The proposed legislation, said the lawmakers, would set up a cybersecurity grant program that would provide resources for states to develop and implement effective cyber resiliency plans, including efforts to identify, detect, protect, respond, and recover from cyber threats. It also would encourage development of a stronger cybersecurity workforce.
“Most Americans misunderstand charter schools,” was the finding of the 2014 PDK/Gallup poll on public attitudes toward education.
Ted Kolderie, a former journalist and senior fellow at the University of Minnesota’s Hubert Humphrey School of Public Affairs. He helped create the nation’s first charter law in 1991 and helped 25 states design their own.
Greg Richmond, president and CEO of the National Association of Charter School Authorizers. NACSA represents people and organizations that approve and oversee charter schools in 43 states.
: The term “charter” really refers to the decision by states to turn public education into a two-sector system. One is a traditional school district, centrally managed. The other, charter schools, are independent, not owned by a central school board. Both are public, but they’re organized in radically different ways.
When we first started in 1999, we included ~10 questions in addition to our standard questions that were different for online courses. This information was particularly useful as we grew our online offerings (i.e. Would you take another online course. 93-5% answered yes consistently. How would you rate the level of interactivity between you and the instructor? Between you and the other students?) These were administered via SurveyMonkey because there were no online evaluation services back then.
Now we have a single evaluation that is administered to all students regardless of the delivery format (online, hybrid, blended, F2F or intensive) The questions were designed to be relevant regardless of the delivery format. All of these evaluations are administered online…which has its downsides (e.g. response rate is less especially compared to what was captured in F2F classes in the past.) We continue to explore ways to increase the response rate.
Reta Chaffee Director of Educational Technology-Academic Affairs Granite State College 25 Hall Street Concord, NH 03301 (603) 513-1350
We use the IDEA evaluation framework combined with CampusLabs as the delivery engine.
IDEA is a well-established evaluation process dating back to the 1970s.
The CampusLabs delivery process (new as of about 2 years ago) provides students with a single URL to complete their evaluations – on-campus or on-line. Mobile friendly.
It uses the same base evaluation criteria across the university. (That’s how IDEA is able to substantiate reliability and validity.) IDEA is matched against a national database using a CIP code. Hence, faculty can gather comparative data of their course against other similar courses in the university, or at the national level.
While each department uses the same basic framework, there are modification that can be made. For example, custom questions can be added to the eval (these fall outside the scope of the comparative data) and the learning objectives can be modified by course, department, school, college. We have one School that has custom learning objectives for each course in their program. Objectives are set using a 3 point Likert scale.
NOTE: This webinar will be recorded and everyone who registers will receive a link after the event; in other words, for our Australian and New Zealand colleagues, no need to get up in the wee hours of the morning to participate!
Following substantial discussions with colleagues in the US and UK, we are pleased to announce our first collaborative event: Recognising and presenting student learning in the 21st century’: An international webinar on emerging practice in higher education. This session is co-sponsored by the Association for Authentic, Experiential Evidence-Based Learning (AAEEBL), Centre for Recording Achievement (CRA), and the EPAC ePortfolio Community of Practice.
Description: It is increasingly recognised that:
the learning and achievement of our students is not limited to their academic studies;
institutions need to make decisions about the extent to which they wish to recognise and value such ‘lifewide learning’ and achievements as part of the statements they make about the achievements of their graduates;
the use of ‘richer records’ of student achievements formatively can support processes of reviewing and planning, and help students set targets and take increasing responsibility for their own development;
students may need support in making use of such records with third parties such as potential employers;
in a digital world the digital presentation of such records, and the supporting evidence for these, will be increasingly important.
‘Work in progress’ on this agenda is occurring in multiple locations, including the USA (the Comprehensive Student Record project), the UK (the Higher Education Achievement Report), and Australia and New Zealand (the Graduation Statement).
Key contributors to the webinar will be:
Cathy Buyarski, IUPUI (Indiana University-Purdue University Indianapolis) and Helen L. Chen, Stanford University, AAEEBL and EPAC representing their institutional work and that of the broader AACRAO/NASPA Comprehensive Student Record project and national initiatives around emerging credentials in the USA.
Rob Ward, Centre for Recording Achievement on the national picture in the UK, with Trish Lunt, University of Liverpool and David Stanbury, University of Essex presenting perspectives on institutional practice.
Each will respond to questions and issues raised, and the webinar will explicitly seek to:
identify an agenda for further online discussion if appropriate.
stimulate a collection of resources, questions for future exploration, examples, case studies, and also contacts for possible collaboration and networking.
Anyone who is interested in joining this jointly sponsored webinar is welcome to join by pre-registering for the session so that we can send you a participation link. As we look to new ways to innovate and encourage greater engagement and opportunities for networking for AAEEBL members, we welcome both your enthusiasm and patience!
1. They have self- awareness. Emotionally intelligent leaders understand their own emotions and know how to manage them. They don’t speak out of frustration or anger; they control their emotions and wait to speak up until their feelings have settled and they have processed their thoughts. They don’t react in the heat of the moment but wait to respond.
2. They respond to criticism and feedback. Every leader faces feedback, some of it negative. Emotionally intelligent leaders don’t become defensive or take it personally. They listen, process, and genuinely consider other points of view, and because they’re always looking to improve, they know how to accept sincere critiques.
3. They know how to generate self-confidence. Emotionally intelligent leaders share a healthy dose of confidence but never cross the line into arrogance. When they don’t understand something, they ask open-ended questions that aim to gather information, not challenge or argue. They know how to give and take in a way that generates confidence.
4. They know the importance of checking their ego.Leaders who have to demonstrate their own importance or value are not yet connected to true leadership or emotional intelligence. Those who are know how to speak and act out of concern of others. They don’t always have to be the center of attention, and they would never take credit for the work of others. Secure in their own abilities, they’re generous and gracious to others.
5. They know how to embody empathy. Leaders with emotional intelligence can put themselves in others’ shoes. They listen with genuine interest and attention and make it a point to understand, then give back in a way that benefits themselves and others. They know how to create win-win situations.
6. They know how to engage with empowerment. The best leaders–the ones with the highest EQs–make it their mission to believe in others and empower them to believe in themselves. Instead of focusing on themselves they know it’s the power of the people that makes leadership successful, so that’s where they focus their efforts.
An article in The Conversation recently argued universities should ban PowerPoint because it makes students stupid and professors boring.
Originally for Macintosh, the company that designed it was bought by Microsoft. After its launch the software was increasingly targeted at business professionals, especially consultants and busy salespeople.
As it turns out, PowerPoint has not empowered academia. The basic problem is that a lecturer isn’t intended to be selling bullet point knowledge to students, rather they should be making the students encounter problems. Such a learning process is slow and arduous, and cannot be summed up neatly. PowerPoint produces stupidity, which is why some, such as American statistician Edward Tufte have said it is “evil”.
Of course, new presentation technologies like Prezi, SlideRocket or Impress add a lot of new features and 3D animation, yet I’d argue they only make things worse. A moot point doesn’t become relevant by moving in mysterious ways. The truth is that PowerPoints actually are hard to follow and if you miss one point you are often lost.
Courses designed around slides therefore propagate the myth that students can become skilled and knowledgeable without working through dozens of books, hundreds of articles and thousands of problems.
A review of research on PowerPoint found that while students liked PowerPoint better than overhead transparencies, PowerPoint did not increase learning or grades
Research comparing teaching based on slides against other methods such as problem-based learning – where students develop knowledge and skills by confronting realistic, challenging problems – predominantly supports alternative methods.
PowerPoint slides are toxic to education for three main reasons:
students come to think of a course as a set of slides. Good teachers who present realistic complexity and ambiguity are criticised for being unclear. Teachers who eschew bullet points for graphical slides are criticised for not providing proper notes.
Slides discourage reasonable expectations
Measuring the wrong things
If slide shows are so bad, why are they so popular?
Exams, term papers and group projects ostensibly measure knowledge or ability. Learning is the change in knowledge and skills and therefore must be measured over time.
When we do attempt to measure learning, the results are not pretty. US researchers found that a third of American undergraduates demonstrated no significant improvement in learning over their four-year degree programs.
They tested students in the beginning, middle and end of their degrees using the Collegiate Learning Assessment, an instrument that tests skills any degree should improve – analytic reasoning, critical thinking, problem solving and writing.
“Framework and Terminology for Understanding Cyber-Enabled Economic Warfare,” a new report by Samantha F. Ravich and Annie Fixler for the Foundation for Defense of Democracies.
Cyber-enabled economic warfare is a “hostile strategy involving attack(s) against a nation using cyber technology with the intent to weaken its economy and thereby reduce its political and military power.”
For example, China’s economic theft of intellectual property from the U.S. is considered CEEW, along with Russia’s cyberattack on Estonia and Iran’s Saudi Aramco attack. The authors also contend that the U.S. sanctions on Iran using cyber means to cut off Society for Worldwide Interbank Financial Telecommunication access also falls under CEEW.
vlog is simply a blog in video form. In a vlog, you can share anything you might do in a blog post, such as a tutorial or a story from your life.
Consistency is best for vlogging. If you post a vlog here and there, you won’t gain much traction.
the purpose of a vlog is to help people discover you. Videos that may be suitable for YouTube but that don’t help people discover you, such as a product commercial or an introduction to your company, don’t make great vlog posts. To be discovered, think of the users who are searching for a concern, a specialty, or the answer to a question. Think about what a potential customer or audience member might want to know, create a video about the topic, and upload it to YouTube.
What It Takes to Vlog
develop a strong message before you begin your video.
the camera is a vehicle delivering your message to people. When you talk to viewers the way you talk to another person, you do much better on camera.
ROI on Vlogging
the return on investment for vlogging, you need to focus on your goals. Don’t worry about vanity metrics such as followers, likes, and subscribers. Instead, measure what actually matters for your goals. For example, if your goal is to get clients, consider how many clients you need to acquire to make the hours you put into vlogging worthwhile.
goals and milestones are important for determining your ROI.
Consistency is another element for raising your channel’s profile on YouTube. If you post a video only here and there, you don’t consistently bring traffic and grow.