faculty/staff

Also from Eva Keiffenheim (on Medium.com, on Twitter), see:

What Most People Get Dangerously Wrong About Building a Second Brain
And how to fix it.

Also relevant/see:

Analysis: 6 Brain-Based Learning Strategies and Study Skills That Help Teens Learn — from the74million.org by Hank Pellissier

Excerpt:

Teens zoning out during Euclidean geometry or citing TikTok influencers in an expository paper doesn’t always mean they are bored or lazy, argues neurologist and teacher Judy Willis, co-author of Research-Based Strategies to Ignite Student Learning: Insights from Neuroscience and the Classroom. “The demands on students are squishing their natural curiosity and joy of learning,” Willis says.

Brain scientists suggest that students absorb information best if they work in what’s known as the flow state. This mindset is reached when their consciousness is fully “in the zone,” entirely focused on activities they find so pleasurable that time flies and all distractions disappear. Try these brain-based learning strategies and study skills that can help teens enter this open state of more productive and enjoyable learning.

The Pros and Cons of Developing AI-Powered Corporate Training Videos with Synthesia — from blog.commlabindia.com by Saritha Esaboyuna
Synthesia is a game-changing invention that uses AI (Artificial Intelligence) to generate videos from text inputs. It enables designers to not only natively localise content but also to create and update existing films.

Excerpt:

You don’t need an editing studio, expensive equipment, or a high-end video editing program to design a video. All you need is Synthesia. Actors, cameras, and microphones are no longer required! You can produce high quality AI-enabled videos in over 50 languages just by adding text with Synthesia.

Also see:

From DSC:
Teachers and faculty members might want to try this out as well — especially if you have multiple languages being spoken in your classroom. And/or perhaps IT Departments and Help Desks could look at this as well.

What Educators Need to Know About Assistive Tech Tools: Q&A with Texthelp CEO — from thejournal.com by Kristal Kuykendall and Texthelp CEO Martin McKay

Excerpts (emphasis DSC):

THE Journal: What are some examples of the types of assistive technology tools now available for K–12 schools?
McKay: There are a broad range of disabilities, and accordingly, a broad range of learning and access difficulties that assistive technology can help with. Just considering students with dyslexia — since that is the largest group among students who can benefit from assistive tech tools — the main problems they have are around reading comprehension and writing. Assistive technology can provide text-to-speech, talking dictionaries, picture dictionaries, and text simplification tools to help with comprehension.
…
It’s important that these tools need to work everywhere — not just in their word processor. Assistive technology must work in their learning management systems, and must work in their online assessment environment, so that the student can use the assistive tech tools not only in class, but at home as they work on their homework, and perhaps most importantly on test day when they are using a secure assessment environment.

Teacher Job Satisfaction Hits an All-Time Low [Will]; but it’s not just in K12 where our learning ecosystems are malnourished

On 04/20/2022, in adjunct faculty, career development, colleges, community colleges, dangers of the status quo, Daniel S. Christian, faculty/staff, future of higher education, higher education, K-12 related, leadership, learning ecosystem, strategy, teachers, United States, universities, by Daniel Christian

Teacher Job Satisfaction Hits an All-Time Low — from edweek.org by Madeline Will
Exclusive new data paints a picture of a profession in crisis

Excerpts:

Teachers’ job satisfaction levels appear to have hit an all-time low this year as the fallout from the COVID-19 pandemic continues to ravage schools.

That’s according to the Merrimack College Teacher Survey, a nationally representative poll of more than 1,300 teachers conducted by the EdWeek Research Center and commissioned by the Winston School of Education and Social Policy at Merrimack College.

In interviews, teachers say they still love teaching—but they’re fed up with everything else. They feel burdened by a constantly growing workload, especially with more students having greater academic and social-emotional needs than ever before. They don’t feel like they’re paid appropriately for all the work they do. And they don’t feel respected as professionals.

Also see:

Here’s How Many Hours a Week Teachers Work — from edweek.org by Ileana Najarro
Despite More Money Than Ever for Summer School to Aid With COVID Learning Loss, Teacher Shortages Threaten Programs — from the74million.org by Alex Baumhardt

From DSC:
But it’s not just in K12 where our learning ecosystems are malnourished:

Ep.77: Turnover, Burnout and Demoralization in Higher Ed — a podcast from insidehighered.com and hosted by Inside Higher Ed Editor Doug Lederman
Excerpt:
Faculty and staff members are leaving colleges and universities in droves. Other employers are experiencing these trends, too, but are some issues unique to higher education? Employers of all kinds are struggling to hold on to their employees in the wake of the pandemic and amid a white-hot job market. Data recently released by the University of North Carolina system, for instance, shows that faculty and staff turnover in the first half of this academic year was about 40 percent higher than the average of the last four years. Are colleges and universities just dealing with the same issues other industries are facing? Or are there unique problems in higher ed that campus leaders need to acknowledge?

Also relevant/see:

How to Make Your Campus a Better Place to Build a Career — from chronicle.com by Aaron Basko
Seven ways to improve the work environment for everyone in higher education.
Here’s How Rising Inflation Is Affecting Higher Ed — from by Audrey Williams
.

2022 EDUCAUSE Horizon Report | Teaching and Learning Edition

On 04/19/2022, in adjunct faculty, blended learning, change, changing business models, collaboration, colleges, community colleges, competency-based learning/education, cost of getting a degree, credentialing, digital learning, education technology, face-to-face, faculty/staff, flipping -- inverted learning, future of higher education, game-changing environment, higher education, hybrid learning, ideas, instructional design, IT in HE, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, online learning, teaching & learning, technology (general), tools, traditional / tradition, United States, universities, vision/possibilities, workplace, by Daniel Christian

2022 EDUCAUSE Horizon Report | Teaching and Learning Edition — from library.educause.edu

Sections include:

Trends: Scanning the Horizon
Key Technologies & Practices
Scenarios
Implications: What Do We Do Now?

Also relevant/see:

Webinar | Exploring the 2022 Teaching and Learning Horizon Report

Also relevant/see:

2022 Educause Horizon Report Suggests Change Is Here to Stay; No Return to ‘Normal’ — from campustechnology.com by Rhea Kelly

Excerpt:

If the COVID-19 pandemic has been a time of unprecedented change in higher education — characterized by rapid pivots to remote work and learning and an explosion in the use of technology across the institution — the future is about reframing those changes into long-term realities, according to the 2022 Educause Horizon Report Teaching and Learning Edition, released this week. Colleges and universities are shifting their mindsets to “reflect an evolution from short-term ’emergency’ or ‘reactive’ modes of offering education during extraordinary circumstances to making strategic and sustainable investments in a future that will be very much unlike our past,” the report suggested.

6 Technologies and Practices Impacting the Future of Higher Education — from campustechnology.com by Rhea Kelly

Teaching: Fresh Approaches to Faculty Development — from chronicle.com by Beckie Supiano

Excerpt:

Baranovic can’t imagine returning to the old model: He’s sticking to panels in Zoom. Among the benefits, he says: “This arrangement breaks institutional silos, allows faculty to talk more about their experiences, shares effective practices from sources faculty trust (their peers), creates a stronger sense of community, makes it easy for panelists (they receive the questions ahead of time if they want to prepare, but because they’re speaking to experience, they don’t really have to prepare), and creates a form of support that works like therapy but doesn’t feel like therapy.”

Next, Baranovic hopes to turn the panels into a podcast format for professors unable to attend in real time.

From DSC:
As someone who had been involved with Teaching & Learning Centers for years, I can tell you that it’s very disheartening to put together a training session for faculty members and have very few — if any — people show up for it. It’s a waste of time and it leaves the T&L staff and/or IT staff members feeling discouraged and unvalued.

Over the years, I developed a preference for putting things into an asynchronous digital format for faculty members and adjunct faculty members to access per their own schedules. The institutions that I was working for got a greater ROI from those sessions and they were able to visit an internal “course” or website to reference those materials on-demand.

I also like the idea of podcasting here, but that takes a lot of time and effort — and isn’t always possible when you are one person trying to assist hundreds of faculty members (from a technical support and an LMS admin standpoint).

As an Instructional Designer, I also want to comment that it’s hard to help steer a car if you can’t even get into the car. Those institutions that are using team-based approaches will be far more successful in designing and developing more polished, effective, accessible learning experiences. Very few people can do it all.

All of the topics covered in The Future Trends Forum [Alexander]

On 04/11/2022, in accessibility / UDL, accreditation, adjunct faculty, Alternatives, blended learning, business side of he, change, changing business models, CMS/LMS, colleges, community colleges, cost of getting a degree, credentialing, curriculum, data related items, education technology, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, higher education, hybrid learning, Hyflex learning, ideas, innovation, IT in HE, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, learning theories, new business models, new media literacies, online learning, open courseware and systems, research, science, STEAM-related, teaching & learning, tools, United States, universities, videoconferencing, Virtual Reality (VR) / worlds / learning, Web3, XR - extended reality, by Daniel Christian

The Future Trends Forum Topics page — from forum.futureofeducation.us by Bryan Alexander

Excerpt:

The Future Trends Forum has explored higher education in depth and breadth. Over six years of regular live conversations we have addressed many aspects of academia.

On this page you’ll find a list of our topics. Consider it a kind of table of contents, or, better yet, an index to the Forum’s themes.

Also see:

300 videos: the Future Trends Forum passes another milestone — from bryanalexander.org by Bryan Alexander

Since we launched in early February, 2016, the Forum has successfully published three hundred videos to YouTube. Week after week, month by month, over more than six years we’ve held great conversations, then shared them with the world, free of charge.

“Colleges Are Hiring. But Do People Want to Work There?” [McClure] + other changes in the K12 and higher education ecosystems

On 04/08/2022, in adjunct faculty, career development, colleges, community colleges, education reform, faculty/staff, higher education, K-12 related, leadership, learning ecosystem, reinvent, society, staying relevant, strategy, surviving, teachers, United States, universities, by Daniel Christian

Colleges Are Hiring. But Do People Want to Work There? — from chronicle.com by Kevin R. McClure
Higher ed used to be insulated from the whims of the labor market. No more.

Excerpts:

This perhaps comes as a surprise to some college hiring officials. For a long time, colleges have operated under the assumption that they can easily replace people. And until recently, that was true. Colleges were viewed as places where employees can enact their values, where jobs were spared the ravages of recessions, and where deep relationships can be forged with students and colleagues. When someone left a job, institutions would post the opening and often receive more than enough applicants, especially for faculty positions. Why try hard to retain someone if you can always count on a deep pool of applicants?

That rosy vision of higher education was already starting to sour prior to the pandemic. And after the last two years, it isn’t safe to assume we can field the same numbers of applicants.

That’s largely because employee morale at colleges is tanking. Some in the industry have told me it’s the lowest they’ve ever seen. There are several likely reasons for it, including low pay and frustration that administrations aren’t taking health concerns of frontline workers during the pandemic seriously enough. But perhaps the biggest cause for the drop in morale is understaffing. Higher-education workers are exhausted from years of employment rolls that aren’t just lean — they’re malnourished.

Has the Campus Workplace Changed Forever? — from chronicle.com by Megan Zahneis
College leaders are trying different strategies to adapt to a new reality.

Excerpt:

Despite hopeful signs that the worst of the pandemic is behind us, there is a growing understanding that remote and hybrid work, at least in some form, is here to stay. With the benefit of hindsight and enough time to consider things more thoughtfully, institutional leaders and academic administrators are increasingly engaging with essential questions about remote work: What is the best way to manage teams at a distance? What does it take to recruit, retain, and engage faculty and staff members? What can higher education learn from other industries that have long embraced telecommuting?

Also relevant/see:

Our Nation’s Teachers Are Hustling to Survive — from edsurge.com by Emily Tate
Nearly 1 in 5 American public school teachers work a second job outside of the classroom. Why is this their reality?

Rothrock’s story is not exceptional—at least in her line of work, in this country. If she were any other highly educated American professional, that might be different. But Rothrock is a teacher. That a teacher must work a second, part-time job on weeknights and weekends, year-round, more than 20 years into her career, in spite of a master’s degree and a modest lifestyle, is so universally accepted among her peers and colleagues in education that it barely warrants notice.

It’s (Past) Time to Redesign the Teaching Profession — from by Katie Kimbrell

Excerpts:

According to a recent Forbes article, national research found that 54% of teachers surveyed in 2021 are considering leaving the teaching profession within the next two years. More urgently, Edweek reported that 48% of teachers have considered quitting in the last 30 days.

To be clear, these numbers are cataclysmic.

Our local numbers are probably not dissimilar from elsewhere in the country: According to a regional study by LeanLab Education, teacher burnout was among the top three challenges mentioned consistently by the near 250 educators surveyed. In a recent online survey by Kansas PAC, Freedom to Learn, 78% of teachers (of 780 responses) would not recommend their profession to students, while 80% of teachers would not recommend their profession to friends and family.

When it comes to the teaching profession, what we’ve designed simply isn’t working anymore (when and if it ever did is another debate).

What Does “Learner-Centered” Higher Ed Really Look Like? Insights from Leaders at SXSW EDU — from wgulabs.org by Nicole Barbaro

Excerpt (emphasis DSC):

What does the future of higher ed look like? Leaders from across the education sector dove deep into this question at the annual SXSW EDU conference that was held in Austin, Texas [last] month. During his keynote session, US Secretary of Education, Miguel Cardona, echoed the need for transformation by stating, “We’re closer to a reset in education than ever before. Let’s not build back something that wasn’t working for everyone.”

So, how should higher ed build back?

As a “learner-centered” ecosystem. Leaders across education agree that we must put students at the center of our design. But what does it look like in practice to be learner-centered?

A learner-centered future breaks down institutional silos and works in networks to innovate and support students. And with the ubiquity of online learning in today’s higher ed ecosystem, there’s no reason not to collaborate. “There is no possible future in which online education is not an integral part of higher ed.” affirmed Executive Director of the University Innovation Alliance, Bridget Burns during a panel discussion at SXSW EDU.

The Argos Education Blog is Up [Feldstein]

On 04/07/2022, in blogs / blogging / vlogging, colleges, community colleges, digital learning, digital textbooks, education technology, experimentation, faculty/staff, higher education, ideas, innovation, instructional design, IT in HE, publishing, textbooks, United States, universities, vendors, by Daniel Christian

The Argos Education Blog is Up — from eliterate.us by Michael Feldstein

Per Michael:

I’m trying to maintain some separation between my writing on e-Literate and content about Argos (the startup I co-founded with Curtiss Barnes). It won’t be perfect because I write about what I think about and right now I’m thinking about Argos-related stuff a lot. But I’m going to post about Argos-centric topics—the design, the thinking behind the company, etc.—on the new Argos blog. You can read my posts, posts by my colleagues (like the great one by Anita Delahay that’s up now), and news updates.

Read and subscribe here.

From Argos Education:

Retaking textbooks
Several disruptive teams at Carnegie Mellon University and Arizona State University have been designing, building, and distributing next-generation digital textbook replacements.

Their products are provably effective, sell for significantly less than digital products from textbook publishers, and can generate more money for the programs creating them than they cost to create.

Argos believes this model is the future. We exist to bring that future into being.

From Instructional Design to Learning Experience Design: Understanding the Whole Student — a podcast out at campustechnology.com by Rhea Kelly, Mark Milliron, and Kim Round

Excerpt:

These days, we hear a lot about the “new normal” in higher education. Remote and hybrid learning is here to stay, offering students more flexibility in their learning journeys. But what if the new normal is not enough? It’s time to go beyond the new normal and consider the “new possible” — how to put together the best of face-to-face, online and hybrid to create powerful learning experiences based on a deep understanding of the whole student. We spoke to Mark Milliron, senior vice president of Western Governors University and executive dean of the Teachers College, and Kim Round, academic programs director and associate dean of the Teachers College, about their vision for reimagining education and why learning experience design is essential to student success.

Another interesting podcast:

How to create flexibility for students and ourselves — from teachinginhighered.com with Kevin Kelly

Reflections on “The University in Ruins” [Neem]

On 04/06/2022, in 21st century, Bias | Diversity Equity & Inclusion (DE&I), business side of he, career development, change, colleges, communities of practice, community colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, disruption, faculty/staff, future of higher education, game-changing environment, generational differences, global / globalization, hearts -- matters of the heart, higher education, history, innovation, leadership, learning ecosystem, Learning from the Living [Class] Room, pace of change, reinvent, social learning / networks, social media, society, staying relevant, strategy, streams of content, surviving, United States, universities, vision/possibilities, by Daniel Christian

The University in Ruins — from chronicle.com by Johann N. Neem
The “innovations” that promise to save higher ed are a farce.

From DSC:
First of all, I appreciated Johann Neem mentioning and/or discussing several books in one posting:

Ronald G. Musto’s The Attack on Higher Education (2021)
Arthur Levine’s and Scott J. Van Pelt’s The Great Upheaval (2021)
Bill Readings’ The University in Ruins (1996)
Ronald J. Daniels’ What Universities Owe Democracy (2021)

And as a disclosure here, I have not read those books.

Below are excerpts with some of my comments:

It’s already happening. Today, we walk among the ruins of an institution that once had a larger purpose. It’s not clear what role universities should play in society, and to what or to whom they are accountable, other than their corporate interests.

To some, that’s not a problem, at least according to Arthur Levine and Scott J. Van Pelt in The Great Upheaval (2021). They see higher education undergoing the same transformation that reshaped the music, film, and newspaper industries. Rather than place-based education overseen by tenured professors, they anticipate “the rise of anytime, anyplace, consumer-driven content and source agnostic, unbundled, personalized education paid for by subscription.”

Between Musto’s existential fears of disruption and Levine and Van Pelt’s embrace of it lies a third path. It takes the form of a wager — outlined by Ronald J. Daniels in What Universities Owe Democracy (2021) — that universities can and should continue to matter because of their importance in civic democratic life.

The article covers how the learning ecosystems within higher education have morphed from their religious roots to being an apparatus of the nation-state to then becoming a relatively independent bureaucratic system to other things and to where we are today.

Along the journey discussing these things, one of the things that caught my eye was this statement:

Hopkins, in this sense, lived up to its founding president Daniel Coit Gilman’s 19th-century aspiration that universities be places that acquire, conserve, refine, and distribute knowledge.

From DSC:
While I completely agree with that aspiration, I think more institutions of higher education could follow what John Hopkins University did with their efforts concerning the Covid-19 situation, as Neem mentioned. Generally speaking, institutions of higher education are not distributing knowledge to the levels that Gilman envisioned years ago.

In fact, these days those working within K12 are doing a whole lot better at sharing information with society than those who work within higher education are. For example, when I search Twitter for K12 educators who share content on Twitter, they are out there all over the place — and many with tens of thousands of followers. They share information with parents, families, fellow educators, students, school boards, and others. Yet this is not the case for those working in higher education. Faculty members normally:

aren’t out on Twitter
don’t blog
don’t have a podcast
don’t write for society at large. Instead, their expertise is often locked up — existing behind paywalls in academic journals. In other words, they talk to each other.

Later on…

As Daniels intuits, without a larger purpose to hold them fast, there is nothing to prevent universities from being buffeted by winds until they have lost direction. That is what Readings foresaw: Globalization liberates universities from national fetters, but at the risk of ruin.

From DSC:
While globalization may have something to do with universities becoming unanchored from their original purposes, globalization isn’t at the top of my mind when I reflect upon what’s been happening with colleges and universities these last few decades.

To see but one area of massive change, let’s take a brief look at college sports. There are now multimillion-dollar stadium projects, enormous coaches’ salaries, and numerous situations where tax-paying citizens can’t even watch sporting events without tons of advertisements being thrown into their faces every few seconds. Personally speaking, on numerous occasions, I couldn’t even access the games at all — as I wasn’t paying for the subscriptions to the appropriate providers.

Also, as another example of becoming anchored — and going back to the 1980’s — I attended Northwestern University for my undergraduate degree in Economics. While I have several wonderful lifelong friends from that experience for whom I’m deeply grateful, even back then NU had already moved far away from its motto which is based on Philippians 4:8.

Instead, please allow me to tell you what that learning community taught me and strongly encouraged me to think about:

You are only successful if you have the corner office, drive the higher numbered BMW’s, and have many people reporting to you.
If you make a lot of money.
You are supposed to compete against others vs. being in relationships with others. As but one example here, our test scores were published — by our Social Security numbers — outside our professors’ offices for all to see how we measured up to our classmates.

In fact, I’m not even sure that I would use the word “community” at all when I reflect upon my years at Northwestern. Instead, a WIIFM approach was encouraged (i.e., What’s In It For Me? where you are supposed to look out for #1). It took me years to unlearn some of those “lessons” and “learnings.”

But I realize that that’s not the case with all learning communities.

As Neem alluded to, I love the idea that an institution of higher education can — and often does — impact students’ hearts as well as minds. That was the focus at Calvin College (now Calvin University). Our oldest daughter went there and she was profoundly and positively influenced by her experiences there. In that context, students were encouraged to be in relationships with one another. There was plenty of hugging, praying for one another, etc. going on in that setting. There truly was community there.

***

Neem doesn’t think much of Levine’s and Van Pelt’s perspectives. He claims there’s nothing new in their book. He seems to discard the arguments being made about the cost of higher ed and, like many others, clings to the intellectual roots/purpose of higher ed.

While I’m not against intellect or pursuing knowledge — in fact, I’m all for it — I just have a problem when the price of doing so continues to become out of reach for soooooo many people.

Personally, I’ve tried to lower the cost of obtaining a degree within higher education for many years…but I was/we were only successful in doing so for a few years (and that was during a pilot of online-based learning). Yohan Na and I created the graphic below in 2008 for example — as I was trying to raise awareness of the dangers of the status quo:
.

.

So from a cost/access perspective, Levine’s and Van Pelt’s perspectives here sound pretty good to me. It appears to be much more affordable and realistic for the masses. Otherwise, the image/reality of the ivory tower is maintained…allowing “intellectuals” to continue to live and operate within their own sphere/hive/tribe.

Also, we need an AI-backed system of presenting which skills are needed and then how to get them. The ways things are set up today, institutions of traditional higher education have not been able to deal with the current pace of change out there.

As a final comment here…
The changing directions/purposes of institutions of higher education present a good example of why I entitled this blog Learning Ecosystems — as the systems that we use to learn and grow in are constantly morphing:

People come and go
Tools and vendors come and go
Purposes, focuses, and/or mission statements change
Our sources of information (i.e., our streams of content) come and go
Etc.

Learning Disorders and Law School: Strategies and Resources — from onlinemasteroflegalstudies.com with thanks to Allegra Balmadier for these resources

Excerpt:

Law schools across the country with all kinds of students and faculty could fairly be described by a single word: rigor. Juris Doctor (J.D.) degree programs are traditionally known for copious amounts of required reading and semester-end exams that count for a student’s whole grade. A legal education is an intensive course of study that would challenge any student.

A student with a learning disorder or disability (LD) may struggle for a particular reason—not for lack of effort but because of the conventional structure of class, assignments and tests. LDs can cause difficulty with processing information, a problem that is exacerbated when universities and colleges fail to offer support.

However, with appropriate strategies, students with LDs can succeed in law school and in the legal profession. Learn more about learning disorders and find resources below.

Excerpt:

While studying I misjudged the depth of my knowledge. I confused familiarity with knowing.

When you passively consume information like reading books or watching courses and things start to make sense we often tell ourselves: “Oh, easy. I understand this. Got it.”

But it’s wrong to think you can access something from your memory if you can recognize it.

Will Your College Survive the Demographic Cliff? [Boeckenstedt]

On 03/26/2022, in adjunct faculty, business side of he, colleges, community colleges, dangers of the status quo, faculty/staff, higher education, reinvent, staying relevant, surviving, trends, United States, universities, by Daniel Christian

Will Your College Survive the Demographic Cliff? — from chronicle.com by Jon Boeckenstedt
National trends are interesting — but enrolling students is a local challenge.

Excerpts:

We are at a critical moment: Declining enrollment even in one sector (say, community colleges) is troublesome because of downstream effects. Declining revenue and wavering state support, coupled with fewer high-school graduates, fewer families that don’t need financial help, and an increasingly negative attitude from the public toward higher education, may take us to a long-rumored tipping point.

If it’s true that all politics is local, then in some sense so is (almost) all college enrollment.

Learning Ecosystems

2022 EDUCAUSE Horizon Report | Teaching and Learning Edition

Reflections on “Teaching: Fresh Approaches to Faculty Development” [Supiano]

The Argos Education Blog is Up [Feldstein]

Will Your College Survive the Demographic Cliff? [Boeckenstedt]

Categories

Tags