This article was originally published here

Clin Rheumatol. 2020 Sep 17. doi: 10.1007/s10067-020-05405-9. Online ahead of print.

ABSTRACT

The coronavirus disease-2019 (COVID-19) pandemic has unsettled conventional medical education, hastening a switch to digital platforms and open-access publishing. Rheumatology is a fast evolving academic discipline that stands to gain by this switch. Most rheumatology textbooks are now available in digital formats, and these are complemented with live updating educational hubs such as UpToDate and ClinicalKey. Emerging topics of COVID-19 on these proprietary platforms are now freely available to all specialists. Social media channels, particularly Twitter, are becoming major players in the era of COVID-19 by offering online journal clubs, enabling fast dissemination of influential articles, and facilitating interactive education. Indexed rheumatology journals, in turn, aid online education by opening access to recommendations and other materials that are rapidly changing research and practice worldwide. Research peer review additionally offers learning experience to novice and seasoned researchers and authors. Global rheumatology societies have online learning resources, which are changing their format and geographic reach to meet the changing needs in the times of pandemic. While online teaching lacks emotional connections between mentors and mentees, switch to a more interactive format of education and regular contacts may partly solve the issue. Rheumatologists can take the lead in these challenging times and contribute more to online scholarly activities which are aimed to maintain and enrich education. Key Points Disparities in rheumatology education are likely to be widened during the COVID-19 pandemic. Barriers to rheumatology education include limited number of instructors and their limited experience in online teaching. Online textbooks, didactic materials of indexed rheumatology journals, and frequently updated online educational hubs such as UpToDate serve as a foundation of online rheumatology education. Online rheumatology education is enriched by peer review and social media activities, which are becoming major players in the time of the COVID-19 pandemic.

PMID:32939569 | DOI:10.1007/s10067-020-05405-9

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Moving towards online rheumatology education in the era of COVID-19 - DocWire News

51Talk also continued to maintain a high gross margin of more than 70% and record high gross billings of RMB676.4 million. Operating cash flow was RMB172.1 million, a year-over-year increase of RMB72.9 million while net revenue was RMB493.5 million, a 40% increase year-over-year.

51Talk maintains leading position in market share

China's K-12 Online English Development Blue Book 2020 ("Blue Book"), released by Southern Weekly, a well-known Chinese media, and the big-data research center of Chinese Academy of Social Sciences, shows that 51Talk ranks first among its industry peers at 46% market share, with the next two peers coming in at 18% and 16%. The Blue Bookalso shows that Chinese parents believe 51Talk provides the most superior service offering when it comes toimproving their children's English listening and speaking skills. The parents also noted that their children's speaking skills improved significantly after enrolling in 51Talk.

According to K-12 Online English One-on-One User Trend Research released byCTR Market Research, 51Talk enjoys total brand leadership with its cumulative 100 million classes delivered since its establishment in 2011. Its customer satisfaction rating also ranks first in the industry.

Strong market penetration in China and the Philippines fueled consistent profitability

In the second quarter of 2020, 71.3% of gross billings from the K-12 one-on-one mass market courses are from non-tier-one cities while 28.7% are from first-tier cities. Over the past two years, the growth of users in non-tier-one cities has exceeded that of first-tier cities. The success of this continuous downward market penetration has enabled 51Talk to attract customers with its competitive pricing, which further contributed to revenue growth.

51Talk's strong market growth has made it possible for its online teachers, a bulk of whom reside in thePhilippines, to enjoy better profits with their one-on-one courses. In the three most recent financial quarters, 51Talk has maintained a high gross margin of 70%. Instead of allocating a big chunk of its resources in traditional advertising and marketing, 51Talk focused on teaching quality and effectiveness as well as word-of-mouth referrals, to greatly reduce operating costs.

Since 51Talk started its operations in the Philippines, it has developed programs and campaigns to create awareness about the benefits of being an online English teacher. This year, the company welcomed Miss Universe 2015 Pia Wurtzbach as its brand ambassador to attract more Filipino teachers.

Philippine teachers now more popular in China

In China, parents prefer Filipino teachers compared with counterparts from Europe and United States, according to the CTR Market Research. Although Filipinos are not native English speakers, the Philippine education system as well as businesses, use the English language, and thus the country consistently maintains top English proficiency ratings. Filipino teachers have been studying and learning English as a second language for years, so they are equipped with a deeper and more technical understanding of how to teach the English language.

Filipinos also take pride in their strong customer service. They are generally mild-mannered, modest, passionate, enthusiastic, cheerful and patient, which are ideal qualities to possess in order to effectively teach English to young kids. In addition, there is no time difference between the Philippines and China, so students and teachers can easily connect with more flexible class schedules. With all these advantages, Filipino teachers have gradually become the face of online English teachers in China.

51Talk's "Education for All" strategy, its downward market penetration approach, and its high-quality "Filipino Teachers' One-On-One Model" have helped the leading platform achieve excellent results in the second quarter of 2020. Brighter prospects also await the online English education industry as studies have shown that the scale of China's K-12 online education market is expected to exceed RMB304.5 billion in 2020. 51Talk, which leverages "Filipino Teachers' One-On-One Model" with a cost-effective and sustainable strategy, will surely continue to improve profitability in the future.

SOURCE China Online Education Group

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Online English Education Platform 51Talk Reports Its Third Consecutive Quarterly Profit - PRNewswire

Sep 15, 2020 11:15 AM ET iCrowd Newswire Sep 15, 2020

Zion Market Research has published a new report titled Online Education Market, by Product (Content, Services), by Technology (Mobile Learning, Learning Management System, Virtual Class, Others), by Vertical (K-12, Higher Education, Corporate, Others), and by Region: Global Industry Perspective, Comprehensive Analysis and Forecast, 2019 2026. According to the report, the global online education market was valued at USD 29.45 Billion in 2019 and is expected to reach over USD 205.4 Billion by 2026, growing at a CAGR of around 32.7% during the forecast period from 2020 to 2026.

Online Education is the process of acquiring knowledge through electronic technologies and resources. A rise in the number of internet users has increased the market demand for sophisticated online learning courses. According to the Office for National Statistics, nearly all adults in the age group of 16 to 44 years in the UK were recent internet users (99%) in 2019.

According to the World Economic Forum, around 1.2 billion children are out of classrooms with schools shut down globally due to COVID-19 pandemic. Electronic Learning Management Systems such as Google Classroom are helping classes to connect distantly, communicate efficiently, and stay organized. Large-scale national efforts to leverage technology to the market players in support of distance education, remote, and online learning are emerging and evolving rapidly.

Recent technological advancements have seen exponential growth. In the education services sector, digital technology has advanced the concept of online education, which allows students from around the globe access educational content anytime and anywhere. In addition, there is no geographic barrier in the online education system which allows students from anywhere in the world to enrol in educational services. Furthermore, advances in interactive teaching methods in the online education field and highly cost-friendly technology make it possible for educational institutions to implement online education systems rapidly. In addition, due to the growing need for active learning the market is also expected to be improved. The availability of abundant free content and lack of knowledge, however, is constraining market development.

On the basis of segmentation the online education market is segmented by product, technology, vertical, and region. On the basis of product the market is segmented as content, services. Also, by technology, it is segmented as mobile learning, learning management system, virtual class, others. Further, on the basis of vertical it is segmented as K-12, higher education, corporate, others. Higher education is the largest category in terms of online education, due to its prominence among end users. Online education provides students with various courses and certifications in higher education while training users in online learning elements such as videos and chat rooms. Lastly, on the basis of region it is segmented as North America, Europe, Asia Pacific, Latin America, and Middle East & Africa. North America accounted for the largest market share. The market for online education in North America is driven by well-established infrastructure, highly skilled workforce and growing demand for BYOD by corporate organizations.

Get Sample of this Report https://www.zionmarketresearch.com/sample/online-education-market

The key players in global online education marketare Lynda.Com, Pearson PLC, McGraw-Hill Education, Blackboard Inc., Aptara Inc., Adobe Systems Inc., Docebo, Edmodo, PowerSchool Group LLC, Tata Interactive Systems among others.

The report segments global online education market into:

GlobalOnline EducationMarket: Product Segment Analysis

GlobalOnline EducationMarket: Technology Segment Analysis

GlobalOnline EducationMarket: Vertical Segment Analysis

GlobalOnline EducationMarket: Regional Segment Analysis

About Us:

Zion Market Research is an obligated company. We create futuristic, cutting-edge, informative reports ranging from industry reports, the company reports to country reports. We provide our clients not only with market statistics unveiled by avowed private publishers and public organizations but also with vogue and newest industry reports along with pre-eminent and niche company profiles. Our database of market research reports comprises a wide variety of reports from cardinal industries. Our database is been updated constantly in order to fulfill our clients with prompt and direct online access to our database. Keeping in mind the clients needs, we have included expert insights on global industries, products, and market trends in this database. Last but not the least, we make it our duty to ensure the success of clients connected to usafter allif you do well, a little of the light shines on us.

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Keywords:Online Education Market

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Online Education Market is set for a Rapid Growth and is expected to reach USD 205.4 Billion Globally by 2026 Zion Market Research - Reported Times

Shayla R. Griffin Published 8:00 a.m. ET Sept. 16, 2020 | Updated 12:27 p.m. ET Sept. 16, 2020

Detroit Public Schools Community District is equipping students with a tablet-style laptop from Detroit Connected Futures for online learning.(Photo: Rodney Coleman-Robinson, Detroit Free Press)

Here in Detroit, school has been in session for less than a week. If I had a dollar for every educator, parentand student who has reached out to me in the last week lamenting the hot mess of online learning this year, well ... Id have a lot of dollars.

Maybe its too late to write this. Maybe were too far down the path of scotch-taping together this broken school year to consider throwing it out and starting again, but Ive never been good at shutting up when it is clear we can do better.

So Im telling you all (again): "This school year is going to be mostly remote. We have to do online education better (or families will opt out)."

Shayla R. Griffin(Photo: Shayla R. Griffin)

I think the fundamental issue with many virtual education plans is one of perspective. Heres a test: Which of these statements best describes how your school district is thinking about online learning?

A. Virtual education is a temporary inconvenience for a short time while we focus on transitioning back to traditional face-to-face schooling as rapidly as possible.

OR

B. Virtual education is the primary method through which most students will learn this year. It is not something the majority of us were trained to do well, but getting it right is essential to the success and health of our students, educators, and families.

If you are operating from perspective A, theres little incentive to do virtual learning in a way that is innovative or takes you outside of your own comfort zone. Youre probably not giving much thought to whats best practice, whats developmentally appropriateor what makes sense for families. From this perspective, virtual learning is simply a stop-gap measure until we can get back to "real teaching and learning."

More: Online school is a nightmare. No one is fixing it.

More: Kids dodge online teachers with fake glitch, while some schools see real challenges

Leaders of districts like this are prioritizing things like "keeping the schedule the same"so we dont have to redo it once "real"school starts back up.

Even though there is no research-based correlation between the number of "live"online learning hours and learning outcomes, these virtual learning plans simply took the regular school day schedule sevenhours a day, fivedays a week, with six to eighttransitions and pasted "virtual"across the top,rather than doing what those who have long taught online know is best practice: mixing in asynchronous modules and reserving limited "live"teaching time for active learning, small groups, one-on-oneteaching, opportunities for questionsand student engagement.

Models based on this perspective present impossible challenges for parents juggling work and multiple children and turn students into "Zoom zombies"without opportunities for the human interactions that make face-to-face settings valuable, such as being able to privately ask a teacher or classmate a question.

More: 'Where are the kids? Inside the first day of online learning for one Detroit school

More: Schools in Detroit and elsewhere return to class. Here's what to expect

In contrast, if youre operating from perspective B (andIm suggesting you should be), you recognize that COVID-19 isnt going anywhere any time soon, and that huge numbers of families and educators are choosing online education even when given the face-to-face option.

In other words, you approach getting virtual learning right as difficult, but essential. You acknowledge that success is going to require more than devices and internet for all students (as important as that is), andadvocate for virtual learning plans that build on the knowledge of educators who have done it for decades you know, experts. You pay attention to the Michigan Department of Educations "Learning At a Distance Guidance"which warns leaders that: "Learning at a distance will not look anything like learning in a classroom ... Remember that the goal is not to replicate a normal six to seven hour day; that is not feasible or advisable during this extraordinary time."

School districts operating from this perspective would accept that online is this year's norm, and build district-wide schedules with reasonable start times (that arent connected to irrelevant bus schedules), block scheduling to reduce transitions and "resets,"and common lunch breaks to accommodate families with children in multiple buildings. Michigan's recently passed student count policies allow districts to prioritize this crucial flexibility for educators and families.

Interacting with district leaders across Michigan over the past few weeks, Ive asked what research, dataand best practices support their online learning plans. Mostly what Ive heard back is some version of: This is all so new, we dont have any data. We dont know what will work yet. Lets give it nine weeks and reassess ... and hopefully well be back to face-to-face by then, anyway.

These responses are misguided.

We actually do know a lot about virtual learning weve been doing it for decades and we have a lot of data about how it went this spring. Waiting until the disaster is apparent to everyone amounts to educational malpractice, and gives the most vulnerable students and families more reasons to opt out or drop out. Until we have a widely distributed and effective vaccine for COVID-19, even schools primarily doing face-to-face instruction will have to deal with closures and quarantines when cases emerge in their buildings that will necessitate some level of online education. There is no way around this.

Perhaps ironically, I personally have the kind of responsive program I am advocating for. My school-aged child, the oldest of my three, is in a special education program in which teachers are working with parents to figure out individual approaches for each student.

But there are 100,000 other students in Detroit, and 1.5 million across Michigan, who all deserve plans that are rooted in best practice, that are developmentally appropriate, and that acknowledge that no miracles are coming in the next few months that would make these efforts unnecessary.

Students and families need school leaders to get it together before its too late.

Shayla R. Griffin, Ph.D., M.S.W., is co-founder of Justice Leaders Collaborative.

Read or Share this story: https://www.freep.com/story/opinion/contributors/2020/09/16/online-learning-covid/5797384002/

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It's not too late to make this online school year better - Detroit Free Press

DDoS Protection , Forensics , Fraud Management & Cybercrime

Check Point Research analysts have observed a significant rise in online attacks against the educational sector worldwide since July.

See Also: Rising IoT Botnets and Shifting Ransomware Escalate Enterprise Risk

The U.S. faces a rise in distributed denial-of-service attacks, while Europe is seeing an increase in information disclosures attempts - many of them resulting from ransomware incidents, the researchers say. Meanwhile, in Asia, cybercriminals are taking advantage of vulnerabilities in the IT systems that support schools and universities to wage a variety of attacks.

DDoS and other attacks are surging because threat actors see an opportunity to disrupt schools resuming online education and potentially earn a ransom for ending an attack, according to Check Point and other security researchers.

"Distributed denial-of-service attacks are on the rise and a major cause of network downtime," the new Check Point report notes. "Whether executed by hacktivists to draw attention to a cause, fraudsters trying to illegally obtain data or funds or a result of geopolitical events, DDoS attacks are a destructive cyber weapon. Beyond education and research, organizations from across all sectors face such attacks daily."

In the U.S., the Cybersecurity and Infrastructure Security Agency has warned of an increase in targeted DDoS attacks against financial organizations and government agencies (see: CISA Warns of Increased DDoS Attacks).

As of Aug. 18, 20 of the 25 largest U.S. school districts have moved entirely to online platforms for instruction, which equates to about 4.3 million students learning remotely, according to a report by Education Week.

Check Point researchers found that, in the U.S., the average number of attacks against educational organizations increased 30% to 608 per week in August, compared to July. When all sectors are considered, attacks rose 6.5%.

Check Point says the majority of the U.S. increase is due to DDoS attacks. One such attack led Miami-Dade County Public Schools in Florida to cancel online classes for 200,000 students on Sept. 2 (see: Ransomware and DDoS Attacks Disrupt More Schools).

European educational institutions are also facing more cyberthreats, with surges in ransomware incidents and attempted information disclosures, rather than DDoS attacks, according to the report.

Check Point says the average number of attacks against educational organizations was 793 per week in August, up 24% from the previous month, while the average increase across all sectors stood at about 9%.

On Aug. 30, Newcastle University in the U.K. reportedly was targeted in a cyber incident that crippled its IT systems.

On Thursday, Britain's National Cyber Security Centre released a report that found ransomware attacks against schools and universities had increased in August.

"The NCSC dealt with several ransomware attacks against education establishments in August, which caused varying levels of disruption, depending on the level of security [these] establishments had in place," according to the report.

Meanwhile, in Asia, hackers are exploiting IT system vulnerabilities that open the door to DDoS attacks, remote code execution and information disclosures, Check Point reports. Across the continent, attacks targeting educational organizations surged 21% in August, compared to July. When all sectors are considered, attacks increased only 3.5%, Check Point says.

A report released by security firm Kaspersky earlier this year noted DDoS attacks affecting educational resources between January and June were up 350% compared to the same period a year ago.

"And a large portion of that increase can be attributed to the growing number of attacks against distance e-learning services," according to Kaspersky.

In a report earlier this month, Check Point found that, between May and August, suspected hackers registered over 35,000 domains with back-to-school themes, with 512 considered malicious and 3,400 tagged as suspicious.

Rautmare is senior correspondent on Information Security Media Group's Global News Desk. He previously worked with Reuters News, as a correspondent for the North America Headline News operations and reported on companies in the technology, media and telecom sectors. Before Reuters he put in a stint in broadcast journalism with a business channel, where he helped produced multimedia content and daily market shows. Rautmare is a keen follower of geo-political news and defense technology in his free time.

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Analysis: Cyberthreats in the Educational Sector Worldwide - BankInfoSecurity.com

To be successful in the virtual classroom, we need to incorporate the 4 Cs of online education: communication, commitment, community, and collaboration. Pupils that include these virtues in their studies often find learning online much easier and more doable.

We will be discussing how you can address the 4 Cs of education in your online learning experience.

Communication

If you want to understand your work and what you have to do correctly, you need to read everything. This includes the course syllabus, lesson instructions, and announcements.

Communication between students, professors, and classmates is essential for successful online learning. If you dont understand specific instructions, you need to communicate your confusion with your peers or instructor. Many people believe that online courses require individual work, but this is simply not the case.

There are various tools that you can use to communicate with your classmates and professors. For example, Pedagogue can be used to form class discussions and hold video conference calls with students. It can also be used to talk to other educators about tools, advice, tips, and hacks they have.

Commitment

If you want to be successful at your online studying, you need to be committed and self-disciplined.

Unlike regular school, you will not have specific class times in which you study. This means that you will have to set aside time each day to get your work done, which many people are not disciplined enough to do.

More so, you will not have a teacher to monitor how far along you are with your work or to remind you of due dates. You will have to remember everything yourself. For this reason, it might be a good idea to use a calendar or a diary to keep track of all your deadlines.

Community

You will enjoy your studies much more if you feel a sense of community. This is why it is so important to get to know your classmates, even if you may never physically see them. You could also gain academic support and a sense of community from a tutor, sibling, or parent.

Your peers will be able to help you with your schoolwork if you ever get stuck. More so, since you are studying virtually, your classmates are likely to live worldwide. This means that you can also learn about various cultures and ways of life during your online learning experience.

Collaboration

You will sometimes need to work on group projects and assignments. Collaboration is an essential skill that everybody will have to use at least once in their lives. This is why communicating and working with your peers is so important, even for an online course.

As we have mentioned, there are various tools that you can use to help you collaborate with your classmates, such as Pedagogue.

Conclusion

The four Cs of online education are communication, commitment, community, and collaboration. You can use various tools, such as Pedagogue, to help you maintain these virtues while studying online.

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How Can We Address The 4 Cs Of Education Online? - The Tech Edvocate

Photo courtesy California Department of Education

Heather Calomese started in August as California's new director of special education.

Heather Calomese started in August as California's new director of special education.

Special education in California may face vast challenges funding shortfalls, teacher shortages and distance learning, to name a few but Heather Calomese is undeterred.

Calomese, the states newly appointed director of special education, has an ambitious vision to improve equity and outcomes for the states 800,000 students enrolled in special education.

Social justice, enhancing online education and improving conditions for teachers are among her top priorities.

State Superintendent of Public Instruction Tony Thurmond appointed Calomese on Aug. 14 to fill the position formerly held by Kristin Wright, who resigned in the spring. Calomese was formerly the executive director of special education for the Illinois State Board of Education and served for almost a decade as a special education teacher in Chicago and Iowa.

Thurmond called her a strong advocate and champion for all students who has extensive leadership experience and knowledge of special education policy.

Approximately 13% of Californias 6 million K-12 students are enrolled in special education in California, receiving services for conditions such as dyslexia, autism and Down syndrome. The Department of Educations special education division provides resources and guidance for the states 1,000 public school districts.

Calomese talked to EdSource last week about her goals and vision for special education in California. This interview has been edited and condensed for clarity.

EdSource: Tell us a bit about yourself. How did you become a special educator?

Heather Calomese: I actually came to this field as a former journalist. I worked as a reporter and editor at a small weekly paper in New York. While I enjoy journalism, I just didnt see myself in the newsroom long term. Education had always interested me, and so I entered the special education field through a program at the University of Iowa.

Special education has allowed me to be part of the lives of so many students and families. I have grown so much as a person by being a part of this community. And to me, the students and families that I have served with over the years are always close to my heart and continue to drive my work. Supporting and being of service to others and really maximizing independence for students and families is what drives me in this role.

From your perspective, what are the biggest challenges right now in special education, not just here but across the country?

I think one of the main challenges is providing a free, appropriate public education while school campuses remain closed. As we know, distance learning can present a hurdle for students that receive support and services.

But I will say that in my brief time in this role, I have seen our talented community come together to collectively address these really deeply complex issues. As special educators, we are used to being flexible. Its who we are and what draws us to the work. And I have seen encouraging practices. Its an incredible challenge but I know that were here to solve the problem.

Some of these problems seem almost unsolvable. For example, how do you provide occupational therapy over Zoom?

Nothing is insurmountable. There is a lot of talent and expertise across our state. We can engage in partnerships and dialogues, and really try things out and learn from one another during this time. And when we find successful practices, can we elevate and amplify those practices so others can experience that success as well.

Districts, individual schools and even individual teachers have a lot of latitude as to how they want to proceed with distance learning. What do you see as the states role right now?

First and foremost, the states role is to provide relevant, timely guidance, thought partnerships, support and resources, technical assistance and general oversight. I really want to emphasize and underscore relevant and timely guidance. Thats what districts need, thats what they want. So its incumbent upon the special education division to really be nimble and flexible and responsive to the field during this time.

What can the state do to make sure students individualized education programs (IEPs) are followed during distance learning?

The federal guidance states that schools must meet students IEP requirements during distance learning. Parents and schools should collaborate on what those services look like, but its the states expectation that IEPs are followed.

I hate to ask this question because youve only been on the job since August, but what do you see as priorities in California, given the variety of needs?

A mentor once said to me that a flower doesnt always bloom on your watch. Ive really committed myself to creating the right conditions in California so flowers can blossom not just right now, but into the future. Its clear to me in just in my short time here that California is really committed to ensuring that the needs of students with disabilities are at the forefront, and we can come up with creative solutions to address the issues that have faced our community for decades. So thats very exciting for me.

An overarching goal is that we, as a state, improve outcomes and opportunities for students with disabilities. That, for me, is the ultimate North Star. There are opportunities in the system from pre-K to postsecondary to make progress, and I want to continue to refine those systems and collaborate with the many agencies that play a part in the lives of our students and families.

Another goal of mine is to bring conversations about race and equity to the table. We need to continually examine our system and address issues that oftentimes have an adverse impact on our students and families of color.

And finally, Im interested in elevating best practices for supporting English learners with disabilities. This is an area for growth that Im very interested in.

In California, there are many issues related to special education and race and inequity. For example, students of color are more likely to be improperly placed in special education, and also less likely to receive the services they need. Can you talk about what you see as the main challenges?

We see these issues play out very early on, oftentimes as early as pre-K, and can spiral from there. The issues bubble up in terms of identification, suspension, discipline, expulsion. But I also see it play out through implicit biases in school settings, and in philosophy and belief systems. And we see the disparities in graduation rates as well as college and career outcomes. Even beyond that, we can look at unemployment rates for adults with disabilities, limited career options or high rates of incarceration and substance abuse.

State Superintendent of Public Instruction Tony Thurmond has launched initiatives looking at student discipline, school policing and a variety of race and equity issues. Do you see special education as being part of those conversations?

Absolutely. When we look at exclusionary practices suspension, expulsion, restraint I think special education is certainly an important part of that. We have the research, we have the data. Its really incumbent on us to take a hard look and engage in a broad conversation about how we can improve these systems. Its the right thing to do, and Im absolutely committed to doing it.

How important is inclusion, the idea that students with special needs spend as much time as possible in mainstream classrooms?

Students need to be with their peers, make those social connections, have access to that curriculum and learn in the least restrictive environment possible. There will always be a continuum, because we do have students that need intensive supports. However, we have to ensure that students are being educated with their non-disabled peers as much as possible. And sometimes that means taking risks, right? Obviously, we want our students to be supported, but its also important to push students out of their comfort zone (with supports) so that they can continue to learn and grow and develop.

What will you do to address the special education teacher shortage?

As you know, the shortage of special education teachers is a nationwide issue, and one thats very concerning for me. We need to attract people to the field, but we also need to look at the bigger picture. We need to look at ways we can support new teachers and provide opportunities for mentorship, and also support teachers who are well established. We also need to consider how we support our special education administrators. We need to look at ways to attract and retain our special education workforce at all levels, because we have teachers leaving the profession at concerning rates.

To get more reports like this one, click here to sign upfor EdSources no-cost daily email on latest developments in education.

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For Californias new head of special education, nothing is insurmountable - EdSource

We knew in March that students wouldnt learn much during lockdown, and they seem to be in for more of the same this fall. The problem isnt just that teachers lack experience with remote instruction. For reasons scientists only partially understand, its demonstrably harder to learn via video than in person. Education Secretary Betsy DeVos and the rest of the Trump administration maintain that because online learning is hard, healthy kids should be in school. But research points to another solution to the video learning problem.

The problem is dramatic in children younger than 4. In a typical experiment, a researcher is filmed using a new word or describing the location of a hidden object. A child who sees the experimenter live is more likely to learn than one who watches the video. One explanation for this phenomenon is that videos lack the social cues face-to-face interactions provide.

Older children dont show a learning deficit, implying that theyre somehow compensating for what the video lacks. But they cant maintain the necessary attentional focus for an entire Zoom class, so learning suffers. That interpretation sits well with adults experience of Zoom fatigue: We get through our meetings, but making up for the absent social cues drains us. How might teachers help?

Different learning tasks capitalize on different social cues. We can make some reasonable guesses about when video makes learning difficult.

A class discussion requires conversational turn-taking, and eye movements play a central role. For example, if you are speaking and I break eye contact, that indicates I want a conversational turn. If Im speaking, a prolonged gaze signals an intention to yield the floor.

These signals are lost in videoconferencing, both because internet lag disrupts their timing and because computer equipment makes eye contact difficult. I see your eyes when I look at my screen, but you see my eyes when I look at my camera. The disconnect is part of why Zoom meetings brim with interruptions and awkward pauses.

During lectures, eye contact matters less than gesture. Instructors support explanations with their hands, as when a math teacher unconsciously mimes a pan balance scale to explain equivalence. Gestures aid student comprehension, but theyre usually absent from videoconferencing. Teachers sit near the computer to control their keyboard and mouse, which means students see only their faces.

Many lectures require demonstrations, with the instructor and student directing attention to a graph or an online laboratory simulation. During these tasks a teacher tends to use another type of gesture: Shell point, or as she gives the instruction turn it, shell gesture to show which way. Unlike the balance example, these gestures require having the other persons perspective on the object. Researchers have found it challenging to give users this sense of shared space during videoconferencing.

Overcoming these obstacles is usually possible. If I cant point with my finger, Ill point verbally: If I want students to look at a large, blue section of a graph, I can say, Look at the big blue section. Devising such workarounds is trivial in a two-minute Zoom call. But the costs accumulate over hours of video expounding difficult academic content.

Thats one reason 80% of adults who start non-credit online courses fail to complete them. And its a reason a lot of students simply didnt show up for remote lessons last spring.

So now what?

We can guess at some fixes. For example, instead of sitting at a desktop while lecturing, a teacher might stand and step back from the camera so that gestures are viewable. But researchers dont know enough to guarantee solid learning improvements. The summer, which the federal government might have used to organize a Warp Speed effort to find solutions, has instead passed in a narcotic dream that fall would bring students back to school the vision Secretary DeVos still hopes will triumph.

But theres another way. Research shows remote learning is more successful if a facilitator (usually a parent) is present. Companies that provide online education to home schoolers routinely stipulate that an adult supervise an elementary or middle school student.

Thats not a luxury. With our current technology and understanding, its a prerequisite to a successful remote learning program. And it shouldnt be available only to the learning-pod wealthy. The federal government could, through grants to states, provide funds to hire parents to serve as learning facilitators for small groups of children in grades K through 8. A similar emergency pandemic measure through Medicaid has allowed parents to be paid as caregivers for their disabled children.

The hallmark of an educated mind is learning from experience. Shame on us if we condemn our children to repeat last spring.

Daniel T. Willingham is a professor in the department of psychology at the University of Virginia.

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Op-Ed: Why remote learning is hard, and how to make it easier - Los Angeles Times

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(Bloomberg) -- Bit by bit, billionaire Ronald O. Perelman is parting with his treasures.His Gulfstream 650 is on the market. So is his 257-foot yacht. Movers hauled crates of art from his Upper East Side townhouse after he struck a deal with Sothebys to sell hundreds of millions of dollars of works.Hes unloaded his stake in Humvee-maker AM General, sold a flavorings company that hed owned for decades and hired banks to find buyers for stock he holds in other companies.What in the world is going on with Ron Perelman? His exploits on and off Wall Street have been tabloid fare in New York since the go-go 1980s. But now, at an age when most fellow billionaires are kicking back, Perelman, 77, is facing a range of financial challenges, most of all at Revlon Inc., his cosmetics giant.Once touted as Americas richest man, his wealth has dropped from $19 billion to $4.2 billion in the past two years, according to the Bloomberg Billionaires Index.Bankers, socialites and art collectors have been buzzing about Perelman since his investment company, MacAndrews & Forbes, said in July it would rework its holdings in response to the coronavirus pandemic and the ravages it caused to American businesses, including his own.We quickly took significant steps to react to the unprecedented economic environment that we were facing, Perelman said in a statement. I have been very public about my intention to reduce leverage, streamline operations, sell some assets and convert those assets to cash in order to seek new investment opportunities and that is exactly what we are doing.Read Ronald O. Perelman's full statement herePerelman also gave more prosaic reasons for the shift, including spending time with his family during lockdown and a desire for a simpler life.I realized that for far too long, I have been holding onto too many things that I dont use or even want, he said. I concluded that its time for me to clean house, simplify and give others the chance to enjoy some of the beautiful things that Ive acquired just as I have for decades.Graydon Carter, the former editor of Vanity Fair whos known Perelman for three decades, said the shift in Perelmans attitude is sincere.Often when people say this sort of thing, its masking something else. In Ronalds case, its true, said Carter, who partnered with Perelman to reopen the Monkey Bar in Midtown Manhattan. He has learned to love and appreciate the bourgeois comforts of family and home.Carter described Perelman as a charismatic swashbuckler who once enjoyed evenings on the New York social circle a little too much. But he said Perelman is now crazy about spending time at home with his fifth wife Anna, a psychiatrist, and their two young sons.Richard Hack, who wrote a 1996 unauthorized biography of Perelman, is skeptical.If you want a simpler life, you go buy a farm in Oklahoma, not sell a painting out of your townhouse in Manhattan, Hack said. If hes selling his art, its because he needs cash.The art includes Jasper Johnss 0 Through 9, priced in the $70 million-range, Gerhard Richters Zwei Kerzen (Two Candles),which went for more than $50 million and Cy Twomblys Leaving Paphos Ringed with Waves (I), which found a buyer for about $20 million, according to people with knowledge of the matter, who asked not to be identified as the sales were private.What hes selling is as blue chip as it gets, said Wendy Goldsmith, an art adviser in London.Some proceeds are slated to pay down loans from Citigroup Inc., according to people with knowledge of the arrangements. He also has loans fromJPMorgan Chase & Co., Bank of America Corp. and UBS Group AG related to his artwork, filings show.These are not forced sales, said a spokeswoman for Perelman. She also denied a New York Post story that The Creeks, his 57-acre East Hampton estate, is being discretely marketed and said that he remains committed to his considerable philanthropy. Perelman is building a performing arts center in the Financial District, is vice chairman of the Apollo Theater, and sits on the boards of Columbia Business School and New York-Presbyterian Hospital.Read More: Billionaire Perelman Seeks to Reset Empire to Face New WorldIts a striking turn for Perelman, long celebrated and feared for engineering some of the most ambitious deals of the 1980s and 1990s, and for the litigation, divorces and corporate brawls he left in his wake.He was imaginative, aggressive and innovative in ways that changed the financial landscape, said investment banker Ken Moelis, a long-time Perelman adviser.But now, one of the original pioneers of the Michael Milken-fueled junk-bond takeover era is realizing that theres such a thing as too much debt especially during a pandemic.Take Revlon, which sits at the center of his empire.Its $365 million market value is a whisper of the $1.74 billion he paid for the company in 1985. He owns about 87% of Revlon and has full control over the firm, run by his daughter, Debra Perelman.For decades, it strained under a heavy debt load, forcing Perelman to provide loans or inject funds as he switched executives to pursue various turnarounds. The billionaire made clear in a Wall Street Journal interview that he loved the business and, for better or worse, it most defined him.Revlon, which was slow to respond to shifting trends 20 years ago, has more recently lost sales to smaller beauty companies that lured customers with social media. Now revenue is plunging further because of store closures. The company has $3 billion of debt, some of its bonds trade at 14 cents on the dollar and the company faces a cash crunch in November.A Revlon spokesperson declined to comment.His problems arent confined to lipstick. Perelman used his Revlon shares as collateral for MacAndrews & Forbes debt, filings show. The shares have plunged 68% this year, a decline that would typically require lenders to seek additional collateral or repayment of the loans.Shares of other companies in his portfolio, including Scientific Games Corp. and Vericast Corp., were also pledged against MacAndrews & Forbes debt. At least nine banks have claims against Perelmans assets, including his art collection, house in the Hamptons and various aircraft. About $267 million in mortgages are linked to the firms Upper East Side headquarters in Manhattan and other buildings he owns.Perelman has made progress on plans to sell some of his holdings.MacAndrews & Forbes struck a deal this week to sell its 35% stake in Scientific Games to an Australian investment firm. KPS Capital Partners in July agreed to buy Perelmans stake in AM General, the Indiana-based maker of Humvees and other vehicles, for an undisclosed amount. A $439 million deal to sell Flavors Holdings, a maker of sweeteners and food products, to Whole Earth Brands Inc. was completed in June.Further simplifying Perelmans holdings, however, might be easier said than done.Revlons $3 billion of debt would be a concern for any potential buyer. And Vericast, a collection of marketing and payments businesses, has struggled to navigate industry changes while dealing with its own substantial debt burden. Two of its major revenue streams are check printing and print-based advertising, both in decline due to digital payments and online marketing. Its RXSaver and RetailMeNot units are being shopped, indicating it may be easier to sell the company in parts than as a whole.Read More: Perelmans Coupon Company RetailMeNot Said to Weigh Sale OptionsEven art sales can be troublesome. A Francis Bacon painting belonging to Perelman, valued at about $15 million to $23 million, was pulled from auction at the last minute due to a lack of interest. The art collection which contains some of the most valuable 20th century works, including sculptures by Alberto Giacometti and paintings by Mark Rothko and Ed Ruschais now responsible for more than a third of his fortune.There are signs that the turmoil is taking a toll within MacAndrews & Forbes, where several of Perelmans most senior staff have exited in quick succession.In July general counsel Steve Cohen departed, followed by spokesman Josh Vlasto and James Chin, who headed the capital markets group. Chief Financial Officer Paul Savas resigned in June over irregularities with $5 million in insurance payments between Revlon and MacAndrews & Forbes. He was replaced by Jeffrey Brodsky, who according to his LinkedIn profile, has an extensive background in crisis and turnaround management.Still, those who know him well say any recent stumbles wont define him.Ronald has been dealmaking at the highest level for forty years, Moelis said. Even Michael Jordan missed a shot.For more articles like this, please visit us at bloomberg.comSubscribe now to stay ahead with the most trusted business news source.2020 Bloomberg L.P.

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Online Education Market in India 2019-2024, 2020 Report on the $14.33 Billion Industry - ResearchAndMarkets.com - Yahoo Finance

Lauren Martinez, a fifth grade teacher at Northwood Hills Elementary, began the school year teaching virtually in Richardson ISD as schools navigate the lessons during the pandemic.

For the first few weeks of school at Northwood Hills Elementary, Lauren Martinezs fifth-grade classroom was largely defined by the people, and things, no longer present.

There were no students to hug when they entered the class. The voice stoplight on the whiteboard, which tracks the noise level in the room, was lifeless. The walls were bare. The Tuesday Folders in the back of the room still had the names of the students from the previous school year.

Only recently has she returned to campus along with some of her students. There are still no hugs. Theyve been replaced by the coronavirus version of greetings: friendly elbow bumps.

It is so fulfilling. I missed the interactions and conversations with students, Martinez said.

But at any moment, teachers like Martinez might have to pivot back to virtual learning should there be a spike in COVID-19 cases. And others continue teaching online as families opt for remote learning during the pandemic.

Navigating online education for teachers has meant converging specialties, moving parts and few firm solutions. Educators spend time finding the nexus between old teaching methods and new strategies as schools try to curb the spread of the new coronavirus.

Martinez, for example, tried to maintain normalcy in her sterile classroom when she could interact with students only through a tiny rectangular screen on Zoom.

During science classes, students would occasionally scream out the answers to a magnetism question. Those moments could almost make you forget there is anything unusual about this setup. Then there were times when the whole network was down. Martinez said it just wasnt the same.

When you grow up and go through your education as a teacher, you never think it would be like this, Martinez added. You become a teacher to connect with the kids.

For everything virtual learning appears to lack, the one thing it has in spades is technology. Projectors, monitors and screens dominate areas that once had easels and whiteboards.

Martinez spent the entire summer getting creative on how to use it all.

Back in March, most classes were taught asynchronously, which meant that students would spend only a short period of time with their teacher.

So, Martinez went to the drawing board. She found apps and interactive study guides to mix up the ways students could spend longer hours on a screen while still engaged.

Before returning to in-person lessons this month, Martinezs students played on a study review app that allowed students to race for the right answers in a video game setting.

Principal David Lewis said educators spent months figuring out how to visit with kids like on a regular school day through technology.

None of us have been trained for the kinds of things we are doing right now. All of us are working outside of our training zone, Lewis said. A lot of it is new, and a lot of it is very similar to what we would do in the classroom as far as engaging with kids and rewarding them for participation.

A fan favorite for modifying traditional teaching methods into a virtual setting are Zoom snack hours. Some teachers, as a reward for students, are offering those on Fridays.

Its just fun, Lewis joked on a recent school day when an excited yell carried down an empty hall as teachers laughed with students on Zoom.

Beyond teaching lessons, educators are figuring out how to check on how students are doing emotionally during distance learning.

Martinez would spend part of each morning on Zoom just chatting with the students, asking how they feel or what they want to be when they grow up.

The conversations start with students typing their individual responses into the Zoom chat. As the conversation materialized, Martinez unmuted students as they explained why they wanted to be a professional soccer player, a doctor or a police officer.

She wanted to build a supportive environment in which students feel comfortable to share.

In the Richardson school district, a guidance counselor often joins educators who are teaching remotely so they can check in on students as well.

The hope is that these exercises make students feel comfortable enough to reach out when larger issues arise, like food insecurity, home instability or illness.

Calls are made to parents once a week or more often to see if they have a stable source of food or access to the internet.

Not every student is required to turn on the camera on Zoom, making the job of identifying who needs help more difficult. Educators focus on spotting the little things when they can.

That can mean looking at the background of what a student puts up on Zoom to gauge how a person is feeling. One student recently had the hit show Avatar behind her as a background and another showed off the Texas Rangers' ballfield.

If such backgrounds suddenly change or disappear, its the virtual equivalent of a student not participating in class or participating in class as they would in person, which could mean something is wrong, said Summer Martin, the head guidance counselor for the district.

Everyone has experienced a type of trauma, and everyone handles it a little differently, Martin said. Little things like Zoom backgrounds "are a part of the process of visually seeing an interest or personality. It is a new way to connect and we are finding new ways to connect every day.

Martinezs class returned to campus just after Labor Day. A little more than half 53% of students at Northwood Hills elected to come back in-person.

Martinez acknowledges there is a learning curve as students come back. The feeling of having students in chairs again, though, is a welcome sight.

I cant wait for more students to come back to school in-person throughout the year, Martinez said.

Families who continued virtual learning for now will have the chance to go in person at the end of the first six weeks of school. Some may stay virtual the entire year.

That wont mean things will return to normal. Some hold on to reservations about moving too quickly toward normalcy. But many teachers are bracing for long-term changes.

Martinez knows better than anyone, too, that education itself will never be the same. Her class now has plastic dividers between students. But the technology that carries over will continue to help her students and be incorporated into new teaching methods that will be used moving forward.

If she has to go back to virtual teaching, Martinez thinks it will eventually get easier. She hasnt found the best way forward for her students yet. But that is always a work in progress, she says.

But if you arent getting better [as a teacher] from this, you arent doing it right, Martinez said.

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How do teachers connect with students during changing classroom needs amid a pandemic? - The Dallas Morning News