agregador de noticias
Short overview article with a useful diagram touching on all aspects of workplace learning. The key message: "A L& D department that only focuses on Directed Learning is simply a Training Dept. The L& D Dept of the future will need to support learning in all its forms. But to do this it will need to shake off its command-and-control training mindset, and it will need to develop new roles, activities and new skills." I'm sure the diagram (or versions of it) will populate dozens of slide shows in the future.[Link] [Comment]
The aim of research information management (RIM) is "is to synchronize data across parts of the university, reducing the burden to all involved of collecting and managing data about the research process. An outcome is to provide greater visibility onto institutional research activity." I'm not sure it's a new category per se but it's cl;early an important institutional function (and in a best-case scenario supports open access). Anyhow, the article has a lot of good links to resources, including RIM standards: "two are especially relevant here:CERIF (Common European Research Information Format) from EuroCRIS, which provides a format for exchange of data between RIM systems, and the Casrai dictionary. CASRAI is the Consortia Advancing Standards in Research Administration Information."[Link] [Comment]
This is a really interesting article. It considers at length the nature and causes of teacher hostility toward educational reform, especially that reform imposed from the outside. "Innovation and change impulses are at best used as long as they fit or can be adapted to the beliefs, attitudes and needs of teacher culture in general and the needs and problems of each single teacher in particular. This process of transforming or adapting change impulses from the outside sometimes even disfigures or distorts the impulse." This is why in my own practice I have attempted to describe and implement (what might be called) reform outside the traditional academic milieu, with the idea that it can and will be transferred by teachers and professors into their own practice once (and once once) it is seen to be useful.[Link] [Comment]
Katy Jordan has compiled an impressive list of MOOC research on this page. And even though her blog posts are suspended she's still adding new papers to it. My only complaint is that there seems to be no way to create an RSS feed from it (even feed43 will not work) (she's using Google spreadsheets).[Link] [Comment]
Heli Nurmi summarizes the article Participants’ Perceptions of Learning and Networking in Connectivist MOOCs, written by Mohsen Saadatmand and Kristiina Kumpulainen. "The results show that participation in MOOCs challenges learners to develop self-organization, self-motivation, and a reasonable amount of technological proficiency to manage the abundance of resources and the more open format. Participants in cMOOCs use an array of technologies and various networking skills. The nature of cMOOCs requires students to assume active roles, in a spirit of openness, to shape activities and collaborate in goal achievement." As she points out, though, the self-selecting nature of the survey would tend to favour such results.[Link] [Comment]
It could be the new face of the 'core content' lobby group, or it could be a genuine move forward in education reform. Unfortunately, I'm not sure whether I can trust the source. The concept of 'deeper learning' is "to focus on the set of skills and knowledge that reinforce each other and together promote rigorous and deeper learning. These include:
- Mastery of core academic content
- Critical thinking and problem-solving
- Working collaboratively in groups
- Communicating clearly and effectively
- Learning how to learn."
According to this article, "a new study by the American Institutes for Research ... investigated whether schools in the Deeper Learning Network achieve better student outcomes than local comparison schools, and found that the answer is yes." I remain sceptical: not of the idea that critical thinking and learning how to learn improve learning outcomes, but whether they need to be conflated with the other three.[Link] [Comment]
I would probably address the subject a bit differently (my take on citizenship is more about proactive engagement rather than the 9-Ps of protection) but this article is a good quick take on the idea, and certainly a good starting point to make you think about some issues. For example, what constitutes privacy in public places? Should you really blur license plates? What about using geolocation? Is online content really "a 'digital tattoo' that is almost impossible to erase?" See also the five minute film festival teaching digital citizenship, also from Edutopia.[Link] [Comment]
Gamification is revolutionizing the field of learning and development. That was the main thrust of the Game On! Gamification Strategies for Instructional Designers and Trainers skills seminar I led at the recent ASTD Chicagoland Chapter meeting at the DePaul University School for New Learning on September 18th. Using micro-credentials to reward users for acquiring new knowledge or …
See it on Scoop.it, via Educación flexible y abierta
The caption summarizes: "Glenn Greenwald was one of the first reporters to see — and write about — the Edward Snowden files, with their revelations about the United States’ extensive surveillance of private citizens. In this searing talk, Greenwald makes the case for why you need to care about privacy, even if you’ re 'not doing anything you need to hide.'"[Link] [Comment]
So this school principle is looking for good examples of YouTube videos being used to teach things and is referred to an account by someone called Greatguy7, who turns out to be an eight year old boy. Among the videos is one on how to make YouTube tutorials, which he refers to a colleague. Great story, right? Here's the kicker: Greatguy 7 turns out to be his own son. Eric Sheninger writes, "not only did I have no idea about this, but I had never helped him get on YouTube or create videos for that matter... The end result, in his words, was that my son taught a veteran teacher with over 30 years of experience how to make and share videos."[Link] [Comment]
Doug Peterson segues from a discussion of the teaching of mathematics in general (and how it is killed by memorization and out-of-context problem sets) to the introduction of the new equation-solving tool (photograph the equation and it presents the solution). "Essentially, the app lets the camera take a picture of a problem and it solves it for you, including “ showing your work” . How many times have you heard that in your mathematics life?" This has value, he says, because it may move us from applying a solution by rote toward asking ourselves what the solution means.[Link] [Comment]
Review of Clark Quinn’s New Book: Revolutionize Learning and Development: Performance and Innovation Strategy for the Information Age.
Review of Clark Quinn's book Revolutionize Learning and Development. Thalheimer writes, "Clark loves what we do. He just wishes with hope that we did it better. He puts the focus on on-the-job performance, saying that our learning solutions should be aimed at creating results in the workplace. Indeed, Clark nimbly changes our name from the Learning and Development team to the Performance and Development team! Learning is just a means to performance." See also this interview between Thalheimer and Quinn.[Link] [Comment]
Britain's National Union of Teachers (NUT) has released a manifesto (16 page PDF) addressing changes to the direction of that nation's schools. While the document is focused on the British general election slated for 2015, the document has wider relevance. Among other things, it argues that:
- We need a wider vision of learning and achievement
- We need more time for teaching – not more tests
- All children deserve qualified teachers
- We need to end child poverty
- Education should not be run for profit
- We need teaching to be an attractive profession
I think these are reasonable statements. And I think that all parties will need to look at a retreat from the numbers-based corporate-focused education that has characterized reform in some places in recent years.[Link] [Comment]
Observaciones sobre el impacto de los servicios de detección de plagio en las universidades
15 de abril de 2014
(Traducción al castellano del informe original en catalán, publicado en la web del CENT).
La Universitat Jaume I y otras universidades de nuestro entorno han estado considerando la integración de servicios de detección de plagio (SDP en adelante). Los SDP son sistemas informáticos diseñados para detectar similitudes en los textos y otros materiales presentados por los y las estudiantes para su evaluación. Existen sistemas comerciales y libres. Algunos de los más conocidos son Turnitin, Ephorus o Unkund.
Para realizar su función, estos sistemas comparan de manera automatizada el texto en cuestión con millones de documentos accesibles en la Internet y con millones otros textos de su propia base de datos, formada por todos los envíos analizados anteriormente. El sistema elabora un informe en el cual se identifican los fragmentos aparentemente plagiados, se presentan los textos “originales” y se asigna al texto analizado una puntuación o porcentaje de plagio. En muchas universidades que disponen de estos sistemas se requiere que los estudiantes pasen la prueba antiplagio antes de enviar un texto al profesorado para su evaluación. Estos sistemas han desarrollado módulos para los LMS (Learning Management Systems) más populares, como Moodle, Blackboard y otros.
Los SDP no están exentos de polémica. Su uso no es sólo una cuestión técnica sino que tiene implicaciones legales, éticas y pedagógicas algunas de las cuales enumeramos a continuación.
1. Violación de la propiedad intelectual
En su funcionamiento normal, los SDP añaden sistemáticamente a sus bases de datos todos los textos de los estudiantes que analizan. Por motivos legales, algunas universidades obligan sus estudiantes a firmar una cesión de derechos de autor con este fin como requisito para matricularse. La diferencia evidente de estatus entre un estudiante potencial y una universidad hace pensar que este acuerdo es coercitivo. En todo caso, una universidad pública está entregando a una empresa privada y con ánimo de lucro los materiales creados por sus estudiantes que pierdien el control de su obra.
2. Violación de la privacidad
Las universidades pueden violar el derecho a la privacidad de los y las estudiantes al poner a disposición de las empresas que ofrecen los SDP sus trabajos originales. Estos sistemas no solamente usan estos textos para la detección de un posible plagio, sino que pueden mostrar los trabajos originales a terceras personas en caso de que detecten que alguna parte del texto enviado parece plagiada.
3. La presunción de culpabilidad altera el ambiente de aprendizaje
El uso de estos sistemas altera la relación entre profesores y estudiantes. Presupone que el estudiante es culpable de plagio hasta que no pase la prueba del SDP y demuestre así su inocencia. Este hecho, sin duda, modifica el ambiente en el cual se desarrollan las actividades académicas y perturba las imprescindibles relaciones de confianza entre profesorado y estudiantes, necesarias para el aprendizaje. En algunas universidades que utilizan estos servicios, los estudiantes se ha quejado del agravio comparativo que supone someter al SDP sus trabajos, pero no los apuntes y materiales que proporciona el profesorado.
4. Pérdida de oportunidades de formación
Si bien es cierto que los SDP pueden desanimar a algunos estudiantes de cometer plagio, las razones son más policiacas y represivas que relacionadas con los valores de integridad académica que deben de promover las universidades. Los académicos evitan el plagio no porque puedan ser descubiertos y castigados, sino porque asumen un conjunto de valores que guían la docencia, la investigación y la difusión del conocimiento. Al transferir la responsabilidad de definir qué es y qué no es plagio a un sistema informático escasamente transparente y operado por una empresa privada, se pierde la oportunidad de formar a los estudiantes en los valores que tienen que caracterizar la vida académica.
Además, no olvidemos que el aprendizaje en la sociedad de la información tiene que tener en cuenta y basarse en la correcta reutilización de las creaciones y elaboraciones intelectuales previas (con identificación de las fuentes y la autoría, si procede), sin perder de vista tampoco el mandato de fomento del conocimiento libre recogido en los estatutos de nuestra universidad.
5. Refuerzo de modelos de evaluación limitados
La evaluación forma parte del proceso de aprendizaje y tiene como finalidad ayudar al estudiante a aprender, no sancionar, etiquetar o convertirse en la motivación para aprender. Los SDP son o pueden ser eficaces sólo en caso de que se evalúen exclusivamente los productos finales y no el proceso, trabajos descontextualizados y repetitivos año tras año. Los SDP refuerzan un modelo de evaluación limitado y poco formativo. Si se puede aprobar copiando, el problema está sin duda en el tipo de evaluación que se usa.
En conclusión, el CENT recomienda que antes de adoptar un SDP y diseñar una política de uso la Universitat Jaume I considere todas las posibles implicaciones detenidamente en los ámbitos de debate y decisión oportunos.
I’m now in England, about to attend the EDEN Research Workshop on research into online learning that starts tomorrow (Sunday) in Oxford, with the event being hosted by the UK Open University, one of the main sources of systematic research in online learning. (EDEN is the European Distance and e-Learning Network)
This is one of my favourite events, because the aim is to bring together all those in Europe doing research in online learning to discuss their work, the issues and research methods. It’s a great chance for young or new players in the field to make themselves known and connect with other, more experienced, researchers. Altogether there will be about 120 participants, just the right size to get to know everyone over three days. I organised one such EDEN research workshop myself several years ago in Barcelona, when I was working at the Open University of Catalonia, and it was great fun.
The format is very interesting. All the papers are published a week ahead of the workshop, and each author gets just a few minutes in parallel sessions to briefly summarise, with plenty of time for discussion afterwards (what EDEN calls ‘research speed dating’). There are also several research workshops, such as ‘Linking Learning Design with Learning Analytics,’ as well as several keynotes (but not too many!) I’m particularly looking forward to Sian Bayne’s ‘Teaching, Research and the More-than-human in Digital Education.’ There are also poster sessions, 14 in all.
I am the Chair of the jury for the EDEN award for the best research paper, and also the workshop rapporteur. As a result I have been carefully reading all the papers over the last week, 44 in all, and I’m still trying to work out how to be in several places at the same time so I can cover all the sessions.
As a result I’ve had to put my book, ‘Teaching in a Digital Age‘, on hold for the last few days. However, the EDEN papers have already been so useful, bringing me the latest reviews and updates on research in this area that it is well worth taking a few more days before getting back to the strengths and weaknesses of MOOCs. I will be much better informed as a result as there are quite a few research papers on European MOOCs. I will also do a blog post after the conference, summing up what I heard during the three days.
So it looks like that I won’t have much time for dreaming in the city of dreaming spires.
Framed around the LPSS program, and looking at specific issues such as workplace learning and literacy, this discussion outlines some of my views on the problems we are trying to solve, the applicability of the solutions we are creating, and the question of broader social needs being served by the program. I am in one window; Valerie Irvine and John Kenney are in the other.[Link] [Comment]
LAUSD’s new superintendent Ramon Cortines says that construction bonds shouldn’t pay for iPads and Pearson curriculum. Currently, construction bonds are paying for the district’s iPads and Pearson curriculum. So the LAUSD iPad saga continues…
Barbara Byrd-Bennett, the head of Chicago Public Schools, says she wants to delay the use of PARCC Common Core tests in her district. The state of Illinois plans to do so, so I’m not sure how all of this will play out as the state has already decreed that the city cannot opt out of the PARCC assessments.
NYC Schools Chancellor Carmen Fariña “swapped 15 of 42 city school superintendents, or nearly 36%, in her biggest personnel shakeup since taking office,” says the NY Daily News. “Swapped” is an interesting verb. “Must reapply for their jobs” is a better description.
Common Pleas Court Judge Nina Wright Padilla issued a preliminary injunction, stopping the Philadelphia school district from changing its teacher contract so that teachers would have to pay their own health care costs.
The US Court of Appeals for the 11th Circuit has overturned a lower court’s ruling in Cambridge v Patton, an important copyright/fair use case involving Georgia State University and university e-reserves. More on the case, and why we shouldn’t panic too much about the decision, via Techdirt.
“State officials announced Friday that the Social Security numbers, names and birthdates of 210 students were left on at least two laptops sold at auction Oct. 11. Those laptops were surplus equipment from the Future Is Now charter group sold after the organization ended its program at John McDonogh High in New Orleans.” Ed-tech privacy and security disasters – really guys, this not just an inBloom problem.
The Obama Administration announced it was loosening the credit requirements for federal PLUS loans.
Cafeteria workers at Howard Elementary School in Los Angeles say they’ve been instructed to speak only English while at work. Most of the staff who work in the cafeteria are native Spanish speakers, and 86% of the students at the school identify as Hispanic. The school says that the workers have misconstrued the rule; it’s only English-only while “performing job duties.” Oh.
The Wall Street Journal on the school-to-prison pipeline: “A generation ago, schoolchildren caught fighting in the corridors, sassing a teacher or skipping class might have ended up in detention. Today, there’s a good chance they will end up in police custody.”
Via Politico: “Lobbying reports for the third quarter of 2014 are in. Big education spenders from July through September were: Navient and Sallie Mae ($834,000), the National Education Association ($594,394), Apollo Education Group ($500,000), the NCAA ($410,000) and the American Federation of Teachers ($337,382).”
The Higher Learning Commission of the North Central Association of Colleges and Schools has okayed the University of Michigan’s plans for a competency-based master’s degree in health professions education.
Alex Usher examines the campaign promise of Michelle Bachelet, recently re-elected as President of Chile to make higher education in the country completely free.
An open letter and petition calling for justice in the investigation of the disappearance of 43 college students in Mexico.MOOCs and UnMOOCs
Davidson College has received a $2 million grant from the Laura and John Arnold Foundation to extend its work on Advanced Placement MOOCs.
This is pretty much the worst piece of writing about education technology I’ve ever seen published in a major publication. Didn’t stop Edsurge from covering it and strangely attributing it to the WSJ and not Forbes. But hey.
Via Inside Higher Ed: “The University of Arkansas System in March approved the creation of a fully online institution that would spring from the system’s pool of talent and resources. Seven months later, some of the other institutions in the system are balking at the idea of footing the bill for what may become a direct competitor.”Meanwhile on Campus
Police in Marysville, Washington say that two students are dead and four are wounded following a school shooting today. (The shooter is one of the deceased.)
“The Boston Public Schools is considering the development of a policy to add another layer of security to help protect students and staff. This would involve training School Police Officers in the use of OC spray, also known as pepper spray, and equipping officers with this tool.” So you should probably show up at the public forum to discuss this, Boston edu people.
The same year as it celebrates the 50th anniversary of the Free Speech Movement and some 34 years since it started supporting the program, the University of Berkeley is withdrawing its funding for the Emma Goldman Papers Project, an archive of the anarchist’s work.
The University of Guelph has filed a trademark for “OpenEd.” What assholes. Also, the IP system is broken. But mostly, what assholes.
Charles Munger – a.k.a. Warren Buffett’s business partner – has made a $65 million donation to the Kavli Institute for Theoretical Physics at the University of California, Santa Barbara.
It’s now officially okay for members of the University of Oklahoma Marching Band to criticize the marching band.
Via Tressie McMillan Cottom: the top degree-granting institutions for African Americans. Take a guess at what they are. Then read Tressie’s article and analysis.EBOLA!!!!
The University of South Florida has canceled a visit by 14 African journalists because of fears of Ebola. Just two were from West African countries affected by the disease.
A teacher from Maine was placed on a 21-day paid leave of absence because she went to Dallas – a move that does make you want to look more closely at the science curriculum there in Strong, Maine.
Two children who’d spent time in eastern Africa – thousands of miles away from the Ebola outbreak – are being kept home from school in Maple Shade, New Jersey, because Strong, Maine and the University of South Florida do not hold a monopoly on dumb.Go, School Sports Team!
Holy crap, Tar Heels. I mean, yeah, I think many of us recognize that lots of shady things happen to maintain student athletes’ eligibility. But this week, a 1367-page report was released detaining 18 years worth of academic fraud, supported by professors, coaches, and administrators at the University of North Carolina. “The report estimates that more than 3,100 students received ”irregular instruction“ in the department’s ”paper classes,“ which did not meet and required only a single paper for credit. Student athletes were disproportionately represented in the classes, accounting for 47.6 percent of enrollments, while making up just 4 percent of the undergraduate student body.” More here and here and here in The Chronicle of Higher Education.
A new lawsuit was filed this week, charging NCAA and Division 1 schools of violating the wage-and-hour provisions of the Fair Labor Standards Act. More via USA Today.
“The University of Texas could spend nearly $6 million a year to comply with a string of recent legal rulings requiring colleges to be more generous to their scholarship athletes.” (That’s about $10,000 per player.)
“Nearly a quarter of respondents to a new survey of NCAA colleges said their institutions do not have a formal process for educating athletes about the danger of head injuries,” reports The Chronicle of Higher Education. The NCAA does require colleges have a “concussion management plan,” but there’s no penalty if you don’t. So ya know, whatever.
The rest of the football season has been cancelled at Central Bucks High School West in Philadelphia “after concluding rookie players had been subjected to ‘humiliating and inappropriate’ initiation rites.”From the HR Department
The University of Warwick’s Thomas Docherty has been cleared of any wrongdoing after being suspended from 9 months for “giving off negative vibes.”
A Tennessee school district has fired one of its IT staff after he used a school 3D printer “to create an inoperable part of a paintball gun.”
Some folks are up-in-arms because of the cover story in the November 3 issue of Time Magazine on teacher tenure. The cover itself is not quite as provocative as the 2008 one with Michelle Rhee holding the broom ready to sweep the classrooms of DC “clean,” but this one features the phrase “rotten apples” with a gavel preparing to smash a perfectly nice looking piece of fruit. AFT’s Randi Weingarten is demanding the magazine apologize to teachers, and there’s been lots of discussion on Twitter today about the article. Time is probably relieved there’s a controversy so that people actually read the damn magazine.Upgrades and Downgrades
Twitter is screwing up how the timeline works, hoping for better “engagement.”
“The National Alliance for Public Charter Schools has partnered with startup incubator and investment fund 1776 to provide mentors and engagement opportunities for entrepreneurs involved in the K–12 space,” reports Edsurge. 1776 has also partnered with The Chronicle of Higher Education, Booz Allen Hamilton, and Pearson.
It’s great to see coverage of video games made by teenage girls, don’t get me wrong. But in the midst of #gamergate, with all the hatred that’s being unleashed on women in the industry, it’s probably not the best timing for Mic’s story about two teens and their video game Tampon Run. As always: never read the comments.
Earlier this month, I tweeted a question, asking what the education equivalent is of the “Paypal Mafia.” InTheCapital just ran a story, with supporting anecdotes provided by Blackboard execs, claiming it’s Blackboard. I don’t buy it. But nice story idea.
Photomath uses the smartphone camera to solve math problems. Or to try to do so. So cue the headlines on how this will “revolutionized math education forever!” Avoid those stories. Read Dan Meyer’s or Rhett Allain’s takes instead.
Textbook publisher Houghton Mifflin Harcourt is launching an “ed-tech incubator” so it can “work on adopting a startup mentality internally.”
1800 words in Inside Higher Ed on the use of single quotations versus double quotations in student work.
It’s probably wrong to laugh at cybercrime news, but “Hackers Are Exploiting Microsoft PowerPoint to Hijack Computers.” I LOL’d.
Via the School Library Journal: “Adobe’s Lax Security Raises Concerns About Student Privacy.”
Adobe supports #Gamergate. Awesome priorities, Adobe.
Working Examples, an online community for sharing practices in education and technology, will be closing its doors at the end of the year.Funding and Acquisitions
On the heels of its investment in Udacity, publisher Bertelsmann has acquired online education company Relias Learning for an undisclosed figure.
KnowRe has raised $6.8 million in Series A funding from Softbank Ventures Korea, with KTB Network, Partners Investment, and SparkLabs Global Ventures. The “adaptive learning” startup has raised $8.6 million total.
Notebowl has raised $600,000 in seed funding. Says Edsurge: “NoteBowl offers a social learning platform for college students, including private groups, messages, agendas and Hangouts on Air, which allows users to broadcast lectures, integrated with a Q&A feature, automatically saved to YouTube.” Sounds unique.
The for-profit college operator Education Management Corp has delisted itself from NASDAQ. “Last week, EDMC reported a $644 million loss in fiscal year 2014, its third consecutive annual loss, as enrollment declined 7.3 percent.” But don’t worry, education startups, I’m sure your IPO will be waaaaay different.“Research"
The Pew Research Center released its latest report on online harassment. 65% of those between 18–29 say they’ve reported some form of online harassment, with women in that age bracket experiencing severe harassment at a far higher level. 26% of those women say they’ve been stalked online.
“New research from Germany finds greater cognitive skills are associated with more spiteful behavior in children.” I look forward to “spite” replacing “grit” as the new education buzzword.
Researchers from the Stanford Center on Longevity and the Berlin Max Planck Institute for Human Development issued a statement this week about the promises made by “brain training” companies: “To date, there is little evidence that playing brain games improves underlying broad cognitive abilities, or that it enables one to better navigate a complex realm of everyday life.” (Hello ed-tech: please keep this in mind the next time you see someone drop the phrase “brain based” into their blog posts or webinars.) Meanwhile, “Research shows Portal 2 is better for you than ‘Brain training’ software.”
“The Impact of Open Textbooks on Secondary Science Learning Outcomes.” From the abstract: “Although the effect size of the gains were relatively small, and not consistent across all textbooks, the finding that open textbooks can be as effective or even slightly more effective than their traditional counterparts has important considerations in terms of school district policy in a climate of finite educational funding.”
Research funded by the Gates Foundation finds positive things about small schools, an initiative supported by the Gates Foundation. Here’s more on the story from a news organization funded by the Gates Foundation.
Just 10% of art school undergraduates end up as working artists. This and other reasons to avoid art school can be found here.
“Forty-five percent of school districts indicated they do not have the capacity to deploy a 1:1 initiative.” This and other stats from COSN’s Annual E-rate and Infrastructure Survey.
“A decade ago, the U.S. Navy replaced instructor-led teaching with computer-based learning in entry-level training courses, in part to reduce costs, but the result has been less-well-trained sailors and an estimated $16 million in excess maintenance costs, say Robert M. McNab and Diana I. Angelis of the Defense Resources Management Institute.” Disruptive.
Help wanted at the Open Syllabus Project: “You will help us put 2 million scraped syllabi online, do natural language processing to extract citations from each syllabus, and build visualizations to do citation analysis. We want to see what people are actually teaching for each subject, and how this changes over time, and make this type of analysis widely available to researchers.”
It’s a small sample size, but research by Michelle Lem at the University of Guelph found that homeless youth put their pets’ needs over their own.
Via Education Week: “A new study in the American Sociological Review finds that middle and high school students from wealthier backgrounds are more likely than students in poverty to ‘selectively use stimulants only during the academic year,’ and they are most likely to do so in states with the most stringent academic accountability.”
Image credits: Jesse
Dublin Core Metadata Initiative, IMS Global Learning Consortium, and International Digital Publishing Forum Announce Digital Learning Metadata Alliance
According to this press release issued by IMS, the new organization will be called the Digital Learning Metadata Alliance and can be found at dlma.org - "The first incarnation of DLMA work will be the metadata schema for EDUPUB a joint collaboration between IDPF and IMS Global to enable e-books that are interoperable across reader platforms, web browsers and educational systems (such as learning platforms and learning tools)." Dublin Core just the other day assumed formal responsibility over the learning resource metadata initiative (LRMI). The significant feature of this annpouncement is the inclusion of the International Digital Publishing Forum (IDPF), which is "the global trade and standards organization for the digital publishing industry."[Link] [Comment]
Despite all the emphasis on how important teaching and testing are for improving educational outcomes, the fact remains that the worst results from higher-income schools are still better than the best results from low-income schools. This is why education alone is not sufficient to provide opportunities to youth. Governments also have to be focused on measures that address equity, in order to lower the pervasive impact of poverty on outcomes. Measures that do not address this cause are not (despite the rhetoric) addressing outcomes; they are addressing some other objective, an objective the proponents do not want to talk about.[Link] [Comment]