Category Archives: Trends

Oh, I missed the new Hype Cycle for education. Well…

It’s a yearly tradition for Gartner to publish a string of hype cycles, including one for education in July. And I admit: I didn’t pay attention to it.

So, there is a new one, but besides the many issues one can have with the hype cycle by this company, I do think this time it’s pretty bland as if everybody with a bit of knowledge about EdTech could have written it.

  • On the Rise
    • AV Over IP in Education
    • Social CRM: Education
    • Li-Fi
    • Emotion AI
    • Virtual Reality/Augmented Reality Applications in Education
  • At the Peak
    • Blockchain in Education
    • Artificial Intelligence Education Applications
    • Design Thinking
    • Exostructure Strategy
    • Classroom 3D Printing
    • Digital Assessment
    • SaaS SIS
  • Sliding Into the Trough
    • Education Analytics
    • Competency-Based Education Platforms
    • Bluetooth Beacons
    • Semantic Knowledge Graphing
    • Citizen Developers
    • Digital Credentials
    • Alumni CRM
    • Master Data Management
    • Adaptive Learning Platforms
  • Climbing the Slope
    • Student Retention CRM
    • IDaaS
    • Enterprise Video Content Management
  • Entering the Plateau
    • Integration Brokerage

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Learning to realize education’s promise – a look at the 2018 WDR

This is a new relevant report with a strong emphasis on learning – but underneath I would suggest also a strong emphasis on effectieve teaching.

https://youtu.be/RP1a8WoWw_I

In this summarizing video – and in the report – there is one thing that maybe will scare educators off: the proposed element of measuring. I know this isn’t popular with large groups of the educational world. At the same time: it’s indeed deeply wrong if schooling doesn’t mean learning and it’s important to know if something is learned.

I do think that measuring and monitoring the learning process doesn’t need to mean what Pasi Salhberg has coined as GERM, global educational reform movement.

I also very much agree with this part of the blogpost:

Similarly, there is ambivalent coverage of teachers. Despite the WDR’s resounding conclusion that “education systems perform best when their teachers are respected, prepared, selected based on merit, and supported in their work”, it then draws attention approvingly to the idea that replacing the least effective 7–12% of teachers could help bridge the gap between student performance in the United States and Finland. Treating education as a production process with substitutable inputs is not a good starting point.

I do think there is another, better option. Making sure that the least experienced teachers aren’t getting the most difficult classes to teach (cfr TALIS-report by the OECD) would be a great start.

World Education Blog

Screen Shot 2017-09-28 at 18.43.18For the first time in forty years, the World Bank’s World Development Report (WDR), released on Tuesday, focuses exclusively on education. We are pleased to see its core messages resonating so well with our past reports, especially the 2013/4 EFA Global Monitoring Report on teaching and learning. The WDR is a welcome addition to the Bank’s flagship series. It shows that many changes have happened in the past 40 years in education, not least in the Bank’s thinking about it.

With its crisp presentation and clear threads of argument, the report is aligned with the Bank’s 2020 Education Strategy, which marked a strategic shift to learning over schooling when it was published in 2011. The WDR reiterates that the benefits of education are poorly linked to years spent in school and urges countries to engage in system-wide commitment to improve learning outcomes. Its main messages are to assess learning…

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Funny on Sunday: this is a Generic Millennial Ad

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Everybody should read this: The Silicon Valley Billionaires Remaking America’s Schools

This is a truly must-read article in the NY Times. Do you remember the letter by Bill Gates acknowledging that his impact on education was a bit dubious to say the least? It didn’t stop him from having a new idea for educationalthough personalized learning hasn’t much evidence backing it up yet (no, not really).

And the experiences by Bill Gates didn’t stop other Silicon Valley Billionaires for trying their own piece of solutionism for education. If you wonder what solutionism is:

  • The belief that all difficulties have benign solutions, often of a technocratic nature. (source)

So we have Hastings from Netflix trying to use algorithms in education, Marc Zuckerberg aiming at education with less emphasis on the teacher but rather having pupils teach themselves, … Stuff that they probably think:

  • that it will work,
  • that it hasn’t been done before.

Take the example of the present emphasis on coding in education to learn e.g. general problem solving skills. The sad thing is: a lot of this actually has been done before and often failed. We bought the t-shirt and it didn’t fit.

The sole reason these people have their big influence is not because they are smarter than anybody else. Or that they have newer insights. It’s because of two things: a) they have a lot of money and b) they want to do something for the community. Oh, and often you can add a third thing: they are parents and want the best for their own kid(s) and all the other kids. Nothing wrong with these reasons and I have nothing against billionaires, but it can be both undemocratic (my opinion is more important because I’m wealthy) and dangerous (by reinventing square wheels).

In the article in the NY Times you’ll find more info and there is one paragraph I really needed to share, quoting Larry Cuban:

Captains of American industry have long used their private wealth to remake public education, with lasting and not always beneficial results.

What is different today is that some technology giants have begun pitching their ideas directly to students, teachers and parents — using social media to rally people behind their ideas. Some companies also cultivate teachers to spread the word about their products.

Such strategies help companies and philanthropists alike influence public schools far more quickly than in the past, by creating legions of supporters who can sway legislators and education officials.

Another difference: Some tech moguls are taking a hands-on role in nearly every step of the education supply chain by financing campaigns to alter policy, building learning apps to advance their aims and subsidizing teacher training. This end-to-end influence represents an “almost monopolistic approach to education reform,” said Larry Cuban, an emeritus professor of education at Stanford University. “That is starkly different to earlier generations of philanthropists.”

These efforts coincide with a larger Silicon Valley push to sell computers and software to American schools, a lucrative market projected to reach $21 billion by 2020. Already, more than half of the primary- and secondary-school students in the United States use Google services like Gmail in school.

But many parents and educators said in interviews that they were unaware of the Silicon Valley personalities and money influencing their schools.

Hence the undemocratic…

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Funny on Sunday: what is Grand Theft Auto like in Virtual Reality?

Virtual Reality is great, but maybe some games can become a bit too real…

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What PokemonGo could learn from education

Hypes come and go and while I do hope to remember this summer as also the summer of PokemonGo – besides the summer of terror -, it seems that this popular game is already losing a lot of its appeal. At first the servers couldn’t handle the success, but now even the biggest fans seem to get more and more disappointed. And as those users have the feeling that every single update makes the game worse, the same users have suggestions to make things better for Niantic, the company behind PokemonGo. But that will probably be in vain as a user notes on Reddit:

I see a lot of very interesting suggestions constantly popping up in this sub and it breaks my heart to think that Niantic will probably thoroughly ignore them. At least if they keep behaving like they did with us Ingress players.

As you already know, Niantic is very bad at communication as well as interacting with the fans. They follow their own agenda and don’t really give a shit about what the players really want. When they were developing Ingress, it always felt as if nobody in their team was actually playing the game seriously; for example it took them about a year to give us a simple item count in the inventory.

Oh, but wait. I recognize this. That’s called bad education. Great teachers never ignore their students. It doesn’t mean that they only do what their students want – no please -, but that they explain why if they won’t. We call this interaction and communication. Or to put it more blunt: they care about their students. And yes, I know there are still teachers around who don’t act like this, but they are seldom used as a good example for others in education. PokemonGo was used several times as a great example for education.

Maybe Yang Lui is correct when he thinks Niantic and PokemonGo is all about profit and money, and I want to add: it’s also probably all about the quick win.

Anybody surprised? Didn’t you see the stock exchange when the hype started, incorrectly booming because people thought Nintendo would make huge profits straightaway because of the game?

It’s great that it made people move (literally), but…

Education is never about the quick win. Education is not a hype.

We’ll never see or think back about a ‘summer of education’.

We are still growing in the consecutive decades of education for all.

Maybe this makes education sound a bit boring, but that’s because education is meant to last.

PokemonGo probably isn’t.

But if Niantic wants to be in it for the long run, maybe they could have a look at education…

 

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Funny on Sunday: try to catch the PokemonGo-catchers

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Funny on Sunday: what if Bart Simpson and other famous cartoons were hipsters?

Hipsters, those coffee drinking, Macbook using, living subculture icons have been the inspiration for Illustrator Matt Lassen to adapt some famous cartoon characters:

Check more here, but this is my favorite:

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No, it’s not swag or yolo after all: teenagers’ role in language change is overstated

The idea that teenagers have an important influence on our language – with new words popping up every now and then – is not wrong as such, but youngsters are not solely causing language change. A new study by Mary Kohn et al shows that language changes occur throughout a lifetime and not just during the teenage years. In fact, teenagers may not be causing language change the way that we typically think…

From the press release:

If you’re too “basic” to “YOLO” or think that slang is never “on fleek,” fear not: How teenagers speak IRL is not ruining the English language, according to Kansas State University linguistics research.

In fact, teenagers may not be causing language change the way that we typically think, said Mary Kohn, assistant professor of English. Kohn studies language variation and how language changes over time.

Kohn’s latest research found that teenagers are not solely causing language change. Rather, language changes occur throughout a lifetime and not just during the teenage years.

“Our research has shown teens are being dynamic with language, but not necessarily in a consistent way,” Kohn said. “We aren’t eliminating the possibility that teenagers are driving sound change, but we might be grossly overstating the role of teenagers.”

Kohn found there was not a consistent language path that a person took from childhood through adolescence and into adulthood. Language change is more individualistic and varies for each person, she said.

“Very commonly, people think that teenagers are ruining language because they are texting or using shorthand or slang,” Kohn said. “But our language is constantly developing and changing and becoming what it needs to be for the generation who is speaking it. As a linguist, I find this really exciting because it shows me that our language is alive.”

Kohn used the Frank Porter Graham project, which is a database that followed 67 children from infancy to their early 20s. The database includes audio and interview recordings from nearly every year of the children’s lives and also has recordings of family members, friends and teachers — all valuable information for understanding how language changes as individuals grow up, Kohn said.

Using this database, Kohn studied sound waves — a precise measurement of how people pronounce words. She focused on 20 individuals during four different time periods: fourth grade, eighth grade, 10th grade and post-high school at age 20. Kohn measured pronunciations to see if the participants dramatically changed during the teenage years. Her longitudinal approach offered a before and after look at linguistic pronunciation during the teenage years.

The teenager subgroup did not stand out as a group from the rest of the subgroups, meaning there was nothing special about being a teenager,” Kohn said. “Just because you are a teenager doesn’t mean you will change your language. Perhaps our stereotypes about how teenagers speak are often based on subgroups of teenagers that stand out to us as most distinct. We notice the kids who make bold fashion statements, so we also might notice the kids who are making dramatic linguistic changes.”

Other subgroups experience language change, Kohn said, and she suggests that sources of language change may happen in younger children. Children turn away from adult influence when they get to school, which may be the crucial point when language starts to shift.

During high school, teenagers often explore their own identities and may again choose to change their pronunciations and use language as a part of their identities. When these teens grow up and graduate from college or get a job, they may change their language again to sound more professional and meet the demands of their jobs and pressures of the workplace, Kohn said.

“All languages, throughout history, change as generations grow up and move through life,” Kohn said. “As long as there are people who are living and breathing and speaking, we’re going to invent new words. We’re going to invent new ways of speaking.”

Kohn recently published the research in a monograph, “The way I communicate changes but how I speak don’t.” The research was a collaboration with researchers at North Carolina State University, including Walt Wolfrom, Janneke Van Hofwegen, Charlie Farington and Jennifer Renn.

Read more at http://pads.dukejournals.org/content/99/1

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My 2 pence: Japanese government asks universities to close social sciences and humanities faculties

I just discovered this news item from September via @F3lixDeClerck but it’s quite shocking:

  • Japan’s Minister of Education has asked all national universities to close their social sciences and humanities departments
  • 26 universities have so far confirmed plans to close affected faculties or convert them to “areas that better meet society’s needs”

 

And I checked other sources, but it does seem to be true.

Sorry, but how foolish can a policy be. Some reasons:

More? Check this post by Curt Rice.

But to be clear: we don’t have to blame Japan for something that’s happening throughout the world.

The strange thing is: I’ve been to many conferences this year on technology and innovation and something has changed. While these conferences used to be the place to find new tools and gadgets – sorry for people who hate the word -, now the main topic was ethics. We have all these inventions and other “disruptions” – and that’s a word I hate – but what are we going to do with it? How are we going to live together?

At the same time we are confronted with problems that technology have troubles solving. There isn’t an app to solve the refugee crisis, although an app as Firechat can help the refugees.

Getting back to Japan, a country that wants to have more children as it’s getting more grey really fast, I do think this part of Abenomics isn’t really the answer.

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