State and local laws that make it difficult — if not impossible — for new competition to emerge in broadband markets should be reformed, according to Crawford. For example, many states make it very difficult for municipalities to create public wireless networks, thanks to decades of state-level lobbying by the industry giants. In order to help local governments upgrade their communications grids, Crawford is calling for an infrastructure bank to help cities obtain affordable financing to help build high-speed fiber networks for their citizens. Finally, U.S. regulators should apply real oversight to the broadband industry to ensure that these market behemoths abide by open Internet principles and don’t price gouge consumers.
Should broadband Internet service be considered a public utility like water and electricity? “We treated the telephone industry like a utility and people don’t seem to be surprised by that,” says Crawford. “High-speed Internet access plays the same role in American life. It’s just that these guys have succeeded in making us think that it’s a luxury.”
Group items tagged
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Is Broadband Internet Access a Public Utility? | TIME.com - 0 views
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According to Crawford, the interests of cable and telecom giants like Comcast, Time Warner Cable, Verizon, and AT&T, are not aligned with the interests of the public. Those corporate giants are concerned first and foremost with maximizing the profits of their shareholders. And all too often, profit maximization — especially in a market that lacks robust competition — is not consistent with providing the best possible service at reasonable prices.
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“You let a little bit of competition exist so you can point to it and say ‘Ha, we’re competing!’ But otherwise it’s mostly controlled by one company.”
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One of the main themes in the book is the “digital divide,” which refers to the fact that millions of people in the U.S., mostly in the poorest and most rural communities, don’t have access to affordable broadband service, including 2.2 million people in New York City, according to Crawford. “We’re depriving people of basic communications access,” she says. Still, broadband and wireless services have become so important to our business and personal lives that most people are willing to pay up, even in the face of high prices driven in part by a lack of competition in the broadband and wireless markets.
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Crawford, who has been a visiting professor at Harvard, Yale and Michigan, spent a year on the National Economic Council as a top telecommunications advisor to President Obama. In her book, she directs much of the blame for the sorry state of the U.S. broadband market at the federal government. “Instead of ensuring that everyone in America can compete in a global economy,” she writes, “instead of narrowing the divide between rich and poor, instead of supporting competitive free markets for American inventions that use information — instead, that is, of ensuring that America will lead the world in the information age — U.S. politicians have chosen to keep Comcast and its fellow giants happy.”
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“Truly high-speed wired Internet access is as basic to innovation, economic growth, social communication, and the country’s competitiveness as electricity was a century ago,” Crawford writes, “but a limited number of Americans have access to it, many can’t afford it, and the country has handed control of it over to Comcast and a few other companies.”
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Crawford argues that the Internet has replaced traditional phone service as the most essential communications utility in the country, and is now as important as electricity was 100 years ago.
What does it mean to be a digital native? - CNN.com - 0 views
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The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views
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Instructors should provide clear guidelines for interaction with students.
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Establish policies describing the types of communication that should take place over different channels.
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Well-designed discussion assignments facilitate meaningful cooperation among students.
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Set clear standards for instructors' timelines for responding to messages.
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Discussions should be focused on a task.
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Discussion groups should remain small.
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Only at the end of all presentations did the instructor provide an overall reaction to the cases and specifically comment about issues the class identified or failed to identify. In this way, students learned from one another as well as from the instructor.
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Tasks should always result in a product.
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Tasks should engage learners in the content.
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Learners should receive feedback on their discussions.
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earners should be required to participate
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Instructors should post expectations for discussions.
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"information feedback" and "acknowledgement feedback."
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Information feedback provides information or evaluation, such as an answer to a question, or an assignment grade and comments.
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Acknowledgement feedback confirms that some event has occurred.
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We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
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nstructors can still give prompt feedback on discussion assignments by responding to the class as a whole instead of to each individual student. In this way, instructors can address patterns and trends in the discussion without being overwhelmed by the amount of feedback to be given.
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egularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
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Communicating high expectations for student performance is essential. One way for instructors to do this is to give challenging assignments.
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Another way to communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are goo
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Allowing students to choose project topics incorporates diverse views into online courses.
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The Learning Styles, Expectations, and Needs of Online Students - 0 views
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Seventy-nine percent of the students expected the assignments they submit to be graded "immediately," and if that is not possible, "at least [in] two business days," but not later than the "following week
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The students needed to feel that they are "important and valued participants in the class, even though [they are] separated from instructor and other participants by distance and/or time. W
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technical help, flexible and understanding instructors, advance course information, and sample assignments
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Fredericksen et al. feel that "if the turn-around time on student requests for assistance is plainly communicated and consistently applied, student disappointment, anxiety, and confusion can be reduced and satisfaction and learning can be increased" (2000, 25).
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Successful online students are expected to have access to necessary hardware and software, and to be minimally proficient in using the technology. They also must communicate through writing, have selfmotivation, and self-discipline. They need to commit sufficient time per week to course work, and they must speak up if problems arise (Howland and Moore 2002; Huber and Lowry 2003
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Constructing Experiential Learning for Online Courses: The Birth of E-Service (EDUCAUSE... - 0 views
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. In this environment, teachers become mentors and guides rather than the "all knowing" authority often associated with the traditional face-to-face format. In addition, new issues and challenges have begun to materialize from this new paradigm, prompting investigations related to the quality of online instruction:
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engage distance students in their local communities through experiential learning opportunities.
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provide community service as part of their academic coursework, learn about and reflect upon the community context in which the service is provided, and develop an understanding of the connection between service and their academic work.3
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t becomes difficult to develop experiences for distance students that continue to provide work-based experiences and engage them as members in their local communities.
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Reflection is a major component of service-learning
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When conducting online courses, e-service offers excellent outreach to community organizations and fills a void in meeting community needs. As the educational paradigm shifts to more distance learning, students will be looking for ways to gain work experience and build long-lasting partnerships with their communities that will benefit their future careers. The experiences provide rich, authentic, hands-on training for students.
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E-learning challenges students to think in new ways, explore new ways of problem solving, and raise critical questions about their learning and service. E-service enhances student academic experience through experiential learning that reflects the complex issues of students' future workplaces. Students get the opportunity to wrestle with complex issues right in their own communities and to become a part of the solution. These solutions are shared with peers statewide, assisting other small towns and businesses that may have similar needs.
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Because online students tend not to be the traditional age of on-campus students and usually work a 40-hour week in addition to going to school, access to a community partner can be a challenge.
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Asia Society - 0 views
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Asia Society is the leading educational organization dedicated to promoting mutual understanding and strengthening partnerships among peoples, leaders and institutions of Asia and the United States in a global context. Across the fields of arts, business, culture, education, and policy, the Society provides insight, generates ideas, and promotes collaboration to address present challenges and create a shared future.
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What Research Says: Varieties of Parent Involvement in Schooling - Middle School Journal - 0 views
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Figure 1Six types of parent involvementType 1:ParentingAssist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level. Assist schools in understanding families' backgrounds, cultures, and goals for children.Type 2:CommunicatingCommunicate with families about school programs and student progress. Create two-way communication between school and home.Type 3:VolunteeringImprove recruitment, training, activities, and schedules to involve families as volunteers and as audiences at the school. Enable educators to work with volunteers who support students and the school.Type 4:Learning at HomeInvolve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities. Encourage teachers to design homework that enables students to share and discuss interesting tasks with parents.Type 5:Decision MakingInclude families as participants in school decisions, governance, and advocacy activities through school councils and improvement teams, committees, and parent organizations.Type 6:Collaborating with the CommunityCoordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges and universities. Enable all to contribute service to the community.
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6 types of parental involvement in education. This article goes into detail about the benefits of parental involvement on achievement in education.
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E Pedagogy - 2 views
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E-Pedagogy: Does e-learning require a new pedagogy? 5 The emergence of e-learning As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora
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changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community
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hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie
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George Siemens introduced this theory in his paper Connectivism: Learning as networkcreation (2004) to address “the shortcomings of behaviourist, cognivitist andconstructivist ideologies”.Connectivism conceptualises knowledge and learning as a network, consisting of nodesand connections. Knowledge, at any point in time, is a particular (probably temporary)configuration of nodes and connections (a sub-network). Learning creates newconnections between existing nodes (changes to existing knowledge) and/or creates newnodes (entirely new knowledge). Learning, therefore, is about network (node andconnection) creation.His theory differentiates between data, information, knowledge and meaning: • Data : raw elements • Information : data with intelligence applied • Knowledge : information in context and internalised • Meaning : comprehension of the nuances, value and implications of knowledge.“Learning is the process that occurs when knowledge is transformed into something of meaning.”Connectivism embraces eight principles:1. Learning and knowledge rest in diversity of opinion.2. Learning is a process of connecting specialised nodes or information sources.3. Learning may reside in non-human applicances.4. Capacity to know is more important that what is currently known.5. Maintaining connections is needed for continual learning. (function() { var pageParams = {"origHeight": 1276, "origWidth": 902, "fonts": [3, 1, 2, 4, 0], "pageNum": 9}; pageParams.containerElem = document.getElementById("outer_page_9"); pageParams.contentUrl = "http://html2.scribdassets.com/4o2mjijnuo850n3/pages/9-7fefce237b.jsonp"; var page = docManager.addPage(pageParams); })(); Scribd.Ads.addBetweenPageUnit(9); E-Pedagogy: Does e-learning require a new pedagogy? left: 3830px; top: 276px; color
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Rote learning of factual information, which typifies behaviourism, isvalueless when students are one click away from Google and Wikipedia. The “teacher-knows-best” idiom of cognivitism is questionable in a time of “the wisdom of the crowd”.The constructivist approach (and, particularly, social constructivism) appears to be abetter fit for 21st century learning – but needs to be updated to embrace the modernlearning environment that includes virtual worlds such as Second Life. ‘Connectivism’,‘E-moderating’, ‘E-Learning 2.0’ and ‘Assessment 2.0’ may not provide the answer – butdo highlight the problems with the status quo and emphasise the need for a newapproach to teaching, learning and assessment
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"Does e-learning require a new approach to teaching and learning?" This is an interesting paper about pedagogical approaches to e-learning and e-teaching. Do you believe we need a new approach for online learning? What is your pedagogical approach to e-learning and e-teaching? -
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Online-Education Trend Will Leave Many Students Behind | TIME Ideas | TIME.com - 0 views
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could actually widen the learning ga
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“give everyone access to the world-class education that has so far been available only to a select few
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democratize learning
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although the content is free now, it’s unlikely that it will remain that way for long.
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schools plan to make a profit
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omputer-aided instruction will actually widen the gap between the financially and educationally privileged and everyone else, instead of close it.
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only 35% of households earning less than $25,000 have broadband access to the Internet, compared with 94% of households with income in excess of $100,000.
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only half of black and Latino homes have Internet connections at all, compared with almost 65% of white households.
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, many blacks and Latinos primarily use their cell phones to access the Internet, a much more expensive and less-than-ideal method for taking part in online education.
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If we really want to democratize education, finding creative ways to realistically open up colleges to different communities will do more to help than a model that, despite its stated intentions, is more beneficial for students who are already wealthy, academically prepared and highly motivated.
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shared by Maria Guadron on 14 Aug 12
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Harnessing the Power of the New Digital Disorder - Steve Singer - Harvard Business Review - 0 views
blogs.hbr.org/...ssing_the_power_of_the_ne.html
student-centered learning disorder knowledge miscellaneous
shared by Maria Guadron on 14 Aug 12
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"ever, in this week's HBR IdeaCast (see audio player below), Weinberger says that the online world demands that we invent new ways of organizing and new ways of thinking about how things may relate to each other. Items that might never be found together in the physical can now be brought together online -- based on whatever criteria suits the needs of a customer. "
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Open Courses, Nearly Free - NYTimes.com - 0 views
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Mr. Reshef sees his project as a way to use the Internet to bring higher education to poor students around the world.
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The university is not accredited, and it offers programs only in business administration and computer science. But in June, it got two votes of confidence: New York University announced a partnership under which unusually promising but needy University of the People students might be able to enroll at N.Y.U.’s Abu Dhabi campus and receive financial aid, and Hewlett-Packard announced an internship program, saying it believed strongly “in the work UoPeople is doing to democratize higher education.”
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Mission statements: importance, challenge, and recommendations for development - includ... - 0 views
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Some people argued that the current statement of purpose was sufficient. Others maintained that no one would ever read it and that preparing one would waste time and effort. A few board members suggested that mission statements were impractical, academic exercises.
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shared by Erin Fontaine on 02 Jun 12
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Techy Lincoln Middle School teachers reaching students' brains through their smartphone... - 0 views
articles.centralkynews.com/...l-phones-online-tools-teachers
middle school smartphones education technology teaching
shared by Erin Fontaine on 02 Jun 12
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Another benefit of Edmodo is that students are encouraged to collaborate in order to solve problems, while the teachers can stand back and observe.
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"It's almost like I had stepped out of the equation and they were problem solving themselves,"
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The students' fingers got busy typing on their cell phone keyboards, and anonymous responses started showing up almost instantly on the discussion webpage for the question: "It could make learning more fun." "We can get our grades quicker." "It makes learning easier for everybody." "It's a lot more hands on and everyone has a voice." "Makes us pay attention and focus more."
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"They're training themselves. We're just the facilitators; we're just guiding them through it."
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"Our students have been taught a one-dimensional literacy, and literacy isn't one-dimensional — it's three-dimensional," she said. "They need to be able to know what all those dimensions and facets are."
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Learn to embrace and be a part of their world and they will become more of an active learner. -
I found this article as I was researching as to what I wanted to do for my course. I was really debating whether I wanted to do a course for adults or if I wanted to do one at the middle school level. This article was definitely one of my deciding factors.
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One Step at a Time- Lauren D. - My journey through ETAP 640 - 1 views
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dig deeper.
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Lauren: you are almost there!!! what did you learn? how did you learn it? how do you know you learned it? what was it about the questions that made you dig deeper. what points were bought up about student-centered learning, meaningful discussions and writing intensity and enriched course materials? what did you learn about your classmates? make your thinking and learning visibile to me here. REFLECT!! add links to support your assertions and make your content more engaging. Think about the reader. think about your voice. engage me! did you see my reply to your comment on someones blog about ADDIE ? try to find it. (ask rob what i think about ADDIE : )
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Sounds you have been very thoughtful in your approach to setting up your course.
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Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.
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I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.
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The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.
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Being a students and feeling like my work is getting noticed and valued is a tremendous boost in wanting to participate in the course and in my course design.
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What Is Crowdsourcing? - CBS News - 0 views
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but the basic idea is to tap into the collective intelligence of the public at large to complete business-related tasks that a company would normally either perform itself or outsource to a third-party provider.
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Crowdsourcing can improve productivity and creativity while minimizing labor and research expenses.
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More Interaction In Online Courses Isn't Always Better - Forbes - 1 views
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"Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction… Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in interaction, and course completion rates… Our key findings indicate that increased levels of interaction, as measured by time spent, actually decrease course completion rates. This result is counter to prevailing curriculum design theory and suggests increased interaction may actually diminish desired program reputation and growth."
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Original iPad Open to Attack Due to Lack of iOS 6 Update - International Business Times - 0 views
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Apple has released an early beta version of iOS 6 to developers - which we have reviewed - but when it is available to the public in the autumn it will only work on the iPad 2 or newer, iPhone 3GS or newer and the 4th generation iPod touch or newer.
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Mission statements: importance, challenge, and recommendations for development - includ... - 0 views
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Sharon believed it no longer provided the direction required for the school to be successful
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mission statement must provide a clear path to ensure the success of a school.
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