Invertir en los estudios universitarios

On average across OECD countries, men with at least a bachelor’s degree earn over ÚSD 300 000 more than what they paid for their education or lose in earnings while studying, compared with those who only have a high school degree. And taxpayers too realise a return of over USD 200 000 per tertiary graduate in higher public revenues and lower social transfers. It is hard to think of a better investment at a time when knowledge and skills have become the currency of modern societies and economies. And despite the burgeoning number of graduates, we have seen no decline in their relative pay, which is so different from those with fewer qualifications.

 

Fuente: Andreas Schleicher: Awarding – and imagining – teaching excellence | Education & Skills today

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Investigación versus industria en el campo de la tecnología educativa

Una brillante pieza llena de sensatez.

On one hand, he pointed to the burgeoning research literature beginning to highlight detrimental effects of digital technology on learning – particularly in terms of how technology might be altering students’ capacity to process information, think and engage in deep learning. On the other hand, he noted the growing significance of ‘good news’ studies sponsored by the IT industry and other actors who stand to profit from increased technology investment by schools and school systems.

 

Governments, schools, educators and parents have remained curiously unconcerned with what research evidence actually says. Instead, public opinion on the benefits/harm of technology in education has tended to an evidence-free zone, where many people have been content to act on assumptions and speculation. The IT industry has already become expert at producing polished narratives extoling ‘success’ stories. Glossy images of classrooms full of happy students engaging in creative collaborative work fit perfectly with the aspirations in the public discourse for how technology should save schooling from tradition.

Interesantes citas de Biesta (sospechoso habitual) y Sahlberg. De pasada, casi escondido entre el argumento general un pequeña joya que por si sol merecería toda la atención:

Adding to issues of evidence-building in relation to Ed-Tech, most studies of technology’s possible ‘detrimental’ effects are conducted by researchers in the areas of psychology, neurology and other clinical approaches to learning that often reduce it to an individual process devoid of contextual features. Again, there appears to be little motivation for these researchers to engage with educational academic research or vis-versa, even though connections between research with a clinical approach to learning and education research on the social and cultural contexts of schools and classrooms has the potential for significant mutual benefits. While clinical approaches often produce useful results, perhaps by virtue of their disconnection to the situated contexts where learning takes place, they often lend themselves to reductive and polarizing arguments about the relationship between technology and learning.

El subrayado es mío y apunta a una de las grandes cuestiones de la investigación educativa. Solo puede tener resultados potentes (desde un punto de vista clásico de la investigación científica) cuando se hace aislada de todo contexto. Resultados científicamente poderosos obtenidos justo allí donde no tiene lugar la educación: el laboratorio. Está en juego la incapacidad de mantener juntos laboratorio y realidad.

 

Fuente: Neil Welwyn, Thomas Hillman, Jonas Linderoth. Is Ed-Tech research nearing its ‘Big Tobacco’ moment? | Lärande och IT.

Inventar el futuro

Audry Waters sobre las predicciones tecnológicas como estrategia de mercado. Cuestiona la validez metodológica de los típicos informes.

The best way to predict the future is to invent it,” computer scientist Alan Kay once famously said. I’d wager that the easiest way is just to make stuff up and issue a press release. I mean, really. You don’t even need the pretense of a methodology. Nobody is going to remember what you predicted. Nobody is going to remember if your prediction was right or wrong. Nobody – certainly not the technology press, which is often painfully unaware of any history, near-term or long ago – is going to call you to task.

(…)

I believe we need to recognize that predicting the future is a form of evangelism as well. Sure gets couched in terms of science, it is underwritten by global capitalism. But it’s a story – a story that then takes on these mythic proportions, insisting that it is unassailable, unverifiable, but true.

The best way to invent the future is to issue a press release. The best way to resist this future is to recognize that, once you poke at the methodology and the ideology that underpins it, a press release is all that it is.

Fuente: Audrey Waters. The Best Way to Predict the Future is to Issue a Press Release | Hack Education

Empresa privada y educación

Efectivamente, la innovaicón era una fiesta y nadie había sido capaz de alejarse de los fuergos articificiales para ver quien encendía la mecha. Cecilia Bayo hace un muy buen y necesario apunte. Primero contextualiza: desinversión en educación y en formación del profesorado. En el desierto aparecen empresas privadas que bajo formas de filantropia (fundaciones, obras sociales, paternariados) empiezan a ocupar la tierra quemada que ha sido abandonada por los recortes:

Aquest procés de privatització i mercantilització no és nou, de fet s’inclou dins l’anomenada nova filantropia, una nova forma de caritat on empreses i entitats privades (com La Caixa amb EduCaixa, el Banco Santander amb el programa Empieza por Educar o la Fundació Telefónica amb Educared) s’aboquen a les problemàtiques socials, en aquest cas educatives, per aportar solucions no només dineràries (com feia la filantropia tradicional) sinó també amb la creació de polítiques, indicadors de qualitat, models organitzatius i una estreta participació del patrocinador, que actua com a assessor.

La pregunta queda abierta: Són els bancs, les empreses i les entitats privades els artífexs que han de definir les línies polítiques i la gestió de l’educació pública? Un poco de agitación en Twitter pero ninguna respuesta serie a la altura de una verdadera controversia, es decir, de una verdader participación democrática.

Ceclia Bayo: La innovació era una festa | Formatistica.

Cecilia Bayo. L’escola pública en mans de la nova filantropia | Nuvol.

Analíticas: el estado de la cuestión según Educause Review

Artículo en la Educause Review sobre el estado actual de la analítica de aprendizaje. Grandes potencialidades, muchas promesas, pero a día de hoy muy lejos de poder hacer realidad esas potencialidades y de poder cumplir esas promesas. Copia un fragmento:

However, the tools for understanding this data (e.g., edX ORA, Insights, EASE, and Discern) are still in their infancy. The grand challenge in data-intensive research and analysis in higher education is to find the means to extract such knowledge from the extremely rich data sets being generated today and to integrate these understandings into a coherent picture of our students, campuses, instructors, and curricular designs.

El conector con el que se inicia la cita está subrayado por mí. Creo que resume bien el mensaje del artículo y el estado actual de las analíticas.

Fuente: Chris Dede,Andrew Ho and Piotr Mitros: Big Data Analysis in Higher Education: Promises and Pitfalls | Educause Review