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.
.

Learners need: More voice. More choice. More control. -- this image was created by Daniel Christian

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.
.

 

How Accredible Makes Learning Credible — from gettingsmart.com by Tom Vander Ark

Key Points

  • To increase the value of credentials, Accredible launched Spotlight Directory.
  • This allows issuers to provide a home base for people that hold their credentials.

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.”


 

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.


 

 

Taking construction education into a new age — from highereddive.com by Jonathan Arnholz

Excerpt:

In 2021, the sixth edition of our top textbook, Core: Introduction to Basic Construction Skills was released in collaboration with our publishing partner Pearson. In addition to the standard updates to the content, this new edition introduced QR codes to our textbooks, directing students to digital resources to reinforce the material found in the book. In conjunction with the release of the printed book came a new Core eText and a fully re-imagined NCCERconnect online course with integrated augmented reality lessons, dozens of videos on performance tasks, construction math and employability skills, dynamic presentations to support classroom engagement, project-based learning assignments and more.


Addendum on 7/21/22:

Skilled Trades Labor Scarcity: Workforce Aging as Fewer Recruits Enter Trades — from finance.yahoo.com

Excerpt:

TACOMA, Wash., July 19, 2022 /PRNewswire/ — The skilled trades industry is proving to be one of the hardest hit by worker scarcity. According to a new analysis by PeopleReady Skilled Trades, a specialized division of staffing giant PeopleReady, the COVID-19 pandemic resulted in a skilled labor shortage that companies are still struggling with today. In the period from March 2020 to December 2021, four million jobs were open in key skilled trades industries like construction—more than double the amount of vacancies pre-pandemic.

 

Encourage Learning Over the Summer with Buncee & PebbleGo Create — from rdene915.com by Rachelle Dene Poth

Excerpts:

In each of these, there are opportunities for students to take a close look at the world around them and become curious about learning. Students can connect with things that are happening in the real world.

Another item from Rachelle:

Enhanced Learning with IPEVO!

From DSC:
In my last position, we used IPEVO devices as well. I purchased one for my sister last year as well. They do the job quite well — at a very decent price.

 

How Alternative Credentials Can Help You Find Employees — from shrm.org by Kathryn Tyler
Focus on skills, not degrees, to increase your talent pool.

Excerpts:

“Alternative credentials,” such as the ones Brown attained, are increasingly available in the form of micro-credentials, digital badges and industry-recognized certificates. They’re less expensive than a college degree and designed to help prepare workers for better jobs.

IBM is ahead of the game in many respects. Six years ago, the tech giant began revising its job descriptions to focus on skills and not just educational attainment. On average, 50 percent of the company’s posted positions in the U.S. don’t require a bachelor’s degree.

“We call these ‘new-collar jobs,’ and they’re aligned to careers that require the right set of skills and a commitment to lifelong learning,” says Tommy Wenzlau, talent leader for new-collar initiatives at IBM, which employs more than 250,000 workers globally. “New-collar roles are in some of technology’s fastest-growing fields, including data science, cloud computing, application development, cybersecurity and digital design.”

 

Teaching Financial Literacy — from techlearning.com by Erik Ofgang
More states are adopting financial literacy requirements for students. Here are tips for teaching the topic.

Excerpt:

Teaching students about this financial misinformation is vital, Pelletier says. As is giving students the tools to understand cryptocurrency, NFTs, intense inflation, and student debt, along with more traditional lessons in financial literacy.

Financial Literacy: Teaching and Engagement Resources
There are free online resources with ready-to-go financial lesson plans, videos, and classroom exercises.

While not much time is spent in K-12 educating students about money, once they graduate, it will be an important topic for them. “Not a day will go by that they’re not thinking about money. How to make it, how to spend it, how to save it,” Pelletier says. “And yet it’s like the least thing you’re taught in school.” 

From DSC:
I appreciated Erik’s article/topic here and I would add that I wish that we would teach high schoolers about legal-related items such as wills, trusts, power of attorney for health care and for finances, finding legal assistance, etc.

But even as I write this, I recall that my neighbor is leaving our local school district to move to another school district for her kids’ sake (her and her husband’s words, not mine). I get it. Teachers have sooooo much on their plate already. So I don’t mean to throw another item on their jammed-full job plates.

But I hope that we will look at how to redesign our lifelong learning ecosystems to make them even more relevant, helpful, practical, useful, and up-to-date/responsive. We would probably find that the youth would be more attentive if they sensed that the information they are being taught will definitely come in handy in their futures. Better yet, bring former students in via digital video to relay practical examples of things that they — or their parents, grandparents, friends, etc. — are experiencing to the current students.


Also relevant/see:

High School Students Say They Learn The Most Important Skills Outside of School — from edsurge.com by Jeffrey R. Young

Excerpt (emphasis DSC):

The trend that could have a huge impact on education, at the K-12 and college level, Evans argues. For one thing, it’s a challenge to teachers—that they should do more to tap into the intrinsic motivation of students, that students can learn so much more if they’re excited about what they’re doing.

From DSC:
This item from EdSurge mentioned “free agent learning” — so I put a Google Alert out there for this phrase this morning, as I want to learn more about that topic/item.


 

From DSC:
The items below made me reflect on the need to practice some serious design thinking to rethink/redesign the cradle-to-grave learning ecosystems out there.


Real World Learning in Action — from gettingsmart.com by Shawnee Caruthers

Key Points

  • The Real World Learning initiative was created to address a simple, but equally complex challenge: How do you prepare students for life after high school?
  • The traditional, go to classes, earn some credits, participate in some activities and earn a diploma wasn’t working, at least not equitably.

Creating a new high school experience starts with innovative thinking and advocates willing to say yes. As a result of collaborations, visiting best practice sites and numerous convenings, the Kansas City region is now a hub for pathways, wall-to-wall academies, microschools, innovation academies, student-run businesses, strong client-connected project examples and more. Educational stakeholders can now go across state lines to see future-forward thinking for students.

Also relevant/see:

Framing and Designing the HOW — from gettingsmart.com by Rebecca Midles

Key Points (emphasis DSC):

  • The referenced circle graphic is intended to guide how we talk about our work as a system, internal and externally.
  • It also is about understanding our why on a personal level.
  • Learning systems are specifically designed to get the results they have, and to change results, we have to redesign the system.

Also relevant/see:

Fewer People Are Getting Teacher Degrees. Prep Programs Sound the Alarm — from edweek.org by Madeline Wil

Excerpt (emphasis DSC):

As teacher dissatisfaction rates rise and concerns about teacher shortages intensify, colleges of education are sounding the alarm: Enrollment has been steadily declining for the past decade, and the pandemic has likely made things worse.

Smaller and Restructured: How the Pandemic Is Changing the Higher Education IT Workforce — from educause.edu by Jenay Robert

Excerpt:

Several prominent themes emerged from the analysis of these responses and are supported by other recent EDUCAUSE research:

  • Though most respondents reported a reduction in force, some were able to justify adding new positions to their units in 2021, primarily to meet new institutional needs.
  • Budget cuts were the main cause of reductions in force.
  • Work factors such as flexible, remote work options and competitive salaries are playing a central role in attrition and recruitment.
  • Increased workloads and personal stressors related to the pandemic have resulted in widespread burnout among staff.
  • IT units have plans to reorganize in 2022 to become more agile and efficient and to respond to the evolving needs of their organizations.

Allan: With $175G Grants, Accelerate ED Looks to Better Link K-12, College & Work — from the74million.org by Sara Allan

Excerpt:

Today, most states require high school students to complete a set of defined courses, assessments and experiences in order to graduate on a career-ready pathway. However, the number of schools that fully embrace coherent programs of study that connect K-12, higher education and employment remains frustratingly small.

.


What if every high school student had the chance to take an additional year of courses related to their interests and earn enough credits to complete their associate degree one year after high school while gaining valuable experience and career preparation—at little to no cost?

— from Seamless Pathways to Degrees and Careers

From DSC:
The above quote is the type of “What if…” question/thinking that we need to redesign our cradle-to-grave/lifelong learning ecosystems.


A relevant addendum on 6/1/22:

 

From DSC:
The resource below (from The Chronicle of Higher Education) is one of the best, most useful articles I’ve read in a long time. It’s full of innovative and/or powerful ideas. I like the part about seeking to give students “more voice, more choice, more control.”

Learners need: More voice. More choice. More control. -- this image was created by Daniel Christian

 


 

5 No-Cost or Low-Cost Ways to Improve Your Campus — from chronicle.com by Richard J. Light and Allison Jegla
Change doesn’t have to be expensive. It’s often sparked by a simple suggestion and a leader willing to give it a try.

Excerpts (emphasis DSC):

No. 1: Reward innovative teaching. Lynne Schofield, a professor of statistics at Swarthmore College, has fundamentally changed the way her students learn basic and intermediate statistics. She lectures and assigns problem sets but she also teams up with local Philadelphia organizations such as food banks and blood-donation centers to give students an opportunity to solve real-world problems using their classroom knowledge. The organizations benefit from data and analysis that they may not have had time or bandwidth to collect themselves, and the students see the practical application of what they might ordinarily have perceived as a dry subject.

No. 2: Solicit ideas from students.
They met with a dean and proposed a public event called, “10 Big Ideas, 10 Professors, 10 Minutes Each.”

When the dean agreed, the students took the lead on selecting and inviting professors to each present the “most exciting new idea” in their academic field, in less than 10 minutes.

 


 

 

One-time jailhouse lawyer creates legal jobs program for the formerly incarcerated — from abajournal.com by Matt Reynolds

Excerpts:

Devon Simmons, co-founder and project director of a new program helping those with past convictions find work as paralegals and other jobs in the legal profession, says there’s a wealth of untapped legal talent among formerly incarcerated people.

Simmons emerged from prison 15 years later. By that time, he was a product of the John Jay College of Criminal Justice’s Prison-to-College Pipeline program and later graduated with a bachelor’s degree in criminal justice.

“Once I came home, I would constantly see people unemployed who I had sat in the law library with,” Simmons says. “These individuals have legal expertise, but they’re not given the opportunity to utilize it. What if I could create a platform in which I could make that happen?”

 

Reflections on “Do We Really Want Academic Permanent Records to Live Forever on Blockchain?” [Bohnke]

From DSC:
Christin Bohnke raises a great and timely question out at edsurge.com in her article entitled:
Do We Really Want Academic Permanent Records to Live Forever on Blockchain?

Christin does a wonderful job of addressing the possibilities — but also the challenges — of using blockchain for educational/learning-related applications. She makes a great point that the time to look at this carefully is now:

Yet as much as unchangeable education records offer new chances, they also create new challenges. Setting personal and academic information in stone may actually counter the mission of education to help people evolve over time. The time to assess the benefits and drawbacks of blockchain technology is right now, before adoption in schools and universities is widespread.

As Christin mentions, blockchain technology can be used to store more than formal certification data. It could also store such informal certification data such as “research experience, individual projects and skills, mentoring or online learning.”

The keeping of extensive records via blockchain certainly raises numerous questions. Below are a few that come to my mind:

  • Will this type of record-keeping help or hurt in terms of career development and moving to a different job?
  • Will — or should — CMS/LMS vendors enable this type of feature/service in their products?
  • Should credentials from the following sources be considered relevant?
    • Microlearning-based streams of content
    • Data from open courseware/courses
    • Learning that we do via our Personal Learning Networks (PLNs) and social networks
    • Learning that we get from alternatives such as bootcamps, coding schools, etc.
  • Will the keeping of records impact the enjoyment of learning — or vice versa? Or will it depend upon the person?
  • Will there be more choice, more control — or less so?
  • To what (granular) level of competency-based education should we go? Or from project-based learning?
  • Could instructional designers access learners’ profiles to provide more personalized learning experiences?
  • …and I’m certain there are more questions than these.

All that said…

To me, the answers to these questions — and likely other questions as well — lie in:

  1. Giving a person a chance to learn, practice, and then demonstrate the required skills (regardless of the data the potential employer has access to)
    .
  2. Giving each user the right to own their own data — and to release it as they see fit. Each person should have the capability of managing their own information/data without having to have the skills of a software engineer or a database administrator. When something is written to a blockchain, there would be a field for who owns — and can administer — the data.

In the case of finding a good fit/job, a person could use a standardized interface to generate a URL that is sent out to a potential employer. That URL would be good for X days. The URL gives the potential employer the right to access whatever data has been made available to them. It could be full access, in which case the employer is able to run their own queries/searches on the data. Or the learner could restrict the potential employer’s reach to a more limited subset of data.

Visually, speaking:


Each learner can say who can access what data from their learner's profile


I still have a lot more thinking to do about this, but that’s where I’m at as of today. Have a good one all!


 

As seen/accessible from this page.

A brief insert from DSC:
Another futurist Thomas Frey has some thoughts along this same line.

A top futurist predicts the largest internet company of 2030 will be an online school

#Canada #education #future #trends #careerdevelopment #change #paceofchange #automation #robotics #education #AI #learnhowtolearn #unlearn #learningecosystems #lifelonglearning #endofroutine #experientiallearning

 

Machines are for answers. Humans are for questions. 

 


Also relevant/see:


 

Five Building Blocks in the New Architecture of High Schools — from gettingsmart.com by Tom Vander Ark

Key Points

  • Schools personalizing learning and moving to mastery often use five linked learner experience systems to promote growth on learning goals.
  • Each system has unique learner experiences, feedback protocols, supports and staffing strategies.
  • These systems work independently and together to promote learner-centered growth toward shared outcomes.

Schools personalizing learning and moving to mastery or competency-based learning models often use five linked learner experience systems to promote growth on learning goals: skill-building, projects, immersion, advisory, and out-of-school learning. Each system has unique learner experiences, feedback protocols, supports and staffing strategies. These systems work independently and together to promote learner-centered growth toward shared outcomes (i.e., learner profile or portrait of a graduate).

 
 

No Textbooks, No Lectures, and No Right Answers. Is This What Higher Education Needs? — from chronicle.com by Beth McMurtrie
From DSC: Though this was back from 2/10/19, Beth recently linked to it on The Chronicle and it caught my eye due to it’s focus on solving real-world issues and problems.

Excerpts:

Tackling big problems is the point of JMU X-Labs, a four-year-old experiment in undergraduate education. Through a blend of interdisciplinary collaboration, project-based learning, and unscripted, open-ended research, each course takes students through the long and often aggravating process of developing new ways of thinking about complex problems.

They might design drones to help with environmental problems, tackle foreign-policy challenges, build autonomous vehicles, or develop medical innovations to help with the opioid crisis.

 

Top Resources For Students To Discover Real World Problems and Issues

Top Resources For Students To Discover Real World Problems & Issues — from edtechreview.in by Saniya Khan

Are you looking for ways to help students learn about world issues: climate change, cultural diversity, biodiversity, education, water crisis, [homelessness] and more to build awareness about global issues and develop global competence?

 
© 2022 | Daniel Christian