Interessante

Com algumas propostas de plataformas (em especial para usar com alunos que dominem o inglês) que desconhecia.

Please Stop Teaching Like Everything is Normal

As I sit at home with my 5 1/2 year-old and 2 year-old attempting to figure out some kind of routine and manage my own anxieties, I have been struggling not to cringe as I watch the entire country turn educating kids into a huge social and technological experiment.

The approaches range widely, with some schools and districts switching entirely online, requiring students to submit work for a grade and running daily Zoom “classes” for kids as young as elementary, and some districts, like mine here in Philadelphia, directing teachers not to teach online at all due to FAPE (Free Appropriate Public Education) law and instead providing families with enrichment materials.

Before all of this, a common buzz phrase was “trauma-informed teaching.” For all of the buzz, I have not seen a lot of these specific conversations happening (please prove me wrong). Yes, kids need structure (although, I’m learning that schedules are not for all kids—raises hand) and yes, kids need something to do that feels normal. However, in talking with my students this week through Hangout, the ambiguity of the work they are being given and the potential for it to count later is stressful. The difficulty teachers can have trying to address kids’ individual needs digitally (especially students with IEPs or our ELL population) are also stressful. Students are also finding it hard to focus as things as they watch the SAT they registered for be canceled, as they follow events on social media, are distanced from their friends, feel the stress of their parents, worry about how/if they will graduate or if they will get to wear the prom dress or suit they were so excited to wear.

We have kids whose family members are working in healthcare and at grocery stores who are directly on the front lines. There are kids with parents or other family members with compromised immune systems, or whose own immune systems are compromised. We have families where a parent has lost a job, and families where there is not enough food on the table. Even for families without these issues, often both parents are working from home and trying to balance their own jobs and their kids. Single parent homes are struggling to balance caregiving, remote work, or going to work and attempting to find child care. These are not normal times. Trauma abounds.

(…)

MaryBeth

Domingo Em Pausa – Dia 4 Em Emergência

Com umas sugestões para passar bem o tempo.

Pela primeira vez, sinto alguns sinais positivos do tal “isolamento social” que, pelo menos para quem aprecia uma boa pausa e a dose certa e necessária de silêncio, é importante para fazer uma espécie de reboot do sistema e para baixar os níveis de desgaste que costumam marcar o final do 2.º período.

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1600 Casos, 25% De Progressão

E parece, ao fim de quatro dias, que a curva aplainou para menos de 30% de crescimento diário. Resta saber se o contágio pela fronteira com Espanha foi estancado a tempo, porque temos concelhos raianos quase sem casos, enquanto do lado de lá existem às dezenas.

É apenas uma hipótese, claro, mas repito o que escrevi na altura… há decisões que só ganham em ser tomadas sem excessiva incubação, se é na vida das pessoas que estão a pensar e não apenas em tácticas políticas.

COVID 22MAr20

Assim É Complicado

Se o PM diz que vamos ter três meses difíceis (e o homem evita as más notícias como o Maomé evitava o toucinho salgado), não seria altura do ME desenterrar a cabeça da areia e deixar-se de planos a uma semana ou de acreditar que vamos ter uma rede de ensino à distância eficaz e “universal” no mesmo tempo que os chineses levam a montar um par de hospitais de campanha?

Devemos procurar soluções e não problemas, como é palavra de ordem num certo “grupo de apoio” cheio de gente que nos ajuda a ficar baralhados?

Sim, devemos recear tomar medidas erradas, porque precipitadas. Mas o raio do vírus não apareceu aos saltos na semana passada.

Então, que tal tentarmos encontrar um rumo para o que há a fazer até Junho – o que não significa soluções únicas e iguais para todos, porque esse é o erro maior, que ignora as enormes desigualdades existentes – e não esperar que tudo corra pelo melhor, porque temos um santinho na gaveta da secretária e fizemos as orações certas em menin@s?

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O Pós-Digital (Ou O Verdadeiro Século XXI Se Não Acabarmos Todos De Volta Ao Analógico)

Postdigital Research in the Time of Covid-19

The First 80 Days of Covid-19

The first case of the coronavirus disease, Covid-19, was officially reported from Wuhan, China, on 31 December 2019 (World Health Organization).

The coronavirus disease had initially been compared with an ordinary flu, and Dr. Li Wenliang, who raised the alarm in the early days of the outbreak, was investigated by the Chinese police and the Public Security Bureau for ‘spreading rumours’. Yet it soon became obvious that Covid-19 is far more dangerous than the flu, and Dr. Li Wenliang, aged 33, died of the infection on 7 February 2020 (Hegarty 2020). In spite of their harsh initial reactions to Dr. Li Wenliang’s alleged whistleblowing, Chinese authorities soon exhibited remarkable determination in containing the virus. By late January, they quarantined the city of Wuhan (11 million inhabitants) and several other areas affecting over 60 million of people. ‘Since February 18, China has reported the number of recovered cases is vastly outpacing the number of new confirmed cases each day.’ (Roper 2020). In the meantime, the coronavirus has crossed the borders of China, and Western countries have been much slower in their response. On 11 March, the World Health Organization ‘declared COVID-19 a pandemic, pointing to the over 118,000 cases of the coronavirus illness in over 110 countries and territories around the world and the sustained risk of further global spread’ (Ducharme 2020) and on 13 March, ‘[i] nternational health officials said Friday that Europe has become the epicenter of the coronavirus pandemic, as the continent is now producing more new cases each day than China did at the height of its crisis’ (Coote and Jacobson 2020).

In popular media, the Covid-19 pandemic has started an infodemic of unprecedented scale; fake news and bullshit flourish alongside credible information from sources such as the World Health Organization. In the context of research, the Covid-19 pandemic has initiated historically unprecedented levels of collaboration and openness, prompting some authors to suggest that ‘[w]hen the story of the coronavirus (2019-nCOV) is finally written, it might well become a template for the utopian dream of open science — where research data is shared freely, unrestrained by competition, paywalls and patents’ (Crowe 2020).

Worldwide closures of schools and universities have pushed millions of students and teachers online, bringing decades of experience in the field under the public eye (Bates 2020). Commentators compare Chinese and Western responses to the crisis, often under bombastic titles such as ‘Coronavirus and the Clash of Civilizations’ (Maçães 2020). Political scientists discuss whether the pandemic is an argument for total dismissal of capitalism or just a passing aberration in its functioning (Roberts 2020). Economists advise us to prepare the new recession (Elliott 2020). Sociologists see worldwide border closures as an anti-globalization experiment (Peters et al. 2020), and philosophers go back to questions pertaining to human nature. Worldwide governments are responding in radically different ways—the government of Montenegro has closed down the whole country before it registered the first patient within its borders (World Health Organization 2020b), while the UK has opted for a laissez faire approach which is hoped to result in herd immunity (Dunn and Kahn 2020). From official news to social networks, everyone and anyone has something to contribute to these debates, creating an infodemic which will be analysed long after Covid-19 is gone.

(…)

Wearing my academic researcher hat, I am not ashamed of naivety of this paper—it honestly represents my current thoughts and feelings about the Covid-19 pandemic on 16 March 2020. These thoughts are likely to be overridden by new developments, but they will nevertheless serve as a testimony of this historical moment. Wearing my academic editor hat, I am not afraid of publishing papers that might be proven wrong or even retracted—messy and unpredictable postdigital challenges pertaining to viral modernity require messy and unpredictable attempts at answering. Wearing my Daddy hat, I am admittedly a bit ashamed of withdrawing into the world of research while my son lives through some of the most challenging times in his 6-year-old life. Yet beneath all these hats, there is a head; in this head, there is a mind; and in this mind, there is a tiny, persistent voice that whispers: knowledge and solidarity are the key to long-term survival and flourishing of the human race. I invite all postdigital scholars to take this voice seriously, get out of our comfort zones, and explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us. In the midst of the pandemic, many of these efforts may seem useless. Yet paraphrasing John Fitzgerald Kennedy (1966), those who dare to fail miserably are also those who might change the course of history.

O digital já tem muitas décadas:

 

(aquele Maçães que surge ali citado meio como escrevendo disparates é esse mesmo, o que chegou a um cargo no governo cá, nos tempos da troika. Afinal, não sou o único a achá-lo um bocado para o idiota)

Uma Das Vantagens Da Situação Actual…

… é que algumas plataformas de agregação de artigos científicos (daqueles mais a sério) colocaram parte dos seus repositórios em acesso livre e até há tempo para ler algumas coisas que de outro modo ficariam para trás. Ou inacessíveis. Fica uma sugestão, a partir do campo do ensino da Medicina, sobre o confronto entre duas formas de encarar a melhor forma de promover as aprendizagens. A disputa remonta aos anos 70 do século XX, está longe de ser uma novidade, muito menos uma problemática específica do século XXI como alguns joões nos querem fazer crer.

Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps

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