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Martin Burrett

UKEdChat Global 2020 Online Conference - Call for Speakers - 1 views

ukedchat.com/...ukedchat-global-2020

conference

shared by Martin Burrett on 01 Apr 20 - No Cached
  • Martin Burrett on 01 Apr 20
     
    "As part of our efforts to support the amazing community of schools, teachers and educators globally, we are delighted to announce that our plans for a 2020 UKEdChat Conference have been moved forward to June 2020. The 2020 event will be our second online conference, and many educators got involved in the first event, sharing resources, pedagogy and great ideas that can be used in the classroom. We have now opened our 'Call to Speakers', and we invite school leaders, teachers, educational authors, educational consultants and educational companies to create (upto) 20-minute videos that will inspire delegates during the 3-day event."
Clif Mims

About the 2020 Forecast - 2020 Forecast: Creating the Future of Learning - 0 views

www.futureofed.org/?utm_source=2020+Forecast+-+NOT+RECEIVED&utm_campaign=32fdf5f980-2020_Forecast_Launch_NOT_RECEIVED_PRINT_COPY&utm_medium=email

Education Future Reform Educational-Technology

shared by Clif Mims on 07 Apr 09 - Cached
  • Clif Mims on 07 Apr 09
     
    This 2020 Forecast is a tool for thinking about, preparing for, and shaping the future. It outlines key forces of change that will shape the landscape of learning over the next decade. The forecast does not predict what will happen, but rather serves as a guide to the as-yet-unwritten future. It is designed to help you see connections among things that once seemed unrelated and to help you consider the changes and challenges that you are facing today within the context of wider patterns of change. Ultimately, the 2020 Forecast aims to provoke your own thinking about what role you want to play in creating the future of learning.
Martin Burrett

FREE - UKEdChat 2020 Online Conference - 3 views

ukedchat.com/...2020onlineconference

conference

shared by Martin Burrett on 09 Apr 20 - No Cached
  • Martin Burrett on 09 Apr 20
     
    "Following the success of our previous online conference, and in line with the frustrations around the COVID-19 virus, we are pleased to announce that we have moved our plans for the 2020 UKEdChat Online Conference forward to June 2020. The conference has proven a great platform for continuous professional development (CPD) and we are lining up some great video presentations based on: pedagogy, classroom management strategies, practical learning, assessments, improving subject knowledge and so on."
Martin Burrett

Webinar about eBooks: Books for every reader - How digital can make a difference, with @OverDriveEd - UKEdChat - 3 views

ukedchat.com/...webinar-ebooks

webinar ebooks

shared by Martin Burrett on 28 Oct 20 - No Cached
  • Martin Burrett on 28 Oct 20
     
    The original webinar took place on 28th October 2020 and explored how eBooks can augment your existing library and reading book schemes, both at primary and secondary schools. Experts Hannah Monson and Meredith Wemhoff talk to Martin Burrett about how eBooks can help in the current pandemic situation and beyond. They also tackle viewers' questions. Have a question? Get in touch via one for the methods below. Submit your details here for the chance to win a 10 inch Samsung Tab. One winner will be chosen at random on 30th November 2020.
Marie Slim

21 Things That Will Become Obsolete in Education by 2020 - THE DAILY RIFF - Be Smarter. About Education. - 36 views

www.thedailyriff.com/...e-in-education-by-2020-474.php

shared by Marie Slim on 11 Dec 10 - No Cached
  • we don't need kids to 'go to school' more; we need them to 'learn' more
  • Jeff Johnson on 11 Dec 10
     
    "Within the decade, it will either become the norm to teach this course (high school Algebra I) in middle school or we'll have finally woken up to the fact that there's no reason to give algebra weight over statistics and IT in high school for non-math majors (and they will have all taken it in middle school anyway)." - Shelley Blake-Plock
  • Marie Slim on 06 Jan 11
     
    RT @ransomtech: A good discussion starter: "21 Things That Will Become Obsolete in Education by 2020" http://bit.ly/dTqAxj
David Wetzel

Teach Science and Math - 11 views

www.teachscienceandmath.com/...te-in-math-and-science-by-2020

computer labs homework Math obsolete education Science standardized tests textbooks

shared by David Wetzel on 11 Mar 10 - Cached
  • David Wetzel on 11 Mar 10
     
    There are many lists going around about what the next decade will bring in K-12 education, especially focusing on those things that will become obsolete. Well, I decided to create my own list of 5 things that should be obsolete in K-12 education by 2020.
anonymous

2020 Forecast: Creating the Future of Learning - 0 views

www.futureofed.org/forecast

future forecast education

shared by anonymous on 19 Apr 09 - Cached
  • anonymous on 19 Apr 09
     
    This 2020 Forecast is a tool for thinking about, preparing for, and shaping the future. It outlines key forces of change that will shape the landscape of learning over the next decade.
  • anonymous on 19 Apr 09
     
    Another excellent read on the subject of the future of education. An excellent site.
Deven Black

21 Things That Will Be Obsolete by 2020 | MindShift - 48 views

mindshift.kqed.org/...-that-will-be-obsolete-by-2020

administrator all_teachers technology edu_trends

shared by Deven Black on 13 Mar 11 - No Cached
  • Deven Black on 13 Mar 11
     
    Will school change this much in the next decade?
C CC

Resource: 10 Important Work Skills in 2020 - 15 views

ukedchat.com/...-important-work-skills-in-2020

infographic infograph ukedchat jobs skills

shared by C CC on 07 Jul 14 - No Cached
  • C CC on 07 Jul 14
     
    Interesting infographic
Ed Webb

Education Department Grants Coronavirus Relief To Small Colleges : Coronavirus Live Updates : NPR - 0 views

www.npr.org/...-top-off-small-college-budgets

shared by Ed Webb on 10 May 20 - No Cached
  • The 20 institutions that received the most amount of money from the unmet-need fund serve less than 3,000 students combined, and about half are religious schools — including Bible colleges and seminaries — several of which serve less than 100 students.
    • Ed Webb
      Ed Webb on 10 May 20
       
      Fewer than... But the point stands
  • Much of the CARES Act's more than $14 billion for higher education is being distributed according to the number of full-time low-income students a college serves, which is measured through federal Pell Grants. The $350-million unmet-need fund followed a different formula. Miller says for this particular pot, schools that did not receive $500,000 or more from other available CARES Act funds were given the difference between what they did receive and $500,000 limit. "So the result is that the smaller you are and the less money you've already gotten, the more you get from this program," Miller says. But $350 million can only go so far. Education Secretary Betsy DeVos was given the discretion to choose which schools would benefit from the fund, and by how much.
  • Brad Smith, the president of Bakke Graduate University in Dallas, which was allotted $497,338 in federal aid, says he didn't learn of his school's eligibility until he was contacted by NPR. "I don't know anything about this," Smith says, noting that his school hadn't asked for additional federal help. "I'm taking responsibility to find out what it means."
Vicki Davis

From the Annointed Few to the Collective Many - 0 views

www.learningcircuits.org/0408_wilkins.html

brightideas connectingpeople govt_business hz08 hzmeta usercontent virtualcollab

shared by Vicki Davis on 24 Apr 08 - Cached
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      How sad!
  • the Internet has morphed from a presentation medium to an interactive platform in just a few years
  • a leading web analysis site
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      I find this description of Technorati almost amusing.
  • ...18 more annotations...
  • more than 50 percent of Americans aged 20-30 years old use Facebook
  • among Americans under the age of 35, social networking and user-generated content sites have overtaken TV as a primary media.
  • “Visitors to MySpace.com and Friendster.com generally skew older, with people age 25 and older comprising 68 and 71 percent of their user bases, respectively.”
  • We’re in the midst of a paradigm shift where individuals are indeed connecting “in ways and at levels that [they] haven’t done before”
  • Workplace communities
  • orkplace communities are designed to solve workplace-related challenges
  • talent management is about finding, developing, and retaining key talent within the organization
  • Ernst & Young, for instance, has a significant presence on Facebook in support of its recruiting efforts
  • Google, Home Depot, Enterprise Rent a Car, and Deloitte also are recruiting using Web 2.0 tools through YouTube videos and even alumni social networks
  • “If companies keep social networks out, they will be doing a significant disservice to their bottom lines
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      Understanding networks is important to students. Knowing how to be professional and what is appropriate for different spaces is vital.
  • Between 2000 and 2020, 75 million Boomers will reach retirement age.
  • The only content service with mass adoption (greater than 50 percent) was Social Networking, and this was only among respondents under the age of 35.”
  • In addition, Millennials are the first generation to spend more hours online per week than watching TV (16.7 vs 13.6).
  • some of the characteristics of Millenials, which included a desire to work in  “[open] and flat organizations” as “part of a tribe.”
  • “heavy use of technology (messaging, collaboration, online learning) as a daily part of their work lives.”
  • robust and active communities will have an easier time recruiting talented Millennials
  • they have opportunities to meaningfully connect to their peers and supervisors.
  • A retiring Boomer who is an expert in a particular field could be an excellent community manager, blogger, or wiki contributor.
    • Vicki Davis
      Vicki Davis on 24 Apr 08
       
      Blogging might be the answer for retiring boomers?
  • Vicki Davis on 24 Apr 08
     
    Business people and management should read this article about the transformation of business by using workplace communities. "Workplace communities are designed to solve workplace-related challenges" -- they focus on tasks. I would find it interesting to see a business REALLY use technology to change things. Having the business in a business network (OK a NING) and let people tag their posts with the business related PROBLEMS they are having and blog, video, or photograph it-- the tag cloud would tell the business IMMEDIATELY what the problems are in the company. The problem with this model is that there are few corporate executives who REALLY want to know the problems within their organizations. They don't want to be problem solvers, just opportunity creators. However, when managers open their eyes (and I'm a former General Manager myself) and see that two things give business opportunity: problem solving and innovation. And they are directly related. True innovation solves problems. Read this article and think about how you may solve problems using the networks you may now create. If you don't want everyone to know, keep it private and only allow people in your company in.
Jo Fothergill

IMPACT '08 - The Social, Cultural & Ethical Impact of ICT Innovation - 0 views

www.2020.org.nz/impact

shared by Jo Fothergill on 31 Mar 08 - Cached
  • Social Interaction August 18 How are innovations in ICT impacting on how people interact?  What is the impact of innovative ICTs eliminating the tyranny of distance and time?  Community Building September 15 What impact does ICT innovation have in building communities?  And, has the concept of community changed away from a geographic focus?  And what is the impact on the individual’s association with their multiple communities?
    • Jo Fothergill
      Jo Fothergill on 31 Mar 08
       
      could be of interest to educators
Martin Burrett

Remote Working For Teachers & Schools - 3 views

ukedchat.com/...remote-working

remote working tools EdTech

shared by Martin Burrett on 12 Mar 20 - No Cached
  • Martin Burrett on 12 Mar 20
     
    We will discuss what schools are doing to prepare for possible closures, how teachers can work efficiently at home, how schools and colleagues can offer support, and how technology can help to keep learning happen.
Martin Burrett

Cognitive Load Theory - UKEdChat - 0 views

ukedchat.com/...cognitive-load-theory-2

cognitive cognitive load theory

shared by Martin Burrett on 22 Oct 20 - No Cached
  • Martin Burrett on 22 Oct 20
     
    We all get overloaded from time to time, especially toward the end of a term when your todo list turns from being measured by points to metres. We all have our own capacity to deal with the issues at hand, and the ideas behind Cognitive Load Theory (CLT) attempt to maximise our bandwidth while streamlining the signals. The origins of the theory go back to the 1980s when a plethora of digital innovations changed how presentations were done in the business world. This trickled down in the following decades into how teachers presented ideas, moving away from blackboard and Over-Head Projectors to digitalised PowerPoint presentations. As with any new innovation, form overcame function, and for a period in the early noughties, I swear it must have been the law to cram as many animations and sound effects into every PowerPoint, and reading every word from the screen aloud was mandatory.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and how we can push back - Academic Matters - 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.
Martin Burrett

COVID-19 Edu Updates - 2 views

ukedchat.com/...covid-19-edu-updates

shared by Martin Burrett on 18 Mar 20 - No Cached
techmalt liked it
  • Martin Burrett on 18 Mar 20
     
    Keeping educators up to date on this fast changing situation
Ed Webb

What Cliff? Data and the Destruction of Public Higher Ed | Just Visiting - 2 views

www.insidehighered.com/...d-destruction-public-higher-ed

education future futures demographics data policy politics neoliberalism analysis opinion

shared by Ed Webb on 01 Mar 22 - Cached
alexabliss and oktayakk liked it
  • That higher education institutions are facing a “demographic cliff” in the coming years has become conventional wisdom. But what if there is no cliff? What if we’ve instead been subjected to a narrative rooted in limited data that serves the interests of corporations and is doing real damage to our public institutions?
  • Currently, the NCES projects relatively constant numbers of high school graduates through 2030, with total graduates expected to increase in the mid-2020s, followed by a modest decline, making the projected 2029–30 number slightly greater than in 2016–17. Further, it is important to note that since the 1970s, the total number of high school graduates in the U.S. has declined several times before. More importantly for higher education, the NCES projects modest increases in higher education enrollments through 2029.
  • WICHE is an interest group with an explicit policy agenda—“focus areas”—which includes “developing and supporting innovations in technology and beyond that improve the quality of postsecondary education and reduce costs.”
  • ...7 more annotations...
  • The purported demographic crisis is being used around the country to fundamentally remake higher education. For example, this is the main argument being advanced by Republicans in the Wisconsin Legislature seeking to radically reshape the University of Wisconsin system. This plan calls for the significant expansion of online education, regionalization of the comprehensive campuses, increased campus specialization and program consolidation and elimination, among other long-standing priorities.
  • The current context of higher education provides fertile ground for the uncritical acceptance of the demographic cliff. Higher education enrollments have declined since reaching historic highs in 2010. And decades of political decisions have made higher education tuition-driven, one state budget cycle at a time. We are vulnerable to the demographic cliff framing because of the politically imposed financial crunch in which we exist. Enrollments dictate everything we do.
  • the demographic cliff is an austerity-driven narrative that assumes that public funding will never—and should never—come back
  • Programs must be eliminated, online education must be expanded and, if necessary, even entire campuses must be closed. Higher education must be agile because tax increases are off the table, even as stock markets reach new highs and the income and wealth of the highest earners skyrockets. The interests of corporations and the wealthy will dictate public policy.
  • official population and education data—which come with no political assumptions, narrative or products for sale—show a slowly increasing population, including higher education enrollments, in the coming years.
  • demographic cliff is a manufactured crisis
  • takes advantage of a tuition-dependent higher education system to implement even greater austerity while imposing an education policy agenda that could never be adopted through normal political means
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