December 2021 - Page 22 of 25 - Education For Live

December 5, 2021

The 25 Most Popular New Online Courses of 2021

Foundations: Data, Data, Everywhere from Google via Coursera: This course introduces “the world of data analytics through hands-on curriculum developed by Google.”

Foundations of Project Management from Google via Coursera. The first of a series of six, this course is designed “to equip you with the skills you need to apply to introductory-level roles in project management.”

Foundations of User Experience (UX) Design from Google via Coursera. The first of a series of seven courses, it “will equip you with the skills needed to apply to entry-level jobs in user experience design.”

Ask Questions to Make Data-Driven Decisions from Google via Coursera. This one “will help you learn how to ask effective questions to make data-driven decisions.”

Prepare Data for Exploration from Google via Coursera. In this class “you’ll learn how to use tools like spreadsheets and SQL to extract and make use of the right data for your objectives and how to organize and protect your data.”

Project Initiation: Starting a Successful Project from Google via Coursera. “This course will show you how to set a project up for success in the first phase of the project life cycle: the project initiation phase.”

Process Data From Dirty to Clean from Google via Coursera. “In this course, you’ll continue to build your understanding of data analytics and the concepts and tools that data analysts use in their work.”

Start the UX Design Process: Empathize, Define, and Ideate from Google via Coursera. “In this course, you’ll complete the first phases of the design process for a project that you’ll be able to include in your portfolio.”

Psychological First Aid: Supporting Children and Young People from Public Health England via FutureLearn. No extra credit for guessing why this one was popular in the time of Covid. It teaches adults “to support children and young people’s mental health during emergencies and crisis situations.”

Analyze Data to Answer Questions from Google via Coursera. In this one you move along to “explore the ‘analyze’ phase of the data analysis process.”

Excel for Everyone: Core Foundations from the University of British Columbia via edX. “Learn Excel fundamentals including data wrangling, spreadsheet management, and basic data analysis.”

Data Analysis With R Programming from Google via Coursera. “You’ll discover how R lets you clean, organize, analyze, visualize, and report data in new and more powerful ways.”

Introduction to Statistics from Stanford University via Coursera. This course is designed to help you “gain the foundational skills that prepare you to pursue more advanced topics in statistical thinking and machine learning.”

Share Data Through the Art of Visualization from Google via Coursera. “This course will show you how data visualizations, such as visual dashboards, can help bring your data to life. You’ll also explore Tableau, a data visualization platform.”

Agile Project Management from Google via Coursera. “This course will explore the history, approach, and philosophy of Agile project management, including the Scrum framework.”

Project Planning: Putting It All Together from Google via Coursera. “This course will explore how to map out a project in the second phase of the project life cycle: the project planning phase.”

Google Data Analytics Capstone: Complete a Case Study from Google via Coursera. The eighth course in the Google Data Analytics Certificate. “You’ll have the opportunity to complete an optional case study, which will help prepare you for the data analytics job hunt.”

Nature-based Solutions for Disaster and Climate Resilience from SDG Academy via edX. Another course on the list that speaks to the anxieties of our time. It aims to answer: “What are ‘nature-based solutions,’ or NbS? How can they help build resilience to disasters and climate-change impacts? Why is NbS relevant? How can I apply NbS in my work and everyday life?”

Build Wireframes and Low-Fidelity Prototypes from Google via Coursera. “In this course, you’ll continue to design a mobile app for your professional UX portfolio.”

AWS Cloud Technical Essentials from Amazon Web Services via Coursera. A course for those in a technical role who want to learn the fundamentals of AWS.

Project Execution: Running the Project from Google via Coursera. “This course will delve into the execution and closing phases of the project life cycle.”

Python Project for Data Science from IBM via Coursera. “This mini-course is intended for you to demonstrate foundational Python skills for working with data. The completion of this course involves working on a hands-on project.”

Conduct UX Research and Test Early Concepts from Google via Coursera. “In this course, you will learn how to plan and conduct a usability study to gather feedback about designs.”

AWS Cloud Practitioner Essentials from Amazon Web Services via Coursera. This course provides an understanding of “fundamental AWS Cloud concepts to help you gain confidence to contribute to your organization’s cloud initiatives.”

Introduction to Google Workspace Administration from Google Cloud via Coursera. In this course “you will be introduced to your Cloud Directory and will learn how to split your organization into organizational units to simplify user and service management.”

December 5, 2021

Elementary School’s New Anti-Bullying Club Making Waves | Illinois News

By ANTHONY ZILIS, The News-Gazette (Champaign)

CHAMPAIGN, Ill. (AP) — Five students in Sara Burgener’s fourth-grade class at Bottenfield Elementary School stood in front of a class full of fifth-graders and read a creed.

“I promise to never bully,” they said in unison. “I promise to be a friend.”

The creed, like the anti-bullying presentation they make to classes around the school and the keychains they hand out to students who decide to join the Anti-Bully Club, was created entirely by students in Burgener’s class, The News-Gazette reports.

In fact, Burgener said, students came up with the entire idea for the club. While neither the school nor the class are experiencing any bullying problems that are out of the ordinary, Burgener said, the students’ responses to classroom incidents was anything but normal.

Political Cartoons

“I have been the facilitator, but that’s it,” Burgener said. “Beyond that, it’s all been them, and that’s really impressive.”

The club began with three members: Cameron Croop, Holden Frederick and Colt Leman. Soon, Burgener’s entire class took up the cause. Holden, who enjoys making artwork in his free time, made posters to put up around the school that read, ‘I Want You to join The Anti-Bullying Club,’ and drew lines for fellow students to write names.

“Things started to take off, and we started to make sign-up sheets,” Holden said. “Whenever we went out into the hallways, there were more names.”

Holden also drew the logo for the keychains the club distributes to new members, although the entire class played a hand in the design. The class also came up with the creed, and they go to other classes to spread the word.

During one of those presentations, a student asked whether the club would continue after the end of the school year. Colt replied that he and his class would continue the club. When he leaves for middle school, he said, “my sister will take over.”

The level of engagement from students has surprised its founding members, and the process has been a rewarding one.

“I really like seeing the joy on peoples’ faces when they get a keychain, or when they see me come in and they’re interested in it,” Colt said.

Throughout the year, Burgener said she’s seen the club’s work play out in real ways. When students see a hint of bullying, they fulfill their creed and put an end to it.

“They’re sticking up for each other,” Burgener said. “It’s nice, because those things are quashed before it even comes to a teacher. It reduces what adults have to be involved in, because they’re sticking up for each other.”

December 4, 2021

Management review found weaknesses in Fayette schools

Fayette County Public Schools in fall 2020 moved its Central Office from 701 East Main Street to 450 Park Place in Lexington.

Fayette County Public Schools

From academics to organization, Fayette County Public Schools have multiple weaknesses, a management review released Thursday found.

School district officials will address the findings through a new strategic plan developed by a community advisory group and a staff working group.

The district is paying $87,200 for a follow up review of organizational alignment, communications, human resources, equity office, financial services, operations, teaching and learning and family and community engagement. An initial review from the same consultants occurred in 2016.

Scott Joftus, president of the Maryland-based educational consulting firm Four Point Education Partners, gave school board members several findings at a Thursday meeting that included:

▪ School improvements are not implemented evenly or as effectively as possible.

▪ The Central Office’s organizational structure is not optimized to meet the needs of schools. Data should be more accessible and usable.

▪ Job responsibilities and authorities are frequently not understood.

▪ Several barriers are preventing schools from implementing the curriculum effectively and ensuring educational excellence and equity for all students.

▪ Greater attention needs to be paid to students who are struggling academically, with tutoring, smaller classes and other support.

▪ Professional development is not a strength of the district, with only four days officially set aside.

▪ The need for equity work is great. Achievement rates among Black and Hispanic students attending schools with high concentrations of minority students are lower than those attending schools with lower concentrations of minority students.

▪ The district is “not getting it quite right” in the Department of Equity, which has been in flux for a number of years. The department should be restructured and data used to hold Central Office accountable for lowering the achievement gap of minority and disabled students, the review found.

▪ Family and community engagement is not well coordinated.

▪ Communication has not been prioritized by district leadership.

▪ The district struggles to hire staff of color.

▪ The Department of Human Resources is not set up correctly and is likely understaffed.

▪ There should be more standard operating procedures in areas such as maintenance.

▪ Student enrollment and staffing projections are not handled effectively.

▪ A comprehensive review of the district’s informational and instructional technology is needed. That is especially important because adequate staff was not added after students were assigned laptops to help with virtual learning.

On a positive note, the review found the school district is in sound financial condition.

Also, the review found the school district had introduced several systems — including preschool — to improve teaching and learning and educational equity. And the review found the district has a strong student behavior management system.

Central Office staff will be asked to improve support for schools, improve communication, promote equity and use data to improve performance.

Staff writer Valarie Honeycutt Spears covers K-12 education, social issues and other topics. She is a Lexington native with southeastern Kentucky roots.

December 4, 2021

Parent-teacher relationship vital to home schooling during lockdown

ANI |
Updated: Dec 03, 2021 12:04 IST

Cambridge [UK], December 3 (ANI): A recent research has emphasised the importance of the relationship between parents and teachers during the lockdown to provide academic assistance to the students as well as practical and emotional support.
The findings of the study were published in the journal ‘Educational Review’.
With schools closed from March 2020 until the end of the academic year and again from January 2021, pupils were taught online. This put an expectation on parents to shoulder some of the responsibility in ensuring pupils were engaged in their learning and to try and minimise some of the disadvantages faced by pupils from lower-income families who may not have had access to the same learning equipment or facilities as others.
Academics from Anglia Ruskin University (ARU) led a team of researchers who surveyed 271 primary school teachers from across the country during June and July 2000 and also carried out follow-up interviews with a smaller cohort in April this year to compare the second round of school closures from January 2021.
Participants worked in schools with differing levels of pupil premiums, with funding provided by the Government to schools based on the number of pupils in a school deemed to be at an economic or social disadvantage. Lower pupil premium schools had fewer children considered to be at a disadvantage, while higher pupil premium schools had more.
The vast majority (84 per cent) of teachers felt some pupils had been disadvantaged by school closures due to their home circumstances.

The researchers found that all teachers provided resources for parents to use at home, either created by them or using other sources. However, while pupils from schools with a lower pupil premium number were significantly better able to access all resources than those from schools with higher pupil premium numbers, middle-income families struggled to find the time to engage with homeschooling, with many working from home in white-collar professions during the pandemic.
The study highlighted the broad range of support that primary teachers gave to children and their parents during the pandemic, not only academically, but also practically and emotionally. Teachers kept in touch with parents more regularly, either through online calls or home visits, and as a result felt they gained a greater understanding of children’s home lives, which helped build trust.
Many gave examples of ways they supported families through other means, such as organising collaborations with charities to provide breakfasts for children, whose families were struggling to afford food, making up food hampers, and even providing loans. Some teachers provided specific sessions for parents to guide them through some of the teaching materials, or to boost their confidence.
Lead author Dr Sara Spear, Head of the School of Management at ARU, said, “The COVID-19 pandemic was a difficult and stressful time for many people, and for some families, it caused or exacerbated socio-economic difficulties. Our results showed that parental participation in schooling in middle-income families was predominantly impeded by parents’ work responsibilities, with one or both parents likely to be working, and long hours and high-pressured jobs leaving little time for supporting children’s home learning.”
“This was exacerbated in the second closure period, with more parents working, and increased expectations for children’s learning. Only the richest families had access to resources, such as private tuition and intensive private schooling that alleviated these pressures,” she added.
“It was clear from our research that a closer relationship between teachers and parents meant a greater understanding of the difficulties faced by some parents, and as a result teachers went above and beyond to try and make sure no child was left behind. Teachers are hopeful that this stronger relationship will lead to better engagement in future, with things like parents’ evenings being held online to encourage better attendance,” she stated.
“In the event of future school closures, schools should consult with parents when determining any requirements for learning at home, to ensure that this is inclusive for the families in their community. Schools should pay particular attention to access to technology, and consider parents’ ability and capacity to participate in schooling,” she concluded. (ANI)

December 4, 2021

Why NC State is a leader in online learning :: WRAL.com

By Abbey Slattery, WRAL Digital Solutions

This article was written for our sponsor, NC State Online.

Since the COVID-19 pandemic necessitated periods of social distancing and isolation, remote learning went from an exception to a norm. While many schools, universities and colleges were experimenting with online learning for the first time, at North Carolina State University, online learning has been around for decades.

In fact, the university even offered correspondence courses for years before there was an internet, mailing students VHS tapes, then later CDs and DVDs of instructional material. Students would watch or review that content and mail their assignments to their instructors. Today, N.C. State’s online graduate programs and certificates prepare students for in-demand jobs and career advancement.

N.C. State’s DELTA, or Digital Education and Learning Technology Applications, started in the year 2000 and aimed to support teaching and learning with technology both on and off campus. Now, two decades later, DELTA is still going strong — and N.C. State’s online programs are benefiting greatly from the wide variety of available services including course development and faculty support.

Michael Kanters, a professor in the university’s College of Natural Resources, has been a long-time advocate of online programs, and even serves as a coordinator for two fully online graduate programs.

“I’ve been a college professor for 35 years, so I’m always looking for creative ways to keep students and myself engaged, because the two go hand-in-hand. I’ve always been intrigued by the online environment, and I’m constantly looking for ways that technology could be integrated into my teaching, both as an opportunity to capitalize on my own interest, as well as to reach a broader audience for courses,” said Kanters. “There’s no perfect methodology for teaching out there, but I believe that online learning can cater to a wider array of people. It makes the courses more accessible, it accommodates a wider range of learning styles and it allows for flexibility for both the students and myself.”

In order to provide robust and refined online programs, N.C. State faculty members put in the time and effort to become experts in teaching with technology through attending workshops and conferences of all types.

By leveraging available resources and technologies, N.C. State is taking online learning to the next level — which proved to be an asset of distinction.

“We at N.C. State really are leaders in online education in the nation, and I think that’s a testament to the university’s dedication to prioritizing online learning, and pushing the envelope all the time as far as new technologies and techniques,” said Kanters. “The online world is an environment that is always moving and always changing. N.C. State has outstanding professionals that have a passion for not only bringing innovation to online learning and technologies, but also for sustaining the university.”

While Kanters has been accustomed to quality online learning, the shift to emergency remote teaching and learning has meant that every faculty member has been exposed not only to multiple learning technologies, but to new pedagogical approaches and the awareness that online education, when intentionally designed, can help students by supporting a more flexible approach to student learning.

Faculty who may not have thought about online learning before can now see the potential to reach more students by offering online sections of their courses — and N.C. State and DELTA are the model to follow.

“With the experiences we’ve had, not only during the pandemic but because we have a long history of offering outstanding online courses, N.C. State is in an excellent position to consider how we continue to offer a range of course types to students that match their needs, whether that is in-person, online or some blend of the two,” said Donna Petherbridge, interim vice provost for DELTA.

“Moving forward, the key to our success will be to keep the student experience as our front-and-center touchstone, ensuring we are delivering courses via innovative technologies and pedagogical practices, and paying close attention to other support services that students may need to be successful.”

“Having come through the pandemic has really highlighted what people can do and how students can learn online — it’s one of the silver linings of the pandemic, because it’s brought some attention to online learning,” added Kanters. “But there are still people out there who may be afraid of it and students that don’t think that they can learn effectively in this environment.”

“If those courses are structured well, I truly believe there isn’t a course out there that can’t be taught effectively in this medium.”

This article was written for our sponsor, NC State Online.

December 4, 2021

Hawaii DOE | Waiakea High School’s Whitney Aragaki named 2022 Hawaii State Teacher of the Year

The Hawaiʻi State Department of Education (HIDOE) today named Waiākea High School teacher Whitney Aragaki the 2022 Hawaiʻi State Teacher of the Year. Aragaki received the state’s top teaching award from Gov. David Ige and Interim Superintendent Keith Hayashi during a virtual awards ceremony this afternoon.

Aragaki will represent Hawaiʻi in the National Teacher of the Year program. The honor is presented annually to a classroom teacher selected from more than 13,000 HIDOE educators. Aragaki was among 15 Complex Area Teachers of the Year and the Charter School Teacher of the Year recognized today.

“Whitney’s innovative approach to teaching offers students meaningful cultural and place-based learning opportunities that are both rigorous and relevant to our young learners,” Interim Superintendent Hayashi said. “Science can be an intimidating subject for students, but Whitney successfully engages her students in exciting and empowering ways.

Aragaki has been teaching at Waiākea High for 10 years and currently serves as a 10th-grade biology and Advanced Placement (AP) Environmental Science teacher. Her classroom activities are known to put students in touch with their local communities and are designed around learning through problem solving. Beyond science, Arakgaki’s educational activities offer students opportunities to elevate their leadership and civic responsibility within the community.

In 2018 the Department awarded Aragaki an innovation grant to support her proposal for Science Buddies, a program where AP science students could make an impact on the next generation of science learners in their own community by creating standards-based lessons for elementary classrooms. What resulted from the program were hands-on, locally based, and academically rigorous activities for over 250 students in grades 3-5.

While challenging, Aragaki’s methods of teaching have invited students to explore the world of science. “Mrs. Aragaki perseveres on a daily basis to provide her students with the proper experience, knowledge and environment they need to open up to being willing to engage in STEM,” Waiākea High alumna Lela DeVine shared. “The honesty and transparency throughout the classroom that allows her students to feel safe and inclusive is what sets Mrs. Aragaki apart from any teacher I have ever had.”

Also an alumna of Waiākea High, Aragaki has worked to further improve her school community through the creation of the peer-to-peer Warrior Professional Learning Community (PLC). After noticing a large turnover of teachers at her school, Aragaki initiated this teacher induction and mentoring group for those both new to the school and new to the profession to help foster a greater sense of school culture and belonging. Through the New Warrior PLC, new teachers receive training on career academies, how to support future first-generation college students, classroom technology integration, and other professional development sessions by school-based teacher leaders.

“Mrs. Aragaki’s commitment to excellence goes far beyond her teaching and the four corners of her classroom,” Waiākea High Principal Kelcy Koga said. “She sees the benefits that a sound education can provide, and is willing to go above and beyond the call of duty to not only serve her students but her colleagues and school community as well.”

In addition to her classroom teacher role, Aragaki has taught AP Environmental Science, AP Statistics and AP Computer Science Principles for the statewide Hawaiʻi Virtual Learning Network’s E-School since 2013. She is the lead teacher of the Waiākea High Public Services Academy, which was recognized as a National Model Academy under the National Career Academy Coalition in 2018. A National Board Certified Teacher, Aragaki was also a 2019 and 2021 state finalist for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST).

The full list of finalists honored today are, in alphabetical order:

ʻĀina Akamu, Ka‘ū-Keaʻau-Pāhoa Complex Area, Kaʻū High & Pāhala Elementary.
Wesley Capdepon, Honoka‘a-Kealakehe-Kohala-Konawaena Complex Area, Honokaʻa Elementary.
Cara Chaudron, Public Charter Schools, SEEQS: The School for Examining Essential Questions of Sustainability.
Trisha Gibson, ‘Aiea-Moanalua-Radford Complex Area, ‘Aiea Elementary.
Wendy Gumm, Nānākuli-Waiʻanae Complex Area, Nānāikapono Elementary.
Ashley Ito-Macion, Pearl City-Waipahu Complex Area, Kanoelani Elementary.
Corrie Izumoto, Kaimukī-McKinley-Roosevelt Complex Area, Kawānanakoa Middle.
Jim Kunimitsu, Campbell-Kapolei Complex Area, Pōhākea Elementary.
Richard Lau, Kailua-Kalāheo Complex Area, Kalāheo High.
Theresa Malone, Kapaʻa-Kauaʻi-Waimea Complex Area, Kalāheo Elementary.
Jeni Miyahira, Leilehua-Mililani-Waialua Complex Area, Mililani High.
Miyuki Sekimitsu, Castle-Kahuku Complex Area, Kāne‘ohe Elementary.
Wendy Shigeta, Farrington-Kaiser-Kalani Complex Area, Haha‘ione Elementary.
Bill Tatro, Hāna-Lahainaluna-Lānaʻi-Molokaʻi Complex Area, Lahainaluna High.
Lisa Yamada, Baldwin-Kekaulike-Maui Complex Area, Wailuku Elementary.

Today’s virtual ceremony included:

Honorariums to each finalist by Hawaiian Electric Co.
A one-year lease of a 2022 Subaru Impreza courtesy of Subaru Hawaii to the winner.