Archive of ‘announcement’ category

Privacy and Safety in Remote Learning Environments

BLEND-ONLINE : Call for Chapter Proposals– Privacy and Remote Learning

Digital Scholarship Initiatives at Middle Tennessee State University invites you to propose a chapter for our forthcoming book.

Working book title: Privacy and Safety in Remote Learning Environments

Proposal submission deadline: January 21, 2022

Interdisciplinary perspectives are highly encouraged

Topics may include but are not limited to:

  • Privacy policies of 3rd party EdTech platforms (Google Classroom, Microsoft Teams, Schoology, etc)
  • Parental “spying” and classroom privacy
  • Family privacy and synchronous online schooling
  • Online harassment among students (private chats, doxing, social media, etc)
  • Cameras in student private spaces
  • Surveillance of student online activities
  • Exam proctoring software and privacy concerns
  • Personally Identifiable Information in online learning systems and susceptibility to cybercriminals
  • Privacy, storage, and deletion policies for recordings and data
  • Handling data removal requests from students
  • Appointing a privacy expert in schools, universities, or districts
  • How and why to perform security/privacy audits
  • Student attitudes about online privacy
  • Instructor privacy/safety concerns
  • Libraries: privacy policies of ebook platforms
  • Libraries: online reference services and transcripts
  • Identity authentication best practices
  • Learning analytics and “big data” in higher education

More details, timelines, and submission instructions are available at dsi.mtsu.edu/cfpBook2022

Huawei smart glasses

Huawei smart glasses with HarmonyOS system launched

Huawei smart glasses support all-weather smart broadcasting. When worn for the first time every day, the accelerometer and gyroscope sensors in the glasses are sensed, and the product will automatically play the weather forecast and the day’s schedule.

At the same time, the glasses can intelligently broadcast information in the system APP and third-party APP applications such as WeChat and Meituan, such as flight and high-speed rail travel reminders, approaching schedule reminders, WeChat reminders, takeaway reminders, etc.

public belief in universities

Why has public belief in universities been haemorrhaging?

Nathan M Greenfield  20 November 2021

https://www.universityworldnews.com/post.php?story=20211118103250672

The red flag went up on page five, when Stephen M Gavazzi and E Gordon Gee wrote that their research was underwritten by a grant from the Charles Koch Foundation. Founded by oil man Charles Koch, the foundation is famous for its libertarian views and for supporting the Law and Economics Center at George Mason University in Virginia, which hosts corporate-backed ‘free market’ educational workshops for federal and state judges and attorneys general.

the Morrill Land Grant College Act

Both Gavazzi and Gee know that Republicans and others made the same complaint about university students in the 1960s, 1970s and 1980s. Yet, as soon as they’d handed in their last essays replete with approving references to Karl Marx, Michel Foucault or Jacques Derrida, these cohorts applied en masse for jobs on Wall Street or later to the companies that grew wealthy during the dot-com boom.

Playful Pedagogy Spring 2022

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more on playful pedagogy in this IMS blog
https://blog.stcloudstate.edu/ims?s=playful+pedagogy

Qualitative Content Analysis

Qualitative Content Analysis

Riessman, C. K. (1994). Qualitative studies in social work research. Sage Publications.
https://books.google.bg/books/about/Narrative_Analysis.html?id=9ffAwoYi7E0C&redir_esc=y

analyse narratives from Kohler Riessman (1993), and a Qualitative Content Analysis with advice from Graneheim & Lundman, 2003)

storytelling

worked inductively by building patterns and categories from the bottom up by organizing the data into more abstract information units

https://hyp.is/go?url=https%3A%2F%2Fdrive.google.com%2Fdrive%2Fu%2F1%2Ffolders%2F1oqTy0rIPEYQYYa5fyLmYe07ZN_No_JxM&group=__world__

virtual school in rural areas

Some families don’t want to go back to in-person school. Here’s how one S.C. district is dealing with this demand

https://hechingerreport.org/some-families-dont-want-to-go-back-to-in-person-school-heres-how-one-s-c-district-is-dealing-with-this-demand/

When the pandemic arrived, the school district struggled to connect its students to remote learning, as nearly half its households didn’t have high-speed internet. Even when the district handed out personal hotspots, they didn’t work for many families due to poor cell service.

Research before the pandemic often showed poorer outcomes for students in virtual schools versus brick-and-mortar ones. Only 3 percent of parents, in another Rand survey conducted this July, said they would send their youngest school-age child to full-time virtual school if the pandemic were over.

Gov. Henry McMaster pushed hard to return all schools to in-person learning this fall, saying remote learning was “not as good.” This year’s state budget allows only 5 percent of a school district’s students to enroll virtually; if a district exceeds that limit, the state will give only about half as much per-pupil funding for any additional online students.

But administrators said they didn’t have much of a choice. If Fairfield County didn’t offer a virtual option, some families would leave the district entirely and instead enroll in an online charter school. Fairfield fits a national trend: 31 percent of leaders in districts that serve primarily students of color said that parents “strongly demanded” a fully remote option this year, compared with 17 percent in majority-white schools, according to Rand.

That last part is one of the biggest barriers to remote learning in rural areas. Almost one in five rural Americans don’t have access to broadband at the speed considered minimum for basic web use, according to a report this year from the FCC.

The National Education Policy Center, for example, found that the high school graduation rate last year was only 53 percent for virtual charters, which enroll the majority of online students, and 62 percent for district-run virtual schools. The overall national average is 85 percent. A Brown University study last year on virtual charter schools in Georgia found that full-time students lost the equivalent of around one to two years of learning and reduced their chances of graduating from high school by 10 percentage points.

Skylar has “thrived” academically since she started learning at home. “I think that was because of less distraction,” she said. “I think it’s a little bit more intimate because it’s just her in her room by herself.”

The flip side is that less unstructured time also means less time spent just hanging out with friends at the playground or in the hallway between classes.

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