reinvent

Most parents know AI will be crucial to their children’s future — from eschoolnews.com
A new survey from Samsung Solve for Tomorrow reveals an urgent need to address the looming AI knowledge gap in schools

Parents of Gen Alpha and Gen Z students are optimistic about the potential of artificial intelligence (AI) to enhance various aspects of education, according to a new Morning Consult survey commissioned by Samsung Solve for Tomorrow.

The survey notes that an overwhelming 88 percent of parents believe that knowledge of AI will be crucial in their child’s future education and career. However, despite this belief, 81 percent of parents either don’t believe or are not sure that AI is even part of their children’s curriculum. That disparity highlights a pressing need to raise awareness of and increase parental involvement in AI discussions, and advance the implementation of AI in American primary and secondary education.

Students need clarity on their postsecondary pathways — from eschoolnews.com by Laura Ascione
When it comes to planning for life after high school, a lack of career exposure is hindering many students’ abilities to envision a future

Key points:

Students require guidance and career exposure to plan for the future
The exposure gap is blocking students’ ability to envision future careers
3 online resources to encourage student career planning
For more news on career readiness, visit eSN’s Innovative Teaching hub

Much emphasis is placed on college and career readiness, but too often, K-12 students aren’t exposed to career possibilities or career resources to form an idea of what their future may look like.

Employers Say Students Need AI Skills. What If Students Don’t Want Them? — from insidehighered.com by Ashley Mowreader
Colleges and universities are considering new ways to incorporate generative AI into teaching and learning, but not every student is on board with the tech yet. Experts weigh in on the necessity of AI in career preparation and higher education’s role in preparing students for jobs of the future.

Among the 5,025-plus survey respondents, around 2 percent (n=93), provided free responses to the question on AI policy and use in the classroom. Over half (55) of those responses were flat-out refusal to engage with AI. A few said they don’t know how to use AI or are not familiar with the tool, which impacts their ability to apply appropriate use to coursework.

But as generative AI becomes more ingrained into the workplace and higher education, a growing number of professors and industry experts believe this will be something all students need, in their classes and in their lives beyond academia.

From DSC:
I used to teach a Foundations of Information Technology class. Some of the students didn’t want to be there as they began the class, as it was a required class for non-CS majors. But after seeing what various applications and technologies could do for them, a good portion of those same folks changed their minds. But not all. Some students (2% sounds about right) asserted that they would never use technologies in their futures. Good luck with that I thought to myself. There’s hardly a job out there that doesn’t use some sort of technology.

And I still think that today — if not more so. If students want good jobs, they will need to learn how to use AI-based tools and technologies. I’m not sure there’s much of a choice. And I don’t think there’s much of a choice for the rest of us either — whether we’re still working or not.

So in looking at the title of the article — “Employers Say Students Need AI Skills. What If Students Don’t Want Them?” — those of us who have spent any time working within the world of business already know the answer.

#Reinvent #Skills #StayingRelevant #Surviving #Workplace + several other categories/tags apply.

For those folks who have tried AI:

Skills: However, genAI may also be helpful in building skills to retain a job or secure a new one. People who had used genAI tools were more than twice as likely to think that these tools could help them learn new skills that may be useful at work or in locating a new job. Specifically, among those who had not used genAI tools, 23 percent believed that these tools might help them learn new skills, whereas 50 percent of those who had used the tools thought they might be helpful in acquiring useful skills (a highly statistically significant difference, after controlling for demographic traits).

Source: Federal Reserve Bank of New York

Workera’s CEO was mentored by Andrew Ng. Now he wants an AI agent to mentor you. [Zeff]

On 10/05/2024, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, career development, cloud-based computing / apps / other cloud-related, curriculum, Daniel S. Christian, emerging technologies, future, game-changing environment, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, new business models, online learning, online media, online tutoring, personalized/customized learning, platforms, reinvent, skills, staying relevant, tools, training / L&D, United States, vendors, workplace, by Daniel Christian

Workera’s CEO was mentored by Andrew Ng. Now he wants an AI agent to mentor you. — from techcrunch.com by Maxwell Zeff; via Claire Zau

On Tuesday, Workera announced Sage, an AI agent you can talk with that’s designed to assess an employee’s skill level, goals, and needs. After taking some short tests, Workera claims Sage will accurately gauge how proficient someone is at a certain skill. Then, Sage can recommend the appropriate online courses through Coursera, Workday, or other learning platform partners. Through chatting with Sage, Workera is designed to meet employees where they are, testing their skills in writing, machine learning, or math, and giving them a path to improve.

From DSC:
This is very much akin to what I’ve been trying to get at with my Learning from the Living [AI-Based Class] Room vision. And as learning agents come onto the scene, this type of vision should take off!

Average Student Loan Debt — from educationdata.org by Melanie Hanson; last updated August 16, 2024

Report Highlights.

The total average student loan debt (including private loan debt) may be as high as $40,681.
The average federal student loan debt is $37,853 per borrower.
Outstanding private student loan debt totals $128.8 billion.
The average student borrows over $30,000 to pursue a bachelor’s degree.
A total of 42.8 million borrowers have federal student loan debt.
It may take borrowers close to 20 years to pay off their student loans.

From DSC:
In other words, we are approaching the end of the line in terms of following the status quo within higher education. Institutions of traditional higher education can no longer increase their cost of tuition by significantly more than the rate of inflation. Increasingly, K-12 students (and families) are looking for other pathways and alternatives. Higher ed better stop trying to change around the edges…they need new, more cost-effective business models as well as being able to be much more responsive in terms of their curricula.

Students at This High School Do Internships. It’s a Game Changer — from edweek.org by Elizabeth Heubeck

Disengaged students. Sky-high absenteeism. A disconnect between the typical high school’s academic curriculum and post-graduation life.

These and related complaints about the American high school experience have been gathering steam for some time; the pandemic exacerbated them. State-level policymakers have taken note, and many are now trying to figure out how to give high school students access to a more relevant and engaging experience that prepares them for a future—whether it involves college or doesn’t.
…
After a slow start, the school’s internship program has grown exponentially. In 2019-20, just five students completed internships, mainly due to the logistical challenges the pandemic presented. This past year, it grew to over 180 participating seniors, with more than 200 community organizations agreeing to accept interns.

How Do Today’s High Schoolers Fare As They Enter Adulthood? View the Data — from edweek.org by Sarah D. Sparks

Even when students have access to high-quality dual-credit programs, they often do not get guidance about the academic and workplace requirements of particular fields until it’s too late, said Julie Lammers, the senior vice president of advocacy and corporate social responsibility for American Student Assistance, a national nonprofit focused on helping young people learn about college and careers.

“We need to start having career conversations with young people much earlier in their trajectory, at the time young people are still open to possibilities,” Lammers said. “If they don’t see themselves in science by 8th grade, STEM careers come off the table.”

Cost plays a big role in the decision to attend and stay in college. The Education Data Initiative finds that on average, students in 2024 racked up nearly$38,000 in debt to pursue a bachelor’s degree, with many expecting to take up to 20 years to pay it off.

Transforming Education From School-Centered to Learner-Centered
Centering Learners by Design: Shaping the Future of Education — from gettingsmart.com

What outcomes do we truly desire for young people? Many students feel that their current educational experiences do not prepare them adequately for real-world challenges. Supported by data on attendance, disengagement, and stress, it’s evident that a shift is needed. To move beyond outdated school-centered models, we must embrace a learner-centered paradigm that fosters flexibility, personalization, and authentic community engagement. Innovative approaches like multiage microschools and passion projects are transforming how students learn by fostering real-world skills, confidence, and community engagement.

These learner-centered models—ranging from personalized projects to collaborative problem-solving—provide actionable strategies to create environments where every student can thrive. Schools are moving away from one-size-fits-all systems and embracing approaches like flexible learning pathways, mentorship opportunities, and community-integrated learning. These strategies are not only closing the gap between education and the skills needed for the future but also reshaping public schools into dynamic hubs of innovation.

Key Points

Engaging parents, youth, teachers, principals, district leaders, community members, and industry experts in the co-design process ensures that education systems align with the aspirations and needs of the community.
Transitioning from a traditional school-centered model to a learner-centered approach is critical for preparing students with the skills needed to thrive in the 21st century.

Democrats and Republicans Agree Teacher Prep Needs to Change. But How? — from edweek.org by Libby Stanford
The programs have been designed “essentially to mass-produce identical educators,” a teachers college dean told lawmakers

The core problem, witnesses at the hearing said, is that teacher-preparation programs treat all teachers—and, by extension, students—the same, asking teachers to be “everything to everybody.”

“The current model of teaching where one teacher works individually with a group of learners in a classroom—or a small box inside of a larger box that we call school—promotes unrealistic expectations by assuming individual teachers working in isolation can meet the needs of all students,” said Greg Mendez, the principal of Skyline High School in Mesa, Ariz.

From DSC:
I’ve long thought teacher education programs could and should evolve (that’s why I have a “student teacher/teacher education” category on this blog). For example, they should inform their future teachers about the science of learning and how to leverage edtech/emerging technologies into their teaching methods.

But regardless of what happens in our teacher prep programs, the issues about the current PreK-12 learning ecosystem remain — and THOSE things are what we need to address. Or we will continue to see teachers leave the profession.

Are we straight-jacketing our teachers and administrators by having them give so many standardized tests and then having to teach to those tests? (We should require our legislators to teach in a classroom before they can draft any kind of legislation.)
Do teachers have the joy they used to have? The flexibility they used to have? Do students?
Do students have choice and voice?
etc.

Also, I highlighted the above excerpt because we can’t expect a teacher to do it all. They can’t be everything to everybody. It’s a recipe for burnout and depression. There are too many agendas coming at them.

We need to empower our current teachers and listen very carefully to the changes that they recommend. We should also listen very carefully to what our STUDENTS are recommending as well!

This article….

Artificial Intelligence and Schools: When Tech Makers and Educators Collaborate, AI Doesn’t Have to be Scary — from the74million.org by Edward Montalvo
AI is already showing us how to make education more individualized and equitable.

The XQ Institute shares this mindset as part of our mission to reimagine the high school learning experience so it’s more relevant and engaging for today’s learners, while better preparing them for the future. We see AI as a tool with transformative potential for educators and makers to leverage — but only if it’s developed and implemented with ethics, transparency and equity at the forefront. That’s why we’re building partnerships between educators and AI developers to ensure that products are shaped by the real needs and challenges of students, teachers and schools. Here’s how we believe all stakeholders can embrace the Department’s recommendations through ongoing collaborations with tech leaders, educators and students alike.

…lead me to the XQ Institute, and I very much like what I’m initially seeing! Here are some excerpts from their website:

Transforming high school isn’t easy, but it is possible. ? Educator @nwallacecxh from XQ’s @CrosstownHigh shares real-world strategies to make learning relevant and meaningful. Ready to see how it’s done? ? https://t.co/xD8hkP33TH

— XQ (@XQAmerica) September 26, 2024

Georgia Tech Aims to Take Lifetime Learning from Pastime to Pro — from workshift.org by Lilah Burke

As Americans live and work longer, many now find themselves needing to change jobs and careers several times within their lifetimes.

Now, Georgia Institute of Technology has created a new college to serve just these learners. Georgia Tech last week launched its College of Lifetime Learning, which will combine degree programs with non-degree programs, and seeks to educate 114K students by 2030. That would enable the university to double the current number of degrees granted and nondegree students served.

“What we’re hearing is that with the advancing pace of digitization taking place, changing demographics, people working longer, for example, higher ed needs to do something in addition to what it already has been doing” says Nelson Baker, interim dean of the new college.

Also see:

Is the Workplace the New College Campus? — from workshift.org by Joe Edelheit Ross

Now a quarter way through the 21st century, higher education is again in need of a reboot. Post Covid, colleges are closing one per week. More than 40M U.S. learners have started college but never finished. Nearly two-thirds of those learners would complete their degree but can’t afford to. Student debt now sits at almost $2T. Americans are losing faith in higher education.

Enter the apprenticeship degree, where students can earn a debt-free, four-year degree entirely embedded within a full-time, paid job. In the U.K., with government tax incentives, the apprenticeship-to-degree model has surged in eight years from zero to 50K new enrollments, making progress toward an expected 20% of postsecondary starts within the decade. As I have previously written, I believe the apprenticeship degree is just what American higher education needs to meet the moment.

From DSC:
On a macro scale…this is on my heart these days.

I ran across some troubling but informative items re: religion in America from item #5 at Rex Woodbury’s 10 Charts That Capture How the World Is Changing:

How Religious Are Americans? — from news.gallup.com
- The long-term decline in church attendance is linked to a drop in religious identification in general — particularly for Protestant religions — but also to decreasing weekly attendance among U.S. Catholics.
- Steep Decline in U.S. Church Membership
  Additionally, less than half of Americans, 45%, belong to a formal house of worship. Church membership has been below the majority level each of the past four years. When Gallup first asked the question in 1937, 73% were members of a church, and as recently as 1999, 70% were. The decline in formal church membership has largely been driven by younger generations of Americans. Slightly more than one-third of U.S. young adults have no religious affiliation. Further, many young adults who do identify with a religion do not belong to a church. But even older adults who have a religious preference are less likely to belong to a church today than in the past.

Perspective: Why Even Secular People Should Worry About Gen Z’s Lack of Faith — from aei.org by Samuel J. Abrams
- What is powerfully revealing — and deeply concerning — is that when younger Americans are asked about the importance of community service and volunteer work (not if they have done the work), real differences between those with and without faith emerge.

.

I’ve known about this decline for years now, but Rex’ posting and graphs were disheartening nonetheless. And Samuel Abrams’ article contains many reflections that I’ve had as well.

The Christian journey is about transformation — our hearts and minds are changed so that we become more like Jesus Christ (the pioneer and perfecter of [our] faith, per Hebrews 12:2). This transformation involves how we see and experience the world as well as how we are supposed to treat others. We receive new “glasses” if you will — new lenses on the world. In fact, Jesus said in Matthew 22:37-40:

37 Jesus replied: “‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ 38 This is the first and greatest commandment. 39 And the second is like it: ‘Love your neighbor as yourself.’ 40 All the Law and the Prophets hang on these two commandments.”

So Christians are taught to love our neighbors. I/we mess up on this constantly, but many of us are trying to get better at it.

But what happens when we don’t love — or even care for/about — our neighbor? Do you know that if you are living in the United States right now, you are already feeling and experiencing the impact of this in an enormous way?

Here are a few ways that you can see this playing out — even from a secular/business standpoint:

Numerous businesses don’t care at all if their products harm you, your family, or your future. For example, food companies don’t care if their products aren’t good for you — they just want your repeat business. They are concerned FAR more about Wall Street and their shareholders than about your health. With knowing that I am a chief sinner, I could also point to those businesses pushing marijuana/cannabis (especially right next to universities and colleges), cigarettes, gambling, and others. There are some dubious folks within the healthcare and pharmaceutical industries as well.
Many businesses lie to you when you call into their 800 #’s and they tell you that they care about you and your business. Again we see that they greatly appreciate your money, but they really don’t care about you or your time. They often put you in a long queue. The worst voice response units are programmed to make it extremely difficult — if not impossible — to let you talk to a live person.
Many businesses have embarked on the shrinkification of their products: offering smaller amounts but charging the same.
Many businesses don’t care if our youth are being negatively impacted (social media companies may come to some peoples’ minds. Disclaimer: I use Twitter/X and LinkedIn frequently).
Many businesses don’t care if their technologies are beneficial to society. They don’t stop to think about whether they should design and produce their products…just whether or not they can. Little to no wisdom is being displayed here.
…and I — and you — could list many more here.

So you and I are already being impacted when we push God out of our lives and out of our institutions. When we Americans look around these days..how’s that going for us? In my own life, the further I get away from God, the worse things get.

Also, we could talk about mental health*, shootings in our schools and on our streets, and several other things.

Do we care? I do. I think about this kind of thing more and more these days. LORD, forgive us. We need your help.

* I realize that Christians can struggle with mental health too

44% of Americans Expect Importance of College Education to Decline Over Next 10 Years, New Survey Reveals

On 08/14/2024, in business side of he, change, colleges, community colleges, cost of getting a degree, Emotion, future, future of higher education, game-changing environment, higher education, learning ecosystem, parents/guardians, reinvent, staying relevant, surviving, United States, universities, vocational / trades, by Daniel Christian

44% of Americans Expect Importance of College Education to Decline Over Next 10 Years, New Survey Reveals — from prnewswire.com by College Consensus

New College Consensus poll shows most Americans think traditional 4-year college best route to satisfying career, but nearly half expect importance of traditional college education to decline over next decade, with trade school offering an equal or better return on investment.

HILLSBOROUGH, N.C., Aug. 6, 2024 /PRNewswire/ — College Consensus, a comprehensive resource for college rankings and information, has released results of a new poll asking Americans about their confidence in higher education. Their findings can be seen at:

https://www.collegeconsensus.com/research/trust-in-higher-education/

The key takeaways of that report are that:

Americans still largely trust traditional higher education, but not as much as they used to
Nearly half of Americans believe traditional college education will decline in importance in the next decade
Americans view trade school as offering almost equivalent ROI to traditional college
Trust in community college and online college is lower than traditional, but still strong
Technology bootcamps struggling to gain trust

The above is happening at the same time as this:

US colleges are cutting majors and slashing programs after years of putting it off — from apnews.com

It’s part of a wave of program cuts in recent months, as U.S. colleges large and small try to make ends meet. Among their budget challenges: Federal COVID relief money is now gone, operational costs are rising and fewer high school graduates are going straight to college.

The cuts mean more than just savings, or even job losses. Often, they create turmoil for students who chose a campus because of certain degree programs and then wrote checks or signed up for student loans.

“For me, it’s really been anxiety-ridden,” said Westman, 23, as she began the effort that ultimately led her to transfer to Augsburg University in Minneapolis. “It’s just the fear of the unknown.”

Building a Collaborative Lifelong Learning Ecosystem [moderncampus.com]

On 08/13/2024, in changing business models, collaboration, colleges, community colleges, culture, curriculum, future of higher education, higher education, ideas, learning ecosystem, lifelong learning, podcasting, reinvent, skills, staying relevant, United States, universities, by Daniel Christian

Building a Collaborative Lifelong Learning Ecosystem — from by Bryan Benjamin and Amrit Ahluwalia

Staying current and relevant is essential for institutions in today’s rapidly evolving higher education landscape. However, innovative work cannot be accomplished in isolation.

On this episode, Bryan Benjamin, Executive Director of The Ivey Academy and Amrit Ahluwalia, Executive Director of Continuing Studies at Western University, discusses the importance of institutional collaboration and creating a scalable lifelong learning ecosystem.

“For college students—and for higher ed itself—AI is a required course” [Merisotis] + other items re: AI in our learning ecosystems

On 08/03/2024, in 21st century, 24x7x365 access, accessibility / UDL, adjunct faculty, apprenticeships, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, Bias | Diversity Equity & Inclusion (DE&I), bots, career development, colleges, community colleges, content development, aggregation, repositories, copyright/ownership/NFTs, education, education technology, emerging technologies, faculty, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, platforms, productivity / tips and tricks, real-world assignments, reinvent, skills, student-related, teachers, teaching & learning, teaching online, technologies for your home, technology (general), tools, trends, United States, universities, vendors, vision/possibilities, workplace, youth, by Daniel Christian

For college students—and for higher ed itself—AI is a required course — from forbes.com by Jamie Merisotis

Some of the nation’s biggest tech companies have announced efforts to reskill people to avoid job losses caused by artificial intelligence, even as they work to perfect the technology that could eliminate millions of those jobs.

It’s fair to ask, however: What should college students and prospective students, weighing their choices and possible time and financial expenses, think of this?

The news this spring was encouraging for people seeking to reinvent their careers to grab middle-class jobs and a shot at economic security.

Addressing Special Education Needs With Custom AI Solutions — from teachthought.com
AI can offer many opportunities to create more inclusive and effective learning experiences for students with diverse learning profiles.

For too long, students with learning disabilities have struggled to navigate a traditional education system that often fails to meet their unique needs. But what if technology could help bridge the gap, offering personalized support and unlocking the full potential of every learner?

Artificial intelligence (AI) is emerging as a powerful ally in special education, offering many opportunities to create more inclusive and effective learning experiences for students with diverse learning profiles.

.

11 Summer AI Developments Important to Educators — from stefanbauschard.substack.com by Stefan Bauschard
Equity demands that we help students prepare to thrive in an AI-World

*SearchGPT
*Smaller & on-device (phones, glasses) AI models
*AI TAs
*Access barriers decline, equity barriers grow
*Claude Artifacts and Projects
*Agents, and Agent Teams of a million+
*Humanoid robots & self-driving cars
*AI Curricular integration
*Huge video and video-segmentation gains
*Writing Detectors — The final blow
*AI Unemployment, Student AI anxiety, and forward-thinking approaches
*Alternative assessments

Academic Fracking: When Publishers Sell Scholars Work to AI — from aiedusimplified.substack.com by Lance Eaton
Further discussion of publisher practices selling scholars’ work to AI companies

Last week, I explored AI and academic publishing in response to an article that came out a few weeks ago about a deal Taylor & Francis made to sell their books to Microsoft and one other AI company (unnamed) for a boatload of money.

Since then, two more pieces have been widely shared including this piece from Inside Higher Ed by Kathryn Palmer (and to which I was interviewed and mentioned in) and this piece from Chronicle of Higher Ed by Christa Dutton. Both pieces try to cover the different sides talking to authors, scanning the commentary online, finding some experts to consult and talking to the publishers. It’s one of those things that can feel like really important and also probably only to a very small amount of folks that find themselves thinking about academic publishing, scholarly communication, and generative AI.

At the Crossroads of Innovation: Embracing AI to Foster Deep Learning in the College Classroom — from er.educause.edu by Dan Sarofian-Butin
AI is here to stay. How can we, as educators, accept this change and use it to help our students learn?

The Way Forward
So now what?

In one respect, we already have a partial answer. Over the last thirty years, there has been a dramatic shift from a teaching-centered to a learning-centered education model. High-impact practices, such as service learning, undergraduate research, and living-learning communities, are common and embraced because they help students see the real-world connections of what they are learning and make learning personal.11

Therefore, I believe we must double down on a learning-centered model in the age of AI.

The first step is to fully and enthusiastically embrace AI.
…
The second step is to find the “jagged technological frontier” of using AI in the college classroom.

.

Futures Thinking in Education — from gettingsmart.com by Getting Smart Staff

Key Points

Educators should leverage these tools to prepare for rapid changes driven by technology, climate, and social dynamics.
Cultivating empathy for future generations can help educators design more impactful and forward-thinking educational practices.

School 3.0: Reimagining Education in 2026, 2029, and 2034 [Borish]

On 07/19/2024, in 21st century, 24x7x365 access, A/V -- audio/visual, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, education, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, flipping -- inverted learning, future, game-changing environment, heutagogy, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, online learning, online media, online tutoring, pace of change, reinvent, skills, staying relevant, teachers, teaching & learning, United States, vision/possibilities, by Daniel Christian

School 3.0: Reimagining Education in 2026, 2029, and 2034 — from davidborish.com by David Borish
.

The landscape of education is on the brink of a profound transformation, driven by rapid advancements in artificial intelligence. This shift was highlighted recently by Andrej Karpathy’s announcement of Eureka Labs, a venture aimed at creating an “AI-native” school. As we look ahead, it’s clear that the integration of AI in education will reshape how we learn, teach, and think about schooling altogether.
…
Traditional textbooks will begin to be replaced by interactive, AI-powered learning materials that adapt in real-time to a student’s progress.
…
As we approach 2029, the line between physical and virtual learning environments will blur significantly.

Curriculum design will become more flexible and personalized, with AI systems suggesting learning pathways based on each student’s interests, strengths, and career aspirations.
…
The boundaries between formal education and professional development will blur, creating a continuous learning ecosystem.

Students Speak Out: How to Make High Schools Places Where They Want to Learn — from the74million.org by Beth Fertig
Too many high school students complain that school is boring. Students share what makes school enjoyable.

.

Excerpts (emphasis DSC):

.
Solving chronic absenteeism involves tackling big structural problems like transportation and infrastructure. But we also have to make our schools places where young people want to learn. Too many teens, in particular, had negative feelings about school even before the pandemic. Yale researchers conducting a national survey of high school students found most teens spent their days “tired,” “stressed,” and “bored.” Fewer than 3 in 100 reported feeling interested while in school.

Decades of research prove that students learn more when they experience high levels of academic engagement and social belonging in school.

Students at all four schools experience internships, work-based learning and partnerships with community organizations, which they said make classwork feel more relevant.

Learning Ecosystems

Workera’s CEO was mentored by Andrew Ng. Now he wants an AI agent to mentor you. [Zeff]

44% of Americans Expect Importance of College Education to Decline Over Next 10 Years, New Survey Reveals

Building a Collaborative Lifelong Learning Ecosystem [moderncampus.com]

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