Our pick of the week:
Blended learning has the potential to transform the way teachers teach and students learn—if we take advantage of all that it offers
Instead of filling an inbox on the teacher’s desk with packets and worksheets, students now completed the exact same procedures online. Rather than write homework assignments on the board, teachers posted them to the students’ digital news feeds. While blended learning brings with it the promise of innovation, there is the peril that it will perpetuate and replicate existing practices with newer, more expensive tools (Beth Holland, 2017).
Ten years ago, the number one question parents asked when they were on a college campus tour was: “Will my child be safe?” Nowadays, their primary concern is: “Will my child get a good job after they attend”. College and universities address these fears through Marketing tactics and investment into brand new career centers or partnerships with renowned corporations. But is it really the solution to inverse the curve of young graduates’ unemployment? The answer is no.
The truth is, if graduates struggle so much to find their dream job, it is first because colleges cannot provide them with the set of new skills that employers are looking for in the digital world. The second problem is that even if students acquire the “right” skills (through internships or Self-Education), they often fall short selling themselves to recruiters. And got beaten by an ever-growing competition within the Job Search market. Therefore, potential solutions have to be found and our Education System should be deeply renovated in order to facilitate the learning of skills that are truly in demand.
Please find below a feed of articles updated weekly by our Team and bringing some guidance on how to renovate Education:
Patents, copyrights, and intellectual property are immensely complex topics—especially for students. We’re struggling a bit, to be honest. In this post, I’ll share what we’ve learned, what it means for our program, and how we’re using the USPTO’s resources with other tools to inspire entrepreneurship and innovation (Jarrett, 2017).
Students need periodic breaks to ease brain strain, and the perceived demand that they should always be on task is unrealistic.
There seem to be forces in education that push us to make sure students are on task. Why do we attempt to meet that demand when we know it’s unreasonable? Why do we demand on task behavior when it is not equivalent to student engagement? Isn’t it OK for students to be off task from time to time? In fact, don’t students need time to be off task? To take it to another level, what if off task is really on task (Miller, 2017)?
On Friday, first lady Michelle Obama honors the 2017 school counselor of the year, Terri Tchorzynski of the Calhoun Area Career Center in Battle Creek, Mich.
When you think about the personnel you have in your schools, school counselors are the ones that play the role in regards to impacting academic behavior and attendance. So if you don’t have a school counselor in your building, then there is a certain person that plays all of those roles and puts all those pieces together (Nadworny, 2017).
College graduates who say they received high-quality career services are much more likely to feel good about their education, recommend their university and donate to their alma mater.
A new survey of 11,483 college graduates, for the Gallup-Purdue Index, found graduates who reported “very helpful” campus career-services experiences were 5.8 times more likely to say their university prepared them for life after college, 3.4 times more likely to recommend their school and 2.6 times more likely to donate to their alma mater than graduates who found their campus career help “not at all helpful” (Linares, 2016).
While employers report strong demand for graduate talent, they continue to raise concerns about the skills and job readiness of too many in the graduate labour pool […]. Recent indications that the graduate earnings gap is in decline, and that significant numbers of graduates are going into non-graduate jobs, reinforce the need for action (Matthews, 2016).