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Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Maureen Tumenas

Online Predators and Their Victims - 1 views

docs.google.com/View

connectingpeople digital_citizenship digiteen education hz08 hzmeta

shared by Maureen Tumenas on 12 Apr 08 - Cached
  • adult offenders who meet, develop relationships with, and openly seduce underage teenagers
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This is an important point to make to parents! It is about RELATIONSHIPS not abduction, usually!
  • The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
  • In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)
    • David Donica
      David Donica on 12 Apr 08
       
      There tends to be a focus on the negative - no matter what percentage of the actual story is being discussed. Our news from "normal" channels follows the old "if it bleeds it leeds" mentality. The potential of the web towards "good" is highly underated - in my humble oppion
  • ...23 more annotations...
  • Offenders rarely deceive victims about their sexual interests.
  • promises of love and romance
  • 99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)
  • My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Remember that we may start annotating articles and extracting this information together as well.
  • it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This tells us what we need to know about courses on digital citizenship and safety -- discuss these issues probably beginning around 11 -- before soliciation happens -- then have focused programs probably starting age 12-13 -- as with everything -- these ages tend to get lower over time -- what will happen w/ the Webkinz generation is anyone's guess.
    • Kristin Hokanson
      Kristin Hokanson on 12 Apr 08
       
      I see this more and more...as the parent of webkinz kids...in the past..you had the "don't talk to strangers" talk with them. Now the strangers are coming into our homes and at much younger ages.
    • David Donica
      David Donica on 12 Apr 08
       
      I think we need to be aware that not all "unknown people" are wanting to commit crimes, fraud, etc. Talking to someone you don't know might be the introduction to your new best friend. The content of discussion is important. Not knowing someone, I would not give them personal information. Friendship is built over time.
    • Michelle Krill
      Michelle Krill on 12 Apr 08
       
      A nice way I've heard to describe this is that even though kids think they're tech savvy, they are not relationship savvy. It's this age group that doesn't recognize the complexity of relationships.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      @David - I think, however, that we should be very careful about teaching HOW to make friendships -- friend of a friend and building relationships OVER TIME is often how these things happen. Children want the romance and don't realize the "gentle" stranger they've met wants to harm them. This is a tricky one -- one of my dearest friends is Julie Lindsay who I met online. But that conversation was totally OK, as youwould guess. Teaching them about this is tricky. We'll have to think on this one AND look at the research.
  • take place in isolation and secrecy, outside of oversight by peers, family  members, and others in the youth's face-to-face social networks (115)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Again, this reinforces my thoughts of NOT having computers in the bedroom! Period. Have family computers w/ screens viewable by everyone!
  • Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Safe IM practice -- that is a key element of an online safety program.
  • Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      At risk teenagers are at risk online AND offline!
    • Kristin Hokanson
      Kristin Hokanson on 12 Apr 08
       
      But I think they are MORE at risk now that they have new outlets...THIS is what teachers / school faculty NEED to understand!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Yes, Kristin! -- what we saw in Florida this week tells us that -- these students have now found a new way to have life in prison! And it relates to YOutube!
  • ..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Posting personal information is NOT what puts students at risk -- interactive BEHAVIORS! Do! This is one criticism we've had of online projects. At risk behaviors from AT RISK students cause things to happen!!! Listen up!
    • Kristin Hokanson
      Kristin Hokanson on 12 Apr 08
       
      and your students are lucky that they have you to guide them. Way too many schools are not involving their students in these activities so they don't have these "appropriate" models
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Exactly, kristin -- MORE SCHOOLS have got to do this. It is a travesty that these kids are being victimized when the schools can do something about it. Completely a travesty. I hope we can all get fired up again about this topic, especially with the good research coming out now!
  • Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
  • maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Safety habits and teaching students how to interact safely. Learning to interact with people you KNOW in safe ways will keep our students safe. It is NOT about pulling the plug.
  • Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Unfortunately, teaching boys to beware of men is something we have to do because that seems to be who is preying on the young boys.
  • Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)
  • ..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
  • Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
  • Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Again -- behaviors. Teaching children not to take pictures of themselves and post them w/out parental approval is important, particularly for younger kids.
  • Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      "If you wouldn't say it face to face, you shouldn't say it anyplace," should be our new saying to our students. (Yes, I coined it but it iwhat I will teach to my children.)
  • it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
  • Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      The fact that the victims don't have a great relationship with their parents mean that we must have other outlets for teenagers such as with teachers, counselors, and others who are involved in these discussions!
  • We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This recommendation is VERY important!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Yes, this is a gross mischaracterization. We are afraid of the unknown scary boogeman who isn't who we think he is, when it is the person who is up front that we must worry about. We want someone to blame instead of realizing it is the behavior of kids.
  • Youths need candid, direct discussions about seduction
    • Diane Hammond
      Diane Hammond on 12 Apr 08
       
      The hard part is finding comfortable places to have these discussions. Where is the best place?
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I believe that the Http://digiteen.wikispaces.com project is the best thing I've got going in my classroom with 9th graders in Qatar & Austria. We're having great conversations -- third person looking at things happening and working through what they think is a good way to do it, I believe. I truly think that everyone working with students should be educated to watch for the "signs" -- and we should also have individual programs.
    • Maureen Tumenas
      Maureen Tumenas on 13 Apr 08
       
      Is this an accurate statistic?
    • Vicki Davis
      Vicki Davis on 17 Apr 08
       
      We can look back at the reference in this study -- the hyperlink is at the top of the page -- I'm not sure of the sample size for this but it looks like this is what the New Jersey study found.
  • Vicki Davis on 12 Apr 08
     
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  • ...3 more comments...
  • Vicki Davis on 12 Apr 08
     
    Great article!
  • Kristin Hokanson on 12 Apr 08
     
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  • David Donica on 12 Apr 08
     
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  • Michelle Krill on 12 Apr 08
     
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
  • Pam Elgin on 13 Apr 08
     
    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
Mireille Jansma

The Master List of Free Online College Courses | Universities and Colleges - 1 views

universitiesandcolleges.org/free-online-college-courses

education courses university list openLearning free oped opencourseware openeducation

shared by Mireille Jansma on 04 May 09 - Cached
  • Healthcare, Medical, and Nursing Education and Teaching Business and MBA Science and Engineering Criminal Justice and Legal Studies Computers and Information Technology (I.T.) Arts and Humanities Vocational and Career Training
Vicki Davis

Esther Wojcicki: Give Yourself A Free University Education at University of the People - 1 views

www.huffingtonpost.com/...elf-a-free-univ_b_1168585.html

Education highered

shared by Vicki Davis on 24 Dec 11 - No Cached
  • Vicki Davis on 24 Dec 11
     
    University of the people, a site offering free degrees in business administration and computer science continues to gain momentum as leading the effort to "democratize education." Things are underfoot that will radically change the expensive landscape known as higher Ed. The bottom line is that universities without solid online platforms won't be ready for the changes they will need to made. Their greatest commodity will be excellent teachers who can now be beamed from one end of the planet to the other. This crazy upheaval in education is only beginning and the competition is no longer limited by geography.
mady B

List Online Colleges - 0 views

www.listonlinecolleges.com

schools online degree online degree university online online courses online classes degree masters college degree Degree Colleges Universities

shared by mady B on 27 Jun 09 - Cached
  • mady B on 27 Jun 09
     
    At listonlinecolleges.com you will find list of best online colleges of america from where you can earn your degree online.
Wade Ren

diigo? | Alex's reflecting pool - 0 views

etap687.edublogs.org/...diigo

diigo review technology

shared by Wade Ren on 08 Apr 08 - Cached
  • I believe there is something very powerful  in this tool. I am in the process evaluating it for instructional and professional development purposes. So far these are my thoughts: I think I can easily mark up online student work with this tool. I think online students can mark up each other’s online work with this tool. and discuss. One of the course activities is to use a rubric to evaluate an online course that the students will each be building as the main project for the course. The course review, I think, can be done using diigo. I think… not sure yet. Online students can easily create annotated bibliographies of web resource in directed learning activities AND share and discuss them with others in the class. This resource can grow and be available for the online course from term to term. In addition, for webenhanced courses, this is an awesome, easy, slick, cool way to incorporate some very cool online enhancements to a f2f course that completely bypasses all the extra unnecessary flotsam you get with a full on CMS/LMS. you get a lot of functional features bang for the “buck” in this tool. It is a slick tool with a lot of functionality to suport interaction/collaboration, etc. When i have my university administrator’s hat on i also see great potential as a tool to facilitate and enhance community and for professional development. I have an extended staff of 50-100 online instructional designers that i could use this tool with to aggregate links and info and resources and networking. We have over 3,000 online faculty that we could use this with to support them with info and resources and networking - differenciating between the needs of new online faculty and experienced online faculty… there is potential for discipline specific resources and info for online faculty… and it goes on.
Dennis OConnor

Job Opportunities - Ed.S. Degree in Career and Technical Education - UW Stout, Wisconsi... - 0 views

www3.uwstout.edu/...job.cfm

technical colleges jobs e-learning jobs certificate

shared by Dennis OConnor on 13 Aug 09 - Cached
  • Dennis OConnor on 13 Aug 09
     
    This is a powerhouse connection to Jobs in Wisconsin's Technical College system. Provided buy the University of Wisconsin-Stout Ed.S Degree program. The E-Learning and Online Teaching Graduate Certificate at UW-Stout is accepted as a concentration for the Ed.S program
  • Dennis OConnor on 13 Aug 09
     
    This is a powerhouse connection to Jobs in Wisconsin's Technical College system. Provided by the University of Wisconsin-Stout Ed.S Degree program. On the open web and available to any one. The E-Learning and Online Teaching Graduate Certificate at UW-Stout is accepted as a concentration for the Ed.S program
Dennis OConnor

Illinois Educator Free Online Professional Development (Moodle Based) - 8 views

www.illinoiseducator.illinois.edu/default.asp

moodle e-learning online classes math science

shared by Dennis OConnor on 28 Sep 09 - Cached
  • Dennis OConnor on 28 Sep 09
     
    Are you a middle or high school math or science teacher? If so, check out these new and innovative online professional development courses from the University of Illinois and the Illinois Math and Science Academy. Courses are available free of charge for Fall 2009.
  • Dennis OConnor on 28 Sep 09
     
    Are you a middle or high school math or science teacher? If so, check out these new and innovative online professional development courses from the University of Illinois and the Illinois Math and Science Academy. Courses are available free of charge for Fall 2009.
Julie Shy

Coursera - 6 views

www.coursera.org

online_courses elearning

shared by Julie Shy on 19 Sep 12 - No Cached
  • Julie Shy on 19 Sep 12
     
    We are a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. We envision a future where the top universities are educating not only thousands of students, but millions. Our technology enables the best professors to teach tens or hundreds of thousands of students. Through this, we hope to give everyone access to the world-class education that has so far been available only to a select few. We want to empower people with education that will improve their lives, the lives of their families, and the communities they live in. Our Courses Classes offered on Coursera are designed to help you master the material. When you take one of our classes, you will watch lectures taught by world-class professors, learn at your own pace, test your knowledge, and reinforce concepts through interactive exercises. When you join one of our classes, you'll also join a global community of thousands of students learning alongside you.
Dennis OConnor

E-Learning and Online Teaching | Scoop.it - 9 views

www.scoop.it/...e-learning-and-online-teaching

online teaching e-learning 'distance education' teaching e-learning jobs

shared by Dennis OConnor on 09 Nov 11 - No Cached
  • Dennis OConnor on 09 Nov 11
     
    Hi impact, curated magazine of articles and professional resources for those interested in e-learning and online teaching. Published by Dennis O'Connor, Program Advisor for the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.
Dennis OConnor

Virtual School Meanderings By Michael Barbour K-12 Certificate Series: Univer... - 2 views

virtualschooling.wordpress.com/...-university-of-wisconsin-stout

Wisconsin-Stout graduate certificate series e-learning graduate certificate e-learning and online teaching K-12 online teaching

shared by Dennis OConnor on 30 Aug 11 - No Cached
  • Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Martin Burrett

Adolescents do not 'get the gist' when it comes to making risky decisions online - 4 views

ukedchat.com/...-making-risky-decisions-online

risk behaviour

shared by Martin Burrett on 16 Nov 16 - No Cached
  • Martin Burrett on 16 Nov 16
     
    "Adolescents are more likely than adults to take online risks, regardless of the gamble involved, according to new research by the University of Plymouth. The study, led by Claire White from the School of Psychology, was carried out to explore the psychological mechanisms underpinning why teenagers are more likely to take risks online when compared to young adults."
Vicki Davis

Welcome to Blue Zones Community - 1 views

www.bluezones.com

education learning health_teacher health science

shared by Vicki Davis on 29 Jan 09 - Cached
  • Vicki Davis on 29 Jan 09
     
    Here is some information on the blue zones project that some of you may be interested in participating - I received this over email today: "2009 Blue Zones Quest Fact Sheet Program Name Blue Zones Quest Description Dan Buettner leads the third of four annual expeditions to the world's longevity hotspots, called Blue Zones. Under the direction of an online student audience, the team unlocks the secrets of longevity and gives students a cross-cultural recipe of the world's best health and lifestyle practices. Location Northern Aegean Sea. The island name will be announced in January, 2009. Date April 20-May 1, 2009 Targeted Audience Students of all ages Features Blue Zones Challenge, which teams students, parents and educators in a month-long program of healthy habits. Blue Zones Legacy Project in which students interview long-lived "super seniors" and share information with scientists (optional) Free Curriculum guide of activities for grades 4-8 Daily online delivery of dispatches, videos and photos Educators Web section with online classroom resources Evidence Tracker worksheet for tracking quest clues Sponsors & Partners Davisco Foods International, Inc. National Geographic Society National Institute on Aging University of Minnesota School of Public Health"
Dennis OConnor

Checklist for Online Instructors: Before the course begins - 15 views

www2.uwstout.edu/...before.html

online checklist e-learning E-Learning best practices E-learning for Educators

shared by Dennis OConnor on 09 Jan 11 - No Cached
  • Dennis OConnor on 09 Jan 11
     
    This is a comprehensive checklist of best practices for online instruction.  The resource was build by Joan Vandervelde and Jim Erbe from the Online Professional Development program at the University of Wisconsin Stout.
mady B

Top USA Colleges - 0 views

www.top-usacolleges.com

USA Colleges School Education Top Universities

shared by mady B on 22 Aug 09 - Cached
  • mady B on 22 Aug 09
     
    Search for top colleges and universities offering accredited programs both online and in campus.
yc c

Chromoscope - View the Universe in different wavelengths - 9 views

www.chromoscope.net

astronomy space online tool interactive map wavelengths search

shared by yc c on 06 Jul 10 - Cached
  • yc c on 06 Jul 10
     
    Ever wanted X-ray specs or super-human vision? Chromoscope lets you explore our Galaxy (the Milky Way) and the distant Universe in a range ofwavelengths from X-rays to the longest radio waves.
cristina costa

Colleagues and competitors | Edgeless university | guardian.co.uk - 7 views

www.guardian.co.uk/...colleagues-competitors

21stcenturyuniversity change shift

shared by cristina costa on 02 May 10 - Cached
  • Some participants argued that research should be more freely available online to both students and members of the wider public.
  • technology can create a different kind of university community.
Dennis OConnor

Time Management Tips for Teaching Online and E-Learning - UW Stout, Wisconsin's Polytec... - 7 views

www3.uwstout.edu/...timemanagement.cfm

tips management time teaching e-learning online

shared by Dennis OConnor on 12 Sep 10 - No Cached
  • Dennis OConnor on 12 Sep 10
     
    A great page of advice on how to manage your time. If you are an online instructor, or an online student, you'll find valuable resources here. Now if you only had the time to follow this link right? Try it, you'll like it!
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