Tag: RealWorld

  • You can’t eliminate real-world violence by suing over online speech

    You can’t eliminate real-world violence by suing over online speech

    With so much of our national conversation taking place online, there’s an almost reflexive tendency to search for online causes — and online solutions — when tragedy strikes in the physical world. The murder of Charlie Kirk was no exception. Almost immediately, many (some in good faith, and others decidedly less so) began to postulate about the role played by online rhetoric and polarization.

    Taking the stage at Utah Valley University to discuss political violence last week, Sens. Mark Kelly and John Curtis shared the view that social media platforms are fueling “radicalization” and violence through their content-recommendation algorithms. And they previewed their proposed solution: a bill that would strip platforms of Section 230 protections whenever their algorithms “amplify content that caused harm.”

    This week, the senators unveiled the Algorithm Accountability Act. In a nutshell, the bill would require social media platforms to “exercise reasonable care” to prevent their algorithms from contributing to foreseeable bodily injury or death, whether the user is the victim or the perpetrator. A platform that fails to do so would lose Section 230’s critical protection against being treated as the publisher of user-generated content — and injured parties could sue the platform for violating this “duty of care.”

    The debate over algorithmic content recommendation has been going on for years. Lower courts have almost universally held that Section 230 immunizes social media platforms from lawsuits claiming that algorithmic recommendation of harmful content contributed to terrorist attacks, mass shootings, and racist attacks. When faced with the question in 2023, the Supreme Court declined to rule on the scope of Section 230 — opting instead to hold the claims of algorithmic aiding and abetting at issue would not survive either way.

    Forcing social media platforms to do the dirty work of censorship on pain of expensive litigation and expansive liability is no less offensive to the First Amendment than a direct government speech regulation.

    But there’s an important question that usually gets lost in the heated debate over Section 230: Would such lawsuits be viable even if they could be brought?

    In a Wall Street Journal op-ed making the case for his bill, Sen. Curtis wrote, “We hold pharmaceutical companies accountable when their products cause injury. There is no reason Big Tech should be treated differently.”

    At first blush, this argument has an instinctive appeal. But it ultimately dooms itself because there is a reason to treat social media platforms differently. That reason is the First Amendment, which enshrines a constitutional right to free speech — a protection not shared by prescription drugs.

    Perhaps anticipating this point, Sen. Curtis argues that the Algorithm Accountability Act poses no threat to free speech: “Free speech means you can say what you want in the digital town square. Social-media companies host that town square, but algorithms rearrange it.” But free speech doesn’t only protect users’ right to post online free of government censorship; it also protects the editorial decisions of those that host those posts — including algorithmic “rearranging,” to use the senator’s phrase. As the Supreme Court recently affirmed in Moody v. NetChoice:

    When the platforms use their Standards and Guidelines to decide which third-party content those feeds will display, or how the display will be ordered and organized, they are making expressive choices. And because that is true, they receive First Amendment protection.

    The “rearranging” of speech is just as protected as the speech itself, as when a newspaper decides which stories to print on the front page and which letters to the editor to publish. That is no less true for social media platforms. In fact, the term “content-recommendation algorithm” itself points to its expressive nature. Recommending something is a message — “I think you would find this interesting.”

    The Moody Court also acknowledged the expressive nature of arranging online content (emphasis added): “Deciding on the third-party speech that will be included in or excluded from a compilation — and then organizing and presenting the included items — is expressive activity of its own.” Similarly, while dismissing exactly the kind of case the Algorithm Accountability Act would enable, the U.S. Court of Appeals for the Fourth Circuit held this past February: “Facebook’s decision[s] to recommend certain third-party content to specific users . . . are traditional editorial functions of publishers, notwithstanding the various methods they use in performing” them.

    The NO FAKES Act is a real threat to free expression

    In Congress, the “NO FAKES” bill claims to promise deepfake fixes, but their restrictions on expression would chill news, history, art, and everyday speech.


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    So the First Amendment is at least implicated when Congress institutes “accountability” for a platform’s arrangement and presentation of user-generated content, unlike with pharmaceutical safety regulations. But does it prohibit Congress from imposing the kind of liability the Algorithm Accountability Act creates?

    Yes. Two well-established principles explain why.

    First: As the Supreme Court has repeatedly made clear, imposing civil liability for protected speech raises serious First Amendment concerns.

    Second: Except for the exceedingly narrow category of incitement — where the speaker intended to spur imminent unlawful action by saying something that was likely to cause such action — the First Amendment demands that we hold the wrongdoer accountable for their own conduct, not the people whose words they may have encountered along the way.

    The U.S. Court of Appeals for the Fifth Circuit concisely explained why these principles preclude liability for “negligently” conveying “harmful” ideas:

    If the shield of the first amendment can be eliminated by providing after publication that an article discussing a dangerous idea negligently helped bring about a real injury simply because the idea can be identified as ‘bad,’ all free speech becomes threatened.

    In other words, faced with a broad, unmeetable duty to anticipate and prevent ideas from causing harm, media would be chilled into publishing, broadcasting, or distributing only the safest and most anodyne material to avoid the risk of unpredictable liability.

    For this reason, courts have — for nearly a century — steadfastly refused to impose a duty of care to prevent harms from speech. A few noteworthy examples are illustrative:

    • Dismissing a lawsuit alleging that CBS’ television programming desensitized a child to violence and led him to shoot and kill his elderly neighbor, one federal court wrote of the duty of care sought by the plaintiffs:

    The impositions pregnant in such a standard are awesome to consider . . . Indeed, it is implicit in the plaintiffs’ demand for a new duty standard, that such a claim should exist for an untoward reaction on the part of any ‘susceptible’ person. The imposition of such a generally undefined and undefinable duty would be an unconstitutional exercise by this Court in any event.

    • In a case brought by the victim of a gruesome attack alleging that NBC knew of studies on child violence putting them on notice that some viewers might imitate violence portrayed on screen, the court ruled:

    [T]he chilling effect of permitting negligence actions for a television broadcast is obvious. . . . The deterrent effect of subjecting [them] to negligence liability because of their programming choices would lead to self-censorship which would dampen the vigor and limit the variety of public debate.

    • Affirming dismissal of a lawsuit alleging that Ozzy Osbourne’s Suicide Solution caused a minor to kill himself, the court noted the profound chilling effect such liability would cause:

    [I]t is simply not acceptable to a free and democratic society to impose a duty upon performing artists to limit and restrict the dissemination of ideas in artistic speech which may adversely affect emotionally troubled individuals. Such a burden would quickly have the effect of reducing and limiting artistic expression to only the broadest standard of taste and acceptance and the lowest level of offense, provocation and controversy.

    • When the family of a teacher killed in a school shooting sued makers and distributors of violent video games and movies, the court rejected the premise of the suit:

    Given the First Amendment values at stake, the magnitude of the burden that Plaintiffs seek to impose on the Video Game and Movie Defendants is daunting. Furthermore, the practical consequences of such liability are unworkable. Plaintiffs would essentially obligate these Defendants, indeed all speakers, to anticipate and prevent the idiosyncratic, violent reactions of unidentified, vulnerable individuals to their creative works.

    In his op-ed, Sen. Curtis wrote, “The problem isn’t what users say, but how algorithms shape and weaponize it.” But the “problem” this bill seeks to remedy very much is what users say. A content recommendation algorithm in isolation can’t cause any harm; it’s the recommendation of certain kinds of content (e.g., radicalizing, polarizing, etc.) that the bill seeks to stymie.

    And that content is overwhelmingly protected by the First Amendment, regardless of whether the posts might, individually or in the aggregate, cause an individual to commit violence. When the City of Indianapolis created remedies for people who viewed pornography, the U.S. Court of Appeals for the Seventh Circuit rejected the municipality’s justification that pornography “perpetuate[s] subordination” and leads to cognizable societal and personal harms:

    [T]his simply demonstrates the power of pornography as speech. All of these unhappy effects depend on mental intermediation. Pornography affects how people see the world, their fellows, and social relations. If pornography is what pornography does, so is other speech.

    [ . . . ]

    Racial bigotry, anti-semitism, violence on television, reporters’ biases — these and many more influence the culture and shape our socialization. None is directly answerable by more speech, unless that speech too finds its place in the popular culture. Yet all is protected as speech, however insidious. Any other answer leaves the government in control of all of the institutions of culture, the great censor and director of which thoughts are good for us.

    And that’s why the Algorithm Accountability Act also threatens users’ expressive rights. There’s simply no reliable way to predict whether any given post might, somewhere down the line, factor into someone else’s independent decision to commit violence — especially at the scale of modern social media. Faced with liability for guessing wrong, platforms will effectively have two realistic choices: aggressively re-engineer their algorithms to bury anything that could possibly be deemed divisive (and therefore risky), or — far more likely — simply ban all such content entirely. Either road leads to the same place: a shrunken public square where whole neighborhoods of protected speech have been bulldozed.


    WATCH VIDEO: A warning label on social media? | So to Speak: The Free Speech Podcast

    “What a State may not constitutionally bring about by means of a criminal statute,” the Supreme Court famously wrote in New York Times v. Sullivan, “is likewise beyond the reach of its civil law.” Forcing social media platforms to do the dirty work of censorship on pain of expensive litigation and expansive liability is no less offensive to the First Amendment than a direct government speech regulation.

    Political violence is a real and pressing problem. But history has already taught us that trying to scrub away every potential downstream harm of speech is a dead end. And a system of free speech requires us to abstain from the temptation of trying in the first place.

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  • Bridging the Gap: How Smart Technology Can Align University Programmes with Real-World Skills

    Bridging the Gap: How Smart Technology Can Align University Programmes with Real-World Skills

    • By Pete Moss, Business Development Director at Ellucian.

    Pouvez-vous s’il vous plaît me dire où se trouve la gare?’ – this is the extent that a colleague of mine can remember from his Introductory French module that he completed as part of a computing degree in the late 90s.  That institution’s attempt at the time to embed flexibility and cross-curriculum choice to help students develop skills out of their discipline to help with employability.  ‘It was easier to pass than the programming courses’  was the authentic feedback that my colleague gave in retrospect, but they did at least have the choice to expand their learning experience and gain some broader foundational skills.  That institution, however, has long abandoned much of that flexibility, largely due to the apparent complexity of administration.

    That is not to say that there are not fantastic examples of employability related skills initiatives across the sector, but the recent policy landscape (not least the Skills England Sector evidence on the growth and skills offer) and ever-present national growth agenda are now firmly putting the spotlight on the role of HE in this area.  The if element of HE holding that key role in the skills agenda is widely held, but now the thorny problem of how must be addressed.  Technology advancements, specifically AI, will play a contributory factor in how institutions can remove barriers that caused institutions to reduce flexibility in the past, but what of the wider considerations?

    To explore this topic further I asked Ben Rodgers, an experienced academic registrar and AHEP consultant, for his views on the topic:

    In today’s fast-moving global economy, the value of a university education is increasingly measured not just by academic achievement, but by the employability of graduates. Employers are no longer looking solely for degrees, they’re looking for skills: digital fluency, critical thinking, communication, and technical know-how that align with the needs of their industries. Meanwhile, universities are under pressure to demonstrate that their programmes deliver real-world value. The challenge is clear: how do we bridge the gap between what is taught and what is needed?

    This is where technology can make a transformative difference. At the forefront of this change is a new wave of AI-powered innovation designed to bridge the gap between academic programmes and real-world skill demands. These emerging technologies can analyse curricula, extracting the skills embedded within them and mapping those against labour market data to identify areas of alignment and gaps.

    Crucially, they work in both directions; institutions can see what skills a course develops, while students or employers can start with a desired competency like coding or digital marketing and trace back to the programmes that build those capabilities.

    It is the kind of innovation that higher education has long needed. For too long, the link between the classroom and the workplace has been inconsistent or poorly articulated. Universities may know they are delivering valuable learning, but haven’t always had the means to evidence that value in terms that resonate with employers and prospective students. These technologies bring much-needed clarity, offering structured and data-informed ways to demonstrate how academic learning contributes directly to employment readiness.

    A Game-Changer for the Lifelong Learning Entitlement (LLE)

    This kind of technology becomes even more important as the UK rolls out the Lifelong Learning Entitlement (LLE). The LLE is set to reshape the educational landscape by allowing individuals to access student finance for short courses, modular learning and skills-based development over the course of their lives. This shift away from traditional three-year degrees opens new possibilities, but also new challenges.

    How will learners know which modules to pick? How will they know what skills they need for the job they want or even the job they haven’t yet imagined? With the support of emerging AI-driven tools, learners can begin to reverse-engineer their career goals. Want to become a Data Scientist? These systems can help identify which combinations of modules across a university lead to that destination. Interested in project management? The technology can pinpoint where those skills are taught, and which courses offer them. It’s like having a careers advisor, curriculum guide, and labour market analyst all in one—offering personalised insights that connect educational choices with professional ambitions.

    This sort of capability is vital if LLE is to be more than just a funding mechanism. It needs to be supported by intelligent infrastructure that empowers learners to make informed choices. Otherwise, there’s a risk that modular study becomes a confusing patchwork of disconnected learning.

    Towards a Shared, Inter-University Skills Ecosystem

    Now imagine if we took this even further. What if a skills platform were adopted not just by individual institutions but as a shared framework across regions or even nationally? In this model, students in Glasgow, Cardiff, Birmingham, or Belfast could see the skills they need for local job markets and be directed to the institutions offering them. This would create a more agile, responsive, and learner-centred education system. Universities wouldn’t just be competing with each other; they’d be collaborating to build a broader skills ecosystem.

    The scale of opportunity here is significant and growing fast. Consider this: if every individual in the workforce has access to around £1,800 in personal development funding each year, the cumulative potential across a university’s learner base is vast. Multiply that by hundreds or thousands of learners, and you’re looking at a transformative funding stream that’s currently underutilised.

    This is not just an opportunity for students, it’s a strategic imperative for institutions. By enabling individuals to build relevant, targeted skills, universities position themselves as essential engines of workforce development, driving economic resilience at local, regional, and national levels. It’s a win-win: empowered learners, future-ready graduates, and sustainable new revenue for the sector.

    Of course, this requires a shift in thinking from institutional autonomy to inter-institutional alignment. But the benefits are compelling: more efficient use of public funding, stronger regional economies, and better outcomes for students.

    Making Programme Design More Purposeful

    Beyond helping students choose what to study, this technology also has the power to influence what universities choose to offer. If data consistently shows that a particular programme has little connection to current or emerging job markets, it is worth investigating. It does not mean the course should be cut. There may be academic or social reasons to preserve it, but it does mean the institution is equipped with the intelligence needed to make informed decisions.

    It also invites a more purposeful approach to curriculum design. Are we including this module because it is pedagogically valuable, or because it’s always been there? Are we assessing this way because it builds a skill, or because it is the easiest to administer? When you can map outcomes to employment skills, these questions become easier to answer.

    Moreover, it provides a compelling framework for conversations with students, parents, and policy-makers about the value of university education. It shows that we are listening to what the world needs and responding with academic rigour and strategic intent.

    Global Potential, Local Application

    The skills gap is not just a UK issue; it’s a global one. The World Economic Forum reports that nearly half of all workers (66 per cent) will need reskilling by 2030. Universities worldwide are grappling with how to stay relevant in an era of automation, AI and constant disruption. Emerging AI tools offer the potential for a globally shared skills taxonomy that could, with appropriate localisation, apply anywhere.

    Conclusion

    As universities continue to evolve, their role as engines of economic and social mobility becomes more important than ever. To fulfil that role, we must ensure that what we teach aligns with what the world needs. That does not mean turning every degree into job training, but it does mean being thoughtful, strategic, and transparent about the skills our programmes provide.

    Emerging technologies offer an exciting glimpse into a more connected, skills-aware future. They empower students to take greater control of their learning, help universities refine and align their programmes and ensure that the promise of Higher Education translates into meaningful, real-world opportunities.

    After all, education is a journey. It’s time the map caught up.

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  • Why Philosophy Matters: From Classroom to Real-World Impact

    Why Philosophy Matters: From Classroom to Real-World Impact

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    Studying philosophy can be life changing. It gives students the opportunity to think critically and ask questions about life, beauty, truth, who they are and what they believe in. The skills and knowledge-sets students develop in philosophy courses are not only useful in a variety of careers but can also prepare them to live meaningful lives.

    Developing critical career skills

    Philosophy students learn how to make good arguments and criticize bad ones. They develop problem-solving, critical reading and reasoning skills. This is why philosophy students generally do very well on standardized tests such as the GRE, GMAT and LSAT. And it’s also why they typically succeed in fields like law, business, education and other areas that require writing, argumentation and analytical ability. They can go on to train as pastors and priests, building upon what they learned in philosophy of religion or ethics courses. They may become teachers or journalists, putting their broad knowledge and linguistic skills to work. A few philosophy students might go on to obtain graduate degrees in philosophy, which can lead to jobs teaching at the college level.

    Pre-law applications

    Many universities have pre-law programs connected to their philosophy education programs — either as a track within the philosophy major, or through recommended or required philosophy courses in an interdisciplinary pre-law program. Among useful courses for a career in law are those in logic and argumentation, along with ethics and social or political philosophy.

    Cognitive science applications

    Philosophy is also a useful major for students interested in cognitive science. Classes in epistemology and the philosophy of mind introduce students to questions and theories about what it means to think, and what is unique, if anything, about human consciousness. These studies are useful in a world where artificial intelligence (AI) has become commonplace. While engineers and computer scientists work on hardware and software, philosophers ask questions about the meaning and purpose of consciousness itself.

    The link between ethics and philosophy

    Philosophers are also trained to ask ethical questions about these and other technologies. Ethics and value theory are substantial areas of concern within a philosophy major. This includes applied ethics courses, where students critically evaluate difficult issues. This kind of content is what you can find in my textbook, “Ethics: Theory and Contemporary Issues.” Almost every profession has an ethics component: nurses, doctors, lawyers and engineers all need ethics training. A focus on ethics and philosophy makes sense as a double-major or a minor for students pursuing those professional degrees. There are also ethics professionals at work in the world outside of academia. For example, in hospitals and research facilities, there are ethics committees and advisory boards which work as case consultants and as policy advisors.

    Philosophy as a “way of life”

    Perhaps the most important reason for students to study philosophy is because they’re interested in life’s biggest questions. Maybe they’re concerned about justice and motivated by the search for wisdom. We live in a world that has become incredibly complex. It is increasingly difficult to distinguish the good and true from the mere appearance of these things. Without wisdom, it’s difficult to achieve happiness. The study of philosophy will acquaint them with the deepest and most profound thinking on wisdom, happiness and the good life. This is what we attempt to do in our textbook “Archetypes of Wisdom: Introduction to Philosophy.” It may also help students resolve some of their own questions about who they are, what they believe and how to live well. In the text, we explain that philosophy can be understood as a “way of life.” The philosophical life is open to all people. It is an open-minded and curious approach to living.

    Studying philosophy: the full impact

    The philosophical life is one that encourages active engagement with history, culture and politics. It is a way of thinking that helps you wrestle with difficult questions in pursuit of wisdom. Studying philosophy can help students with career development. It can help them become better citizens, friends and colleagues. And more importantly, it will help them discover the joy of thinking and the wonder of being human.

    Written by Andrew Fiala, Ph.D., Professor of Philosophy and Founding Director of the Ethics Center at California State University, Fresno.  

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  • 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

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  • 5 powerful ways to link STEM lessons to real-world applications

    5 powerful ways to link STEM lessons to real-world applications

    Key points:

    “Why are we learning this?”

    This is a question every educator has faced before. To be fair, it’s a valid question. Students are naturally curious, and it’s normal for them to wonder about the knowledge that they’re acquiring. The real issue is how we, as educators, choose to respond to them.

    In my experience, teachers have two standard replies to this question:

    1. They’ll try to explain the subject in detail, which results in a long-winded answer that confuses their students and doesn’t satisfy them.
    2. They’ll argue that the information is important because it’s on an upcoming test, which typically leaves students feeling frustrated and disengaged.

    Either way, the result is the same: Students lose all legitimacy in the lesson and they’re unable to connect with the content.

    If we want our students to engage with the material in a way that’s memorable, meaningful, and fun, then we need to help them discover why it is important. Teachers can accomplish this by introducing real-world connections into the lesson, which reveal how the information that students acquire can be practically applied to real-world problems.

    Without building these connections between the concepts our students learn and real-world applications, students lose interest in what they are learning. Using the strategies below, you can start to build student investment into your classroom content.

    The everyday enigma

    Use everyday items that operate with mystery and frame your lesson around them. Your students’ curiosity will drive them to learn more about the object and how it functions. This allows students to see that the small concepts they are learning are leading to the understanding of an object that they interact with daily. When choosing an item, pick one that is familiar and one that has multiple STEM elements. For example, you could use a copper wire to discuss electrical currents, a piece of an automobile to explore chemistry and combustion, or shark teeth when teaching about animal adaptations and food chains.  

    Interest intersect

    Connect your students’ personal hobbies to the subject matter. For instance, if you have a student who is really passionate about soccer, try having them create a mini poster that connects the sport to the concepts learned in class. This gets them to think creatively about the purpose of content. This strategy has the additional benefit of helping teachers learn more about their students, creating opportunities to build communication and rapport.

    Get an expert

    Invite professionals (scientists, engineers, etc.) to talk with your class. This gives students a first-hand account of how the concepts they are learning can be applied to different careers. If you’re teaching chemistry, consider inviting a nurse or doctor to share how this subject applies to human health. If you’re teaching math, a local architect can expound on how angles and equations literally shape the homes in which students live. Not only does this provide a real-world example of students, but it helps schools connect with their community, creating vital relationships in the process.           

    Problem to progress

    Create an engineering investigation based on a local, real-world problem. For instance, I once knew a music teacher who was frustrated because pencils would regularly fall off his music stands. I challenged my 5th grade students to create a solution using the engineering design process. Not only did they succeed, but the experience allowed my students to see the real-world results of the inventions they created. When students understand that their work can make a tangible difference, it completely changes their relationship with the material.  

    Project-based learning

    Project-based learning is driven by inquiry and student ownership. This allows students to make contributions to the real world through hands-on investigations. What makes these inquiry-focused lessons so useful is that students are the driving force behind them. They choose how to approach the information, what questions to pursue, and what solutions they want to test. This makes the learning intensely personal while taking advantage of students’ natural curiosity, creativity, and critical-thinking skills. If you need a little help getting started, consider using one of these Blue Apple projects from Inquiry Outpost.

    By linking our STEM lessons to real-world experiences, teachers can provide a meaningful answer to the age-old question of, “Why are we learning this?” We can equip our students with the skills to not only navigate everyday challenges but also create positive change within their own communities. So, let’s empower young learners to see the relevance of STEM in their lives, and lay a strong learning foundation that will support them well beyond the classroom.

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  • Using Generative AI to “Hack Time” for Implementing Real-World Projects – Faculty Focus

    Using Generative AI to “Hack Time” for Implementing Real-World Projects – Faculty Focus

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