This article focuses on contemporary discussions about university-affiliated lab schools and their growing international networks. Topics include university-affiliated lab schools, the State University of Malang-University of Pittsburgh partnership created by a consortium of rectors in Indonesia, and the growing importance of international professional development networks for university-affiliated lab schools. The instructional leadership side of the partnership has shared ways: (a) to design a better aligned curriculum; (b) to make learning activities more active and student-oriented; (c) to trigger creativity, critical thinking, and independence; (d) to practice ongoing assessment; and (e) to enrich the cultural repertoire of students. The institutional management side has focused greater attention on: professionalism in management; use of technology; human resources issues of recruitment, induction, and continuing professional development; and more innovative, balanced, transparent and sustainable funding sources. The following recommendations are made. First, fostering international partnerships is a good way for already strong schools to make continuous improvements in both instruction and institutional leadership. Second, partnership sustainability is paramount, especially during transitions in senior university management. Careful and thoughtful construction of the universities’ core memorandum of understanding is time well spent because it becomes embedded in institutional policy.
Recent initiatives in digital library research have suggested new models for the creation and organisation of digital information and its dissemination to virtual communities. PEN‐DOR (the Pennsylvania Education Network Digital Object Repository) is a digital library designed to provide access to the collective experience of teachers, students and administrators in public schools in building lesson plans and using curriculum materials. Using the WWW as a platform, PEN‐DOR incorporates current research in digital libraries to provide K‐12 educators with access to multimedia resources and tools to create new lesson plans and presentations, and to modify existing ones. Design problems addressed by the project include the design of a distributed, object‐oriented database architecture, the description and cataloguing of multimedia objects, and issues related to usability and training for a geographically scattered user community. Two critical aspects of the organisation of this digital library are the development of a method for the persistent identification of resources, and the design of a record structure based on recent developments in metadata. Resource identification has been achieved by adopting a system‐wide approach with an upgrade path to the emerging URN standards. In designing a record structure, the PEN‐DOR project has elected to use the GEM (Gateway to Educational Materials) metadata standard developed as part of the GEM union catalogue project. Content for the database is solicited from project partners, government agencies and educational resources Web sites, as well as from participating teachers. Once incorporated in the repository, materials can be organised in frameworks that form the basis for lessons, tutorials and presentations. As frameworks are developed, used, critiqueed and modified, they will form a community memory of past experience. Supported by the state’s Link‐to‐Learn programme, the system will function as a resource for educators throughout Pennsylvania.
Massive open online courses (MOOCs) have emerged in the last couple of years as Internet-based vehicles providing low cost global access to quality education. They come in two basic forms: expert and self-organizing. The dominant expert model provides access to expertise through centralized software platforms with expert-designed short lecture videos, free online reading materials, discussion forums and a strong emphasis on measurable assessments. Self-organizing models focus on problems that may be too new for well-developed expertise, but are too important to ignore. Their rapid (viral) growth has resulted in related "viral policies" created by administrators and others who feel under competitive pressure to act quickly. MOOC interest is growing in many countries, opening new opportunities for international education partnerships. Backlashes have taken the form of: (a) unresolved problems with course perseverance, (b) assessment procedures to reduce cheating and improve peer review, and (c) faculty resistance to viral governance. While low course completion rates remains problematic, rapidly developing technologies and competitive networks are likely to influence higher education institutional policy for some time to come. AbstrakDalam beberapa tahun terakhir ini, massive open online courses (MOOCs) semakin populer sebagai sarana berbasis internet yang menyajikan akses global berbiaya murah untuk mendapatkan pendidikan berkualitas. Ada dua macam MOOC, yaitu expert dan self-organizing. Model MOOC expert menyajikan materi suatu bidang keahlian melalui platform perangkat lunak terpusat, dengan menyajikan video kuliah pendek, materi bacaan online, forum diskusi, dengan diikuti penekanan pada evaluasi yang terukur. Model self-organizing mengutamakan masalah-masalah yang mungkin baru bagi bidang yang sudah berkembang pesat, tetapi juga tidak dapat diabaikan begitu saja. Perkembangan MOOC yang maju pesat telah mengakibatkan banyaknya kebijakan cepat yang dibuat oleh para pengelola pendidikan yang merasa tertekan oleh persaingan dan harus bertindak cepat. Minat terhadap MOOC terus berkembang di banyak negara, sehingga membuka kesempatan kerjasama internasional di bidang pendidikan. Beberapa reaksi penolakan yang muncul dalam bentuk (a) tidak diselesaikannya permasalahan yang terkait kelanjutan perkuliahan, (b) prosedur asesmen untuk mengurangi kecurangan dan memperbaiki peer review, dan (c) penolakan staff pengajar atas tata kelola online (viral). Walaupun tingkat keberhasilan kuliah online masih rendah, perkembangan teknologi dan jaringan pendidikan yang makin kompetitif masih akan berpengaruh pada penentuan kebijakan kelembagaan pendidikan tinggi pada masa-masa yang akan datang.
Follow this and additional works at: http://www.voicesofreform.com Recommended Citation McClure, M. W. (2018). Reframing education finance: Super wickedness, silver bullets, and educational inheritance. Voices of Reform, 1(1), 91-98. Retrieved from https://www.voicesofreform.com/article/4455reframing-education-finance-super-wickedness-silver-bullets-and-educational-inheritance. AbstractThis purpose of this essay is to start a conversation about expanding the focus in education finance to more comprehensively include the problems of educational inheritance and generational tradeoffs as central to education for generational succession. It is based on both long-term personal experience both as a professor, and as school board member and president. Because of my interpretations of this experience, much of the usual citation list is not included. It is deliberately written in the form of a provocative essay, because its emphasis is less about a search for causal prediction and explanation, and more about engagement in policy framing. This essay has not been created to demonstrate the one best way to succeed. It doesn't even assume some level of certainty is possible. It assumes instead, multiple layers of valid and contradictory meanings. It asks how we should consider looming challenges with both high levels of uncertainty and limited historical precedent. This essay hopes to give these problems greater traction.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.