Kindness, what a novel idea

Dear Editor:

I was out walking my dog on Argyle Street at 10:30 a.m. on Tuesday morning.

Someone from a nearby apartment building, yelled for me to turn around only to discover a large deer coming toward me.

I scooped up my dog and yelled toward the animal but it kept coming; at one point it charged at me.

I dodged between parked cars yelling at the deer, looking for rocks to throw.

However, my dog was getting heavy and I was afraid to look away from the deer to grab a rock from the ground.

I was in trouble.

A white car was passing by and realized what was going on.

This very kind gentleman used his car (going round and round in circles) to come between myself and this deer (who seemed to be getting more agitated and coming at me with more speed and aggression.)

The deer wasnt giving up so this gentleman allowed me to get in his car and he drove me up the road further away from that block.

I am so sorry that I didnt get his name, but I want to thank him, whoever he is, for being aware of what was going on and taking the time to help me.

Kindness, wow! What a novel idea.

Thank you so much.

Fiona Nicholson

Penticton

Let the Germans police themselves

Dear Editor:

MP Dan Albas asked if Canada should allow components for the Nordstream gas pipeline to be returned to Germany so that the flow of natural gas from Russia to Germany can continue in spite of economic sanctions. I say yes.

Let the Germans police themselves on consumption of Russian energy. The Germans painted themselves into this corner with their green politics and their addiction to Russian gas and oil. They can figure their own way out and offer whatever alibis they want to Ukraine.

We helped police the Germans twice in the last century; and both times they went back to acting on their own interests and making choices with the resulting consequences. On the plus side, theyve lost their appetite for marching on Paris and Warsaw.

On the downside, theyve disarmed and become vulnerable by slaving themselves to Russian gas supplies. Angela Merkel, a product of the East German Communist youth movement, may prove to be the most effective Soviet mole, ever.

German Greens declared that nuclear and coal were verboten and that wind and solar were the way of the future. Too bad it didnt work out for them. Theyre now frantically re-activating coal fired electrical plants and are planning to supplant gas from Russia with gas from Azerbaijan.

Thats not necessarily a certain solution as those pipelines pass through Turkey, and the Turks are also a conduit for Russian gas and oil. The Turks will extract their pound of flesh in return; perhaps a short cut to EU membership which theyve been after for some time.

Theres no immediate solution for the EUs dependence on Russian energy. Theyre exactly where they put themselves, and are financing Putins aggression in Ukraine to the tune of 1 billion Euros daily.

Its a sure bet that Putin will tweak the gas valves this winter to remind the Europeans of their vulnerabilities. EU countries are already making contingency plans for electricity and gas rationing and designation of public warming spaces. The threat of gas disruption will become a major political issue, and may cause the Germans and others to suck back on their economic sanctions and arms supplies to the detriment of Ukraine.

The Germans are re-learning the lessons of Bismarck- style realpolitik the hard way; only this time Putin is the teacher. Canada is mostly a spectator, but hopefully were drawing the right conclusions from this mess.

John Thompson

Kaleden

Todays Conservatives seem a lot like Trump

Dear Editor:

I dont support Jordan Peterson in any way, but I must admit that he has a cult-like following much like Trump 45. I recall a Telegraph interview when he was asked Are you a prophet? and after some hesitation his response was Id have to think about that. Really?

Since that time he has completed his journey back to God and it is apparent that he wants to be viewed as a prophet and possible leader of the Conservative party.

He has a great comradery with his fellow thesaurus-toting supporter Rex Murphy, and as well enjoys much idolization by Pierre Poilievre the potential leader of the Conservatives. What really concerns me is Pierre Poilievres support of many of Petersons principles:

Freedom. From vaccinations, from taxes to support the less-fortunate, from social safety nets, for the right to protest no matter the cost to society. Individual rights supersede societal rights. In other words, there is no common good concept. The wealthy again benefit.

Gatekeepers. Immigrants must be free to practice their profession. It matters not if they can or cannot pass the professional standards required by Canadian law.

Finances. Although his education is in foreign relationships, he is now a financial expert and would fire anyone who disagrees with him. Inflation is not a global problem caused by a pandemic which reduced the amount of goods being produced, greatly damaged supply chains, and caused global problems. No, its Justin Trudeaus fault.

Poilievre cannot understand that investors are leery of the fossil-fuel industry, and therefore oil companies are not drilling, but rather hoarding the profits.

Both Peterson and Poilievre are now experts on everything. They kind of remind me of someone south of our border (T45). The consolation I have is the knowledge that a great number of Conservatives do not share Poilievres values and certainly most Canadians do not. He may win the Conservative leadership race, but he will never be prime minister.

Patrick MacDonald

Kelowna

Kingdom of poverty is to be defeated

Dear Editor:

It goes without saying too much that the letter of Joy Lang (Herald, July 12) did not favour a particularly friendly view of Catholics. It may astonish some to know that in the church we have to suffer as much from institution members as we do from the world around us.

I agree with Joy that the kingdom of poverty is to be defeated by all means possible; aiming, I add, to enrich, awaken and honour the souls of those plunged into hell on earth. This is missing in our modern world vision of what it is to assist a human being.

Pope Francis has said, So many programs for assistance, but few for true existence.

I meet my share of street people and what I now find is an enhanced sense of entitlement to relief. No one is confessing, that the worst day of my life was when I opted for the kingdom of illicit drugs. Today there are so many people enjoying victimhood that it is difficult for them to exit this disastrous world of despair. All kinds of failed services are offered to them, from government money; even abortion services.

Confession is good for the soul and conversions are one by one. One of the Italian priests was telling us that after the 2nd world was a man in his parish kept up a constant lament for his life: when I was prisoner of war. One day he astonished the priest by saying, I want to confess myself. He had discovered that there was so much to be grateful for and that really life does ultimately offer a fair deal. In Church life, beyond all the shadows, he had found the riches hidden in Jesus.

Pope Francis has broken through into a whole other emphasis regard the role of the Church. People are looking for meaning, enrichment, conversion and hope. John the Baptist aroused in people a deep dissatisfaction about their lives, especially those who had given up hoping. He gave them a new zest for life. They were given a new determination in their souls to abandoned the kingdom where self pity rules.

Fr. Harry Clarke

Penticton

Link:

Letters to the Editor: Thursday, July 21, 2022 | Opinion | pentictonherald.ca - pentictonherald.ca

I was lined up in a mall outside a jungle gym, braving the closed-circuit plumes of COVID to tire out my kids on a glorified cat scratch tower, when I heard the child behind us ask, Daddy, why do those kids have masks? Do I need one?

The child was talking about my kids.

Oh, no sweetie, the father said, masks dont do anything, some people just wear them to feel good about themselves.

He pointed the dickish remark at my back, at my tatty leggings, my halo of unfoiled roots, but also at my children, running in circles, the only victims of the Liberal Mask Agenda in the whole place.

Adrienne Rich, among others, impelled me to turn around. The man wore his toddler about his shoulders like a pelt, the spoils of war. Also cargo shorts.

Whats your problem with masks, man? I asked as calmly as I could in my mask.

I dont have a problem, youre the ones making it a thing, he replied.

You brought it up, buddy. Im just standing in line for a jungle gym.

Here, the mass paused, gripping the shins of the child on his shoulders, then shouted, You dont have permission to talk to me! He turned toward his wife, who was holding the shopping bags, and fixed his gaze over her head, waiting for me to turn back around.

As I fumed and prepared to drop $50 on entry and specialized socks, I listened to him jostling his son behind me. I can do what I want with you, youre mine, he said in a kind of joking tone, certain once again that he was king of the place at the mall with the giant bumblebee mascot.

So often in literature, parenthood appears on the male as a kind of pelt thrown over like a prize. Something has been given to the fathersome knowledge or form of powerbut he has trouble decoding it, except maybe as an author.

Paul, the divorced intellectual Park Slope dad at the center of Teddy Waynes The Great Man Theory, has long wanted to teach his daughter something. When Mabel was small, he read to her: Often she fell asleep as he read, and the moment she succumbed, curled up on him like a shrimp, had always made him feel most like a parent. She has clearly come into her own, but he continues to see her as an extension of his own ego: Mabel is his little baby girl whose vulnerability had given him a sense of mission beyond himself.

Paul is an academic, if one demoted from staff to adjunct in the opening pages of the novel, and his daughter, now a tween, has begun to distance herself from her clueless dad who is soon living with his own mother in the Bronx. Paul tries to muscle through the disconnect with his powers of analysis, casting back to her birth: When Mabel was delivered and thrust into his unpracticed arms, he supposed he felt something, thought it was more an acknowledgement of the moments historical import rather than overwhelming love for this wizened homunculus of a stranger who was about to upend his heretofore streamlined life. You can see how great Paul might have been to have around in the difficult early days of parenting.

Ten years later, his ex-wife Jane has a new partner (she has also betrayed their values by getting Botox), and his daughter spends weekends with Paul, for whom the raw magic of her existence hadnt faded. Parenthood had opened up his frigid soul, creating a Mabel-sized space in his heart, an unexpected warm spot in an ice-cold lake. And she continued to give him a reason, in his newly destitute adjunct state, to make something of himself, so he redoubles his efforts on his book, The Luddite Manifesto; something that will disrupt the status quo in ailing Americait will rail against anti-intellectual cable pap, against Trump, and against the dumbing down of children by social mediaand something, like 99 percent of manifestos, that no one wants to read. It will be published by a university press.

Wayne specializes in this kind of alienated, troubling man. In Loner, his unreliable narrator, a smart, awkward Harvard undergraduate, took just a few chapters to go from social miscues to incel predation (Loner came out the year before Cat Person). The Love Song of Johnny Valentine followed an over-managed Bieberesque child star doomed by his industry and was published the year before Biebers entitlement culminated in his being hoisted up the Great Wall of China on his bodygurds shoulders.

The Great Man Theory leaps ahead of the parenting discourse, lets call it, to ask what dads are bringing to the table, and to explore the undercurrent of panic about the End of Men. Paul is smart enough to know men are a problem, and sensate enough to get a whiff of toxic masculinity, but convinced that he, center of the universe, is the only person who can fix it: He is a man writing to ward off global and personal crises; he needed to prove to his family that he had the stability and gravity of a sun.

The psychology professor Jordan Shapiro observed in his book Father Figure: How To Be A Feminist Dad that men are brought up to see themselves as the dominant narrative in a household; protagonists on a heros journey, as in popular man-texts like Robert Blys Iron John: A Book About Men and the work of Jordan Peterson.

As parables attempting to explain our existence go, Iron John is cuckoo bananas. The base story (Im paraphrasing) is that all men have in them a child who must steal a golden key from under his mothers pillow, unlock a cage containing a wild, hairy man to retrieve a golden ball, then journey out into the jungle where he can become a warrior and awaken his inner Wild Manthe missing piece of himself that will trigger healing from the absent father and give him Zeus energy. Think men howling around campfires in the mid-90s.

Bly, part of the mythopoetic movementthe New Age but just for menbelieved that separation from the mother is a key rite of passage for boys, though something moms get in the way of under our current societal structure: A clean break from the mother is crucial, but its simply not happening. Bly warns of female tripod rage and of the she-wolves a boy may encounter in the woods, and takes some strange turns in issuing warnings about the mother-child relationship:

A mans moustache may stand for his pubic hair. A friend once grew a moustache when he was around thirty. The next time he visited his mother, she looked into the corners of the room as she talked to him, and would not look at his face, no matter what they talked about. Hair, then, can represent sexual energy.

Still, Blys ideas were a stepping stone from the patriarchal alpha prototype to something better, and a response to Feminism; he believed that men had female and male energy inside of them, and made a case for the expressive mens movement. Had Paul been a Park Slope dad in the 90s, you could see Iron John appealing to his intellectual sensibilities.

From the distance of an additional quarter century, though, a new kind of fragility runs through manhood: a fear of cancel culture, to extinguish the men who mess things up. And Paul is quite far from unleashing his Wild Manhis 80-something mother is having more sex than he, and Paul finds himself mopping someone elses semen out of the backseat of her car that he uses for his work as a rideshare driver. The key is back under the mothers pillow.

Paul is painted as an Encino Man dug up from an earlier age when mens ideas were deemed important and their place in society unshakeable. You do feel a bit bad for him, just barely grasping the most rudimentary shapes of a typical parents existential awakening: His baby. Strange that after thirty-five years of independent selfhood, with relatives reaching backward in fixed history, he was now permanently linked with a human hurtling toward an undefined future.

Needless to say, mothers are light years ahead in charting this territory. I have created a death, chimes Samantha Hunt, whose ghost story and journey through the woods Mr. Splitfoot is profoundly successful where Iron John is mostly confusing. How can I become a god? the hero of Rachel Yoders Nightbitch asks, skipping to the heart of the matter. For Nightbitch, birth and motherhood bring a terrifying and complicated shift in power: She had that freedom when she gave birth, had screamed and shat and sworn and would have killed had she needed to.

How can men compete with that?

Just before The Great Man Theory came Raising Raffi, Keith Gessens memoir of early parenthood. There were quite a few moments that leapt out at me, including this recollection of his wifes (the writer Emily Gould) home birth: At one point, when Emily was on the bed, just before the babys head started coming out, a geyser of blood shot out from her vagina.

In this, I do indeed see a case for men as witnesses to birth, with access to an angle women cant see, unless, I regret, with a hand mirror. Gessen has written an examination of the fatherhood condition, plumbing his own aggression and impotence, revising coarser Jungian ideas about the father-child situation as he goes:

Raffi did not want to kill me and marry Emily. It was more complicated and difficult than that. What he wanted was all her attention even as he also wanted to be his own person. He wanted to re-create the relationship theyd once had, when he was smaller, but in a way that it could no longer be re-created.

It is a proper reckoning. Understanding that the breastfeeding dyad can be hard for a dad to crack, he works to occupy a larger and more positive role as Raffi reaches toddlerdom, and grapples with his own eventual uselessness: I think now that there is no tragedy like the tragedy of parenthood, writes Gessen. There is no other thing you do in life only so that the person you do it for can leave you. Here, he hits on what I understand as key themes of writing about motherhood: the figurative death that takes place, the invisible work of care, the confrontation with your own shadow in your childs personality, the knowledge that you arent writing the story in the end. Gessen is welcome at my witchy mom bonfire anytime.

When I otherwise think of the literature of good fathers, it often concerns surrogate fathers (Goodnight Mr. Tom, Heidi, The Box Car Children), or grief for a lost father (Extremely Loud & Incredibly Close, the wonderful H Is For Hawk). All of Shakespeares dads are terrible, likewise those of Steinbeck and Woolf. I guess we have Doctor Manette and Atticus Finch, proto-Brooklyn dad (whose outsized presence covered for the absence of Harper Lees abusive mother), Jaysons Greenes Once More We Saw Stars, and the work of Karl Ove Knausgaard and for good and wrenching and complicated dad thoughts. There are also a slew of dad manifestosBetween The World and Me, Dreams From My Fatherwhich nevertheless get us back to dad as author.

If Paul doesnt, in fact, have anything particularly worthwhile to say as an academic, or as a dad granted a cosmic glimpse of himself as a speck in the wider universe of humanity, you have to ask yourself what the point of him is. How many generations of women had delayed their greatness only to have time extinguish it completely? How many women had run out of time while the men didnt know what to do with theirs? asked Rachel Yoder. How easyhow wrong but easy nonethelessit would be to walk away from it all, thinks the hero of Lydia Kieslings Golden State, who is trying to help her Turkish partner gain access to the U.S., but otherwise spends the novel with their child Honey, traversing the state of motherhood:

a warren of beautiful rooms, something like Topkap, something like the Alhambra on a winter morning, some well-trod but magnificent place youre allowed to sit in for a minute and snap a photo before you are ushered out and youll never remember every individual jewel of a room but if youre lucky you go through another and another and another and another until they turn out the lights.

The sadness of Pauls irrelevance comes late in the book when he, touchingly, delivers the terrarium he has built and tended with Mabel to Mabels stepdad Steve, a seemingly great dad, the kind you or I might know:

Contained in his arms was the small world theyd created over the years: new bugs, new worms, new soil, but the same pebbles that theyd first collected together in the park when Mabel was a little girl.

Its better off with you, he told Steve, and handed over the tank.

Lauren, the cable news producer he is seeing, informs him that she will be having a child by donor, but is happy to date in the meantime. By this point he has been fully cut loose from the university, after a female student reported him for being a creep.

After he carries out his last bad idea, his ex-wife and daughter will find it quite easyif wrongto walk away from him, and thats the real tragedy, one he might not even understand.

See more here:

A Great Man Is Hard to Find: On the Literature of Contemporary Fatherhood - Literary Hub

from the not-to-be-dogmatic... dept

Antonio Garca Martnez recently invited me on his podcast, The Pull Request. I was thrilled. Antonio is witty, charming, and intimidatingly brilliant (he was a PhD student in physics at Berkeley, and it shows). We did the episode, and we had a great time. But we never got to an important topicAntonios take on free speech and the Internet.

In April, Antonio released a piece on his Substack, Freeze peach and the Internet, in which he asserts the existence of a content moderation regime that is utterly re-defining speech in liberal societies. That regime wants, Antonio contends, to arbitrate truth and regulate online behavior for the sake of some supposed greater good. It is opposed by those who still support freedom of speech. Antonio believes that the regime and its opponents are locked in an epic battle, and that we all must pick a side.

Im not sure what to make of some of Antonios claims. Were told, for instance, that freedom of reach is freedom of speechwhich sounds like a nod to the New Lefts call, in the 1960s and 70s, to seize the means of communication. But then were told that Twitter isnt obligated to give you reach if user interest in your speech is low. So Antonio is not demanding reach equality. Its simply not the case, he says, that freedom of speech is some legal binary switched between an abstract allow/not-allow state. Maybe, then, the point is that we must think about the effects of algorithmic amplification. Who is ignoring or attacking that point, I do not know.

At any rate, a general critique of Antonios article this post is not.

In 1951 Willard Van Orman Quine, one of the great analytic philosophers of the twentieth century, wrote a short paper called Two Dogmas of Empiricism. Quine put to the torch two key assumptions made by the logical positivists, a philosophical school popular in the first half of the century. Antonio, in his piece, promotes two key assumptions commonly made by those who fear Big Tech censorship. If Mike Masnick can riff on Arrows impossibility theorem to explain why content moderation is so difficult, I figure I can riff on Quines dogmas paper to explore two ways in which the fears of online censorship by private platforms are overblown. As were about to see, in fact, Quines work can teach us something valuable about content moderation.

Antonios first dogma is the belief that either youre for free speech, or youre notyoure for the censors and the would-be arbiters of truth. His second is the belief that Twitter is the public square, and that the state of the restrictions there is the proper gauge of the state of free speech in our nation as a whole. With apologies to H.L. Mencken, these dogmas are clear, simple, and wrong.

Dogma #1: Free Speech: With Us or Against Us

AGM insists that the debate about content moderation boils down to a single overriding divide. The real issue, he saysthe issue the consensus pro-censorship crowd will never directly addressis this:

Do you think freedom of speech includes the right to say and believe obnoxious stupid shit thats almost certainly false, or do you feel platforms have the responsibility to arbitrate truth and regulate online behavior for the sake of some supposed greater good?

Thats it. If you think that dumb and even offensive speech is protected speech, youre on the Elon [Musk] side of this debate. Otherwise, you think that platforms should be putting their fingers on the scales, and youre therefore on the anti-Elon side. As if to add an exclamation point, Antonio declares: Some countries have real free speech, and some countries have monarchs on their coins. (Ive seen it said, in a similar vein, that all anyone really cares about is political censorship, and that thats the key issue the consensus pro-censorship crowd wont grapple with.)

Antonio presents a nice, neat dividing line. Theres the stuff no one likesAntonio points to dick pics, beheading videos, child sexual abuse material, and hate speech that incites violenceand then theres peoples opinions. All the talk of content moderation is just obfuscationan elaborate effort to hide this clear line. Quibbling over the precise content policy in the pro-content moderation view, Antonio warns, is just haggling over implementation details, and essentially ceding the field to that side of the debate.

The logical positivists, too, wanted some nice, neat lines. Bear with me.

Like most philosophers, the LPs wanted to know what we can know. One reason arguments often go in circles, or bog down in confusion, is that humans make a lot of statements that arent so much wrong as simply meaningless. Many sentences dont connect to anything in the real world over which a productive argument can be had. (Extreme example: the Absolute enters into, but is itself incapable of, evolution and progress.) The LPs wanted to separate the wheat (statements of knowledge) from the chaff (metaphysical gobbledygook, empty emotive utterances, tribal call signs, etc.). To that end, they came up with something called the verification principle.

In 1936 a brash young thinker named A.J. Ayerthe AGM of early twentieth century philosophypublished a crisp and majestic but (as Ayer himself later admitted) often mistaken book, Language, Truth & Logic, in which he set forth the verification principle in its most succinct form. Can observation of the world convince us of the likely truth or falsity of a statement? If so, the statement can be verified. And a sentence, Ayer argued, says nothing unless it is empirically verifiable. Thats it.

Problem: mathematics and formal logic seem to reveal usefulindeed, surprisingthings about the world, but without adhering to the verification principle. In the LPs view, though, this was just a wrinkle. They postulated a distinction between good, juicy synthetic statements that can be verified, and drab old analytic statements that, according to (young) Ayer, are just games we play with definitions. (A being whose intellect was infinitely powerful would take no interest in logic and mathematics. For he would be able to see at a glance everything that his definitions implied[.])

So the LPs had two dogmas: that a sentence either does or does not refer to immediate experience, and that a sentence can be analytic or synthetic. But as Quine explained in his paper, these pat categories are rubbish. He addressed the latter dogma first, raising a number of problems with it that arent worth getting into here. (For one thing, definitions are set by human convention; their correct use is open to empirical debate.) He then took aim at the verification principleor, as he put it, the dogma of reductionismitself.

The logical positivists went wrong, Quine observed, in supposing that each statement, taken in isolation from its fellows, can admit of confirmation or infirmation. Its misleading to speak of the empirical content of an individual statement, he explained, because statements face the tribunal of sense experience not individually but only as a corporate body. There arent two piles of statementsthose that can be verified and those that cant. Rather, the totality of our so-called knowledge or beliefs, from the most casual matters of geography and history to the profoundest laws of atomic physics or even pure mathematics and logic, is a continuous man-made fabric. As we learn new things, truth values have to be redistributed over some of our statements. Re-evaluation of some statements entails re-evaluation of others. Our knowledge is not a barrel of apples that we go through, apple-by-apple, keeping the ripe ones and tossing the rotten. It is, in the words of philosopher Simon Blackburn, a jelly of belief, the whole of which quiver[s] in reaction to recalcitrant or surprising experience.

See how this ties into content moderation? Steve Bannon was booted from Twitter because he said: Id put [Anthony Faucis and Christopher Wrays] heads on pikes. Right. Id put them at the two corners of the White House. As a warning to federal bureaucrats: Either get with the program or youre gone. Is this just an outlandish opinionsome obnoxious stupid shit thats almost certainly falseor is it an incitement to violence? Why is this statement different from, say, Id put Gentles and Funshines heads on pikes . . . as a warning to the other Care Bears?

When Donald Trump told the January 6 rioters, We love you. Youre very special, was that political speech? Or was it sedition? As with heads on pikes, the statement itself wont answer that question for you. The same problem arises when Senate candidate Eric Greitens invites you to go RINO hunting, or when a rightwing pundit announces that the Consitution is null and void. And who says we must look at each piece of content in isolation? Say the Oath Keepers are prevalent on your platform. Theyre not planning an insurrection right now; theyre just riling each other up and getting their message out and recruiting. Is this just (dumb) political speech? Or is it more like a slowly developing beheading video? (If a platform says, Dont care where you go, guys, but you cant stay here, is it time to put monarchs on our coins?)

Similar issues arise with harassment. Doxxing, deadnaming, coordinated pile-ons, racist code words, Pepe memesall present line-drawing issues that cant be resolved with appeals to a simple divide between bad opinions and bad behavior. In each instance, we have no choice but to quibbl[e] over the precise content policy. Disagreement will reign, moreover, because each of us will enter the debate with a distinct set of political, cultural, contextual, and experiential priors. To some people, Jordan Peterson deadnaming Elliot Page is obviously harassment. To others (including, I confess, myself), his doing so pretty clearly falls within the rough-and-tumble of public debate. But that disagreement is not, at bottom, about that individual piece of content; its about the entire panoply of clashing priors.

Its great that we have acerbic polemicists like Antonio. Im glad that hes out there pushing his conception of freedom and decrying safety-ism. (Hes on his strongest footing, I suppose, when he complains about the labeling, fact-checking, and blocking of Covid claims.) I hope that he and his swashbuckling ilk never stop defending our American birthright of constant and cantankerous rebellion against the status quo. But its just not true that theres a free speech crowd and a pro-censorship crowd and nothing in between. Content moderation is complicated and difficult, and peoples views about it sit on a continuum.

Dogma #2: The Public Square, Website-by-Website

Antonios other dogma is the viewheld by manythat Twitter is in some meaningful sense the public square. Antonio has some pointed criticisms for those who believe that Twitter isnt the public forum, and as such shouldnt be treated with the sacrosanct respect we typically imbue anything First Amendment-related.

As the second part of that sentence suggests, AGM gets to his destination by an idiosyncratic route. He seems to think that, in other peoples minds, the public square is where solemn and civilized discussion of public issues occurs. But as Antonio points out, theres never been such a place. Were Americans; weve always hashed things out by shouting at each other. Today, one of the places where we shout at each other is on Twitter. Ergo, in Antonios mind, Twitter is the public square.

I dont get it. Everyone invoking some fusty idea of debate or even a healthy marketplace of ideas, Antonio writes, is citing bygone utopias that never were, and never will be. Who is this everyone? Anyway, just because theres a place where debate occurs does not mean that that place is the public square. In 2019 Antonio was saying that we should break up Facebook because it has a stranglehold on attention. So why isnt it the public square? Perhaps its both Twitter and Facebook? But then what about Substackwhere AGM published his piece? What about the many podcast platforms that carry his conversations? What about Rumble and TikTok? Heck, what about Techdirt? The public squareif we really must go about trying to precisely define such a thingis not Twitter but the Internet.

Antonio appeals to the conditions our democracy was born in. The vicious, ribald, scabrous, offensive, and often violent tumult of the Founders era, he notes, makes modern Twitter look like a Mormon picnic by comparison. This begs the question. Look at what Americans are saying on the Internet as a whole; its as vicious, ribald, scabrous, offensive, and violent as you please. If what matters is that our discourse resemble that of the founding era, we can rest easy. Ben Franklins brother used his publication, The New-England Courant, to rail against smallpox inoculation; modern anti-vaxxers use Gab to similar effect. James Callender used newspapers and pamphlets to viciously (but often accurately) attack Adams, Hamilton, and Jefferson; Matt Taibbi and Glenn Greenwald use newsletters and podcasts to viciously (but at times accurately) attack Joe Biden and Hillary Clinton. In his Porcupines Gazette, William Cobbett cried, Professions of impartiality I shall make none; the website American Greatness boasts about being called a hotbed of far-right Trumpist nationalism. Plus a change . . .

Antonio says that we need unfettered debate in a public square that we shar[e] with our despised political enemies. Surveying the Internet, Id say we have exactly that.

Now, I dont deny that theres a swarm of activists, researchers, academics, columnists, politicians, and government officialsnot to mention the tech companies themselvesthat make up what journalist Joe Bernstein calls Big Disinfo. Not surprisingly, the old gatekeepers of information, along with those who once benefited from greater information gatekeeping, are upset that social media allows information to bypass gates. That the most prestigious liberal institutions of the pre-digital age are the most invested in fighting disinformation, Bernstein submits, reveals a lot about what they stand to lose, or hope to regain. Indeed.

But so what? Theres a certain irony here. The people most convinced that our elite institutions are inept and crumbling are also the ones most concerned that those institutions will take over the Internet, throttle speech, and (toughest of all) reshape opinionall, presumably, without violating the First Amendment. Are the forces of Big Disinfo really that competent? Please.

Antonio and I are both fans of Martin Gurri, whose 2014 book The Revolt of the Public is basically a long meditation on why Antonios content-moderation regime cant succeed. A curious thing happens to sources of information under conditions of scarcity, Gurri proposes. They become authoritative. Thanks to the Internet, however, we are living through an unprecedented information explosion. When theres information abundance, no claim is authoritative. Many claims must compete with each other. All claims (but especially elite claims) are questioned, challenged, and ridiculed. (In this telling, our current tumult is more vicious, ribald, etc., than that of the founding era.) Unable to shut down competing claims, elites cant speak with authority. Unable to speak with authority, they cant shut down competing claims.

Short of an asteroid strike, World War III, the rise of a thoroughgoing despotism, or some kind of Butlerian jihad, the flow of information cant be stopped.

Filed Under: antonio garcia martinez, content moderation, free reach, free speech, public square

Read the rest here:

Two Dogmas Of The Free Speech Panic - Techdirt

E-learning online education or internet encyclopedia concept. Open laptop and book compilation in a ... [+] classroom. 3d illustration

Remote learning was a major challenge during the early pandemic, but I always hear that it's going to be the future of learning. What will be different? originally appeared on Quora: the place to gain and share knowledge, empowering people to learn from others and better understand the world.

Answer by Brian Galvin is the Chief Academic Officer for Varsity Tutors, on Quora:

Over 15+ years in online education Ive seen the same evolution play out several times. Online Ed 1.0 is all about trying to replicate the traditional experience, falling a bit short, and messaging that the online experience is the next best thing for those who cant make it to the physical classroom. This is what we saw with cameras in lecture halls delivering early MOOCs, with voice-over-PowerPoint class formats, etc.

Online Ed 2.0 begins when institutions start leaning heavily into the benefits of the technology and back away from apologizing for the differences from the physical classroom. You see a lot more student interaction at this phasemore ways for students to give answers and ask questions more frequently, more student-led control of on-screen tools, more real-time mini-assignments and feedback, etc.

And Online Ed 3.0 picks up as organizations start developing tools, content, and experiences specifically for the online format.

With the early pandemic, districts and teachers got thrown really quickly into Online Ed 1.0 they were tasked with recreating the in-person experience online, doing it with minimal prep time, and doing it while juggling all kinds of other challenges (trying to figure out device and internet access for students, dealing with the realities of the pandemic in their own homes and families). Many teachers got to Online Ed 2.0 just based on repetition, experience, and sheer will to make a better experience. But by and large we missed out on the 2.0/3.0 experiences that really are the future of online education.

So what will the future include as educators can be more intentional and thoughtful about online education?

1) Breadth of offerings and access.

A huge part of the promise of online education is that it takes geography and physical constraints out of the equation. A brick-and-mortar middle school, for example, is just really limited to the number of elective classes and after-school activities it can offer. Each one needs a room and a teacher, meaning that each one really requires a minimum of something like 30 kids to even have a chance at being viable. And then you need a teacher whos willing and expert to take on that topic, find and create the activities, and everything else. But online its really easy to cobble together the handful of kids at each school who have a really particular interest, whether its graphic design or robotics or cooking or whatever the topic. There may be thousands of learners who would love that class or activity at the same time, but only a few at any given school. Online means you can offer that much more.

And the permutations then become fantastic for learners. A student who would have been bored by a general computers class might get really into her computer-aided design class; a student who loves reading science fiction might find his flock in a sci-fi book club and watch that trickle back to his other classes because hes engaged in reading and learning.

So the future of online learning involves a lot more availability of learning opportunities, and that personalization has the power to really motivate and engage learners where they are.

2) Personalized Participation

Educational research is pretty clear on two things about participation in class: the more learners participate, the better they do. But also, just about all learners self-censor themselves from participating as much as they should. And online learning has so many advantages here. In a traditional class youre really putting yourself out there to ask a question, volunteer an answer, go and ask for help after class. Raising a hand puts you on stage, speaking up in front of the entire class puts you on stage, getting seen going to talk to the teacher after class comes with some social stigma.

But online there are so many ways to participate. Theres anonymous polling, theres private chat, there are breakout rooms. There are easy ways to track whos been active vs. passive and give helpful, friendly nudges as needed.

In the years I spent training teachers to teach online, almost always the biggest apprehension was Im going to miss the back-and-forth with students and within a week or two of actually online teaching theyd come back and say wow this is far more interactive than anything Ive ever taught.

3) Multiple Modalities

Technology unlocks so many types of activities and demonstrations that can lead to highly varied, highly engaging lessons and experiences. Mini-quizzes and assignments can be administered, graded, and reacted to in real-time, giving teachers seamless opportunities to differentiate instruction or just steer it toward where the need is. Video and audio can be embedded and distributed easily. Students can see and manipulate 3-D models of scientific phenomena. And thats even before we get deep into augmented and virtual reality which is coming so soon.

Were just scratching the surface of all the ways that teachers can deliver demonstrations and activities online. Learning happens best when learners are actively a part of it, when they can interact directly with the material. And were now at a place where not only can we seamlessly distribute high-fidelity visual aids, but kids can start to manipulate and really interact with them. Where activities can embed video, audio, and digital images to feel that much more authentic and vibrant, and students answers or opinions can help determine what comes next. Its really exciting.

4) AI & Adaptivity

We all know that learners learn best when theyre challenged at a level they can handle but have to work to handle. But how many assignments in our lives just met the middle so that students who were struggling got overwhelmed quickly and those who werent challenged were left to daydream or doodle for the majority of a class period?

Adaptive assignments and activities are capable of giving some pick-me-ups to students who need review or confidence and challenges to those on the verge of boredom. But thats just the beginning: were on the edge of being able to learn which examples are the most powerful at solidifying a concept, of which review materials can help save a student from a poor performance or just checking out altogether, of which metacognitive questions a system might ask a student to help them course-correct before they make the same mistake over and over.

Adaptive assignments right now do a very good job of providing challenges and confidence-boosters where needed and of using students time that much more wisely, but the future is even brighter as activities learn to adapt to supplement education, engage students in ways that reinforce their knowledge, and so much more.

So all in all, mainstream education got a lot of Online Ed 1.0 in 202021, just tying to replicate the in-person experience with technology. Were in Online Ed 2.0 on our way to 3.0 right now in many cases, but not quite across the board. But the tools are in development to not just lean into whats great about online education today but to really make it everything that it could be. And note that with everything I wrote above the aim isnt to replace in-person education but largely just to enhance it; we also saw the last few years how critical it is for so many learners to meet in person, have those informal interactions, and engage in the full scholastic experience. So the online education of the future isnt all online but instead a way to highly leverage what technology can do so well with all the things that traditional learning is so good at. The future is hybrid (even though that is a term that also got some rough connotations in 2020, too).

This question originally appeared on Quora - the place to gain and share knowledge, empowering people to learn from others and better understand the world.

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Why The Future Of Online Education Looks Bright - Forbes

ISLAMABAD President Dr Arif Alvi on Thursday said that shifting the universities from physical to online education system, setting up university advisory boards with members from industry, agriculture and services sectors was essential for speedy progress and development of the country.The president, during a follow-up briefing on International Islamic University, Islamabad (IIUI), at Aiwan-e-Sadr, urged the universities to offer short-term online and hybrid courses to exponentially increase the supply of human resource equipped with marketable skills.Rector of IIUI, Professor Dr Masoom Yasinzai, and senior officials of the university attended the meeting.During the meeting, the president called upon the varsities to activate their senates to perpetually provide visionary and strategic guidance, in addition to setting up advisory boards with members from industry, manufacturing, agriculture and services sectors.This, he said, would help them to continuously improve upon their curricula and to undertake focused research and development activities for helping the private sector align with current and future market-driven needs. It would also help meet the ever-changing customers needs and demands, and competing in the regional and international markets in terms of quality and cost-effectiveness of our products and services.The president said that the public sector universities should change their behaviour from a secured job attitude to pro-active. They should also endeavour to continuously improve their skills and knowledge base and carry out market-driven research and development in coordination with private sector industry leaders.He further emphasised that universities, in addition to four-year degree courses and PhD programmes, should also offer short skill-based degrees and diploma programs framed and modulated in coordination and input from the Chambers of Commerce and Industry and industry leaders to increase the supply of skilled and educated human resources to speedily narrow the supply and demand gap.President Alvi highlighted that globally, educational institutions were rapidly shifting from physical education systems to hybrid and online education systems to increase the pace of learning and exponentially increase the number of students.He said that Pakistani universities should benchmark the best online practices of the universities from the developed world and emulate and adopt these best practices for transforming the education systems to remain competitive and relevant.The president said that Higher Education Commission (HEC) should continuously review its online and distance learning policy and take concrete and time-bound actions to encourage the universities to shift to the online mode of education.He also advised HEC to proactively market its 24,000 courses of discounted Coursera Programs to institutions under its purview for their faculty members and students in a time-bound manner.President Alvi said that Allama Iqbal Open University and the Virtual University of Pakistan should further improve their curriculum and processes, and offer their academic and learning products to those countries where the online and virtual education system was either in infancy or didnt exist, especially the Islamic countries.He said that the universities should take a critical review of their curriculum and their education and learning system in a holistic and thorough manner to identify behavioural, attitudinal and learning issues to eliminate the underlying reasons behind conflict, discomfort and polarisation in students and faculty members to ensure that both the faculty and students were fully focused on gaining knowledge, which was the main purpose of universities.President Alvi appreciated the role of IIUI in promoting education, research, technology and innovation for the benefit of society and the Muslim Ummah.Earlier, Rector IIUI thanked the president for his continuous patronage and guidance to IIUI and briefed the meeting on steps taken by the university to implement various directions and advice given by the president to bring about marked improvement in its performance in all disciplines.

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President for online education, industry experts inclusion in advisory boards of varsities - The Nation

Online Education Market: by Technology Type (Certificate and Degree), by Application (K-12, Higher Education, Corporate, Government, and Others), and Region Global Industry Sizing, Growth, Trend, Opportunity, and Forecast (20202025)

The online education market report covers a thorough analysis of the market dynamics, business models, segmental/regional analysis, and respective market shares and strategies adopted by the key market players operating in the global market. It entails an in-depth analysis of the factors influencing the global market and market statistics indicating region wise and segment-wise market share/growth analysis. The study of the report will outlook one of the most exhaustive analysis of the market, capturing all the aspects of the online education industry.

Online education is a knowledge-sharing platform that offers its user with a range of developmental opportunities for the user who is willing to enroll for a subject. It is a process of acquiring knowledge through electronic technologies and resources. It relies on the internet and distribution of course material between students and teachers. An increase in the number of internet consumers has raised the demand for sophisticated online education courses. As per the Office for National Statistics, almost all adults in the age group of 16 to 44 years in the UK were current internet consumers (99%) in 2019. The accessibility of improved network connectivity coupled with the convenience provider by on-demand the courses will boost the market size.

The rising volume of course content is making it onerous for the education industry to handle and store such a huge amount of data in their libraries, online education enables these verticals to store and handle their educational courses in websites or applications. Therefore, the rising access to these educational courses across increasing budget-friendly e-learning websites is one of the major factors driving the growth of the online education market across the globe. Moreover, the rising adoption of the cloud-based platform in the online education is offering these verticals pliability in the content storage, availability, and processing, which in turn, is offering growth to the market. However, the accessibility of ample free content is restricting the growth of the global online education market over the forecast period.

Moreover, amid the COVID-19 pandemic has led to a temporary shutdown of corporates, and educational institutes, restricting public gathering and maintaining social distancing to stop the spread to the virus. This is positively affected the market with a growing number of companies switching to a virtual learning experience. According to the United Nations, around 22 countries on three continents have closed schools due to the rapid spread of the COVID-19. UNESCO has referred some of the e-learning platforms on its website, to assist teachers, schools, and parents to facilitate student learning during periods of school closure.

The report outlines the study of the online education market on the basis of technology type, product type, and application.

Based on type, the online education market is segmented into-

Get Full PDF Sample Copy of Report@https://www.marketstatsville.com/request-sample/online-education-market-is-expected-to-reach-usd-325-billion-by-2025

Based on application, the online education market is segmented into-

Online Education Market by Type, 2018-2025 (USD Million)

Source: Market Statsville 2020

From a geographical viewpoint, the online education market is segmented into North America, Asia Pacific, Europe, South America, and Middle East & Africa (MEA). North America accounts to hold the largest share in the global online education market and is anticipated to maintain its dominance over the forecast period. This growth is attributed to the rapid adoption of technologies by numerous firms based in the US to offer effective training to its workforce. The business verticals across the region are effectively engaged in the improvement of their employee training programs which would enhance employee productivity. These factors are boosting the demand of online education in the region.

Online Education Market Growth by Region, 2020-2025

Source: MSG Analysis, 2020

Following North America, Asia Pacific is anticipated to project a significant growth rate in the online education market over the forecast period. The high internet penetration and an increasing number of companies setting up their businesses in the emerging economies, such as China and India are few factors boosting the demand for e-learning or online educationin the region. Further, the governments are taking initiative to support e-learning and rising digitalization will influence the market growth in the region during the forecast period.

The leading manufacturers of online education in the global market include Lynda.Com, Pearson PLC, McGraw-Hill Education, Blackboard Inc., and Aprata Inc.

Other online education manufacturers include Adobe Systems Inc., Docebo, Classteacher Learning Systems, Tata Interactive Systems, Udacity Inc., Edmodo, K12 Inc., PowerSchool Group LLC, Cisco, NIIT, Allen Interactions Inc., Alibaba Group (DingTalk), Alison, BYJUS, Chegg Inc., Club Z! Inc., Coursera Inc., TAL Education Group, Tencent (Yuanfudao), Varsity Tutors LLC, and Vedantu Innovations Pvt., Ltd.

The online education market report provides a thorough analysis of macro-economic factors along with market attractiveness of every segment. The report will include an in-depth qualitative and quantitative assessment of segmental/regional outlook with the presence of the market players in the respective segment and region/country. The information concluded in the report includes the inputs from industry participants and industry experts across the value chain.

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**Above mentioned market information and insights are based on the initial secondary basis; it may update post report published.

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Online Education Market Size to Hit New profit-making Growth By 2027 This Is Ardee - This Is Ardee

Westford, USA, July 21, 2022 (GLOBE NEWSWIRE) -- Education technology market has become an increasingly important part of the world and takes many different forms - from books to websites and classes. There has been a revolution in education technology that is moving at an incredible speed as new platforms, tools, and solutions create opportunities for people to learn more and faster.

Modern World Requires Modern Solution, and Education Technology is Just Doing That

Generation Y (born between 19812000) is the largest demographic in the world and it is only getting bigger. According to a study by SkyQuest Technology, there will be over 2.3 billion people living in this generation by 2024. They are already active and impactful and their Influence is only going to increase in the global education technology market. For businesses, generating a billion-dollar opportunity directly from this demographic can be a challenge. However, there are some start-ups that are actively encouraging Gen Y to rule the world.

It can be hard to keep up with all the new education technology innovations. The revolution is so big, in fact, that it's hard to know where to start. But if you're like most people, you want to make sure that your investment in education technology is worth it. So, let's take a closer look at this revolution and see just how big it really is.

The education technology market revolution is about making learning more efficient and easier for students. Technology has always played an important role in classrooms, but recent advances in hardware and software have made a dramatic difference in how students learn. There are now tools available that make learning fun and interactive, as well as tools that help teachers get the most out of their students.

In fact, education technology market has become so important that there are now entire industries built around it. Software companies develop tools for teachers, virtual learning platforms offer online courses for students of all ages, and hardware companies create devices such as tablets and laptops that can be used in the classroom. All of these companies are working hard to create innovative new technologies that can improve student learning.

So where does this leave us? SkyQuest Technology has done in-depth analysis of the education technology market. The report has identified key revenue pockets, future potential, trends, investment strategies by market players, current and future outlook, market forecast, market dynamics, value chain and Value chain optimization, among others.

Get sample copy of this report:

https://skyquestt.com/sample-request/education-technology-market

Education technology has the potential to revolutionize education as we know it, but only when this industry is developed in such a way that it's not just another tool for teachers and students, but rather an effective way for them to work together.

Start-ups are Active More than Ever to Incentivize on 300 billion Dollar Opportunity in Education Technology Market

There is no doubt that education technology start-ups are more active than ever. This is evidenced by the number of new companies being founded, the amount of venture capital being invested in the sector, and the number of edtech products and services being launched.

One reason for this increased activity is that there is a growing recognition of the potential of edtech to transform education. With advances in technology, it is now possible to create educational experiences that are more personalized, engaging, and effective than ever before. Another reason for the increased activity in education technology market is that the demand for education technology products and services is growing rapidly. This growth is being driven by factors such as the increasing use of mobile devices for learning, the expanding online education market, and the rise in demand for educational software and applications. This has led to a surge in interest from both educators and investors.

In terms of sheer numbers, education technology market is already quite large. More than 2 billion people are currently using mobile devices for educational purposes, and that number is only going to continue to grow. Furthermore, online learning platforms like Coursera, Unacademy, GoGuardian, Dreambox Learning, Outschool, Newsela, Civitas Learning, Byju's, and Udacity have been extremely successful in attracting students and professors alike. In fact, revenue generated by online learning platforms will exceed revenue generated by traditional brick-and-mortar universities by 2028.

In 2021, global education technology market witnessed an inflow of over $20 billion, which was valued at $15 billion in 2020. This has also increased market value of start-up by more than 15X in last one decade. Despite world crippling due to covid-19 pandemic, the market witnessed increased number of edtech start-up during this period. In fact, 1/3 of all start-ups came into existence in the same period. Wherein, Indian start-up in education technology market succeed in raising more than $4.7 billion from private equity players and venture capitalists. In 2019, it was estimated at around $440 million. Following are some of the recent funding developments

Tech companies are pouring money into edtech startups to try and stay ahead of the curve in the global education technology market. The ad-supported learning platform Udacity announced this week that it has raised $160 million in new funding, including from prominent venture capital firms such as Andreessen Horowitz and Index Ventures. The company says the new capital will be used to "accelerate its mission of democratizing access to high-quality education."

Elsewhere, Coursera, a teaching platform owned by Stanford University, earlier this year announced a $60 million round of financings. Pearson, one of the world's largest education publishers, is reportedly planning to invest an additional $500 million in digital learning platforms over the next five years.

The edtech startup boom is creating opportunities for young entrepreneurs who are looking to capitalize on growing consumer demand for educational services. And while the industry is still in its early stages, there's no doubt that it's rapidly evolving and will continue to do so for the foreseeable future. To understand detailed analysis of investments in education technology market,

Browse summary of the report and Complete Table of Contents (ToC):

https://skyquestt.com/report/education-technology-market

Consumers Spending on Education Technology to Surpass $150 billion by 2028

Technology revolution in the global education technology market is an ongoing process that has drastically transformed how students learn. Throngs of consumers are utilizing various forms of technology in their classrooms, and there is no telling where the trend will lead. In order to better understand consumer trends, SkyQuest has analyzed data from 1,5000 U.S. households across eleven different industries.

The results of the study showed that consumer spending on education technology is steadily climbing, reaching a record high of $24.8 billion in 2017 and is projected to surpass $158 billion by 2028 in the global education technology market. Half of all U.S. households now have at least one device used for educational purposes, with tablets and laptops leading the way (55% and 32%, respectively). Notably, 72% of tablet owners said they use them for educational purposes. Additionally, 57% of U.S. adults believe that using digital technologies in the classroom makes learning more engaging for students.

Though the majority of Americans are already utilizing education technology in their classrooms, there are still countless opportunities for growth. For instance, 73% of respondents said they would be interested in using augmented reality (AR) in the classroom. In addition to advances in digital technologies, it is important to continue innovating along traditional school teaching methods.

Providers are Partnering with Technology Giants to Transform into Digitalization

In recent years, the education technology market has seen a surge in the number of providers partnering with technology giants to transform into digital organizations. This shift is being driven by the ever-increasing demands of todays students and parents for more personalized, engaging, and relevant learning experiences. In response, many edtech companies are turning to cutting-edge technologies like artificial intelligence (AI), big data, and cloud computing to help them meet these challenges.

One such company is 2U, which partners with leading universities to offer online degree programs that combine rigorous academics with real-world experience. 2Us use of AI allows it to provide each student with a personalized learning plan that takes into account their individual strengths and weaknesses. The company also relies on big data to track student engagement and performance across all its programs. This information helps 2U identify areas where students are struggling and design targeted interventions to improve outcomes.

Another edtech leader in the global education technology market that is harnessing the power of technology is Pearson Education. LearningMate recently announced a partnership with Google Cloud Platform (GCP) to migrate its entire content library onto the GCP platform. This will allow LearningMate to take advantage of GCPs AI and machine learning capabilities to deliver more personalized experience to students.

Recently in July 2022, TMRW Partnered with TCS to digitally transform K-12 education sector. TMRW is eyeing to leverage their all-in-one integrating Learning Operating System (LearnOS) to bring together the entire spectrum of education and school operational elements under one unified umbrella.

Top 5 Education Technologies Poised to Take the Market by Storm

The education technology market is one of the most exciting things to happen in recent years. There has been a big shift in the way we learn, and there are several Technologies that are poised to take over the market. here are some of the top education technologies that you should be aware of.

1. MOOCs: Massive Open Online Courses are becoming more and more popular every day. These courses are typically offered online, and they offer a variety of courses from different disciplines.

2. Virtual Schools: Virtual schools are another great option when it comes to learning in the global education technology market. These schools allow students to attend classes online, which saves them time and money. Students can also choose a virtual school that specializes in a certain subject area, such as math or science.

3. Augmented Reality: Augmented reality is another technology that's gaining popularity in the education world. AR allows student to see information superimposed on real-world environment. This technology can be used in a number of ways, such as teaching subjects or preparing students for the SATs or ACTs exams. AR has been getting a lot of attention lately in the global education technology market thanks to Pokemon GO. However, its potential goes far beyond gaming. AR can be used for things like interactive textbooks, crime scene reconstruction, and medical training simulations. With Microsoft HoloLens leading the way, AR looks like it will become increasingly prevalent in the coming years.

4. AI Tutoring: An artificial intelligence computer system is a robot teacher. Using this technology, you can have an AI tutor tailor your coursework to match what you need. You can also ask for help with math, science and general subject issues using this method.

5. Virtual Reality (VR) and Augmented Reality (AR) VR is already being used in a variety of industries, and its potential for education is vast. It can be used for simulations, educational games, and even virtual field trips. With the Oculus Rift and HTC Vive leading the charge, VR is experiencing a renaissance that looks set to continue into the foreseeable future.

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Current outlook of Education Technology Market is Not so Bright, But its Temporary

In 2022, Edtech companies started facing massive lay off, slower funding, and closing operations of education technology companies. This is mainly due to the current state of the economy and rising inflation. Industries such as online education and digital learning have taken a hit due to changes in the market dynamics. Companies that focus on edtech products have been struggling to find investors and secure sales. Even though these companies are still profitable, they are shutting down due to the reasons mentioned above. for instance,2U has started closing its operations across the globe and Byjus in talk with the company for acquisition.

Moreover, many consumers are simply cutting back on spending on non-essential items like education technology during these difficult times.

All of this means that it is a tough time to be an edtech company in the education technology market. However, there are some silver linings to be found. For one thing, the current situation is likely to lead to increased consolidation in the industry as weaker players are forced out of business by stronger ones. Additionally, the crisis could lead to more innovation in the sector as companies are forced to find new ways to reach and serve their customers.

What Does Future Hold for Education Technology Market?

Global education technology market is booming and the future looks bright. The global edtech market is expected to reach $302.58 billion by 2028, with a compound annual growth rate of 16.20%. This growth is being driven by advances in technology, the increasing use of mobile devices for learning, and the growing demand for online and blended learning solutions.

There are a number of trends that are shaping the future of edtech. One of the most important is the move towards personalized learning. This approach tailors content and instruction to each individual student, based on their abilities, interests, and needs. This allows students to learn at their own pace and in a way that best suits them. Personalized learning is already being adopted by leading schools and districts across global education technology market, and it is poised to have a major impact on education in the years to come.

Another trend in the education technology market that is influencing the future of edtech is the rise of artificial intelligence (AI). AI-powered tools are being developed that can help teachers with everything from lesson planning to assessment. AI can also be used to create customized learning experiences for students based on their individual needs. As AI continues to evolve, it will increasingly shape how education technology is used in classrooms and beyond.

This growth will present both challenges and opportunities for companies in education technology market. On the one hand, they will need to meet the growing demand for their products and services; on the other hand, they will face increased competition from traditional providers as well as new startups. They will also need to address concerns about privacy and data security, as well as manage changing regulatory environments.

Despite these challenges, there are reasons to be optimistic about the future of edtech. First, there is a growing recognition that technology can play an important role in improving education outcomes. Second, funding for edtech initiatives is becoming more available, both from private investors and government sources. Finally, there is an increasing number of pilot projects and case studies demonstrating the potential of edtech solutions.

Top Players in Education Technology Market

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Global Education Technology Market Witnessed Gold Rush of Investors, Secured $35 billion Funding in just Two Years as Market is Eyeing to Surpass $302...

With more students studying for M.B.A.s online than on campus for the first time ever, Ive been thinking about what makes a scaled online degree program successful. Brooke Elliott, executive associate dean, and Nerissa Brown, associate dean of graduate programs at the University of Illinois, graciously shared the lessons theyve learned since launching the iMBA in 2016 on Coursera.

The program was the first degree on Coursera and pioneered the stackable degree model, which allowed students to first take a course or specialization from the program. Its also offered at a breakthrough price$23,000, about a third of the average price of residential M.B.A. programs.

In 2016, the first iMBA cohort was about 100 students, and this academic year, its over 4,600. Heres what theyve learned as theyve grown the program.

Q: Youre one of the early innovators in making online degrees more accessible, affordable and job relevant. A large part of that success is your stackable, scalable degree model. Tell me about how you started with the iMBA degree, including how you got internal buy-in and how youve continued to grow your online degree portfolio.

Brooke: The University of Illinois is a land-grant institution, and the iMBA started with this mission in mindto provide high-quality, accessible and affordable education to all who desire it and are committed to pursuing it. The program was designed to be online from the beginning; every facet of the program from course length, number of course offerings, synchronous and asynchronous content type and duration, technology for delivery and engagement, to the faculty engaged to develop and deliver the content was intentionally designed to serve an online learner who was also a working professional. From the beginning, we committed to having our very best tenure-track and specialized faculty develop and deliver the contentthis differentiated us early on in the online market and continues to be a key differentiator for the iMBA program.

In full transparency, internal buy-in was challenging as we were building and preparing to launch the program. Many academics and administrators were skeptical that we could create and deliver a program that maintained the high-quality, rigorous academic standards that the University of Illinois has built its reputation on while also making the program accessible and affordable. However, we were committed to disrupting the graduate business education space, and our very best faculty believed in our mission and our ability to transform higher education. Through the commitment of our faculty, the leadership of our administrators and our willingness to think wholly different about how to deliver high-quality education we were able to successfully launch and grow the iMBA.

Nerissa: The growth of our online portfolio is grounded in our core land-grant mission of providing accessible and flexible lifelong learning opportunities. We aim to meet learners where they are, and as such, our ongoing strategy is to build stackable content from the ground up. We visualize our portfolio as building blocks and start at the microcredential level when developing new content or repackaging existing content.

For instance, we often start with our Skills iCademies or Coursera MOOCs when building out or packaging new content areas. Our iCademy and MOOC offerings are short, learning programs that offer in-demand skills that can be consumed easily. The content from these microcredentials form the core of many our credit-bearing, high-engagement courses that learners can pursue either as stand-alone, nondegree courses or as a part of our graduate certificate and degree programs. It is with this building-block mind-set that Gies became the first university partner of Grow with Google and the creator of Illinois first set of campus graduate certificates.

We are constantly innovating our portfolio to meet market demand for upskilling and reskilling. In fact, we are creating a catalog of certificate programs in specialized skills such as analytics, digital marketing, entrepreneurship and innovation, as well as foundational business skills in accounting, finance and management. Two certificates in accountancy analytics and strategic leadership are expected to launch in August and are now accepting applications. We are also in the process of developing in-demand content in disruptive technologies.

Q: How do you replicate the high engagement full-time, residential M.B.A.s are known for, like networking, at scale and make these programs successful?

Brooke: When you ask our iMBA alums to identify the greatest values provided by the program, they almost always talk about the outstanding network they have joined and the individuals they have come to know and befriend. In residential education, a small group of individuals from diverse backgrounds and experiences come together in a common location to have a common educational experience.

What is unique about the iMBA program is that a large number of individuals from more diverse backgrounds and experiences come together to have a common educational experience but from locations all around the world. The learners in iMBA are more diverse in background and experience because when you offer education that is accessible and affordable you attract and serve a more diverse set of learners. And the network that you build around the world is unmatchedsome of our learners wake up in Dubai while others wake up in Chicago, and they all learn together! We use technology and an internal social medialike platform to drive engagement and provide opportunities for our learners to develop and grow their networks.

Nerissa: We also provide opportunities for individuals around the world to meet each other in person. We host an in-person networking and professional development event each fall on campus called iConverge. In fall 2021, we had just under 1,000 current students and alums come together to learn and to meet each other and faculty face-to-face. You would never know that many had never met in person, as they often embrace one another as lifelong friends and colleagues. In addition to iConverge, we host a series of professional development and networking events around the United States and the globe.

Gies Online has multiple, successful ways in which our learners network and engage in experiential learning. Networking and experiential learning is a core part of the Gies brand, and this is no different when it comes to our online programs. In addition to iConverge, we offer a series of impactful immersion programs to our online learners. Our immersions are a collaborative networking experience that you will not see in most online M.B.A. programs.

We offer both virtual and in-person immersion opportunities, and the experience is rated high by our participants. Over the last two years, we have immersed students in the business and cultural ecosystems of domestic and international locations such as Dallas (Tex.), Colombia, Ghana and Japan. We are getting ready for our first in-person immersion to Seattle since the pandemic, and attendee interest has been tremendous. We will continue to offer an annual series of virtual immersions so that learners who are unable to participate in person can still gain firsthand experience of global business.

Q: What advice do you have for university leaders who are trying to launch a scaled online degree?

Brooke: Be bold and purposeful in designing the programdo not simply take an existing residential program and move it online. Engage faculty in the design of the program from its inceptionfaculty buy-in and passion for online education are critical to its success. Identify teaching and learning talent with expertise in pedagogy, assessment and technologywhether this exists within your own university or you need to hire from outside. Be clear about how online education can serve your educational mission and enhance your institutions reputation.

Nerissa: Strong investment in faculty and staff talent. Gies Online has been successful in attracting talent from across the nation. For instance, weve been able to attract instructors who are industry and technology leaders and who bring their practical experience directly to our virtual classrooms. Weve been also nimble in our talent acquisition by offering remote work arrangements to staff and our faculty. Flexible work is crucial to tap into top talent, and recent university announcements on remote work arrangements illustrate how important it is for higher ed institutions to meet talent where they aresimilar to how online education reaches learners in the location and at the time that works best for them.

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3 Questions About the Scaled Online iMBA | Learning Innovation - Inside Higher Ed

Through this elevated partnership, the two organizations are working together to provide specialized healthcare workforce education and development.

CLEVELAND, July 21, 2022 /PRNewswire/ -- The Center for Health Affairs, the leading advocate for Northeast Ohio hospitals, today announced a new educational opportunity throughDignity Health Global Education(DHGE), a leading healthcare workforce development company, for member hospitals, sponsor and community organizations, and members of The Center's business affiliate,CHAMPS Group Purchasing(GPO).

DHGE designs and offers online degrees, certificates and custom education programs by working alongside leading academic institutions as well as top healthcare experts, such as chief executive officers and chief nursing officers, to provide engaging and reimagined virtual healthcare workforce development content in a student-centric environment.

"As the healthcare industry continues to struggle with meeting their staffing requirements, this partnership with DHGE is a step forward in our mission to help members fulfill their workforce retention goals," saidBrian Lane, president & CEO of The Center for Health Affairs. "These courses offer incredible opportunities to healthcare professionals looking to grow their careers into higher-level positions of management and improve health equity within our community."

The Center and DHGE first began working together last year, and this expanded partnership now enables The Center to form cohorts with member and sponsor organizations to offer DHGE's educational programming at a discounted rate.

"Our agile and flexible education options ensure that professionals in healthcare have access to the best-in-class learning whether in our MSN, MBA or our suite of certificates," said Andrew Malley, CEO of Dignity Health Global Education. "We also work with health organizations on custom solutions such as our Nurse Residency with CommonSpirit Health, one of the nation's largest health systems, for improved retention and a stronger workforce."

Dignity Health Global Education, which recently announced a partnership as a provider of education services to the U.S. Department of Health and Human Services, offers professional development and higher education courses that have been specifically created for healthcare. Learners and organizations can choose from more than a dozen online courses, including:

VisitDHGE.orgto learn more about the courses offered by Dignity Health Global Education andcontact The Center for Health Affairsto learn how your organization can form a class cohort.

About Dignity Health Global Education:

DHGE is an online education and technology provider for the healthcare workforce. Our mission is to transform how healthcare workers learn. We design learning experiences that are loved and affect positive change in our learners' lives and, in turn, impact their organization. We partner with leading academic institutions and top experts to innovate, redefine, and reimagine healthcare workforce development.

About The Center for Health Affairs

The Center for Health Affairs, the nation's first regional hospital association, has served as the collective voice of Northeast Ohio hospitals for more than 100 years. Together with its business affiliates, CHAMPS Group Purchasing and The Essentials Group, The Center continues the legacy of its founders, working collaboratively to increase the efficiency of healthcare delivery, providing insightful healthcare information to the public and undertaking initiatives aimed at improving the health of the community. For more information, visit http://www.neohospitals.org.

PRESS CONTACT

NAMEMichele FancherPHONE216.255.3657WEBSITEhttps://www.neohospitals.org

SOURCE The Center for Health Affairs

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The Center for Health Affairs and Dignity Health Global Education Expand Partnership - PR Newswire

COVID ushered in the pandemic era. Coming out of the pandemic, higher education must be prepared to ... [+] operate, adapt, and evolve in the post-pandemic era.

For higher education, the post-pandemic era is here. Whats abundantly clear is that new strategies will be needed for college and university leaders to successfully respond to the types, magnitudes, and concurrent/coincident impacts and mutual amplification of crises they will face in the years ahead. This point was driven home over the last nearly three years as higher education institutions and their leaders faced multiple challenges rising to the level of crises. What made this period so challenging was not the global pandemic on its own (although this was perhaps the single greatest challenge US colleges and universities have faced in history), but the concurrence of multiple crises, more than one of which might even be considered a pandemic.

Lets start by recognizing and acknowledging the confluence of crises (from the global pandemic; to the growing political divide and crisis of democracy; to racial unrest, Black Lives Matter, and the rise in social justice activism and demands; to the deepening economic crisis; to the publics diminishing perception of the value and relevance of a college degree) facing higher education. From there the strong case can be made for Higher Ed to both reaffirm its purpose and mission, goals and ideals, and to reestablish itself as a fundamental public good. Using the COVID pandemic as it unfolded and evolved, not necessarily connected to the other crises but certainly intertwining with them, there is a strong and urgent case for higher education to return to being the marketplace of ideas by bringing people back to the middle, away from the extremes to which our society has migrated in the last decade.

Higher Eds return to the middle, to the marketplace and to the common good, should be through distinction (not replicating one another) and remaining purpose-driven and not giving in to political pressures or ideological divides. Higher Ed has often run to the middle in a crisis, even when much of society flees to one extreme or the other. We saw this in the pandemic (sensible masking and social distance policies, vaccine policies and requirements that followed the (admittedly evolving) science, and our best efforts to hold firm on free speech without giving in to political pressures from outside or cancel culture from within. In this increasingly polarized time, such sensible and unflappable moves to the middle ground (informed, reasoned, tempered) aggravated and angered those at the extremes. But thats what makes Higher Ed different. It does not, should not, and must not take sides.

Rather, this must be where colleges and universities commit themselves. The middle ground, now largely devoid of citizens (educated or not), must be where people are brought back, for reasoned and informed discourse, for civil discourse and shared learning, and to discover their own truths. Higher Eds role is not to validate the extremes but to enable discourse without threat, scientific exploration without boundaries, and learning without limitations. This is how universities can reassert their relationship with their public, restore and gain credibility, and reestablish themselves as a public good. They can do this by fundamentally and unflinchingly advocating for free speech on their campuses as well as for diversity in all dimensions, including intellectual (diversity of discipline and thought).

This is exactly the opposite of where other institutions and individuals are positioning themselves. This is also the opposite of how the public is positioning (through their narratives) higher education. For example, many believed Higher Eds response to COVID was driven by those at the edges (i.e., uninformed, unsubstantiated, or ideologically motivated masking and social distance policies), and that they didnt understand (or were withholding from the public) the science behind the virus. All that said, in their laudable (and largely successful) efforts to do the right thing and follow the science (which would later evolve to reveal new information and new understanding of the virus vector, lifespan, resilience, and impact), they moved swiftly and absolutely (and quite consistently across the nation) to close down their campus operations. They didnt yet fully understand the COVID science. And they didnt fully realize the cost of shutting everything down. It may have been the wrong decision in hindsight, despite being the best decision given what was known (and believed to be known) and arguably the decision in the best interest of public health, but it most certainly contributed to and even created economic problems that are only now beginning to be fully realized. As often is the case, there exists legitimate criticism from both directions. Higher education is diminished and devalued when it is becomes, allows itself to become, or is believed to be driven by politicians or by ideologues. Rather, their best destiny is in the middle reasoned, tempered, informed, and ever learning and bringing the population toward that ground as well. Civil discourse is essential to a civil society, to a democracy, and to a world facing serious and even existential challenges.

Consider five themes for higher educations great reset:

1/ Disruption

The pandemic made clear that for colleges and universities to survive, they must both adapt and differentiate, and to do these, they must be open to and indeed commit to disruption. Long standing issues within Higher Ed were highlighted and in some cases amplified as the pandemic unfolded and institutions responded. Status quo would no longer work, and the do-nothing strategy resulting from ignorance, arrogance, or impasse could no longer be acceptable. Change was needed perhaps long overdue and failure to make needed changes to adapt as the pandemic unfolded and secure a sustainable future both represented existential threats.

Adaptation came quickly by academic standards, at times surprising even those within Higher Ed, but focused on immediate needs (i.e., a triage model of adaptation rather than a strategic or systemic model). By contrast, little attention was paid to hardening finances, adapting operating models or governance, and securing a sustainable post-pandemic future. This was perhaps made less urgent by the generous and substantial, though fixed-term, financial support provided by the federal government. There have been few changes in university operating models and no changes in governance.

The risk now is sliding backwards to pre-pandemic models, dynamics, and expectations. To do this would be both a missed opportunity and grave mistake. Commitment to (and comfort with) disruptive change is needed desperately and this will require new and different thinking, leadership, and governance dynamics.

2/ Re-thinking

The higher education landscape has been tested and made more complicated by COVID. But the ... [+] opportunities ahead are many and vast.

Higher Ed must embark on a total rethink (a great reset) using the pandemic as a springboard but recognizing that securing a sustainable future that is mission-driven (purposeful), attractive (compelling), and financially responsible (stable) requires a willingness to rethink nearly every aspect of higher educational institutions operations. This includes mission, purpose, and role; enrollment management strategies; costs and financial models; marketing and communication; campus operations; strategic planning and decision-making; the academic calendar; academic offerings (degrees, certificates, and more); the effective integration of academic and student life programming; the use of technology and role of experiential education; how universities engage with their off-campus constituents; and even the design and role of the physical campus.

Colleges and universities must break free of the incremental nibble around the edges strategy of both resource allocation and expense reduction. It has not served any institution well and has led directly to diminishment if not demise of their ability to deliver on mission as well as morale of faculty and staff. A decade or more of incremental cuts has left many colleges and universities stagnant, severely curtailed, and hopeless.

Rethinking everything requires a new culture of leadership, governance, engagement, and partnerships. It requires trust, respect, and a new sense of shared direction and shared commitment. Above all, it requires a recognition and understanding that system change means just that its a systemwide commitment, and all-in conversation where everything is on the table and there is no exclusion of sacred cows. No individual, department, program, or office is immune and none are held harmless. Neither is there a one-size-fits-all approach.

The goal must be an institution that is able to be more responsive and adaptive as crises present, with strong predictive and planning capabilities so that the response is more thoughtfully and carefully implemented, and less suddenly reactive. Higher Ed institutions must manage change rather than be managed by it. They must follow the lead of Nancy Zimpher, Chancellor Emerita of SUNY, who has written that higher educational institutions must become the best at getting better.

3/ Bearing Witness and Reflection

Over the last two years, my series in Forbes has chronicled the COVID pandemic experience for higher educational institutions through multiple lenses, university leaders as well as their constituents and the broader public, and on lessons learned in real time and upon reflection.

This series (and others) documented the unfolding pandemic and decisions that were made in response to the evolving crisis, and explored fundamental lessons learned in the pandemic, key decisions (e.g., pivoting to online instruction, shutting down campuses and sending students home) made early on, and major milestones (e.g., requiring masking and social distancing, and the end of those requirements). They also examined the unintended consequences of those decisions, including mental health issues, economic issues, and exacerbated access and affordability issues.

Nearly every college and university, in the end, followed the same script and the same timeline in their response to the pandemic and in how they managed the crisis. There was even near uniform consistency in the timing and process for returning to full on-campus operations. Whether this was sensible and strategic, or a nationwide example of follow-the-leader (or fear of mis-stepping), is still unclear. They all came from the same place of relative ignorance. But there most certainly will be another global health pandemic or pandemic-like crisis in the years ahead. What remains to be seen is whether universities responses will be more individualized, more independent, or more effective. They certainly should be more well-informed and better planned.

One thing is certain, the arc of this remarkable story provides a series of important leadership lessons and serves as a backdrop for needed change and for responsible change-management.

4/ Accelerating

Clearly the need for change is urgent and colleges and universities must accelerate (not simply gravitate) toward that change. They must smash the rear-view mirror and not be constantly looking backward, longingly or for the safety or comfort of what was known. Instead, they must focus their energies and their commitments to moving forward strategically, responsibly, and quickly. This means redirecting their antennae or their radar forward. This means committing to making long-needed and long-overdue change quickly in order to ensure their sustainable future.

Universities have been, and are still at-present, catatonic. The teacher-learner-books model is no longer applicable or relevant. We live in a fast-changing digital world. Businesses have taken the place of universities as drivers of change. Our slow pace to recognize, accept, and adapt to the changing world has left us marginalized and at considerable risk. They must accelerate or die.

But colleges and universities have learned through the pandemic that they are capable of making change. They demonstrated both the will and the capacity to adapt quickly. They broke through longstanding taboos around online learning, remote work, and flexible schedules. Faculty, staff, and students rallied. Continuity of teaching and learning was ensured. And they were able to return to normal campus operations seamlessly and no doubt better prepared for the next crisis.

But these institutions must now take steps to leverage that new learning and not allow themselves to slide back to pre-pandemic operating modalities. They must not only get better at being part of the changing world around them but they must also get better at monitoring, forecasting, recognizing, and acknowledging changes that are (and will be) taking place. Adjustment in real-time is the better strategy. Its far more difficult and far more disruptive, as has been learned, to react and re-establish following a crisis.

Two sayings come to mind. The first, youre either at the table or on the menu reminds universities that to survive they must be part of the conversation. While the second, if you want to run with the big dogs you have to come down off the porch, reminds them that they cannot simply watch and bear witness. They must engage and commit. They must dive into the fray where its messy and where there is risk. And they must accelerate.

5/ Responding and Repositioning

Public perception of higher education has declined over the last decade, in part due to Higher Eds failure to tell their story effectively and in part due to their failure to adapt and evolve to meet changing conditions, expectations, and needs. The world had changed and our institutions turned a deaf ear, a combination of arrogance and reticence, almost daring the world to go on without them. And it did. Higher Ed not only lost its luster, it allowed itself to become marginalized.

Public perception has declined. Higher Ed must take steps to regain trust, confidence, and respect ... [+] as a public good.

Higher Ed must begin paying closer attention to public sentiment, listening and hearing from the public, and writing a new narrative that will enable broader support, trust, and respect of our colleges and universities. Only by acknowledging how they are perceived can they change it to match their aspirations. Only by listening to those they serve can they truly be responsive to their needs. And only by continuing to engage authentically and consistently with their communities and stakeholders can they remain relevant, trusted, and counted upon as a public good.

Our colleges and universities have an incredible opportunity (if not imperative) now to reaffirm their mission and value, reach more students and provide even greater accessibility and affordability, connect more authentically to the public they serve, and rebuild respect, confidence, and trust.

As they continue to grapple with woke and cancel cultures, political divides, economic pressures, and the move away from fact-based reasoning and civil discourse, higher education must return to first principles and the university as the marketplace of ideas, the broad and fertile center ground where civility and science and debate live largest. Our great colleges and universities were once looked to as brilliant and shining lights on the hill. Today they are at risk of becoming little more than cave drawings on the wall, telling us something about what life was like long ago but offering little about where we must go next. Historic but of little relevance today, and certainly not visionary.

For higher education, it's time for a reaffirmation of ideals, evolution of mission, much needed and long overdue change, and both new leadership and new leadership-governance dynamics. By committing to these, our colleges and universities can secure a brilliant future, one in which they are once again central to our nations growth, trusted and respected, and looked to for light and guidance as well as solutions and discoveries.

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Blueprint For The Great Reset: Five Themes For Higher Education's New Imperative - Forbes