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sha towers

Doctoral degrees: The disposable academic | The Economist - 27 views

www.economist.com/17723223

phd academia university education doctoral degrees

shared by sha towers on 31 Dec 10 - No Cached
  • There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.
  • A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009
  • America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships.
  • ...12 more annotations...
  • PhD students and contract staff known as “postdocs”, described by one student as “the ugly underbelly of academia”, do much of the research these days.
  • In some areas five years as a postdoc is now a prerequisite for landing a secure full-time job.
  • About one-third of Austria’s PhD graduates take jobs unrelated to their degrees. In Germany 13% of all PhD graduates end up in lowly occupations. In the Netherlands the proportion is 21%.
  • In America only 57% of doctoral students will have a PhD ten years after their first date of enrolment. In the humanities, where most students pay for their own PhDs, the figure is 49%.
  • in 1966 only 23% of science and engineering PhDs in America were awarded to students born outside the country. By 2006 that proportion had increased to 48%. Foreign students tend to tolerate poorer working conditions, and the supply of cheap, brilliant, foreign labour also keeps wages down.
  • The earnings premium for a PhD is 26%. But the premium for a master’s degree, which can be accomplished in as little as one year, is almost as high, at 23%
  • PhDs in maths and computing, social sciences and languages earn no more than those with master’s degrees
  • the skills learned in the course of a PhD can be readily acquired through much shorter courses.
  • In one study of British PhD graduates, about a third admitted that they were doing their doctorate partly to go on being a student, or put off job hunting.
  • The more bright students stay at universities, the better it is for academics. Postgraduate students bring in grants and beef up their supervisors’ publication records.
  • Writing lab reports, giving academic presentations and conducting six-month literature reviews can be surprisingly unhelpful in a world where technical knowledge has to be assimilated quickly and presented simply to a wide audience.
  • Many of those who embark on a PhD are the smartest in their class and will have been the best at everything they have done. They will have amassed awards and prizes. As this year’s new crop of graduate students bounce into their research, few will be willing to accept that the system they are entering could be designed for the benefit of others, that even hard work and brilliance may well not be enough to succeed, and that they would be better off doing something else.
  • sha towers on 13 Apr 11
     
    article from the Economist "The Disposable Academic: Why doing a PhD is often a waste of time
trisha_poole

QUT | Journal of Learning Design - 4 views

www.jld.qut.edu.au

journal phd articles research learningdesign elearning education

shared by trisha_poole on 03 Aug 11 - Cached
  • trisha_poole on 03 Aug 11
     
    Designing active and authentic learning experiences The Journal of Learning Designis an educational journal which moves beyond a focus on technological applications in educational settings, to encourage more critical analysis of approaches to the design of learning environments and the extent to which they result in enhanced learning outcomes for learners. Traditional, didactic, delivery-focussed models of teaching in higher education are still common, whether in the lecture theatre or in the online environment. The Journal of Learning Designaims to raise awareness beyond such transmission models of education, to the design of more active, collaborative, authentic and engaging learning experiences. The Journal of Learning Designaims to provide a forum for critical debate and professional exchange about models, theoretical positioning and best practice in learning design.
trisha_poole

Interesting Examples of... Blended Learning - 156 views

docs.google.com/...view

blended learning elearning fbl exemplars google googledocs flexiblelearning FLI phd learningdesign learning&teaching teachingresources resources

shared by trisha_poole on 05 Aug 11 - No Cached
  • trisha_poole on 05 Aug 11
     
    8 Interesting Examples of Blended Learning Google Doc that explores different ideas of blended learning across the world. Great idea generator/resource for considering blended learning.
trisha_poole

The Sad Reality Of Education Technology | Edudemic - 100 views

edudemic.com/...eality-of-education-technology

phd edtech technology social learning social networking social media EML515

shared by trisha_poole on 05 Sep 12 - No Cached
  • This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
  • The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
  • we need to teach them how to find information and more importantly what to do with the information that they find
  • ...4 more annotations...
  • It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
  • The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
  • This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
  • With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
  • Nick Schlotter on 07 Sep 12
     
    I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
trisha_poole

Social Media and the Professional Learning Community - Networks, Collaboration & Communication | resourcelinkbce - 2 views

resourcelinkbce.wordpress.com/...ks-collaboration-communication

social media social networking phd teacherdevelopment teachers ProfessionalDevelopment pln ple collaboration community

shared by trisha_poole on 04 Nov 11 - No Cached
  • trisha_poole on 04 Nov 11
     
    The research has been clear and consistent for over 30 years-collaborative cultures in which teachers focus on improving their teaching practice, learn from each other, and are well led and supported by school principals result in better learning for students. Fullan, M. (n.d.). Learning is the Work. Retrieved from http://www.michaelfullan.ca/
trisha_poole

Emerging Technologies Conference 2008 | Faculty of Education | University of Wollongong - 14 views

ro.uow.edu.au/etc08

conference technologies emerging ICT web2.0 web3.0 teaching&learning research journals PhD

shared by trisha_poole on 02 Mar 11 - No Cached
  • trisha_poole on 02 Mar 11
     
    Learning and teaching in higher education is experiencing rapid change, in part, as a result of the influences of emerging technologies. These proceedings are the refereed papers of the 2nd Annual Conference on Emerging Technologies conducted by the University of Wollongong's Centre for Educational Development and Interactive Resources (CEDIR) and the Faculty of Education's Research Centre for Interactive Learning Environments (RILE) between 18 - 20 June 2008. The conference provided a showcase for research into these technologies and an insight into the way they can be used to promote meaningful learning in the higher education sector. Papers have undergone a double blind peer refereeing process to Department of Education, Science and Training (DEST) standards. The papers have been assessed as providing information that increases the stock of knowledge and the use of this knowledge to devise new applications; they are original and have the potential to produce results; they represent substantial scholarly activity; and they have validity through a peer validation process. Further details of refereeing are included in the Conference Program available below.
trisha_poole

Reporting & Analysis of Mobile Learning: Is It Worth It? by Skip Marshall : Learning Solutions Magazine - 1 views

www.learningsolutionsmag.com/...780

social media social networking phd mobile learning analysis learning flexiblelearning fbl mlearning

shared by trisha_poole on 04 Nov 11 - No Cached
  • “Mobile learning is here to stay. There doesn’t appear to be an end in sight as smartphones and tablet devices become more and more pervasive. Through continual evaluation and analysis, mobile learning strategies will become an effective component of any learning strategy.”
trisha_poole

TCRecord: Article - 44 views

www.tcrecord.org/Content.asp

education TCRecord PhD learningdesign learning&teaching educationreform digital literacy digital life modernity

shared by trisha_poole on 27 Mar 12 - No Cached
  • Education as a dwelling in the human experience of reality is ending. As with the Roman Empire, it is ending with a whimper, not a bang.
  • an education is learning to see, to think, to read, and to write.
  • Education is not chasing a grade.
  • ...1 more annotation...
  • Ultimately an education is a deep unfolding involvement with life here on earth. The deeper the involvement in seeing and thinking, the more complex is the dance in which you participate.
  • trisha_poole on 27 Mar 12
     
    A great article on the future of education with a view to a digital education - one where learners are not learning rote facts and figures but rather learning to engage and interact on a deeper level with the content and knowledge.
trisha_poole

How Has The Internet Changed Education? [Infographic] | Edudemic - 7 views

edudemic.com/...education-internet

internet education infographic phd social learning social media social networks blended learning flexiblelearning

shared by trisha_poole on 17 Dec 11 - No Cached
  • trisha_poole on 17 Dec 11
     
    If you want evidence of the way the internet is pervading every aspect of our lives, you need look no further than its effect on education. The internet and social media have dramatically changed both teaching and learning.
Karen Balnis

Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of Higher Education - 86 views

chronicle.com/...29888

shared by Karen Balnis on 28 Jul 11 - No Cached
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:1. While in the onsite classroom you have the opportunity to think on your feet and challenge and be experiential on your feet to reactions to the students who speak, in the online classroom, you are able to meet *every* class member and challenge their minds and ideas. The students who would normally be lost in a classroom of 35-40 are met and developed each day or week at their level and pushed to consider ideas they might not have considered. 2. I am able to reach the entire class through multimedia exhibits in each of the weekly units - journal articles, non-copyrighted film clips (and many from our university's purchased collection under an agreement for both onsite classroom and online classroom use), photography, art, patents, etc, that the students would not see - or would otherwise ignore - in an onsite classroom. We incorporate this information into our discussions and make it part of the larger whole of history.3. Each student and I - on the phone during office hours or in e-mail - discuss the creation of their term papers - and discuss midterm and final "anxiety" issues - and as they are used to the online format, and regular communication with me through the discussion boards, they respond much more readily than onsite students, whom I have found I have to pressure to talk to me. 4. I am able to accommodate students from around the country - and around the world. I have had enrolled in my class students from Japan, Indonesia, India, England - and many other countries. As a result, I have set up a *very* specific Skype address *only* for use of my students. They are required to set up the time and day with me ahead of time and I need to approve that request, but for them (and for some of my students scattered all over the state and US), the face time is invaluable in helping them feel "connected" - and I am more than happy to offer it. 5. As the software upgrades, the possibilities of what I can offer become more and more amazing, and the ease of use for both me - and for the students -  becomes astronomically better. Many have never known the software, so they don't notice it - but those who have taken online courses before cheer it on. Software does not achieve backwards. As very few of these issues are met by the onsite classroom, I am leaning more and more toward the online classroom as the better mode of instruction. Yes, there are times I *really* miss the onsite opportunities, but then I think of the above distinctions and realize that yes, I am where I should be, and virtually *ALL* the students are getting far more for their money than they would get in an onsite classroom. This is the wave of the future, and it holds such amazing promise. Already I think we are seeing clear and fruitful results, and if academics receive effective - and continuing - instruction and support from the very beginning, I cannot imagine why one would ever go back. The only reason I can think of *not* doing this is if the instructor has his or her *own* fear of computers. Beyond that - please, please jump on the bandwagon, swallow your fears, and learn how to do this with vigor. I don't think you will ever be sorry.PhD2BinUS
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • S B on 29 Jul 11
     
    I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
trisha_poole

Wikis in the Classroom: Three Ways to Increase Student Collaboration - Faculty Focus | Faculty Focus - 200 views

www.facultyfocus.com/...increase-student-collaboration

phd snt education blended learning web2.0 social media fbl wikis wiki collaboration resources

shared by trisha_poole on 10 Oct 11 - No Cached
  • trisha_poole on 10 Oct 11
     
    I've long said that professors who want to explore teaching with technology should begin with a social media tool rather than a Learning Management System. Web 2.0 tools are simple to use, invite student collaboration, and are usually less administratively clunky and complex than an LMS.One of the easiest and most powerful tools is the regular old wiki. Wikis are simply web pages that can be edited by their users. Instead of only carrying content from the administrator, they harness the power of crowdsourcing to create a powerful communal resource.
trisha_poole

South Korea Says Good-Bye To Print Textbooks, Plans To Digitize Entire Curriculum By 2015 (video) | Singularity Hub - 92 views

singularityhub.com/...ntire-curriculum-by-2015-video

korea digital literacy ebooks textbooks phd digitalage digitalcitizenship education teaching&learning curriculum

shared by trisha_poole on 02 Nov 11 - No Cached
  • trisha_poole on 02 Nov 11
     
    Like a band of summer vacation-crazed high school students, South Korea is tossing their textbooks into the great bonfire of "No More Pencils, No More Books…!" No, they're not entering an indefinite period of state-organized hooky, they are doing away with those burdensome textbooks and digitizing their entire curriculum. In an effort to enable education through technology while bringing down costs, all materials are expected to be digitized by 2015. When the effort is complete, students will be able to learn when and where they want.
trisha_poole

3 Ways Disruptive Theory Can Change Education | Edudemic - 1 views

edudemic.com/...disruptive-theory

phd education edtech snt disruptive theory social learning social media disruptive

shared by trisha_poole on 28 Feb 12 - No Cached
  • Disruptive theory posits that there is a new technology — referred to as an enabling technology — that alters the price/performance paradigm of an industry
  • Enabling technologies allow the price/performance paradigm to be altered in such a way that it allows enterprises that leverage the new, enabling technology reach customers that the incumbents operating with the status quo technology cannot reach
  • How Does It Apply To Education?
  • ...4 more annotations...
  • The Internet and social media
  • Game mechanics
  • Peer-to-peer learning
  • I think niche social networking is a space where the new price/performance paradigm in education can really blossom
  • trisha_poole on 28 Feb 12
     
    A quick overview of disruptive technologies and education.
trisha_poole

Voki in the Languages Classroom « Voki for Education Blog - 20 views

blog.voki.com/...oki-in-the-languages-classroom

voki Web2.0 education language teaching resources tools fbl blendedlearning flexiblelearning EML426 phd

shared by trisha_poole on 11 Mar 11 - No Cached
  • trisha_poole on 11 Mar 11
     
    The ability to speak the foreign language in question can safely be described as the principal objective of learning foreign languages. However, it can often prove difficult to assess your pupils' ability to speak the foreign language in the classroom, as time and numbers often conspire against us.
Florence Dujardin

Lichtman M. (2011) Understanding and Evaluating Qualitative Educational Research SAGE - 19 views

www.uk.sagepub.com/booksProdDesc.nav

education action_research ethnography reflexivity PhD

shared by Florence Dujardin on 12 Jan 11 - No Cached
  • Florence Dujardin on 12 Jan 11
     
    When learning how to read, analyze, and design one's own research, it is useful to review examples of similar research. Understanding and Evaluating Qualitative Educational Research uses published research articles to teach students how to understand and evaluate qualitative research in education. This text gives students in qualitative educational research a well-rounded and practical look at what qualitative research is, along with how to read, analyze, and design studies themselves.
Florence Dujardin

Using Wenger's Communities of Practice to Explore a New Teacher Cohort - Journal of Teacher Education - 14 views

jte.sagepub.com/...62.abstract

CPD induction communities_of_practice portfolio qualitative blogging PhD

shared by Florence Dujardin on 28 Jan 11 - No Cached
  • Florence Dujardin on 28 Jan 11
     
    This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.
trisha_poole

Students and Technology: an Infographic - 80 views

www.geeksaresexy.net/...-and-technology-an-infographic

web2.0 students technology infographic SNT phd research edtech flexiblelearning fbl

shared by trisha_poole on 12 Aug 11 - No Cached
  • trisha_poole on 12 Aug 11
     
    Students today are using more tech in more places than even Popular Science imagined back in the atomic age. 98% of students own a gadget and 70% of them use a gadget in class-some for note-taking and study, some for poke wars on Facebook during lecture. And while the time spent online in a day might set off some warning bells, the good news is that a breakdown of that time shows much of it is spent learning.
trisha_poole

As learning goes mobile (slides and video) | Pew Research Center's Internet & American Life Project - 6 views

www.pewinternet.org/...Educase-2011.aspx

phd education edtech Web 2.0 social networking social media social learning mobile

shared by trisha_poole on 31 Oct 11 - No Cached
  • trisha_poole on 31 Oct 11
     
    Statistics on mobile/technology use in education - research conducted by PEW
trisha_poole

Using ePortfolios as a reflective teaching tool - Case study | LTTO Episodes | COFA Online Gateway - 131 views

online.cofa.unsw.edu.au/...ltto-episodes

eportfolios teaching teachingtools teaching&learning learningdesign fbl flexiblelearning phd

shared by trisha_poole on 03 Jun 11 - No Cached
  • trisha_poole on 03 Jun 11
     
    Using ePortfolios as a reflective teaching tool - Case study
  • Kevin Goh on 07 Jun 11
     
    Tried to search for an ePortfolio platform for some time now..... sadly, can't fond one that's catered to University students. Anyone know of a good one? e.g. Open platform (web accessible? able to store Google docs) and not proprietary.
  • Stephen Bright on 29 Feb 12
     
    Kevin - have you looked at Myportfolio? It uses an Open source software engine (Mahara) and the web-based option gives you a free account with 100 student accounts to try it out, but the annual subscription rates are very reasonable, as well you can install your own instance of Mahara on a Linux server and run it in-house if you wish.
trisha_poole

Teacher Reboot Camp » Blog Archive » Free Ebook! Effective Mobile Learning: 50+ Quick Tips & Resources - 63 views

teacherbootcamp.edublogs.org/...arning-50-quick-tips-resources

web2.0 edtech eslresources phd digital pedagogy digital resources ebooks social media resources

shared by trisha_poole on 15 Oct 11 - No Cached
  • trisha_poole on 15 Oct 11
     
    eBook with mobile tech usage ideas
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