Posts tagged: education
Interesting. Here are the trends, the full article has more details:
1) Old Trend: Expensive solar, surviving only on subsidies.
New Trend: Cheap solar, disrupting old industries.
2. Old Trend: The Latinization of America.
New Trend: The Asiafication of America.
3. Old Trend: The Chinese population bomb.
New Trend: The Chinese population bust.
4. Old Trend: Soaring U.S. CO2 emissions.
New Trend: Plummeting U.S. CO2 emissions.
5. Old Trend: College is becoming more and more important.
New Trend: College is no more important than before.
6. Old Trend: Americans drive more and more.
New Trend: Americans drive less and less.
7. Old Trend: Skyrocketing health care costs, skyrocketing deficits.
New Trend: Creeping health care costs, creeping deficits.
8. Old Trend: The BRICs are conquering the world.
New Trend: China is the only BRIC in the wall.
9. Old Trend: Active management rules the finance universe.
New Trend: Passive investment rules the finance universe.
10) Old Trend: China is buying up all our debt.
New Trend: China is selling off our debt.
ds106 is an online learning project from the University of Mary Washington that goes beyond the usual “online course” format:
Looking for something different from the current hysteria of Massive Open Online Courses (MOOCs)? A digital storytelling course started by Jim Groom at the University of Mary Washington (UMW), ds106 was set loose as an open course in January 2011. Yet the UMW catalog does not include such a course. Its actual course designation is CPSC 106 (Computer Science)—a small but telling example of how ds106 plays with and questions the norm.
Most classes in digital storytelling revolve around the personal video narrative form as popularized by the Center for Digital Storytelling. But ds106 storytelling explores the web as a culture, as a media source, and as a place to publish in the open. Not claiming to authoritatively define digital storytelling, ds106 is a constant process of questioning digital storytelling. Is an animated GIF a story? What does it mean to put “fast food” in the hands of Internet pioneers? Why would we mess with the MacGuffin? Is everything a remix? Though this is perhaps simply semantic wordplay, ds106 is not just “on” the web—it is “of” the web.
Characteristic of ds106 is its distributed structure, mimicking the Internet itself, and its open-source non-LMS platform. Students are charged with registering their own domain, managing their own personal cyberinfrastructure, and publishing to their own website. Via the WordPress plugin FeedWordPress, all content from students is automatically aggregated to the main ds106 site—but all links go back directly to the students’ sites.
I wrote about the Illinois Mathematics and Science Academy, a boarding high school in Aurora, IL, for Wired:
The IMSA Wednesdays are like Google’s “20 percent time” — only better. “At Google, 20 percent time is actually tacked on to the rest of your job. ” says Daniel Kador, another former IMSA student. “At IMSA, it really is built into your schedule.” And though Kador and other students admit that they spent more than a few Wednesdays just goofing off — as high school students so often do — they say the environment at IMSA ends up pushing many of them towards truly creative work. And it pays off.
After teaching himself to program at IMSA, Chu went on to the University of Illinois, where he worked on NCSA Mosaic, the first graphical web browser, following in the footsteps of fellow IMSA alums Robert and Michael McCool. And, eventually, he joined several other IMSA graduates as an early employee at PayPal, where he still works today.
Chu is just one of many tech success stories that have sprung from IMSA over the years (see sidebar, page two). Other IMSA alums have gone on to discover new solar systems, teach neurosurgery, and found such notable tech outfits as YouTube, Yelp, SparkNotes, and OK Cupid. And the spirit that moved Chu to teach himself programming is still very much alive and well. You can think of IMSA as a Hogwarts for Hackers.
Here’s an essay question from a scholarship application to Eton, an elite boarding school in the UK:
Laurie Pennie weighs in:
questions like this – topics for debate designed to reward pupils for defending the morally indefensible in the name of maintaining “order” – crop up throughout the British elite education system, from prep schools to public schools like Eton to public speaking competitions right up to debating societies like the Oxford and Cambridge Unions, which are modelled on parliament for a reason.
This is how you’re meant to argue when you’re eventually in charge. You’re trained for it, and part of that training is regularly being presented with morally indefensible positions to defend anyway or risk losing whatever competition you’re engaged with. I have seen perfectly decent young men get carried away defending genocide and torture because that’s the only way to win. Those who are unable to do so are taught that they have no business having political opinions. The people assumed to be the future elite are not rewarded for getting the answer which is most correct, most compassionate or humane or even sensible – they’re rewarded for smashing the opposition. And that’s how you get politicians who will argue anything they’re told to, enact any policy they’re told to no matter how many how many people will get hurt, just so that their team can win.
Moreover, this isn’t just a standard homework question. It appears on a scholarship entrance exam, a test designed to be sat by young men seeking to join the ranks of the rich and powerful by virtue of merit and smarts rather than family money.
Meanwhile, Tim Maly poses some alternate questions.
Good news from the Orlando Sentinel:
Kiera, 16, was a student at Bartow High School until last month when she was arrested after she mixed toilet bowl cleaner and aluminum foil in a water bottle on school grounds, a police report stated. She was arrested and faced felony charges for possessing a weapon on campus and discharging a destructive device.
She also was suspended from school and told she faced expulsion, according to her attorney, Larry Hardaway. He said she served a 10-day suspension and is now attending classes at an alternative school.
Her case drew national attention and outrage on Twitter and other social media sites, with many arguing both school and police overreacted. An online petition on her behalf has more than 195,000 signatures.
The office of State Attorney Jerry Hill, whose jurisdiction includes Polk, said that it extended “an offer of diversion of prosecution to the child.” That typically means a probationary-like program that allows the youngster to perform community service or meet other conditions and then avoid a criminal record.
Koa Beck writes:
Given all the data that is out there regarding young girls and STEM fields, ladies who demonstrate an interest in science should be culturally supported. A quick peruse of certain popular culture guarantees that they certainly won’t be getting that support elsewhere. Yet when 16-year-old Kiera Wilmot, who reportedly “got good grades” and had “a perfect behavior record” had a science experiment go awry, she was slapped with felony charges. Way to support our young girls in the sciences.
Wtsp.com reports that the teen was arrested and charged with possession/discharge of a weapon on school property and discharging a destructive device. At seven a.m. that morning at Bartow High School, Kiera allegedly mixed some “household chemicals” in an eight-ounce water bottle. The top reportedly popped off creating a “small explosion” complete with smoke. No one was hurt, according to reports.
In addition to her criminal charges, she has since been expelled from Bartow High School. It remains unclear whether there was any malice in the experiment. But even the young lady’s school principal, as well as her peers, believe that she didn’t possess any vicious motives:
There’s no clarity as to what she was actually trying to accomplish, or exactly how big the explosion was. I can understand people being on edge after recent shooting and the Boston bombing, but the charges seem trumped up for a simple accident. There could be more to this than meets the eye, but it feels a lot like another example of the criminalization of curiosity.
Here’s the news clip:
Klint Finley: What does it mean to be a (or, rather THE) “mathpunk”?
Tom Henderson: Ha! Okay. When I was maybe 20 years old, my high school girlfriend was telling me about a punk band called “Green Dave.” I told her that I found punk to be totally unimpressive, because it was a musical genre that, near as I could tell, was founded upon not knowing how to play your instrument.
She set me straight. The point of punk, she said, was that ANYone could get the experience of being in a band, of performing in front of peers, of expressing yourself, without there being a prerequisite to participate.
This blew my mind, and it was that conversation that turned me from a nascent douchebag into a self-aware poser.
Later, a girlfriend who had honest-to-god Southern California punk credibility — this was the time that The Offspring was getting radio play so, what, she was probably most deep in the hardcore scene? — got me interested in the music, and explained to me that punks could be astronomers or Shakespeare devotees with no clash. (Pardon the pun.)
So, these things are tucked into my brain. Later, I move to Portland. I move to Portland with the extensive plan of “take math classes until head blows up, or degree achieved.”
This is the first serious long-term plan I’ve ever had. I figure, Shit, I’m a guy with long term plans now? I need to re-roll my character sheet. I start with appearance (self-aware poser), and ramp up the mathematical angle, to cobble together a philosophy of punk rock mathematics.
It is this:
1) People use the average Joe’s poor mathematics as a way to control, exploit, and numerically fuck him over.
2) Mathematics is the subject in which, regardless of what the authorities tell you is true, you can verify every last iota of truth, with a minimum of equipment.
Therefore, if you are concerned with the empowerment of everyday people, and you believe that it’s probably a good idea to be skeptical of authority you could do worse than to develop your skills at being able to talk math in such a way that anyone can ask questions, can express curiosity, can imagine applying it in the most weird-ass off-the-wall ways possible.
This does not entirely mesh well with the actual practice of learning mathematics, because that is mostly time spent alone or in small groups being very very confused almost all the time, but it’s still the bullseye I keep in mind.
You know, it dovetails with the improv comedy thing… In improv, I’m guided entirely by audience reaction. It’s possible to improvise toward interest in a mathematical discussion in roughly the same way.
Nearly 30% of Americans with associate’s degrees now make more than those with bachelor’s degrees, according to Georgetown University’s Center on Education and the Workforce. In fact, other recent research in several states shows that, on average, community college graduates right out of school make more than graduates of four-year universities.
The average wage for graduates of community colleges in Tennessee, for instance, is $38,948 — more than $1,300 higher than the average salaries for graduates of the state’s four-year institutions. […]
And while by mid-career, many bachelor’s degree recipients have caught up in earnings to community college grads, “the other factor that has to be taken into account is that getting a four-year degree can be much more expensive than getting a two-year degree,” Schneider says.
Another issue is that “mid-career” might not ever exist for many of today’s college graduates. But it’s worth noting that these sorts of comparisons aren’t apples to apples — not all degrees are created equal. That’s also the problem with most studies that show that people’s with bachelor’s degrees out earn those who don’t have one. Someone with an associate’s degree in HVAC repair may very well out earn someone with an art history degree, but someone with a computer science degree will likely out earn them both. But I like that this study supports the fact that there are alternatives to getting a four year degree just for the sake of earning it.
Big Ideas is an online course from Floating University. The university assembled experts in 12 fields, ranging from economics to art to psychology to physics, to explains everything a non-professional needs to know about a topic in 60 minutes.
All the video lectures are available online for free. Better yet: all the lectures have been transcribed so that you can read them. The only thing you’d have to pay for are the supplemental readings.
Adam Davidson writes for the New York Times:
Throughout the campaign, President Obama lamented the so-called skills gap and referenced a study claiming that nearly 80 percent of manufacturers have jobs they can’t fill. Mitt Romney made similar claims. The National Association of Manufacturers estimates that there are roughly 600,000 jobs available for whoever has the right set of advanced skills.
Eric Isbister, the C.E.O. of GenMet, a metal-fabricating manufacturer outside Milwaukee, told me that he would hire as many skilled workers as show up at his door. Last year, he received 1,051 applications and found only 25 people who were qualified. He hired all of them, but soon had to fire 15. Part of Isbister’s pickiness, he says, comes from an avoidance of workers with experience in a “union-type job.” Isbister, after all, doesn’t abide by strict work rules and $30-an-hour salaries. At GenMet, the starting pay is $10 an hour. Those with an associate degree can make $15, which can rise to $18 an hour after several years of good performance. From what I understand, a new shift manager at a nearby McDonald’s can earn around $14 an hour.
The secret behind this skills gap is that it’s not a skills gap at all. I spoke to several other factory managers who also confessed that they had a hard time recruiting in-demand workers for $10-an-hour jobs. “It’s hard not to break out laughing,” says Mark Price, a labor economist at the Keystone Research Center, referring to manufacturers complaining about the shortage of skilled workers. “If there’s a skill shortage, there has to be rises in wages,” he says. “It’s basic economics.” After all, according to supply and demand, a shortage of workers with valuable skills should push wages up. Yet according to the Bureau of Labor Statistics, the number of skilled jobs has fallen and so have their wages.
Good comment from someone on Hacker News:
I think it is important to note that the fast-food jobs with comparable pay are low level managerial positions, not entry level ones. You can start working for minimum wage at a fast-food job without any previous experience and/or skills. These jobs require very little training, and allow employees to add value almost immediately (and well before promotion to the $15-$20 an hour positions).
Contrast this to the skilled manufacturing jobs which require up front experience. Though many blue collar fields offer entry-level positions with on the job training, apprenticeships, and opportunity for advancement, this doesn’t appear to be common practice in manufacturing. Why not? I think the main reason is that it is very hard for a low skill worker to add value to a manufacturing company. There aren’t any comparable entry-level positions that allow the employee to learn while still being productive.
Because of this, hiring an unskilled employee for the purpose of training them is a huge risk, since it requires a significant investment. And since this industry is already very unstable with razor-thin margins, it’s not something many employers seem willing to do, which is unfortunate.
So maybe the solution is coming up with better training programs, so that manufacturers can hire new employees without taking on such large risks?