experts in distance learning warned that it can magnify inequities, with the most able and highly advantaged learners humming along while learners who need more support fall far behind.
ParentsTogether, in its survey of 1,500 of its members across the country, discovered big gaps — both by income levels and between families with and without children in special education. The online survey wasn’t a scientifically weighted sample, but it was geographically, racially and socioeconomically diverse.
more on online education in this IMS blog
Inequality v. Equality v. Equity v. Justice from r/coolguides
more on equity in this IMS blog
Students fear for their data privacy after University of California invests in private equity firm
A financial link between a virtual classroom platform and the University of California system is raising eyebrows
Instructure has made it clear through their own language that they view the student data they aggregated as one of their chief assets, although they have also insisted that they do not use that data improperly. My note: “improperly” is relative and requires defining.
Yet an article published in the Virginia Journal of Law and Technology, titled “Transparency and the Marketplace for Student Data,” pointed out that there is “an overall lack of transparency in the student information commercial marketplace and an absence of law to protect student information.” As such, some students at the University of California are concerned that — despite reassurances to the contrary — their institution’s new financial relationship with Thoma Bravo will mean their personal data can be sold or otherwise misused.
The students’ concerns over surveillance and privacy are not unwarranted. Previously, the University of California used military surveillance technology to help quell the grad student strikes at UC Santa Cruz and other campuses
Faculty Members Fear Pandemic Will Weaken Their Ranks
APRIL 09, 2020
Covid-19 is being described as both a crisis and an opportunity for higher education. But how “opportunity” is defined depends on where one stands in the academic hierarchy. While some hope the pandemic provides a chance to reverse troubling trends toward the adjunctification and casualization of academic labor, administrators may see it as a different sort of opportunity, to realign institutional priorities or exert greater authority over their faculties.
A statement by the Tenure for the Common Good group offers 20 recommendations for administrators, including that they “resist using the current crisis as an opportunity to exploit contingency further by hiring more contingent faculty into precarious positions.”
As faculty members are asked to take on greater teaching, advising, and administrative responsibilities, faculty development and retention “will be more important to institutional resilience — survival — than ever before,” Kiernan Mathews, executive director and principal investigator of the Harvard Graduate School of Education’s Collaborative on Academic Careers in Higher Education, wrote on Twitter.
To DePaola, the pandemic doesn’t pose new problems to academe as much as it magnifies existing ones. “Everything was held together with gum and paper clips, and coronavirus came and just sort of knocked it all down at once,” DePaola said. “I think none of the crises that this virus is causing are new. They’re just accelerated greatly. And the contradictions of the system are heightened all at once for people to see.”
The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus
Beginning in March 2020, many universities shifted to on-line instruction to slow the spread of the novel coronavirus, and many now face the difficult decision of whether and how to resume in-person instruction. This article uses complete transcript data from a medium-sized residential American university to map the two-node network that connects students and classes through course enrollments. We show that the enrollment networks of the university and its liberal arts college are “small-world” networks, characterized by high clustering and short average path lengths. In both networks, at least 98% of students are in the main component, and most students can reach each other in two steps. Removing very large courses slightly elongates path lengths, but does not disconnect these networks or eliminate all alternative paths between students. Although students from different majors tend to be clustered together, gateway courses and distributional requirements create cross-major integration. We close by discussing the implications of course networks for understanding potential epidemic spread of infection on university campuses.
6 Steps to Prepare for an Online Fall Semester
APRIL 08, 2020
Here are some steps colleges should take to help prepare for fall 2020 and beyond:
- Survey students now to find out how many would decline to participate in an online-only fall 2020 academic term.
- Rethink large lecture courses if fall instruction is online.
- Leverage teaching resources and expertise across colleges.
- Plan for a multiyear impact.
- Be transparent and engage the student and family communities.
- When it comes to equity, walk the walk.
more on online learning in this IMS blog
International Conference on Education and New Developments 2019
27 to 29 of June, 2020 – Zagreb, Croatia
- In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counselling; Ubiquitous and lifelong learning; Training programmes and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education.
• In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects.
• In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education.
• In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programmes; Equity, social justice and social change; Ethics and values; Organizational learning and change; Corporate Education.
= Types of Contributions =
All submissions are subjected to a blind-review refereeing process and are divided in these categories:
– Oral Presentations
– Virtual presentations
– Company Presentation
Corporates can also showcase their products or services in the conference exhibitions area by contacting the secretariat or publicity email (provided below).
= Conference Date and Location =
END 2020 will be held in Zagreb, Croatia (Hotel Dubrovnik) and will occur from 27 to 29 of June, 2020.
= Contacts =
Conference email: email@example.com
Publicity email: firstname.lastname@example.org
Digital education assets were not spared, either. That same year, Pearson also sold PowerSchool, one the most widely used student information system in K-12 schools and districts today. (my note: about LMS, including PowerSchool, pls watch this animation: http://blog.stcloudstate.edu/ims/2019/12/22/bar-chart-race-lms/)
At the time, Fallon said PowerSchool was “an administrative system rather than a tool for learning, teaching or assessment,” and which did not jibe with Pearson’s transformation strategy.
The company offered a similar reason for selling its U.S. K-12 courseware assets, which Fallon described as “textbook-led” and one that “does not fit in with our digital transformation strategy.”
more on Pearson in this IMS blog
In the last few months, the LMS world has seen the potential sale of Instructure and the sale of Schoology.
more on LMS in this IMS blog
Higher Ed Needs to Bridge the ‘App Gap’ to Reach Students
Millennials (born between 1981 and 1996) or Gen Z (born after 1996)
Today’s youth culture lives in apps—not for the sake of the technology itself, but for the rich social, psychological identity-driven mash-up that define a person, group, interactions and opinions.
When a Millennial or Gen Z-er accesses a new consumer app, it is as simple as opening the morning newspaper is for their parents or grandparents. However, when the same people look at a college schedule, fill out paperwork or an online form, access or save records that they may need later, and, eventually, try to conjure it all at the end of this process, they are stopped in their tracks.
Building a Brand, User Testing Apps, Social Media Marketing
By contrast, when brands and memes compete on social media, young people pay attention.
Without those social signals as well as continual feedback from their friends and influencers— what the younger generations rely on for context—they are likely on very different wavelengths from the colleges who want them to attend and stay, training and outreach opportunities vying for their attention, and employers who need reliable entry hires.
Each generational shift suffers a cultural communication schism, noticeable at home and in school, that in the past was navigable by the time young people focused on college or career training, or entered the workforce. Today, this is not happening.
The gap between the traditional practices and the social and consumer app world is serious. Simply creating app-like technology to mimic older processes is not the answer.
Equity is more than creating more organizational programs or developing more ineffective websites without adequate measures for engaging and empowering young people who need support.