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Campus Technology 2012 keynote George Siemens offers his perspectives on the challenges facing higher education and the corresponding changes to higher education practice.
"Academics are not driving the change bus. Leadership in traditional universities has been grossly negligent in preparing the academy for the economic and technological reality it now faces. They have not developed the systemic capacity of the university to function in a digital, networked age."
By Siva Vaidhyanathan
"At some point in recent American history, we started assuming that if people are rich enough, they must be experts in all things. That’s why we trust Mark Zuckerberg to save Newark schools and Bill Gates to rid the world of malaria. Expertise is so 20th century."
by Megan Erickson
"Eight days into the phenomenon sparked by an essay written by former of Policy Planning for the US Department of State Anne-Marie Slaughter, we've heard that men don't have it all either; that actually, women can at least have most of it; that only the very elite still hope to have it all; that having it all means having the shitty stuff too; and more existentially, that no one can have it all ever."
This is an uncommonly rich site composed of assets and information dealing with Open Educational Resources and Distance Learning in British Commonwealth nations. Don't miss the Resources section and be sure to check out the available News Feeds here: www.col.org/resources/knowServices/newsfeeds/Pages/default.aspx. Nearly everything available appears to be free. Much of the information is drawn from US sources, particularly the news. - JL
by Roger Powley
"The foundation of this resource is the Instructional Design Tool (IDT). It is a short interactive tool with additional resources and weblinks that takes the developer through the different stages of course development. It is enriched with several templates that can be used for course and materials development.
"The IDT supports a five-day workshop to build course development skills. All the materials, including the workshop programme, presentations, study guide and instructor guide are available on the DVD. The workshop consists of three phases: a phase where participants prepare for the workshop and identify a development activity, the five-day workshop that takes the participant through the different stages of the Instructional Design Process and the post-workshop activities where participants will apply the knowledge and skills acquired in their own context."
A free download. -JL
Starting this week, we'll be running a series of reflections -- honest, measured, and sometimes bittersweet -- from teachers who are grappling with the question of whether to remain in the teaching profession.
Summary by PEN Weekly Newsblast
"As part of a new series in The Huffington Post, the organization TeachPlus is running a series of reflections by teachers grappling with whether to remain in the teaching profession. Gene Roundtree of Madison Park High School in Boston relates that he left teaching to pursue an Ed. M in Education Policy and Management because he wanted to influence public education beyond the classroom, but then returned. In his graduate program, he was confronted with the fact that teachers are the single most important in-school factor for student outcomes. Kylie Alsofrom at the D.C. Preparatory Edgewood Elementary in the District of Columbia didn't intend to teach past her second year. "But when it came time to leave the classroom, I could not pull myself away," she says. "Although I had my struggles, there were a lot of people within my school and the teaching profession who inspired me and showed me that with hard work, the payoff is unspeakable." Brittany Clark of Middle College High School in Memphis confesses she never wanted to be a teacher, just saw it as a stepping-stone toward being a post-secondary professor. Nine years later, she can't imagine doing anything other than teaching, though she admits every year she has moments she contemplates leaving the classroom."
by Tina Barseghian
Summary by MiddleWeb SmartBrief
"Some speakers at this week's International Society for Technology in Education conference shared the message that a teacher's role is to help students find their passion, writes journalist Tina Barseghian in this blog post. One of those speakers, author Marc Prensky, offered suggestions about how teachers can engage students. Listen to them, he said. Respect their ideas, have high expectations for them and teach them the skills you know they'll need. "Helping students find their passion will lead them to achievement," Prensky said."
by Chris Hedges
Please be warned, this is a strong indictment. -JL
"A nation that destroys its systems of education, degrades its public information, guts its public libraries and turns its airwaves into vehicles for cheap, mindless amusement becomes deaf, dumb and blind. It prizes test scores above critical thinking and literacy. It celebrates rote vocational training and the singular, amoral skill of making money. It churns out stunted human products, lacking the capacity and vocabulary to challenge the assumptions and structures of the corporate state. It funnels them into a caste system of drones and systems managers. It transforms a democratic state into a feudal system of corporate masters and serfs."
by Fred Tracy
"Creativity is a lot like oil. Society needs it in ever increasing amounts, yet as time progresses it seems to be quickly diminishing. No matter who you are, or what you do, you need creativity. Many people, such as bloggers and artists, rely on creativity every day. However, few people know how to really channel creativity. In this article I’m going to show you how to be creative whenever you want."
by Kevin Kiley
"The University of Virginia Board of Visitors voted unanimously Tuesday to reinstate President Teresa Sullivan, capping off a tumultuous two weeks for the university.
"The vote is an about-face for a board that, on June 10, announced that Sullivan was resigning, seemingly without dissent from board members.
"Helen E. Dragas, the board's rector, or chair, identified by many as the instigator of Sullivan's resignation, said she had met with Sullivan prior to the meeting to resolve their differences. "It's time to bring the University family back together." She spoke after W. Heywood Fralin, who had been the lone board member to vote against the nomination of an interim replacement for Sullivan last week, offered a resolution that the board restore Sullivan to the presidency."
“Test, Punish, and Push Out” provides an overview of zero-tolerance school discipline and high-stakes testing, how they relate to each other, how laws and policies such as the No Child Left Behind Act (NCLB) have made school discipline even more punitive, and the risk faced if these devastating policies are not reformed. The report explores:
"-The common origins and ideological roots of zero tolerance and high-stakes testing;
-The current state of zero-tolerance school discipline across the country, including local, state, and national data;
-How high-stakes testing affects students, educators, and schools;How zero tolerance and high-stakes testing have become mutually reinforcing, combining to push huge numbers of students out of school;
-Successful grassroots efforts to eliminate harmful discipline and testing practices.
By Barry Joseph
"We initiated this review during March and April of 2012 in the hopes that understanding the different ways people approach badging systems, the different frames people are using, will help us all develop a more comprehensive and informed understanding of our emerging badging ecology."
Via anna smith
By Billy Meinke
"It does look as if the application and analysis of badge use in education is gaining support. Between Dr. Peck’s facilitated talk and the panel discussion, it’s becoming evident that educators are talking about badges. Are badges the saving grace for education? Maybe not, but they do offer an alternative solution to a big part of the education system that most people can see is broken. It’s easy to point out what’s wrong with education, but it is a much larger task to take the plunge and examine alternatives."
Via DML Competition
by Sheila Moorcraft
"Literacy refers, traditionally, to the ability to read and understand printed formats. Transliteracy has been coined to highlight the need to be able to 'read and understand' concepts and ideas across a growing range of formats and platforms - oral, print, visual, digital - as technologies merge and integrate, enabling radically new approaches to presentation, verification and distortion of content. They focus ever more on critical thinking, the ability to question, analyse, challenge; seeing arguments from different perspectives; articulating ideas.
"As with all skills, the need for these skills can be seen as a continuum from the functional - enough for day to day life, through socio-cultural to enhance life chances through to transformational which can underpin high levels of innovation.
"Practical life skills are in short supply. A recent survey in the UK indicated that 45% of children under the age of 13 could use a DVD or iPod but not tie their shoelaces - not in itself a problem given the availability of Velcro and slip on shoes, but tying a knot is important."
In this blog post I want to describe seven principles of learning design. I would welcome comments. Are there any others I have missed for example?
The first is that teachers are bewildered by the plethora of tools available and lack the skills necessary to make informed learning design decisions. Therefore a key facet of all the tools is that they attempt to provide practitioners with some form of guidance and support around their design practice. The aim is to help them shift from an implicit, belief-based approach to design to one that is more explicit and design-based (Conole 2009). Evidence of the evaluation of the use of these tools shows that they do help shift practitioners from a focus on content to activities and the learner experience.
Via Alastair Creelman, Lars-Göran Hedström
by Patrick Lo, Chairman and CEO, NETGEAR
"The internet of tomorrow is about "more." More content and services, delivered more effectively across more devices and appliances. And tomorrow isn't that far away.
"With 85 million users in North America, broadband is rapidly becoming the norm for Internet access. But by 2030, our demands will have increased so greatly that homes will need something far faster than broadband -- some are calling it "ultraband" -- just to cope. The increase in HD content, volume of devices, number of games and apps and overall sophistication of web services means we will need substantially more bandwidth for a satisfactory user experience. Interestingly, the United States has fallen behind other countries when it comes to average Internet speeds to the home. While here in the United States we typically see speeds of 5 to 10 megabits per second (Mbps), in Asia -- specifically Japan and South Korea -- they have the highest average connection speeds in the world, with rates at or above 15 Mbps. Why does this matter? It's the difference between downloading a DVD worth of content in minutes vs. hours. This becomes even more critical as the content delivery model continues to shift from cable broadcast to Internet streaming."
"The volume of data consumers produce doubles every two years. In 2011 it was estimated that the world produced 1.8 zettabytes of data, an amount that would require 57.5 billion 32GB iPads to store. The explosion in online storage services like Google Drive and Apple iCloud pay testament to how much content we now create. The homes of the future will have virtually unlimited storage with a minimum capacity of one petabyte - the equivalent to 13.3 years of HD-TV video. And with our phones, TVs, homes and even our energy grid becoming "smart" and generating information, it's not just humans who have a voracious appetite for storage."
From the website:
"We've been following the MOOC (Massive Open Online Course) movement for a couple years now because we and our clients are all engaged in online learning at some level, be it totally online, flipped or hybrid, or just lecture capture for on-demand replay.
"I gathered up everything we'd been reading, sharing, tweeting and watching into what feels like a Massive List of MOOC-ness. Even at this size it is by no means exhaustive of what else is out there. We hope to keep it up as the dialog, research and funding continues to evolve. And do take a sec to add your own favorites to the list."
Via Andreas Link, Lars-Göran Hedström
by Mariko Nobori
At one high school in Texas, where every class in every grade is project based, the answer is devotion to a consistent process, belief in relationships, and commitment to relevance and rigor. Results? Hard to beat.
Description from Knowledge Words Quarterly Newsletter:
"Manor New Technology High School, a school in the New Tech Network, was recently featured in an installment of Edutopia's Schools That Work . Located just outside of Austin in Manor, Texas, it is an entirely project-based learning school that has consistently achieved outstanding results since opening. Edutopia followed a project at the school for three weeks to find out what makes their model so effective."
Don't miss the 8-minute video "One Project from Start to Finish" at http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-video
Chris Lehmann is the founding Principal of the Science Leadership Academy in Philadelphia, one of the most leading edge schools in the US. Inquiry has been at the heart of the learning design of the school and Lehmann writes a blog piece that begins to go beneath the surface to give examples of what he means. It accompanies his presentation on this subject at ISTE 2012. He promises to expand on this blog in the next few days. -JL
by David Warlick
"Yong Zhao was nothing short of phenomenal. He didn’t really teach me anything new, but I come to these conferences for new language and new stories, and he more than satisfied me. I was especially impress by his description of the Easter Island statues. In his telling, the statures were built to impress, but their construction used up the island’s resources, resulting in their society’s decline — No Stone left behind.
"Yong is very good at telling stories, whose real meanings do not emerge until the final punchline. Ewan Macintosh said that its a story with two punchlines. Zhao’s message was simple. “Why is china not celebrating?” And, “Why have we lowered our standards to compete with Shanghai?”
UVA has its president back. But the fight to save our universities has only just begun
by Siva Vaidhyanathan
"Instead of holding up their responsibility, states are divesting themselves of the commitment to help their young people achieve social mobility. States are rigging the system so that only the wealthy can compete for slots in the best universities. States shift the cost of higher education from taxpayers—all of whom benefit from living in a wiser, more creative society—to the students themselves. Yet students keep coming, desperate to enter the privileged classes, unable to imagine a different way through a cruel economy that has no use for the uneducated any more.
"Universities are supposed to be special places where we let young people imagine a better world. They are supposed to be able to delay the pressures of the daily grind for a few years. They are supposed to be able to aspire to greatness and inspire each other. A tiny few will aspire to be poets. Many more will aspire to be engineers. Some will become both. Along the way they will bond with friends, meet lovers, experience hangovers, make mistakes, and read some mind-blowing books."
By Mark Guzdial
"Revenue problems for public universities are not originating in competition from online learning programs. They’re coming through systematic defunding by state legislatures. Higher education in America faces its share of problems, to be sure. Tuition soars and students are racking up mountains of debt. But the underlying revenue model faces no direct threat. A modern-day Good Will Hunting might gain his education through MIT’s online lectures rather than a Boston public library card, but the great mass of privileged 18-year-olds will keep heading off to college. Neither the University of Phoenix nor MIT’s online courses offer a replacement for the college experience that students are currently paying for. And competition does not equal disruption."
From the website
"The Flipped Classroom is one of the most talked about movements in education, perhaps surpassed only by the iPad and online learning itself in buzz. ClassroomWindow has taken the results of their survey on the Flipped Classroom and created an infographic to help visualize some of the numbers.
"And while a survey and an actual study are two very different beasts indeed, the data here was overwhelmingly positive.
-88% of educators said flipping their classroom improved their job satisfaction
-67% report improved student test scores
-80% claimed improved student attitude
-99% would use it again next year"