The U.S. Department of Education emphasizes “ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality.”
starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.
1) Motivation (decrease)
as stereotype threat. threatening students’ sense of belonging, which is key to academic motivation.
A style of overly involved “intrusive parenting” has been associated in studies with increased levels of anxiety and depression when students reach college.
3) Commercial Monitoring and Marketing
The National Education Policy Center releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.
Companies like Google pledge not to track the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous.
4) Missing What Data Can’t Capture
5) Exposing Students’ “Permanent Records”
In the past few years several states have passed laws banning employers from looking at the credit reports of job applicants.
Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records
Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.
The Role of Librarians in Supporting ICT Literacy
May 9, 2019,
Academic librarians increasingly provide guidance to faculty and students for the integration of digital information into the learning experience.
TPACK: Technological Pedagogical Content Knowledge
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
My note: I have been working for more then six years as embedded librarian in the doctoral cohort and had made aware the current library administrator (without any response) about my work, as well as providing lengthy bibliography (e.g. http://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/ and have had meeting with the current SOE administrator and the library administrator (without any response).
I also have delivered discussions to other institutions (http://blog.stcloudstate.edu/ims/2018/04/12/embedded-librarian-and-gamification-in-libraries/)
Librarians should seriously consider TPACK as a way to embed themselves into the classroom to incorporate information and ICT literacy.
more about academic library in this IMS blog
more on SAMR and TRACK models in this IMS blog
Fraunhofer-Gesellschaft June 3, 2019
Researchers at the Fraunhofer Institute for Microelectronic Circuits and Systems IMS have developed AIfES, an artificial intelligence (AI) concept for microcontrollers and sensors that contains a completely configurable artificial neural network. AIfES is a platform-independent machine learning library which can be used to realize self-learning microelectronics requiring no connection to a cloud or to high-performance computers. The sensor-related AI system recognizes handwriting and gestures, enabling for example gesture control of input when the library is running on a wearable.
a machine learning library programmed in C that can run on microcontrollers, but also on other platforms such as PCs, Raspberry PI and Android.
more about machine learning in this IMS blog
Teaching Visual Literacy: Images and Propaganda
Teaching Visual Literacy: Images and Propaganda
Ask your students some of these questions:
- What is propaganda?
- Can the same photograph be used as propaganda and as ‘pure’ reporting? (Can they cite other examples?)
- What was the mission of the FSA photographers? Did they adhere to the mission or stray from it?
- Did the photographers themselves believe they were on a “propaganda” mission or something else?
- Did President Roosevelt see the images as helping get political support for “The New Deal”?
- Did the FSA photographs result in “social change”? (What was Lange’s conclusion?)
- In what ways is photography being used today to document people and conditions we might not be aware of? Locate examples.
Image literacy is important
Today’s students are part of an increasingly visual world. Images in textbooks, in the news, and elsewhere are perfect teachable texts that can be engaging and thought-provoking for tweens and teens. They also have potential as part of lessons that emphasize social-emotional learning and empathy.
When teachers take the time to introduce students to historical images, and the photographers who captured them, we are once again satisfying many of the goals of American education.
more on visual literacy in this IMS blog
Plamen Miltenoff and Rachel Wexelbaum deliver presentation to the Bulgarian Library and Information Association: https://www.lib.bg/en/
short link: http://bit.ly/oerbg
Russia and far right spreading disinformation ahead of EU elections, investigators say
‘The goal here is bigger than any one election. It is to constantly divide, increase distrust and undermine our faith in institutions and democracy itself’
Matt Apuzzo, Adam Satariano 2019-05-12T13:13:04+01:00″