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Is This Time Different? Questions for MOOCs and Online Learning Beyond 2012

Is This Time Different? Questions for MOOCs and Online Learning Beyond 2012 | :: The 4th Era :: | Scoop.it

The document that triggered Goldrick-Rab's energetic critique (see previos Scoop on this page, "Is This Time Different?") Published by the chief information officers of the Big Ten schools and the University of Chicago.

 

Also available at:
http://www.cic.net/Libraries/Technology/IsthisTimeDifferent_QuestionsonMOOCsandOnlineLearning.sflb.ashx

Jim Lerman's insight:

Do MOOCs represent the end of days for large swaths of higher education or the dawn of a new age of abundance?

 

 

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:: The 4th Era ::
Exploration of the new era in human history marked by invention of the Internet
Curated by Jim Lerman
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Introducing this work

Introducing this work | :: The 4th Era :: | Scoop.it

For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.

 

All readers may not agree with this interpretation of the history of information, especially with the division and numbering of the eras. That is not the main point. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.

 

Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the advance of digital technology occasion analogous transformations in the corresponding universe of present and future human activity.

 

This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL

 

Opinions expressed, scooped, or copied in this Scoop.it topic are my own, or a result of my own judgment, and should in no way be understood to reflect those of my employer.

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Margaret Waage's comment, June 20, 2013 7:43 AM
Jim - I like your perspective. Great subject matter here!
Margaret Waage's comment, June 20, 2013 7:46 AM
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Azania Nduli-AmaZulu UbuntuPsychology.ORG's curator insight, July 8, 2013 6:24 PM

Beautiful!

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ASCD Express 12.22 - Eight Keys for Transformative School Design

ASCD Express 12.22 - Eight Keys for Transformative School Design | :: The 4th Era :: | Scoop.it
Change is not just coming to education; it is already on our doorstep. With advances in technology and a radically evolving society, it is incumbent upon schools to take a critical lens to their culture and determine whether students will be prepared to succeed in the new world of work. Our students need to be able to create new industries, find new cures, and solve tomorrow's global problems. We have identified eight keys to design tomorrow's schools so that today's learners are prepared for success far beyond earning a high school diploma. Each of these eight keys serves as a puzzle piece for redesigning the education system.
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Glossary of Hattie's influences on student achievement - VISIBLE LEARNING

Glossary of Hattie's influences on student achievement - VISIBLE LEARNING | :: The 4th Era :: | Scoop.it
This Glossary explains influences related to student achievement published in John Hattie’s Visible Learning for teachers (Hattie 2012; 251ff). You can find an older list of  influences related to student achievement in Hattie (2009) Visible Learning. 1. Student Self-Reported Grades Self reported grades comes…Read more ›

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29 Challenging Teaching and Learning Strategies

29 Challenging Teaching and Learning Strategies | :: The 4th Era :: | Scoop.it
this Powerpoint file is my visualising some of the brilliant Mike Simpson's ideas - I would really appreciate any comments on how other teachers might use some of these strategies, which ones people find effectiv

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How to Improve Resilience in Midlife

How to Improve Resilience in Midlife | :: The 4th Era :: | Scoop.it

"Much of the scientific research on resilience — our ability to bounce back from adversity — has focused on how to build resilience in children. But what about the grown-ups?

"While resilience is an essential skill for healthy childhood development, science shows that adults also can take steps to boost resilience in middle age, which is often the time we need it most. Midlife can bring all kinds of stressors, including divorce, the death of a parent, career setbacks and retirement worries, yet many of us don’t build the coping skills we need to meet these challenges.

"Scientists who study stress and resilience say it’s important to think of resilience as an emotional muscle that can be strengthened at any time. While it’s useful to build up resilience before a big or small crisis hits, there still are active steps you can take during and after a crisis to speed your emotional recovery."

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Why I’m Optimistic About the Next Wave of Education Technology ~ Stephen Downes

Why I’m Optimistic About the Next Wave of Education Technology ~ Stephen Downes | :: The 4th Era :: | Scoop.it
It's interesting to see the writers at edSurge motivated to respond to the criticisms leveled by Audrey Watters. In this case we have Jason Palmer responding to "worries that “education technology [merely] serves as a ’Trojan Horse’ of sorts, carrying... the ideology of Silicon Valley [into public schools].” This he translates into a question something like "is education technology healthy in the United States," and not surprisingly, the answer is yes, especially given recent pubic policy decisions that have allowed private ventures to earn significant revenue from government sources. Eventually the U.S. government will turn off the subsidy taps, though, and we'll see how robust the market is. It's pretty easy to "spot which education technologies have the wind of government policy or philanthropic support at their back," especially when you have your own people at the table where the decisions are made, but it's a lot harder to get education right.
Jim Lerman's insight:
Downes is one of the thought leaders I follow closely. I find a good deal of wisdom in his work.

Via Miloš Bajčetić
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Toolkits for transdisciplinary research

Toolkits for transdisciplinary research | :: The 4th Era :: | Scoop.it

"If you want to undertake transdisciplinary research, where can you find relevant concepts and methods? Are there compilations or toolkits that are helpful?

"I’ve identified eight relevant toolkits, which are described briefly below and in more detail in the journal GAIA’s Toolkits for Transdisciplinarity series.

"One toolkit provides concepts and methods relevant to the full range of transdisciplinary research, while the others cover four key aspects: (i) collaboration, (ii) synthesis of knowledge from relevant disciplines and stakeholders, (iii) thinking systemically, and (iv) making change happen."

 

Jim Lerman's insight:

This looks to be an excellent collection of useful resources. As problems become increasingly complex, the applications of interdisciplinary inquiries to solution-seeking become increasingly important.

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6 Critical Factors that Affect How People Learn

6 Critical Factors that Affect How People Learn | :: The 4th Era :: | Scoop.it

There are several factors that affect the learning process during eLearning courses. Take note!


Via Marta Torán, Stewart-Marshall, Jim Lerman
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Marta Torán's curator insight, June 15, 3:21 PM

Los factores que influyen positiva y negativamente en el Aprendizaje que debemos tener en cuenta al diseñar nuestros contenidos:
Efecto de aprendizaje significativo - efecto de la práctica espaciada - efecto de interferencia - efecto de transferencia - efecto niveles de procesamiento - efecto de organización del texto


Lo cuenta Karla Gutiérrez.

strippingticket's comment, June 19, 1:22 AM
nice
strippingticket's comment, June 19, 1:22 AM
nice
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Your Best Tips for Beating Procrastination :: NY Times

Your Best Tips for Beating Procrastination :: NY Times | :: The 4th Era :: | Scoop.it

"Welcome to the Smarter Living newsletter. Editor Tim Herrera emails readers once a week with tips and advice for living a better, more fulfilling life. Sign up here to get it in your inbox every Monday morning.

"I am writing this sentence days after I wanted to finish this, and only a few hours before deadline. Not exactly the last minute, but close enough.

"Two weeks ago we talked about beating procrastination and getting stuff done. Clearly I still have a lot to learn. But I asked you all for your tips, and hundreds of you emailed or tweeted your best advice for starting tasks and getting across the finish line. (And some of you just wrote in to commiserate, which was lovely. We’re all just trying our best out here.)

"Many of your tips were fantastic. They were so good, in fact, that I wanted to share a few of my favorites:"

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Five Laws of Media and Information Literacy (MIL) | #UNESCO #ModernEDU #Infographic

Five Laws of Media and Information Literacy (MIL) | #UNESCO #ModernEDU #Infographic | :: The 4th Era :: | Scoop.it

Empowerment of people through Media and Information Literacy (MIL) is an important prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems.

 

Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content.

  

Learn more / En savoir plus / Mehr erfahren:

 

http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept/

 


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Gust MEES's curator insight, February 18, 4:00 PM

Empowerment of people through Media and Information Literacy (MIL) is an important prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems.

 

Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content.

  

Learn more / En savoir plus / Mehr erfahren:

 

http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept/

 

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10 Programs Closing the Gender Gap in STEM 

10 Programs Closing the Gender Gap in STEM  | :: The 4th Era :: | Scoop.it

Despite more women studying STEM subjects (Science, Technology, Engineering, and Maths), when it comes to jobs in these fields, the gender gap remains wide. There are various reasons for this gap: Girls are often less encouraged to go into STEM fields; jobs in this industry tend not to be very flexible.. 


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Becky Roehrs's curator insight, June 30, 11:21 AM

These organizations are combating the STEM gender gap from many different directions-when I was a computer programmer, 34% were women; as of 2015, only 18% of computer programmers are women..  

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Personalized Learning: Modest Gains, Big Challenges, RAND Study Finds

Personalized Learning: Modest Gains, Big Challenges, RAND Study Finds | :: The 4th Era :: | Scoop.it

"There's new evidence to suggest that customizing instruction for every student can generate modest gains in math and reading scores, according to a report released today by the RAND Corp.

"Despite the promising signs, though, the researchers behind the most comprehensive ongoing study to date of personalized learning describe their latest findings as a "cautionary tale" about a trend whose popularity—and backing from philanthropists, venture capitalists, and the ed-tech industry—far outpaces its evidence base.

"It's important to set expectations," John F. Pane, a senior scientist and the distinguished chair in education innovation at RAND, said in an interview. "This may not work everywhere, and it requires careful thought about the context that enables it to work well."

"Pane is a lead author of "Informing Progress: Insights on Personalized Learning Implementation and Effects," the third and most recent study in a multi-year RAND analysis being funded by the Bill & Melinda Gates Foundation."

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Educational Leadership: Gearing Up for Change [FREE ISSUE]

Educational Leadership: Gearing Up for Change [FREE ISSUE] | :: The 4th Era :: | Scoop.it

The June issue of Educational Leadership is available online for free. Click on the headline or the image to view it for free. A rare opportunity to access a dozen timely, thoughtful, and practical articles. -JL

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ASCD Express 12.22 - Eight Keys for Transformative School Design

ASCD Express 12.22 - Eight Keys for Transformative School Design | :: The 4th Era :: | Scoop.it
So you want to be a principal. Did you know that 25,000 principals leave the profession each year, and 50 percent of new principals quit by their third year (School Leaders Network, 2014)? Knowing this, why do you want to be a principal? To give you more insight, let's explore the facts behind principal churn and present a tool for gathering data for increasing the likelihood of success.


"Effect of Principal Churn


"The first year after a principal quits, retires, or is replaced, schools typically see decreases in student achievement in math and reading (Branch, Hanushek, & Rivkin, 2008), and it can take up to three years to regain a positive momentum (School Leaders Network, 2014). Principal churn affects students, schools, and entire communities and is an acute problem at lower-achieving and high-poverty schools. Principals are the influential change agents in schools, second only to teachers in influencing student learning (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004)."

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The World Is About to Undergo Even Faster Change

The World Is About to Undergo Even Faster Change | :: The 4th Era :: | Scoop.it
The acceleration in the pace of change and its effect on markets, companies and labor is astonishing.

Via Mark E. Deschaine, PhD, Sarantis Chelmis
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Hattie’s analysis of inquiry-based teaching

Hattie’s analysis of inquiry-based teaching | :: The 4th Era :: | Scoop.it
In his influential book Visible Learning, John Hattie presents his synthesis of over 800 meta-analysis papers of impacts upon student achievement. On a number of occasions teachers and teacher-librarians have told me that when they have advocated for inquiry learning approaches at their school, their senior administrators have not been supportive, citing Hattie’s research as showing that…

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Teaching 21st Century Skills For 21st Century Success Requires An Ecosystem Approach | #eSkills #ICT

Teaching 21st Century Skills For 21st Century Success Requires An Ecosystem Approach | #eSkills #ICT | :: The 4th Era :: | Scoop.it
It is almost universally acknowledged that in order to succeed in the 21st century, students must learn much more than the “three Rs” and basic computer competency.

 

The term “21st century skills” is used often in educational circles to refer to a range of abilities and competencies that go beyond what has traditionally been taught in the classroom, including problem solving, communication, collaboration, creativity and innovation. Others define the term as “information literacy, media literacy, and information, communication and technology literacy.”

 

More importantly, students need these skills because employers across a huge variety of industries increasingly demand them. A recent McKinsey report indicated that close to 40 percent of employers could not find people with the right skills while 60 percent “complain[ed] of a lack of preparation.” Even jobs that were once considered vocationalsuch as welding, petroleum production, and even factory work, are now high tech, and require specialized knowledge that includes not only a robust science background and familiarity with the computerized machinery that keeps heavy industry humming, but also critical thinking and collaboration skills. In other words, 21st century job growth is outpacing our ability to develop a prepared workforce, making it more critical than ever to teach these skills.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2015/10/29/if-i-would-own-a-company-what-skills-would-i-expect-from-my-workers-in-21st-century/

 


Via Gust MEES
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tina miller's curator insight, July 20, 7:32 AM
communication

Nevermore Sithole's curator insight, July 25, 6:02 AM
Teaching 21st Century Skills For 21st Century Success Requires An Ecosystem Approach
Chris Carter's curator insight, July 25, 7:05 PM
I am convinced now that we cannot "put new wine into old wineskins." We need to fundamentally rethink how we conceptualize "school." Bolting on new parts to the old system runs into the problem of the inertia of the old. There is so much to say here. We came into the 21st Century with a model of education that is, practically speaking, a "production" model where teachers stay in front of students and their productivity is measures by hours in front of students multiplied by number of students. The more hours and the more students, the more productive. My school is willing to explore a new paradigm, one in which teaching is modeling how to learn and guiding students toward a lifetime and lifestyle of learning . Such a mindset naturally leads to relational approaches. It is no so much about the numbers, but about learners seeing teachers as learners and learning "guild" leaders, too.
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The Myth of Drug Expiration Dates :: ProPublica

The Myth of Drug Expiration Dates :: ProPublica | :: The 4th Era :: | Scoop.it
ProPublica has been researching why the U.S. health care system is the most expensive in the world. One answer, broadly, is waste — some of it buried in practices that the medical establishment and the rest of us take for granted.  We’ve documented how hospitals often discard pricey new supplies, how nursing homes trash valuable medications after patients pass away or move out, and how drug companies create expensive combinations of cheap drugs. Experts estimate such squandering eats up about $765 billion a year — as much as a quarter of all the country’s health care spending.

 

Jim Lerman's insight:

Admittedly, this article doesn't have much to do with tech in education, but it struck me as so important (and also pretty much as a surprise) that I thought there might be others who would find it worth reading.

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hqpbl :: High Quality Project-Based Learning

hqpbl :: High Quality Project-Based Learning | :: The 4th Era :: | Scoop.it
Project Based Learning (PBL) is increasingly recognized as a powerful instructional practice, both in the United States and around the world. More and more educators are trying to use project-based methods to engage their students toward meaningful, deeper learning. Currently, there is no collectively-developed, widely-accepted PBL Framework to guide aspiring educators. 

The goal of this project is to collaboratively create and share a Framework for High Quality Project Based Learning to provide quality and consistency across classrooms, schools, districts and states. 

 

Jim Lerman's insight:

A new (summer 2017), international effort to bring "quality and consistency" to the practice of PBL, with guidance from the Buck Institute for Education. HQPBL seeks the active participation of volunteers from around the world.


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Situated Learning Theory (Lave)

Situated Learning Theory (Lave) | :: The 4th Era :: | Scoop.it
Summary: Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture. Originator: Jean Lave Key Terms: Legitimate Peripheral Participation (LPP), Cognitive Apprenticeship Situated Learning Theory (Lave) In contrast with most classroom learning activities that involve abstract knowledge which is and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger (1991) call this a process of "legitimate peripheral participation." Knowledge needs to be presented in authentic contexts -- settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert. Other researchers have further developed Situated Learning theory. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge."

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Ivon Prefontaine, PhD's curator insight, June 26, 12:26 PM
The idea here is that learning happens in and out of school. The learning that occurs in school is taken outside and influences that learning, and vice-versa.

We have used the concept of Communities of Practice as a catch phrase. Vygotsky and Dewey were writing about similar concepts at the same time,
Margarita Parra's curator insight, June 27, 10:36 AM
"Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture."
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Opinion | Why Women Aren’t C.E.O.s, According to Women Who Almost Were :: NY Times

Opinion | Why Women Aren’t C.E.O.s, According to Women Who Almost Were :: NY Times | :: The 4th Era :: | Scoop.it

"A year ago, dressed in suffragette white and addressing a cheering, weeping convention, Hillary Clinton stood for possibility. Now she is a reminder of the limits women continue to confront — in politics and beyond.

"More than 40 years after women began pouring into the workplace, only a handful have made it all the way to the top of corporate America. The percentage of chief executives of Fortune 500 companies who are women just passed 6 percent, creeping up (and occasionally dropping back) at a glacial pace.

"Why don’t more women get that No. 1 job?"

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Ten Skills for the Future Workforce

Ten Skills for the Future Workforce | :: The 4th Era :: | Scoop.it

Sense-making, social intelligence, novel & adaptive thinking, cross-cultural competency, computational thinking, new-media literacy, transdisciplinarity, design mindset, cognitive load management, virtual collaboration. These are the 10 skills needed for the future workforce. For a full report, see the work done by Apollo Research Institute (formerly the University of Phoenix Research Institute) looking at the Skills Needed by 2020. A summary of the report and detailed findings about each of the skills are also available.


Via Marcia Conner, Rosário Durão, Jim Lerman
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Ian Berry's curator insight, July 12, 6:56 PM
I think all ten are essential skills not just for the future they're also highly relevant now Two skills are implied I would make them specific They would be self-awareness/appreciation and awareness/appreciation of others
Guillermo Pérez's curator insight, July 13, 10:12 AM
Las nuevas destrezas laborales requeridas
Nevermore Sithole's curator insight, July 25, 7:47 AM
Ten Skills for the Future Workforce
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6 (Human) Skills That Won't Be Replaced by Artificial Intelligence 

6 (Human) Skills That Won't Be Replaced by Artificial Intelligence  | :: The 4th Era :: | Scoop.it

In recent years, movies such as I, Robot and Ex Machina have been fascinating audiences with the premise that robots will one day take over the world. Although this idea may sound crazy to some, in one very real sense, robots may very well be taking over the world—the work world, that is. 


Via Becky Roehrs
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Becky Roehrs's curator insight, June 30, 11:11 AM

A machine can't replace an empathic, creative person who plans, organizes, manages and uses good judgment. But it sure can crunch those numbers!

François Pellerin's curator insight, July 6, 3:46 AM

Les caractéristiques de l'être humain, l'intégration des talents, de la culture et des émotions semble inaccessible aux robots à court terme. Mais en sera-t'il toujours ainsi?

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The Best Colleges for Your Money :: MONEY Magazine

The Best Colleges for Your Money :: MONEY Magazine | :: The 4th Era :: | Scoop.it

"MONEY ranks colleges based on 27 measures of educational quality, affordability, and alumni success. In each category, we used at least one "value-added" measure, which reveals a school's performance after subtracting the impact of its average student's test scores and percentage of low-income students.

"This statistical technique also avoids simply rewarding schools for taking in students who'd likely succeed anywhere. And this year we gave weight to new data developed by Stanford economist Raj Chetty that shows how many low-income students schools propelled into the upper middle class over the past 20 years—pointing to colleges that help students achieve the American dream."

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Paulo Freire, Pedagogy of the Oppressed, and a Revolutionary Praxis for Education, Part I

Paulo Freire, Pedagogy of the Oppressed, and a Revolutionary Praxis for Education, Part I | :: The 4th Era :: | Scoop.it

"For educators in the present-day context of a neoliberal assault on the very idea of schooling as a public good, Freire’s opus resonates even more keenly. When faux-reformers see curricula as “deliverables” and student learning as a “product,” when schools themselves are reduced to commodities like different brands of consumer goods, Freire’s repudiation of instrumentalist logic assumes a fierce new relevance. In an era where elites seem to view the basic humanity of so many of the world’s residents as a proposition open to debate, to assert the agency and worth of all of our students can be an act of revolutionary praxis for educators. Perhaps the best evidence of the revolutionary nature of Paulo Freire’s Pedagogy of the Oppressed is in how much it still has to teach us."

 

Via Audrey Watters

 

Jim Lerman's insight:

A profound appreciation of Freire for those confronting the cultural warfare in public education today. Author Paul Gannon makes a real attempt to construct the rarified language of pedagogical/revolutionary discourse in terms that can be usefully navigated by those unaccustomed to this terrain. 

 

A LINK TO PART 2 OF THIS ARTICLE APPEARS AT THE BOTTOM OF THE WEBPAGE FOR PART 1

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Ivon Prefontaine, PhD's curator insight, July 22, 8:13 PM
Freire's greatest contribution was the cautionary words that we not become "armchair revolutionaries." For people to speak, they must discover their voice. We have fallen into the malaise of trite and facile language i.e. empower, win-win, school reform, etc. as if those words engage people in changing their lives. It is through discovering one's voice and expressing what that means that we humanize education.