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Gideon Burton

Sir Ken Robinson - Changing Education Paradigms - 0 views

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    Animated version of Sir Ken Robinson's now famous manifesto for a new education paradigm. Very engaging
Carlie Wallentine

Ebooks in Education - 0 views

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    A great website on ebooks in general and in education.
Carlie Wallentine

Education and Technology in Elementary Education - 0 views

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    The 2012 topics for Elementary Education with Technology.
Neal C

Want Smart Kids? Here's What to Do - Percolator - The Chronicle of Higher Education - 0 views

shared by Neal C on 28 May 10 - Cached
  • Thus it seems that scholarly culture, and the taste for books that it brings, flows from generation to generation largely of its own accord, little affected by education, occupational status, or other aspects of class
    • Neal C
       
      Books matter...physical, tangible things
  • I wonder what e-book readers like the Kindle will mean to these statistics. On the plus side, a lot of e-books are free and those that aren't are often discounted, so a family with a Kindle might be able to afford more books (assuming they can pony up for the device). But the books aren't as easy to share and you probably don't want your 5-year-old dribbling juice onto your fancy expensive gadget.
    • Neal C
       
      Does online competency indicate to children the same priority on education or scholarship?
  • Want Smart Kids? Here's What to Do Buy a lot of books.
    • Neal C
       
      Want smart kids? Get books, not the internet (at least until someone does a similar study on the internet).
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  • onducted over 20 years, in 27 countries, and surveyed more than 70,000 people. Resea
Allison Frost

Censorship causing brain drain in China? | Chicago Press Release Services - 0 views

  • Students are leaving mainland China for the opportunity to study in Hong Kong instead.
  • “We are a small elite who can afford freedom beyond China’s great firewall,” says “Li Cheng” from Shanghai.
  • Li, a student at the University of Hong Kong, did not want to disclose his real name or details about his study program, fearing consequences back home. “I live in one country, but it feels like having two identities,” Li said. “In Shanghai, I use special software to access sites blacklisted by the government, like Twitter or the uncensored version of Google.
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  • “In Hong Kong, I am taught to integrate these tools in my research.”
  • Hong Kong is nothing like mainland China in terms of its free flow of information, freedom of speech and multiparty political system.
  • The exodus of students such as Li could signify a brain drain for mainland China, according to Bandurski. “Without political reform, economic growth in China will decline,” he said. “Talents will leave China. Students and teachers who want to have more access to information are not dissidents anymore. They are becoming the mainstream.”
  • With new freedom at hand, only a few fresh HKU graduates have returned to the mainland. Last year, only 3 percent of HKU graduates from mainland China returned home to look for a job. That matches the trend of Chinese students studying overseas. More than 70 percent of the more than 1 million Chinese students abroad did not return home after graduation between 1978 and 2006, according to a report by the Chinese Academy of Social Sciences
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    many students leaving beijing to study in hong kong. access to google and other sources of information, emphasis on information to further education, preference
Sarah Eeee

Dissent Magazine - Arguing The World - Are English Departments Killing the Humanities? - - 0 views

  • The focus of this post is not the thousand-and-one times told tale of how the corporatization of the university and state divestment from higher education has had a particularly disastrous impact upon humanities departments
  • We can treat these realities as facts to be taken for granted.
  • We might wonder if there are conditions of intellectual deprivation for which the institutional structures governing the humanities are partly to blame.
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  • For Arnoldians, literature would play the cultural role once occupied by religion, with beauty civilizing the modern individual.
  • The avatar of that attitude was Harvard’s Douglas Bush, who speaking in 1944 identified the cultural tradition running from the ancient Greeks through Milton as “that heritage for which the war has been fought.”
  • To put it another way, the English department currently labors under a deep paradox: it devotes much of its intellectual energy to declaring the limits of Anglo-American culture while being structurally wedded to that culture in a way that necessarily privileges it.
  • At the risk of being impolite, I will be pointed about their implications: this is not a progressive program of higher education, but is in fact a perniciously anti-progressive one. It confirms the casual undergraduate presupposition that nothing occurring before 1980 is of real significance, that the free market is the culmination of the human desire for liberty, and that digital fora for blather are now fundamental to meditations on our role in the universe.
  • In its youth it promised an education in literature without the hard work of learning languages, much to the dismay of classicists. In its middle age it offered a stripped-down version of philosophy under the banner of critical theory, an intrusion that philosophers bore with Stoic calm. Now in its senescence, the English department is being beaten by communications at its own game of watering down curriculum and reducing humanist traditions to what today’s adolescent will find—to use the favorite malapropism of the text-messaging generation—“relatable.”
  • In an age more forthright in its bigotries, Irving Babbitt advocated a New Humanism that readily embraced a meritocracy of learning. The humanitarian, in Babbitt’s phrase, “has sympathy for mankind in the lump,” where a humanist “is interested in the perfecting of the individual.” The return to the classics, or to great texts traditionally conceived, never seems in my mind fully to dispense with such patrician sensibilities.
  • The humanities programs of the next century might rather be structured around “world humanisms.” In such programs the phrase “great texts” would evoke the Bhagavad Gita every bit as much as it does The Iliad. The learning of at least one world language would be required, be it Arabic, French, or Mandarin. At its center would be neither the vernacular nor an artificially constructed “Western tradition.”
  • Instead it would explore on their own terms, and in their rich cross-fertilization, millenia of world traditions offering insight on the relationships between individual and society; on our ethical obligations to our fellow beings, human and non-human; and on flourishing and justice.
  • An example of a “world humanisms” approach is suggested by a conference that I recently attended in Istanbul, which brought together philosophers and theologians from North America and Turkey. One of the many rich portraits that emerged was of first-century Alexandria, where the Neoplatonism of the Jewish philosopher Philo directly influenced the early Christians Clement and Origen, as well as laying the foundations of Islamic philosophy through al-Kindi and al-Farabi. We are blinded to the study of this kind of influence by a focus on “Western Civilization” that favors Athens and Rome to Alexandria and treats Origen only as a precursor to Saint Augustine, that supposed inventor of an exclusively Christian syncretism between philosophy and theology.
  • Our task as humanists of the twenty-first century is to make those long and deep traditions visible, and to do so in the teeth of those forces that would strip them away, be those forces technological, commercial, political, or intellectual.
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    An alternate take on the "future of the humanities" argument. This author proposes a revamped sort of literature study incorporating modern languages and a fervently international approach to literature, thought, and culture.
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    This one skirts the edges of the digital humanities, by proposing a vision of future literature study. Explicitly digital projects could be useful for finding the international connections this author calls for.
Gideon Burton

Troy Hicks on Digital Writing - 0 views

  • We'll talk about how to apply digital writing skills effectively in the classroom, since many students may be adept at text messaging and communicating online but do not know how to craft a basic essay. Troy will also discuss how best to integrate new technologies into writing instruction.
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    Educational leader Steve Hargadon is conducting a webinar with Troy Hicks on the topic of Digital Writing. This was recommended by a prior student, Ben Miller.
Ben Wagner

Faulty Towers: The Crisis in Higher Education | The Nation - 1 views

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    This article is a must-read for anyone who cares about education and academia
Sam McGrath

Google For Educators - 0 views

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    Several posters designed for students offering tips on how to use different services offered by Google.
Bri Zabriskie

About » open thinking - 1 views

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    a blog about the educational uses of blogging and podcasting if you're interested
Bri Zabriskie

More than just passing notes in class? The Twitter-enabled backchannel - 1 views

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    a great really basic explanation of twitter backchannel and its use in education
Bri Zabriskie

How to Present While People are Twittering - Pistachio - 1 views

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    imagine how this can change education, not just conferences
Gideon Burton

Diigo Tutorials - 1 views

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    A good set of links for educational uses of Diigo social bookmarks. Includes suggestions for teachers on how to employ Diigo for pedagogical purposes
Gideon Burton

Host Your Own Webinars | LearnCentral - 0 views

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    This is the info I found about hosting a free educational webinar through LearnCentral / Elluminate
Weiye Loh

Skepticblog » Why are textbooks so expensive? - 0 views

  • In some cases, the costs are driven up because the market has gotten highly competitive with more and expensive features, like pricey full color throughout, and lots of ancillaries (website for the book, CD-ROM of Powerpoints or images, study guide for students, instructor’s guide, test banks, and many other extras). In the high-volume markets, like the introductory courses taken by hundreds of non-majors, these silly extras seem to make a big difference in enticing faculty to change their preferences and adopt a different book, so publishers must pull out all the stops on these expensive frills or lose in a highly competitive market. And, like any other market, the cost per unit is a function of how many you sell. In the huge introductory markets, there are tens of thousands of copies sold, and they can afford to keep their prices competitive but still must add every possible bell and whistle to lure instructors to adopt them. But in the upper-level undergraduate or the graduate courses, where there may only be a few hundred or a few thousand copies sold each year, they cannot afford expensive color, and each copy must be priced to match the anticipated sales. Low volume = higher individual cost per unit. It’s simple economics.
  • the real culprit is something most students don’t suspect: used book recyclers, and students’ own preferences for used books that are cheaper and already marked with someone else’s highlighter marker!
  • As an author, I’ve seen how the sales histories of textbooks work. Typically they have a big spike of sales for the first 1-2 years after they are introduced, and that’s when most the new copies are sold and most of the publisher’s money is made. But by year 3  (and sometimes sooner), the sales plunge and within another year or two, the sales are miniscule. The publishers have only a few options in a situation like this. One option: they can price the book so that the first two years’ worth of sales will pay their costs back before the used copies wipe out their market, which is the major reason new copies cost so much. Another option (especially with high-volume introductory textbooks) is to revise it within 2-3 years after the previous edition, so the new edition will drive all the used copies off the shelves for another two years or so. This is also a common strategy. For my most popular books, the publisher expected me to be working on a new edition almost as soon as the previous edition came out, and 2-3 years later, the new edition (with a distinctive new cover, and sometimes with significant new content as well) starts the sales curve cycle all over again. One of my books is in its eighth edition, but there are introductory textbooks that are in the 15th or 20th edition.
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  • For over 20 years now, I’ve heard all sorts of prophets saying that paper textbooks are dead, and predicting that all textbooks would be electronic within a few years. Year after year, I  hear this prediction—and paper textbooks continue to sell just fine, thank you.  Certainly, electronic editions of mass market best-sellers, novels and mysteries (usually cheaply produced with few illustrations) seem to do fine as Kindle editions or eBooks, and that market is well established. But electronic textbooks have never taken off, at least in science textbooks, despite numerous attempts to make them work. Watching students study, I have a few thoughts as to why this is: Students seem to feel that they haven’t “studied” unless they’ve covered their textbook with yellow highlighter markings. Although there are electronic equivalents of the highlighter marker pen, most of today’s students seem to prefer physically marking on a real paper book. Textbooks (especially science books) are heavy with color photographs and other images that don’t often look good on a tiny screen, don’t print out on ordinary paper well, but raise the price of the book. Even an eBook is going to be a lot more expensive with lots of images compared to a mass-market book with no art whatsoever. I’ve watched my students study, and they like the flexibility of being able to use their book just about anywhere—in bright light outdoors away from a power supply especially. Although eBooks are getting better, most still have screens that are hard to read in bright light, and eventually their battery will run out, whether you’re near a power supply or not. Finally, if  you drop your eBook or get it wet, you have a disaster. A textbook won’t even be dented by hard usage, and unless it’s totally soaked and cannot be dried, it does a lot better when wet than any electronic book.
  • A recent study found that digital textbooks were no panacea after all. Only one-third of the students said they were comfortable reading e-textbooks, and three-fourths preferred a paper textbook to an e-textbook if the costs were equal. And the costs have hidden jokers in the deck: e-textbooks may seem cheaper, but they tend to have built-in expiration dates and cannot be resold, so they may be priced below paper textbooks but end up costing about the same. E-textbooks are not that much cheaper for publishers, either, since the writing, editing, art manuscript, promotion, etc., all cost the publisher the same whether the final book is in paper or electronic. The only cost difference is printing and binding and shipping and storage vs. creating the electronic version.
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    But in the 1980s and 1990s, the market changed drastically with the expansion of used book recyclers. They set up shop at the bookstore door near the end of the semester and bought students' new copies for pennies on the dollar. They would show up in my office uninvited and ask if I want to sell any of the free adopter's copies that I get from publishers trying to entice me. If you walk through any campus bookstore, nearly all the new copies have been replaced by used copies, usually very tattered and with broken spines. The students naturally gravitate to the cheaper used books (and some prefer them because they like it if a previous owner has highlighted the important stuff). In many bookstores, there are no new copies at all, or just a few that go unsold. What these bargain hunters don't realize is that every used copy purchased means a new copy unsold. Used copies pay nothing to the publisher (or the author, either), so to recoup their costs, publishers must price their new copies to offset the loss of sales by used copies. And so the vicious circle begins-publisher raises the price on the book again, more students buy used copies, so a new copy keeps climbing in price.
Allison Frost

China's Orwellian Internet | The Heritage Foundation - 0 views

  • However, for China's 79 million Web surfers-the most educated and prosperous segment of the country's popula­tion-the Internet is now a tool of police surveil­lance and official disinformation.
  • Democratic reform in China is highly unlikely to come from the top down, that is, from the Chi­nese Communist Party. It will have to emerge from the grass roots. If the Internet is to be a medium of that reform, ways will need to be found to counter China's official censorship and manipulation of digital communications. The cultivation of demo­cratic ideals in China therefore requires that the U.S. adopt policies that promote freedom of infor­mation and communication by funding the devel­opment of anti-censorship technologies and restricting the export of Internet censoring and monitoring technologies to police states.[
  • As the central propaganda organs and police agencies maintain and tighten their grips on information flow and private digital communications, the average Chinese citizen now realizes that political speech on the Internet is no longer shrouded in anonymity: Private contacts with like-minded citizens in chat rooms, or even via e-mail text messaging, are not likely to escape police notice.
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  • On July 31, 2004, hundreds of villagers of Shiji­ahecun hamlet in rural Henan province demon­strated against local corruption. Provincial police from the capital at Zhengzhou dispatched a large anti-riot unit to the village, which attacked the crowd with rubber bullets, tear gas, and electric prods.[12] Propaganda officials immediately banned media coverage of the incident, and the outside world might not have learned of the clash if an intrepid local "netizen" had not posted news of it on the Internet. The Web correspondent was quickly identified by Chinese cybercops and arrested during a telephone interview with the Voice of America on August 2. While the infor­mant was on the phone with VOA interviewers in Washington, D.C., he was suddenly cut short, and the voice of a relative could be heard in the back­ground shouting that authorities from the Internet office of the Zhengzhou public security bureau (Shi Gonganju Wangluchu) had come to arrest the interviewee. After several seconds of noisy strug­gle, the telephone connection went dead
  • In April 2004, The Washington Post described a typical cyberdissidence case involving a group of students who were arrested for participating in an informal discussion forum at Beijing University. It was a chilling report that covered the surveillance, arrest, trial, and conviction of the dissidents and police intimidation of witnesses. Yang Zili, the group's coordinator, and other young idealists in his Beijing University circle were influenced by the writings of Vaclav Havel, Friedrich Hayek, and Samuel P. Huntington. Yang questioned the abuses of human rights permitted in the "New China." His popular Web site was monitored by police, and after letting him attract a substantial number of like-minded others, China's cyberpolice swept up the entire group. Relentlessly interrogated, beaten, and pressured to sign confessions implicat­ing each other, the core members nevertheless with­stood the pressure. The case demonstrated that stamping out cyberdissent had become a priority state function. According to the Post, Chinese leader Jiang Zemin considered "the investigation as one of the most important in the nation." In March 2003, the arrestees were each sentenced to prison terms of between eight and ten years-all for exchanging opinions on the Internet.[9] Then there is the case of Liu Di, a psychology student at Beijing Normal University who posted Internet essays under the screen name of Stainless Steel Mouse. She is an exception among cyberdis­sidents-after a year behind bars, she is now out of jail. The then 23-year-old Liu was influenced by George Orwell's 1984 and became well known for her satirical writing and musings on dissidents in the former Soviet Union. She defended other cyberdissidents, supported intellectuals arrested for organizing reading groups, attacked Chinese chauvinists, and, in a spoof, called for a new polit­ical party in which anyone could join and every­one could be "chairman." Arrested in November 2002 and held for nearly one year without a trial, she became a cause célèbre for human rights and press freedom groups overseas and apparently gained some notoriety within China as well. Although she had been held without trial and was never formally charged, she was imprisoned in a Beijing jail cell with three criminals. In December 2003, she was released in anticipation of Premier Wen Jiabao's visit to the U.S. Yet nine months after returning to the Beijing apartment that she shares with her grandmother, Liu still finds police secu­rity officers posted at her home. She has found it impossible to find a regular job, and police moni­tors block her screen name Stainless Steel Mouse from Web sites
  • In January 2004, Amnesty International documented 54 cases of individuals arrested for "cyberdissent," but concluded that the 54 cases were probably just "a fraction" of the actual number detained.[
  • Although President Hu's anti-porn crusade has superficially lofty goals, the nationwide crackdown conveniently tightens state control over the spread of digital information. In fact, more than 90 per­cent of the articles in China's legal regime govern­ing Internet sites is "news and information," and less than 5 percent is "other inappropriate con­tent."[
  • In February 2003, a mysterious virus swept through the southern Chinese province of Guang­dong, decimating the staffs of hospitals and clinics. According to The Washington Post, "there were 900 people sick with SARS [sudden acute respiratory syndrome] in Guangzhou and 45 percent of them were health care professionals." The Chinese media suppressed news of the disease, apparently in the belief that the public would panic, but: [News] reached the Chinese public in Guangdong through a short-text message, sent to mobile phones in Guangzhou around noon on Feb. 8. "There is a fatal flu in Guangzhou," it read. This same message was resent 40 million times that day, 41 million times the next day and 45 million times on Feb. 10.[36] The SARS epidemic taught the Chinese security services that mobile phone text messages are a powerful weapon against censorship and state control of the media. The Chinese government announced in 2003 new plans to censor text mes­sages distributed by mobile telephone.
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    written in 2004, a bit outdated, but gives great background into China's stance on internet censorship and individual accounts of citizens arrested and held (sometimes years without trail) for crimes committed online
Stacie Farmer

Texas School Board Set to Vote Textbook Revisions - NYTimes.com - 0 views

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    "By sheer force of its population size, Texas has long held outsize influence on national textbook publishers, some of whom sent curriculum writers to take notes in the boardroom. That influence has waned somewhat in recent years, with the digital age allowing editors to tailor versions of their textbooks to individual states. " Is the ability to "tailor versions of their textbooks to individual states" going to affect the way students are learning? How effective is this really?
becca_hay

Single-Sex Public Education - Children and Youth - Schools - Gender - NYTimes.com - 1 views

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    This goes along with the monkey article I just shared! read both, they're so interesting when shown in eachother's light!
Sam McGrath

BoomWriter - Schools - 1 views

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    This is an interesting online tool to help students develop their writing skills and maybe even learn to love it. It makes assignments much more relevant.
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