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Felix Gryffeth

Instead of fighting over student debt forgiveness, politicians should focus on an even easier solution that could transform the student loan crisis - 1 views

www.yahoo.com/...er-student-debt-120200958.html

student loan debt

shared by Felix Gryffeth on 01 Aug 21 - No Cached
  • Felix Gryffeth on 01 Aug 21
     
    ", rather than providing a blanket discharge without context for personal decisions or need."
Ed Webb

Liberal Education after the Pandemic | AAUP - 1 views

www.aaup.org/...beral-education-after-pandemic

LiberalArts liberal_arts education future US USA pandemics economy sustainability science climate opinion

shared by Ed Webb on 19 Sep 20 - Cached
  • The current massive and unanticipated experiment in online education could transform higher education as we know it. We should begin these difficult conversations about the future of the liberal arts now, in cyberspace, before the new normal takes shape—whenever that may be. Even if we feel trapped in our own homes and beset with anxiety and cabin fever, we also have an opportunity to reconsider the aims of higher education not in the abstract but in this concrete historical moment, with attention to specific institutional needs, public policy proposals, ideological pressures, and the overarching economic crisis.
  • A genuine commitment to ethical, historically aware, egalitarian, or democratic principles can land an individual in a world of trouble. I am thinking, for example, of the basic scientific literacy, historical awareness, and ethical commitment that equip an individual citizen to recognize the expertise of infectious disease specialists and reject the common sense of neighbors or the priorities and demands of an employer—or to spot the bogus claims, fundamental incompetence, or ethical depravity of some elected leaders. Such scientific literacy and basic familiarity with statistical analysis allow nonexperts to understand the arguments of climatologists and reject the sophistry of coworkers or talk show hosts or governors who point out, for example, that “the climate has always been changing.”
  • The reason that individual institutions cannot pitch such potential outcomes under ordinary circumstances is that these intellectual faculties serve the public good but do not necessarily advance the economic interests or career objectives of individual prospective or current students, especially those incurring significant debt. Being a whistleblower, for example, is generally a costly, painful career move—but the public needs to know nonetheless if the US military is shooting civilians in the streets of Baghdad; or the pharmaceutical industry is engineering a profitable opioid epidemic; or the health insurance industry is denying legitimate claims.
  • ...3 more annotations...
  • just as the current crisis represents an opportunity for the people who have been working hard to privatize everything imaginable, dismantle public education, sink net neutrality, and align higher education with the demands of prospective employers and industry moguls (think here of the interventions of the Koch brothers in higher education, for example), it also represents an opportunity to push for the basic conditions under which a liberal education might properly serve its public functions. We should use these months to advocate for the kinds of public policies, such as tuition-free higher education, that recognize liberal education as a common good. We must articulate the reasons why a liberal education is in fact a common good and why a liberal education is disfigured if it is made to promote the demands of prospective employers.
  • We need a society capable of devising new and more humane social contracts, new political economies, new food and energy grids, and sustainable use of resources—whether or not these projects produce financial dividends for individual graduates or for their employers. An accessible, publicly funded liberal education decoupled from the demands of industry and prospective employers is the best way to prepare people to do these things.
  • we should use these months of confinement to strategize about a long-term case for liberal education and for public investment in an educated citizenry. Now is the time to invest some of our intellectual capital in education advocacy that ultimately makes a difference not only in the lives of students but also for the collective well-being of our nation and the world
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

Busting the myths of AI in education - 0 views

ukedchat.com/...busting-myths-ai-edu

AI myths education

shared by Martin Burrett on 09 Oct 18 - No Cached
  • Martin Burrett on 09 Oct 18
     
    "When you mention Artificial Intelligence (AI), you're likely to get a variety of responses ranging from the fear that robots will take over our jobs - and our lives - to the conviction that it will transform our future for the better. Now that AI is becoming an integral part of organisations such as NASA, the NHS and even your local council, is it time for education to embrace the power of AI? I believe that it is. While algorithms will never be a substitute for a good teacher, there are some exciting new ways that AI can help schools to spot patterns of progress, or identify pupils who are having difficulties with their learning."
Martin Burrett

Using a backchannel by @nikpeachey - 3 views

ukedchat.com/...ng-a-backchannel-by-nikpeachey

mobile tech technology backchannel

shared by Martin Burrett on 14 Sep 16 - No Cached
funckymonkey liked it
  • Martin Burrett on 14 Sep 16
     
    In my first post in this series - Getting students' attention - I mentioned the use of backchannels. This post should give you more information about the use of backchannels within the classroom. If you are working in a classroom where your students have internet connected devices, either through wifi or their mobile phone, using a backchannel can have a transformative impact on the way you can use technology with your students...
Martin Burrett

Artisto - 1 views

ukedchat.com/artisto

iOS Android Android App Apple app video videos art video filters

shared by Martin Burrett on 14 Aug 16 - No Cached
  • Martin Burrett on 14 Aug 16
     
    A remarkable Android/iOS app where you can record short videos and transform into pieces of art using filters powered by artificial intelligence. Choose from a range of filters.
Maggie Verster

16 Modern Realities Schools (and Parents) Need to Accept. Now. - Modern Learning - Medium - 14 views

medium.com/...eed-to-accept-now-64b98710e4e9

transformation school2.0 education

shared by Maggie Verster on 17 May 16 - No Cached
  • Walter Antoniotti on 22 May 16
     
    teach them to read, let them pose a question, give them guidance as they try to answer their own question and see what happens.
Vicki Davis

Drawing to Learn | Learning Sciences Research Institute - 1 views

www.lsri.nottingham.ac.uk/...drawingtolearn

education sketchnoting sketchnotes learning all_teachers bestpractices edu_news edu_trends

shared by Vicki Davis on 29 Sep 15 - No Cached
  • Vicki Davis on 29 Sep 15
     
    "Ainsworth, Prain and Tyler  (2011) in a paper in Science argue that  drawing  can play a number of  important roles in learning:, namely: Drawing to enhance engagement - surveys have shown than when students draw to explain they are more motivated to learn compared to traditional teaching of science. Drawing to learn to represent in science - the process of producing visual representations  helps learners understand how scientific representations work. Drawing to reason in science - student learn to reason like scientists as they select specific features to focus on in their drawings, aligning it with observation, measurement and/or emerging ideas Drawing as a learning strategy - if learners read a text and then draw it, the process of making their understanding visible and explicit helps them to overcome limitations in presented material, organise and integrate their knowledge and ultimately can be transformative. Drawing to communicate - discussing their drawings with their students provides teachers with windows into students' thinking as well being a way that the peers can share knowledge, discovery and understanding."
Vicki Davis

How Big Data is Helping Seed a Farming Transformation « A Smarter Planet Blog A Smarter Planet Blog - 3 views

asmarterplanet.com/...big-data-flint-river.html

education news casey cox alumni

shared by Vicki Davis on 25 Apr 14 - No Cached
  • Vicki Davis on 25 Apr 14
     
    One of my students wrote this.
Vicki Davis

20 to Watch Recognition Program - 0 views

www.nsba.org/...20-to-Watch-Winners

education news technology all_teachers bestpractices

shared by Vicki Davis on 04 Dec 13 - No Cached
  • Vicki Davis on 04 Dec 13
     
    Nominate someone you know NOW. What a great way to share up and coming education technology leaders: "Do you know educators who are passionate about using technology to transform teaching and learning; who can inspire their colleagues to embrace new tools; and who are curious by nature and always looking for how the next innovation can be applied to education? If so, please submit their names by Wednesday, December 18th for consideration as part of the National School Boards Association's "20 to Watch" recognition program. The 2013-14 "20" will be honored in Washington, D.C. during CoSN's Annual Conference, March 19th, 2014 (www.cosn.org) and recognized during the Technology Leadership Network Luncheon at the NSBA Annual Conference in New Orleans, April 6, 2014. Questions? Please email Ann Flynn."
Vicki Davis

One on One With a Teacher on the Leading Edge - 0 views

www.bamradionetwork.com/index.php

education news edreform bestpractices

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    A show I recorded with Dawn Casey-Rowe, an overcomer who is using technology (and kickboxing too). She gives advice on transforming classrooms to demands all teachers face. She shares her thoughts about leading, learning, and embracing education technology.
Vicki Davis

Psst Parents And YA Authors, This Post is For You - An Interview With a 10th Grade YA eBook Reader - Recommendations, Current Trends And Advice From a Member of The YA Audience | Kindle Kids' Corner - 5 views

kids.kindlenationdaily.com/...om-a-member-of-the-ya-audience

education learning news books ebook

shared by Vicki Davis on 18 May 13 - No Cached
  • Vicki Davis on 18 May 13
     
    Another one of my students has been writing and sharing on the Kindle Kids Corner. Here's an interview she did about trends in Young Adult fiction and I agree with so much of what she's written. This is another example of how authentic projects can transform a student. This happened to come out of one of my favorite kindle book sites - Kindle Nation Daily and an email conversation I had with the author Steven Windwalker (penname.) 
Steve Ransom

Principal fires security guards to hire art teachers - and transforms elementary school - The Daily Nightly - 3 views

dailynightly.nbcnews.com/...d-transforms-elementary-school

school arts music turnaround change reform success improvement

shared by Steve Ransom on 02 May 13 - No Cached
  • Steve Ransom on 02 May 13
     
    Funny... when you treat children with dignity and create beauty around them, they tend NOT to act like criminals. Create a school environment that's like a prison, and...
Fred Delventhal

Desmos | Beautiful, Free Math - 13 views

www.desmos.com

Math calculator graphing_calculator graphing interactive tools education Maths

shared by Fred Delventhal on 20 Apr 13 - No Cached
  • Fred Delventhal on 20 Apr 13
     
    "Graph functions, plot tables of data, evaluate equations, explore transformations, and more - for free!" Via #gafesummit Ontario
Vicki Davis

geniushour - home - 2 views

geniushour.wikispaces.com

education news geniushour passion passionbasedlearning

shared by Vicki Davis on 17 Apr 13 - No Cached
  • Vicki Davis on 17 Apr 13
     
    A transformational practice that is in the second year in my own classroom. This is as transformational and essential as adding global collaboration to your classroom.
Vicki Davis

globalcollaboration - Flat Classroom Workshop 2013 - 1 views

globalcollaboration.flatclassroomproject.org/Flat+Classroom+Workshop+2013

news flatclassroom education tumblr all_teachers

shared by Vicki Davis on 11 Apr 13 - No Cached
  • Vicki Davis on 11 Apr 13
     
    If you're heading to ISTE and you're ready to collaborate globally, Julie Lindsay, Flat Classroom cofounder will be hosting a Flat Classroom workshop at the International School of San Diego on June 20-21 - here's the  information. "Julie Lindsay, co-founder and Director of Flat Classroom, award winning global collaborative projects, and Flat Classroom Conference and Live Events Inc. unique collaborative live events for teachers and students, announces the June 20 & 21, 2-day 'Flat Classroom Workshop - Seven Steps to Global Collaboration'. Educators who want to transform their learning and embrace global collaboration in their curriculum are invited to join Julie for a unique professional development experience at International School of the Americas in San Antonio, Texas."
Martin Burrett

PartyCloud - 11 views

www.partycloud.fm/22238624

mix music music mixer digital music

shared by Martin Burrett on 16 Jan 13 - No Cached
  • Martin Burrett on 16 Jan 13
     
    This site transforms your computer into a music mixer and your students can make music mixes on the web and practise their DJ skills. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
Vicki Davis

The New Habitudes - More Lessons, More Learning, and More to Come | Angela Maiers, Speaker, Educator, Writer - 6 views

www.angelamaiers.com/...learning-and-more-to-come.html

education learning teaching habitudes angelamaiers tumblr edu_trends

shared by Vicki Davis on 08 Jan 13 - No Cached
  • Vicki Davis on 08 Jan 13
     
    We've been doing an incredible professional development with Angela Maiers. You start with what you want to "be" before you talk about what you want to "do." This model is powerful and transformative, but honestly it took me the first 3-4 hours of the 10 hour training before the light bulb went on and I went 'oh" - Oh, my goodness, I"ve been doing some of this, but we need a common language. We start with what we want to be "scientists" "a learer" "risk takers" "bold" "Models and mentors" - -she challenged us to "be the learner, leader, citizen you wish your children to be."
Dave Truss

Personalize Learning: Stages of Personalized Learning Environments - 10 views

www.personalizelearning.com/...-of-personalized-learning.html

personalized-learning inquiry PLE

shared by Dave Truss on 04 Jan 13 - No Cached
  • Dave Truss on 04 Jan 13
     
    In attempting to transform teaching and learning to personalized learning, consider where you are currently and envision which stage you can see feasible for your school, district or community. Stage 1: Teacher Centred Stage 2: Learner-Centred & Co-Designed with Teachers Stage 3: Learner-Driven with Teacher Facilitation By Barbara Bray & Kathleen McClaskey
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