Questions have been raised about the social impact of widespread use of social networking sites (SNS) like Facebook, LinkedIn, MySpace, and Twitter. Do these technologies isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? The Pew Research Center’s Internet & American Life Project decided to examine SNS in a survey that explored people’s overall social networks and how use of these technologies is related to trust, tolerance, social support, and community and political engagement. The findings presented here paint a rich and complex picture of the role that digital technology plays in people’s social worlds. Wherever possible, we seek to disentangle whether people’s varying social behaviors and attitudes are related to the different ways they use social networking sites, or to other relevant demographic characteristics, such as age, gender and social class.
One thing is becoming increasingly clear in the area of workplace training: the standard approaches applied are not adapted to individual needs and the knowledge society as a whole. Offering something more than a standard one-size-fits-all product involves “personalizing” learning. What do we mean by personalizing learning? We mean considering the diversity of learners (learning characteristics) in order to better adapt their learning to their needs (current and target skills), by offering them customized online solutions (synchronous, asynchronous and mixed) and by optimizing learning situations (alternate teaching methods) to reflect work-related requirements (e.g., adapted to their time constraints, work environment and job demands) and each learner’s skills.
Background Web technologies are developing at an unprecedented pace and constitute an excellent tool for improving the flexibility and effectiveness of learning. An increasing number of studies demonstrate that an adult can learn more – and faster – with an online course than face to face in a classroom. What about teachers, who must teach themselves on the job how to use these technologies and effectively integrate them into their teaching? A number of obstacles and a certain resistance hinder this training and integration, the most significant being the time available and the motivation to learn.
Increasingly, teachers are seeking à la carte training solutions that can be split up and accessed at different times in the workplace or close to home. The Internet offers more and more courses that successfully bring the knowledge conveyed in line with learners’ actual needs, regardless of where they may be on the planet, or where their workplace is located. But what do we really know about the impact of these online solutions on workplace learning? There is little literature on the subject, thus the relevance of research to analyze these types of intervention and document the success factors of online training in the workplace.
Goal
Given that little formal research has been conducted on the use of Web technologies for developing the technological and pedagogical skills of teachers in the workplace, and even less on operating training programs that provide a personalized approach to learning, the goal of this study was to test a mixed online learning model that provides a personalized mix of synchronous classroom instruction and asynchronous distance learning to suit the learning characteristics of adult learners in the workplace. With this educational approach in mind, the [email protected] program was launched online to offer professional development opportunities to teachers in the workplace who wished to develop their skills in online teaching. More specifically, the objectives of this study are to understand working teachers’ resistance to change and the obstacles facing them in terms of information and communications technologies Study on the impact of mixed online training (synchronous and asynchronous) on the skills development of teachers in the workplace (ICT); to test a mixed training program that offers a personalized training plan to meet the training needs and learning characteristics of practising teachers; and to measure the changing attitudes of teachers towards the need for lifelong learning.
How many Ontario high school students applied to the province’s colleges and universities during the last decade? How many enrolled? How many graduated? Find the answers to these and other good
questions in Quick Facts, a compendium of current and authoritative data on Ontario’s postsecondary
system.
Ask most people who don’t teach online about the likelihood of academic dishonesty in an online class and you will likely hear concerns about the many ways that students could misrepresent themselves online. In fact, this concern about student representation is so prevalent it made its way into the Higher Education Opportunities Act (HEOA). Passed into law in 2008, the act brought a few big changes to online education, including a new requirement to “ensure that the student enrolled in an online class is the student doing the coursework.” Although there’s some disagreement as to whether distance education is more susceptible to academic dishonesty than other forms of instruction, what isn’t up for debate is the fact that for as long as there’s been exams, there’s been cheating on exams. The online environment simply opens up a different set of challenges that aren’t typically seen in traditional face-to-face courses. Promoting Academic Integrity in Online Education was developed to help you understand the latest tools and techniques for mitigating cheating and other unethical behaviors in your online courses. The report features nine articles from Distance Education Report, including:
• Combating Online Dishonesty with Communities of Integrity
• 91 Ways to Maintain Academic Integrity in Online Courses
• The New News about Cheating for Distance Educators
• A Problem of Core Values: Academic Integrity in Distance Learning
• Practical Tips for Preventing Cheating on Online Exams
Online education didn’t invent cheating, but it does present unique challenges. This report provides proactive ways for meeting these challenges head on.
While much of the world is understandably focused on the current recession, there is a looming demographic and labour market
crisis which has the potential to shake the very foundations of our society and economy. Our population is aging; as the baby boomer generation advances into the age of normal retirement, there will be a significant decline in the proportion of our opulation in the prime working years (15 to 64). Using Ontario Ministry of Finance data, the projected shortfall in the availability of workers is shown to rise to at least 200,000, and to as high as 1.8 million by 2031,depending on our levels of population growth.
Even in the midst of a recession, we have to understand that a labour shortage looms. Unfortunately, this is only half of the bad news. At the same time as our population is aging, the requirements of the labour market are changing. With the emergence of our knowledge economy, the proportion of the labour force requiring some form of education or training beyond high school will increase dramatically.
Using a variety of Canadian and U. S. estimates,it is concluded that by 2031 we will need 77% of our workforce to have post-secondary credentials (apprenticeship, university, college, industry, professional). Overall, we now stand at about 60%, with our younger population (25 to 34 years of age) at just over 66%. So, we will need both a larger workforce and increased skills. For potential solutions, increasing the size of the population (immigration) with more skilled workers could help, but it will not solve the problem. Increasing the participation rates of those currently under-represented in the labour force is another option that needs to be explored, as do ways of accelerating graduations, increasing employer-provided training, improving literacy rates, and creating a more unified educational system. But what is most clearly needed is a change in our society’s attitude towards post-secondary education.
We have to accept attainment of post-secondary education or training as the expectation for all but a small minority of Ontarians. Without effective action, we face a future with large numbers of unskilled workers looking for jobs that require skills they do not possess, and a large number of jobs that will go unfilled. The time for action is now. It will take planning, hard work, cooperation, and difficult decisions to secure our future. An alternative outcome is simply unacceptable.
Rick Miner Report
SYNTHESIS: WHAT THIS REPORT TELLS US
The 2009–2010 State of Learning in Canada provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous State of Learning reports, this update reflects CCL’s vision of learning as a lifelong process. Our research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country’s economic success and overall quality of life. It is this core value that continues to guide our research and our commitment to fostering a learning society, in which all members can develop their full potential as active, engaged learners and contributing members of their community.
This update takes a life course approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning in Canada, are also included.
A quintessential Canadian success story Canada’s post-secondary institutions made major contributions to our country’s social progress and economic success in the last half of the 20th century. In the span of several decades, Canada evolved from a
country where an advanced education was reserved for the society’s elite to one that produces one of the world’s best-educated populations. By the turn of the century, Canada boasted the second-highest number of postsecondary
educated citizens per capita of any country —a comparative advantage in a global knowledge economy. Since knowledge is now the currency of the economy, improved post-secondary outcomes increase a country’s ability to develop the skilled human resources and conduct the innovative research it needs to remain productive and competitive.
Canada’s past performance is a remarkable achievement, considering that in the 19th century, just two percent of Canadian 20- to 24-year-olds went to university—usually to join the clergy, or become a doctor or lawyer. Even by the early 1940s, that number had only doubled to four percent. It wasn’t until the post-war period, when the federal government provided educational opportunities to returning servicemen after World War II and began investing heavily in post-secondary education to accommodate the Baby Boom population that enrolment rates swelled. There are now close to 100 public universities and roughly 200 public community colleges, degree-granting and other institutions all across the country. Today, 44% of Canadians possess postsecondary credentials. Much of Canada’s success is attributable to governments’ extensive investments in post-secondary education. Over the past 10 years, Canada has ranked in the top three internationally for public investment in post-secondary education institutions (PSIs). Collectively, the provincial,territorial and federal governments invested roughly $29 billion in 2004. A number of provinces have recently increased their expenditures on post-secondary education to ensure that PSIs are better able to respond to growing public demand. The creation of innovative research bodies and the infusion of new federal funds in national granting councils over the past decade have also enabled Canada’s universities and colleges to pursue an ambitious research agenda—the very heart of academic life.
Shortcomings
In spite of this solid foundation and the impressive track record of Canada’s post-secondary institutions, we cannot
be complacent. The PSE sector’s capacity to sustain its present progress is strained at the very time the world is placing a premium on higher education. Unprecedented demand for post-secondary graduates in the job market, coupled with an aging PSE workforce and deteriorating infrastructure, limit post-secondary institutions’ abilities to meet Canadian economic needs and social expectations. At the moment, there are few means to gauge just how well our PSIs are responding to Canada’s shifting social and economic needs or how post-secondary education in Canada compares with higher education systems in other countries facing similar challenges. Nor are there sufficient data to assess whether Canadians are fully benefitting from the money they and their governments spend on post-secondary education. There is a critical shortage of reliable research on the state of PSE in this country, making it difficult to determine whether PSE effectively prepares Canadians for the challenges and opportunities posed by the knowledge economy, if PSE provides value for money, or how Canada’s PSE system measures up against others elsewhere in the world. Compounding these issues is the fact that, despite widespread agreement that PSE
makes a vital contribution to economic growth and social cohesion, unlike most developed countries, Canada does not have a harmonized set of national objectives and targets for post-secondary education.
When viewed holistically, Canada lacks a clear and common understanding of the future directions and top priorities of its post-secondary education (PSE) sector. Perhaps as a result, Canada has not yet comprehensively addressed a fundamental question: How do we demonstrate quality in PSE? To answer this question requires clarification of many issues, including the roles that various institutions and sectors play. It also requires the development of a shared vision of PSE, of what can and should be achieved. Despite much discussion among leaders of various education sectors in Canada, an agreement on a plan of action has yet to be reached. Indeed, a national dialogue on this critical issue is needed.
As a starting point for a national dialogue, the Canadian Council on Learning (CCL) has published three annual reports on the state of post-secondary education in Canada over the last four years. These reports provided an overview of the Canadian PSE landscape while highlighting various issues common among education jurisdictions and institutions. For instance, CCL’s 2006 report, Canadian Post-secondary Education: A Positive Record¯– An Uncertain Future, identified eight goals common among the post-secondary strategies of provinces and territories. One of these common goals was addressing the issue of quality in PSE.
CCL’s new monograph series, Challenges in Canadian Post-secondary Education, focuses on important considerations identified in our previous reports. Here, with the inaugural monograph, “Up to Par: The Challenge of Demonstrating Quality in Canadian Post-secondary Education,” CCL discusses the complex challenges associated with defining and demonstrating quality in PSE. As the monograph asserts, a necessary step toward understanding and demonstrating quality in PSE is clarification of the overarching purposes and objectives of Canada’s collective post-secondary efforts. The common goals identified by CCL suggest convergence among Canadian education jurisdictions upon which a pan-Canadian strategy for PSE could be built. Nevertheless, debate persists on how best to structure institutions and systems—debate which further confuses our understanding of quality in PSE. Acquiring PSE has been linked to a number of individual benefits, such as better health and quality of life, and a greater likelihood of increased lifetime earnings. In turn, countries with higher levels of PSE participation enjoy greater economic prosperity, employment stability, labour flexibility, productivity and civic participation.1 Increased PSE enrolment rates reflect a growing awareness of the economic benefits of a PSE qualification. Following a period of decline in the 1990s, university enrolment has increased markedly. Between 2001 and 2007, total university enrolment in Canada rose by 19.2%, from 886,700 to over 1 million. Over the same period, the level of graduate studies enrolment grew by 25.3% to over 150,000. This increase has not been limited to universities. In fact, the share of the working-age population in Canada with any type of post-
As Canada’s youth consider their increasingly broad and complex array of post-secondary education (PSE) options, they are faced with potentially costly decisions. Moreover, they often do not have the information they need to make appropriate choices, which can negatively impact their participation and persistence in PSE. For many students, it is a challenge to choose, design and follow a post-secondary pathway to its conclusion without deviating from their original plan. Students are increasingly taking non-linear pathways through PSE. Some may need to relocate and attend a different institution. Many students may decide to change the focus of their study, while others may wish to change their program entirely. Some may shift their goals from academic to applied forms of study, or vice versa. However, the structures of post-secondary systems in our provinces, and the various mechanisms that bind them, do not always provide clearly apparent and unobstructed pathways for students, particularly for mobile students. These problems are exacerbated by shifting mandates, roles, and labels of institutions across the Canadian PSE sector.
Canada does not have a clear framework for understanding the many changes that have occurred within its PSE sector over the past 15 years. This monograph sets out to explain these changes, with a view to clarifying their potential effects on students’ comprehension of, and mobility through, the structures that comprise our current PSE landscape. In the past, Canadian post-secondary education has been described as binary, a term that indicates the presence of two separate institutional sectors: public universities offering academic and professional programming at the degree-level; and public colleges providing diplomas and certificates in programs of a more technical or vocational nature. However, this conceptualization overlooks private post-secondary institutions and, as Marshall (2006) notes, “significant growth in the number and types of degrees offered by a wider variety of Canadian post-secondary institutions” over recent decades.1 As a result, the distinction between the university and college sectors has become increasingly blurred, and the nature of some Canadian post-secondary institutions is no longer made clear by their names. Canada’s PSE sector is now characterized by a broad and complex mix of institutions for which a clear and comprehensive taxonomy has yet to be developed.
Evolutionary and legislative changes in many Canadian jurisdictions challenge the transparency of current Canadian post-secondary education vocabulary. Students’ ideas about which institutions offer which programs, and which programs lead to which opportunities, may not be aligned with these changes. It is arguable that Canadian PSE has become less transparent in recent years, exacerbating the potential that students make PSE decisions inappropriate to their aspirations. Issues of program choice and fit might be better addressed through the provision of a classification framework aimed at making Canadian PSE more transparent to its users.
Helping individuals obtain a college or university education, regardless of background, remains a key priority for provincial and federal governments in Canada. More and more postsecondary education (PSE) students, however, struggle academically. While PSE enrolment has increased, completion rates have fallen. Within Canadian universities today, about 70 per cent of entering students eventually graduate, and some schools face completion rates of as low as 50 per cent. Average grades have also fallen or been inflated. Administrators’ efforts to reverse these trends by offering additional support services such as advising, time management workshops and remedial education have been generally unsuccessful. Another explanation for worsening academic performance is declining study time. Recent evidence shows a substantial fall in average study times among postsecondary students over the last four decades. Greater financial constraints on today’s students and an increased need to work part time may prevent them from spending more time on school. On the other hand, poor-performing students may simply see less need to achieve better grade performance because they perceive obtaining an undergraduate degree as the primary benefit from postsecondary education. Or it is possible that more PSE students are myopic. Students invest time and effort for uncertain returns that are not realized until many years later. This uncertainty may lead students to focus more on immediate gratification and present opportunities and spend less time on school work. Many stakeholders are interested in how to motivate students to overcome these difficulties and perform better in school.
The goal of the Opportunity Knocks (OK) Project was to effectively learn more about the potential for merit-based scholarships to provide both additional financial support and more motivation for improved academic performance. OK was a randomized field experiment that involved first year and second year students receiving financial aid in 2008/09 at the University of Toronto Scarborough (UTSC). Students on financial aid were chosen because monetary incentives should be more meaningful to them. The campus includes a diverse student body, most of whom commute from home. About ten thousand full-time students attend each year. All first year and second year students on financial aid were invited to participate in OK. Those selected by lottery into the treatment group were offered merit scholarships for obtaining course grades above 70 per cent, as well as regular peer advising services. More specifically, for each one-semester course (with a full course load being 5 courses worth 5 2.5 credits), students received $100 for obtaining a grade average of 70 per cent and $20 for each percentage point above 70 per cent. For example, a student receiving a grade of 76 per cent would have received $220. If a student received 76 per cent in all of her or his 10 courses over the school year (5 each semester), she or he would have received a total of $2,200 (equal to 10 × $220).
OK participants selected for treatment were also assigned a peer advisor of the same gender and were offered opportunities to engage in e-mail correspondence with that advisor to discuss academic matters, as well as issues arising from campus life. Peer advisors were enthusiastic, paid upper year students or recent graduates with successful academic achievement. Each peer advisor was assigned to 50 students who had been selected for the OK treatment program. Advisors were the key front-line service and information providers for OK participants. They proactively sent e-mails to advisees approximately once every two to three weeks, whether or not a response was acknowledged. These e-mails offered advice on upcoming academic events and workshops and on how to approach particular periods in the academic calendar such as midterms and finals. Advisors also provided information about the Opportunity Knocks scholarships, including payment schedules and reminders of how scholarships were calculated.
Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality? All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.
No wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can deliver tremendous insight into what’s working, what’s not, and why. This special report features 10articles from Online Classroom, including a three-part and a five-part series that provides stepby-
step guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.
Articles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:
• Online Teaching Fundamentals: What to Evaluate, parts 1-3
• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?
• Getting Evaluation Data through Surveys: What to Consider before Getting Started
• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5
If you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your course ends.
Despite the tremendous growth of distance education, retention remains its Achilles’ heel.
Estimates of the failed retention rate for distance education undergraduates range from 20 to 50 percent. Distance education administrators believe the failed retention rate for online courses may be 10 to 20 percent higher than for face-to-face courses.
As an increasing number of colleges and universities identify online education as a critical component to their long-term strategy, the issue of retention can no longer be ignored. It is mandatory for everyone who touches the distance learner to understand why these students leave their online courses, and what it will take to keep them there. Featuring a collection of top articles from Distance Education Report, this new Faculty Focus special report provides practical strategies for improving online student retention, engagement and satisfaction. Articles include:
• 11 Tips for Improving Retention of Distance Learning Students
• Understanding the Impact of Attrition on Your School
• Taking a Holistic View of Student Retention
• Eight Suggestions to Help You Get Your Retention Act Together Now
• Online Mentoring Builds Retention
• Nine Truths about Recruitment and Retention
• Finding Helpful Patterns in Student Engagement
With the strategic importance of distance education courses on the rise, this report will help you understand the key variables that impact the retention of your web-based students and adopt proactive strategies proven to mitigate potential retention problems.
Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality?
All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.
No wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can delivertremendous insight into what’s working, what’s not, and why. This special report features 10 articles from Online Classroom, including a three-part and a five-part series that provides stepby-
step guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.
Articles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:
• Online Teaching Fundamentals: What to Evaluate, parts 1-3
• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?
• Getting Evaluation Data through Surveys: What to Consider before Getting Started
• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5
If you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your courseends.
Social networking use among internet users ages 50 and older has nearly doubled—from 22% to 42% over the past year.
While social media use has grown dramatically across all age groups, older users have been especially enthusiastic over the past year about embracing new networking tools. Although email continues to be the primary way that older users maintain contact with friends, families and colleagues, many users now rely on social network platforms to help manage their daily communications—sharing links, photos, videos, news and status updates with a growing network of contacts.
Half (47%) of internet users ages 50-64 and one in four (26%) users age 65 and older now use social networking sites.
Half of online adults ages 50-64 and one in four wired seniors now count themselves among the Facebooking and LinkedIn masses. That’s up from just 25% of online adults ages 50-64 and 13% of those ages 65 and older who reported social networking use one year ago in a survey conducted in April 2009.
Young adult internet users ages 18-29 continue to be the heaviest users of social networking sites like Facebook and LinkedIn, with 86% saying they use the sites. However, over the past year, their growth paled in comparison with the gains made by older users. Between April 2009 and May 2010, internet users ages 50-64 who said they use a social networking site like MySpace, Facebook or LinkedIn grew 88% and those ages 65 and older grew 100% in their adoption of the sites, compared with a growth rate of 13% for those ages 18-29.
Executive Summary
The NSSE National Data Project is an element of ongoing engagement research and implementation practice in Canada. It has two primary objectives. The first is the construction of detailed NSSE reports (items means and frequencies, benchmarks and learning scales) at the academic program- and student subgroup-level for individual institutions rather than for peer
groups. The second is the development of statistical (regression) models to measure the relative contribution to engagement variation of student characteristics, program mix andinstitutional character at both the student record- and institution-level. Both objectives address the broader goals of providing greater focus to engagement improvement efforts, identifying clusters of promising practices and best engagement results, supporting improved interpretation and use of institutional engagement scores, and informing the development of institutional accountability procedures and metrics. The core of the project is a record-level data file containing the approximately 69,000 2008 or2009 NSSE responses and additional student records system data representing 44 Canadianuniversities. Student responses were classified into 10 general academic programs (e.g., Social
Sciences) and over 75 specific academic programs (e.g., History, Biology) and over 30 student subgroups (including first generation, First Nations and international).
The detailed NSSE reports indicate a considerable level of variation in student characteristics and program mix across Canadian universities; large differences in engagement item scores and benchmarks across academic program clusters and specific programs within clusters, and across student subgroups; and wide engagement variability across institutions of differing size.
A summary of the results from these detailed reports is presented below. The program- and student subgroup-level NSSE reports provide a more focused basis for comparing engagement university by university, and strongly suggest that institution-level engagement comparisons should take account of student, program and size variation and should not be presented without context in ranked format.
The regression models provide a more formal basis for identifying and quantifying the role of student, program and size variation in engagement, and permit a number of conclusions. First, student characteristics, program mix and institutional character all contribute to a comprehensive statistical explanation of engagement variation. Second, the wide variation in
institutional engagement scores is reduced considerably when student characteristics, program mix and institutional size are controlled. Third, each engagement benchmark requires a distinct statistical explanation: factors important to one benchmark are often quite different from those important to another. Fourth, Francophone and Anglophone institutions differ with respect to
certain key engagement dynamics. And finally, the models suggest several approaches to defining the institutional contribution to engagement and the scope of institutional potential to modify engagement level.
Fifteen of Ontario’s 24 community colleges participated in a survey conducted during the 2009/10 academic year in which data was collected to determine the frequency of mental illness, mental health problems and academic challenges in students accessing campus-based counselling and disability centres. In this study, 3,536 completed surveys based on 1,964 individual students were received, representing each of the four geographic sectors of the province; the average age of the students was 28. Of all students accessing college counselling and disability services in this study, 60.9% reported having a diagnosis of one or more mental disorders. Mood (37.5%) and anxiety (24.6%) disorders were the most prevalent individual diagnoses, followed by comorbid diagnoses (24.4%). The number of sessions students attended appeared to be related to the number of diagnoses. The mental health problems of this sample were typically stress related or interpersonal in nature. College service providers reported that 67.7% of students exhibited academic challenges (most frequently difficulties maintaining concentration), although the academic challenges reported for students with diagnoses varied. In this final report, the implications for college staff training and practices are reviewed, and directions for future research are discussed.
Centrality of language proficiency in academic achievement Proficiency in language is recognized as an essential component of student success at Ontario's colleges and in the provincial workplace. Research indicates that postsecondary underachievement, failure, and attrition are highly correlated with academic under-preparedness, especially with respect to deficits in language proficiency. Contemporary college students in Ontario do not represent a homogeneous population; rather, they exhibit a wide range of abilities and needs related to language proficiency. Additionally, an increasing percentage of Ontario college students have second language challenges. The identification of students who are at-risk of not successfully completing their programs due to deficits in language proficiency, and the provision of timely and appropriate remediation where necessary, represent critical priorities in supporting student success.
College-Level Literacy: An Inventory of Current Practices at Ontario's Colleges instrument for gathering and reporting information. Three categories of college size, based on the Fall 2009 intake of students into postsecondary programs, provided further insight into the distribution of various practices. All 24 Ontario colleges participated in this study.
Imagine a future in which cancer becomes a memory, ordinary people travel in space, and computers carry on conversations like humans. Now imagine a darker future – a world beset bywar, rising temperatures and energyshortages, one where the United States faces a terrorist attack with nuclear weapons.
Most Americans think that these developments and many others are likely to unfold over the next 40 years. In the public’s view, this promises to be an era of technological progress. Large majorities expect that computers will be able to carry on conversations (81% say this definitely or probably will happen) and that there will be acure for cancer (71%). About two-thirds
(66%) say that artificial arms and legs will outperform real limbs while 53% envision ordinary people traveling in space.
At the same time, most say that war, terrorism and environmental catastrophes are at least probable by the year 2050. Nearly sixin-ten (58%) see another world war as definite or probable; 53% say the same about the prospect for a major terrorist attack on the United States involving nuclear weapons. An even higher percentage (72%) anticipates that the world will face a major energy crisis in the next 40 years. The public is evenly divided over whether the quality of the earth’s environment will improve over the next 40 years; as many say the environment is not likely to improve (50%) as say it is (47%). There continues to be a widespread belief that the earth will get warmer in the future, though the percentage expressing this view has declined by 10 points, from 76% to 66%,since 1999.
Moreover, 60% say the world’s oceans will be less healthy 40 years from now than they are today; just 32% say the oceans will be more healthy. The survey was conducted just after the Imagining Life in 2050 Probably/DefinitelyIn next 40 years… Will Will not
Science/technology happen happen DK
Computers will be able % % %
to converse like humans 81 18 1=100
Cancer will be cured 71 27 2=100
Artificial limbs will perform
better than natural ones 66 31 3=100
Ordinary people will travel in space 53 45 2=100
Energy/environment
Most of our energy will not
come from coal/oil/gas 74 24 6=100
World will face major energy crisis
Earth will get warmer
War/terrorism
Another world war
Major terrorist attack on U.S.
involving nuclear weapons
Pew Research Center/Smithsonian magazine
April 21-26, 2010. Figures may not add to 100% because of rounding.
April 20 explosion and fire on the Deepwater Horizon well in the Gulf of Mexico but before the full extent of the massive environmental damage caused by the oil leak became evident.
These are among the findings of a new survey of attitudes and expectations about the future, conducted by the Pew Research Center for the People & the Press and Smithsonian magazine in conjunction with the magazine’s 40th
anniversary (see "40 Things You Need to Know about the Next 40 Years"). The survey, conducted by landline
and cell phones April 21-26 among 1,546 adults, was informed by a 1999 survey on the future that explored
many of the same topics (see “Optimism Reigns,
Technology Plays Key Role,” October 24, 1999).
Despite the current economic slump and the widespread anticipation of crises to come, most Americans remain upbeat about the future, both for themselves and the nation. Today, 64% say they are very or somewhat optimistic about life for themselves and their family over the next 40 years, while 61% are optimistic about the future of the United States.
Moreover, 56% say the U.S. economy will be stronger than it is today.
Today’s recession-weary public is less sanguine about the long-term future than it was in May 1999, a time of very strong economic growth. Still, majorities across most demographic and political groups see things getting better – both for themselves and the nation – over the next four decades.
This paper explores the evolution of digital communication skills development in post-secondary educational institutions around the world. It considers how expectations of and opportunities for effective digital communicators extend well beyond the domain of graphic and visual artists, videographers, and web designers. Today, competencies that have traditionally been expected from art and design professionals are now expected from professionals working in such disciplines as journalism, education, and medicine.
The emergence of new post-secondary fields of study such as informatics, medical imaging, instructional design, and educational technology, featuring digital proficiencies as core components of discipline-specific epistemology, further extends the notion of what it means to be a proficient digital communicator.
The Evolution of Literacy
Today’s focus on building capacity for effectively communicating ideas and information extends beyond the traditional notion of literacy. Historically, literacy was defined as the ability to read and write. In the current era, a literate individual is one who has developed competencies that leverage reading and writing skills toward the goal of effective communication. In today’s world, a proficient communicator needs to be computer literate, visually literate, information literate, media literate, and digitally literate.
To be computer literate, one must know how to use a word-processing program, a spreadsheet program, a slide-presentation program, and how to perform the appropriate maintenance and security to ensure that his or her computer works properly. Visually literate individuals understand the nature of images and multimedia and comprehend how visual representations are created, produced manipulated, and shared.
Being information literate entails knowing how to find, analyze, and share accurate information coming from valid and authoritative sources. A media literate person has a deep understanding of the means by which communications are created and shared. This includes mass media, such as newspapers and online news sources; television; magazines; websites; and “long tail” interactive social media, including RSS, blogs, wikis, and micro-blogging applications for Twitter. The boundaries of digital literacy continues to morph and change as the digital world around us morphs and changes. The 2010 United States Department of Education’s National Technology Plan recently observed that our education system relies on core sets of standards-based concepts and competencies to form the basis of what all students should know and should be able to do. Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, states should continue to consider the integration of 21st-century competencies and expertise, such as critical thinking, complex problem solving, collaboration, multimedia communication, and technological competencies demonstrated by professionals in various
disciplines. (http://www.ed.gov/sites/default/files/netp2010.pdf )
To help with the task of bounding expectations, some professional associations are providing guidelines to members that situate definitions and standards for practice under the purview of the association issuing the guidelines. For example, the International Society of Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS−S) gives K-12 teachers a framework for guiding skill development in elementary and secondary schools. NETS-S suggests that the digitally literate student knows how to use technologies in socially acceptable ways and has a healthy understanding concerning privacy and safety issues. The digitally literate student can also demonstrate creativity and innovation, create new knowledge collaboratively in a face-to-face environment and at a distance, think critically, and use technology effectively and productively in order to share the results of such efforts.