Tag: Importance

  • We need to recognise the importance of maintenance too

    We need to recognise the importance of maintenance too

    The most obvious way that a university expresses what it values is what it chooses to pay for.

    At an institution level this might be about which kinds of jobs in which kinds of areas are funded. At a more personal level value is made clear by how people get in and get on in an institution.

    Promotion

    In reviewing promotion criteria of a number of universities, where it is not behind a login of some kind, one theme comes out time and time again. Promotion isn’t solely based on being consistently good at one thing. Promotion is about being able to be good at lots of things at once.

    Whether this is the hope that academics can be good researchers, teachers, and administrators all at once. The desire to find managers that can manage people as well as projects. And the forever quest for professional services that have innovative approaches of some kind.

    It isn’t fair to single out specific institutions as this is a sector wide phenomena but consider some of the language in the follow promotion criteria:

    • For a Grade 7 Assistant Professor “Evidence will be required of the ability to innovate and plan, and to execute plans competently”
    • For a Grade 9 lecturer role “Contributes to the planning, design and development of objectives and material, identifying areas for improvement and innovation.”
    • For a Grade 6 professional services role “You are involved in decisions that have an ongoing impact beyond your immediate team”
    • The job evaluation criteria for professional service staff “Will the role holder play an active part of any networks (connecting regularly with groups outside their team)? If so, please outline what these networks are, whether the role holder would be expected to establish the network, and the input they are expected to have”

    The thread between these criteria is the implication that doing a defined job to an agreed standard isn’t enough. Promotions, particularly to high grades, depend on creating new practices, integrating with other teams, and making an impact beyond the confines of a role. It is the things which aren’t in the job description, because the nature of innovation means they cannot be, that are as valuable as the actual job description.

    Innovation may be the goal but it comes at a cost.

    Consistency

    Every promotion criteria is a choice on what an institution values. The consistent message is that value is not purely about executing a single role consistently well. The choice that many universities have made is that there is value in working vertically, developing new practice within a role, and working horizontally, developing and sharing expertise across teams and departments.

    This choice means that there is less emphasis on maintenance and delivery. The slow grind of keeping the place running and doing a set of discreet things well over and over again.

    The result of this choice is that roles where there is less autonomy may be at a disadvantage. This is not to say there is not a role for innovation in all jobs but that innovation is structurally easier in some jobs than others. Take for example the jobs which are purely focussed on creating and interpreting new knowledge. In a previous role as a senior policy advisor I had great latitude to pursue institutional projects, look into problems and suggest new ways of working, and as a bonus my boss was the Vice Chancellor. It would have been an enormous failure of mine to have not been innovative.

    Conversely, the people our institutions rely on that work on the reception desks, maintain buildings, clean the offices, and do the things that actually make the entire place stay open clearly have less freedom to innovate in their work. They are managed on their ability to deliver a distinct service but promotion is often dependent on being able to move beyond maintaining performance. There therefore opens a gap in the possibility of getting promoted between those who work primarily in maintaining the institution and those who think about what the institution might do. This does not seem like an ideal incentive for institutions that rely on lots of people turning up, doing a defined role well, and being motivated to do so.

    Innovation for the sake of it

    The underpinning assumption is that innovation for its own sake is a good thing. There is even a league table for the most innovative universities in the world.

    This is because the university bureaucracy demands feeding with new ideas. It is a more machine. It needs more papers, more ideas, more meetings, more service innovation, more approaches, more evaluation, and ultimately more with less. The current more is innovating in service delivery with less resource to do it. It is rare to see a university with few ideas. It is much more common to see an institution with too few people to deliver them.

    The prizing of the new is tempting because it’s interesting but it’s a tool for a limited set of purposes. Innovation is the tool through which new ideas, services, processes, and products can emerge. Maintenance, the kind of reusing, fixing, and keeping things consistent, is the tool to ensure the good keeps going. They both have their place but one is not more inherently valuable than the other.

    In their influential essay on the topic Andrew Russell and Lee Vinsel write that:

    Entire societies have come to talk about innovation as if it were an inherently desirable value, like love, fraternity, courage, beauty, dignity, or responsibility. Innovation-speak worships at the altar of change, but it rarely asks who benefits, to what end? A focus on maintenance provides opportunities to ask questions about what we really want out of technologies. What do we really care about? What kind of society do we want to live in? Will this help get us there?

    To believe entirely in innovation as an unalloyed good is to fundamentally believe that newness is better. It is by extension a surrender of agency to say the promise of the future is better than the material of the present. Once the innovation happens more maintenance is needed. Once innovation overtakes maintenance, leaving no capacity to keep the new thing working,  the realm of innovation for innovation sake is entered.

    However, the alternative is not to go entirely the other way and focus on consolidation. As Russell and Vinsel point out in their own country

    What a shame it would be if American society matured to the point where the shallowness of the innovation concept became clear, but the most prominent response was an equally superficial fascination with golf balls, refrigerators, and remote controls.

    It is a question of balance and in a multi-layered bureaucracy like a university it requires balance across numerous domains.

    At a human level, there should be clear progression pathways for people that want to be experts and keeping things going. The reward does not have to be management responsibility (why make people who are good at delivering do less delivery?) but recognition of their domain specialisms.

    Culturally, it is about language that reflects the shared contribution of skills toward a common goal. And institutionally, it is a question of how maintenance becomes a key strategy component, and is therefore recognised. For example, the extent to which sustainability strategies are built on innovative idea vs the extent to which they are about keeping the old going.

    Our institutions depend on the people that literally keep the lights on, the machines working, and the services delivered. Let’s let the maintainers maintain and reward them for doing so. Let’s also keep innovating, maybe just not on everything all of the time.

    Source link

  • The importance of Ukraine to the world

    The importance of Ukraine to the world

    A radical violation of international law

    Daniel Warner: Since the end of World War Two in 1945, the relations between countries have been more or less governed by certain norms. The United Nations and international law have been the foundations for over 70 years of relative peace. While there have been small outbreaks of violence, there have been no major violent confrontations. The Cold War was not a hot war.

    The Russian attacks on Ukraine violate numerous parts of that established order. While the Russian president claims that Ukraine is not a real state and is part of Russia, Ukraine, since the end of the Soviet Union in 1991, is a country recognized by the international community. A country bombing another country is a radical violation of international law.

    How to respond? While the government of Ukraine will attempt to respond militarily, other countries will try to impose sanctions on Russia in order to stop the fighting while not engaging in a major conflict.

    The implications around the world will vary. But the most damaging implication for everyone will be the lack of respect for international norms that have been the bedrock of peace for over 70 years.

    Inconsistent champions of international norms

    Alistair Lyon: Putin’s invasion of Ukraine is an unconscionable violation of international law, the integrity of national borders and any respect for the rules of the United Nations, where Russia sits as a veto-wielding member of the Security Council.

    Anglo-Saxon outrage at the Russian leader’s use of military power would carry more weight if the United States and Britain had themselves proved consistent champions of international norms since the Cold War ended with the collapse of the Soviet Union in 1991.

    The U.S.-British invasion of Iraq in 2003 punched a huge hole in the post-Cold War security system. The war, launched on spurious grounds and without U.N. authorisation, was opposed not only by Russia and China, but also by France and other NATO allies such as Germany.

    The assault on Ukraine might seem more shocking to some because it threatens peace in Europe, but the Iraqi debacle helped destabilise the Middle East, spurred Islamic militancy and crippled U.S. influence in the region, leaving a vacuum filled by others, including Turkey, Iran and Russia.

    The commitment of the United States to international law also came into question when former President Donald Trump endorsed Israel’s 1981 annexation of Syria’s Golan Heights and recognised Jerusalem as the Jewish state’s capital, including the city’s occupied eastern sector, which Palestinians see as their future capital. President Joe Biden has not reversed those moves.

    A fear of democracy

    Julian Nundy: What if the reason for invading Ukraine was nothing to do with NATO after all? What if it was just a fear that the functioning democracy that has developed in Russia’s southwestern neighbor could be contagious?

    Amid all the media attention given to Moscow’s calls for NATO to renounce any idea of admitting Ukraine into the western military alliance, there have been commentaries, stirring less debate, that it is President Vladimir Putin’s obsession with “color” revolutions in former Soviet republics — especially the 2004 Orange Revolution in Ukraine that led to a re-run of a presidential election and the final inauguration of a westward-looking government — that prompted his decision to use force to bring Ukraine into line.

    “On the whole, strategic stability is maintained … NATO forces are not building up, and they are not showing threatening activity,” wrote one commentator at the end of January. And not just any commentator. It was retired Colonel General Leonid Ivashov, chairman of the All-Russian Officers’ Assembly, who as a serving general occupied several of the most senior command posts in the Soviet and Russian armies.

    The statement was given prominent coverage on Ekho Moskvy (Moscow Echo) radio, which is owned by the Gazprom gas giant’s media arm, suggesting that Putin had less than total backing for his policy in very high places. Ivashov said Putin threatened to make “Russians and Ukrainians mortal enemies” and turn Russia “into a pariah of the world community.”

    If the invasion really was motivated by a fear of democracy, then Russia itself — where there are now reported to be more political prisoners than in the Soviet Union 40 years ago and where free speech and other rights are being reined in on a regular basis — can expect yet more erosion of basic freedoms. And if Putin succeeds in bringing Ukraine under control, who will be next? The former communist states of eastern Europe, most probably, and then, perhaps, the rest of Europe.

    Climate change will go on the back burner.

    Helen Womack: Quite apart from the suffering of Ukraine, this war may go well beyond its borders. If Putin attacks the Baltic States or Poland, NATO will be obliged to come in militarily.

    NATO member Hungary, which under Prime Minister Viktor Orbán has in the past sought friendly relations with Putin, will be forced to make clear where it really stands.

    War between Russia and NATO would amount to a third world war, and let us not forget that Russia has nuclear weapons. But Putin is NOT Russia, and his war is not likely to be popular with ordinary Russians. The only hope is that internal opposition will grow.

    Ultimately, this war will bring Putin down but at what cost? The world has better things to be thinking about than war, but again climate change will go on the back burner while we focus on this.

    Ukraine does matter.

    Alex Nicoll: Does Ukraine matter to the wider world? Well, if armed gangsters took over your neighbour’s house, what would you do?

    Would you, like Donald Trump, say “genius move,” shrug your shoulders and go back to your golf game? Or might you think that your house, and your friends’ houses, could be next?

    This is the situation facing all western governments today as they watch the invasion of a democratic European country. We live in a sophisticated, digitised world. But we can see plainly that our comforts can be undone by old-style tanks, missiles and bombs. The atrocities of war have not been consigned to history.

    If you are American, your reaction might be that this is happening a long way away, so why should I care? Someone else’s problem! But remember that the United States too was attacked in 1941 and 2001, resulting each time in American involvement in long global conflicts and the loss of many American lives. Because of past traumas, the U.S. is party to numerous alliances, agreements and friendships. These benefit Americans just as much as other people around the world. Thanks to strong alliances, a third world war has been averted.

    So far. It is for mutual self-preservation — leaving aside moral outrage at Russia’s attack on Ukraine — that Western countries now need to unite to starve Putin of money and support, so that the venture in Ukraine fails and global conflict is averted. It does matter.

    None of this bodes well economically.

    Bryson Hull: The conflict in Ukraine is already raising energy prices and that in turn will make climate change policies, which entail higher costs or wholesale energy system changes such as eliminating oil and natural gas, less palatable to voters. Politicians will correspondingly find it less attractive to support aggressive steps to mitigate climate risks until energy prices trend lower.

    The realities of war in Ukraine and the global economic spillover will necessarily put more aggressive carbon-zero efforts to the wayside because of cost concerns. The tradeoff there is that practical, achievable energy and climate policies will fall back into vogue with politicians — who fear high energy costs as the election risk they are — instead of activist/pressure group-driven policies like those that are faring disastrously in the UK and Europe. Good sense and appropriate urgency may now be able to coexist in the sphere of energy prices versus climate ambitions.

    There are already about 20 U.S. liquified natural gas cargoes diverted to Europe from Asia on a pure arbitrage market play because of Ukraine. Already they’re running up against offloading capacity issues. High crude prices fund the war, and you can already see the Biden Administration greens doing everything they can to avoid the U.S. stepping into the gas supply breach with Democratic Senators urging a liquefied natural gas export ban.

    With the highest inflation in 40 years and gasoline (petrol) back at seven-year highs, none of this bodes well economically unless Biden goes Keynesian and cranks up the war machine.

    Europe needs Russian gas.

    Jeremy Lovell: Putin has very openly been using energy as an economic and political lever on Europe for some time. I reckon Europe needs Russian gas on balance rather more than Russia needs Europe’s gas market. It has VAST resources of untapped gas such as the Shtokman field and can always supply elsewhere given time. China is a good option there.

    But both Putin and Xi appear to have megalomaniac tendencies — although one is rather more thuggish than the other, at least on the surface — and an alliance between the two might be a bit fragile in much more than the immediate term.

    Given that the Ukraine venture seems rather unlikely to have been a spur-of-the-moment thing, I assume Putin calculates Europe will fold quietly in a relatively short time, giving him carte blanche to act at will and isolating the U.S. even further.

    The Brits may crow about the fact the UK does not import much if any Russian gas. But gas is a pure commodity. Supplies of floating liquefied natural gas (LNG) frequently change destination several times on any given voyage. So if Russia fiddles with gas supplies — or Ukraine taps off even more than it usually does — then Qatari LNG heading for South Wales or London will simply divert to Belgium or France, and the UK, which has minuscule storage facilities, will be left hanging.

    No legal standing

    Robert Holloway: Putin’s legal justification for the invasion is very flimsy, to say the least. He said he acted “in accordance with Article 51 of the United Nations Charter” after two provinces in eastern Ukraine sought Russia’s help.

    The UN Charter recognises the right of a member state to self-defence in case of armed attack. Even allowing Putin’s breath-taking claim that Ukraine was the aggressor, the breakaway provinces are not UN member states and have no legal standing under the Charter. And Russia, which is a member, is not under attack.

    The Charter goes on to say that an attack on a member state must be reported to the UN Security Council so it can take measures to maintain international peace and security.

    But even if Ukraine reports the invasion to the UN, Russia is one of the five permanent members of the Security Council with the power to veto any of its decisions.

    A carnivore among herbivores

    Tom Heneghan: Before leaving Paris last week, I heard the French philosopher Luc Ferry say on French radio: “Putin is a carnivore in a world of herbivores.” That goes to the heart of what is happening now. Since the fall of the Soviet Union, it seemed that most countries were playing by the post-World War Two rules that say borders are inviolable and problems between countries should be solved peacefully. That has not always been the case, of course, but all knew the rules and mostly kept by them. The speech by the Kenyan ambassador to the U.N. the other day was a good example of that.

    Biden keeps on saying we will not send U.S. troops to Ukraine, and that’s both a recognition of reality in U.S. politics and admission that Russia should not be unduly provoked. But the U.S. has been willing to send U.S. troops to a lot of countries in recent decades, like Kuwait, Iraq, former Yugoslavia and Afghanistan. They were smaller and the wars were theoretically winnable. The wars did not always turn out as planned. Both the U.S. and its adversaries in those countries were carnivores — think Saddam Hussain or Slobodan Milosovic — but the forces were unequal and politics messy.

    Russia has been a carnivore in recent years — Georgia, Crimea, in a lesser way Belarus — and continues now. NATO now shows admirable resolve in standing up for the rules-based world order. But how long will that last? Putin is thinking of history and ready to play a long game here. The West — for lack of a better term — has to adjust to the long term too. This doesn’t mean the West has to become a carnivore as well, but it has to think far more strategically about Russia than it has so far. Ukraine is bigger and more central than those smaller wars. That Putin opted for a full invasion rather than more green-man salami tactics tells us that his goal is to turn the clock back to bloc-style divisions.

    A lot of commentators have been saying this crisis is like the Cuban Missile Crisis of 1962, and in many ways that’s true. But I think another important comparison is with the 1948 Berlin Blockade, when the USSR blocked Allied rights to ship goods through East Germany to West Berlin. The Cuban Missile Crisis was a perilous standoff that ended quickly. The Berlin Blockade lasted about a year and a half and required sustained Allied solidarity and the famous airlift to West Berlin. We’re going to need that kind of sustained solidarity to ensure we can hold the line on the rules-based world order.

    One of the elements in any sustained strategy is weeding the Russian oligarchs out of the Western economic system. Suspending Nordstream 2 was a good start. How about stopping all the money laundering the oligarchs get away with in Western countries? All the property they’ve bought up in London, New York and elsewhere to squirrel their money abroad? And what about their relatives, like the children who get to study in the best universities we have? Part of Putin’s power lies in the way he has allowed oligarchs make money as long as they do not play politics and contribute to soft-power causes he likes, such as the “Russkii Mir” (Russian World) projects promoting Russian culture and the massive church-building of the Russian Orthodox Church? These non-governmental organizations are not non-political.

    A carnivore among herbivores. Not all carnivores have won against smart herbivores, but Moscow has a far more crafty carnivore in power this time around. We need sustained solidarity now to deal with this challenge, probably more than we seem to be capable of these days. Let’s hope we can do it.

    A major blow to Pax Americana

    Jim Wolf: Russia’s armed thrust into Ukraine marks a major blow to the so-called Pax Americana, the state of relative peace since the end of World War Two. That’s when the United States became the world’s top economic and military power.

    The land, air and sea attack on an increasingly pro-Western Ukraine supercharges a Great Power rivalry as U.S. clout has been slipping and China-Russia solidarity is growing.

    The old Soviet Union dissolved in 1991 after a 40-year “Cold War” with the U.S. — a geopolitical struggle that also dominated the world view of both powers’ respective allies and blocs. With the Soviet Union’s collapse, its 15 former Communist-controlled republics gained independence, leaving the U.S. the sole remaining superpower.

    Russian leader Vladimir Putin has called that fall “the greatest geopolitical catastrophe” of a 20th century that was also wracked by two world wars. In launching the biggest attack by one state against another since the end of World War Two, Putin said he was protecting Russian citizens among others subjected to “genocide” in Ukraine, which has infuriated Moscow by aiming to join the U.S-led NATO military alliance.

    Putin warned against outside interference, saying Russia is “a powerful nuclear state.

    Off the Earth, for the Earth

    Tira Shubart: At the moment onboard the International Space Station is a crew of seven: two Russians, four Americans and a German. Other than the German and one American – who is a doctor – they are bred and trained in the military.

    The crew all speak English and Russian.

    In fact, one of the Americans, Kayla Barron, is a Submarine Warfare officer. The doctor has been working with Russians — and on joint missions with the Russians since 1997. His Russian is particularly good.

    The United States and Russia — NASA and Roscosmos — were in the process of negotiating more crew exchanges. And at the moment there are three Russian cosmonauts — who are certainly military as all cosmonauts are — training at the Johnson Space Center in Houston.

    Finally, on March 30, one of the Americans, Mark Vande Hei — also a professor at West Point — will be landing in Kazakhstan with the two Russians. Traditionally, a NASA team flies in through Russia and joins their recovery team, then bounces back through Russia to the United States. It will be interesting to see what happens.

    Twitter posts today from the international space community were saddened and alarmed by the Ukraine crisis but agreed that solidarity in space, which one called “the pinnacle of human cooperation” would not be threatened. After all, the U.S. Astronauts and the Russian Cosmonauts of the Cold War era held each other in high regard and the crew members onboard “have trained together for years and are personal friends.”

    There is a club of Space Explorers which are all the astronauts and cosmonauts who have flown. They say they simply regard themselves as earthlings after looking down and seeing no borders on our planet. But surely the ISS motto of “Off the Earth, For the Earth” will be in their minds now.

    Embers of dead empires

    Jeremy Solomons: An immediate African perspective on the Ukraine invasion was shared by Kenyan U.N. Ambassador Martin Kimani, who used a speech at the UN Security Council on Tuesday to warn Russia to respect its border with Ukraine, using Africa’s colonial past to highlight the dangers of stoking the “embers of dead empires.”

    More controversially, he went on to say: “At independence, had we chosen to pursue states on the basis of ethnic, racial or religious homogeneity, we would still be waging bloody wars these many decades later. Instead, we agreed that we would settle for the borders that we inherited. But we would still pursue continental political, economic and legal integration. Rather than form nations that looked ever backwards into history with a dangerous nostalgia, we chose to look forward to a greatness none of our many nations and peoples had ever known … not because our borders satisfied us, but because we wanted something greater, forged in peace.”

    For some commentators, who are concerned about neo-colonialism on the African continent, this invoked the somewhat cynical conclusion of the late Tanzanian leader, Julius Nyerere, who said: “You multiply national anthems, national flags and national passports, seats at the UN and individuals entitled to 21 guns salute, not to speak of a host of ministers, prime ministers and envoys, you have a whole army of powerful people with vested interests in keeping Africa balkanised.”

    Floods, COVID-19, Ukraine

    Robert Hart: Obviously the UK government, as a committed member of NATO and a devoted ally of the United States, has joined the international clamour denouncing Russia’s attack.

    Prime Minister Boris Johnson has labelled the Russian offensive as “a tidal wave of violence” and declared that a “massive package” of sanctions will be introduced against Moscow.

    No doubt many young UK graduates and university students will see the Russian attack with alarm and deep concern about where this will all lead and how it may affect their future. But many others, young and older, will be reaching for an atlas to check where Ukraine is and wondering how much this matters.

    The UK itself has just come through a period of three consecutive typhoon strength storms which have caused major damage and severe flooding in many parts and given millions of people, young and old, plenty to worry about in their own lives.

    And those who follow national politics at all will have been hooked by the still ongoing saga of the prime minister’s involvement in a string of illicit drinks parties held in No.10 Downing Street during the peak months of COVID-19 lockdown. Smart young people don’t have to be super-cynical to see how the floods and now the Ukraine drama could divert public attention from Boris Johnson’s role in the lockdown parties scandal.

    Russian nuclear missiles feel very close to home.

    Tiziana Barghini: News of Russia’s invasion of Ukraine is an awful awakening. Putin has shown total disdain for international borders, agreements and customs. I wonder what his real motivations are – a way to build domestic consensus? I do not understand who is benefitting from this.

    This morning at a bakery in Milan, someone attached a sign – “Putin = Hitler”. World War Two — a story often told by my parents and grandparents. I feel relieved that I am burying my Mom today. My parents are not here anymore to see the world going on that path again. They were sincerely convinced that wars were something of the past.

    I feel thrown back into the Cold War years. Russian nuclear missiles feel very close to home in Milan and even closer to Germany, where my son lives. First the pandemic and now the war. I can’t believe we are really living this.


     

    Questions to consider:

    1. What reasons did Russian President Vladimir Putin give for invading Ukraine?
    2. How has the West and its allies reacted to the Russian aggression?
    3. Does the conflict in Ukraine matter to you, and if so, why?


     

    Source link

  • The importance of consequential feedback

    The importance of consequential feedback

    Imagine this: a business student managing a virtual company makes a poor decision, leading to a simulated bankruptcy. Across campus, a medical student adjusts a treatment in a patient simulation and observes improvements in the virtual patient’s condition.

    When students practice in a simulated real-world environment they have access to a rich set of feedback information, including consequential feedback. Consequential feedback provides vital information about the consequences of students’ actions and decisions. Typically, though, in the perennial NSS-driven hand-wringing about improving feedback in higher education, we are thinking only about evaluative feedback information – when educators or peers critique students’ work and suggest improvements.

    There’s no doubt evaluative feedback, especially corrective feedback, is important. But if we’re only talking about evaluative feedback, we are missing whole swathes of invaluable feedback information crucial to preparing graduates for professional roles.

    In a recently published, open access paper in Assessment and Evaluation in Higher Education, we make the case for educators to design for and support students in noticing, interpreting and learning from consequential feedback information.

    What’s consequential feedback?

    Consequential feedback involves noticing the connection between actions and their outcomes (consequences). For example, if we touch a hot stove, we get burned. In this example, noticing the burn is both immediate and obvious. Connecting it to the action of touching the stove is also easy – little interpretation needs to be made. However, there are many cause-effect (action-consequence) sequences embedded in professional practice that are not so easy to connect. Students may need help in noticing the linkages, interpreting them and making corrections to their actions to lead to better consequences in the future.

    For instance, the business student above might decide on a pricing strategy and observe its effect on market share. The simulation speeds up time so students can observe the effects of price change on sales and market share. In real life, observing the consequences of a pricing change might take weeks or months. Through the simulation, learners can experiment with different pricing strategies, making different assumptions about the market, and observing the effects, to build their understanding of how these two variables are linked under different conditions. Critically, they learn the importance of this linkage so they can monitor in the messier, delayed real life situations they might face as a marketing professional.

    Consequential feedback isn’t just theoretical. It is already making an impact in diverse educational fields such as healthcare, business, mathematics and the arts. But the disparate literature we reviewed almost never names this information as consequential feedback. To improve feedback in higher education, we need to be able to talk to educators and students explicitly about this rich font of feedback information. We need a language for it so we can explore how it is distinct from and complementary to evaluative feedback. Naming it allows us to deliberately practice different ways of enhancing it and build evidence about how to teach students to use it well.

    Why does it matter?

    Attending to consequential feedback shifts the focus from external judgments of quality to an internalised understanding of cause and effect. It enables students to experience the results of their decisions and use these insights to refine their practice. Thus, it forms the grist for reflective thinking and a host of twenty-first century skills needed to solve the world’s most pressing problems.

    In “real-life” after university, graduates are unlikely to have a mentor or teacher standing over them offering the kind of evaluative feedback that dominates discussion of feedback in higher education. Instead, they need to be able to learn independently from the consequential feedback readily available in the workplace and beyond. Drawing on consequential feedback information, professionals can continuously learn and adapt their practice to changing contexts. Thus, educators need to design opportunities that simulate professional practices, paying explicit attention to helping students learn from the consequential feedback afforded by these instructional designs.

    How can educators harness it?

    While consequential feedback is powerful, capitalising on it during higher education requires careful design. Here are some strategies for educators to try in their practice:

    Use simulations, role-plays, and projects: Simulations provide a controlled environment where students can explore the outcomes of their actions. For example, in a healthcare setting, students might use patient mannequins or virtual reality tools to practice diagnostic and treatment skills. In a human resources course, students might engage in mediation role plays. In an engineering course, students could design and test products like model bridges or rockets.

    Design for realism: Whenever possible, feedback opportunities should replicate real-world conditions. For instance, a law student participating in a moot court can see how their arguments hold up under cross-examination or a comedy student can see how a real audience responds to their show.

    Encourage reflection: Consequential feedback is most effective when paired with reflection. Educators can prompt students to consider questions such as: What did you do? Why? What happened when you did x? Was y what you expected or wanted? How do these results compare to professional standards? Why did you get that result? What could you change to get the results you want?

    Pair with evaluative feedback: Students may see that they didn’t get the result they wanted but not know how to correct their actions. Consequential feedback doesn’t replace evaluative feedback; it complements it. For example, after a business simulation, an instructor might provide additional guidance on interpreting KPIs or suggest strategies for improvement. This pairing helps students connect outcomes with actionable next steps.

    Shifting the frame

    Focusing on consequential feedback represents a shift in how we think about assessment, feedback, and learning itself. By designing learning experiences that allow students to act and observe the natural outcomes of their actions, we create opportunities for deeper, more meaningful engagement in the learning process. As students study the impact of their actions, they learn to take responsibility for their choices. This approach fosters the problem-solving, adaptability, independence, and professional and social responsibility they’ll need throughout their lives.

    A key question educators should be asking is: how can I help students recognise and learn from the outcomes of their actions? The answer lies in designing for and highlighting consequential feedback.

    Source link

  • The Importance of Discussion in American History

    The Importance of Discussion in American History

    Reading Time: 3 minutes

    Psychologists call it choice paralysis. For me, it’s more like choice defeat. When confronted with too many options, I shut down. I still remember the first time this happened. I went to the mall for some new clothes (it was the ’90s and there was no internet). Almost immediately, my entire emotional world seemed to collapse. I was overwhelmed and had to leave. So, I drove home in my awesome Subaru Justy (I had a white one!)

    The choices are endless

    Fast forward 30 years, and the same thing happens to me when I’m selecting textbooks and primary sources for my United States history survey. There are so many amazing history textbooks. Each one has so much information with many broad points, specific examples, charts, maps, and student learning outcomes.

    Then, there’s the availability of primary sources, with millions upon millions of available documents. I’m thankful for resources like, Chronicling America and books.google.com, but still struggle. I feel awash in a sea of too many options.

    Major Problems in American History takes a different approach

    Major Problems in American History, Volume I

    I approached our new edition of “Major Problems in American History, Volume I and Volume II” to help educators like me. Instead of offering more content, I tried to offer better direction. I hoped that reading this text would be less like going to the mall for new apparel and more like receiving a curated clothing box. This new fifth edition of “Major Problems in American History” offers clear direction for students in various ways.

    Chapter structure

    Each chapter begins with succinct introductions (two–four pages) that invite students to explore the major themes and issues of a historical era. A timeline with about 10 key moments follows. Together, the short introduction and timeline don’t overwhelm the reader, but rather invite them to engage with the text. This quickly sets the stage for the primary sources later to come.

    Selection of primary sources

    The primary sources revolve around one or two central problems from each era. For example, the chapter on so-called “Jacksonian Democracy” asks: why did some Americans revere Andrew Jackson while others despised him? This fundamental issue, or “major problem,” determines which sources I included and how I ask students to approach them. By looking at sources related to the Indian Removal Act and its consequences, debates about state nullification of federal laws, and every high school teacher’s beloved Bank War, instructors can analyze with a purpose.

    Major Problems in American History, Volume II cover image
    Major Problems in American History, Volume II

    The purpose of secondary sources

    The primary sources and the major problem they address then take center stage in secondary sources where historians offer differing perspectives on the fundamental issue students are analyzing. Students follow how professional historians have dealt with the main problem, what sources they examine, and how they make meaning of the sources. In this way, the historical scholarship becomes a teaching tool. Secondary sources help teach students differing approaches to analysis.

    In the chapter on early English colonizing of North America, historians and source authors, Rachel Herrman and Rachel Winchcombe examine the “starving time” of Jamestown. Herrman looks at reports from this time to understand how the English continued to market colonization as reports of scarcity – and even cannibalism – became widespread. Winchcombe uses archeological evidence and even bone analysis to uncover what the people of Jamestown actually ate to understand how this experience of colonization influenced approaches to dietary behaviors. As students read the primary and secondary sources, they can reflect upon the major problem framed in each chapter, and hopefully embrace the complexities of the past and begin the challenging process of drawing their own conclusions about it.

    This edition of “Major Problems in American History” is for the instructors and students who want to maximize their time interpreting, discussing, and sinking their teeth into fundamental issues from the past. The goal is to avoid overwhelming amounts of content and data, and instead let students wrestle with issues from the past, many of which continue to impact people today.

     

    Written by Edward J. Blum, Professor of history at San Diego State University and co-author of “Major Problems in American History, Volume I and Volume II,” 5e

     

    Interested in learning more about “Major Problems in American History” by Edward J. Blum, Elizabeth Cobbs and Vanessa Walker? Check out Volume I and Volume II for your history course, coming later this spring, 2025, and browse other history titles on our discipline page. 

    Source link

  • The Importance of Teacher Training in Education Technology

    The Importance of Teacher Training in Education Technology

    education-technology-childhood-early-parents

    Technology is an essential aspect of teaching and learning, and the integration of technology into early childhood education classrooms is reshaping childcare. And while many of today’s early childhood teachers are comfortable with technology, many are nervous to learn something new or do things differently.

    That’s where teacher training can help. Let’s take a look at why your childcare center’s teachers must be trained to take advantage of education technology! 

    Enhancing communication with parents

    The average smartphone owner uses 10 apps per day and 30 apps each month, according to the app company Builtfire. That number is even higher for millennials, the largest group of today’s parents. Almost a quarter of this age group open an app more than 50 times a day!

    These parents expect real-time updates about what their child is doing in your daycare. Your teachers must be trained to send photos, videos, and notes throughout the day to keep families happy. Choose an app with family engagement capabilities that is easy to use and part of an all-in-one childcare software solution. Then sharing updates won’t require much training so your teachers can spend their time learning about other ways to use technology.

    Plus, this transparency creates a supportive learning environment!

    Access to a wealth of resources

    If your teachers are not trained to use education technology, they will miss out on access to educational content from around the world and children will not reap the benefits either. 

    A study by the American Academy of Pediatrics found there is “emerging evidence to suggest that interactive apps may be useful and accessible tools for supporting early academic development.” Your teachers must be trained to take advantage of these apps, while understanding that screen time must be limited.

    Online libraries, databases, and educational websites provide information on virtually any topic, allowing teachers to supplement their curriculum with up-to-date materials. This accessibility ensures that both teachers and young learners can expand their knowledge beyond traditional textbooks.

    Education technology saves time

    The 2024 Child Care Management Software Industry Trends Report from Procare Solutions found that about 30% of survey respondents said each teacher spends between three and five hours a week doing lesson planning, and a similar percentage noted their centers create their own curriculum.

    So, beyond direct instruction, technology can significantly reduce the time teachers spend on these types of tasks, and on assessments and other paperwork. Childcare management software can streamline time-intensive processes, giving teachers more time to focus on what truly matters — the children in their care. 

    A strong digital curriculum that’s easy to use supports your teachers by handling lesson planning that takes time away from children. When childcare centers equip teachers with state-of-the-art online curriculum at their fingertips, teachers and young learners reap the benefits of education technology.

    How to encourage your teachers to embrace education technology

    To maximize the benefits of technology, ongoing professional development is essential. Employee retention rates rise by 30-50% when companies prioritize staff learning!

    Workshops, webinars and websites that offer professional development and credentials can help teachers stay abreast of the latest technological advancements. 

    By investing in continuous training, your childcare center can ensure that teachers are confident and competent in integrating technology into their classrooms.


    To learn more, visit www.procaresolutions.com


    Source link