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David Wetzel

The Real Value of Continuing Education - 0 views

continuingeducation.suite101.com/...-value-of-continuing-education

value of continuing education cost college and employment pays career step changing jobs return on investment

shared by David Wetzel on 01 Jul 10 - Cached
  • David Wetzel on 01 Jul 10
     
    Anyone continuing their education encounter opened doors to new adventures and opportunities which are closed to those without the same benefits. The value of continuing education increases every year. Without a college degree, including a degree from two-year program, the prospects of finding a high-quality job with excellent earnings is difficult at best. The level education for the average person in the United States is increasing, making it essential to complete additional education beyond a high school degree.
David Wetzel

Society Needs Adult and Continuing Education - 6 views

www.suite101.com/...adult-and-continuing-education

value continuing education of cost college employment career step changing jobs return on investment adult society and needs

shared by David Wetzel on 01 Jul 10 - Cached
  • David Wetzel on 01 Jul 10
     
    Based on the premise that formal education is confined to the first two decades or so of a person's life and cannot possibly prepare one for the constancy and rapidity of change, lifelong learning becomes an imperative if each person is to cope with the explosion of knowledge, understand societal differences as they evolve, and adapt to the aging process.
Ed Webb

Brainstorm: Junk Analysis of Higher Ed by the 'Times' - Chronicle.com - 0 views

chronicle.com/...article

chronicle.com academic labor

shared by Ed Webb on 10 Mar 09 - Cached
  • This isn’t good for anyone’s education: The only virtue of the arrangement is its cheapness, and that cheapness hasn’t lowered tuition; it’s simply served to provide money pots for high-rolling administrators to spend on favored projects and the expansion of the business curriculum. It’s also created a need to expand the ranks of management to train and supervise the constantly-churning mass of student and other casual workers.
  • journalists are living the same permatemping as the faculty, under the same quality management gutting the public sphere under both Republicans and Democrats
  • four decades of student casualization
  • ...1 more annotation...
  • What about Joel Westheimer, who they illegally fired for supporting the grad student union, despite having the support of his entire discipline? Or any of the grad students themselves, who are doing better analysis of their employment than Stimpson.
Dave Truss

Career Corner: Your Online Profile - Does It Matter? - 0 views

blogs.edweek.org/...online_profile_does_it_ma.html

digitalexposure onlineprofile

shared by Dave Truss on 14 Nov 08 - Cached
  • “There are photos of me doing things when I was a college student that I do not want my employer to see. But my photos are stashed in a box in my basement and not posted online for the world to see.” You’re smart enough to be a teacher; be smart about your online profile, too.
  • Dave Truss on 14 Nov 08
     
    Social networking sites are not inherently bad. In fact, they can be quite useful for you to stay in touch with friends and to make new ones. Used wisely, social networking sites do exactly what the name implies - allow you to network with colleagues both personally and professionally. Too many college students and young professionals, however, allow their online profiles to get out of control.
Keith Hamon

Sloan-C - Publications - Survey Reports - 0 views

www.sloan-c.org/...survey06.asp

edu_trends elearning technology

shared by Keith Hamon on 04 Apr 08 - Cached
  • Only 4.6 percent of Chief Academic Officers agreed that there are no significant barriers to widespread adoption of online learning. Nearly two-thirds of the academic leaders cite the need for more discipline on the part of online students as a critical barrier. Faculty issues, both acceptance of online and the need for greater time and effort to teach online, are also important barriers. Neither a perceived lack of demand on the part of potential students nor the acceptance of an online degree by potential employers was seen as a critical barrier.
  • Keith Hamon on 04 Apr 08
     
    A cursory assessment of online eLearning at the college level
Aditi Singh

IT firms are back with a bang in the country's top engineering and B-School campuses to... - 1 views

www.educationmaster.org/...ck-techie-hunting-big-way.html

IT Firms Employment Campus Placement B-schools IIT Graduates

shared by Aditi Singh on 08 Feb 10 - Cached
  • Aditi Singh on 08 Feb 10
     
    Management students too seem to have shrugged off their recession-rooted aversion to the IT-based jobs. They are all ready to harvest their effort and thankfully the salary packages offered by the IT majors are of mind-blowing proportions. It has been reported that IBM has doubled the salary offered to IIT graduates who get selected under its 'Blue Scholar' programme from Rs 7-8 lakh a year to Rs 14-15 lakh.
Michael Walker

Three Ways to Increase the Quality of Students' Discussion Board Comments - 15 views

www.facultyfocus.com/...ents-discussion-board-comments

discussion board Comment tips blogging hybrid online

shared by Michael Walker on 02 Mar 10 - Cached
  • Generation of class norms by the students:
  • Having ownership of the norms that govern the course discussions will certainly affect the climate of collaborative learning in an online class by providing an impetus for students to post more constructive and meaningful messages
  • The employment of Grice’s maxims for self-evaluation:
  • ...3 more annotations...
  • Quantity: make your contribution as informative as is required, but not more, or less, than is required. Quality: do not say that which you believe to be false or for which you lack evidence. Relation: be relevant. Manner: avoid ambiguity and obscurity; be clear, brief, and orderly.
  • Retrospective analysis of posted responses:
  • self-critique and reflect on their performance and comment on their perceptions concerning the quality of their responses may make them revisit their learning and, more important, initiate them into rethinking about their postings to improve their talk quality.
  • Michael Walker on 02 Mar 10
     
    Study shares good, basic ideas for comments to discussion boards and blogs.
David Wetzel

5 Ways to Increase a Professional Network Using LinkedIn - 8 views

careeradvice.suite101.com/...ssional-network-using-linkedin

linkedin online marketing career advice networking professional network web presence underutilized recommendations connections

shared by David Wetzel on 13 Apr 10 - Cached
  • David Wetzel on 13 Apr 10
     
    Strategies are provided for taking advantage of often under-utilized tools and techniques offered by this online tool for building a professional network.
Nspire IT Jobs

CRM Solution Architect - ACT Permanent, $120,000 - $150,000 - 0 views

www.nspirerecruitment.com.au/index.php

Nspire Recruitment ICT IT career IT consultant IT employment IT experts IT job seeker IT jobs in Australia

shared by Nspire IT Jobs on 05 Oct 11 - No Cached
  • Nspire IT Jobs on 05 Oct 11
     
    * High profile Consulting firm * Work life balance & team focused, professional work culture * Leading edge technology * Excellent remuneration package and training opportunities
Nspire IT Jobs

Team Leader (Windows Server) Permanent ACT $95,000 - $120,000 + super - 2 views

nspirerecruitment.com.au/index.php

Nspire Recruitment ICT IT career IT consultant IT employment IT experts IT recruitment agency

shared by Nspire IT Jobs on 06 Oct 11 - No Cached
  • Nspire IT Jobs on 06 Oct 11
     
    What's the catch you ask? Well it's simply, all you need is the skill set/experience and in return we have this golden job opportunity. Salary is open and our client will offer an attractive package to suit. What we need from you: 1. 3-5 years experience working as a Technical Lead/Consultant within Federal Government or Consulting - Windows Server environment 2. Highly Protect or above Clearance - mandatory 3. Consulting experience and staff/team management 4. Ability to lead a small team and drive project milestones from inception to completion 5. available to commence work immediately or within 4-5 weeks 6. Support and/or engineer background 7. Technical industry certifications Note: only suitable applicants will be contacted. Thank you for your interest.
  • Carl Bogardu on 07 Oct 11
     
    Spammer, what are you doing on an education list?
Maggie Verster

Next Generation User Skills Working, Learning & Living Online in 2013 - 0 views

www.sqa.org.uk/...t_NextGenerationUserSkills.pdf

reports research 21st century skills school2.0 bookresearch1 digitalcitizenship

shared by Maggie Verster on 12 May 09 - No Cached
  • Maggie Verster on 12 May 09
     
    In order to ensure the relevance and influence the ongoing enhancement of user ICT provision and the associated awards, Digital 2010 (the regional digital skills partnership for Yorkshire & Humber) and the Scottish Qualifications Authority jointly commissioned Sero Consulting Ltd in spring 2008 to undertake research in ICT User skills. The focus was exclusively on the vision for ICT user skills in 2013 - referenced as 'Next Generation User Skills' - taking account of: * Skills that all employers will need, which they may not currently recognise - including web presence, information productivity, market research, infrastructure management * Skills that people (especially young people) will already have, but which may not be recognised or accredited * Generic occupational skills that people will need - such as remote working, online communication, information research, lifelong learning and, not least, management of their digital environment * Essential skills for living and learning in a digital age - including communication, accessing public services and underpinning personal econfidence
Fabian Aguilar

What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...what-do-school-tests-measure

nytimes all_teachers math science

shared by Fabian Aguilar on 12 Aug 09 - Cached
  • According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.
  • Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?
  • Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.
  • ...18 more annotations...
  • More serious questions arise about “teaching to the test.” If the test requires students to do something academically valuable — to demonstrate comprehension of high quality reading passages at an appropriate level of complexity and difficulty for the students’ grade, for example — then, of course, “teaching to the test” is appropriate.
  • Reading is the crucial subject in the curriculum, affecting all the others, as we know.
  • An almost exclusive focus on raising test scores usually leads to teaching to the test, denies rich academic content and fails to promote the pleasure in learning, and to motivate students to take responsibility for their own learning, behavior, discipline and perseverance to succeed in school and in life.
  • Test driven, or force-fed, learning can not enrich and promote the traits necessary for life success. Indeed, it is dangerous to focus on raising test scores without reducing school drop out, crime and dependency rates, or improving the quality of the workforce and community life.
  • Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
  • lein. Mayor Bloomberg claims that more than two-thirds of the city’s students are now proficient readers. But, according to federal education officials, only 25 percent cleared the proficient-achievement hurdle after taking the National Assessment of Education Progress, a more reliable and secure test in 2007.
  • The major lesson is that officials in all states — from New York to Mississippi — have succumbed to heavy political pressure to somehow show progress. They lower the proficiency bar, dumb down tests and distribute curricular guides to teachers filled with study questions that mirror state exams.
  • This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
  • Test score gains among New York City students are important because research finds that how well one performs on cognitive tests matters more to one’s life chances than ever before. Mastery of reading and math, in particular, are significant because they provide the gateway to higher learning and critical thinking.
  • First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
  • Second, whatever the test score results, children in high poverty schools like the Promise Academy are still cut off from networks of students, and students’ parents, who can ease access to employment.
  • Reliable and valid standardized tests can be one way to measure what some students have learned. Although they may be indicators of future academic success, they don’t “prepare” students for future success.
  • Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
  • Many teachers at high-performing, high-poverty schools have said they use student test scores as diagnostic tools to address student weaknesses and raise achievement.
  • The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
  • While it is imperative that even the least accomplished students have sufficient reading and calculating skills to become self-supporting, these are nonetheless the students with, overall, the fewest opportunities in the working world.
  • Regardless of how high or low we choose to set the proficiency bar, standardized test scores are the most objective and best way of measuring it.
  • The gap between proficiency and true comprehension would be especially wide in the case of the brightest students. These would be the ones least well-served by high-stakes testing.
Fabian Aguilar

BBC NEWS | UK | Education | Youth drop-out rate hits new high - 0 views

news.bbc.co.uk/...8207180.stm

edu_news

shared by Fabian Aguilar on 19 Aug 09 - Cached
  • Record numbers of young people are not in school, college or work in England, official figures show.
  • The ranks of 18-24-year-olds considered to be "Neets" - not in education, employment or training - has risen by more than 100,000 in the past year.
  • The statistics show that in total, 835,000 18 to 24-year-olds are now Neets, up from 730,000 for the same quarter last year.
  • ...2 more annotations...
  • In the second quarter of 2008, 209,000 16 to 18-year-olds were Neets, 24,000 fewer than the same quarter this year.
  • Neets are likely to have low skills and poor experience so the training and work on offer must be meaningful. Otherwise it will just be a stopgap before further unemployment.
Nspire IT Jobs

Blackberry Engineer (3-6mths Contract, Immediate start) ACT $90-$100 per hour + - 0 views

nspirerecruitment.com.au/index.php

ICT IT career IT consultant IT employment IT experts IT job seeker it jobs IT jobs in Australia

shared by Nspire IT Jobs on 25 Oct 11 - No Cached
  • Nspire IT Jobs on 25 Oct 11
     
    Our client specializes in Security and Gateway services. A newly created contract position is available for a Blackberry Engineer. As the successful Blackberry Engineer, you will be working with the best of best and part of a team of highly skilled professionals. The project is high profile and part of a highly secured Federal Government portfolio. This is a 6 months contract. You will be required to have both design and implementation of the BlackBerry infrastructure experience across a Federal Government enterprise level. The following mandatory requirements include: *Demonstrated knowledge and experience in designing a BlackBerry Server Infrastructure to support a large Federal Government customer. *Security Clearance Essential (Restricted or Baseline).
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.
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