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Scooped by
Dennis Swender
from Edumorfosis.it
March 30, 2022 7:29 PM
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From adults to young children, the past two years have challenged us to live, work, and learn in different ways. For the past decade we’ve heard about the skills we’ll need to be relevant in a world that is rapidly changing, yet we’ve struggled to integrate these into our education organizations. Consistently cited in “The Future of Jobs” report from the World Economic Forum are problem solving, critical thinking, and innovation. Newly emerging skills in the latest report were in self-management such as active learning, resilience, stress tolerance and flexibility.
Universities across the country are examining their practices as they look to become more relevant in today’s world. This article is part one of a three part series about how we used design thinking to transform the learning experience at the Keck School of Medicine Physician Assistant Program, ranked #1 in California, and #10 in the nation, to prepare students with digital literacy skills that would make them competitive health care providers in a rapidly changing world.
Via Edumorfosis
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Scooped by
Dennis Swender
from Edumorfosis.it
March 30, 2022 7:27 PM
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In 2020, colleges and universities throughout the US awarded more than 42,000 PhD diplomas for scientists and engineers. In many respects, that’s fantastic news; it represents a giant leap from the fewer than 6,000 degrees awarded in 1958. We have more scientists and engineers than ever before. In a society that thrives on highly skilled workers and that celebrates and respects those workers, many young people are heeding the call to enter the science, technology, engineering, and math disciplines.
And then what happens?
Many universities and colleges do not publish data on the long-term career outcomes of graduate students the way they do for undergraduate students. Why are they ignoring their advanced students? Perhaps it is because if they were to print the realities on their brochures, fewer graduate students would enroll in their programs.
Via Edumorfosis
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Scooped by
Dennis Swender
from Learning & Technology News
March 18, 2022 3:14 AM
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Positive relationships between students and instructors are crucial to meeting students’ academic and socio-emotional needs as outlined by the American Psychological Association (APA). As university educators, we contend that trust is an essential ingredient in these relationships. While teaching is inherently relational, we argue that models of “good teaching” must include trust
Via Nik Peachey
When given a choice, do students prefer in-person classes?
Via LGA
Robin Good: Daniel W. Rasmus has an interesting article on his blog entitled: "The Future of Campus Stores: Good-Bye Books, Hello Learning". In it he analyzes the key elements that will help such campus stores maintain their relevancy while traditional textbooks are rapidly loosing thir foothold inside academic campuses.
He writes: "College bookstores face an existential crisis with the looming demise of physical book sales as digital technology rapidly becomes an option for learners.
At the same time free content, via websites like the Kahn Academy, or through more proprietary means, like Apple’s iTunes University (now iTunes U).
And then there is the rise of open sourced content available places like the Open Education Resources Commons (OER).
So what should college stores consider as the elements that will help make them relevant as their core mission apparently shifts?"
And one of the key elements that he sees potentially providing new meaning and relevance to campus bookstores, as a knowledge service, is content curation.
"One specific instance of high-quality, knowledge-based service is content curation.
As the content world becomes more complex, the college store can offer value added resources to faculty and students to help them understand the options they have, and the relative value of different sources of information and approaches to the delivery of that information.
Think about content now as software. The educator can write a specification or requirements document and the store team, like programmers, can assemble a solution for the educator that meets his or her specification. Like programmers, the language or technique doesn’t matter to the solution recipient, what matters is that the software meets the requirements and delivers its expected value."
Insightful. Forward-looking. 8/10
Full article: http://danielwrasmus.com/the-future-of-campus-stores-good-bye-books-hello-learning/
Via Robin Good, Dr. Russ Conrath
This report estimates return on investment (ROI) — the increase in lifetime earnings minus the costs of attending school — for nearly 14,000 graduate degrees.
The median master’s degree has a net ROI of $83,000. But some master’s degrees are worth over $1 million, while 40 percent have no net financial value at all.
Via EDTECH@UTRGV
Two years into the pandemic, schools continue to grapple with a broad array of concerns, from loss of instructional time to evolving pedagogical practices. Many believe that technology is the key to addressing any perceived learning loss, as well as redefining teaching and learning. Karen Adams, the Head of America’s Professional Development at Promethean, recently offered her perspective on where we are and where we’re going.
Via EDTECH@UTRGV
Teachers want their students to be confident in their ability to reach their goals. The concept that best describes this confidence is student self-efficacy. Students with higher levels of self-efficacy are very likely to remain motivated even when faced with difficult situations.
As an educator, you need to find the best ways to increase student self-efficacy and implement those strategies in your classes.
Via EDTECH@UTRGV
A district leader suggests nine questions to help guide students from a generation isolated and learning virtually to one connected and engaged.
Via EDTECH@UTRGV
Students are discussing microcredentials online and determining them to be just as valuable as degrees, despite the lower price tag.
Via EDTECH@UTRGV
What do the past two years of virtual and hybrid learning look like from the perspective of a high school student?
Via EDTECH@UTRGV
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Scooped by
Dennis Swender
February 3, 2022 12:38 PM
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Although educators are trying to keep schools open during the pandemic, they still have to figure out how to educate children quarantining at home. Some school leaders have been turning to an innovative solution: allowing children at home to learn remotely along with their in-person classmates. That sounds simple, but it means that teachers have […]
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Scooped by
Dennis Swender
February 2, 2022 7:14 PM
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This article examines the adoption and abandonment of the Missouri Pre-Service Teacher Assessment (MoPTA). Our analysis draws on policy network theory to argue that the divergent rationales of Missouri’s primary teacher education policy network actors led to confusion, conflict, and disagreement,...
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Scooped by
Dennis Swender
from Edumorfosis.it
March 30, 2022 7:29 PM
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Universities might be facing a moment similar to what befell early modern English monasteries under Henry VIII. For generations, Ronald G. Musto explains in The Attack on Higher Education (2021), monasteries were the center of English intellectual and religious life. They were innovators that developed new ideas. But, following the dissolution acts of 1535 and 1539, “the monasteries’ daily routines, chants, liturgical hours, processions, rituals, instructions, and labors concentrated in particular places simply ceased to exist.”
Could the same happen to universities?
Via Edumorfosis
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Scooped by
Dennis Swender
from Learning & Technology News
March 18, 2022 3:15 AM
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Essentially, sketchnoting is visual note-taking. It is turning notes from simple words on a page into something more visually appealing. Sketchnotes might include doodles, colors, and shapes, but really there is no hard and fast rule. It’s not about creating a piece of art. It’s about creating a piece of thinking. It’s about ideas.
Via Nik Peachey
Nicholas Ensley Mitchell, Assistant Professor of Curriculum Studies, University of Kansas Thu, October 14, 2021, 1:11 PM·4 min read Voting rights activists protest voter restriction laws being passed in states across the country, in Washington, D.C., July 15, 2021. Alex Wong/Getty Images American diversity is in the spotlight as racial discrimination in the United States reemerges as a major topic of public discussion, touching everything from education to housing to policing. The context of the quality of American diversity is inescapable as multiple debates around race relations continue to rage. We tend to think of diversity in demographic terms, but that’s an incomplete take. It has a qualitative element to it – it exists as a reality with which we all interact. The debate around voting rights, for example, applies to an American electorate that overwhelmingly lives in racially segregated communities. Even the bans on critical race theory – the academic movement that examines how racism has shaped public policy – will be implemented in currently racially segregated schools. But the quality of diversity is rarely discussed in popular culture. The meaning of words like “equity” and “inclusion” – used often in discussions of diversity – is difficult to grasp until Americans address what they think “diversity” looks like. That’s because the quality of diversity comprises both a political and moral stance from which equity and inclusion derive meaning. The quality of diversity is how Americans exist among each other. It can be described in two ways: segregated coexistence and living in community. These two terms reflect a fundamental battle in American culture between segregation and integration. As a curriculum theorist who studies how race impacts education and society, I believe it is necessary to acknowledge this distinction. Segregated coexistence Segregated coexistence is a standard of diversity that relies on a surface-level demography that you could call “diverse” because different races all live in one geographic region, such as cities like Detroit or my native Baton Rouge, Louisiana. Beneath this demography, the reality is a ubiquitous state of de facto racial segregation where enclaves are so numerous in American cities that people easily associate races and ethnicities with certain neighborhoods, schools and ZIP codes. An August 2021 map compiled by CNN based on 2020 census data vividly lays bare the endemic residential segregation in the U.S. In June 2021, the Othering and Belonging Institute at the University of California, Berkeley, a research group, released a report on residential segregation. “Out of every metropolitan region in the United States with more than 200,000 residents, 81% (169 out of 209) were more segregated as of 2019 than they were in 1990,” the report noted. It also asserted that “83% of neighborhoods that were given poor ratings (or ‘redlined’) in the 1930s by a federal mortgage policy that denied Blacks mortgages were as of 2010 highly segregated communities of color.” Segregated coexistence is the racist seed from which many contemporary conflicts about race have their roots. That’s because segregating where people live is physical confirmation of their forced inferiority. Denying them equitable treatment in other areas becomes easy once they have been denied the freedom of movement. A white supremacist and a Black man argue. Living in community Living in community is a different reality. It’s not easily achieved because integration is hard for many reasons. Before different races can live in community there must first be interracial justice that leads to racial reconciliation. Noted scholar Eric Yamamoto describes this process as the recognition of the historical and contemporary harm different racial groups have caused one another, affirmative efforts to address justice grievances and the restructuring of present-day race relations in such a way that broken relationships are healed. The success or failure of integration depends on whether Americans want to racially reconcile or if they are so accustomed to the conflict that they cannot come together. This means remaking how governments allocate resources , including providing equitable funding for schools and, in the private sector, diversifying executive leadership. Doing that work means answering the political and moral question that has been with us since this country’s founding: How should we treat those whom we see as different from us? This question permeates everything from civil rights cases before the Supreme Court to whom we welcome as neighbors or ostracize as outsiders and trespassers. All these debates have momentous implications for America’s domestic stability. But they are often discussed as a matter of theory and political talking points, with no grounding in the real world. If we are going to debate diversity in any situation, perhaps we should ask ourselves if we want to live in segregated enclaves or in community, with the full knowledge of what that means and what our answer says about us as individuals and as a nation. [Understand what’s going on in Washington. Sign up for The Conversation’s Politics Weekly.] This article is republished from The Conversation, a nonprofit news site dedicated to sharing ideas from academic experts. It was written by: Nicholas Ensley Mitchell, University of Kansas.
Via Charles Tiayon
Two years into the pandemic, schools continue to grapple with a broad array of concerns, from loss of instructional time to evolving pedagogical practices. Many believe that technology is the key to addressing any perceived learning loss, as well as redefining teaching and learning. Karen Adams, the Head of America’s Professional Development at Promethean, recently offered her perspective on where we are and where we’re going.
Via EDTECH@UTRGV, juandoming, LGA
The OER Degree Initiative will create degree programs that utilize openly licensed learning materials, eliminating the purchase of expensive textbooks and saving community college students thousands of dollars.
Via Peter Mellow, Dr. Russ Conrath
Educators are leaving the profession at alarming rates, but experts say upgrading their technology can contribute to job satisfaction.
Via EDTECH@UTRGV
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Scooped by
Dennis Swender
March 10, 2022 8:48 PM
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Legislation restricting how race is discussed in the workplace was approved by Florida lawmakers and sent to Gov. Ron DeSantis Thursday.
When the Covid pandemic started in early 2020, colleges shifted to remote learning out of necessity. With large in-person gatherings in classrooms suddenly off-limits, online instruction was viewed as the lesser of two evils—inferior to in-person classes, but infinitely better than no classes at all.
Via EDTECH@UTRGV
Workflow automation solutions are extremely valuable when it comes to document processing--a major component of how schools operate
Via EDTECH@UTRGV
In a recent survey, some two-thirds of respondents in the education sector revealed that staff don't think of themselves as targets for data theft exploits
Via EDTECH@UTRGV
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Scooped by
Dennis Swender
February 3, 2022 12:41 PM
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"What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this issue using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected 1 month before the onset of the COVID-19 pandemic as well as demographics, high school students who attended school remotely reported lower levels of social, emotional, and academic well-being (effect size [ES] = 0.10, 0.08, and 0.07 standard deviations, respectively) than classmates who attended school in person—differences that were consistent across gender, race and ethnicity, and socioeconomic status subgroups but significantly wider among 10th–12th graders than ninth graders."
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Scooped by
Dennis Swender
February 2, 2022 7:28 PM
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"This article examines the adoption and abandonment of the Missouri Pre-Service Teacher Assessment (MoPTA). Our analysis draws on policy network theory to argue that the divergent rationales of Missouri’s primary teacher education policy network actors led to confusion, conflict, and disagreement, which contributed to the abandonment of the MoPTA as a policy prescription. Charting the rise and fall of Missouri’s high-stakes performance assessment provides important lessons for state education agencies, local school districts, and teacher education programs."
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![[Part One] Back to the Basics - Preparing students in Higher Education with Digital Literacy Skills | ED 262 KCKCC Su '26 | Scoop.it](https://img.scoop.it/LaqhKqAVUDFvwsldW_sOmTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
