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As Gawker reports, "Today is "National Adjunct Walkout Day" [in the U.S. and elsewhere] when the overworked, disrespected, and underpaid adjunct professors of the world (the US, mostly) go on strike to raise awareness of the fact that, while colleges keeping getting more and more expensive, adjunct professors keep getting screwed." Or as Tiffany Kraft writes, "Over the course of 40 years, the profession devolved from one largely founded on respect and security to one that standardizes unfair labor conditions and creeping corporate gain. Clearly, the tolerance of this issue marginalizes all faculty. Foremost, we need an ideological culture shift, and then we may confront the real issues that undermine the profession, with restored ethos, voice, and action."
More: TakePart, America (national Catholic review), the Chronicle ("Will it make a difference?"), Slideshare presentation of the issues, the Daily Texan ("walkout begs reflection on state of US faculty"), CASA News, CPFA, Bryan Alexander ("a deeply exploited population attempts to make its voice heard"), a snippet and short article from Inside Higher Ed, Bleeding Heart Librarians ("even though universities are culpably mismanaged, there’ s little reason to feel sorry for adjuncts"), the Atlantic ("activists are wondering how to galvanize a collection of workers who drift from campus to campus"), Ontario CAFA ("growing use of contract faculty in Ontario traps many in precarious work, threatens quality of higher education"), Storify feed, adjunct walkout Twitter Feed and Facebook page.[Link] [Comment]
This is advertorial content supporting marketing for HRSG’ s CompetencyCore's profile builder, but it's also a good snapshot of where learning management is heading in the corporate space (and probably in the institutional space as well). That doesn't mean everything's going to be broken down into individual competencies (though that is the vision of some). But it does mean that the traditional metric of seat-time or the credit-hour is in the process of being disrupted.[Link] [Comment]
"There are a few things that I question when I hear schools talk about solely 'data driven'," writes George Couros. "Nothing works for everyone. Nothing. So when we look at “ proven methods” , we are often looking at something that is more focused on the “ system” than an individual." Also, "there are often so many things that are going on in school, how can we really compartmentalize the 'one thing' that works?" Finally, he asks, "what is the measure of success?" Education is a complex system designed for individual needs and to serve multiple objectives. Of course no single model can describe it, let alone determine how it should operate.[Link] [Comment]
As we get closer to the release of the new e-Literate TV series on personalized learning, Michael and I will be posting previews highlighting some of the more interesting segments from the series. When we first talked about the series with its sponsors, the Bill & Melinda Gates Foundation, they agreed to give us the editorial independence to report what we find, whether it is good, bad, or indifferent.
In this video preview (about 4:18 in duration), we hear from two faculty members who have first-hand experience in using a personalized learning approach as well as a traditional approach to remedial math. We also hear from students on what they are learning about learning. In our case studies so far, the real faculty issue is not that software is being designed to replace faculty, but rather that successful implementation of personalized learning necessarily changes the role of faculty. One of our goals with e-Literate TV is to allow faculty, staff and students to describe direct experiences in their own words. Take a look.
Stay tuned for the full episodes to be released on the In The Telling platform. You can follow me (@PhilOnEdTech), Michael (@mfeldstein67), or e-Literate TV (@eLiterateTV) to stay up to date. You can also follow the e-Literate TV YouTube channel. We will also announce the release here on e-Literate.
- ITT is our partner in developing this series, providing video production as well as the platform.
The post e-Literate TV Preview: Essex County College and changing role of faculty appeared first on e-Literate.
“Education is deep in Apple’s DNA,” the company’s senior vice president of marketing Phil Schiller said on stage at a press event in 2012 as Apple unveiled a number of new education-oriented features for the iPad. It was the first such event following the death of Steve Jobs, and the Walter Isaacson biography of Jobs had hinted that textbooks were “the next business he wanted to transform.” The iPad had already been eagerly adopted by many schools and was being hailed by some as a transformative educational device.
Of course, to invoke “DNA” implies a much older and fundamental relationship to education than the iTextbooks or the iPad, which at the time was only a few years old. Arguably you can trace the connection between Apple and schools back to the company’s earliest days. Doing so reveals much about that DNA...
In 1978, just two years after it was founded, Apple won a contract with the Minnesota Education Computing Consortium to supply 500 computers for schools in the state. MECC had developed a sizable catalog of educational software (including the iconic Oregon Trail) which it made freely available to Minnesota schools. Soon the MECC floppy disks and Apple II’s became popular elsewhere across the country. As Steve Jobs said in a 1995 oral history interview with The Computerworld Smithsonian Awards Program, “One of the things that built Apple II’s was schools buying Apple II’s.”
But the sales weren’t happening fast enough – the spread of personal computing wasn’t happening fast enough.Legislating Computers into the Classroom
“When I grew up I was lucky because I was in Silicon Valley,” Jobs told the Smithsonian.
When I was ten or eleven I saw my first computer. It was down at NASA Ames (Research Center). I didn’t see the computer, I saw a terminal and it was theoretically a computer on the other end of the wire. I fell in love with it. I saw my first desktop computer at Hewlett-Packard which was called the 9100A. It was the first desktop in the world. It ran BASIC and APL I think. I fell in love with it. And I thought, looking at these statistics in 1979, I thought if there was just one computer in every school, some of the kids would find it. It will change their life.
We saw the rate at which this was happening and the rate at which the school bureaucracies were deciding to buy a computer for the school and it was real slow. We realized that a whole generation of kids was going to go through the school before they even got their first computer so we thought the kids can’t wait. We wanted to donate a computer to every school in America. It turns out that there are about a hundred thousand schools in America, about ten thousand high schools, about ninety thousand K through 8. We couldn’t afford that as a company. But we studied the law and it turned out that there was a law already on the books, a national law that said that if you donated a piece of scientific instrumentation or computer to a university for educational and research purposes you can take an extra tax deduction. That basically means you don’t make any money, you lose some but you don’t lose too much. You lose about ten percent. We thought that if we could apply that law, enhance it a little bit to extend it down to K through 8 and remove the research requirements so it was just educational, then we could give a hundred thousand computers away, one to each school in America and it would cost our company ten million dollars which was a lot of money to us at that time but it was less than a hundred million dollars if we didn’t have that. We decided that we were willing to do that.
The name of the initiative: Kids Can’t Wait.
In 1982, Jobs approached his Representative, Pete Stark, who drafted a bill was drafted to introduce to Congress. HR 5573, the Computer Equipment Contribution Act, would amend “the Internal Revenue Code to allow charitable contribution income tax deduction for corporations which donate computers to qualified educational organizations (including museums and libraries). Requires that such contributions be made through the governing body of the organization and that the equipment be used directly by the students. Requires that contributions be nondiscriminatory as to geographic areas or economic status of the donees.”
Jobs personally lobbied Congress – “I actually walked the halls of Congress for about two weeks,” he said in his oral history interview. The bill passed the House 323 - 62 – “the largest favorable majority of any tax bill in the history of this country,” Jobs boasted. But it was a lame duck session of Congress, and the Chairman of the Senate Finance Committee, Bob Dole, did not move fast enough to move the legislation through the Senate.
The bill was introduced again by Representative Stark the following year, but it didn’t make it out of subcommittee. A competing bill, introduced by Representative Jim Wright from Texas, had the backing of Apple’s major competitor at the time, the Tandy Corporation. That bill would have required dealers give 8 hours of training to teachers at the participating schools. It also would have required the computers’ dual disk drives hold 184 kB each. (At the time the Apple Disk II only stored 140 kB.) Wright’s bill also failed to make it out of committee.(California) Kids Can’t Wait
Apple had more luck back in its home state.
In September 1982, California Governor Jerry Brown signed a similar version of the Computer Equipment Contribution Act, AB 3194, which allowed a 25% tax credit against the state corporate income tax for computer equipment donated to schools. According to the California State Assembly Office of Research, “proponents of this bill feel that computer literacy for children is becoming a necessity in today’s world. They state that this bill will aid placing needed ‘hardware’ in schools unable to afford computers in any other way.”
So in turn, under its Kids Can’t Wait program, Apple donated a computer to each of the roughly 9000 eligible elementary and secondary schools in California. (Schools with fewer than 100 students did not qualify.)
Apple is offering a free Apple IIe system to every eligible elementary and secondary school in California. The package includes a 64K Apple IIe computer, a display monitor, one floppy disk drive, and a copy of Apple Logo, a computer language designed for students. The current suggested retail value of the package is $2364. The KCW package also contains coupons for free and discounted educational software from more than 25 educational software publishers, including The Learning Company, Hayden Electronic Publishing, and Sterling Swift.
If all 9250 eligible California schools accept Apple’s offer, the total retail value of the donated products will exceed $21 million. Apple projects that the gross cost of the program will be over $5.2 million. But here is where the tax credits make a significant difference.
It is estimated that the California tax credit will be $4 million. (This is less than 25% of $21 million because the net retail price is lower due to dealer discounts.) Thus the net cost of donating $21 million in product is about $1 million, a 95% reduction factor!
Apple also incentivized its dealers in the state to provide an orientation for school personnel. As part of the California legislation, someone from each school had to complete some sort of training before the school could receive its free computer.
A September 1983 issue of InfoWorld detailed some of the training:
Hands-on teacher training for that prized certificate varied from dealer to dealer within California. Teachers received anything from an hour’s orientation talk to a whole day looking at different application software.
Take A Byte, an Apple dealer located near UCLA in Los Angeles, California, gave one hour and 20 minutes of training to approximately 35 teachers. Owner Alan Weisberg says the teachers learned how to use Apple Logo (supplied with each system) and were told about the uses of world-processing and file-management programs.
…The concern over training teachers to use these Apples is scaring some administrators. An administrator in the San Juan Unified School District near Sacramento, the state capital, is “frightened” of what the giveaway program could do to educational computing.
Tom Lester, who is in charge of K–12 math- and computer-teacher training in for San Juan Unified, fears that teachers who have inadequate computer training will just “give out so many recipes” on how to use Logo to students.
Lester says the lack of trained teachers is so acute that “some know one day’s knowledge more than the people who are taking the training. He says the Logo instruction at many ill-prepared schools will be ”superficial."
After this push into California schools and particularly after the launch of the Macintosh in 1984, Apple soon came to dominate the education PC market (for a while at least), helped no doubt by other marketing initiatives like the Apple Distinguished Educator program and research projects like Apple Classroom of Tomorrow.
The full story of Logo will have to wait for another day and another article in this series. But the issue that was alluded to in the 1983 InfoWorld article about educators’ struggles with computers and concerns over the direction of educational computing – particularly with regards to programs like Logo – may be key to understanding the course of ed-tech in the following decades. Steve Jobs’ efforts to chase the tax breaks for Apple were hardly altruistic, sure. (An Inc. Magazine article at the time described his efforts to lobby for federal legislation a blend of “prophet and profit.”) But many of the early efforts to put computers into the classroom did revolve around progressive pedagogy and the potential to do something “different” thanks to computer technology. (Logo is, of course, the perfect example of that.) That is, these efforts were led by educators – often an individual teacher at a school or district.
Once computers in the classroom became more common however, and particularly once they also required networking, the responsibility for computers at school shifted from individual teachers, excited to do innovative things with computers, to IT. The purpose often shifted as well – from creative computing to “productivity” and keyboarding. Cheaper computers, those associated with office (versus educational) software, were the domain of a different group of hardware and software companies – companies, of course, like Microsoft.
Contenidos que promueven la creatividad y la innovación en el alumnado. Flexibles, modificables, abiertos, preparados para compartir y adaptables de manera sencilla. Contenidos germen de nuevos contenidos, creados por nuestros alumnos y con una cobertura curricular amplia.
Recursos Educativos Abiertos y sus contenidos.
I haven't actually done a day's work for several years. Sounds bad, I know, but the truth is - I'm incredibly lucky to be in a job that I really love, and the bonus is that I get paid to do it. I previously wrote about this in a post called live to learn. Teaching is what I'm paid to do, but it leads to further reward for me because I learn a lot while I'm teaching. What I'm really in love with is learning. It's a love I have developed for my work that has gradually built over the last 20 or so years, and it shows no sign of waning. Any teacher will tell you that education is no bed of roses, but even through all the less positive aspects of the job, I still get a buzz out of helping others to learn, and seeing students achieve their full potential.
The Greek word for this kind of love is pragma. It describes an enduring, long lasting love that can survive the trials and tribulations of life. It's a love that has the resilience required to stand the test of time, but it also allows you to reflect back on the good times and not so good times, and appraise their value. Pragma is a love borne out of a realistic and rational consideration of the object of one's love. It's a love that lasts.
When applied to relationships, pragma represents a fair exchange, a symbiosis that benefits both parties. Those who are in pragmatic relationships often connected because of practical considerations, rather than physical attraction. This is the kind of love observed in older married couples, who have stuck to their vows and been faithful to each other throughout the years. This explains a lot to me about why I fell in love with teaching. It's because I can see the rewards I gain from the effort I put in to preparing, teaching and marking student assignments.
Teachers need pragma - to develop an 'everlasting love' - if they are to survive in a highly pressurised environment. Are you in love with learning?
Photo by eek the cat on Flickr
Everlasting love by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
This is a sign of the growing backlash against use of the CC-by license, and may well spur additional backlash. The authors have set up a commercial website that sells coffee mugs with CC-by photos of other people's infants and children on them. "Initially, the recipients who saw those pictures were all users of Flickr — family members, friends, or maybe other amateur photographers. But by shifting the flow of information to a commercial platform, the recipients are now anyone who might be interested in buying a mug that has a picture of a kid on it. What has changed is the social context, and this is why it feels uncomfortable." Adding the 'NC' clause to your license makes such reuse illegal.[Link] [Comment]
Learning is inherently satisfying. All of us have experienced the joy of learning and discovery at some point in time in our life. Learning leads to better understanding, new knowledge, skills and expertise. Whether it is learning how to ride a bike,...
See it on Scoop.it, via Educación flexible y abierta