Yale Study: Vast Majority of High Schoolers Unhappy at School — from fee.org by Kerry McDonald
The Yale findings echo previous conclusions about young people’s attitudes toward school.
Excerpt:
Most high school students are not happy at school. A new study by Yale researchers finds that nearly three-quarters of high schoolers report negative feelings toward school. The study surveyed more than 20,000 high school students in all 50 US states and found widespread dissatisfaction at school across all demographic groups, with girls reporting slightly more negative emotions than boys. According to Yale co-author Zorana Ivcevic,
It was higher than we expected. We know from talking to students that they are feeling tired, stressed, and bored, but were surprised by how overwhelming it was.
From DSC:
If you were to have polled him during his ninth through eleventh-grade years, our son would have been one of the very disgruntled students going through high school. His senior year was spent doing exactly what he wanted to be doing — and he was much happier, more engaged, and more motivated to learn the material. He was also around an entirely different student body his senior year — where students were there because they wanted to be there and they were all pursuing their craft.
Fast forward a couple of years, and he actually enjoyed a good deal of his learning experiences this summer and he’s really looking forward to his film and acting classes this fall. It’s amazing the amount of energy and determination/interest that gets unleashed when the motivation is intrinsic.
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Also from fee.org by Kerry McDonald:
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9 Digital Etiquette Tips — from techlearning.com by Lisa Nielsen
Teaching proper digital etiquette to students starts with modeling it
Excerpt:
It’s undeniable that the pandemic changed the way we teach, learn, work, and live, but when some people returned to in-person learning and their schools, it seemed they could use some advice on digital etiquette for the new, and extremely connected, world in which we are now operating. This is a world where at any time you may be meeting or teaching in-person, via video, phone, or a combination thereof at the same time.
While adapting was easier for some, others could use a bit of help. For those people, you may want to share or discuss these tips with them.
A Guide To Design Thinking For Kids — from edtechreview.in by Saniya Khan
Excerpt:
The concept is active and inclusive. What’s more, children embrace design thinking with enthusiasm. Across the globe, schools are embracing design thinking as a new way to learn and increase student participation. It should be on our education agenda. Of course, this is more complicated than standard repackaged evaluations. However, conceptual thinking gives children golden opportunities for commitment and creativity, two prerequisites for true learning.
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How Accredible Makes Learning Credible — from gettingsmart.com by Tom Vander Ark
Key Points
Excerpts:
Learners store credentials in their Accredible wallet and can incorporate them into their LinkedIn profile.
To increase the value of credentials, Accredible launched Spotlight Directory which allows issuers to provide a home base for people that hold their credentials. For example, the Hootsuite Certified Professionals Directory showcases everyone that has earned a Hootsuite credential.
The faster the world of work changes, the more the transcripts lose signal value and the more we need finer grained and more dynamic ways of communicating capabilities.
Tom Vander Ark
Addendum on 8/22/22:
What parents should say to teachers (according to teachers) — from washingtonpost.com by Elizabeth Chang
Excerpt:
“Parents are often surprised by stories of other parents’ treatment of teachers,” wrote Margaret Flaherty, 42, a high school English teacher at a public school in Byfield, Mass. “When I share some of the things parents have said or written to me, mouths go agape. They can be mean. Very mean. And we are so tired. Start with assuming good intentions and take it from there.”
From DSC:
Given:
…I think we’ve run out of time to effectively practice law in the U.S. — at least in terms of dealing with emerging technologies. Consider the following items/reflections.
Inside one of the nation’s few hybrid J.D. programs — from highereddive.com by Natalie Schwartz
Shannon Gardner, Syracuse law school’s associate dean for online education, talks about the program’s inaugural graduates and how it has evolved.
Excerpt (emphasis DSC):
In May, Syracuse University’s law school graduated its first class of students earning a Juris Doctor degree through a hybrid program, called JDinteractive, or JDi. The 45 class members were part of almost 200 Syracuse students who received a J.D. this year, according to a university announcement.
The private nonprofit, located in upstate New York, won approval from the American Bar Association in 2018 to offer the three-year hybrid program.
The ABA strictly limits distance education, requiring a waiver for colleges that wish to offer more than one-third of their credits online. To date, the ABA has only approved distance education J.D. programs at about a dozen schools, including Syracuse.
Many folks realize this is the future of legal education — not that it will replace traditional programs. It is one route to pursue a legal education that is here to stay. I did not see it as pressure, and I think, by all accounts, we have definitely proven that it is and can be a success.
Shannon Gardner, associate dean for online education
From DSC:
It was March 2018. I just started working as a Director of Instructional Services at a law school. I had been involved with online-based learning since 2001.
I was absolutely shocked at how far behind law schools were in terms of offering 100% online-based programs. I was dismayed to find out that 20+ years after such undergraduate programs were made available — and whose effectiveness had been proven time and again — that there were no 100%-online based Juris Doctor (JD) programs in the U.S. (The JD degree is what you have to have to practice law in the U.S. Some folks go on to take further courses after obtaining that degree — that’s when Masters of Law programs like LLM programs kick in.)
Why was this I asked? Much of the answer lies with the extremely tight control that is exercised by the American Bar Association (ABA). They essentially lay down the rules for how much of a law student’s training can be online (normally not more than a third of one’s credit hours, by the way).
Did I say it’s 2022? And let me say the name of that organization again — the American Bar Association (ABA).
Not to scare you (too much), but this is the organization that is supposed to be in charge of developing lawyers who are already having to deal with issues and legal concerns arising from the following technologies:
I don’t think there’s enough time for the ABA — and then law schools — to reinvent themselves. We no longer have that luxury. (And most existing/practicing lawyers don’t have the time to get up the steep learning curves involved here — in addition to their current responsibilities.)
The other option is to use teams of specialists, That’s our best hope. If the use of what’s called nonlawyers* doesn’t increase greatly, the U.S. has little hope of dealing with legal matters that are already arising from such emerging technologies.
So let’s hope the legal field catches up with the pace of change that’s been accelerating for years now. If not, we’re in trouble.
* Nonlawyers — not a very complimentary term…
I hope they come up with something else.
Some use the term Paralegals.
I’m sure there are other terms as well.
From DSC:
There is hope though. As Gabe Teninbaum just posted the resource below (out on Twitter). I just think the lack of responsiveness from the ABA has caught up with us. We’ve run out of time for doing “business as usual.”
Law students want more distance education classes, according to ABA findings — from abajournal.com by Stephanie Francis Ward
Excerpt:
A recent survey of 1,394 students in their third year of law school found that 68.65% wanted the ability to earn more distance education credits than what their schools offered.
“We must invest in building the new policies, practices, and infrastructure that drive transformational
change toward aligned, lifelong learning ecosystems w/personalized + #CBE pathways. In learning ecosystems, learning is organized around individuals…” https://t.co/xWCIngcEV5— Emily Liebtag, Ed.D. (@EmilyLiebtag) July 21, 2022
Aurora Institute: Federal Policy Priorities and Recommendations 2022 — from aurora-institute.org
Introduction:
It is critically important for our country to reimagine education and focus on investing in our future, not our past. The current K-12 education system has not produced equitable outcomes for all students. We must change policies and invest in innovation to transform our education systems. Student-centered policies are needed for true systems change and innovations for equity. We must challenge frames and investments that perpetuate tinkering with the existing system, rather than reimagining it. The time is ripe to redesign education to align with future needs and purposes to achieve human flourishing.
To ensure all learners are prepared for life’s uncertainties, as well as a more knowledge-driven workforce and economy, we must restructure the education system to universally recognize anytime, anywhere learning. Many states and districts have taken steps to move in new and improved directions, but more work must be done to meet students where they are and accelerate them to successful futures and prosperity. We must question the fundamental purposes of our education system, align our goals to that purpose, and expand learning to anytime and anyplace, with greater opportunities for next generation learning.
Aurora Institute’s latest Federal Policy Priorities represent an equity-oriented and future-focused set of recommendations designed to ensure that the nation’s education system moves from its current state to a system capable of preparing all learners with the knowledge and skills necessary to achieve lifelong success.
From DSC:
I post this because I like the design thinking exhibited herein. I love the idea of greater collaboration between K-12, higher education, vocational training, and the workforce/workplace. We should consider eliminating — or at least building much better bridges between the — existing silos. These silos seem to be easier to put up than they are to take down.
The Future of Education | By Futurist Gerd Leonhard | A Video for EduCanada — from futuristgerd.com
Per Gerd:
Recently, I was invited by the Embassy of Canada in Switzerland to create this special presentation and promotional video discussing the Future of Education and to explore how Canada might be leading the way. Here are some of the key points I spoke about in the video. Watch the whole thing here: the Future of Education.
…because by 2030, I believe, the traditional way of learning — just in case — you know storing, downloading information will be replaced by learning just in time, on-demand, learning to learn, unlearning, relearning, and the importance of being the right person. Character skills, personality skills, traits, they may very well rival the value of having the right degree.
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If you learn like a robot…you’ll never have a job to begin with.
Gerd Leonhard
Also relevant/see:
The Next 10 Years: Rethinking Work and Revolutionising Education (Gerd Leonhard’s keynote in Riga) — from futuristgerd.com
