Virtual School Meanderings

January 21, 2022

[CNIE-RCIÉ] Submission deadline extended to 4 February for 2022 CNIE Conference | La date limite de propositions pour le congrès 2022 du RCIÉ est prolongée jusqu’au 4 février 2022

It would be nice to see some more K-12 focused sessions are this Canadian conference.

Greetings, Fellow CNIE Members,

The Call for Proposals for the 2022 Canadian Network for Innovation in Education (CNIE)Virtual Conference is still open.

The deadline for submissions has been extended to February 4, 2022.

The conference, hosted by Concordia University, is scheduled online, May 2 through 4, 2022. The Conference Program Committee specifically seeks research presentations, innovations, case studies, and pre-conference workshops that address the conference theme—Innovating Every Day: Moving Beyond COVID-19—through these streams (topic areas):

  • Learning architecture
  • Learning experience design
  • Evidence-based practices in teaching
  • Institutional technology
  • Partnering with faculty and administration

Extended Deadline for proposal submission: February 4, 2022.

The full Call for Proposals, including submission guidelines, is available at:

https://cnie3.modeofproduction.org/wp-content/uploads/sites/12/2022/01/2022_CNIE_Call_20220117_E.pdf

If you have questions, please address them to: cnie2022rcie@cnie-rcie.ca

We look forward to receiving your proposals.

Best regards,

Ji Yae Bong, Chair  2022 conference
CNIE 2022

 

Chers collègues,

L’appel de propositions pour le congrès virtuel 2022 du Réseau canadien pour l’innovation en éducation (RCIÉ) est toujours en cours.

La date limite de soumission a été prolongée jusqu’au 4 février 2022.

Le congrès se tiendra en ligne du 2 au 4 mai 2022. Le comité d’organisation vous invite à présenter vos projets de recherche, vos innovations, vos études de cas et des ateliers précongrès dont le thème principal est Innover chaque jour et aller au-delà de la COVID-19, et ce à travers les volets thématiques suivants :

  • L’architecture d’apprentissage
  • La conception de l’expérience d’apprentissage
  • Les pratiques d’enseignement fondées sur des données probantes
  • La technologie institutionnelle
  • Le partenariat avec le corps professoral et l’administration

La date limite de soumission prolongée: 4 février 2022.

L’appel de propositions détaillé, incluant les directives de soumission, est disponible à :

https://cnie-fr.modeofproduction.org/wp-content/uploads/sites/13/2022/01/2022_CNIE_Call_20220117_F.pdf

Pour tout questionnement, veuillez communiquer à l’adresse suivante : cnie2022rcie@cnie-rcie.ca

Nous sommes impatients de recevoir vos propositions.

Cordialement,

Ji Yae Bong, présidente du comité d’organisation
RCIÉ 2022

Ji Yae Bong, Ph.D.
Assistant Professor
Educational Technology | Department of Education
Concordia University, Montreal, Quebec

 

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Michael K Barbour, start 2022 with tips from your January Creator Monthly Newsletter!

Filed under: virtual school — Michael K. Barbour @ 8:04 am
Tags: , , , , ,

An item from another one of my open scholarship networks.

January 2022
Creator Monthly
Michael K Barbour, here’s how your channel did last month
7
NEW SUBSCRIBERS
1,371
TOTAL VIEWS
3,028
MINUTES WATCHED
Share To Facebook Share To Twitter
It’s a new year – the perfect time to set new goals! Review your Analytics to see what’s working and what can be improved. Then read below to focus on your channel strategy and continue to grow.
EXPLORE YOUR STATS
Here’s what’s new with YouTube
Set your channel up for success
Find tips to manage your channel on the YouTube for Creators site. No matter if you’re new or looking to reboot, this is the beginning of a new year for your channel.
Break out of your routine with Shorts
Get creative with your content strategy–make YouTube Shorts a part of your upload schedule. Surprise fans with something different and potentially gain new ones!
Want to learn how to make your content more inclusive?
Meet 5 creators from Asia who’re using their voices to raise disability awareness and share advice on how to make content more accessible.
Find 3 tips to create successful Shorts
Short-form video goes a long way, just ask Jake Fellman, who’s Shorts rocketed to 9M subs in 1 year. Read his 3 tips on creating Shorts and apply it to your strategy.
Creator Spotlight
Why order Italian food when you can make it in your kitchen? Jim of Sip and Feast walks you step-by-step through delicious recipes passed down from his grandmother.
This is just the beginning–your determination will get you far!
See you next month!
Team YouTube
 
Was this email helpful?
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© 2022 Google LLC d/b/a YouTube, 901 Cherry Ave, San Bruno, CA 94066

Michael, you have 12 more citations

Filed under: virtual school — Michael K. Barbour @ 6:06 am
Tags: , , , , ,

An item from one of my open scholarship networks.

ResearchGate
Michael K. Barbour
Michael, we found 12 citations of your work last week
Find out more
ResearchGate GmbH, Chausseestr. 20, 10115 Berlin, Germany. Imprint.
See our Privacy Policy and Terms of Service.

The actual report read:

Report for week ending
January 15, 2022
Stats overview
  • +428
    Reads
    Show breakdown
  • +12
    Citations
    Show breakdown
  • 0
    Recommendations
    Show breakdown
  • +8.7
    Research Interest
    Show breakdown
Researchers who read your work
Read your publication’s full text
Ester Martínez
Associate Professor at Universidad de Alicante
Institution and department
  • University of Alicante
  • Computer Sciences and Artificial Intelligence
Skills
  • Pattern Recognition · Robot Vision · Computational Intelligence + 6 others
Read your publication’s full text
Esther Gani
Institution and department
  • Kaduna State University
  • University Library
Skills
  • Digital Libraries · Libraries · Library Science + 4 others
Read your publication’s full text
Maroua Rogti
Institution
  • Ecole Normale Supérieure de Laghouat
Skills
  • Drama and Theatre in Education · PERFORMANCE PEDAGOGY · Performing Arts + 2 others
Read your publication’s information
Vandana Punia
Institution and department
  • Guru Jambheshwar University of Science & Technology
  • Department of Religious Studies and Human Resource Development Centre
Skills
  • Curriculum Development · Professional Development · Educational Evaluation + 57 others
Read your publication’s information
Peiwen Yeh
Institution and department
  • Kaohsiung Medical University
  • Department of Psychology
Skills
  • Developmental Cognitive Neuroscience · EEG/ERP · Event-Related Potentials + 2 others
Read your publication’s full text
Penelope Susan Flack
Institution and department
  • University of KwaZulu-Natal
  • Discipline of Speech Language Pathology
Skills
  • Teaching and Learning · Pedagogy and Education · Curriculum Development + 2 others
Read your publication’s full text
Sunjida Khan
Ph.D Researcher (on going)
Institution and department
  • Daffodil International University
  • Department of Business Administration
Skills
  • Economic Development · Economy · Development Studies + 4 others
Read your publication’s full text
Hira Lal Moktan
Institution and department
  • Kathmandu University
  • School of Education
Skills
  • Teaching and Learning · Language Teaching · Professional Development + 1 other
Read your publication’s information
Charlotta Hilli
Institution and department
  • Åbo Akademi University
  • Faculty of Education and Welfare Studies
Skills
  • Teaching and Learning · Pedagogy and Education · E-Learning + 23 others
+47
Reads
18 Full-text reads
Current total: 14,431
+30
Reads
12 Full-text reads
Current total: 3,963
Reads
6 Full-text reads
Current total: 6,492
Reads by discipline
Teacher Education
8
Teaching Methods
7
Cognitive Psychology
6
Science Education
5
Higher Education
5
Composition Studies
4
Educational Technology
4
Language Education
4
Human-computer Interaction
3
Special Education
3
Reads by seniority
PhdStudent
17
PostDoc
11
Professor
10
Senior
1
Researchers who cited your work
Fanny Pettersson
Institution and department
  • Umeå University
  • Department of Education
Skills
  • Teaching · Technology Enhanced Learning · E-Learning + 1 other
Filipe Bandeiras
Institution and department
  • Polytechnic Institute of Tomar
  • Electrical Engineering
Skills
  • Electronics and Communication Engineering · Automation & Robotics · Communication & Signal Processing + 7 others
Christine Royce
Institution and department
  • Shippensburg University
  • Department of Teacher Education
Skills
  • Teaching · Teaching and Learning · Pedagogy and Education + 8 others
Emine Senyuva
Institution and department
  • İstanbul University-Cerrahpaşa
  • Department of Nursing Education
Skills
  • Nursing · Learning · Nursing Education + 2 others
Taemin Ha
Institution and department
  • University of Northern Colorado
  • School of Sport and Exercise Science
Skills
  • Physical Education · Physical Activity · Quantitative & Qualitative Research + 4 others
Maria Lindfors
Institution and department
  • Umeå University
  • Department of Education
Skills
  • Science Education · Teaching and Learning · Pedagogy and Education + 3 others
Marcia Gentry
Institution and department
  • Purdue University
  • Department of Educational Studies
Skills
  • Learning · Curriculum · Teaching + 12 others
Corey Peltier
Institution and department
  • University of Oklahoma
  • Department of Educational Psychology
Skills
  • Special Education · Single case experimental design · Meta-Analysis + 3 others
Paulo Coelho
Institution and department
  • Polytechnic Institute of Tomar
  • Electrical Engineering
Skills
  • Control · Nonlinear Control · Kalman Filtering + 8 others
Hyeonho Yu
Institution and department
  • Arizona State University
  • Mary Lou Fulton Teachers College
Skills
  • Physical Education and Sport · Physical Education · Teaching + 3 others

January 20, 2022

Another Charter Funding Report Comes up Short

A “Think Twice” review of a think tank report from the folks at the National Education Policy Center.

January 18, 2022

Contact:
Michelle Renée Valladares: (720) 505-1958, michelle.valladares@colorado.edu
Mark Weber: (908) 358-5828, mark.weber@rutgers.edu

Another Charter Funding Report Comes up Short

An NEPC Review funded by the Great Lakes Center

Key Takeaway: Report purporting to compare funding for charter and public district schools runs afoul of several basics of school finance research.

EAST LANSING, MI (January 18, 2022) -The latest in a series of reports from the University of Arkansas Department of Education unconvincingly attempts to show that charter schools are inequitably funded compared to public district schools. The report, Charter School Funding: Dispelling Myths about EMOs, Expenditure Patterns, & Nonpublic Dollars, runs into several major problems according to Dr. Mark Weber of Rutgers University and the New Jersey Policy Perspective in the latest NEPC review.

First, it relies on a proprietary (not publicly available) dataset to make its claims, but the data conflict with publicly reported figures, and the methods used to create the dataset are not documented.

The report’s analysis also ignores several basics of school finance. Differences in student characteristics and school programming are not accounted for, categorical spending is conflated with potential profit taking from charter management organizations, and philanthropic giving is inadequately evaluated.

Dr. Weber concludes that the report’s sparse documentation of its methods, combined with basic flaws in its analysis frameworks, render it useless in guiding charter school funding policy.

Find the review, by Mark Weber, at:
https://www.greatlakescenter.org

Find Charter School Funding: Dispelling Myths about EMOs, Expenditure Patterns, & Nonpublic Dollars, written by Angela K. Dills, Patrick J. Wolf, Corey A. DeAngelis, Jay F. May, Larry D. Maloney, and Cassidy Syftestad and published by University of Arkansas Department of Education Reform, at:
https://cpb-us-e1.wpmucdn.com/wordpressua.uark.edu/dist/9/544/files/2018/10/21-1018-charter-school-funding-dispelling-myths-002.pdf

NEPC Reviews (http://thinktankreview.org) provide the public, policymakers, and the press with timely, academically sound reviews of selected publications. NEPC Reviews are made possible in part by support provided by the Great Lakes Center for Education Research and Practice: https://www.greatlakescenter.org

The National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu/

About The Great Lakes Center
The mission of the Great Lakes Center for Education Research and Practice is to support and disseminate high quality research and reviews of research for the purpose of informing education policy and to develop research-based resources for use by those who advocate for education reform. Visit the Great Lakes Center Web Site at: https://www.greatlakescenter.org. Follow us on Twitter at: http://twitter.com/greatlakescent. Find us on Facebook at: https://www.facebook.com/GreatLakesCenter.

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The mission of the Great Lakes Center for Education Research & Practice is to support and disseminate high quality research and reviews of research for the purpose of informing education policy and to develop research-based resources for use by those who advocate for education reform.

Visit the Great Lakes Center website at https://www.greatlakescenter.org/

Article Notice – How Did Parents Balance It All? Work-From-Home Parents’ Engagement in Academic and Support Roles During Remote Learning

An item that scrolled through the feed in one of my open scholarship networks.

  • September 2021
  • Kiran Budhrani
  • Florence Martin
  • Oliver Malabanan
  • Jose Lloyd D. Espiritu

Abstract – This study reports the transitional lived experiences of work-from-home parents, uncovering their roles and activities while balancing duties of working, parenting, and assisting children with remote learning. Using a phenomenological approach, a three-step coding process was applied to organize a macro-micro view of parent engagement emerging from ten semi-structured interviews with parents from the Philippines. Parents demonstrated a positive mindset amidst balancing five academic roles including organizing learning, facilitating learning, monitoring learning, motivating learning, nurturing learning, and a sixth role in supporting learning. The role of “supporting learning” was deemed most important and central to the success of other roles. Parents assumed a primary instructor role as teachers were less prepared and performed activities distinctive to student needs. Parents served as digital classroom managers who organized schedules, assisted with assignments/projects,and participated in online chat groups. Parents repurposed living spaces and furniture for makeshift study and work areas. Parents helped children develop an online learning mindset but faced challenges motivating children to focus and finding the right mix of screentime. Parents valued children’s well-being, bonding time, socialization, and life skills. This research is a novel contribution of work-from-home parent experiences and adds to the literature on remote/online education during COVID-19.

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