2010年11月23日 星期二

中國大學的學歷

中國大學學歷只值300塊?
中國經濟增長強勁﹐農民工的工資水漲船高。然而中國大學畢業生卻遭遇尷尬﹐有調查說大學生平均起薪每月只比農民工高300元。很多人開始思考﹐學歷到底價值幾何?
文科生不如工科生賺得多?
大學生就業不愛外企愛國企
中國大學畢業生的“蟻族”生活
視頻:美高校鼓勵學生自創大學專業

中國大學的學歷真的這麼一文不值嗎?蔡昉說﹐並非如此。和葡萄酒一樣﹐大多數大學生的薪水會隨著時間大幅提高。但蔡昉說﹐負激勵效應已經開始出現苗頭﹐尤其是工薪階層家庭的學生﹐他們覺得學費和工資損失的代價太大。

代某光通信部品與次系統台商徵高階品管主管

代某光通信部品與次系統台商徵高階品管主管

本刊版主剛從中國回來 一周來未更新

代某光通信部品與次系統台商徵高階品管主管
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鍾 漢清
Hanching Chung (or HC/ hc)
網址:http://www.deming.com.tw
台灣戴明圈: A Taiwanese Deming Circle
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2010年11月15日 星期一

TALKING NUMBERS COUNTS FOR KIDS’ MATH SKILLS

TALKING NUMBERS COUNTS FOR KIDS’ MATH SKILLS
In almost every home and pre-school in America, young children are being taught how to recite the alphabet and how to say their numbers. A new study by University of Chicago psychology professor Susan Levine finds that simply repeating the numbers isn't as good as helping kids understand what they mean. According to her study, for children to develop the math skills they'll need later on in school, it is essential that parents spend time teaching their children the value of numbers by using concrete examples — instead of just repeating them out loud. The information is from NPR’s All Things Considered.

2010年11月11日 星期四

Encouraging Deep Learning

我現在忙著企業顧問
基本上 企業界也需要其版本的深度學習

ENCOURAGING DEEP LEARNING
Many community college students do not engage in enough classroom activities that enhance their “broadly applicable thinking, reasoning and judgment skills,” according to the latest Community College Survey of Student Engagement released today. This year’s release of the survey, now in its 10th year, draws from the responses of more than 400,000 community college students in 47 states, the Marshall Islands and the Canadian provinces of Nova Scotia and Ontario. In addition to the annual set of questions about their classroom and campus experiences, this year’s respondents were asked specific questions about “deep learning” techniques — defined as those “abilities that allow individuals to apply information, develop a coherent world view and interact in more meaningful ways.” The article is in Inside Higher Ed.

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Encouraging Deep Learning

November 11, 2010

Many community college students do not engage in enough classroom activities that enhance their “broadly applicable thinking, reasoning and judgment skills,” according to the latest Community College Survey of Student Engagement released today.

This year’s release of the survey, now in its 10th year, draws from the responses of more than 400,000 community college students in 47 states, the Marshall Islands and the Canadian provinces of Nova Scotia and Ontario. In addition to the annual set of questions about their classroom and campus experiences, this year’s respondents were asked specific questions about “deep learning” techniques — defined as those “abilities that allow individuals to apply information, develop a coherent world view and interact in more meaningful ways.”



The authors of this year’s survey argue that the percentages of students who reported that they engaged “often or very often” in “deep learning” activities indicate that community colleges must do a better job of promoting them in the classroom if they hope to boost student performance.

Only 43 percent of students reported that they “included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions.” Forty-five percent noted they “learned something that changed [their] viewpoint about an issue or concept.” Fifty-six percent stated that they “put together ideas or concepts from different courses when completing assignments or during class discussions” and “examined the strengths or weaknesses of [their] own views on a topic or issue.” Finally, only 57 percent reported that they “tried to better understand someone else’s view by imagining how an issue looks from his or her perspective." As these are experiences that just about all students should have, the survey's authors think these figures are all way too low.

The survey’s authors argue that strategies, like these, that strengthen student learning are essential in helping produce more community college graduates, as the sector has been challenged to do by the Obama administration and various education groups.

“While summits are clearly important, policy papers are critical, and changes in institutional culture are fundamental, graduation rates simply will not increase unless we attend with equal urgency to what goes on between teachers and their students,” said Kay McClenney, director of the Center for Community College Student Engagement, in a statement. “It’s really a straightforward position. We have to invest in faculty work to invest or learn about effective educational practices, deploy them in classrooms of all kinds — whether virtual or face-to-face — and then bring them to scale.”

Integrating Student Support

Elsewhere in the survey, many students reported that they do not always know about the availability of their college’s student and academic support services or how to access them. And some who do use these services noted that they “find them inconvenient” or “feel stigmatized by using them.”

Fifty-one percent of students reported that they have “rarely” or “never” used their college’s career services. Forty-seven percent noted the same estrangement from peer or other tutoring. Thirty-seven percent reported that they have had little or no exposure to an on-campus skill lab for writing or mathematics. Finally, 34 percent noted they have “rarely” or “never” taken advantage of academic advising/planning services at their institution.

The survey’s authors argue that “intentionally integrating student support into coursework circumvents many of the barriers that keep students from these services.” They highlight a number of institutions that have tried such integration.

For example, Delta College, in Michigan, brings tutors into all “first-level” sections of remedial English and mathematics courses. Tutors offer one-on-one support sessions for all students with a course grade lower than B during the traditional course time “so the students can have no excuse for skipping them.” And Phillips Community College of the University of Arkansas now provides student orientation in all entry-level English classes offered during the fall semester. The college did this because many students were not enrolling early enough for summer orientation.

“We have to relinquish our reluctance to require, even when that reluctance arises from an abundance of empathy for multitasking students,” McClenney noted.

In addition to the national report, CCSSE also released individual benchmark scores on its website for all of the 241 community colleges that participated in this year’s survey. The colleges are evaluated in five categories — “active and collaborative learning,” “student effort,” “academic challenge,” “student-faculty interaction” and “support for learners." Though colleges get benchmark scores, CCSSE opposes the use of them to generate rankings of community colleges; however, The Washington Monthly released just such a community college ranking this summer.



“We have to relinquish our reluctance to require, even when that reluctance arises from an abundance of empathy for multitasking students,” McClenney noted.

In addition to the national report, CCSSE also released individual benchmark scores on its website for all of the 241 community colleges that participated in this year’s survey. The colleges are evaluated in five categories — “active and collaborative learning,” “student effort,” “academic challenge,” “student-faculty interaction” and “support for learners." Though colleges get benchmark scores, CCSSE opposes the use of them to generate rankings of community colleges; however, The Washington Monthly released just such a community college ranking this summer.

“We have to relinquish our reluctance to require, even when that reluctance arises from an abundance of empathy for multitasking students,” McClenney noted.

In addition to the national report, CCSSE also released individual benchmark scores on its website for all of the 241 community colleges that participated in this year’s survey. The colleges are evaluated in five categories — “active and collaborative learning,” “student effort,” “academic challenge,” “student-faculty interaction” and “support for learners." Though colleges get benchmark scores, CCSSE opposes the use of them to generate rankings of community colleges; however, The Washington Monthly released just such a community college ranking this summer.

2010年11月4日 星期四

IES SETS EDUCATION RESEARCH PRIORITIES

IES SETS EDUCATION RESEARCH PRIORITIES
The Institute for Education Sciences this week officially set a new research agenda for the U.S. Department of Education, as its advisory board approved the first revised priorities in five years.The institute’s topics of study won’t change much under the new priorities. They include educational processes, instructional innovations, and teacher recruiting, retention, training, and effectiveness. The latter is in line with the federal economic-stimulus law’s focus on “teacher effectiveness” over the older “teacher quality.” But the new priorities put greater emphasis on putting federally supported education research findings into context “to identify education policies, programs, and practices that improve education outcomes, and to determine how, why, for whom, and under what conditions they are effective.” The document is intended to guide for the foreseeable future the discretionary grants made through the institute’s $660 million research budget. It’s also likely to change the shape of the regional education laboratory system, which provides technical assistance and research services in 10 regions across the country. The article is in Education Week.

倫敦金融學院 臉書線上MBA結合

倫敦金融學院 臉書線上MBA結合

英國的倫敦商業金融管理學院,最近宣布推出線上MBA課程,學生只要透過facebook登記,就可以免費在線上觀看所有名師教授的課程,而且也只有在想拿學位的時候,才需要付費.這項創舉在短短一周之內,就吸引了三萬人登記。

就在倫敦商業金融管理學院,宣布在臉書上推出MBA課程後一個禮拜,倫敦市的交通,立刻為這項創舉做了間接的背書。因為倫敦地鐵大罷工,通勤族只得騎單車在壅擠的車陣中穿梭,這時候如果能在家上課,該能省去多少麻煩。

目前,這項臉書線上MBA課程,已經吸引了三萬名使用者。不過還沒有人真正掏錢刷卡成為正式學生。校方採用先享受後付款的機制,學生聽了課感覺滿意,決定正式註冊攻讀學位的,才需要付錢。

這項創新改革當然也面臨很多問題,目前已經有15名教職員因為不認同而出走,況且發展這套全球MBA授課平台,得耗資七百五十萬英鎊,折合台幣三億以上。 不過校方很有信心,認為才一個星期就招生三萬人,未來可以輕易突破五億線上學生的關卡,當中一定有足夠的學生願意付錢取得正式學位,這筆收入就能支持校方 投資更多。

至於這種前所未見的商業模式能不能成央A或野艘ㄗ悀F這家商學院學生一個最好的個案研究教材。

(2010-11-04 20:00) 公視晚間新聞

2010年11月1日 星期一

Google Apps For Education,

Google has announced that New York University is moving all of its enterprise functions onto Google Apps For Education, providing more than 60,000 students and faculty and all 18 NYU schools with cloud-based e-mail and collaboration tools like Gmail and Documents.

Google estimates that the project will save NYU roughly $400,000 a year by "eliminating the need to purchase, upgrade, and maintain in-house mail servers and software licenses," wrote Miriam Schneider with Apps for Education team, on the Official Google blog.

Marilyn McMillan, NYU's Chief Information Officer says the move is "a win-win: in one stroke, we are able to provide better e-mail services to members of the NYU community, offer a new set of tools for academic collaboration, and achieve savings for the University."

Currently NYU is hosted on SquirrelMail, an e-mail system with a 200MB limit.

The announcement comes just weeks after the New York State partnered with Google to bring Google Apps for Education to all its K-12 schools.

"With students and faculty across New York now using Google Apps, it looks like the Empire State has fully embraced the cloud," Schneider added.