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Ted Sakshaug

FATWORLD - The Game - 10 views

www.fatworld.org/game.php

Nutrition health education science middleschool elementary curriculum

shared by Ted Sakshaug on 25 Oct 10 - Cached
  • Ted Sakshaug on 25 Oct 10
     
    FATWORLD is a video game about the politics of nutrition. It explores the relationships between obesity, nutrition, and socioeconomics in the contemporary U.S.
Caroline Bucky-Beaver

100 Useful, Free Web Tools for Lifelong Learners | AdvantageEDU - 0 views

www.advantageedu.com/...eb-tools-for-lifelong-learners

web2.0 tools resource student

shared by Caroline Bucky-Beaver on 16 Nov 08 - Cached
  • Caroline Bucky-Beaver on 16 Nov 08
     
    This mega list of 100 free web tools and sites will grant you access to courses at Harvard Medical School and MIT, social media sites that connect you to bookworms, videos and podcasts about everything from medical news to politics, government resources, and a lot more. The best part? Everything is free, and there's no grading involved.
Vicki Davis

Live Piracy Map - 0 views

www.icc-ccs.org/index.php

education government_teacher currentevents technology edu_newapp

shared by Vicki Davis on 19 Nov 08 - Cached
  • Vicki Davis on 19 Nov 08
     
    Interesting map showing live piracy incidents in 2008.
  • Vicki Davis on 19 Nov 08
     
    Google map showing all live piracy incidents in the world - this would fascinating to discuss this in a current events class and correlate the incidents of piracy with political regimes and other correlated items. Present to the class- here is the map -- figure out why this may be happening in these places.
anonymous

Too late? Why scientists say we should expect the worst of global warming | Environment... - 0 views

www.guardian.co.uk/...warming-targets-climate-change

climate change global warming kidsgcci08

shared by anonymous on 11 Dec 08 - Cached
  • anonymous on 11 Dec 08
     
    Despite the political rhetoric, the scientific warnings, the media headlines and the corporate promises, he would say, carbon emissions were soaring way out of control - far above even the bleak scenarios considered by last year's report from the Intergovernmental Panel on Climate Change (IPCC) and the Stern review. The battle against dangerous climate change had been lost, and the world needed to prepare for things to get very, very bad.
anonymous

U.S. official says online drug videos threaten teens | Reuters - 0 views

www.reuters.com/...idUSTRE4960Z620081007

shared by anonymous on 07 Oct 08 - Cached
  • The director of the White House war on drugs said on Monday that Internet videos that show people getting high pose a dangerous threat to teenagers by encouraging them to use drugs and alcohol.
    • Vicki Davis
      Vicki Davis on 07 Oct 08
       
      It would be ineresting to see a STUDY on this. While I agree it is not good for kids to see -- we also need to see correlation before we jump into things. I still think that a rating system for youtube and online videos is needed to aid in filtering for age appropriateness.
    • anonymous
      anonymous on 07 Oct 08
       
      Unfortunately very few political decisions (and this kind of thing is always political) are made basd on data or research.
  • "Parents would be horrified to think that people are sneaking into their house to encourage their kids to build a bong or to chug on beer at age 13," Walters said. "The fact is those people are sneaking into your house through your Internet connection on your computer," he said.
    • anonymous
      anonymous on 07 Oct 08
       
      Responsible, internet-aware parenting is necessary--you wouldn't let a stranger in your house to talk to your kids, so why are you letting them view these videos?
Allison Kipta

Every Human Has Rights - 0 views

www.everyhumanhasrights.org

human-rights united-nations

shared by Allison Kipta on 10 Dec 08 - Cached
  • Allison Kipta on 10 Dec 08
     
    I choose to sign this declaration because: I wish to take responsibility for upholding the goals of the Universal Declaration of Human Rights in my daily life and in my community. I will do my best to speak out to protect the freedom and rights of others in my community. I affirm the following principle: "Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status." I believe Every Human Has Rights.
Ted Sakshaug

Timelines.tv - History, documentary & television on the web - 1 views

www.timelines.tv

History Timelines interactive teaching documentary television education

shared by Ted Sakshaug on 08 Jul 09 - Cached
  • Ted Sakshaug on 08 Jul 09
     
    Timelines.TV is the website companion to a BAFTA award-winning television series. On Timelines.TV you will find four series of documentary videos arranged chronologically. There are three series about British history; social, political, and imperial. There is one series about the American West in the 19th Century. You can browse for videos using the timeline at the bottom of the homepage or use the drop-down menu at the top of every page. I've only had time to watch videos from the American West series, but if the rest of the videos are as good as those that I've watched, Timelines.TV is a high-quality production.
H. Hampson

Jacket Knack - 0 views

jacketknack.blogspot.com

book blog bookcover library critical semiotics representation race gender interpretation publishing

shared by H. Hampson on 18 Aug 09 - Cached
  • H. Hampson on 18 Aug 09
     
    Book cover blog - very cool! Critical discussions about what gets represented on book covers, issues of semiotics and politics as well as some interesting, beautiful or thought-provoking artwork!
edutopia .org

Schools That Work: Integrating Art and Politics to Improve High School Student Engageme... - 2 views

www.edutopia.org/...ideo-york-high-school-teachers

schoolsthatwork schools integrating art politics high school school student engagement edutopia professionaldevelopment collaboration

shared by edutopia .org on 28 Jun 11 - No Cached
  • edutopia .org on 28 Jun 11
     
    AP government teacher Dayna Laur and art teacher Katlyn Wolfgang collaborated to create a joint project between their classes. After Edutopia produced the video, Dayna and Katlyn, who teach at Central York High School in York, Pennsylvania, shared their strategies for creating a successful integrated studies project. You can also find free resources and downloads from from Central York High School.
Martin Burrett

Embedding Well-Being Into School Culture - 0 views

ukedchat.com/...well-being-into-school-culture

well-being wellbeing

shared by Martin Burrett on 04 Oct 18 - No Cached
  • Martin Burrett on 04 Oct 18
     
    "Well-being has moved up the political and managerial agenda as well-being concerns have grown. In many schools 'over-doing it' has become a badge of honour and created an unsustainable arms-race of burn-out. But will this renewed focus by educational leaders make any difference? Does it need to, or sure we be responsible for our own well-being and for those around us?"
Martin Burrett

Connecting, Imagining And Empathising Through "Writing In-Role" by @NBentleyTweets - 0 views

ukedchat.com/...writing-in-role

shared by Martin Burrett on 05 Mar 19 - No Cached
  • Martin Burrett on 05 Mar 19
     
    "In a world where political divisions seem more entrenched than ever, and a school system which has yet to crack the problem of bullying, an opportunity to engage young people with different voices, narratives and ideas seems urgently necessary. I would suggest that the strategy of "writing in-role" holds the potential to do just this. "
Martin Burrett

Is rote learning overrated? - 0 views

ukedchat.com/...rote-learning

rote

shared by Martin Burrett on 18 Jan 19 - No Cached
  • Martin Burrett on 18 Jan 19
     
    "No film set of a 1950's primary school classroom would be complete without the serried ranks of neatly dressed children chanting times tables aloud at their wooden desks. Since those days, learning through repetition has fallen in and out of vogue. That's why it's so interesting to witness the recent resurgence in support for rote learning, backed by high-profile figures from the world of politics and education alike."
Martin Burrett

The Future of Learning - 2 views

ukedchat.com/...the-future-of-learning

future discussion UKEdChat

shared by Martin Burrett on 28 Feb 18 - No Cached
  • Martin Burrett on 28 Feb 18
     
    "It was once said 'It's difficult to make predictions, especially about the future'. There are so many factors, technological, political, societal, which could change the course of learning, but in this discussion we are future-gazing and trying to imagine what learning will look like in a generation from now and beyond."
Martin Burrett

Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 0 views

ukedchat.com/...just-great-teaching

shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
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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