agregador de noticias
Jun 13, 2017
This group was constituted a couple weeks ago and meets monthly. Here's the outline: " The standard defines specific methodologies to help users certify how they approach accessing, collecting, storing, utilizing, sharing, and destroying child and student data. The standard provides specific metrics and conformance criteria regarding these types of uses from trusted global partners and how vendors and educational institutions can meet them."
La crida "Redissenyem la reunió amb famílies" busca 30 centres educatius que desitgin reactivar el compromís entre família i escola redissenyant creativament un moment clau: les reunions que fan a l’inici de curs amb les famílies. Els centres participants comptaran amb assessors experts en relació família-escola, tallers de formació i un kit metodològic específic per acompanyar el procés.
Redissenyem la reunió amb famílies aposta per un replantejament profund de les reunions d’inici de curs. No es tracta de fer petites millores per fer una reunió més amena, sinó de fer una reflexió profunda dels objectius de la reunió que suposi repensar creativament tant el contingut com el format. Us proposem posar-la en pràctica, experimentar un nou model i que això mobilitzi la nostra capacitat reflexiva i creativa de millora.
Segueix la crida #ReunióFamílies i accepta el repte!
Qualsevol centre educatiu de Catalunya interessat en presentar-se a la crida cal que llegeixi atentament les bases de participació i presenti la seva candidatura abans del 19 de juny de 2017 (fins les 12h de la nit) a través del següent formulari en línia.
Més informació aquí.
This is George Siemens's latest new project. "The project, University Networks, involves working with a small number of universities, or specific faculties and departments, that are committed to rethinking and redesigning how they operate. My goal is to bring on 30 universities and over a period of 4 years, rethink and redesign university operations to align with the modern information and knowledge ecosystem." OK. But he writes, "They need to start with a basic question: If we were to create a model of higher education today that serves the needs of learners and society, what would it look like given our networked and technologically infused society?" I think the question needs to be even more basic: If we were to create a model of higher education today, who or what would it serve? Because I don’t see learners and society ranking high on the list most academics would write. Image: Pomona College.
According to this article, "Toio is the result of 5 years of research into developing a toy that’s simple enough for kids to use, but also sophisticated enough to create a figurative sandbox where kids can explore the inner-workings of robotics engineering." How simple? It's just a pair of blocks that move on wheels. But "they respond to motion, are able to detect the exact location of the other, and can be programmed but also remote controlled." The visuals in this article make the case. I can imagine how these would be endlessly fascinating.
I haven't covered libraries and librarianship a lot in these pages because my perception has been that the both have become increasingly marginal over the years. Sure, there's a digital-age story we can tell about the role of information professionals, but this story was resisted by those already in the field. As this article relates, people advocating new roles and new definitions would be told "You are what is killing librarianship" by traditional librarians. And I have to say, I read no small number of librarian posts of this ilk. But maybe this is beginning to change. As the author says, "We need to consider critical inquiry, reflection, discussion, and revision of our professional values and practices as an integral part of our work. The only thing that will ever 'kill' librarianship is our inability to reflect and discuss our interpretations of our professional values and practice." Image: Walter Lim.
Este documento forma parte de la guía de creación de recursos de #proyectoEDIA y plasma las características fundamentales de los REA generados por CeDeC.
Además de la propia infografía, podemos acceder al archivo fuente (creado con el programa "Inkscape") para crear versiones o adaptaciones de la misma.
Coates, K. (2017) Independent Third-Party Review of Athabasca University Saskatoon, SK
This report, 45 pages in length plus extensive appendices, was jointly commissioned by the Government of Alberta and the Governors of Athabasca University.Why the report?
Because Athabasca University, established in 1971 as a fully distance, open university, has been in serious trouble over the last 10 years. In 2015, its Acting President issued a report saying that ‘Athabasca University (AU) will be unable to pay its debt in two years if immediate action is not taken.’ It needed an additional $25 million just to solve its IT problems. Two years earlier, the AU’s senior administrators were savagely grilled by provincial legislators about the financial management of the university, to such an extent that it seemed that the Government of Alberta might well pull the plug on the university.
However, comes a recent provincial election, comes a radical change of government, leading to a new Board and a new President with a five year term. Although these are essential changes for establishing a secure future of the university, in themselves they are not sufficient. The financial situation of the university is temporarily more secure, but the underlying problem of expenses not being matched by revenue remains. It desperately needs more money from a government that is short of revenues since the oil industry tanked. Also its enrolments have started to drop, due to competition from campus-based universities now offering fully online programs. Lastly it still has the same structural problems with an outdated course design and development model and poor student support services, especially on the academic side.
So although the newish government was willing to suspend judgement, it really needed an independent review before shovelling any new money AU’s way – hence this report.What does the report say?
I will try to summarise briefly the main findings and recommendations, but as always, it is worth reading the full report, which is relatively concise and easy to read:
- there is substantial student demand in Alberta, across Canada and internationally for AU’s programs, courses and services;
- the current business model is not financially sustainable and will not support the institution in the coming decades – but ‘it has the potential if significant changes are made to its structure, approach and program mix, to be a viable, sustainable and highly relevant part of the Alberta post-secondary system’;
- more money is needed to support its operations, especially if it is to remain headquartered in the (small and somewhat remote) Town of Athabasca; the present government funding arrangement is inadequate for the university’s mix of programs and students, especially regarding the support needed for disadvantaged students and those requiring more flexibility in delivery;
- the emergence of dozens of credible online university alternatives has undermined AU’s competitive advantage – it no longer has a clear and obvious role within the Provincial post-secondary system;
- AU should re-brand itself as the leading Canadian centre for online learning and 21st century educational technology, but although it has the educational technology professionals needed to provide leadership, it lacks the ICT model and facilities to rise to this opportunity;
- Open access: AU should expand its activities associated with population groups that are under-represented in the Alberta and Canadian post-secondary system: women in STEM subject, new Canadians, Indigenous Peoples and students with disabilities;
- diversification of the student body is necessary to achieve economies of scale; in other words it should expand its reach across Canada and internationally and not limit itself just to Alberta;
- AU should expand its efforts to educate lifelong learners and should expand its career-focused and advanced educational opportunities – particularly mid-career training and training for new work;
- although there is overwhelming faculty and staff support for AU’s mandate and general approach, there are considerable institutional and financial barriers to effecting a substantial reorientation in AU operations; however, such a re-orientation is critical for its survival.
Overall, this is an excellent report. Wisely, it does not dwell on the historical reasons why Athabasca University got itself into its current mess but instead focuses on what its future role should be, what it can uniquely contribute to the province, and what is needed to right the ship, including more money.
However, the main challenges, in my view, remain more internal than external. The Board of Governors, senior administration, faculty, staff and students still need to develop together a clear and shared vision for the future of the institution that presents a strong enough value proposition to the government to justify the increased operational and investment funding that is needed. Although the external reviewer does a good job suggesting what some of the elements of such a vision might be, it has to come from the university community itself. This is long overdue and cannot be delayed much longer otherwise the government’s patience will understandably run out. Money itself is not the issue – it is the value proposition that will persuade the government to prioritise funding for AU that still needs to be made by the university itself. In other words it’s a trust issue – if we give you more money, what will you deliver?
The second major challenge, while strongly linked to vision and funding, is the institutional culture. Major changes in course design, educational technology, student support and administration, marketing and PR are urgently needed to bring AU into advanced 21st century practice in online and distance learning. I fear that while there are visionary faculty and staff at AU who understand this, there is still too much resistance from traditionalists and those who see change as undermining academic excellence or threatening their comfort zone. Without these necessary structural and cultural changes though AU will not be able to implement its vision, no matter how persuasive it is. So there is also a competency issue – if we give you more money, can you deliver on your promises?
I think these are still open questions but at least the external review offers a vote of confidence in the university. Now it is up to the university community to turn this opportunity into something more concrete. But it needs to move fast. The window of opportunity is closing fast.