25 US Congress members urge President Donald Trump to follow India’s lead and ban TikTok from r/technology
https://www.livemint.com/news/world/25-us-congress-members-urge-president-donald-trump-to-follow-india-s-lead-and-ban-tiktok-11594882269517.html
25 US Congressmen and Congresswomen have urged President Donald Trump… In a letter to the US President, dated July 15, they also pointed out that India took the “extraordinary step” of banning several “Chinese affiliated mobile apps including TikTok due to national security concerns”.
India had recently banned 59 Chinese mobile applications including the widely-used social media platforms such as TikTok, WeChat, and Helo within view of the threat to the nation’s sovereignty and security.
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more on Tik Tok in this IMS blog
https://blog.stcloudstate.edu/ims?s=tik+tok
Pew research: Tech experts believe social media is harming democracy from r/technology
https://www.pewresearch.org/internet/2020/02/21/many-tech-experts-say-digital-disruption-will-hurt-democracy/
The years of almost unfettered enthusiasm about the benefits of the internet have been followed by a period of techlash as users worry about the actors who exploit the speed, reach and complexity of the internet for harmful purposes. Over the past four years – a time of the Brexit decision in the United Kingdom, the American presidential election and a variety of other elections – the digital disruption of democracy has been a leading concern.
Some think the information and trust environment will worsen by 2030 thanks to the rise of video deepfakes, cheapfakes and other misinformation tactics.
Power Imbalance: Democracy is at risk because those with power will seek to maintain it by building systems that serve them not the masses. Too few in the general public possess enough knowledge to resist this assertion of power.
EXPLOITING DIGITAL ILLITERACY
danah boyd, principal researcher at Microsoft Research and founder of Data & Society, wrote, “The problem is that technology mirrors and magnifies the good, bad AND ugly in everyday life. And right now, we do not have the safeguards, security or policies in place to prevent manipulators from doing significant harm with the technologies designed to connect people and help spread information.”
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more on social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media
Mariya P. Ivancheva, Rebecca Swartz, Neil P. Morris, Sukaina Walji, Bronwen J. Swinnerton, Taryn Coop & Laura Czerniewicz (2020) Conflicting logics of online higher education, British Journal of Sociology of Education, DOI: 10.1080/01425692.2020.1784707
https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F01425692.2020.1784707&area=0000000000000001
The advent of massive open online courses and online degrees offered via digital platforms has occurred in a climate of austerity. Public universities worldwide face challenges to expand their educational reach, while competing in international rankings, raising fees and generating third-stream income. Online forms of unbundled provision offering smaller flexible low-cost curricular units have promised to disrupt this system. Yet do these forms challenge existing hierarchies in higher education and the market logic that puts pressure on universities and public institutions at large in the neoliberal era? Based on fieldwork in South Africa, this article explores the perceptions of senior managers of public universities and of online programme management companies. Analysing their considerations around unbundled provision, we discuss two conflicting logics of higher education that actors in structurally different positions and in historically divergent institutions use to justify their involvement in public–private partnerships: the logic of capital and the logic of social relevance.
Unbundling – the disaggregation of educational provision and its delivery, often via digital technologies
Luc Boltanski and Laurent Thévenot’s (2006) framework of different orders of justification, connecting them to the sociological literature on institutional logics
We suggest that more explicit and nuanced national and institutional policies need to be produced around unbundled provision, which are cognisant of emerging trends in and dangers to the evolution of unbundling at public universities.
Unbundling the traditional university ‘bundle’ affects not only property, services and facilities, but also administration, evaluation, issuing credentials and even teaching (Wallhaus 2000, 22). This process involves separating educational provision (e.g. degree programmes) into component parts (e.g. courses) for delivery by multiple stakeholders, often using digital approaches (Swinnerton et al. 2018). Universities can unbundle on their own, offering individual credit-bearing modules outside bounded disciplinary curricula, or in partnership with OPM providers, offering MOOCs or credit-bearing courses or programmes. Proponents of unbundling suggest that the disaggregation of television and music production and its re-aggregation as on-demand digital content like Netflix or Spotify could represent a template for universities (Craig 2015; McIntosh 2018).
The introduction of market logic into the sector happens even if higher education is a stratified positional pseudo-market with scarce excludible resources only available to groups with access to a few prestigious institutions; its outcomes and value are difficult to measure in purely economic terms
Under accelerated marketisation, Tomlinson (2018, 714 and 724) argues, higher education is reduced to the latter frame and measured in terms of income generation, employability, consumption and performativity. Building on this framework, and relating it to unbundling, we identify the emergence of two organisational logics of higher education: the logic of social relevance and the logic of capital.
Institutional logics are ‘supra-organizational patterns of activity by which individuals and organizations produce and reproduce their material subsistence … [and] symbolic systems, ways of ordering reality… rendering experience of time and space meaningful’ (Friedland and Alford 1991, 243). Unlike new institutionalism, which remained focused on processes of institutional isomorphism or the replacement of a static single logic by another, the institutional logics perspective offers a more dynamic multi-level view: a plurality of logics coexist in complex interrelations within organisational fields like higher education
the HyFlex model for the fall… reflects a rift between administrators and professors, who are raising alarms over the health risks of teaching in person, and about the logistical, technical, and pedagogical complications of the model itself. Search HyFlex on Facebook and Twitter and you’ll come across comments like this one: “Whoever the hell thought of this is a bean counter, not an educator, and an idiot.”
Teaching experts and others familiar with hybrid teaching say that HyFlex can work, but it requires effective technology, careful planning, instructional support, and creative course design.
“If HyFlex is part of the plan, it has to be done with will faculty participation,” says Brian Beatty, an associate professor of instructional technologies at San Francisco State, who created the model. “Otherwise, if it’s top down and the administration is saying, We’re doing this, then the faculty are saying, But why are we doing this?”
Much of what bothers professors about the push for HyFlex is that so many details about its mechanics remain ill defined. And assumptions about its value seem rooted in a particular idea of teaching, one where the professor stands at the front of a classroom and lectures.
“We are the ones holding the bag if this does not work, or if it’s chaos,” says Michelle Miller, a psychology professor at Northern Arizona University and author of Minds Online: Teaching Effectively With Technology.
Miller is a fan of the original HyFlex model from San Francisco State, but says that colleges need to be mindful that the conditions under which it’s now being adapted — quickly, at scale, and without giving students much choice — will limit its effectiveness.
To work effectively, she says, hybrid teaching requires a lot of support, such as having teaching assistants help manage the complexities of working simultaneously with two different audiences. Otherwise it risks becoming a “lecture-centric, passive consumption view of learning.” That goes against years of hard work faculty members have been doing to make their classrooms more inclusive, active, and engaged.
To help think through pedagogical challenges, faculty groups are testing out teaching strategies, some departments meet weekly to discuss course design, and a student-leadership team is providing feedback and creating online tools to help their peers learn effectively online. Even so, the process has been challenging and frustrating at times for faculty members. Professors are both looking for templates and wanting to maintain control over their courses, which inevitably creates tension with the administration.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
https://www.edsurge.com/news/2020-06-16-what-a-forgotten-instructional-fad-from-the-60s-reveals-about-teaching
Back in the 1960s, an experimental form of teaching made a big splash at colleges. It was called PSI, or the Personalized System of Instruction. https://en.wikipedia.org/wiki/Keller_Plan
http://www.nwlink.com/~donclark/hrd/history/psi.html
https://www.researchgate.net/publication/26468339_The_Personalized_System_of_Instruction_Review_and_Applications_to_Distance_Education
the case that colleges should do more to professionalize teaching, which might help reduce the number of fads that emerge. But he also acknowledges that there are risks. “If you start creating elaborate bureaucracies to measure and judge [teaching], might you actually depersonalize it? Might you take some of the charisma, idiosyncrasy and serendipity out of it?”
College Leaders Must Explain Why—Not Just How—to Return to Campus
https://www.edsurge.com/news/2020-06-25-college-leaders-must-explain-why-not-just-how-to-return-to-campus
So far, the why question seems harder for many institutions and their leaders to forthrightly answer, yet it is vitally important.
Presidents have also shared their views through anonymous surveys, highlighting worries about hitting enrollment targets or managing revenue losses. There is an unmistakable sense that they see their responsibility mainly in institutional terms: We must resume in-person instruction to ensure the financial viability of the college or university. Protecting institutions’ budgets is apparently also worth the risk.
Rationales like these have gaping holes. Some problems are obvious, like being silent on the health and safety of faculty, staff, students and community members who aren’t aged 18 to 25. The disregard for people working on and near campuses recalls practices at an Amazon warehouse or meat-packing plant, where the expectation is that workers must show up in the interests of the organization and consumer.
The rationales I’ve seen are problematic for other reasons, too. First, they show little concern for slowing or stopping the spread of COVID-19.
Second, they demonstrate a disregard for serving the public good. I haven’t read a single announcement or plan that anchors an institution’s decisionmaking in shared community interests. Few presidents are willing to say that what the public needs right now is to live in a society free of a deadly virus, and that it is the responsibility of higher education to contribute to that effort by keeping people off campuses that were often
Third, the rationales I’ve seen don’t seriously contend with the differential effects of the pandemic by race and income. Racism means that people of color are more exposed and less protected when it comes to the virus. When a president says returning to campus is worth the risk, who is bearing the burden of that risk-taking?
Finally, the plans I’ve seen have a strained relationship with truth and science. In many states, new virus cases and hospitalizations are rising, with clusters in nursing homes and daycare centers. Yet presidents continue to announce that it is safe for students to return to residence halls.
Katherine Newman, president of the University of Massachusetts Boston, provided an example that other presidents could follow by announcing that the institution would continue to be primarily online in the fall. Explaining this decision, she noted that that Black and Latinx “populations have borne a disproportionate burden of morbidity and mortality in the pandemic, and many students live in multi-generational minority households where exposure to the virus would be particularly problematic.”
Effects of Mindfulness Training on School Teachers’ Self-Reported Personality Traits As Well As Stress and Burnout Levels
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more on burnout in this IMS blog
https://blog.stcloudstate.edu/ims?s=burnout
more on mindfulness in this IMS blog
https://blog.stcloudstate.edu/ims?s=mindfulness
which one fits your teaching?
https://provost.gatech.edu/blog/looking-future-georgia-tech-through-lens-pandemic-experience
https://edtechbooks.org/jaid
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more on instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design