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Hack Education Weekly News

Audrey Watters - 5 Enero, 2018 - 11:45
(National) Education Politics

You know it’s amazing news when The Guardian publishes it one minute after midnight in the new year: “Toby Young to help lead government’s new universities regulator.” Happy New Year, England! And congrats on being first off the blocks to fuck up education in 2018! “Who’s Toby Young?” Americans wonder. Well… Ask any of your British education colleagues. They’ll tell ya.

Via Buzzfeed: “A New Betsy DeVos Proposal Would Make It Much Tougher For Students To Get Loan Forgiveness.”

Via The Washington Post: “Elizabeth Warren wants the Education Dept.’s use of earnings data investigated.”

More on how the GOP tax plan will effect universities (particularly those with large endowments) in Inside Higher Ed.

Via Edsurge: “After Net Neutrality, Experts Expect Changes to FCC’s E-Rate.”

Former English minister of education David Laws onLiberia’s big school experiment.”

(State and Local) Education Politics

Via The Baltimore Sun: “Baltimore teachers call on city to close all schools amid heating issues.” More via NPR.

Via The Philadelphia Inquirer: “Two-plus hours on a school bus: How a Chester charter taps Philly kids to grow.”

Via “Kansas GOP making moves to prepare for April vote on K–12 constitutional amendment” – this would rewrite "the state’s obligation to educate public school children."

Via The New York Times: “Met Changes 50-Year Admissions Policy: Non-New Yorkers Must Pay.”

Via The New York Times: “City of the Future? Humans, Not Technology, Are the Challenge in Toronto.”

Immigration and Education

Via The New York Times: “As Flow of Foreign Students Wanes, U.S. Universities Feel the Sting.”

Via ProPublica: “Trump Justice Department Pushes for Citizenship Question on Census, Alarming Experts.”

Education in the Courts

Via Complex: “Federal Court Says High School Football Player Can’t Be Forced to Stand for National Anthem.”

Via Education Week: “Ohio Supreme Court to Hear Online Charter School Funding Dispute.”

Via The New York Times: “School Soccer Coach in California Charged With Trafficking Teenage Girls.”

The Business of Financial Aid

The Washington Post looks at income sharing agreements.

There’s more about the politics of the business of student loans in the federal education above. And the business of student loans is off to a strong start in 2018 with fundraising news in the venture capital section below.

The “New” For-Profit Higher Ed

For-profit colleges bought and sold in the “business of education” section below. And more too on accreditation for for-profits in the accreditation section below.

Online Education (and the Once and Future “MOOC”)

Amazon Web Services (AWS) has joined edX.

There’s data about distance education enrollments in the US in the research section below.

Meanwhile on Campus…

Via The Atlantic: “The Future of Trumpism Is on Campus.”

Accreditations and Certifications and Competencies

Via Inside Higher Ed: “Career Education Colleges and Universities, a trade group for the for-profit college sector, this week called on the U.S. Congress to give colleges that are accredited by an agency the Obama administration terminated more time to find a new accreditor.”


“Is the Smarter Balanced National Test Broken?” asks Education Dive, which I suppose is a question that should put this story into the Betteridge’s Law of Headlines section.

Via EdWeek’s Market Brief: “Feds Set Stage for ESSA ‘Innovative’ Testing Pilots. But States, Vendors May Move Slowly.”

Go, School Sports Team!

Via NPR: “Training For The Olympics Is Hard Enough. Try Doing That While Earning A Degree.”

Via Inside Higher Ed: “The University of Arizona has fired its head football coach, Rich Rodriguez, following allegations by his former administrative assistant that Rodriguez sexually harassed her.”

There’s sports-related news in the courts section above.

Memos from HR

Via The Guardian: “Google faces new discrimination charge: paying female teachers less than men.”

More hiring and firing news in the sports section above.

Contests and Awards

From Chalkbeat: “Why we decided to launch the Great American Teach-Off, and how it will work.”

“I Have Big Reservations About Chalkbeat’s Teaching Competition,” says Dan Meyer.

Upgrades and Downgrades

Via The New York Times: “How Climate Change Deniers Rise to the Top in Google Searches.”

Via Vanity Fair: “‘Oh My God, This Is So F—ed Up’: Inside Silicon Valley’s Secretive, Orgiastic Dark Side.” Good thing no one in Silicon Valley is trying to shape the future of education, otherwise this story would be even more horrific.

Teachers didn't choose a career where they expected to have bullets flying at them...unfortunately, that's becoming a reality.

— Gizmodo (@Gizmodo) January 3, 2018

Yes, this is ed-tech. Weapons training and metal detectors are ed-tech. School furnaces are also ed-tech. Perhaps if we paid attention to more than just the venture-backed gadgetry and philanthropy-backed stories about “innovation,” we could work towards schools that were actually safer and more just.

The Atlantic on Logan Paul: “The Social-Media Star and the Suicide.”

Via The Guardian: “Neurotechnology, Elon Musk and the goal of human enhancement.”

Via Mindwires Consulting’s Michael Feldstein: “Good Enough vs. Better Enough: The Macmillan Example.”

Robots and Other Ed-Tech SF

From the Amazon PR department: “University of Oklahoma Expands Student Engagement with Alexa Skills.”

Venture Capital and the Business of Ed-Tech

The private school provider Taaleem has raised $14 million from Amanat Holdings.

Frank has raised $10 million from Reach Capital,Aleph, and Apollo Global Management. “A TurboTax for student loan applications” according to Techcrunch, the company has raised $15.5 million total.

The private equity firm KKR has sold its stake in Weld North Education to another private equity firm, Silver Lake. Edsurge reports that Weld North Education will still be run by former Kaplan exec Jonathan Grayer.

The for-profit chain of colleges Education Corporation of America has acquired the for-profit chain of colleges Vatterott Educational Centers.

Privacy, Surveillance, and Information Security

Via Ars Technica: “‘Meltdown’ and ‘Spectre’: Every modern processor has unfixable security flaws.”

AngelSense GPS Tracker is the only monitoring solution designed by autism parents for autism parents.

Via Buzzfeed: “India’s National ID Database With Private Information Of Nearly 1.2 Billion People Was Reportedly Breached.”

Via The Times Leader: “Sutton Elementary School will be implementing a pilot program next school year that will digitally scan student fingerprints in an effort to make food lines more efficient.” The school is in Owensboro, Kentucky. Good thing is if this system gets breached, the school will just issue kids new fingerprints.

Via Edsurge: “Measuring Learning Will Be Key to Improving It in 2018.” Featuring this gem: “The most obvious sign that measuring learning is not a priority in higher-ed is that administrators and educators throw away so much data about it.”

Via The 74: “How One Program Is Closing the College Persistence Gap for Needy Students With Financial Aid, Social Supports, and a Powerful Data Tracker.”

Research, “Research,” and Reports

Via NPR: “Many Large Public Universities Don’t Collect Data On Suicides, Report Finds.”

Via Mindwires Consulting’s Phil Hill: “Fall 2016 IPEDS First Look: Continued growth in distance education in US.”

Via Inside Higher Ed: “New Data on Enrollments, Employees, Libraries.”

From Chalkbeat’s Matt Barnum: “What we’ve learned: 5 lessons from education research to take into 2018.”

Via The Hechinger Report: “Rival studies shed light on the merits of a Montessori education.”

Icon credits: The Noun Project

Michigan CC Masters Student Transfer Processes

Campus Technology - 4 Enero, 2018 - 17:48
To counter a "complex and confusing" college transfer process, a community college in Michigan has dug in to figure out ways to simplify transfers for its students. The result, as explained in a new report from the Community College Research Center and a "playbook" issued by the project's lead investigator, is the development of 225 distinct plans with partner institutions intended to streamline the transfer process for students and improve their success rates.

¿De verdad sus alumnos necesitan ser expertos en las áreas del STEM?

Antonio Bartolomé - 4 Enero, 2018 - 17:18
Sobre ciencia, tecnología, ingeniería, matemáticas, artes y cultura, vida y trabajo.No importa a qué lado del Atlántico se encuentre, el dinero fluye para conseguir potenciar las ciencias, la tecnología, la ingeniería y las matemáticas entre nuestros estudiantes (STEM, por sus siglas en inglés: science, technology, engineering y mathematics). ¿De verdad es tan importante?

Porque en el camino se caen la filosofía, la música, las artes en general, … Pero no voy a discutir sobre qué deben estudiar nuestros chicos y chicas habiendo tan insignes (y poderosos) y sabios expertos. Aunque no deja de sorprenderme un artículo aparecido en The Washington Post (1*) que recoge un estudio de Google de hace ¡4 años!

Para quien no desee acudir al original en inglés, éste es un resumen. Sergey Brin y Larry Page fundaron Google convencidos de que sólo los tecnólogos podían entender la tecnología. Pero en 2013 decidieron ver si eso era cierto, y para ello analizaron toda la información que habían recogido sobre sus empleados. El resultado de este proyecto (“Oxygen”) les dejó escandalizados. Entre las 8 más importantes cualidades de los mejores trabajadores de Google, ser expertos en ciencia, tecnología, ingeniería y matemáticas ocupaba el último lugar.

¿Cuáles eran las siete primeras? Juzguen ustedes:

  • Saber enseñar
  • Saber comunicar y saber escuchar
  • Saber comprender a los otros (incluidos los que poseen diferentes valores y puntos de vista)
  • Poseer empatía y apoyar a los colegas
  • Pensar de modo crítico
  • Ser capaz de resolver problemas
  • Ser capaz de hacer conexiones entre ideas complejas

La pasada primavera Google realizó otro estudio (proyecto “Aristotle”) descubriendo que las ideas más importantes y productivas no venían de los equipos formados por los científicos más destacados sino de equipos que no necesariamente estaban formados por los más inteligentes.

Y es que “las competencias STEM son vitales para el mundo en el que vivimos hoy, pero la tecnología por sí sola, como Steve Jobs insistía, no es suficiente. Necesitamos desesperadamente a quienes son educados con habilidades humanas, culturales y sociales, tanto como informáticas” … Porque “las ciencias sociales y, sí, también, las humanidades y las artes que contribuyen a preparar (al estudiante) no sólo como fuerza de trabajo sino preparado para la vida”.

Strauss, V. (2017). The surprising thing Google learned about its employees — and what it means for today’s students. The Washington Post (20/12/2017).

Mjmonty (2009). Google Neon.  Distribuida bajo CC BY 2.0

More and Different Data Needed to Track Quality of STEM Undergrad Education

Campus Technology - 4 Enero, 2018 - 17:12
Improving STEM undergraduate education will require tracking student demographics, instructor use of evidence-based teaching practices, student transfer patterns and other yet-unmeasured dimensions of science, technology, engineering and math education.

How our skills support and shape our career

OLDaily - 4 Enero, 2018 - 14:55

Steven Forth, TeamFit, Jan 04, 2018

To find the really interesting bit you have to read to the bottom and click on the link at the very end (or just click it here, but why skip the prequel?). Here's the scenario: "we asked a number of people at TeamFit and our sister company Ibbaka to reflect on their careers and aspirations." the result is a series of mind maps of "how one thinks about career success will shape how one thinks about skills." OK, so far as it goes. But the link to one person's skills portfolio along with information about previous projects, connections, and more. It's the closest thing to a personal learning record I've seen out there in the world. Beautifully done. Here's the company. Here's their blog.

[Link] [Comment]

Global HR Trends are Affecting Corporate Learning: It’s time that HR and Learning came closer!

OLDaily - 4 Enero, 2018 - 14:45

Arunima Majumdar, G-Cube Blog, Jan 04, 2018

This short article summarizes trends more than it makes the case for moving HR and Ldarning closer together. But the trends are useful. Along with talent acquisition, writes Arunima Majumdar, talent management is a priority, and this means in-house skills development. The workplace is in flux, tech is transforming everything, and younger staff bring a new type of work and learning culture with them. Perhaps most significant: "organisations are seeking the help of third party organizations to handle the administrative duties within the organization. This offers the HR managers the opportunity to take on a more strategic role and focus more on talent management, organizational training, skill-building and so on." Or HR managers might just be let go, with these third parties being left to manage training and development. That couldn't go wrong, could it?

[Link] [Comment]

Beyond the Horizon Report: towards a new project

OLDaily - 4 Enero, 2018 - 14:33

Bryan Alexander, Jan 04, 2018

Beyond the Horizon Report, writes Bryan Alexander, "’d like to kick off a process that could lead to a prototype or even a new publication." This of course is not to be confused with the existing Horizon project or report in any way, since these are in bankruptcy court, and through some magical process could be harmed by people talking about what should be done. Maybe the best new thing that could be done is to change the methodology, which yielded mixed results at best. The Horizon Classic used the Delphi process, but New Horizon could use scenario creation, trends analysis, prediction markets, or any number of other methodologies. What would be key, I think, is for New Horizon to be able to draw on the same sources of support that funded Horizon Classic. 

[Link] [Comment]

Taking stock of 2017: What we learned about personalized learning

OLDaily - 4 Enero, 2018 - 14:22

Luis Flores, Christensen Institute, Jan 04, 2018

This post reads like a focused issue of OLWeekly, so naturally I like the format. It offers a dozen or so links from different sources, each with a capsule description, on topics related to personalized learnig, and specifically: Competency-based education, Online and blended learning, Personalized learning, and Preparing students for the future. The reports themselves are a mixture of case studies, research briefs, findings and results, and progress reports. 

[Link] [Comment]

Qualitative Moodle Series Part I: The Hobbyist (Introduction)

Moodle News - 4 Enero, 2018 - 13:48
Here at MoodleNews, we’re data geeks. We love it when numbers get crunched by algorithms to help us do things better or understand things in groundbreaking new ways. But this is not to say we...

Passion for education

Steve Wheeler - 4 Enero, 2018 - 13:34
Photo by Anthony Easton on Flickr

In my last post I wrote about inspiration - for those who are teachers, and also for those who are learning - and I guess, that is just about everyone.

I also touched on the theme of passion - the love for learning that all successful teachers tend to exhibit. We all need inspiration, and many would argue that we perform better as educators when we have passion.

We need to see education for what it is - the means to draw out the best from children and give them the best preparation to thrive in the world.

Further inspiration about education came this week from a tweet by Jimmy Casas below:

It's true of course. Those teachers who have a great passion for education exert every muscle to ensure that the best possible learning opportunities are presented to their students. It matters not where that student sits in the class, or what their history has been. Unconditionally regarding each child with positivity is key to good pedagogy (Rogers, 1983).
Teachers who strive to do their best for children tend to have the most impact across the board. Effective pedagogy not only has impact, it's contagious. Often, in my own practice, if I witness a good method or technique, I adopt it myself. I develop it and apply it to my own professional context. Colleagues who have been in my sessions have then incorporated my ideas into their own practice. Teaching is like that - it's an ever evolving, always changing terrain in which we discover new things constantly, reflect upon them, practice them ourselves and then share them across our communities. This process promotes 'a different way of being' teachers (Bolton, 2006).
But while teachers are attempting to be the very best they can be, there are many problems to be faced. Some appear to be contradictions. An interesting question arose on Twitter recently around standards. It was a simple question: Why are we expected to standardise our testing when we have differentiated in our teaching? This is profound. Many teachers think this but few voice it as an issue. There is incongruity in our schools. When children notice these disparities they can become discouraged. 
While we can all be passionate about what we teach, there are still many problems in education that cannot be fixed quickly. Injustice, lack of clarity, contradictions, unfairness and traditions that are long overdue for a change - all are present in our school systems. What cannot be fixed will need to be circumvented. The very best teachers find ways around these problems, and teach brilliantly despite the conditions they are forced to endure. It's often our passion that carries us through.
Bolton, G. (2006) Reflective Practice. London: Sage.
Rogers, C. R. (1983) Freedom to Learn. Columbus, OH: Merrill.

Passion for education by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's

Cultura Maker en el aula (1ª edición)

INTEF - 4 Enero, 2018 - 09:44

El jueves 18 de enero da comienzo el MOOC “Cultura Maker en el aula” (1ª edición) #EduMakerMooc. Os acompañaremos durante 5 semanas abordando la necesidad de incluir la cultura maker en el aula y, por supuesto, en nuestro día a día.

En este MOOC vamos a descubrir qué es la cultura maker, conocida también como Movimiento Maker y bautizada como “tercera revolución industrial”, y qué beneficios para el aprendizaje puede aportarnos su inclusión en el aula. Desde diferentes perspectivas y a través de múltiples recursos trabajaremos el hecho de que todas las personas podemos considerarnos como hacedoras.

La cultura maker se ha extendido de manera relativamente reciente gracias a la aparición de distintas herramientas de fabricación digital, a su bajo coste, y a través de la creación de diferentes espacios para dicha fabricación, los fablabs y makerspaces, en los que grupos de personas crean sus propios proyectos y prototipos haciendo uso de las diferentes tecnologías presentes, como impresoras 3D, Arduino, fresadoras, cortadoras láser, etc.

Al estar basada en el DIY (Do It Yourself), hazlo tú mismo, en la experimentación y en el aprender haciendo, ha propiciado que se esté extendiendo en entornos educativos. Colegios, Institutos y otras entidades y espacios, están apostando por iniciativas STEAM, en las que se incorporan tanto metodologías activas, como diferentes herramientas y tecnologías con las que fabricar distintos objetos, con las que crear auténticos proyectos maker.

Además de los mencionados, en el ámbito de la cultura maker, también podemos corroborar que su inclusión en el ámbito educativo potencia, entre otros, diferentes aspectos del aprendizaje tales como:

  • Aprendizaje entre iguales. Aprendizaje colaborativo.
  • Gestión del conocimiento. Compartir conocimiento.
  • Fomento de la cultura emprendedora.
  • Competencias relacionadas con la ciudadanía digital.
  • Desarrollo de la creatividad.

Todas las personas participantes en el MOOC van a contar con la oportunidad de tener un acercamiento a la cultura maker, de conocer sus aspectos básicos, algunas herramientas esenciales de la misma, y diferentes proyectos y ejemplos de aplicación en el aula.

Para la realización de este MOOC, no será necesario disponer de ningún material específico, ya que los retos pueden abordarse en función de las posibilidades que se tengan.

De igual manera, como en todos los MOOC del INTEF se promueve la participación en diferentes espacios y redes sociales (Twitter, Facebook, etc.), fomentando la construcción colectiva de conocimiento y la adquisición de nuevas competencias profesionales que se evidenciarán a través del producto final y de la insignia digital acreditativa que obtendrán aquellas personas que finalicen el MOOC con éxito.

Podéis saber más sobre el MOOC “Cultura Maker en el aula”, mediante el siguiente vídeo:

Si aún no te has apuntado, estás a tiempo de hacerlo, no lo dudes, inscríbete en:

Página de información e inscripción en el MOOC ‘Cultura Maker en el aula‘.

Equipo de dinamización de “Cultura Maker en el aula”.