Among student respondents, 70 percent said they prefer mostly or completely face-to-face learning environments. The professors surveyed were even more partial to face-to-face classes, with 73 percent preferring them.
Cases of burnout have been increasing at an alarming rate in recent years among millennials and Gen Zers. It’s a growing problem in today’s workplace because of trends like rising workloads, limited staff and resources and long hours.
a recent study by Mind Share Partners, Qualtrics and SAP reveals that half of millennials and 75% of Gen Zers have left a job for mental health reasons.
Another recent study, by the American Psychological Association, found the percentage of young adults experiencing certain types of mental health disorders has increased significantly in the past decade. In particular, the percentage of people dealing with suicidal thoughts increased 47 percent from 2008 to 2017.
Jean Twenge, author of iGen, a book about the effect technology has on this generation, says that “the rise of the smartphone and social media have at least something to do with it.”
But Peter Gray, a research professor at Boston College, said that it’s not social media or young people’s fractured attention spans that are causing their anxiety; it is school itself.
Blended Reality, a cross-curricular applied research program through which they create interactive experiences using virtual reality, augmented reality and 3D printing tools. Yale is one of about 20 colleges participating in the HP/Educause Campus of the Future project investigating the use of this technology in higher education.
Interdisciplinary student and professor teams at Yale have developed projects that include using motion capture and artificial intelligence to generate dance choreography, converting museum exhibits into detailed digital replicas, and making an app that uses augmented reality to simulate injuries on the mannequins medical students use for training.
The perspectives and skills of art and humanities students have been critical to the success of these efforts, says Justin Berry, faculty member at the Yale Center for Collaborative Arts and Media and principal investigator for the HP Blended Reality grant.
Rubrics: online scoring guides to evaluate students’ work.
Annotations: notes or comments added digitally to essays and other assignments.
Audio: a sound file of your voice giving feedback on students’ work.
Video: a recorded file of you offering feedback either as a “talking head,” a screencast, or a mix of both.
Peer review: online systems in which students review one another’s work.
Two main types of feedback — formative and summative — work together in that process but have different purposes. Formative feedback occurs during the learning process and is used to monitor progress. Summative feedback happens at the end of a lesson or a unit and is used to evaluate the achievement of the learning outcomes.
Good feedback should be: Frequent, Specific, Balanced, Timely
In 2014, there were 1 million unfilled cybersecurity jobs globally. By 2021, it’s estimated that number will grow to 3.5 million. Exposing K-12 students to cybersecurity through a well-designed curriculum and set of activities will help alleviate the shortage by increasing the interest and skills of the new generation. Unfortunately, current secondary school curricula across the country leave students and educators with minimal or no exposure to cybersecurity topics.
Many K-12 school districts are looking for ways to create cybersecurity training programs. This edWebinar will focus on best practices for teaching and learning cybersecurity skills, including the following learning objectives:
What skills does the instructor need to teach an introductory cybersecurity course?
What are some best practices for teaching an introductory cybersecurity course?
Where can instructors get help teaching their courses?
What tools/resources do students and instructors need to teach an introductory cybersecurity course?
This edWebinar will be of interest to middle school through higher education teachers and school and district leaders. There will be time to have your questions answered at the end of the presentation. Learn more.
The phrase “school-to-prison pipeline” has long been used to describe how schools respond to disciplinary problems with excessively stringent policies that create prison-like environments and funnel children who don’t fall in line into the criminal justice system. Now, schools are investing in surveillance systems that will likely exacerbate existing disparities.
A number of tech companies are capitalizing on the growing market for student surveillance measures as various districts and school leaders committhemselves to preventing acts of violence. Rekor Systems, for instance, recently announced the launch of OnGuard, a program that claims to “advance student safety” by implementing countless surveillance and “threat assessment” mechanisms in and around schools.
While none of these methods have been proven to be effective in deterring violence, similarsystems have resulted in diverting resources away from enrichment opportunities, policing school communities to a point where students feel afraid to express themselves, and placing especially dangerous targets on students of color who are already disproportionately mislabeled and punished.ProPublica
#K12 schools need to start teaching students at a young age how to use the internet responsibly. Luckily, there are resources available to help them. #NCSAMhttps://t.co/iM2wPBTuR1