Items re: Helpouts by Google, which was just introduced on Monday, November 4th, 2013:


 

HelpoutsByGoogle-IntroducedNov-4-2013

 

 

 


From DSC:
This type of thing goes hand and hand with what I’m saying in the Learning from the Living Room vision/concept:  “More choice. More control.”   This type of thing may impact K-12, higher ed, and corporate training/L&D departments.

It this how we are going to make a living in the future?  If so, what changes do we need to make:

  • To the curricula out there?
  • To the “cores” out there?
  • In helping people build their digital/online-based footprints?
  • In helping people market themselves?

 

 

 

Students seeing need for social media classes — from usatoday.com by Lexy Gross
At least two colleges have launched M.B.A.s in social media, and students across the country are discovering its utility.

Also related/see:

 

Empowering students through entrepreneurship and design thinking — from edutopia.org by Kim Saxe

Excerpt:

Entrepreneurship in pre-collegiate schools is spreading like wildfire! In 2011, a venture capitalist parent and I decided to pilot an Intro to Entrepreneurship elective for our seventh and eighth graders at The Nueva School. We were stunned when 23 of the roughly 100 students in those grades signed up for the course. This past year, we actually had to turn away seven students who wanted to repeat the class. Clearly, we had hit a chord with today’s youth.

 

Also see:

Part 2 of this blog will focus on synthesizing and envisioning solutions, the miracle of iteration, and some of the personal transformations by students who participated in the program.

 
 

Below are some items from Steve Knode’s May 2013 newsletter — with some of my reflections/comments
http://www.steveknode.com/newsletters | http://www.steveknode.com/news-items | https://twitter.com/sknode


 

Outlook 2031 — from wealthmanagement.ml.com by Scott Eden
Five trends are primed to shape the world economy profoundly in the decades to come

An older world | Income inequality | A greater demand for energy | A rising global middle class | Food and water security

 

Man vs. Machine: Are any jobs safe from innovation? — from Spiegel Online International by Thomas Schulz
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Past warnings about how technological innovation threatens jobs have proved exaggerated.

Yet the digital revolution now has many scholars warning that this time things are different,
and that the breakneck speed of automation could wreak havoc on the global labor market.

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Excerpts (emphasis DSC):

The digital revolution is destroying jobs faster than it is creating them.

The worldwide application of computer technology has become so much more cost-effective and efficient that people are no longer only replaceable in certain sectors — autoworkers on assembly lines, for instance — but in entire occupational areas. Cashiers are being replaced by self-service check-out lines, airline employees by self check-in kiosks, financial traders by algorithms and travel agencies by online travel sites.

This development has been apparent for roughly a decade. But, says McAfee: “You ain’t seen nothing yet. Looking ahead to what technology is going to do over the next five to 10 years, I’m really concerned.”

 

From DSC:
It is critical that we not only watch this trend extremely closely but that we begin making adjustments NOW to our educational systems/curricula based on the likely scenario that this trend will continue!!!

If not…consider our youth’s near-term situations:

They listen to many of the adults in their lives – parents, coaches, teachers, guidance counselors, professors, etc…
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They work their tails off following all of the standards, curriculum, current ways of getting educated and “ahead”…
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…and they jump through all of these hoops only to find out that they can’t gets jobs in several of those areas that they’ve been studying and working towards!
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How might that impact their motivation? Careers? Their views of adults and establishments/institutions such as governments, schools, colleges/universities, etc.?

Will the pathways of standardized tests and being told “do this,” “don’t do that,” “do this,” prepare them to pivot in their careers? To reinvent themselves? To think creatively? (I doubt it.)

 

Then consider those displaced/replaced cashiers, financial traders, travel agents, autoworkers, etc. — it’s time to reinvent themselves. What’s the best way to do that — and fast!?!

 

Next-generation search: Software bots will anticipate your needs — from by Brian Proffitt
The rise of intelligent software agents that will not only anticipate the information you need, but also act on that information to help manage your life.

Related item:
Concert industry struggles with ‘bots’ that siphon off tickets

 


Miscellaneous thoughts from DSC:


  • Are we seeing the beginnings of a nation as designed/created by STEM graduates? What if you aren’t interested in STEM-related fields — what then?
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  • Creativity is key — Daniel Pink’s  “A Whole New Mind” and the work of Sir Ken Robinson come to mind
    .
  • We don’t want to be doing rote things — even white-collar work is being turned over to algorithms
    .
  • We need to know how to learn and where to go to dip into streams of content that are continually flowing by us
    .
  • It’s enormously helpful if we enjoy learning
    .
  • It’s critical that we are lifelong learners
    .
  • The % of our workforce that is freelancing is already at 30% + — and going to 40% by 2020 –>  Are our students good at running their own businesses?

 

 

From DSC:
1) To start out this posting, I want to pose some questions about “The Common Core” — in the form of a short video. <— NOTE:  Please be sure your speakers are on or you have some headphones with you — the signal is “hot” so you may need to turn down the volume a bit!  🙂

With a special thanks going out to
Mr. Bill Vriesema for sharing
some of his excellent gifts/work.

 .

DanielChristian-SomeQuestionsReTheCommonCore-June2013

 

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Having asked those questions, I understand that there is great value in having students obtain a base level of knowledge — in reading, writing, and basic math.  (Should we add keyboarding? Programming? Other?  Perhaps my comments are therefore more appropriate for high school students…not sure.)

Anyway, I would be much more comfortable with moving forward with the Common Core IF:

* I walked into random schools and found out which teachers the students really enjoyed learning from and whom had a real impact on the learning of the students.  Once I identified that group of teachers, if 7-8 out of 10 of them gave the Common Core a thumbs up, so would I.

* The Common Core covered more areas — such as fine arts, music, drama, woodworking, videography, photography, etc.    (Just because STEM might drive the economic engines doesn’t mean everyone enjoys plugging into a STEM-related field — or is gifted in those areas.)

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2) Secondly, here are just a few recent items re: the Common Core:


 

Good Read: Who’s Minding the Schools? — from blogs.kqed.org by Tina Barseghian

Excerpt: (emphasis DSC)

For those uninitiated to the Common Core State Standards, this New York Times article raises some important questions:

“By definition, America has never had a national education policy; this has indeed contributed to our country’s ambivalence on the subject… The anxiety that drives this criticism comes from the fact that a radical curriculum — one that has the potential to affect more than 50 million children and their parents — was introduced with hardly any public discussion. Americans know more about the events in Benghazi than they do about the Common Core.”

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The Common Core Standards

 

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Editorial: Make the Common Core standards work before making them count — from eschoolnews.com by Randi Weingarten
AFT President Randi Weingarten calls for a moratorium on the high-stakes implications of Common Core testing until the standards have been properly implemented.

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How to train students’ brains for the Common Core — from ecampusnews.com by Meris Stansbury
Excerpt:

According to Margaret Glick, a neuroscience expert and educational consultant at the International Center for Leadership in Education (ICLE), the Common Core State Standards and the accompanying assessments will cognitively require more than past standards. “They will require a deep understanding of content, complex performances, real-world application, habits of mind to persevere, higher levels of cognition and cognitive flexibility,” Glick said during “The Common Core State Standards and the Brain,” a webinar sponsored by the Learning Enhancement Corporation.

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Common Core testing will require digital literacy skills — from ecampusnews.com by Dennis Pierce
Excerpt:

It also will require students to demonstrate certain digital literacy skills that go beyond the core curriculum, observers say. These include technology operational skills such as keyboarding and spreadsheets, as well as higher-order skills such as finding and evaluating information online. And many observers have serious concerns about whether students will be ready to take the online exams by the 2014-15 school year.

 

Minn. moves ahead with some Common Core education standards — from minnesota.publicradio.org by Tim Post

 

Carry the Common Core in Your Pocket! — from appolearning.com by Monica Burns

Excerpt:

Whether you are a parent or educator, you have likely heard the buzz around the Common Core Learning Standards. Here’s the deal.

Across the United States schools are adopting these national standards to prepare students for college and careers by introducing rigorous content to children in all subject areas. The standards cover students in Kindergarten through Grade 12 in English Language Arts and Mathematics. The Common Core Standards app by MasteryConnect organizes the CCLS for students, parents and teachers with mobile devices.

 

 

Addendum on 6/19/13:

Addendum on 6/27/13: 

 

Education standardization: Essential or harmful? — from gettingsmart.com by Marie Bjerede

 

Tagged with:  

CollegeScorecard-2-13-13

 

Also see:

On notice, again — from insidehighered.com by Libby A. Nelson

Excerpt (emphasis DSC):

WASHINGTON — President Obama on Tuesday night called for major changes to the criteria accreditors use to evaluate colleges, asking Congress to either require accreditors to take college prices and educational value into account or to create an alternative system based on “performance and results.Either could mark a significant shift in how the federal government judges higher education quality and eligibility for financial aid programs.

 

From DSC:

  • This speaks directly to higher ed’s ability — or inability — to stay relevant, be responsive, and to reinvent itself.
    .
  • Accreditation teams should include many others who do not work for — nor are in any way connected to — a current institution of higher education.
    .
  • If higher ed can’t respond, the conversation will continue to move away from traditional pathways/institutions and people will find their own ways of getting ahead/surviving.

 

 

BBC-GuideToNext150Years-Jan2013

 

From DSC:
Some potential scenarios of our future.  Are there implications for how we educate today’s students? For our curriculum?

 

 

 

 

From DSC:
Starting immediately, all traditional and non-traditional institutions of education should develop this type of program — and more — and integrate such programs into their offerings/curriculum.  The targets are simply moving too fast.  As such, students need to know how to constantly pulse check a variety of landscapes, develop scenarios/strategies, and then execute on those strategies.  Given the pace of change, don’t expect to bat a thousand.

Reminds me of this graphic I created back in 2009:

 

 

To further support this perspective, check out the #1 item from Educause’s Learning Initiative (ELI) below:

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ELI Anchor Survey Results

4 jobs for the future: Common Core and career readiness — from edreach.us by Jac De Haan

Excerpt:

10 years ago most of us had never heard of social media managers, user experience designers or sustainability experts. So what might these future jobs be, and how are Common Core Standards helping our students prepare? What will be the employment opportunities for recent grads in 2025? Here are 4 possibilities:

Tagged with:  

Learning in a Digital Age - JISC - 2012

 

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Contents of Learning in a Digital Age -- from JISC in 2012

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My notes on two presentations from the Learning Without Frontiers Conference, London, 26th January 2012:

My notes for:
Sir Ken Robinson’s talk

Practice <–>Theory <–> Policy

  • People who practice don’t often have time to get the latest and greatest information re: theory
  • Theorists don’t have much time for practice
  • Policy makers don’t know much about either 🙂

Purposes of education:

  • Economic.  Not solely, but there are economic reasons for providing education. Academic vs vocation programs – Sir Ken doesn’t subscribe to this dichotomy in educational DNA. Need new sorts of education
  • Cultural. Aim to pass on cultural genes – values, beliefs
  • Personal. The most important! In the end, education is ultimately, personal. Too much impersonal testing that students aren’t engaged in.

Key point:

  • There is everything you can do – at all levels; many of us ARE the educational system – at least for the group(s) of students that we are working with. So we can make immediate changes; and collectively this can create a revolution.

Education not linear, not monolithic. Rather, it’s a complex, adaptive system – many moving parts, like a vortex…not like an undistributed canal; more like an ocean with different forces tugging this way and that. (From DSC: I agree with what Sir Ken is saying here, but I especially agree with this particular perspective — thus the name of this blog.)

Personalization is key! Education needs to be customized to the communities where it’s taking place.

Principles

  • Curriculum – towards disciplines (skills, processes, procedures) and away from subjects
  • Teaching & Learning – dynamic; flow of knowledge; not static; forms need to tap into streams; move towards collaborative activities; active learning trumps passive learning
  • Assessment – must move from judgment to description

 


My notes (part way) for:
Jim Knight – If Steve Jobs Designed Schools

What if Steve Jobs had re-invented the education system rather the computer and consumer electronics industry?

Steve Jobs was a contradictory character, combining control freak and Zen Buddhist, and technology with design. He had a revolutionary impact on computing, animation, the music industry, printing, and publishing. Last year he and Bill Gates together expressed surprise at how little impact technology had had on schools. Jobs’s wife is an educational reformer, he was a college dropout; but what would it have been like if Steve Jobs had focused on education? What would the Jobs School be like?

How do we make an insanely great school?

  • Must go really deep to create something that’s easy to use (from DSC — I call this “Easy is hard.”) Need to de-clutter the teaching & learning environment, the curriculum, the qualifications, and the people.
  • How does it make me feel when I walk through the doorway of your school?
  • Get to choose who you want to learn with and from
  • Simple, beautiful space; flexible; social; reflective, all year round
  • More seductive, intuitive, enthralling
  • Does it inspire curiosity?
  • “Don’t need instructions”
  • Not just a school – learning doesn’t stop when school bell rings
  • 24×7 thing
  • Curriculum
  • Is there a range of things to interest everyone?
  • Need more choice; selection; more control of their learning
  • All ages
  • Enterprising
  • Creative, technical, practical…but most of all, it would be fun!

More here…


 

Willing but not yet ready: A glimpse of California teachers’ preparedness for the Common Core State Standards

Excerpt:

California is on the precipice of implementing the Common Core State Standards (CCSS), which were developed through an initiative of the National Governors Association and the Council of Chief State School Officers to reflect the knowledge and skills needed for success in college and careers. In California, one of 45 adopting states, the standards represent a significant shift in expectations for both teaching and learning, not just in English language arts (ELA) and mathematics, but also in literacy related to science and history/social science. The newly adopted standards call for a deep conceptual understanding of the content in ELA and mathematics and, also, for the ability to apply this content to other disciplines. New assessments aligned to the standards are due to be implemented in 2014-15. It all sounds good. But are teachers ready to teach to the new standards?

From DSC:
Due to my lack of knowledge, the jury is still out for me re: what I think about the Common Core State Standards.  The crux of my struggle has to do with:

  • Who determines which courses/topics are included in the standards — both now and in the future?
  • How often will they be updated to insure the foundations are truly foundational to our students’ futures?
  • Are such large swaths of standards helpful and effective or are they an extension of a one-size-fits all approach?  (For example, I look back on some of the items that I took in K-12 — many of which I’ve forgotten and I never use — but I’ll bet are still in the standards. )

I would like to see some solid foundations being built as well — as I assume that’s what the standards seek to implement.  I just hope we can provide places for students’ wide variety of passions to be identified, explored, and strongly nurtured as my economics training taught me that we all win when each of us does what we do best.

Can someone educate me on these standards? What are the upsides and downsides — the pros and cons — of these standards? Thanks!

 Addendum on 3/2/12:

 

A dangerous game — from learning with ‘e’s by Steve Wheeler

Excerpt:

This got me thinking that many of the world’s education systems are a little like the eating game of Meze. We pile the students plates high with content. Content of every kind is presented to be consumed, and the poor students don’t stand a chance. Many are overwhelmed by the amount of content they need to learn, and the pace at which they have to learn it. Even while they are struggling their way through an overburdened ‘just in case’ curriculum, still more content continues to arrive at an alarming pace. Some learners cry out for mercy, but they are still compelled to consume the content, because later, they are required to regurgitate it in an examination to obtain their grades. The examinations bear no resemblance to that which will be required of them in the real world. No wonder so many wish to leave the table early. What can teachers do to obviate this problem? Some are making a difference, reinterpreting the curriculum they are given by enabling activities and creating resources that facilitate student centred learning. Learning at one’s own pace, and in a manner that suits the individual will overcome some of the problems of overload, but more needs to be done. Things are changing, but they are changing slowly, too slowly for many people’s tastes. It’s a dangerous game we are playing in education. Isn’t it about time we stopped?

© 2024 | Daniel Christian