fbpx
Home Blog Page 1609

Human Learning #41 – Of Language, Chatbots and Ethics

0
Human Learning #41 – Of Language, Chatbots and Ethics

Disclosure: To support our site, Class Central may be compensated by some course providers.

November 14, 2018

5 minute read


Comments

Welcome to issue #41, the two thrusts of which drill down on the tech of Edtech. The first part is my article on Duolingo, which argues MOOC platforms will find it difficult in some key areas to compete with specialised platforms who develop technology that caters to their subject area. The second is on chatbots, arguably one of the areas where MOOC platforms could be innovating. The key advantage of chatbots is improving user experience (instant answers) in turn improving retention and reducing the rerun cost of a MOOC as staff time is reduced.

Top Story

Coursera launch Online Masters in Computer Science and Information Technology – Key points – the Masters is from University of Pennsylvania (i.e. Ivy League) and has no prerequisites, making it unique among Ivy League Masters in Computer Science. The course will cost $23,600 (a third of the on campus price) and is partially self-paced taking 20-40 months to complete, the first cohort will be 100 people in January. Coursera now have 10 degrees (mostly Masters) making for a formidable competitor to 2U. As I’ve mentioned previously Coursera’s advantages should be a lower cost of acquisition (they recruit just over half their graduates from the MOOC platform). A key question is how they structure the deals – 2U make a typical OPM upfront investment which they recoup back via ⅔ revenue share over a 10 year contract, which universities are hesitant to enter. If Coursera offer something more versatile and can leverage their existing relationships that should make them a more compelling option than 2U. – here and here 

State of the MOOCS

Israeli Government launches its own MOOC platform – The platform will be built off Open edX #brutalist.  The platform will be in Hebrew and Arabic, the former is a first with MOOC participating Israeli universities currently publishing in English – here

Edtech’s Business 

Skillshare raises $28m($42m to date) as it seeks profitability – The platform has 22K clases and works via a subscription model of $15 per month of $99 a year.  As the name suggests it puts students and teachers together for online courses – originally it aimed to allow them to coordinate for in-person classes. It has 5m users and 6K classes. Skillshare will use the money to drive product development and international expansion. Their ‘moat’ is not good, Udemy compete in this space and they can really only differentiate on product or on the deal they offer teachers  – here

Ed’s Tech

Imperial’s Edtech lab deploys chatbots to their MBA programme –  These work in a similar way to the Georgia Tech chatbots, they focus on FAQs and have a bank of previous Q&As (3K in total and expanded with each programme), using fuzzy matching the chatbot finds the closest answer and returns that to the student. At present this isn’t much more than a glorified FAQ but it’s iterating rapidly. Firstly FAQs alone can save the academics and support staff a lot of time that could be better spent elsewhere or reduce the operating labour cost of the MOOC. Secondly, if the student is asking an academic question e.g. ‘How does a price mechanism work?’ The bot can ask follow up questions to support understanding e.g. What are the factors that could affect the price mechanism demand/supply side – here 

Tangents

More Social Source Code

Whether they will be sufficient is yet to be decided but in both business and now in technology, ethics and social good are being given rising prominence. Featured in this newsletter previously was Larry Fink’s now famous letter. Larry Fink is CEO of Blackrock investment, the world’s largest investment fund ($6.3 trillion) Fink’s letter in effect said Blackrock would require companies it invested in to live up to social standards be they environmental, worker protection, taxes etc.

Although Fink has yet to define what those standards are and it could just be clever PR it could also represent a more structural shift in the way businesses operate. The dominant model prior to this was that governments and businesses operate antagonistically – businesses will seek to maximise the profit and governments will regulate the space they can do so (e.g. preventing environmental abuse, labour laws to protect employees rights etc).  Fink’s letter implies that now they expect companies to not simply operate to the limits set by government but to incorporate social goals into the DNA of the company itself. Fink’s letter was likely driven by a perceived failure of the government to sufficiently regulate company excesses in an era of Climate Change, the financial crisis and wealth inequality – issues which left unchecked could destabilise the global economic system – a sub-optimal outcome for all concerned.

What has any of this got to do with coding? As has been widely documented, coding (and specifically Silicon Valley) is going through its own moral crisis. Facebook, Google and Twitter have become critical infrastructure in society and their role in both Brexit but more acutely, Trump, has created a crisis of conscience in the valley with Facebook employees quitting over Cambridge Analytica and Google being forced to reconsider military contracts.

One Computer Science graduate at Stanford has taken this a step further and sought to bake social good into the education itself. Vicki Niu, a Stanford Computer Science graduate created CS + Social Good – an extracurricular club that discuss ethics and social projects for Computer Scientists. The club doesn’t just focus on using CS for social problems, they diversity in tech employment and management as well as ethical behaviour. The club is now a supplemental module as well as providing fellowships for Computer Scientists to do summer placements on social projects. It’s influence is spreading to Harvard, MIT and UC Berkeley among others – here

As ever if you enjoy it SHARE IT! For the permanent home of these newsletter and articles GO HERE. If you have any thoughts please write back to me.

Human Learning is a newsletter written by Chris Fellingham. You can signup for it here and find other Edtech articles by Chris Fellingham on his medium page

MOOCWatch 19: Coursera’s Revenue, Udacity’s CEO, and edX’s Master’s Degrees.

0
MOOCWatch 19: Coursera’s Revenue, Udacity’s CEO, and edX’s Master’s Degrees.

The MOOC-based degrees trend continues, with edX announcing 7 new Master’s degrees, bringing the total on edX to 9. In a recent article, I explore five key ways MOOC-based degrees differ from traditional online degrees.

Class Central contributor Manoel, who has done his entire higher education online, shares his thoughts on 10 characteristics that could sway him toward one online degree over another.

Udacity is now looking for a new CEO, as Vishal Makhijani has stepped down.

According to Forbes, Coursera is estimated to make $140 million in 2018, a significant increase from Class Central’s 2017 estimate of $100 million.

FutureLearn, which made £8.2M in the last financial year, is now looking to raise £40m to invest in its online degrees.

Two conferences with submissions deadlines next week: Open edX 2019 (San Diego, March 26 – 29) and Future of Learning 2019 (Bangalore, Jan 4-5). More information below.

TOP STORIES

FREE ONLINE COURSES via Class Central
190 universities just launched 600 free online courses. Here’s the full list.

RESHAPING HIGHER EDUCATION via Class Central
According to Delft’s Willem van Valkenburg, MOOCs are already changing higher education in at least four important ways.

MASSIVE REVENUES via Class Central
According to Forbes, Coursera’s estimated revenue for 2018 is $140 million. Forbes also published a feature on Coursera.

NEW CEO via Class Central
Udacity’s CEO Vishal Makhijani has “has decided to move on to new challenges,” according to co-founder Sebastian Thrun.

MOOC-BASED DEGREES via Class Central

With the major MOOC platforms continuing to launch more new degree programs, I decided to compare these new programs with older online offerings. Turns out MOOC-based degrees are different in five key ways.

MORE ONLINE DEGREES via Class Central
In August, Class Central reported that edX had announced it would release 13 new online Master’s degrees. Last month, edX revealed 7 of those Master’s degrees.

OPEN EDX 2019
The Open edX 2019 conference takes place in March 26–29 at UC San Diego. Proposals are due by November 21, 2018.

FOL2019
The Future of Learning Conference (FoL) aims to foster a dialog between academics, entrepreneurs, regulators, and technologists.  The event will be held at IIM Bangalore on Jan 4th and 5th. The deadline to submit abstracts is November 20th.

MOOC PAYWALLS via Class Central
In May, edX announced that they will start testing a support fee. Class Central came across a few different experiments.

UNIVERSAL CREDIT SYSTEM via Class Central
Prolific MOOC-taker Ronny De Winter puts forward a credit system that could be applied to online as well as on-campus education.

MOOC MONETIZATION via Class Central
We explore five different sources of revenue for France Université Numerique (FUN) MOOC platform.

TAKE BETTER NOTES via Class Central
Serial MOOC-taker Pat Bowden shares her tips on how to take better notes.

ACQUISITION via EdSurge
Boston-based private equity firm Devonshire Investors has acquired NovoEd.  NovoEd, originally started as MOOC provider but pivoted to corporate training. More about how NovoEd started here:

The Stanford team behind Venture Lab, founds a company NovoEd to offer collaborative MOOCs

CO-CREATED DEGREES via Times Higher Education
Australia’s Deakin University and Coventry University in the UK are offering a postgraduate course in entrepreneurship on the FutureLearn platform. Fees for the course, which will take a minimum of one year to complete on a part-time basis, will be A$8,800 (£4,900).

MORE MONEY via Class Central
FutureLearn, which made £8.2M in the last financial year, is now looking to raise £40m to invest in its online degrees.

SECOND WIND via The Economic Times
Article in ET India on how MOOCs are faring in the country.

UDACITY LAYOFFS via Techcrunch
According to TC, Udacity has laid off 5% (atleast 25 employees) since August. According to Udacity, this was done for strategic reasons.

MOOCs ON CAMPUS via EdSurge
In certain universities like Duke and Michigan, on-campus students

SELF-DRIVING CARS via CIO
RMIT has partnered with Udacity to offer a course on self-driving cars.

MOOC MILESTONES

YIDAN PRIZE via MIT News
EdX CEO Anant Agarwal has been awarded the Yidan Prize. According to the official website, “Yidan Prize Laureate receives a gold medal and a total sum of HK$30 million (around US$3.9 million) including a cash prize of HK$15 million (around US$1.9 million) and a project fund of HK$15 million.”

LINKEDIN LEARNING via Techcrunch
LinkedIn Learning will now offer videos, tutorials and courses from third-parties such as Treehouse and the publishing division of Harvard Business School

MOOCWatch is a monthly digest of information related to MOOCs meant for professors and administrators, or others who are involved in education and want to stay up-to-date in the MOOC space. In addition to broad coverage, MOOCWatch also contains unique data sourced from Class Central (such as course popularity rankings). Subscribe to MOOCWatch here.

Why artificial Intelligence is shaping our world?

0

We stand on the edge of a crucial moment in the history of our species – a time when a creation of our own inventiveness has the potential to change everything. For some, it will be humanity’s salvation, while for others, it could be our downfall. We are entering the age of artificial intelligence (AI).

While AI is still some way from the sentient machines portrayed in science fiction, the creation of algorithms that can learn, understand language and mimic some aspects of the human mind have led to huge advances. Today AI is being used in hundreds of different industries.

The machines we use on a daily basis are getting smarter, meaning that AI is no longer a futuristic technology but is increasingly integrated into every realm of our lives. From suggesting what books we might like to buy online to powering the virtual assistants that inhabit our phones and smart speakers, some of the applications are more visible than others. In truth, AI is touching our lives far more than many of us realise.

  • Banks are using it to detect fraud and predict changes in the stock markets
  • Insurance companies are employing AI to help them produce policy quotes and assess claims
  • It’s helping police forces to identify suspects from grainy CCTV images
  • In courtrooms it’s offering advice to judges about whether to grant bail conditions to criminal suspects
  • Machines with the capability to identify images are helping doctors spot disease.
  • Algorithms that use machine learning – one of the leading branches of AI – are helping self-driving cars to navigate our complex roads
  • They are helping linguists to decifer lost languages
  • And it is helping firms make decisions about who to hire and fire
  • Even on flights, AI is being used by air traffic controllers to help to keep us safe both in the air and on the ground.

Yet there are also deep ethical questions about how and when AI should be used. And whether the hype surrounding this technology outstrips what is really achievable.

Over the next four months, BBC Future is going to explore the technologies and trends at the cutting-edge of AI, sorting the hype from where it has real-world promise. We will probe the profound implications of letting these silicon brains into our lives and how it will shape our relationships, our work and our societies.

One of the early pioneers of computer science Alan Perlis once quipped that “a year spent in artificial intelligence is enough to make one believe in God,” out of frustration at the problems of producing computer networks that could mimic the human brain. Is the prospect of creating machines that could possibly hope to compete with our brains still out of reach? Or are they now able to do the things humans can only dream of?

What is AI really capable of? How can it help us solve our problems? And how should we feel about this future?

Join us on our journey through the research, applications and future of AI.

 

By Richard Gray

19 November 2018

Get real time update about this post categories directly on your device, subscribe now.

“Qué es y qué no es”: el sueño de René Descartes que revolucionó las matemáticas

0
“Qué es y qué no es”: el sueño de René Descartes que revolucionó las matemáticas

El poder de las matemáticas reside en la forma en que su lenguaje y sus símbolos nos han permitido manipular el mundo.

Pero durante siglos fue un mundo que seguía las reglas de Dios y la Iglesia.

En el siglo XVII, emergió una nueva generación de intelectuales que no temía desafiar a la autoridad.

Hubo un hombre que se atrevió a cuestionar todas las suposiciones filosóficas y científicas anteriores.

Se trataba de alguien que intentaba promover una nueva forma de pensar, utilizando la razón, la experimentación y la observación.

Era un francés llamado René Descartes.

Grabado de René Descartes escribiendo su sistema mundial por DesfontainesDerechos de autor de la imagenHISTORICAL PICTURE ARCHIVE / GETTY
Image captionEs considerado como el padre de la geometría analítica y de la filosofía moderna, así como uno de precursores de la revolución científica.​

Nació en 1596 en Francia y murió en 1650. Entre esos años fue un mercenario en el ejército de los Estados Holandeses Protestantes, un viajero, un estudiante, un matemático y un filósofo.

A los 22 años

Una noche de 1619, mientras dormía, Descartes tuvo una serie de sueños que cambiarían su vida y las matemáticas.

Los dos primeros podrían describirse mejor como pesadillas.

Pero el tercer sueño… era intrigante.

René DescartesDerechos de autor de la imagenGETTY IMAGES
Image captionJoven y soñador.

Cuando sus ojos escudriñaron la habitación, vio libros sobre la mesa del dormitorio que aparecían y luego desaparecían.

Abrió un libro de poemas y al azar vio la primera línea de uno, que decía en latín: “Quod vitae sectabor iter?“: “¿Qué camino seguiré en la vida?

Entonces alguien apareció de la nada y recitó otro verso, simplemente diciendo: “Est et non“: “Qué es y qué no es

Libro de Renato des CartesDerechos de autor de la imagenSCIENCE PHOTO LIBRARY
Image captionHay sueños que cambian el mundo.

Con los sueños, todo depende de la interpretación que les asignas. En el caso de Descartes, el efecto fue profundo.

Quedó convencido de que apuntaban en una sola dirección: había que establecer una ciencia que abarcara toda la sabiduría humana basándose en la razón.

Tras esa noche de poco descanso, Descartes formularía la geometría analítica y la idea de aplicar el método matemático a la filosofía.

Est et non

La pregunta “Qué es y qué no es” le abrió los ojos a la verdadera naturaleza de la realidad.

Desde ese momento, Descartes cuestionó todo lo que veía, tratando de separar lo verdadero de lo falso.

Partiendo de la pregunta “¿Hay algo que yo sepa de lo que esté seguro?“.

Sabía que no podía confiar en ninguna evidencia basada en sus sentidos, pues estos a veces lo engañaban: una vara derecha parece torcida si la mentes en un vaso de agua.

Rosas en florero de vidrio con agua.Derechos de autor de la imagenGETTY IMAGES
Image captionSi confiáramos en lo que vemos, creeríamos que los tallos de las flores se parten al entrar al agua y se vuelven a unir cuando las sacamos del florero.

Y a veces, cuando estaba dormido, soñaba que se había despertado… ¿Cómo podía estar seguro de que no estaba soñando en momentos en que se creía despierto?

Aunque había verdades como que 2 + 5 = 7, hasta en los sueños.

No obstante, ni siquiera él -un matemático- podía afirmar certeza absoluta, pues ¿qué tal que un demonio malvado estuviera controlando sus pensamientos, manipulándolos de manera que cada vez que sumara, cometiera un error básico?

De ser así, no podría estar seguro de nada. Viviría en un torbellino de dudas.

Descartes en su sueño

Su salvación fue darse cuenta que incluso si ese demonio existiera, no podría engañarlo respecto a su propia existencia.

Enseguida advertí que mientras de este modo quería pensar que todo era falso, era necesario que yo, quien lo pensaba, fuese algo“, escribió.

Y notando que esta verdad: yo pienso, por lo tanto soy, era tan firme y cierta, que no podían quebrantarla ni las más extravagantes suposiciones de los escépticos, juzgué que podía admitirla, sin escrúpulo, como el primer principio de la filosofía que estaba buscando“.

Cada pensamiento, no importa cuán poco fiable, comprobaba que él existía como un ente pensante.

Ese es su famoso argumento: “Yo pienso, por lo tanto soy” -traducido frecuentemente como “Pienso luego existo”-, que pasó a ser fundamental para el racionalismo occidental como “Cogito ergo sum“.

El pensador de RodinDerechos de autor de la imagenGETTY IMAGES
Image captionEl más bello de los pensadores que por ende existe.

Quod vitae sectabor iter?

La pregunta “¿Qué camino vas a seguir en tu vida?” es, por supuesto, profunda y difícil de contestar, particularmente cuando tienes 22 años, como Descartes esa noche que la vio en sueños.

Pero si la bajas un poco a Tierra y te la haces respecto a actividades cotidianas, quizás te sorprenda que fue la genialidad de Descartes quien hizo que encontrar la respuesta fuera sencillo.

Y de paso, llevó a uno de los mayores avances en el campo de las matemáticas.

Como con tantas ideas brillantes, era engañosamente simple.

Dicen que Descartes llegó a ella un día que estaba mirando al techo y vio una mosca.

MoscaDerechos de autor de la imagenGETTY IMAGES
Image captionPartió de una mosca para construir un puente.

Pero supongamos que vas a tomarte un café con un amigo.

Para averiguar cómo llegar al lugar en el que van a encontrarse, sólo necesitas mirar un mapa y verificar la ruta.

¿Quizás 3 cuadras a la derecha y una a la izquierda?

Parece una idea increíblemente simple, pero, en realidad, revolucionó las matemáticas.

Lo que Descartes demostró fue que un par de números podían determinar la posición de un punto en el espacio.

Cada par de coordenadas especifica un punto único y cada punto viene con un par único de coordenadas.

GPSDerechos de autor de la imagenGETTY IMAGES
Image captionGracias a René Descartes.

Suena trivial, pero esto fue solo el comienzo. Se vuelve más interesante cuando aplicas esa idea a las curvas.

A medida que este punto se mueve alrededor de un círculo, sus coordenadas cambian, y podemos escribir una ecuación que caracteriza este círculo de manera precisa y única.

Por primera vez, las formas podrían ser descritas por una fórmula.

Al unir el lenguaje de los números, ecuaciones y símbolos con formas, Descartes construyó un puente entre la geometría y el álgebra: la geometría analítica.

Así pudo expandir el horizonte de las matemáticas, sentando las bases para el mundo científico moderno.

Una razón menos divina

Lo que Descartes y los otros pioneros como él hicieron fue cuestionar la sabiduría aceptada de la época.

Pensaron de manera diferente, y el resultado fue que proporcionaron avances monumentales para nuestra comprensión del Universo.

René DescartesDerechos de autor de la imagenGETTY IMAGES
Image caption“Para investigar la verdad es preciso dudar, en cuanto sea posible, de todas las cosas”, es una de las numerosas citas del gran pensador que han hecho eco a lo largo de los siglos y ahora se pasean por internet.

Descartes vivió en una época en que muchos filósofos respaldaban sus argumentos con llamamientos a Dios.

Él prefirió depositar su confianza en el poder de la lógica humana y las matemáticas.

Creía que todas las ideas deberían tener sus fundamentos en la experiencia y la razón en lugar de la tradición y la autoridad.

No se trataba de negar la existencia de Dios: para él, la búsqueda de la verdad era la búsqueda de Dios, y las verdades eternas -como las matemáticas- provenían y dependían de él.

Pero después de Descartes, el de las matemáticas empezó a ser un mundo cada vez más desprovisto de una influencia divina.

 

Prepare for a flood of brand-new exoplanets: TESS has currently spotted 2

0
Prepare for a flood of brand-new exoplanets: TESS has currently spotted 2

NASA’s follower to the Kepler objective, the Transiting Exoplanet Study Satellite (TESS), is currently paying dividends. The satellite was just introduced in April and hung around going through commissioning and calibration. However it has actually now begun its science objective, and scientists have actually currently found 2 brand-new worlds.

These are anticipated to be the very first of as numerous as 10,000 worlds found by TESS. So we believed this was a great chance to take a cautious take a look at the world hunter’s style, the objectives that notified the style, and exactly what its success ought to suggest for our understanding of exoplanets.

4 eyes

The body of TESS is quite easy, being made up mainly of a fuel tank and thrusters. It hasresponse wheels for great control of its orientation and a set of photovoltaic panels for power. Business end of TESS includes a sun guard securing not one however 4 telescopes. Rather of having the ability to concentrate on faint items, the telescopes (each a stack of 7 lenses above CCD imaging hardware) are developed to record a broad spot of the sky.

TESS images a single location for approximately a month prior to proceeding to the next. Throughout a year, this will permit it to record the majority of the sky in a single hemisphere; it will change to the other hemisphere for its 2nd year of observations. Ought to the hardware still be functional at the two-year mark, it will have imaged the majority of the sky, and a comparable cycle will likely begin once again.

This cadence produces some trade offs. If a world’s orbit is such that it does not pass in front of its star throughout the month TESS takes place to be pointing that method, we’ll miss it (unless it belongs to the little overlap in between different locations). This will predisposition us towards discovering worlds with brief orbital durations, where a transit is ensured to take place whenever TESS navigates to pointing at it. Brief sufficient orbits suggest we can observe numerous transits throughout that month, validating the world’s presence without the requirement for follow-on observations.

The advantage is that we get the whole sky and really broad field of visions throughout each of those months. As an outcome, quotes are that TESS will discover 3 to 4 times as numerous worlds as Kepler did throughout its objective.

While TESS’ hardware was developed to get brighter stars comparable in size to the Sun, it’s delicate to light on the redder end of the spectrum. This will permit it to image reasonably neighboring dwarf stars, which has a variety of clinical benefits. For one, these are the most typical stars in our galaxy, so this is a great deal of targets. Their smaller sized size indicates that worlds occlude a reasonably bigger portion of the light from the star, making them much easier to identify. Lastly, the lower output of dwarf stars indicates that the habitable zone (where liquid water is possible) is closer to the star. Being closer to the star indicates a much shorter orbital duration, so worlds in the habitable zone might make more than one orbit within a month, making them much easier to identify.

The imaging hardware can take a picture of the field of vision every 2 seconds, however there’s inadequate on-board storage to support continuously recording images at that rate, and the bandwidth requirements for sending out images back to Earth are too high. Rather, a half an hour of pictures of the complete field of vision are integrated to minimize sound and little, random variations; these are kept on board and sent at one time.

In addition, a range of stars were picked for a more in-depth appearance, with balancing at two-minute periods. In this case, the staying pixels are cropped away, leaving a little field including little bit more than the star, which assists produce more compact information. Stars picked for this treatment are reasonably brilliant or neighboring, enabling simple follow-up with ground-based observations, and are likewise simple to separate from background items that might hinder observations.

It works

Exoplanet scientists have actually set requirements for discovery that do not accept a single dimming of a star as an indication of the presence of a world, as a lot of unusual occasions might trigger this type of dimming. If the world is discovered by transits alone, then we need to see numerous dimmings at periods that show a constant orbit. Stopping working that, there needs to be some other methods of validating the exoplanet’s presence, such as its gravitational impact on its host star or other worlds orbiting the exact same star.

TESS hasn’t been working enough time to record numerous orbits of private worlds. However easily, in a minimum of 2 cases, we currently had extra observations being in information that had not been completely examined. As an outcome, the TESS group has actually currently prepared 2 documents on brand-new worlds it has actually observed.

Among the 2 brand-new discoveries is at π Mensae, about 60 light years from Earth. We currently understood there was one world there, a huge super-Jupiter in an eccentric orbit that takes 6 years to finish. TESS has now spotted π Mensae c, a super-Earth that orbits every 6.25 days. Its close-in orbit most likely safeguards it from gravitational interactions with the huge world we currently learnt about.

Easily, π Mensae had actually currently been imaged with a HARPS telescope, which determines modifications in the star’s light as the star is yanked around its neighboring worlds. When examined, the extra information verified the presence of π Mensae c and suggests that it has about 4.8 times the mass of Earth. Integrated with the TESS information, which suggests that the world is 2.1 times the radius of Earth, we discover ourselves able to compute its density. This winds up resembling that of distilled water. It’s more possible that it’s an ocean world with a rocky core and an environment including water vapor and possibly other lighter gases.

We now likewise understand that there’s another world about 50 light years away– this one orbiting the M dwarf star LHS3844 This one is just a little bigger than Earth and orbits so close that it finishes a complete orbit in just 11 hours That would make it a scorching 800 Kelvin, and even hotter than Venus. Its existence was verified by other observations of the star made throughout previous studies that covered the area.

What next?

To a particular degree, we do not have to send out something as much as area to discover brand-new exoplanets merely to broaden the brochure. There are lots of ground-based instruments that are doing so, and the existing brochure of approximately 3,500 exoplanets offers us with a great viewpoint on how typical worlds in various size classes are. TESS’ observation cadence likewise indicates we’ll miss out on any worlds that do not take place to pass in front of their star throughout its one-month window. That indicates TESS will not do much to fill out among the most significant staying spaces in our understanding: the frequency of worlds that orbit at an Earth-like range or beyond.

A diagram of how TESS will slice up the sky.
Enlarge

/ A diagram of how TESS will slice the sky.

So why is TESS in area and not a ground-bound experiment? You can consider it as a financial investment in the future.

While Kepler offered us a sense of the size of common worlds, we do not have an excellent sense of their structure. Even when radial speed measurements provide us their total density, there are normally numerous services suitable with that worth. To utilize the example of π Mensae above, the size of any rocky core that works with its density will be straight associated to the size of its environment in addition to the gases that comprise it.

Environments are vital in an extra method. While we frequently discuss a habitable zone based upon the light output of the host star, real habitability will be incredibly conscious the greenhouse gas structure of a world’s environment. To paraphrase one scientist in the field, if you fine-tune the environment’s structure, you might take a world in the habitable zone and turn it into a frozen wasteland, a scorching hellscape, or anything between.

Luckily, this is something we can study, although it is challenging. Each time a world passes in front of its host star, a small portion of the light it sends our method travels through the world’s environment initially, where it communicates with the gases present there. These gases can leave finger prints in the light that reaches us, and, by imaging enough transits, these finger prints can be checked out in spite of their little contribution to the total light. The exact range at which this works depends upon the quality of the telescope, the brightness of the star, and the size of the environment, however it is possible for stars reasonably near to Earth.

Exactly what we ‘d like is the equivalent of the Kepler objective for planetary environments– something that will provide us a much better sense of how typical environments are and if there are any common collections of particles we ‘d discover in them. Sadly, that’s not actually possible. Kepler was a study telescope that discovered the worlds however didn’t have the resolution to image their environments. That’s not Kepler’s fault; the 2 jobs are rather inconsistent, as noticing the environment needs high-resolution imaging, while discovering the worlds works finest at low resolution.

TESS can be considered the very first half of a Kepler-like program. It will assist discover a great deal of worlds, consisting of a couple of that might be close enough to be imaged by existing hardware. However it’s mainly preparing for the huge telescopes that are presently under building, in addition to the James Webb Area Telescope, which continues to inch towards launch These will considerably broaden our connect into the galaxy, significantly increasing the range at which we can image planetary environments. (Keep in mind, the volume of area where imaging is possible boosts with the cube of the imaging radius.)

To put this in viewpoint, you can consider Kepler as the exploratory stage of a possible job, the one that addressed the concern of whether exoplanets prevail enough to pursue this. TESS is the next stage, recognizing exoplanets that are within the variety of our existing or near-future innovation. The benefit will be a years from now, when we can state some concrete features of exoplanet environments and exactly what we’ll discover the possibility of life on them.

The arXiv. Abstract number: 180907242180905967( About the arXiv).

Correction: Celsius/Kelvin screwup.

The State of Food Security and Nutrition in the World 2018: Building climate resilience for food security and nutrition

0

11 September 2018, Rome – New evidence continues to signal that the number of hungry people in the world is growing, reaching 821 million in 2017 or one in every nine people, according to The State of Food Security and Nutrition in the World 2018 released today. Limited progress is also being made in addressing the multiple forms of malnutrition, ranging from child stunting to adult obesity, putting the health of hundreds of millions of people at risk.

Hunger has been on the rise over the past three years, returning to levels from a decade ago. This reversal in progress sends a clear warning that more must be done and urgently if the Sustainable Development Goal of Zero Hunger is to be achieved by 2030.

The situation is worsening in South America and most regions of Africa, while the decreasing trend in undernourishment that characterized Asia seems to be slowing down significantly.

The annual UN report found that climate variability affecting rainfall patterns and agricultural seasons, and climate extremes such as droughts and floods, are among the key drivers behind the rise in hunger, together with conflict and economic slowdowns.

“The alarming signs of increasing food insecurity and high levels of different forms of malnutrition are a clear warning that there is considerable work to be done to make sure we ‘leave no one behind’ on the road towards achieving the SDG goals on food security and improved nutrition,” the heads of the UN Food and Agriculture Organization (FAO), the International Fund for Agricultural Development (IFAD), the UN Children’s Fund (UNICEF), the World Food Programme (WFP) and the World Health Organization (WHO) warned in their joint foreword to the report.

“If we are to achieve a world without hunger and malnutrition in all its forms by 2030, it is imperative that we accelerate and scale up actions to strengthen the resilience and adaptive capacity of food systems and people’s livelihoods in response to climate variability and extremes,” the leaders said.

The impact of climate variability and extremes on hunger

Changes in climate are already undermining production of major crops such as wheat, rice and maize in tropical and temperate regions and, without building climate resilience, this is expected to worsen as temperatures increase and become more extreme.

Analysis in the report shows that the prevalence and number of undernourished people tend to be higher in countries highly exposed to climate extremes. Undernourishment is higher again when exposure to climate extremes is compounded by a high proportion of the population depending on agricultural systems that are highly sensitive to rainfall and temperature variability.

Temperature anomalies over agricultural cropping areas continued to be higher than the long-term mean throughout 2011–2016, leading to more frequent spells of extreme heat in the last five years. The nature of rainfall seasons is also changing, such as the late or early start of rainy seasons and the unequal distribution of rainfall within a season.

The harm to agricultural production contributes to shortfalls in food availability, with knock-on effects causing food price hikes and income losses that reduce people’s access to food.

Slow progress on ending all forms of malnutrition

Poor progress has been made in reducing child stunting, the report says, with nearly 151 million children aged under five too short for their age due to malnutrition in 2017, compared to 165 million in 2012. Globally, Africa and Asia accounted for 39 percent and 55 percent of all stunted children, respectively.

Prevalence of child wasting remains extremely high in Asia where almost one in 10 children under five has low weight for their height, compared to just one in 100 in Latin America and the Caribbean.

The report describes as “shameful” the fact that one in three women of reproductive age globally is affected by anaemia, which has significant health and development consequences for both women and their children. No region has shown a decline in anaemia among women of reproductive age, and the prevalence in Africa and Asia is nearly three times higher than in North America.

Rates of exclusive breastfeeding in Africa and Asia are 1.5 times higher than those in North America where only 26 percent of infants under six months receive breastmilk exclusively.

The other side of hunger: obesity on the rise

Adult obesity is worsening, and more than one in eight adults in the world is obese. The problem is most significant in North America, but Africa and Asia are also experiencing an upward trend, the report shows.

Undernutrition and obesity coexist in many countries, and can even be seen side by side in the same household. Poor access to nutritious food due to its higher cost, the stress of living with food insecurity, and physiological adaptations to food deprivation help explain why food-insecure families may have a higher risk of overweight and obesity.

Call for action

The report calls for implementing and scaling up interventions aimed at guaranteeing access to nutritious foods and breaking the intergenerational cycle of malnutrition. Policies must pay special attention to groups who are the most vulnerable to the harmful consequences of poor food access: infants, children aged under five, school-aged children, adolescent girls, and women.

At the same time, a sustainable shift must be made towards nutrition-sensitive agriculture and food systems that can provide safe and high-quality food for all.

The report also calls for greater efforts to build climate resilience through policies that promote climate change adaptation and mitigation, and disaster risk reduction.

Key facts and figures

  • Number of hungry people in the world in 2017: 821 million or 1 in every 9 people
    • in Asia: 515 million
    • in Africa: 256.5 million
    • in Latin America and the Caribbean: 39 million
  • Children under 5 affected by stunting (low height-for-age): 150.8 million (22.2%)
  • Children under 5 affected by wasting (low weight-for-height): 50.5 million (7.5%)
  • Children under 5 who are overweight (high weight-for-height): 38.3 million (5.6%)
  • Percentage of women of reproductive age affected by anaemia: 32.8%
  • Percentage of infants aged below 6 months who were exclusively breastfed: 40.7%
  • Adults who are obese: 672 million (13% or 1 in 8 adults)

Note to editors
The heads of agencies issuing today’s report are: José Graziano da Silva, Director-General of FAO; Gilbert F. Houngbo, President of IFAD; Henrietta H. Fore, Executive Director of UNICEF; David Beasley, Executive Director of WFP; and Tedros Adhanom Ghebreyesus, Director-General of WHO.

The report is part of tracking progress towards Sustainable Development Goal 2-Zero Hunger, which aims to end hunger, promote food security and end all forms of malnutrition by 2030. The report also tracks progress on six of the seven World Health Assembly global nutrition targets.

Last year’s report observed that three factors are behind the recent rise in hunger: conflict, climate and economic slowdowns, and provided an in-depth study of the role of conflict. This year’s report focuses on the role of climate variability and extremes to explain the observed trends in food security. The attribution of climate variations and extremes to climate change is beyond the scope of this report.

ENDS

Contacts

FAO
Zoie Jones
+39 06 570 56309 (Rome)
+39 331 431 0003
Zoie.Jones@FAO.org

IFAD
Katie Taft
+39 334 608 3657 (Rome)
k.taft@ifad.org

UNICEF
Sabrina Sidhu
+1 9174761537 (New York)
ssidhu@unicef.org

WFP
Frances Kennedy
+39 346 7600806 (Rome)
Frances.Kennedy@wfp.org

WHO
Fadela Chaib
+41 22 791 3228 (Geneva)
+41 79 475 5556
chaibf@who.int

El impacto de los videojuegos en el cerebro de los niños

0

¿Es bueno que los niños jueguen a videojuegos? ¿afecta a su desarrollo? ¿cómo impacta en su cerebro estar horas delante de una pantalla matando monstruos o jugando al Candy Crush? ¿es perjudicial que un niño se duerma viendo dibujos animados en una tableta?

Conozco niños que permanecen ingentes cantidades de tiempo leyendo– simplemente sentados y leyendo—, sin moverse durante 8 horas al día. Siempre ha habido chicos así, también cuando yo era pequeño. Nunca entendí porque se sentaban y leían cuando podían venir a pescar conmigo. ¡Qué pérdida de tiempo! Curiosamente, nunca he conocido a un padre que limite el tiempo de lectura de un niño. ¿por qué es mejor limitar el tiempo de TV o el jugar al ordenador o consolas que limitar el tiempo de lectura? ¿Por qué nos preocupamos por los niños que están 4 horas delante de un ordenador haciendo lo que les gusta y no nos preocupamos porque el mismo niño este 6 o 7 horas sentado en un pupitre, más dos horas de deberes haciendo lo que otros les obligan? Sugiero reconsiderar si el niño aprende conocimientos más valiosos, o potencia habilidades cognitivas en el ordenador que en la escuela, particularmente porque el ordenador es elegido y el colegio es obligado.

Los niños vienen de serie adaptados para el cambio, su cerebro es más plástico precisamente para aprender. No les importan cambiar; al contrario, les estimula. A los adultos nos gusta menos el cambio porque no es agradable modificar nuestra forma de pensar cuando llevamos 40 años haciéndolo de una forma. Cuando aparecieron la poesía y el teatro, Platón la criticó en La República, se criticó la aparición de libros en la Edad Media, porque corrompía las mentes. Más tarde, que la televisión “atonta” el cerebro y ahora, más de los mismo, con los ordenadores, las tabletsmartphones y videoconsolas.

Primero debemos considerar la edad del niño asociada a su capacidad de elección y responsabilidad y después valorar el tipo de actividad que realizan con el dispositivo. No es lo mismo ver un vídeo de Peppa Pig que jugar a matar monstruos o que interactuar en redes sociales con desconocidos.

Hasta los tres años

A partir del segundo año de vida, los niños pueden interactuar algo con dispositivos en juegos básicos tipo ¿Cuál es el león? Son, esencialmente espectadores pasivos que no interactúan con el dispositivo. En juegos simples no duran más de cinco minutos porque requieren atención sostenida y proactividad que no pueden mantener mucho tiempo. Se aburren al no ser plenamente conscientes de las metas, logros, niveles y recompensas del juego, que sí motivan a edades mayores, su interés no pasa de los colores y muñequitos moviéndose.

Su relación con los dispositivos electrónicos se centra en ver dibujos animados, cantajuegos o algunos vídeos absurdos, como una niña que abre 50 huevos sorpresa. Desde el punto de vista psicológico, no hay ninguna diferencia con ver televisión y la proximidad no daña sus ojos porque si les molesta, se cansa la vista o secan los ojos, simplemente dejan de mirar, cosa que no hacen los niños mayores cuando juegan activamente.

 

El componente homeostático del sueño (el tiempo que lleva despierto) es demasiado fuerte a esta edad como para que un dispositivo electrónico pueda restarle horas del sueño

A este respecto, algunas investigaciones indican que enfocar constantemente en rangos visuales cercanos, puede hacer estresar y cansar el ojo y eventualmente conducir a la miopía. Sin embargo, las investigaciones, no encuentran correlación entre el uso de estos dispositivos y la miopía. La causa más importante de la miopía en niños es simplemente la herencia. Los niños con padres miopes tienen más probabilidades de desarrollar miopía.

La única precaución, que hay que tomar, aparte del volumen, es el brillo y tipo de luz que emite la pantalla, es decir, si los ven por la tarde noche debemos controlar el brillo ya que un brillo elevado y hacia tonos azules podría retrasar su DLMO (dim light melatonin onset), la hora de segregación biológica de la melatonina cuando el cerebro detecta que no hay luz y ordena a la glándula pineal la segregación de esta hormona que induce los cambios neurofisiológicos para el inicio del sueño. Lo mejor es activar la opción blue shade que bloquea la luz azul o utilizar alguna aplicación similar o poner un filtro de luz azul. Este consejo es válido para todas las edades. Como norma general, la exposición a la luz brillante por la mañana adelanta la hora del sueño de la noche, y por la tarde, lo retrasa.

Por último, el componente homeostático del sueño (el tiempo que lleva despierto) es demasiado fuerte a esta edad como para que un dispositivo electrónico pueda restarle horas del sueño; se dormirá por muy interesante sea lo que vea. Al contrario, un tablet con el brillo y sonido muy atenuado puede ayudarle a conciliar el sueño en días difíciles.

Entre los tres y los seis años

A esta edad siguen viendo contenidos musicales, dibujos animados y películas. Los ven una y otra vez y no siguen el hilo argumental aunque pueden repetir los diálogos de memoria.

En juegos sencillos, tipo Candy Crush, si pueden estar más tiempo pero se terminan cansando, sobre todo si hay otras alternativas de juego, en el exterior o con hermanos o amigos

Por otro lado, empiezan a jugar a juegos sencillos ya que no tienen habilidades cognitivas plenamente desarrolladas para juegos avanzados. Algunas facultades cognitivas necesarias de análisis, planificación y ejecución no están maduras en su cerebro. Aparte de que se está consolidando la lectoescritura necesaria para muchos juegos. Pueden intentarlo, pero su atención no pasa de unos minutos. En juegos sencillos, tipo Candy Crush, si pueden estar más tiempo pero se terminan cansando, sobre todo si hay otras alternativas de juego, en el exterior o con hermanos o amigos.

Las precauciones que debemos tomar son las mismas que para los menores de tres años en cuanto a hora, luminosidad y volumen y una precaución adicional. No se pueden ir a dormir jugando porque el juego requiere proactividad y estimulación e iríamos en contra del vector del sueño que requiere lo contrario.

Entre los seis y nueve años

Podemos tomar las valoraciones del apartado de entre tres y seis años, pero aumentando la tendencia al videojuego, sobre todo por parte de niños con los juegos deportivos y, lo más importante, el inicio del uso del ordenador.

A esta edad se ha producido la consolidación de la lectoescritura y, por tanto, el ordenador y el smartphone abre un mundo de posibilidades que hay que vigilar porque acceder a contenidos no aptos o inadecuados es fácil. A estas edades, el niño debe ver como normal que interactuemos junto a ellos y por supuesto la posibilidad de acceder al historial de uso para detectar acceso a contenidos no adecuados.

Por otro lado, es obvio que el ordenador es la mayor herramienta de información hoy en día y lo será en el futuro. Por tanto, el aprendizaje e interacción no debe limitarse si se hace de manera adecuada. Si un niño de siete años oye la palabra brontosaurio y se va a su dispositivo electrónico a buscar en Google su significado es algo bastante positivo, lo mismo que lo fue en nuestra época cuando consultábamos la enciclopedia.

Si un niño de siete años oye la palabra brontosaurio y se va a su dispositivo electrónico a buscar en Google su significado es algo bastante positivo

Respecto al uso de videojuegos, ahora pueden estar más tiempo atentos ya que ahora si aprenden estrategias y sus habilidades cognitivas les permiten interacciones más complejas de planificación y ejecución. Podemos dar unas recomendaciones sobre el cansancio y sequedad ocular. Usar la regla de 20-20-20, cada veinte minutos, mirar durante 20 segundos a un objeto situado a 20 pies (6 metros).

A partir de los 9 años

Entramos en la edad dorada de los videojuegos, como bien explica Barbara Chamberlin, directora de la Universidad Estatal de Nuevo México:

“Los juegos ofrecen una retroalimentación inmediata, puedes ver tu progreso, puedes intentar algo y frustrarte por un momento pero, cuando lo superas, más adelante aprendes más y más y retroalimenta tu centro de recompensa… Es por eso por lo que el juego es tan atractivo para nosotros”.

El videojuego ha llegado para quedarse. Cada vez hay más y más que son muy entretenidos, conectando con un mayor número de gente. El 65% de los hogares tienen uno o más dispositivos para jugar, sin contar los smartphone que hoy día son tan potentes como los ordenadores.

A partir de esta edad, podemos tomar los consejos anteriores sobre la luz, el volumen y sobre todo tener en cuenta estos aspectos:

● El mejor juego para el desarrollo temprano del cerebro es el que se produce en el exterior, con otros niños y con componente físico. Siempre que exista esa opción debemos promoverla en el niño. Si no es posible, el videojuego o uso del ordenador no es perjudicial, es una alternativa más.

● Jugar mejor con amigos o familiares tanto presencialmente como online.

● No jugar antes de dormir porque estimula y va en contra del vector del sueño.

● El juego nunca debe reducir horas de sueño. Hasta los 12 años no es recomendable usar videojuegos después de las siete u ocho de la tarde.

CONCLUSIONES DEL USO DE VIDEOJUEGOS POR EDADES

Desde el punto de vista del entorno donde hemos evolucionado como especie, el mejor juego es el que se produce en el exterior, moviéndose y en grupos de niños de diferentes edades. El juego es el mejor medio para aprender destreza y habilidades cognitivas de todo tipo incluidas las sociales. Los beneficios son inmensos, por ejemplo sobre la miopía.

El uso de dispositivos electrónicos para entretenimiento es una alternativa más. Más que rechazar debemos integrar los dispositivos electrónicos en la vida de nuestros hijos, aprovechando sus ventajas e intentando evitar sus inconvenientes. Los videojuegos mejoran diferentes capacidades cognitivas, hay varios estudios serios que lo corroboran como optimizar la planificación, gestión de recursos y funciones ejecutivas. Incluso varias multinacionales buscan sus líderes entre los mejores jugadores de videojuegos.

A los niños les gusta sobre todo la libertad, autodirección y competencia que encuentran en los videojuegos. Toman sus propias decisiones y se esfuerzan por conseguir superar los retos que ellos mismos han elegido pueden resolver problemas difíciles y exhibir habilidades extraordinarias. En el juego, la edad no importa, pero la habilidad sí. De esta manera, los videojuegos son una forma más de juego verdadero.

Cuando son pequeños hay que controlar el tipo de luz, el brillo, el volumen, que no reduzca horas de sueño y que no sea el único medio de entretenimiento, los dispositivos electrónicos son solo uno más. Según crecen debes supervisar el tipo de actividad y lo que es más importante los contenidos a los que acceden, sobre todo en redes sociales.

Si un niño parece obsesionado con los videojuegos e infeliz cuando no está jugando, no saques la conclusión de que los juegos son la causa de la infelicidad. Porque no lo haríamos si leyera diez horas al día echándole la culpa a los libros, y psicológicamente es la misma obsesión. En su lugar, tenemos que averiguar que lo que puede estar faltando o funcionando mal en otros aspectos de su vida y si puedes o no ayudar a resolver ese problema. Muchos casos de obsesión por jugar en mundos virtuales son porque el mundo real no produce la misma felicidad en el niño y debemos averiguar por qué. Puede ser el colegio, los padres, los amigos o simplemente una forma de evadirse de los problemas cotidianos.

*Mario Fernández Sánchez es licenciado en Antropología Cognitiva, Máster en Neurociencia por la Universidad Autónoma de Madrid y Psicobiología Evolutiva y Neurociencia Cognitiva por la Universidad Autónoma de Barcelona. Doctorando en Neurociencia por la Universidad Autónoma de Madrid. Su blog https://unpulpoenungaraje.wordpress.com/

The next step for an accomplished nurse

0
The next step for an accomplished nurse

Perhaps it’s impossible to ‘have it all’, but Brenda Bruce is squeezing as much as she can out of life. She’s a Clinical Nurse Consultant for Safety and Quality at Alice Springs Hospital, a fitness instructor, a wife, and a doting mother of two. Not long ago, she was a postgraduate student too, fitting in study hours where she could to gain her third qualification. With a husband in the military, Brenda’s family has had to pack up their life and move around Australia every few years, making long-term employment a challenge. But with an incredible work ethic, which often gets her up at 4am to fit more into her day, Brenda’s can-do attitude is truly admirable.

Brenda working with nurse colleague

Brenda’s passion for nursing began after high school, when a friend convinced her to attend university together and study nursing. Quickly developing a passion for the field, Brenda completed both a Bachelor and Graduate Certificate, where she learned skills in general nursing, as well as emergency and critical care. With years of experience under her belt and a desire to climb higher into a management role, Brenda enrolled in Curtin University’s Master of Health Industry Management, online through Open Universities Australia. Brenda wanted to open herself up to the health industry at large, after a career in the very skill-specific field of nursing.

Brenda laughing

Having now graduated with her master’s degree, Brenda looks back on her experience as highly valuable and applicable to the real world. Working study hours into her already jam-packed schedule was quite the challenge, but Brenda managed to stay motivated by knuckling down for 12 weeks at a time, then taking a break to enjoy life with her family. Amongst the house moves, the birth of children, and the many employment changes, Brenda got to the finish line after 9 years. She was glad to have had the freedom to take her time, rather than sacrifice time with her loved ones, or let leisure and hobbies fall by the wayside.

‘Too busy’ has never been an excuse in Brenda’s eyes. Good things come with time, patience and hard work, and since graduation, good things have come Brenda’s way.

Brenda using hospital equipment

You’re never too busy to better yourself

The road to good things can feel intimidating, and we’ve always got an excuse as to why we should hold off. But it’s important to make time for our goals – achievement builds confidence and satisfaction, making life all the more rich. If further education is your road to good things, you can start your journey today when you enrol through Open Universities Australia.

Through OUA, you can:

  • Find the right course for you – We can guide you in your selection from over 170 degrees, and 1300 subjects, from leading Australian unis.
  • Start studying, regardless of history – We offer single undergraduate subjects from full degrees without any entry requirements.
  • Gain credit towards your degree – Apply for credit for past study, or your work experience, and finish faster.
  • Graduate with a degree from a leading uni – Study through us, but graduate with exactly the same university degree as on-campus students.
  • Feel supported from start to finish – Our Student Advisors can guide you in the right direction and help with your enrolment.

To express your interest in any of the courses on offer through OUA – fill out the form on this page, and a friendly student advisor will get in contact. Otherwise, head over to our website to browse over 270 degrees and 1600 subjects from leading Australian universities.

Related courses through OUA:

Master of Advanced Nursing Practice – Griffith University

Master of Public Health – Griffith University

Master of Infection Prevention and Control – Griffith University

Master of Health Care Management – Murdoch University

Bachelor of International Public Health – University of New South Wales

Bachelor of Community Health – University of South Australia

4 ways to influence the future of education

0
4 ways to influence the future of education

A love of teaching is rarely a problem for teachers, but burnout can be. Sometimes, even experienced and successful teachers begin to feel the challenges outweigh the rewards, leading to lower levels of satisfaction with the career they once loved.

But while time spent with young people —supporting, inspiring and helping them to achieve—seems like a source of happiness, the hidden key to job satisfaction could be stepping into a role that offers you greater influence. To reinvigorate your love of teaching, it may make sense to advance your own qualifications, and pursue other ways to help students outside the classroom.

Looking to make a real difference? Time to lead

Looking towards leadership positions can help great teachers harness their passion in ways that are more effective and rewarding on a grander scale. Have you ever felt restricted in your ability to contribute to students’ learning outcomes and wellbeing? How about the professional learning culture within your school?

Changing the culture and systems within a school can rarely be achieved without seeking a promotion into roles such as head of faculty, curriculum coordinator or principal. A recent research report from the Australian Institute for Teaching and School Leadership about the challenges and rewards of becoming a principal, highlights that principals often report higher rates of job satisfaction than other educators. It’s usually attributed to the positive impact their work can have on students and families: they can see more clearly how they are making a difference. Yes, it does mean more responsibility—but it also means better pay and more say, without diminishing your sense of purpose.

Equip yourself to address educational challenges

The impact of educators matters more than ever. CEO of the Australian Council for Educational Research Professor Geoff Masters authored a policy update in May 2016 to outline five challenges in Australian school education. Masters pointed to the fact that many students are falling behind and not meeting minimum standards, in part due to the inequitable distribution of quality leadership and ineffective day-to-day practices.

When schools struggle to recruit and retain effective leaders, student performance tends to suffer. Preparing yourself to move into leadership roles within your own school can support an education environment that gives kids greater continuity and the opportunities they need to succeed. Differences in outcomes between schools is also affected by whole-of-school practices and how they are implemented.

By equipping yourself to become a great leader, you can play a larger role  in making highly effective practices the norm: such as improved teacher collaboration, professional development opportunities, behaviour management and monitoring student progress in meaningful ways. Landing a promotion that empowers you to support sector-wide improvements in Australia’s education system, is sure to create a sense of achievement at the end of the work day.

Support and nurture your fellow teachers

Feel exhausted by the extra obligations that often accompany teaching? It may be unclear why striving for a promotion will help, but leadership doesn’t simply equal more paperwork. Advancing your career can be an opportunity to use your experience to help others—which feels great! Being an excellent teacher affects hundreds of students, but being an empathetic coach and mentor to other teachers allows your influence to  benefit an even larger audience.

As a school leader or principal, you can often focus more time on improving teaching and learning beyond one classroom, giving others greater confidence and impact. You know first-hand the difficulties of high workloads, reporting and assessment requirements, managing student behaviour and navigating school politics: as a leader you are in a position to do something about this and implement change that enhances productivity.

Research published in the Harvard Business Review about what factors contribute to happiness and motivation at work showed that people experience their ‘best days’ when they make progress in meaningful work—even small wins matter.  Pursuing a leadership position means you can generate or champion great ideas that remove roadblocks and make the lives of teachers easier.

New knowledge delivers new energy

Gain the expertise you need to become a school leader and combine it with your experience to help alleviate the stress, confusion and isolation that teachers often face. To be considered for roles such a head of department or principal, you should consider a postgraduate degree such as a Master of Education from the recognised leader in education, Curtin University. High-level qualifications will enrich your critical thinking and inform new perspectives on professional practice. Postgraduate qualifications  also show employers that you’ve developed the in-depth knowledge needed to investigate and solve complex educational issues.

With Open Universities Australia (OUA), there’s no need to give up your day job to take on further study. Through OUA, you can enrol in a Master of Education from Curtin University, and study online at any time. Graduates receive exactly the same qualification as on-campus students, but can obtain their Masters from the comfort of their own homes. This seven subject degree will build on your professional knowledge and hone your critical and independent thinking skills.

Become a student again and remember why it’s great to be a teacher.

Inspire the next generation with Curtin’s Master of Teaching

0
Inspire the next generation with Curtin’s Master of Teaching

Teaching is a vital profession, promising a career that is challenging, rewarding and different with every new day. With a Master of Teaching from Curtin University, you’ll gain expertise in either Primary or Secondary school teaching – putting you in a position to inspire, and positively influence the lives of the next generation.

Are you teacher material?

If you love learning, and count empathy as one of your greatest strengths, teaching could be the career for you.

Ask yourself:

  • Do you enjoy talking to and meeting new people?
  • Have you ever enjoyed coaching a sports team, drama, dance or music group?
  • Do others naturally gravitate toward you for help? Do you have the patience to make sure they fully understand?
  • Do you enjoy sharing what you know, and get excited when you see someone have an ‘aha’ moment?

As a teacher, you get to be a part of your students’ growth and success. The enjoyment of seeing someone else gain knowledge and be successful is at the heart of being a great teacher.

Other typical traits include being organised, being able to manage your time well, and to be able to follow specific instructions, such as curriculum guidelines. A passion for education, life-long learning and resilience will also help you succeed.

When you start out as a brand new teacher-in-training, don’t worry– you don’t need to have all these skills and attributes on your first morning. You’ll develop them as you progress through your degree, and become profession-ready by graduation.

About Curtin’s Master of Teaching courses

Through Curtin, you can study primary (years one to six) or secondary (years seven to 12) education.

If you choose to specialise in Primary School education you will study all curriculum areas. If you choose Secondary School studies, you’ll be required to choose at least one major teaching area, including:

  • Mathematics
  • Science
  • Humanities and social science
  • Arts

Additional areas of learning include created technologies, which looks at important technical skills such as programming, and how teaching professionals can use the latest technology to enhance their teaching.

The Masters has a strong commitment to diversity. You’ll discover how best to cater to the wide range of student populations here in Australia, and embed the right curriculum to meet their needs.

What’s exciting about the Masters is you have four opportunities to work in a school during the degree. During these practicums, you’ll develop the practical classroom skills that accompany the theoretical knowledge studied throughout your university degree. Practicums run for 10 day, 15 or 25 days at a time, giving you a strong connection between theory and practice. By studying this course through OUA and Curtin, you will have more professional experience days than required for accreditation – a fact we’re proud of.

What it’s like to study online

Apart from a few fixed requirements, like starting dates, assessment due dates or exams– you’re free to study on your own terms. You’ll decide when and where you attend your online lectures or seminars, when you’ll collaborate online and how your study time fits around your lifestyle.

Curtin University aren’t new to online study – they’ve been in the game for years. They take great care in ensuring that the quality of your study experience online is equal to that on campus. Take for example Curtin’s Collaborate sessions, which are online virtual classrooms. You can watch tutorials and chat to students and tutors in real-time, or catch up on the action at a later date. If you ever get stuck, your tutors will only be a phone call or email away.

 

Find out more about the Master of Teaching (Secondary Education) and the Master of Teaching (Primary Education) on the OUA website, or submit the form below to hear from a friendly student advisor.