Monday, October 29, 2012
Presented By: TheBestColleges.org
College graduation rates continued to improve around the world during the recession, according to a recent international economic study. In more developed countries, the percentage of adults with the equivalent of a college degree rose to more than 30% in 2010. In the United States, it was more than 40%, which is among the highest percentages in the world.
Labels: Academic degree, Canada, Education, Gross domestic product, Higher education, OECD, Organisation for Economic Co-operation and Development, United States
Saturday, October 27, 2012
Presented By: Please Include Attribution to Bachelor's Degree Online With This Graphic
Harvard was missing something. Surrounded by peers at the annual Latino Ivy League Conference in Ithaca last November, Daniel J. Artiga ’15 came to this realization: As students active in the Latino community described the resources provided on their respective campuses, he had little to add. “Yale spoke, Brown spoke, they all had something great to say,” he remembers. But then it was Harvard’s turn. “The other delegates and I mentioned how it would be awkward beforehand, because we didn’t have a lot to say,” recalled Artiga, vice president of the Latino Men’s Collective. “But it didn’t hit me until I was actually sitting in a room listening to other students bragging about how well their Latino community is treated—and how ours is, I feel, neglected.”
Harvard prides itself on being at the vanguard of new inquiry. Yet when it comes to the study and support of the nation’s—and higher education’s—fastest-growing demographic, some students and professors believe that Harvard is falling behind.
“Spanish was spoken in many parts of what’s now the United States long before English was spoken,” says Professor David Carrasco, a Professor of Latin American Studies at the Divinity School with a joint appointment in Anthropology. Carrasco is Mexican-American and has been studying and teaching about Latinos and Latin America for years. A friendly, intense man with a jovial voice that switches effortlessly from English to Spanish as students stop by his office, he says that some histories of our nation just don’t get taught.
“We’re not trying to say this here because we want to raise up the ethnicity of Spanish speakers,” he clarifies. “It’s just a historical fact.”
Latinos are part of the nation’s past. They are part of Harvard’s past, too. They are a vibrant and undeniable part of its present. And the Latino population is growing. Fast.
Research on this swelling demographic and its impact is expanding at a rate similar to the population’s growth. And for good reason: The 2011 U.S. Census Bureau reports that the Hispanic population has almost doubled in size over the past decade. The nation’s largest ethnic minority, it accounts for 16.7 percent of the population—a number expected to reach 30 percent by 2050. And Latino students make up 11.2 percent of admitted students for the class of 2016.
Many of Harvard’s peer institutions offer either specific programs for scholarship of Latinos or cultural centers for their students. Students at Yale can go to La Casa Cultural, a cultural center founded in 1977. Stanford’s El Centro Chicano was established in 1978. Studying at Cornell? Minor in the Latino Studies Program.
Harvard has no equivalent.
“I’m struggling to find the resources and opportunities to explore my culture,” says Victor M. Flores Jr. ’13, who has been involved with College Latino student groups since he was a freshman. “There are still groups of color on campus that feel like learning about their culture and their communities and their history, and it’s difficult to access,” he says.
Efforts to bring such resources to Harvard, including attempts to create a center where students can have access to researchers and resources related to the Latino experience, stretch back approximately 40 years. This past April, Michael J. Trejo, a joint Kennedy and Business School student and the president and co-founder of the Harvard Latino Student Alliance (HLSA), published an op-ed in The Crimson, once again bringing demands for a Latino Studies Center to the fore.
Beyond drawing attention to the need for a more focused Latino Studies program, Trejo’s op-ed revitalized discussion of a student demographic that, while expanding, is—according to many of its members—talked about too little.
Visions for such a center at Harvard range from a social space where Latino student groups can meet and hold events, to a center or institute for scholarship and research opportunities, to a program of academic study within the College. The most cohesive plans embrace them all: a physical space where students and scholars can meet to discuss and disperse funds for the research and study of Latinos, accompanied by curricular offerings for College students.
Resistance to establishing a Latino Cultural Center is in keeping with Harvard’s long-standing policy on how it chooses to support ethnic and cultural student groups. With the exception of the Harvard University Native American Program, a University-funded office and space dedicated to supporting and educating about Harvard’s Native American community, no cultural student groups on campus have University-allocated centers. While this is true, many advocates of Latino Studies and of a Latino Studies Center laud the work done by the Department of African and African American studies, and the W.E.B. DuBois Institute, as models for what such resources might look like.
With the expansion of the Committee on Ethnic Studies—which, through curricular offerings and collaboration with student groups, offers support for those interested in the study of Latinos both in and outside the classroom—students and professors believe that Harvard is heading in the right direction.
- New study finds Latino lesbians, gays and bisexuals suffer the most guilt
- Latino vote may top 12 million in 2012 Posted by CNN Senior Producer Rose Arce
- Officials: UNM Latino 6-year graduation rate up
- Study reveals differences in overall health of Latino-American subgroups
- Report predicts increase in Latino vote in Arizona
- Latino House candidates set to make history
- Latino voters protest county recorder's misprint of election date on Spanish handout
- Tea Party Poll-Watchers In Texas Set Sights On Latino Community
Labels: David Carrasco, Harvard, Hispanic and Latino Americans, Latino, Latino Cultural Center, Latino Studies, Race and ethnicity in the United States Census, United States
Friday, October 26, 2012
Compiled By: OnlineCollegeCourses.com
I heart Twitter. If you haven’t yet, follow @edudemic to keep up with what we’re doing, working on, and seeing (like last night’s tech event with GDGT in downtown Boston!). Twitter has become a massive hit in education and it’s too big to ignore. So that’s why we helped assemble the 2012 A-Z Guide To Twitter Hashtags. It’s been an invaluable resource for educators around the world.
But that’s a very lengthy list. Lucky for you, our friends at Online College Courses repurposed our lengthy list and made it a whole lot less, well, difficult. The following visualization should be a handy resource for any teacher looking to make the dive into Twitter. Trust me, it’s a bit daunting but worth taking the plunge. Just don’t be surprised if you become an addict!
Saturday, October 20, 2012
|Logo of Groupon (Photo credit: Wikipedia)|
- Interactive and entertaining learning tools like video booster, photo vocab and practice game with scores, levels and badges
- Effective learning concept based on cognitive neuroscience which focuses on immersion and motivation
- Online access anywhere, at student’s own pace
- Taught by a team with 11 years of experience
- Make new friends worldwide in English learners community
- Registration period: October 19 – November 19, 2012
- Max. 1 Groupon per person
- May purchase multiple as gifts
- Courses must be completed within 6 months or 12 months the date of registration
- For customers aged 13 and above only
- Groupon(s) are non-exchangeable and non-combinable with other non-Groupon promotions
- Valid online at www.english-attack.com
- For enquiries, email email@example.com
How to Redeem
- After purchasing your Groupon, visit http://th.english-attack.com from October 19 – November 22, 2012
- Redeem your online course by entering your Groupon security code into the ‘Promo’ field
- Video Booster
- Photo Vocab
- Practice Games
- For more details, view this video: http://th.english-attack.com/english-attack-video-tour
The English Attack is an interactive online course using innovative pedagogical approach in English teaching based on cognitive neuroscience or ways the human brain adopts new knowledge. Such virtual learning uses entertaining learning tools such as the video booster which offers interactive lessons, photo vocab which is a visual dictionary and other practice games. Besides that, users gain the opportunity of making new friends from an international community while participating in healthy competition in terms of scores, levels and badge earned from games. The English Attack is taught by an expert team with 11 years of experience. Furthermore, students are free to learn at their own pace from the comforts of their home.
Labels: Cognitive neuroscience, E-learning, Education, English Attack, Groupon, Learning, Sicilian Defence Najdorf Variation, Teacher
Saturday, October 13, 2012
- The Most Depressing Student Loan Stories
- Bucks Blog: Answers to Your Questions About Student Loans, Part Two
- Student Debt Malinvestment
- Key Differences Between Federal and Private Student Loans
- How to Refinance your Student Loans
- College loans make parents debt slaves too
- Student loan forgiveness for people who actually have been paying their debt down?
- Sorry, You Can't Ditch Your Student Loan Debt In Bankruptcy
- Department of Education and CFPB Issue Joint Report on Student Loan Debt
Tuesday, October 9, 2012
Videogames & learning, tesol italy nov 2009 from Ajarn Donald's English Language Services
- 1. VIDEOGAMESThe Learning Revolution Implications for EFL TESOL Italy Conference November 2009
- 2. Who are we? Media and videogame experts. Co-founders of the first fully entertainment-focused TEFL companyNBC Vivendi GamesUniversal Interactive CNNI Play Apple Sierra on-line
- 3. Video GamesA Planetary Success
- 4. The World’s Fastest-Growing Entertainment Segment $55 billion in annual retail sales 100m + games consoles sold every year 600m console games will be sold this year 55 million people play online games
- 5. More importantly, videogames are now…Colonizing the familyliving room…..and impacting totallynew areas of our lives.
- 6. New trends: social Network Games A single Facebook game can attract 60m + users/ month
- 7. New trends: iPhone Games20,000 new games titles published in just 16 months
- 8. WHY are videogames so popular?
- 9. BECAUSE our brains like videogames!
- 10. 7 things we know about how our brains learn 1. Meaning is more important than information 2. Emotion is the gatekeeper to learning 3. Intelligence is a function of experience 4. The brain is social 5. Learning is enhanced by challenge and inhibited by stress 6. The more stimulation, the more likely long- term memory is created 7. Movement locks in lessons learned
- 11. How do videogames apply this?
- 12. Meaning is more important than information Powerful, level-based Goal-driven Mario Kart / Nintendo scenarios Assasin’s Creed / Ubisoft Immediate feedback Brain Academy / Nintendo
- 13. Emotion is the gatekeeper to learning Call of Duty 4 / Activision • Identification with in-game characters • Music, graphics, cinematics
- 14. Intelligence is a function of experiencePattern Recognition Learn by doing Civilization / 2K Games Swat 4 / Vivendi Games
- 15. The brain is social Team-based quest Multiplayer interactions toWorld of Warcraft / Blizzard build social skills Sims Online / Electronic Arts
- 16. Learning is enhanced by challenge and inhibited by stressChallenge for status among Continuous encouragement friends Bejeweled 2 (Web) / PopCapWord Challenge (FaceBook) / Playfish
- 17. The more stimulation, the more likely long- term memory is created Picture / Word association Brain Academy (WII) / NintendoAssembly model memorization Tetris Mania (Mobile) / Electronic Arts
- 18. Movement locks in lessons learnedMotion detection Sensor-based controller WII / NintendoProject Natal / Microsoft
- 19. Two approaches to learning The CONTENT to be learned: Facts – Principles – Information - SkillsTraditional “School” Approach The Games Approach Content is subordinated The Content is main focus to “something else,” and of the learning taught via this “something else.”
- 20. So how do we exploit the learning potential of videogames?
- 21. Earliest computer-aided instructionDrill- and curriculum-based; ’60’s – ’80’s• PLATO• Wicat
- 22. The 1970’s: a vision of computer-assisted, entertainment-oriented learning The Apple II: the first truly personal computerSpace Invaders: the first mass-market breakthrough arcade games success
- 23. ‘80’s- ‘90’s: Edutainment becomes a new educational movement and an industry
- 24. Early “Edutainment” GamesAcademic Focus Entertainment Focus Construction Focus
- 25. Yet… ultimately, the “edutainment” approach failed. Learning Game Game LearningGood educational games are first and foremost good games. The educational aspect should be the end-result of the gameplay, not the genesis of it.
- 26. Today’s “learning games” are games first; and the approach is workingThe top-selling videogame in Europe of 2007
- 27. Originally developed as a recruitment tool; now one of the best-sellingcombat game franchises.
- 28. The second-best-selling videogame in both Europe and the U.S. in 2008
- 29. New trends bringing Education and Videogames closer to each other
- 30. • Dyscalculia : Number Shark Games as therapy for•• Dyslexia : Word Shark learning disabilities Working Memory Deficiency: JungleMemory Jungle Memory working memory disorders dyslexia dyscalculia
- 31. QUEST TO LEARNA New York City publicschool focused ongame-based learning,just opened this Fall.Set up by a non-profitgroup, the Institute ofPlay, with help from theMacArthur Foundation.
- 32. TABULA DIGITA
- 33. OK, so the potential for EFL must be limitless. What’s being done?
- 34. EFL Games : Basic Approaches Hangmans CrosswordsWordfindersMemory-type games Word Scrambles Wordbuilders
- 35. Limitations of basic EFL games No meaningful context Goal orientation is not obvious Very basic graphics, often no sound lack of emotion Reinforcement and reward are absent No or very rudimentary level design
- 36. More evolved approaches English VilllageSecond Life English British Council Avatar LanguageLab.com Languages
- 37. WizWorld Online: learn English through fantasy role-playing online gaming (8World, China) http://www.wizworldonline.com/Kid/Index.shtmlThis game was created by Videogames celebrity Rick Goodman who developed the best-selling games Age of Empires and Empire Earth.
- 38. Carnegie Mellon / Nokia in India The university has spent the last 6 years designing educational games for mobilephones that are relevant to the culture of rural India, and the study is currently being rolled out to 800 children across 40 villages in the state of Andhra Pradesh.
- 39. Decorate!: vocabulary building via interior decorating commands in English (Sprk, Sweden) http://www.ur.se/sprk/engelska/inredning/Teachers are experimenting with games not originally created for to nevertheless provide meaningfulcontext and opportunities for purposeful communication. New games identified every week by great EFL bloggers like Russel Stannard, Nik Peachy, and Larry Ferazzo.
- 40. So where do we go from here?
- 41. The current generation of young people is the first that works, plays, thinks and learns differently than their parents did. What we call “technology,” they call “life.”
- 42. They are highly intelligent but easily bored…. They are gamers, networkers and communicators…. They need to understand “the big picture” to be motivated… …and they LEARN BY DOING
- 43. For every one of them,English is the international language of opportunity.
- 44. Our challenge Will we just start using new technologies, like videogames, to do what we have always done, just a little different, a little better?Or can we embrace games, online video, mobile phones and social networks in a way that really changes how we think about learning?
- 45. Our challenge Can new technologies change not just the way we teach, but… the way we interact with learners? how learners interact with each other? how learners can start to teach other learners? what about self-analysis, self- movitation, self-testing?
- 46. Our challenge
- 47. Our challengeAt the heart of any educational journey is a teacher. And for great teachers, technology is just another tool to unlock a piece of knowledge. Games can help do this, and, increasingly, they will.
- 48. firstname.lastname@example.org email@example.com Coming soon at www.english-attack.com