Tag: Challenges

  • Flexible Learning and Policy Challenges

    Flexible Learning and Policy Challenges

    What impact is flexible learning having on learners from K-12 through to professional development?

    New Zealand has remarkably high levels of digital access across the population. Why aren’t we out performing other countries in educational measurements?

    This piece serves to introduce a series of six challenges faced by policy makers around flexible learning.

    These six challenges are:

    1. Unequal Access to Technology and Connectivity
    2. Socioeconomic Disparities
    3. Digital Literacy and Skills Gaps
    4. Quality Assurance and Consistent Experience
    5. Teacher Preparedness and Support
    6. Policy and Funding Models

    In this first piece I want to establish what I mean by ‘flexible learning’.

    Like many I struggle to have a single, concise, and consistent “definition” of flexible learning. I would say that flexible learning is a model of delivery that offers learners agency and control over various aspects of their learning experience. Flexible learning is a spectrum. Formal learning courses exist on a continuum between “rigid” and “flexible” delivery. The more control and choice given to the learner, the more flexible the learning experience.

    Flexible learning aims to “empower the student to choose what learning should be studied face-to-face and that which should be studied online, and how to go about engaging with that learning” (2022). This Means empowering the learner to make choices regarding:

    • When: synchronous or asynchronous learning, pace-mandated or self-paced progression.
    • Where: Learning in different locations (home, campus, workplace, etc.).
    • How: Different modes of engagement (online, in-person, blended, hybrid, hyflex).
    • What: Some degree of choice over content or learning pathways, though this is often more associated with “open learning.” Indeed in a world where students are overwhelmed with choices, there are strong arguments that having a prescriptive programme serves students well.

    In my article “Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning,” (2023) I argued that flexible learning is a model of delivery, rather than a fundamental mode of learning. I posit that there are only two core modes of learning: in-person (or face-to-face) and distance learning. Flexible learning then emerges from various combinations and approaches to curriculum design that empower learners to choose amongst these two modes

    As education has a habit of inventing new terms for marginally different practices it might be worth just pointing out the relationship I think exists between flexible learning and forms of Blended, Hybrid, and HyFlex learning. I perceive blended, hybrid, and HyFlex learning as specific models of delivery that fall under the umbrella of flexible learning. They all aim to give agency to the learner regarding how they engage with the material, combining elements of in-person and distance learning.

    I believe that designing for flexible learning means considering the learner’s context and perspective, and creating learning experiences that are relevant, meaningful, motivating, realistic, and feasible within an agreed timeframe. This also involves careful consideration of learning outcomes and assessment in diverse delivery contexts. This means course creators need clarity about learning design principles in relation to flexible approaches, such as working with Notional Study Hours (2020a) and the importance of Learning Outcomes (2020b).

    Based on my broad definition thatFlexible Learning refers to educational approaches and models of delivery that provide learners with a significant degree of choice and control over the time, place, pace, and mode of their learning, leveraging combinations of in-person and distance learning to enhance accessibility and cater to diverse learner needs, how do we face those six policy challenges?

    Watch this space…

    Atkinson, S. P. (2020a, April 14). Working with Notional Study Hours (NSH) or “How much is enough?” Simon Paul Atkinson. https://sijen.com/2020/04/14/working-with-notional-study-hours-nsh-or-how-much-is-enough/

    Atkinson, S. P. (2020b, April 4). Designing Courses: Importance of Learning Outcomes. Simon Paul Atkinson. https://sijen.com/2020/04/04/designing-courses-importance-of-learning-outcomes/

    Atkinson, S. P. (2022a, July 15). How do you define hybrid, or hyflex, learning?. Simon Paul Atkinson. Retrieved from https://sijen.com/2022/07/15/how-do-you-define-hybrid-or-hyflex-learning/

    Atkinson, S. P. (2023). Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning. Journal of Open, Flexible, and Distance Learning, 26(2).3 Retrieved from https://jofdl.nz/index.php/JOFDL/article/view/521

    Source link

  • Most Student Borrowers Face Other Money Challenges

    Most Student Borrowers Face Other Money Challenges

    Just over half of student loan borrowers consider themselves financially insecure, while about three-quarters said they had experienced an adverse financial event, like skipping a bill, in the past year, according to a survey from the Pew Charitable Trusts exploring the attitudes of student loan borrowers after federal student loan repayments restarted in October 2023 following a three-year pause. The survey was conducted in the summer of 2024.

    Existing financial challenges are closely associated with struggles to repay student loans, the survey found. About 23 percent of respondents indicated they had missed some or all of their student loan payments since October 2023, but that number was higher among those who are financially insecure (34 percent) and those who had experienced a negative financial event (30 percent).

    But paying off student loans isn’t just challenging for those facing other financial difficulties. Among all borrowers, 57 percent said they found it difficult to afford their loans, including 41 percent of those who said they do not consider themselves financially insecure. Over a third of borrowers also said they found repaying their student loans more stressful than paying their other bills.

    The Education Department estimates that nearly 25 percent of borrowers have either defaulted on their loans or will default in the next several months. In May, the agency restarted collections on unpaid loans.

    Source link

  • Wearable tech helps students overcome central vision challenges

    Wearable tech helps students overcome central vision challenges

    Central vision loss–a condition that impairs the ability to see objects directly in front of the eyes–can have profound academic and social impacts on K-12 students. Because this type of vision loss affects tasks that require detailed focus, such as reading, writing, and recognizing faces, students with central vision impairment often face unique challenges that can affect their overall school experience.

    In the classroom, students with central vision loss may struggle with reading printed text on paper or on the board, despite having otherwise healthy peripheral vision. Standard classroom materials are often inaccessible without accommodations such as large print, magnification devices, or digital tools with text-to-speech capabilities. These students might take longer to complete assignments or may miss visual cues from teachers, making it difficult to follow along with lessons. Without appropriate support, such as assistive technology, students may fall behind academically, which can affect their confidence and motivation to participate.

    As a result, they may be perceived as aloof or unfriendly, leading to social isolation or misunderstanding. Group activities, games, and unstructured time like lunch or recess can become sources of anxiety if students feel excluded or unsafe. Moreover, children with vision loss may become overly dependent on peers or adults, which can further affect their social development and sense of independence.

    While this may seem daunting, there are assistive technologies to help students navigate central vision loss and have fulfilling academic and social experiences.

    One such technology, eSight Go from Gentex Corporation’s eSight, uses an advanced high-speed, high-definition camera to capture continuous video footage of what a user is looking at. Algorithms optimize and enhance the footage and share it on two HD OLED screens, providing sharp, crystal-clear viewing. The user’s brain then synthesizes the images to fill any gaps in their vision, helping them to see more clearly, in real time.

    “The ability to have central perception brought back into your set of tools for education is critically important,” said Roland Mattern, eSight’s director of sales and marketing. “Ease of reading, ease of seeing the board, using tablets or computers–all of these things [lead to] the ability to complete an academic task with greater ease.”

    One key feature, Freeze Frame, lets the user capture a temporary photograph with the device’s camera, such as an image on an interactive whiteboard, a textbook page, or a graphic. The student can magnify the image, scan and study it, and take what they need from it.

    “This eases the ability to absorb information and move on, at a regular pace, with the rest of the class,” Mattern noted.

    Socially, central vision loss can create additional barriers. A major part of social interaction at school involves recognizing faces, interpreting facial expressions, and making eye contact–all tasks that rely heavily on central vision. Students with this impairment might have difficulty identifying peers or teachers unless they are spoken to directly. The glasses can help with these social challenges.

    “There’s a huge social aspect to education, as well–seeing expressions on teachers’ and fellow students’ faces is a major part of communication,” Mattern said.

    What’s more, the glasses also help students maintain social connections inside and outside of the classroom.

    “Think of how much peer-to-peer communication is digital now, and if you have central vision loss, you can’t see your phone or screen,” Mattern said. “The educational part is not just academic–it’s about the student experience that you want to enhance and optimize.”

    Educators, parents, and school staff play a crucial role in fostering inclusive environments–by educating classmates about visual impairments, encouraging empathy, and ensuring that students with central vision loss are supported both academically and socially. With the right accommodations and social-emotional support, these students can thrive in school and build strong connections with their peers.

    “If we can make daily living, hobbies, and education easier and facilitate participation, that’s a win for everybody,” Mattern said.

    For more spotlights on innovative edtech, visit eSN’s Profiles in Innovation hub.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Source link

  • May May Be Over, But Mental Health Challenges on Campus are Far from It

    May May Be Over, But Mental Health Challenges on Campus are Far from It

    Last month, during Mental Health Awareness Month, posters went up on campuses across the country, and social media hashtags trended. Now we’re in June, and the conversation begins to fade—while students’ struggles do not. 

    We cannot afford to relegate mental health to a single month on the calendar. Mental health is essential to student well-being and must be central to the work of educators, advocates, and policy leaders throughout the year.  

    According to the CDC, suicide remains the second leading cause of death among young people aged 10 to 24. A Jed Foundation (JED) study revealed that 3 in 5 learners are struggling with financial insecurity, while 60 percent fear for their future. And among young people with depression, more than 60 percent are not receiving the help they need.

    These statistics are heartbreaking. But they are not just numbers. They are students.

    Today’s college students face immense challenges. This generation is coming of age in a world shaped by instability. They are digital natives – always connected, yet deeply isolated and yearning for authentic human connection. They have survived a pandemic but still live in the shadows of economic uncertainty and climate change. They are struggling not only to pay tuition, but also to meet their most basic needs: food, housing, and, in some cases, childcare. And far too many of our students are now familiar with violence in places once considered safe—places like schools, churches, synagogues, and even grocery stores.

    Our students carry an unprecedented emotional weight. 

    Now adding to that weight are the relentless political assaults on who they are and what they deserve.

    Across the country, we’ve seen books banned, attempts to erase history, programs dismantled, and policies enacted that deny students the right to feel seen, safe, and supported. At a time when mental health support should be expanding, it’s being defunded or discredited. At a time when our students need more understanding, they’re met with suspicion and censorship. 

    Even the fundamental promise of higher education—as a gateway to opportunity—is being recast as suspect or expendable. These attacks strike at the core of belonging, purpose, and possibility. They undermine our efforts to build a society where everyone, all of us, can thrive. 

    It’s no wonder that a Lumina and Gallup poll finds that one in three students are considering leaving their programs due to mental health and emotional stress. When support disappears, so does persistence. No single institution can solve the student mental health crisis alone. It will take all of us working across education, healthcare, philanthropy, government, and community spaces to prioritize mental health.

    On behalf of students, we must confront this crisis with compassion, collaboration, and conviction.

    Three principles can guide our efforts to protect students’ emotional health:

    • Mental health must be a core, not a peripheral, issue. It is central to student success, institutional mission, and employee well-being. It must be considered mission-critical and treated with the same urgency as academic success.
    • Mental health must be holistic, not siloed. It must be embedded in campus life, intersecting with health, academics, and student services. A “whole campus” approach is needed.

    • Mental health must be multifaceted, not solely focused on individual counseling. Addressing the issue requires a systems-level response emphasizing wholeness, wellness, and a sense of belonging. 

      While the federal government is cutting funding for school mental health, states are providing strong leadership. A recent convening by The Jed Foundation (JED), a nonprofit that protects emotional health and prevents suicide for teens and young adults nationwide, and the State Higher Education Executive Officers Association highlighted how states are advancing creative, community-rooted strategies to ensure every student feels seen, safe, and supported.

      For instance, Louisiana embraced generational and culturally responsive outreach, using tools like yoga set to hip hop music and leveraging social media to meet students where they are. They also wove mental health into broader attainment conversations—linking well-being with educational and economic outcomes.

      Montana launched “Thriving Together,” a campus-wide initiative focused on resilience, life skills, and collective care. With limited budget resources, the state partnered with external organizations to fund and deliver services.

      Wyoming has found success in telehealth, particularly in reaching students in rural areas where staff shortages and budget gaps limit access to care.

      We see other practices that can be put in place elsewhere. Colleges can train all campus stakeholders to recognize signs of distress and support mental well-being as a shared responsibility. States and local communities can invest more in the mental health workforce, ensuring enough trained providers are available to meet growing demand. And collectively, we can sustain and evolve the work because mental health requires ongoing adaptation and commitment to stay aligned with changing student needs.

      At Lumina Foundation, we understand that students need more than credentials—they need to feel hopeful about their future. Our new goal that 75 percent of working adults hold a credential of value by 2040 is not just a policy target—it’s a moral commitment. It’s about ensuring every learner not only earns a degree but also has the security, well-being, and civic agency to live a fulfilling life.

      Mental health is central to that vision.

      This isn’t easy work. But supporting students’ mental health is essential and must be done year-round. It is foundational to academic success, human dignity, and the promise of higher education.

      Dr. Michelle Asha Cooper is vice president for public policy at Lumina Foundation.

    Source link

  • Why agentic AI matters now more than ever

    Why agentic AI matters now more than ever

    Key points:

    For years now, the promise of AI in education has centered around efficiency–grading faster, recommending better content, or predicting where a student might struggle.

    But at a moment when learners face disconnection, systems are strained, and expectations for personalization are growing, task automation feels…insufficient.

    What if we started thinking less about what AI can do and more about how it can relate?

    That’s where agentic AI comes in. These systems don’t just answer questions. They recognize emotion, learn from context, and respond in ways that feel more thoughtful than transactional. Less machine, more mentor.

    So, what’s the problem with what we have now?

    It’s not that existing AI tools are bad. They’re just incomplete.

    Here’s where traditional AI systems tend to fall short:

    • NLP fine-tuning
       Improves the form of communication but doesn’t understand intent or depth.
    • Feedback loops
       Built to correct errors, not guide growth.
    • Static knowledge bases
       Easy to search but often outdated or contextually off.
    • Ethics and accessibility policies
       Written down but rarely embedded in daily workflows.
    • Multilingual expansion
       Translates words, not nuance or meaning across cultures.

    These systems might help learners stay afloat. They don’t help them go deeper.

    What would a more intelligent system look like?

    It wouldn’t just deliver facts or correct mistakes. A truly intelligent learning system would:

    • Understand when a student is confused or disengaged
    • Ask guiding questions instead of giving quick answers
    • Retrieve current, relevant knowledge instead of relying on a static script
    • Honor a learner’s pace, background, and context
    • Operate with ethical boundaries and accessibility in mind–not as an add-on, but as a foundation

    In short, it would feel less like a tool and more like a companion. That may sound idealistic, but maybe idealism is what we need.

    The tools that might get us there

    There’s no shortage of frameworks being built right now–some for developers, others for educators and designers. They’re not perfect. But they’re good places to start.

    Framework Type Use
    LangChain Code Modular agent workflows, RAG pipelines
    Auto-GPT Code Task execution with memory and recursion
    CrewAI Code Multi-agent orchestration
    Spade Code Agent messaging and task scheduling
    Zapier + OpenAI No-code Automated workflows with language models
    Flowise AI No-code Visual builder for agent chains
    Power Automate AI Low-code AI in business process automation
    Bubble + OpenAI No-code Build custom web apps with LLMs

    These tools are modular, experimental, and still evolving. But they open a door to building systems that learn and adjust–without needing a PhD in AI to use them.

    A better system starts with a better architecture

    Here’s one way to think about an intelligent system’s structure:

    Learning experience layer

    • Where students interact, ask questions, get feedback
    • Ideally supports multilingual input, emotional cues, and accessible design

    Agentic AI core

    • The “thinking” layer that plans, remembers, retrieves, and reasons
    • Coordinates multiple agents (e.g., retrieval, planning, feedback, sentiment)

    Enterprise systems layer

    • Connects with existing infrastructure: SIS, LMS, content repositories, analytics systems

    This isn’t futuristic. It’s already possible to prototype parts of this model with today’s tools, especially in contained or pilot environments.

    So, what would it actually do for people?

    For students:

    • Offer guidance in moments of uncertainty
    • Help pace learning, not just accelerate it
    • Present relevant content, not just more content

    For teachers:

    • Offer insight into where learners are emotionally and cognitively
    • Surface patterns or blind spots without extra grading load

    For administrators:

    • Enable guardrails around AI behavior
    • Support personalization at scale without losing oversight

    None of this replaces people. It just gives them better support systems.

    Final thoughts: Less control panel, more compass

    There’s something timely about rethinking what we mean by intelligence in our learning systems.

    It’s not just about logic or retrieval speed. It’s about how systems make learners feel–and whether those systems help learners grow, question, and persist.

    Agentic AI is one way to design with those goals in mind. It’s not the only way. But it’s a start.

    And right now, a thoughtful start might be exactly what we need.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • 7 new and engaging virtual field trips

    7 new and engaging virtual field trips

    Key points:

    Virtual field trips have emerged as an engaging resource, offering students immersive experiences and allowing them to explore global landmarks, museums, and natural wonders without leaving their classrooms.​

    Virtual field trips connect students to places that, due to funding, geography, or other logistical challenges, they may not otherwise have a chance to visit or experience.

    These trips promote active engagement, critical thinking, and cater to diverse learning styles. For instance, students can virtually visit the Great Wall of China or delve into the depths of the ocean, fostering a deeper understanding of subjects ranging from history to science.

    If you’re looking for a new virtual field trip to bring to your classroom, here are a few to investigate:

    Giant Panda Cam at the Smithsonian National Zoo: Watch Bao Li and Qing Bao–the two new Giant Pandas at Smithsonian’s National Zoo–as they explore their indoor and outdoor habitats at the David M. Rubenstein Family Giant Panda Habitat. The Giant Panda Cam is live from 7 a.m. to 7 p.m. ET daily. After 7 p.m., the cam feed will switch to a pre-recorded view of the last 12 hours.  

    The Superpower of Story: A Virtual Field Trip to Warner Bros. Studios: Students will go behind the scenes on an exclusive virtual field trip to DC Comics headquarters at Warner Bros. Studios in Burbank, California!.They’ll step into the world of legendary superheroes and blockbuster films, uncovering the secrets of how stories evolve from bold ideas to iconic comics to jaw-dropping live-action spectacles on the big screen. Along the way, they’ll hear from the creative minds who shape the DC Universe and get an insider’s look at the magic that brings their favorite characters to life.

    Mount Vernon: Students can enter different buildings and click on highlighted items or areas for explanations about their significance or what they were used for.

    Arctic Adventures: Polar Bears at Play Virtual Field Trip: Do polar bears play? The LEGO Group’s sustainability team, Polar Bears International, and Discovery Education travel to Churchill Manitoba and the Polar Frontier habitat at the Columbus Zoo and Aquarium in search of polar bears at play. Students will meet polar bears and play experts and uncover how arctic animals use play to learn just like humans, while inspiring students to use their voice to change their planet for the better.

    The Manhattan Project: Join The National WWII Museum for a cross-country virtual expedition to discover the science, sites, and stories of the creation of the atomic bomb. Student reporters examine the revolutionary science of nuclear energy in the Museum’s exhibits and the race to produce an atomic weapon in complete secrecy. 

    The Anne Frank House in VR: Explore the hiding place of Anne Frank and her family in virtual reality using the Anne Frank House VR app. The app provides a very special view into the Secret Annex where Anne Frank and the seven other people hid during WWII. In the VR app, all of the rooms in the Secret Annex are furnished according to how it was when occupied by the group in hiding, between 1942 and 1944. 

    Night Navigators: Build for Bats Virtual Field Trip: Join Discovery Education, the LEGO Group’s Social Responsibility Team, and Bat Conservation International as we travel across Texas and Florida in search of bat habitats. Students will meet play experts as they explore how these nighttime pollinators use play to learn and discover the critical role of bats in protecting farmers’ crops from pests and what we can do to help bats thrive.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Source link

  • Lawsuit challenges Trump ICE raid policy, citing LAUSD activity

    Lawsuit challenges Trump ICE raid policy, citing LAUSD activity

    This audio is auto-generated. Please let us know if you have feedback.

    The Trump administration’s Immigration and Customs Enforcement policy allowing ICE raids on school grounds and other sensitive locations was challenged in a lawsuit filed this week on behalf of an Oregon-based Latinx organization and faith groups from other states. 

    The lawsuit cites ICE activity at two Los Angeles elementary schools last month, as well as parents’ fears of sending their children to school in other locations across the country. 

    “Teachers cited attendance rates have dropped in half and school administrators saw an influx of parents picking their children up from school in the middle of the day after hearing reports that immigration officials were in the area,” said the lawsuit filed April 28 by the Justice Action Center and the Innovation Law Lab. It was filed in the U.S. District Court for the District Court of Oregon’s Eugene Division.

    The two organizations filed on behalf of Oregon’s farmworker union Pineros y Campesinos Unidos del Noroeste, whose members say they are “afraid to send their children to school,” per the draft complaint. The farmworker union’s members, especially those who are mothers, say their livelihood depends on sending their children to school during the day while they work. 

    “They now must choose between facing the risk of immigration detention or staying at home with their children and forfeiting their income,” the lawsuit said. One of the members of the union said her children were “afraid of ICE showing up and separating their family.” 

    The lawsuit challenges a Department of Homeland Security directive, issued one day after President Donald Trump’s inauguration, that undid three decades of DHS policy that prevented ICE from raiding sensitive locations like schools, hospitals and churches. 

    “Criminals will no longer be able to hide in America’s schools and churches to avoid arrest,” a DHS spokesperson said in a January statement on the order. “The Trump Administration will not tie the hands of our brave law enforcement, and instead trusts them to use common sense.”

    When asked for comment on the lawsuit, an ICE spokesperson said the agency does not comment on pending or ongoing litigation. 

    Monday’s lawsuit and others filed against the directive say the change in policy is impacting students’ learning and districts’ ability to carry out their jobs. 

    A lawsuit filed in February by Denver Public Schools said the DHS order “gives federal agents virtually unchecked authority to enforce immigration laws in formerly protected areas, including schools.” It sought a temporary restraining order prohibiting ICE and Customs and Border Protection from enforcing the policy. 

    According to the American Immigration Council, over 4 million U.S. citizen children under 18 years of age lived with at least one undocumented parent as of 2018. A 2010 study cited by the council found that immigration-related parental arrests led to children experiencing at least four adverse behavioral changes in the six months following the incidents.

    Another study cited by the organization, conducted in 2020, found that school districts in communities with a large number of deportations saw worsened educational outcomes for Latino students.

    Source link

  • Presidents’ Alliance challenges “unlawful” SEVIS terminations

    Presidents’ Alliance challenges “unlawful” SEVIS terminations

    Their suit argues that the thousands of terminations, which to date have left more than 1,800 students without valid status, are “unlawful” and came “without warning, individualised explanation and an opportunity to respond”.

    The Presidents’ Alliance on Higher Education and Immigration, which advocates for immigrant and international student rights, and several impacted students from institutions such as MIT and Boston University filed the suit in the District Court for the district of Massachusetts yesterday.

    Not only have students been forced out of housing, jobs or their chosen institution mere weeks away from graduation, but the Trump administration’s crackdown on international students has “undermined’ institutions’ being able to “attract, retain, and effectively serve” students from overseas, the group warned.

    The court is asked to find that the policy is unlawful and unconstitutional, reactivate the SEVIS records of affected students, halt the policy while the case is being fought and “vacate all improper SEVIS terminations”.

    President and CEO of the Presidents’ Alliance, Miriam Feldblum, warned that students would be put off from studying in the US because of the “fear and uncertainty diminishing our global competitiveness and reputation”.

    “The unlawful termination of student records without due process strikes at the heart of higher education’s mission. Colleges and universities drive innovation, research, and workforce growth by fostering global talent – but they can’t do that when students’ futures are derailed without explanation,” she said.

    “These actions deter future students from studying here in the US, and hinder campus administrators from carrying out their work by the arbitrary upending of established regulations and processes.” 

    Meanwhile, Sirine Shebaya, executive Director at the National Immigration Project – which is representing the Presidents’ Alliance – blasted the policy vas “not only lawless… [but] cruel” – marking “yet another manifestation of policies that fly in the face of both legal standards and common decency”.

    These actions deter future students from studying here in the US, and hinder campus administrators from carrying out their work by the arbitrary upending of established regulations and processes
    Miriam Feldblum, Presidents’ Alliance

    While the surge in visa revocations was at first thought to mainly affect students who had expressed pro-Palestinian sympathies, international education stakeholders have been left baffled at a growing number being issued at institutions where no such protests had taken place.

    Some students – including one unnamed Boston University graduate represented in the legal case – are reporting that their visas had been taken away due to minor traffic infractions. Others have been left confused after their visas were revoked despite having no criminal history.

    Yet the State Department continues to back the policy.

    “The Trump administration is focused on protecting our nation and our citizens by upholding the highest standards of national security and public safety through our visa process,” a State Department spokesperson told The PIE News this week.  

    “The Department of State will continue to work closely with the Department of Homeland Security to enforce zero tolerance for aliens in the United States who violate US laws, threaten public safety, or in other situations where warranted.” 

    Source link

  • How AI Challenges Notions of Authorship (opinion)

    How AI Challenges Notions of Authorship (opinion)

    Have you seen the Apple Intelligence writing tools commercial featuring a dim-witted office drone named Warren? Tapping away on his iPhone, he writes a goofy, slangy email to his boss and then has the app transform his prose by selecting “Professional.” The manager reads the resulting concise memo and, stunned at the source, asks himself, “Warren?”

    Warren has a ghostwriter. In fact, we all do.

    I’m hardly alone in thinking AI chat bots such as ChatGPT are a lot like ghostwriting. In an Inside Higher Ed blog post, “ChatGPT: A Different Kind of Ghostwriting,” Ali Lincoln, herself a ghost, finds nothing wrong with using AI to write an outline or even a first draft. After all, she argues, “in both writing and editing, we’ve used some element of AI for many years, such as software that evaluates the readability of a written piece, programs to check writing like Grammarly, and even spell-check and autocorrect.”

    An especially intriguing piece appeared in, of all places, Annals of Surgical Oncology: “A Ghostwriter for the Masses: ChatGPT and the Future of Writing.” The author, a physician, writes mostly positively of the potential uses of ChatGPT to assist in medical and scientific writing.

    Throwing this discussion into sharper relief, there is even Ghostwriter OpenAI ChatGPT, an add-in that embeds ChatGPT directly into Microsoft Office. With Ghostwriter, you simply open Word and have the chat bot on the same screen as your document—a ghost in the machine.

    These arguments and recent AI developments have caught my attention, because throughout most of my academic career I moonlighted as a corporate ghostwriter. I wrote magazine articles on scientific topics for a large technical company, articles that were published under someone else’s name, typically a scientist or engineer whom I interviewed for the piece.

    My favorite moment in that role came when I sat down with a manager who was new to the company to discuss a writing project. She handed me an offprint of an op-ed by the division vice president, accompanied by his photo.

    “Study this,” she said, a bit officiously. “Everything you need to know is in his article.”

    Maybe you see where this is going. Notwithstanding the VP’s smiling face, I’d written every word.

    Ghostwriting can lead to this sort of haziness about authorial authenticity. But is it unethical?

    Certainly, I didn’t think so. I produced what was essentially the voice of the corporation placed in the mouths of its subject matter experts (SMEs) and executives, who were either too busy or incapable of writing the articles. The company hoped readers would contact the SMEs to learn more; they weren’t interested in anyone talking to me. And I was happy to remain in the shadows (yes, with my check).

    I explained as much to students in my professional writing classes, where I focused on the business of writing, pointing out that CEOs are no more likely to write their own op-ed pieces than are U.S. presidents to write their own speeches. But they were nevertheless uneasy with the practice. They couldn’t imagine writing anything without getting a byline, even when I explained the concept of work for hire.

    Ghostwriting is a kind of imposture, presenting to the world writing that is not one’s own. Nevertheless, like the spirits for which it is named, ghostwriting exists in a shadowy realm where things are not what they seem. It inhabits an ethical twilight zone.

    Kathleen Hall Jamieson stated as much in her groundbreaking work, Eloquence in an Electronic Age: The Transformation of Political Speechmaking:

    “When students fail to acknowledge the sources from which their essays are drawn or, worse, when they expropriate the language of another, we righteously cry plagiarism and penalize them; once the student attains the status of senator, congressperson, or president, the rules change. Feigning authorship of another’s thoughts and words is then not only expected but publicly funded.”

    When Jamieson wrote those words, in 1988, she could not have foreseen how ChatGPT would make ghostwriting available to everyone, not just politicians and celebrities, making questions about its ethicality even more pressing.

    I plugged into Ghostwriter OpenAI ChatGPT and asked it to expound briefly on the ethicality of ghosting:

    “Ghostwriting is a contentious practice within the realm of ethics. On one hand, proponents argue that it is a legitimate form of collaboration, where the writer’s expertise brings another individual’s ideas to life. It allows busy or less skilled individuals to share their knowledge and experiences through the written word. However, critics argue that ghostwriting undermines authenticity and intellectual integrity.”

    This isn’t exactly an incisive analysis of the topic, but it’s not a bad start. Yes, ghostwriting is ethically contentious. However, and this is a crucial point, it allows “less skilled individuals to share their knowledge and experiences through the written word.”

    Of course, the person who turns to AI for these answers may not do any deep thinking about the topic—or any thinking, at all. And this is what we ask of writing, especially in the academic setting, that it serve as a way to wrestle with ideas and arguments, to write our way toward conclusions. Further, this is why the answer to the question “May students use ChatGPT to write essays?” must be a hard no.

    Still, we have to face the question of ghostwriting’s ethicality in other instances. When is it allowable? I think for practical, workaday writing chores, AI technology has already won out.

    When I began teaching professional writing some 40 years ago, I included instruction on putting together an effective memo. I did something similar in numerous training sessions I conducted for corporations. Today, with AI ghosts haunting every classroom and office, this sort of coaching would be like teaching a driver how to read a road map.

    Universities have long privileged writing, introducing students to the academic enterprise in freshman composition classes and making writing central to innumerable courses. Now, the primacy of writing skills is being challenged by the ghosts of AI. And not just for students: I cannot point to any data; however, my experience with colleagues suggests that faculty are using ChatGPT and other AI applications to assist in their writing. A draft journal article I reviewed recently included text stating the authors used ChatGPT to edit their manuscript.

    Kathleen Jamieson argued that the rules for authorial authenticity change when people become elected officials. Now they change when we have access to the internet.

    Ghosts are everywhere.

    Patrick M. Scanlon is a professor emeritus in the School of Communication at Rochester Institute of Technology.

    Source link

  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

    Latest posts by eSchool Media Contributors (see all)

    Source link