https://saragoldrickrab.com/

Quote from chat:

"Academia will panic... slowly." —Peter Shea (first portion) and Lisa Durff for the second portion.

(~13:00) Koe argues for making information relevant (Dr. Sung always says you must make info relevant) through the learning for the solving of a particular problem, either for a client, your business, or your personal life. Your problem becomes the lense through which you learn.

For self-education this is ideal.

Dr. Sung's approach differs in that he advocates for the creation of relevancy through inquiry (the asking of relational questions) which is also incredibly powerful, however this is more suited to gaining more motivation for forced learning, i.e., in the formal education system.

In addition, Koe's lense is, I think, more of a high-level filter, whereas Sung's questioning is applicable on the content level. Therefore, both approaches could be, and should be, combined into the same overall (self-)educational system.

Dan Koe seems to argue against a specialistic education based on the argument that it is nigh-impossible for a teenager to decide what they want (to be) for the rest of their lives. He also gives the argument that it results in a lack of creativity and underlying knowledge (that which connects the dots, instead of compartmentalization) which would result in abnormal performance.

I can bypass the limitation of the first point by giving the counter-point that when one has an insane amount of metacognition, which can be trained, it does not matter if one changes path later; why? Because one can easily learn the new subject matter and skills.

However, the second point is interesting and I think I agree with it. That said, I think there is a continuum, instead of only two points, between super-specialists and super-generalists. I myself enjoy specializing. And I believe a team of specialists (that can also work together) can accomplish much more than one (or even multiple) generalist.

https://danallosso.substack.com/p/retrenchment-day-18?utm_source=post-email-title&publication_id=40880&post_id=136245201&isFreemail=true&utm_medium=email

An interesting example of academic administrative bloat discussed here.

https://www.thenation.com/article/society/wvu-cuts-higher-education/

https://danallosso.substack.com/p/retrenchment-day-14

If done solely from a business perspective, the administration ought to be looking very closely on what their "product" actually is and the quality of what they're directly selling and to whom. It sounds like they ought to re-evaluate their priorities and might benefit from reading The Fall of the Faculty by Benjamin Ginsberg. Is it worthwhile to get a bulk discount and buy a couple hundred copies to send to the deans and senior administration?

https://danallosso.substack.com/p/retrenchment-day-8

What is it that colleges are actually selling that they can so easily cut faculty over staff?

https://danallosso.substack.com/p/retrenchment-day-5

https://danallosso.substack.com/p/retrenchment-day-16

Retrenched! by Dan Allosso

GRINDE mapping: 1. Grouped: grouping knowledge together 2. Reflective: reflective of your (non-linear) thinking 3. Interconnected: making more & distant connections (stronger than the groups) 4. Non-verbal (visuals) 5. Directional: which relations are the strongest, in which order can you sequence them? 6. Emphasise (visually) the most important things (see directional as well)

• Julian Huxley's biology work was to lay the seed of
  • how one individual organism transforms over many generations
    • into a new higher-level individual organism
  • he called this the "movement of individuality"
  • It has also come to be known as
    • major transitions
    • major evolutionary transition (MET)
    • evolutionary transitions in individuality
  • grandson of Thomas Huxley
  • brother of Aldous Huxley (Brave New World)
  • wrote The Individual in the Animal Kingdom (1912)
  • advocated for closed, independent systems with harmonious parts
  • endorsed gradients of individuality
  • "closure is never complete, the independence never absolute, the harmony never perfect"

https://www.youtube.com/watch?v=TQXMl4GycD0

• (intro & title) Studying is not the same as learning
• Higher order learning is interweaving information (interconnecting, building knowledge in networks and graphs) [a zettelkasten and a commonplace book stimulate higher order learning]

For the intellectual worker, an Antinet can be used to keep track of such questions and the thought-lines corresponding to these questions.

As an educator, be courageous, lead by example. Start by asking questions out loud, not only those you wish students to answer, but also those you genuinely don't know, and wish to research together with your students.

Asking questions is how we learn. Do not avoid it for the sake of not looking stupid. That is stupid. Inquiry-Based Learning.

As Confucius said: "The one who asks a question is a fool for a minute, the one who doesn't ask is a fool for life."

Ferguson, Niall. “I’m Helping to Start a New College Because Higher Ed Is Broken.” Bloomberg.Com, November 8, 2021, sec. Opinion. https://www.bloomberg.com/opinion/articles/2021-11-08/niall-ferguson-america-s-woke-universities-need-to-be-replaced.

Seems like a lot of cherry picking here... also don't see much evidence of progress in a year and change.

Only four jobs listed on their website today: https://jobs.lever.co/uaustin. Note all are for administration and none for teaching. Most have a heavy fundraising component.

Mitchell Langbert’s analysis of tenure-track, Ph.D.-holding professors from 51 of the 66 top-ranked liberal arts colleges in 2017 found that those with known political affiliations were overwhelmingly Democratic. Nearly two-fifths of the colleges in Langbert’s sample were Republican-free.

No acknowledgement here that 2017 was a Republican Presidential administration, which means that a reasonable number of academics left academia to staff the administration. It's a common occurrence that there are reasonable shifts back and forth between government and academia as administrations change. One should look at comparisons from a Democratic presidential administration for a better idea versus Ferguson's cherry picking here.

Also unmentioned is the general disbelief in logic and the underpinning of science on the right in general, a fact which may make conservatives less likely to figure in these sorts of career paths. Are conservatives more likely to take career paths in capitalism-based endeavors than go into academia in the first place given the decrease in regulatory climate in the last half century?

Additionally by only looking at liberal arts institutions, he's heavily biasing the sample from the start. Why not also include the wide variety of non-liberal arts institutions? Agriculture and Mechanical Schools, Engineering Schools, Religious Schools, etc.?

The presumption of liberal profesoriate from the start is also likely to discourage students from considering the profession regardless of their desires and career goals, particularly when the professoriate has significantly shrunk in the last thirty years due to decreased funding. One ought to worry that there are any educators in the business of higher education, much less conservative ones who may be more biased to leave for higher paying careers elsewhere.

There are so many missing pieces of analysis here...

Interleaving

https://www.nytimes.com/2023/01/03/opinion/college-learning-students-success.html

There's a danger to using digital tools to help with Higher Order Thinking; namely, it offloads precious cognitive load, optimized intrinsic load, which is used to build schemas and structural knowledge which is essential for mastery. Another danger is that digital tools often make falling for the collector's fallacy easier, meaning that you horde and horde information, which makes you think you have knowledge, while in fact, you simply have (maybe related) information, not mastery. The analog way prevents this, as it forces you to carefully evaluate the value of an idea and decide whether or not it's worth it to spend time on writing it and integrating it into a line of thought. Evaluation/Analysis is forced in an analog networked thinking tool, which is a form of Higher Order Learning/Thinking, as they are in the higher orders of Bloom's Taxonomy/Hierarchy.

This is also true for AI. Always carefully evaluate whether or not a tool is worth using, like a farmer. (Deep Work, Cal Newport).

Instead, use a tool like mindmapping, the GRINDE way, which is digital, for learning... Or the Antinet Zettelkasten by Scott Scheper, which is analog, for research.

The power of an Antinet Zettelkasten. Use this principle both in research and learning.

Seems similar to Communicating with an Antinet Zettelkasten.

This is a reference to a great book "Beginning Mathematical Logic: A Study Guide [18 Feb 2022]" by Peter Smith on "Teach Yourself Logic A Study Guide (and other Book Notes)". The document itself is called "LogicStudyGuide.pdf".

It focuses on mathematical logic and can be a gateway into understanding Gödel's incompleteness theorems.

I found this some time ago when looking for a way to grasp the difference between first-order and second-order logics. I recall enjoying his style of writing and his commentary on the books he refers to. Both recollections still remain true after rereading some of it.

It both serves as an intro to and recommended reading list for the following: - classical logics - first- & second-order - modal logics - model theory<br /> - non-classical logics - intuitionistic - relevant - free - plural - arithmetic, computability, and incompleteness - set theory (naïve and less naïve) - proof theory - algebras for logic - Boolean - Heyting/pseudo-Boolean - higher-order logics - type theory - homotopy type theory

https://threadreaderapp.com/thread/1590503604154093568.html

• I will download the full article through EBSCO.

-This article will provide me with examples of how transformative learning theory can be put into practice in higher education settings and its limitations.

-rating 7/10

Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian journal of adult learning, 55(1), 9-30.

This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.

-rating 8/10

Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.

-I will download the full article through EBSCO.

-This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.

-rating 8/10

Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.

-This article will provide me with insight as to faculty's attitudes towards adopting new technologies and incorporating them in higher education settings.

-rating 7/10

John, S. P. (2015). The integration of information technology in higher education: A study of faculty's attitude towards IT adoption in the teaching process. Contaduría y administración, 60, 230-252.

-I will download the full article through EBSCO.

-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

-rating 7/10

Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.

-I will download the full article through EBSCO.

-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

-rating 7/10

-I will download the full article in EBSCO.

-This article will provide me with insight into whether the use of technology in higher education classrooms is effective.

-rating 6/10

Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.

-I will download the full article through EBSCO.

-This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.

-rating 7/10

Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.

• I will download the full article through EBSCO.

-This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.

-rating 6/10

Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.

-This article will provide me insight on what excellent teaching looks like in higher education settings.

-rating 6/10

Gourlay, L., & Stevenson, J. (2017). Teaching excellence in higher education: Critical perspectives. Teaching in Higher Education, 22(4), 391-395.

-This article will provide me with an overview of the learning theory known as student involvement and how it can be used in higher education settings.

-rating 7/10

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.

-I will download full article through EBSCO.

-This article will provide me with insight on the evaluation of competence-based teaching theory in higher education and how it is put into practice.

-rating 8/10

Bergsmann, E., Schultes, M. T., Winter, P., Schober, B., & Spiel, C. (2015). Evaluation of competence-based teaching in higher education: From theory to practice. Evaluation and program planning, 52, 1-9.

-I will download the full article through EBSCO.

-This article will provide me with insight into how to use technology for teaching and learning in higher education settings.

-rating 8/10

Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning?. The Internet and Higher Education, 15(4), 247-254.

-I will download the full article in EBSCO.

-This article will provide me with information on the popular learning theory of social constructivism and its benefits.

-rating 7/10

Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136.

-I will download full article in EBSCO.

-This article will give me some insight on what technology- enhanced learning means and how it has been incorporated in higher education settings.

rating 7/10

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36.

https://www.carnegie.org/our-work/article/do-colleges-fulfill-the-promise-of-social-mobility/

Gutman, R. (2021, October 28). Is Moderna Really Better Than Pfizer—Or Is It Just a Higher Dose? The Atlantic. https://www.theatlantic.com/health/archive/2021/10/pfizer-moderna-dose-which-vaccine-best/620501/

Wise, J. (2021). Winter is coming—But will the gloomiest forecasts come to pass? BMJ, 374, n2357. https://doi.org/10.1136/bmj.n2357

Klein, B., Generous, N., Chinazzi, M., Bhadricha, Z., Gunashekar, R., Kori, P., Li, B., McCabe, S., Green, J., Lazer, D., Marsicano, C. R., Scarpino, S. V., & Vespignani, A. (2021). Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy (p. 2021.10.07.21264419). https://doi.org/10.1101/2021.10.07.21264419

College dormitories rooted in monastery and convent styles

1.10 Look at the machine from the higher level.

https://www.youtube.com/watch?v=ZJRDAEUhAsU

higher order learning can lead to greater levels of productivity than lower order or rote methods

https://www.uopeople.edu/

Mentioned at Hypothes.is Social Learning Summit.

Generally looks legit, though it has faced accusations of being a diploma mill and some balanced sounding reviews of it are not good.

A masters will run about $3-4,000 in fees.

Based in Pasadena, CA

Recommended by Ben Williamson. Purpose: It may have some relevance for the project with Ben around chat bots and interviews, as well as implications for the introduction of portfolios for assessment.

Michael Otsuka [@MikeOtsuka]. (2022, January 21). 👀Orwellian red-underlined command from the govt’s latest HE guidance👇. Even if this is assessed as too risky, based on best evidence & analysis, we must pretend that everything is now as it was before the pandemic. Ignorance is strength. (@ucu) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1048605/180122_Higher_education_COVID-19_operational_guidance.pdf https://t.co/biDj1FN1Jm [Tweet]. Twitter. https://twitter.com/MikeOtsuka/status/1484466338034864128

Trisha Greenhalgh #IStandWithUkraine 🇺🇦 [@trishgreenhalgh]. (2021, September 26). Big Thread coming on ‘returning to on-site teaching’. Intended mainly for universities (because I work in one), but may also be useful for schools. Mute thread if not interested. I’ll base it around real questions I’ve been asked. 1/ [Tweet]. Twitter. https://twitter.com/trishgreenhalgh/status/1442162256779821060

Alastair Grant. (2022, March 9). Based on the spike gene target data from TaqPath, BA.2 made up 82% of COVID cases in England on 6th March—It has now almost taken over We know that BA.2 has higher transmission than Omicron and there are a number of examples from Denmark of BA.2 reinfection shortly after BA.1 https://t.co/rEyud8osY1 [Tweet]. @AlastairGrant4. https://twitter.com/AlastairGrant4/status/1501606060033028099

Haseltine, W. A. (n.d.). Birth Of The Omicron Family: BA.1, BA.2, BA.3. Each As Different As Alpha Is From Delta. Forbes. Retrieved 30 March 2022, from https://www.forbes.com/sites/williamhaseltine/2022/01/26/birth-of-the-omicron-family-ba1-ba2-ba3-each-as-different-as-alpha-is-from-delta/

Kinds of data-driven decision making in higher education.

https://fivethirtyeight.com/features/universities-say-they-want-more-diverse-faculties-so-why-is-academia-still-so-white/

Some good examples of senior and well-known people who have failed to get tenure, largely because of race.

Examples of how the system is set up to exclude diversity in terms of how the game is played.

Interesting that there is a focus here on advocacy from an active student body. Is it the expectation that change from some of the more stubborn areas of the campus would be driven by informed student push-back? This section on "Students, Faculty, and Staff" doesn't have the same advocacy role from the other portions of the campus community.

ReconfigBehSci. (2021, December 16). RT @AlastairGrant4: COVID rates are heading even higher—The last three days in Lambeth are equivalent to a weekly rate of 2.2% The kinds… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1471568730379493377

A list of books about how higher education has lost its soul.

Are these just complaining or do any of them work on a solution for making things better?

This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.

https://nscresearchcenter.org/stay-informed/

https://www.studentclearinghouse.org/nscblog/undergraduate-enrollment-drops-nearly-8-and-community-colleges-decline-15-since-fall-2019/

As much as I like the idea of putting your content out for free, I get that people need to make money if this is the business model. Schools and universities are probably under less pressure to do make a profit but still need to cover basic costs.

What Christine Ortiz is doing is legit tho (its the example she mentions next to Crow). I'm on the Admissions Committee for the uni she's building (currently only offers a summer fellowship program): https://www.station1.org/ -- might be worth looking into if you're exploring equitable innovations in higher ed

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>ysf</span> in 📚-reading (<time class='dt-published'>11/01/2021 20:55:11</time>)</cite></small>

“keeping students safe” means you must violate due process?

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Anne Applebaum</span> in Mob Justice Is Trampling Democratic Discourse - The Atlantic (<time class='dt-published'>11/07/2021 13:41:11</time>)</cite></small>

Anne Applebaum indicates that the secretive procedures being practiced at American colleges and universities to prosecute their community members is very similar to authoritarian governments like the Argentine junta, Franco's Spain, and Stalin's troikas.

Rough translation: Outside of class time, students can contribute to written forums or videos. They can also use a collaborative annotation tool such as Hypothesis to share their reading notes.

Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students’ Positive and Negative Expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616

Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees. Frontiers in Psychology, 12, 714397. https://doi.org/10.3389/fpsyg.2021.714397

Nate Holdren. (2021, August 26). This, at Iowa State, is bananas. Https://t.co/8CFPwfMqwe [Tweet]. @n_hold. https://twitter.com/n_hold/status/1430797840054358016

The first two really sound US-centric while the other two are common and longstanding. College athletics as one of "Higher Education's core pillars"? It sounds like American exceptionalism. Granted, athletics might become more important to Higher Education in other parts of the World. If so, that's very likely to come from US influence. The residential campus model is an interesting one. It's common and diverse. In my experience, it's not much of a consideration outside of the US.

Even tenure tends to vary quite a bit. In our context (Quebec's Cegep system), it doesn't really exist. A prof gets a permanent position after a while, as in a "regular job".

Which does make me think, yet again, about the specificity of Quebec's Higher Education. Universities in Quebec are rather typical among Canadian universities and differences with US universities & colleges can be quite subtle. Colleges in the Cegep system are very specific. They're a bit like two-year colleges in the US or like community colleges in both the US & other parts of Canada (NBCC, for instance). Yet our system remains hard to explain.

(This tate comes in the context of my reminiscing over my time in the US after monitoring posts from a number of US-based publications including IHE. Guess I should diversify my feeds.)

Very good Talk

Time in the US - Dropping out of school - higher education

Händel, M., Bedenlier, S., Kopp, B., Gläser-Zikuda, M., Kammerl, R., & Ziegler, A. (2021). Visual and Verbal Engagement of Higher Education Students in Videoconferencing. PsyArXiv. https://doi.org/10.31234/osf.io/my4ze

Hazell, C. M., Niven, J., Chapman, L., Roberts, P., Cartwright-Hatton, S., Valeix, S., & Berry, C. (2021). Nationwide assessment of the mental health of UK Doctoral Researchers [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cs73g

Colleges Turn Arenas Into Vaccination Centers. (2021, March 24). Bloomberg.Com. https://www.bloomberg.com/news/newsletters/2021-03-24/colleges-turn-arenas-into-vaccination-centers

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

The Landscape of Digital Accessibility in Higher Education

Link to presentation

Charles Collick Jr, Rutgers

Pat Kogos, University of Chicago

Nate Evans, Michigan State University

Handling legacy applications

• Involve students! Paid or volunteer. They can edit captions, add alt text, etc, and have first-hand perspective on student needs & experience
• Use a priority-based approach to determine how you can make the biggest impact on faculty and students
• If anything can be sunset, retire it rather than allocating resources toward overhauling
• Anything that has high usage and directly impacts learning & research activities should be hi-pri

Securing budget for a11y & promoting culture

• Focus on storytelling and "sell" the need for a11y as much as possible. Start with the "why" before trying to secure cash
• Focus on the benefits rather than threatening with negative consequences
• Diversity, Equity & Inclusion gaining traction in the higher ed world right now. Those are likely the ideal folks to partner with.
• Student experience also a more popular topic these days - tie to a11y.
• "Get in trouble" - call attention to things that aren't accessible, taking to Twitter/public forums when appropriate

Consortiums

• While the speakers on this panel don't participate in buying consortiums, lots of info sharing (if one school reviews a tool for a11y they might share the results of those audits across the consortium)
• To watch: Big 10 Alliance: Library E-Resource Accessibility

Tools used to evaluate a11y and share results back to content owners

• Enterprise tools allow for more robust reporting than free tools
• Using built-in a11y tools in Canvas, Blackboard Ally
• Axe & Deque are popular tools

Getting Faculty buy-in

• Teaching & Learning with Tech groups help with outreach
• Make a11y part of conversation about course design & pedagogy

What initiatives are you excited about for 2021? And If you could recommend ONE change to improve web a11y in higher ed, what would that be?

• Rutgers: Initiatives: New procurement process, Ally rollout, and mandatory training for IT. The one recommended change: awareness.
• U Chicago: Initiatives: Scaling up use of enterprise tool, training for IT staff & faculty. 1 Recommended change: integrating a11y into processes from beginning.
• U Mich: launching a11y audit team, including hiring students. 1 recommended change: don't think you have to be perfect to get started or make progress.

Barrat, A., de Arruda, G. F., Iacopini, I., & Moreno, Y. (2021). Social contagion on higher-order structures. ArXiv:2103.03709 [Physics]. http://arxiv.org/abs/2103.03709

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

rare in computer science using category theory directly in computer science What other areas of math can be used / are rare to use directly in computer science?

There is a great deal of history of poor management of Canadian Academic Institutions. That would be a pretty cool area to include in research!

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

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.