard economic definition of a public good.

      Agree. So why should we even be debating it? According to the author, even the folks who say "education is a public good" meant something else, so let's move on.

    57. demerit good
    58. merit good
    59. public good
    60. Is Public Schooling a Public Good?

      Supposedly the central question of this work, but very shortly, the author holds that what people mean when they say "public schooling is a public good" is really just "public schooling is for the public good" and so one is left wondering if a different consideration of that question might be more valuable.

    1. Marty Lueken interviews Corey DeAngelis about what brought him to the school choice movement and what research is next for him

      An interview with Corey DeAngelis where he talks about what attracted him about school choice, his research, and how he thinks about talking with others about his views.

    2. Even in the United States, 17 evaluations that are experimental, the majority are positive effects on test scores. But to be honest, even if they were almost all negative, which they’re not, I still don’t think we should use that information alone to prevent people from making decisions for their kids’ educations.

      My reading of the data Corey relies on to make this argument is not so clear-cut. Meanwhile, he wants it all ways: people should rely on evidence, people should not use test score evidence to make educational decisions.

    3. Because as much as I hate it, hate to say, is there are some people out there that just don’t care about the evidence.

      After looking at the evidence Corey relies on to make his case in Is Public Schooling a Public Good? An Analysis of Schooling Externalities, I find I care about the evidence, but don't find it compelling.

    1. Public funding could be a proxy for voucher amount, as publicly-funded vouchers tend to be of significantly greater value than privately-funded ones.

      OMG, so say it. Giving people more funding for education has a bigger effect than giving less.

    2. In addition, the PACES programwas distinctivein providingindividual student incentives for academic achievement.

      Why is this not the policy recommendation of the study?

    3. It could be that there is a much larger gap in the quality of public and private schools in Colombia (and other countries, for that matter) than in the US (Angrist et al. 2006).

      Therefore public schools in the USA are not significantly different than privates?

    4. In summary, these results indicate positive effects of school vouchers that vary by subject (math or reading), location (US v. non-US), and funding type (public or private). Generally, the impacts of private school vouchers are larger for reading than for math. Impacts tend to belarger for programs outside the US relative to those within the US. Impacts also generally are larger for publicly-fundedprograms relative to privately-funded programs.

      I'm underwhelmed by the story the conclusions tell. Are most metaanalyses so unable to demonstrate credible results?

    5. The overall results so far indicate that school vouchers havepositive effects in both reading and math, but that these impactsare largest in programs outside of the US.

      So results here are not applicable to the USA context.

    6. The US programs, overall, had a TOT effect that was not statistically different from zero

      Wait, again USA effects were basically zero.

    7. we see that the US programs had an overall effect that was barely a null effect,

      Wait, USA results in reading were barely null?

    8. As some studies did not report their findings in detail, we made necessary assumptions to derive accurate sample sizes for the treatment and control groups.

      Wait, what? Assumptions?

    9. In the U.S. voucher programs inour meta-analysis, students who lost the voucher lotteries often found other ways to access school choices

      Wait, what? The control group managed to participate in the same experience as the other group?

    10. The counterfactual condition for control group students varied across the programs.

      Given this complexity, it may be hard to explain why any of the "control group" students experienced lower educational outcomes.

    11. Fortunately, much of the research on school vouchers in the U.S., and some of the evaluations abroad, has taken the form of random assignment experiments.

      Note: random assignments within the population that has already self-selected to participate in voucher systems, so possibly a measure of that subpopulation.

    1. President Trump

      The start of Corey DeAngelis's reactions to Trump's 2018 State of the Union address.

    2. what would be the point of turning private schools into the same types of institutions that are failing these children in the first place?

      This seems to presume that public funding is the reason public education is "failing".

    1. Facilitating Adult Learning Through Computer-Mediated Distance Education

      This is an interesting article to discover the history of adult learning technology in a hybrid setting. The study included both face-to-face and online meetings/assignments.

    1. Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl

      This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Thinking in Multimedia: Research-Based Tips on Designing and Using Interactive Multimedia Curricula.

      This article examines various methods of delivery: multimedia integration, possibly including audio, video, slides, and animation. The recommendation is to carefully consider which online delivery mode matches with the learner, and to be cognizant that not everyone learns in the same manner. Certain topics may be best presented in live videos and not in power-point slides show as meaning may be lost or not delivered correctly. It’s important to follow-up with immediate assessment and feedback to continue to develop effective training.

      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.)

    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. How To Create A Mobile App in 10 Easy Steps

      Buildfire is a site that presents how to create a mobile app in 10 easy steps. Site is easy to read and use.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Prezi is a productivity platform that allows for creation, organization, collaboration of presentations. It can be used with either mobile or desktop. Prezi integrates with slack and salesforce. 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.)

    1. List of web 2.0 applications

      EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. SurveyMonkey

      SurveyMonkey is a FREE survey platform that allows for the collection of responses from targeted individuals that can be easily collected and used to create reports and quantify results. SurveyMonkey can be delivered via email, mobile, chat, web and social media. The platform is easy to use and can be used as an add on for large CRMs such as Salesforce. There are over 100 templates and the ability to develop customized templates to suit your needs. www.surveymonkey.com

      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.)

    1. Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.

      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.)

    1. 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.)

    1. Digital Promise

      Digital promise website serves millions of underserved adults in the United States by offering educational resources via technology. With personalized learning and individual pathways, they stand a chance to advance in their careers and lives.

      The site has a network of educators and developers who contribute to the "Beacon Project". As part of this project, the site includes resources across the country that help with support and access to education.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  8. create-center.ahs.illinois.edu create-center.ahs.illinois.edu
    1. CREATE Overview

      Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

      The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Online Options Give Adults Access, but Outcomes Lag

      In this article, drivers that increase and improve online learning success in adults are explored. State by state data along with federal stats contribute to the conclusions presented.

      Roughly 13% of all undergraduates are full-time online students and between 2012 and 2017 online students grew y 11 percent, about 2.25 million. The article presents a map showing state by state stats and the information provided can assist in growing individual school needs.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Using Model Strategies forIntegrating Technology into Teaching

      In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.

      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.)