ST. LOUIS With concerns about COVID-19 continuing, the Missouri Department of Conservation will begin new online educational programs in June. These will enable those who want to learn about nature or outdoor recreational pursuits to do so while practicing social distancing guidelines.

The goal of our virtual educational programs is to reach those seeking nature and outdoor-based learning opportunities in a convenient and safe way, given these current circumstances, said MDC St. Louis Regional Administrator Julianne Stone. As we negotiate the new COVID-19 landscape, its more important than ever to maintain our connections with nature and we are very excited to adapt our conservation programming, so the people we serve can continue to access the quality programming MDC is known for.

The following two programs will kick off the new online learning opportunities in June:

Virtual Firearms Safety 101, Wednesday, June 17, 6-7 p.m.This is a basic firearms safety and knowledge class. MDC staff will discuss basic safety of firearms, hunting opportunities, and open locations to shoot your firearm. This quick 30-minute refresher will have you headed out the door for a safe experience. Register online at https://short.mdc.mo.gov/Z7a.

Sssensational Snakes, Thursday, June 18, 1-2 p.m.Nothing catches peoples attention like snakes. Why are snakes important? How do you tell if they are venomous? Find out the answers to these questions and more. This program will help you learn about and meet some of the slithering serpents that call Missouri home. Register online at https://short.mdc.mo.gov/Z7R.

All MDC online programs are free. Registration in advance is required to participate using the links above. Registrants must provide an email, so a program link can be sent to them. Each program will be approximately 30 minutes, followed by a chat-based question and answer period where participants can interact with the presenters.

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MDC begins online education programs in St. Louis region this June - The Marshall Democrat-News

While other colleges in New Hampshire intend to resume in-person classes this fall, Southern New Hampshire University plans to keep its distance.

Aisha Khiyaty of Quincy, Mass., received a flurry of text messages from fellow SNHU students Wednesday after the school announced it wont reopen its campus until at least next spring because of the COVID-19 pandemic.

A lot of New Hampshire schools have already said theyre going to open up, said Khiyaty, who is entering her senior year studying law and politics. Not having our school be a part of that is aggravating.

The university cited the safety of everyone on campus, the continuing lack of a vaccine, limited availability of tests and an inability to provide robust and enriching campus-based experiences SNHU students know and expect as reasons for the decision.

SNHU will reduce campus tuition to its online rate of $960 per three-credit course. The university said it looked into a number of ways to bring back its nearly 3,000 on-campus students, including hybrid options, low-residency options and rigorous social distancing policies.

Khiyaty said she wasnt surprised, but she is disappointed no students were consulted.

Paul LeBlanc, SNHUs president and CEO, said the decision was made by a task force of experts.

I think there is a lot of student frustration, and they feel like, Nobody asked us what we want, he said. This isnt about what we want or not. We all want to open. We all want to be back together in September. This is really about following the best public health policy we could.

The university is set to lose multi-millions as a result of the decision, he said.

Ainsley Knox, who will be a sophomore in the fall, started an online petition to push for on-campus classes. As of 6 p.m. Wednesday, more than 1,300 people had signed. Knox wrote that she thought another semester of remote learning would harm students mental health.

The decision to remain remote for the 2020 fall semester is causing more problems for students than if we were allowed to return to campus, she wrote. If on campus, we would take precautions such as sanitizing stations, social distancing, and wearing masks.

Knox noted that the University of New Hampshire, a much bigger institution, is planning to open next fall.

Saint Anselm College announced earlier this week classes will resume on Aug. 19 for an adjusted semester. Students will return in a phased-in approach, according to the college.

In-person instruction will conclude Nov. 20 when students head home for Thanksgiving break, according to the plan.

As we did in March when faced with this unprecedented pandemic, we will be guided by what is right for our community, said President Joseph A. Favazza, in a statement. But the Hilltop is our home. It is where we belong. Therefore, we are committed to safely bringing campus life back to Saint Anselm.

The plan includes testing and tracing protocols. Students must wear masks and follow social distancing guidelines. The school had an enrollment of about 2,020 students as of last fall.

Last month, the University System of New Hampshire and the Community College System of New Hampshire announced they intend to have students return to 18 locations across the state for the fall semester.

To reopen SNHU would have required access to affordable testing that is fast and accurate, along with good contact tracing, LeBlanc said.

Those things are not right now available in the way that they would have to be, LeBlanc said. Even if we had those things, we were talking about a version of campus life that I think looks very different than what students imagined.

The university hopes to welcome students back in the spring, allowing seniors to graduate together.

Everyone is in this boat together, LeBlanc said. I think part of what is so frustrating right now is the physical distancing we are all required to keep, and it can feel isolating.

Khiyaty said juggling six online classes this spring was much harder than it was on campus. Being away from the campus means less support from fellow students and professors, she said.

All of the same classes will be available, LeBlanc said.

If these students wanted an online education, they would have signed up for it, he said. So I completely get the, online doesnt work for us, because that is not what they want.

The traditional campus experience is hard to replicate online, LeBlanc said.

SNHU is known for its online programs, and the university will provide extra support to students making the transition to remote learning. Some resources include bolstering online tutoring, academic support and mental health counseling services, LeBlanc said.

While it cant replicate being on campus, the university will work to bring groups of students together based on their interests.

We dont have illusions. It is not the same, he said. We get it.

In April, the university announced it would give 1,050 incoming freshmen and transfer students with freshman standing free tuition to live on campus but take hybrid online classes while living there. The so-called innovation scholarship remains, LeBlanc said.

The classes were going to be through our large online operation, he said.

LeBlanc worries most about freshmen who have never had an on-campus experience.

I think we have our work cut out for us to really make them feel like they have arrived in their new home, if you will, even if they are physically sitting in their parents dining room, LeBlanc said. Thats the challenge.

Officials are also working on a plan to cut tuition 61%, from $31,000 to $10,000, starting in the 2021-2022 academic year.

Khiyaty pointed out colleges in hard-hit Massachusetts have figured out how to open for the fall semester.

If they can figure out how to make it work, she said. I feel like our school has a way to ensure safety on campus.

While talking with other schools to understand challenges surrounding COVID-19, SNHU did not take into account other institutions decisions in deciding not to reopen, LeBlanc said.

We feel strongly that every colleges circumstances are different, context is different and the resources are different, he said. Everyone is trying to sort this out in terms of their situation so that is how we treated it.

The universitys task force will continue to monitor public health guidelines and could open some facilities in the future, such as the library or campus meeting spaces.

Excerpt from:
SNHU sticks with online learning, won't open campus in the fall - The Union Leader

COLUMBIA, Mo.

After the school year ended with students out of the classroom amid the COVID-19 pandemic, Columbia Public Schools has a plan to give families a choice on in-person or online education come fall.

The Columbia Board of Education met in-person Monday night at the Columbia Public Schools Administration building. The public was welcome to attend for the first time since the COVID-19 pandemic started, but the room capacity was be limited to 50 people.

Watch a playback of the meeting player below.

Superintendent Peter Stiepleman said the district will allow families to choose whether to have their student(s) to participate in the typical five-day week with in-person classes or to learn completely online.

Stiepleman said the Columbia/Boone County Health Department believes opening up for class will be ok come fall.

"As the summer progresses, I will continue to stay in contact with the Boone County Health Department and if our plan for the 2020-2021 school year needs to change, you all will be the first to know," Stiepleman said. "We will survey our families, and find out where we are."

More information about the plan is expected to come out on June 22nd, where families can get a look at how each option might look for students.

Attached to Monday's agenda is a survey done by the district asking what CPS should consider as it gets ready to open back up to students.

The results of the survey can be found by clicking here.

Over 4,500 people participated in the survey. Some of the top ideas presented were safety, equal opportunity for education and mental health of students.

Stiepleman said the data showed a large divide, half of the people wanting to stick with online classes, and the other half wanting to go back to traditional learning.

While the plan may change, Steipleman said they want to be conscious of all situations, such as those individuals they are high risk for a COVID-19 infection as well as those students that depend on meals at school.

The president of the Columbia Missouri National Education Association Kathy Steinhoff spoke at the meeting, asking the board to listen to the needs of the community.

"Casting a wide net for voices to guide our work, to prepare for the fall and for the future, will allow us to show that we are not just hearing but listening to the voices of our students and community," Steinhoff said

The board also discussed a revised schedule for the 2020-2021 school year, which includes a later end date.

The last day of classes would be June 7 instead of June 3. The schedule was previously approved by the board with the start date of August 25.

A spokes woman for the district said the calendar changes are to comply with new state law.

The April 14andMay 5snow days were changed toJune 4andJune 7 and the first day of summer school would be changed toJune 8with the last day onJuly 2.

Read more here:
Columbia Public Schools to offer families a choice on online or in-person education for fall - ABC17News.com

Image Source : PIXABAY

Google's efforts for online education

The onset of the Coronavirus pandemic globally has forced people into their homes to avoid any interaction with people and maintain social distancing. This has led to the concept of 'work from home' and 'study from home' getting popularised more than ever. While the education sectorisone of the sectors that have been affected by the virus, tech companies and even schools are doing their bit to make online education convenient for children amid difficult times.Although things are beginning to get back to normal in India and schools might reopen soon, it's still best advised to stay at home and stay safe.

Among the various companies, Google has introduced a number of initiatives so that kids can acquire knowledge while at home. Here's a look at whatefforts Google has made for the same.

Google's popular video streaming platform YouTubeintroduced the YouTube Learning Destination for kids, teachers and anyone to acquire knowledge related to a plethora of subjects such asphysics, math, and biology,language skills,photography, yoga and more. The educational section on YouTube is available in various languages such asEnglish and Hindi, with Tamil, Telugu, Bengali, Marathi, with more languages being added soon.

In order to access the feature, all you need to do is head to YouTube on Android, iOS or even web and look for Learning or YouTube Learning in the search bar. The result will appear on the top and you can click on it to get access to a number of videos on the same.It can also be accessed via the Explore section of YouTube. YouTube Learning Destination doesn't provide kids with videos as per the school syllabus and concentrates on generic educational videos. However, Google states that it acts as"a handy resource to supplement curriculum learning for students or general skill-building."

To recall, YouTube Learning Destination was introduced way back in 2015 and currently focuses on topics users can learn while at home, for instance,dealing with anxiety, coping with stress, wellness and fitness, etc.

Apart from online education tools, video calling is one way that became way too popular for people to communicate during the COVID-19 lockdown period. Giving competition to popular video-calling platforms such as Zoom, Microsoft Teams, and more, Google rebranded its Hangouts Meet and introduced for us Google Meet. The video calling feature has received tons of features to help people easily converse via videos. The major update is free to access to Google Meet premium features for all until September 2020. This can be used byoffice-going professionals, teachers, students, and anyone to talk via videos. Since Google Meet allows up to 100 people on a single video call, teaching becomes easier on the platform.

For educational purposes, children and teachers can use the G Suite for Education for streamlined learning experience and management of the students. Teachers can also provide assignments with ease and provide feedback to students too.

Other features include the live captioning featuring so that it gets easier to know what a person is saying on the video chat, video and audio preview, ability to set different layout and screen settings, screen-sharing feature, various controls forthe host of a video call, integration with Google and Microsoft apps, all clubbed with security and privacy features.

Google has also introduced the Teach from Home Hub for both the teachers and students to get various tips as to how to go about the remote learning and teaching while at home. The portal includes resources from UNESCO and ISTE for the same. The website provides teachers, students and other G Suite users tips on how to conduct online teaching sessions from both the teachers', as well as, the students' part.

The website tells people how they can use the various Google tools for the purpose in an optimised way. The Teach from Home Hub is also available in Hindi. Additionally, Google has introduced the EDU Hub, specifically for the current Coronavirus situation worldwide so that people can indulge in distance learning and get hold of relevant resources for the same.

Google spokespersons (Satya Raghavan, Director, YouTube Partnerships, India / Bani Dhawan, Head of Education - South Asia, Google) have suggested that Google will keep on working to provide more and more online resources for e-learning. Google, in an email interaction, said, "The COVID-19 outbreak has forced us to think and execute learning in an online environment, at scale and with speed. YouTube learning hub and Teach From Home are part of our first response to help educators and students in maintaining teaching and learning continuity."

It is further suggested that Google has witnessed an increase in the subscriber count of Edu and learning channels on YouTube with video searches being more about homeschooling, throwing light on people' inclination towards online education and e-learning.

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Here's what all Google is doing for remote education during Coronavirus crisis - India TV News

June 9, 2020 | :

by Robert T. Palmer and Morris Thomas

In an article published in the NEA Higher Education Journal in 2018, Patrice Glenn Jones and Elizabeth K. Davenport argued that the resistance of historically Black colleges and universities (HBCUs) to embrace online education will make these institutions less attracted to todays technologically savvy generation of college students. Specifically, they cited several factors for the reluctance of HBCUs to engage online learning. The first factor was the lack of access to computers for the population that HBCUs predominately serve. Another factor centered on the need for HBCUs to continuously invest in technological upgrades to meet the demands of online education. The authors argued that since HBCUs are underfunded and are heavily depended upon tuition for revenues, they lack the funding infrastructure to attend to these upgrades. These, of course, are valid reasons and we have seen them play out recently during the COVID-19 pandemic as institutions abruptly shifted to virtual and online instruction in the middle of the spring semester. While postsecondary institutions in general are experiencing budget shortfalls due to loss revenues from prorating student fees and having to make significant investments in online learning platforms at the last minute, HBCUs specifically have been severely impacted by these events.

Dr. Robert T. Palmer

While we agree with the reasons Jones and Davenport discussed as hindrances to HBCUs adopting of online education, we would like to introduce another factor into this discourse. That is, some faculty at HBCUs harbor this notion that the HBCU experience cannot be captured in an online environment. Naturally, there are part of this premise in which we agree. For example, if a student at an HBCU is pursuing their degree completely online, they will miss the opportunity to engage in the out-of-the classroom activities that helps to bind one to the social fabric of the institution. But this is true for a student working on their degree exclusively online at another institutional type, such as one classified as predominantly White. However, a critical part that help makes the HBCU experience so unique, powerful, and uplifting are the relationships students are able to forge with faculty members. HBCU faculty have been credited for nurturing, empowering, and helping students to cultivate critical academic and personal skills that have spurred growth and development in their sense of self-efficacy. Connected to the interaction that students have with HBCU faculty is the curriculum, often imbued by threads of social justice and racial uplift, that are designed by faculty.

It is our contention that these aspects can be incorporated into an online educational environment. Specifically, by continuing to employ a curriculum that embraces culturally relevant content and instructional practices, faculty at HBCUs can still foster inclusive and culturally empowering learning experiences for students in an online capacity. Faculty can also conduct class sessions in synchronous and asynchronous formats and can use classes held in the initial format to check in on students. While these check-ins might focus on how well students are understanding the materials, they can also be used as an opportunity for faculty to get to know their students better. Just as faculty would do inside the classroom of a brick and mortar institution, faculty teaching in an online capacity could work to get to know their students from a holistic perspective. Taking time to let students know that they matter and that faculty care about them as a person will manifest in students developing meaningful relationships with faculty. This, coupled with a curriculum that is culturally affirming and enriching, will facilitate a transformative learning experience, which will help to provide students with a high-quality educational experience. These factors will also help to engender a safe, cathartic space where students feel supported and encouraged to openly discuss pressing social issues. It is these aspects, that in part, comprise the HBCU experience.

Dr. Morris Thomas

Indeed, online learning environments possess capacity to provide rich and meaningful learning experiences, allowing students to demonstrate academic voice, infectious curiosity, and expanded worldviews. Online courses utilize various technological tools as a means for providing instruction. Common instructional technology tools include learning management systems, web-conferencing, lecture capture, multimedia, social media and simulation. It is important to note that these tools do not replace the instructor but are used by instructors to supplement and facilitate learning in online environments. The role of the instructor remains paramount and can be highly effective in all instructional modalities, particularly online learning environments. We must also remember that the HBCU experience is not only formed by the faculty, but the students who attend these institutions bring a wealth of experiences into these learning environments. Therefore, faculty should incorporate student-centered instructional strategies in online courses. A few suggested student-centered instructional strategies include the following:

Moreover, technological tools are essential to online learning because many students use similar tools in their daily routines as their primary and preferred means for engagement. Therefore, if these technologies are appropriately employed in online learning environments, what prevents online instruction from having the ability to foster dynamic learning environments that nurtures meaningful relationships, ultimately contributing to the unique HBCU experience?

It is important for HBCUs to recognize that online learning continues to be one the fastest growing sectors of higher education. Online learning has increasingly become a more widely accepted and viable option. The COVID-19 pandemic has only intensified the need for this option and has pushed institutions to adopt virtual instruction rapidly. It is our aim to encourage those who resist adopting the online modality to consider that the HBCU experience does not have to be limited to face-to-face encounters. It is possible to expand this cherished tradition by embracing online learning.

Online learning is not the next big thing; it is the now big thing

-Donna J. Abernathy

Dr. Robert T. Palmer is chair and associate professor in the Department of Educational Leadership and Policy Studies at Howard University.

Dr. Morris Thomas is associate professor in the Center for the Advancement of Learning at the University of the District of Columbia.

See the rest here:
Can Faculty at Historically Black Colleges and Universities... - Diverse: Issues in Higher Education

In the Republic of the Marshall Islands, people still go to stores and touch everything. Hugs and handshakes are common. We have unprotected intimate interactions with door handles.

Yet, even here, on this series of 29 small atolls in the middle of the Pacific Ocean, Covid-19 has raised issues for higher education that reverberate on distant shores.

I teach at the US-funded and accredited College of the Marshall Islands, the only college based in the country. (There is also a branch of theUniversity of the South Pacific.) The main campus is at the urbanised end of the capital island, Majuro, home to about 28,000 of its 58,000 inhabitants.

Since the beginning of this year,I have happily been one of those 28,000. I love it here. I can walk from my house on the lagoon side to the ocean in about two minutes, and I have a dream job. We all want to be in a place where we can help and empower people and the school is remarkably focused on empowerment.

Our classes remained face-to-face throughout the spring semester since there were no confirmed Covid-19 cases on the island. Then, in April, the college president used a faculty meeting to announce that courses were finally going to move online because there was a suspected case. Some faculty gasped and grumbled. What about internet access? For many here, home access is not an option.

But, in this, we are far from unique. Internet access has become the widest of new economic divides not just in the developing world but also in parts of the US, UK, Canada, Australia and other countries with remote communities. Although it is hard to get reliable figures for the Marshall Islands, one telecom worker estimated that far fewer than half the population have access.

I got my students ready for the online switch as best I could and we braced for the following week. Students would still have internet access on campus, so I thought they just might commit. They responded to the news on the online switch with shrugs.

The following Monday when we were first supposed to go online the colleges plans changed. We were all still to stay in class after all: the suspected Covid-19 case had turned out negative. My classes were already online, however, so I made the in-class component optional.

The first week opened to a smattering of interaction, which soon drifted into silence, except for one student. He was thrilled to be online and immediately went from a D student to an A+ one. Otherwise, however, online work was very late, when it came in at all.

Faculty have many theories about low participation rates. Students are unable to come because of family responsibilities that can change daily. Parents get new work schedules or have to move to other islands, so some students have to stay home and take care of younger siblings and cousins.

My students had come into college for those of their classes that remained face-to-face.Desperate to involve them, I took to patrolling the campus to get them to do their homework. This worked well. Some even seemed to come to life and smile when I brought up the threat of punishment. (I like having them clean up the campus with me.)

Daily emails and Google Hangouts also helped. Some students seemed to revel in asking the same questions over and over and getting me to explain the assignments I had already described more clearly in Moodle. They would do some of it, have me check it and it would be great. Ten minutes later, someone would pipe up: Geoff, about assignment four. How do I do it?

This is probably unsurprising. As a shy 18-year-old, I think I would also have found it comforting or even fun to have a professor who was endlessly patient with me in a chat window. Participation rates picked up. At the end of the semester, pass rates were not great but comparable to other instructors classes.

Yet the broad picture remained clear: while some students improved online, others stopped participating. This seems to mirror what has happened elsewhere. In my previous position as an instructor in Alabama, some of the counties we drew most of our students from have average annual household incomes of less than $25,000 (20,000). The issues facing disadvantaged communities everywhere, as education moves online, are alike (and are being magnified by the pandemic): internet access, cultural literacy and financial support from families.

Over the past two centuries, the Marshall Islands have been occupied by Germany, Japan and the US; the last also tested 42.2 megatons of nuclear weapons here. When Covid-19 does finally arrive, I worry that the good intentions of our dedicated faculty will not be enough to protectthe progress theMarshallese people have made in rebuilding social and economic systems after the years of colonial rule and foreign cultural traditions.

Student accommodation, media literacy and internet access remain absolute requirements for success. If the pandemic cuts off students access to the internet, the gaps we as instructors dream of narrowing will widen, with the most at-risk students falling through. That is as true here, in this beautiful place, as it is everywhere else in the world.

Geoff Goodman is an English teacher in the liberal arts department of the College of the Marshall Islands, a US-accredited and funded community college.

Read the original here:
Online education can strand the disadvantaged on a Pacific island - Times Higher Education (THE)

Timeline for Grants Moved up in Response to Pandemic; Applications Will Be Accepted Starting Today

MADISON, Wis. June 10, 2020 Charter Communications, Inc. today announced applications are now being accepted for the companys 2020 Spectrum Digital Education grant program, which supports nonprofit organizations that educate community members on the benefits of broadband and how to use it in their lives. Applications are available atcorporate.charter.com/digital-education/grantsand will be accepted until Friday, June 26, at 5 p.m. EST. Grants will be announced in August and awarded in September.

Charter opened the Spectrum Digital Education application portal two months earlier than planned to help meet the overwhelming need from nonprofit organizations focused on providing broadband training, access and education during the COVID-19 crisis.

As a broadband provider, Charters connectivity services provide a vital link within the communities we serve, more so than ever in this challenging time, said Rahman Khan, Vice President of Community Impact for Charter. We have heard from many organizations struggling to keep up with the demand in their communities for broadband education, training and technology. We are proud to support these nonprofits through Spectrum Digital Education grants and to help meet their evolving needs by accelerating the application process.

Charter launched the Spectrum Digital Education program in 2017 and has since committed to awarding $6 million in cash grants and in-kind donations to support broadband education. Prior awards have allowed local beneficiaries to set up technology labs, provide online education to senior centers, and distribute laptops, impacting 28,845 individuals across 17 states and Washington, D.C., through 2019. To be eligible for a Spectrum Digital Education grant, organizations must serve communities located within Charters 41-state service area and have 501(c)(3) tax-exempt status. More information on how to apply is availablehere.

In addition to Spectrum Digital Education, Charters Community Impact team has developed several programs to improve local communities. In 2015, it launched its signature program, Spectrum Housing Assist, with the goal of improving 50,000 homes. To date, the company has reached more than 41,000 homes. In 2019, the Spectrum Employee Community Grants program was created to support employees volunteer work at local social and human services nonprofits.Last year, the company donated to 140 organizations across 24 states for this program. In February, Charter announced the launch of the Spectrum Community Investment Loan Fund which will invest $10 million in capital by the end of 2021, making loans up to $1 million to community development financial institutions (CDFIs) in the companys footprint. Most recently, Charter launched Spectrum Scholars, a two-year educational program for eligible rising juniors in financial need, which will award a total of $400,000 in scholarships.

About Charter

Charter Communications, Inc. (NASDAQ:CHTR) is a leading broadband connectivity company and cable operator serving more than 29 million customers in 41 states through its Spectrum brand. Over an advanced communications network, the company offers a full range of state-of-the-art residential and business services including Spectrum Internet, TV, Mobile and Voice.

For small and medium-sized companies, Spectrum Business delivers the same suite of broadband products and services coupled with special features and applications to enhance productivity, while for larger businesses and government entities, Spectrum Enterprise provides highly customized, fiber-based solutions. Spectrum Reach delivers tailored advertising and production for the modern media landscape. The company also distributes award-winning news coverage, sports and high-quality original programming to its customers through Spectrum Networks and Spectrum Originals. More information about Charter can be found atcorporate.charter.com.

# # #

Read the original post:
Charter Communications: Launches 2020 digital education grant program, part of $6 million, four-year cash and in-kind commitment to broadband usage...

The state is talking about blended instruction to resume public schools in the fall normal classrooms to some degree, some new emphasis on online instruction.

Here are words of warning about that idea from blogger Cathy Frye, a former journalist who also spent time employed by the Arkansas Public School Resource Center, a Walton-funded nonprofit that also enjoys state support. It has been a stalwart advocate of charter schools and alternatives to conventional public school systems with high accountablity standards.

She writes of the announcement that the Public School Resource Center, the state and Lincoln Learning Solutions will partner on an online learning plan for Arkansas schools in 2020-21.

Free to the school districts! Some money is going from somebody to somebody, but I dont have those details at the moment.

Schools can enroll in Lincoln Learning online courses, be provided training on use of the materials and have access to Lincolns digital library. Whats not to like?

Well, you can see the broader template, for one thing. If this is successful enough, who needs real public schools anymore, with buses, cafeterias, gyms, stadiums, band rooms, special ed teachers and all that other expensive stuff? Education Czar Johnny Key established himself years ago while a senator as a leader of funneling public money to profit-making providers of online education when he pulled a trick in legislative committee to dramatically expand the number of people a private outfit could enroll in its online courses at a rate now approaching $7,000 per head, with none of the usual school overhead. Virtual charter schooling hasnt shown much by way of academic excellence since.

This reads a lot like many more camel noses in the tent of public education. I have no doubt the state will still maintain rigid control of the Little Rock School District even as it throws thousands of other students to the unaccountable digital winds. Be sure any failure of the blended system will be put at the feet of those in the real Arkansas school districts, not the digital curriculum provider.

Frye has more concerns than the outsourcing of education to profiteers unburdened by the higher costs of real public schools.

Lincoln has a track record, specifically in Pennsylvania, where it has undergone an audit by the state that found it had received $110 million over five years from the state. She cites a news article that said curriculum services were delayed and raised questions about how much of the money was spent on students and how much was spent on salaries and administrative costs. Good questions to ask here, too.

Frye argues that the pandemic crisis is being used to achieve in huge leaps in what the billionaire school reformers have been working to achieve incrementally for years: Deconstruction of the conventional model of locally centered, full-service public schools.

Frye urges parents, school boards and school workers to get informed before accepting Johnny Keys tout of this program.

For my part, the move to online instruction is troubling for reasons beyond profiteering by private contractors. We live in a state with low web connectivity, poor people who cant afford computers and a state government with a demonstrated inability to perfect computer delivery systems.

What could go wrong?

Read the rest here:
A warning about the advent of more online public schooling - Arkansas Times

NetEase Games logo is seen above the company's booth one day before the 2019 China Digital Entertainment Expo & Conference (ChinaJoy) at Shanghai New International Expo Center on August 1, 2019 in Shanghai, China.

VCG | Getty Images

NetEase is a Chinese internet giant but its brand name might not be that well known out of its home market.

The company carried out a secondary listing in Hong Kong on Thursday raising$21.09 billion Hong Kong dollars ($2.7 billion).

Here's a short rundown of the company.

NetEase is the second-largest online gaming firm in China, behind onlyTencent. Most of its revenue comes from this business.

In the first quarter of 2019, NetEase raked in net revenue of 17.1 billion yuan ($2.4 billion), an 18.3% year-on-year rise. Of that, nearly 79% came from online games, both on PC and mobile.

Some of the company's hit titles include the "Fantasy Westward Journey" series and "LifeAfter."

The second major revenue category is what the company calls "innovative businesses and others net revenues," which includes its music streaming service, livestreaming and e-commerce products. This division accounted for over 17% of revenue in the March quarter. NetEase does not break out figures for the individual products.

NetEase also has an online education product, known as Youdao, which accounts for just over 3% of revenue.

But this unit is growing fast. Youdao's revenue was541.4 million yuan ($76.5 million) in the first quarter, a 139.8% rise from the same period in 2019.

NetEase was listed on the Nasdaq in 2000.

On Thursday, it began trading on the Hong Kong stock exchange after carrying out a secondary listing. Each share was priced at 123 Hong Kong dollars. They were higher on the first morning of trade.

The Hong Kong listing comes amid rising tensions between the U.S. and China, which looks to threaten some firms listed on Wall Street, particularly those from the world's second-largest economy. Some politicians in Washington are pushing for greater scrutiny of Chinese firms throughnew proposed legislationthat holds the threat of delisting some of those firms in the U.S.

Part of the money NetEase raised through the Hong Kong listing will be put toward "globalization strategies and opportunities," the company said. Though that international push is quite new, NetEase is looking to accelerate that.

"Encouraged by our success in overseas markets such as Japan, we are more confident and committed than ever to extending our reach internationally," NetEase CEO William Ding said in the company's first quarter earnings report.

NetEase has found success in Japan so far through games such as "Knives Out."

It has also been focusing on striking partnerships with other international brands such as Warner Bros. for the new game "Harry Potter: Magic Awakened," which is based on the story of the boy wizard.

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What you need to know about NetEase, the Chinese tech giant that raised $2.7 billion in Hong Kong - CNBC

Change is coming a mile a minute these days, and with it, the challenge of transitioning quickly to our current reality as we try to prepare for an unknown future.

One thing we know for sure is that learning never stops. In these unprecedented times, its more important than ever to engage with your world, think critically and learn.

Continuing Studies remains committed to our learning community. Weve been hard at work creating learning opportunities to address your professional development and personal enrichment needs. Many previously in-person classes are now online so you can build the skills and knowledge to keep moving forward. And were adding new programs all the time to help you address this ever-changing world.

For more than a decade, Continuing Studies has been a leader in providing high-quality online education at the University of WisconsinMadison. Our instructors are experts in their fields as well as proficient online educators who bring connection and community to their classes. Our online classes offer breadth and depth in a range of subject areas, in formats ranging from one-on-one training to small discussion groups and traditional lectures.

COVID-19 has brought its share of challenges, but its also offered some exciting new opportunities to bring high-quality education to learners in Wisconsin and beyond. Here are just a few of the many ways our programs are continuing to meet the needs of our learners.

The Summer Institute, featuring internationally recognized dementia care expert Teepa Snow, is now a one-day, live online event on Thursday, July 30. Snow will share her positive approaches to providing physical and emotional support for people living with mid-to-late stage dementia as well as demonstrate these strategies. In addition to this immersive, full-day learning opportunity, Snow will also offer a free online community presentation on best practices in dementia care on July 9 from 4 to 5 p.m.

Our Grief Support Specialist Certificate is more relevant than ever, and the next session begins on July 10. Delivered online, this flexible eight-week program is the only such certificate granted by a major university. Participants learn to counsel people who have suffered from a major loss and participate in facilitated discussions with renowned experts in the fields of addiction, therapy, psychology and grief education.

Build skills and express creativity with our classes in dance, music and visual arts. Youll find beginner offerings like Introductory Ballet, along with classes for more advanced learners, such as the new offering in Django Reinhardt Guitar. Visual artists can explore fundamentals classes in subjects like Drawing: Classical Approach, as well as some more unusual classes like Puppet Making and Performance, a one-day online workshop taught by interdisciplinary artist and puppeteer Anwar Floyd-Pruitt.

Our Languages program has long offered online classes in in reading and translation, and were excited to add new classes for those who are at the beginning of their language journey. Spanish language learners in Brush Up the Basics or Brush Up Past Tenses gain practical experience to grow your command of basic language skills and keep you moving forward.

If there was ever a moment that called for thoughtful, careful leadership, this is it. Our program has pivoted quickly to meet the needs of new and experienced leaders by transitioning classes online and incorporating new learning strategies. Join Encouraging a Culture of Civility and Respect to learn practical strategies for building respectful teams, or Leading at a Distance to gain skills for building trust, navigating conflict and conducting engaging meetings with virtual teams.

Were proud that our writing program has been a leader in online education for a long time, and we know many people are turning to writing to capture and make sense of this tumultuous time. Whatever your reasons, Creative Nonfiction a particularly hot topic these days or Let Your Characters Write the Novel for You, taught by Writers Institute favorite Angela Rydell, can help you meet your writing goals.

Dont throw away your shot to join our summer class, Hamilton: An American Story. Youll explore how LinManuel Mirandas masterpiece brings history to life with contemporary music, draws on historical documents, and knits together drama, music, and dance to create compelling musical theater. Register now class starts June 15.

In short, Continuing Studies still offers many opportunities for learning in your professional and personal life. You and the world are changing, and were changing right along with you. Were excited to join you for the journey and explore new opportunities for learning.

Check out our complete class catalog and be on the lookout for new additions for late summer and early fall. We look forward to meeting you in an online class soon. In the meantime, please be safe, support each other and never stop learning.

For more information and to register for classes, please visit our website.

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Continuing Studies offers online summer classes to help meet personal and professional needs - University of Wisconsin-Madison