Higher Education Observer

 https://affordablelearninggeorgia.org/resources/opengenai I share this link because it leads to information about The University System of Georgia's policy statement on AI use in Open Educational Resources (OERs).  For those who don't know, OERs are not just homemade textbooks. They are designed for wide distribution digitally and should b e well researched and designed to be at parity with publishers' text. If done correctly, they use no material that is under copyright or that needs permission (and therefore perhaps payment), including images or text. They can utilize links to open access material on the Internet. The goal is to not breach copyright law and to keep them zero cost. Actually, the goal is to provide a better to or equal than option to traditional textbooks, which can extremely expensive.  OERs use Creative Commons licensing to protect the integrity of their use and to keep the author's work from being "stolen" and sold. I am not sure how viabl

I have a real website, https://www.barbaragrahamtucker.net There I have my business, more writing, links, etc.  Also my podcast:  https://rss.com/podcasts/dialogues-with-creators/ This marketing thing is hard! 

This article argues that Jonathan Haidt's and Jean Twenge's work is extreme in its placing blame for teen mental health problems on social media and phones. She focuses on the methodology of the studies, in somewhat narrow ways. All studies have flaws if you are looking for them; that is the nature of social sciences research and why every journal article ends with "we need more research." ("Ever learning and never able to come to the knowledge of the truth" says II Timothy 3:7.) She doesn't address the question of why mental health is so much worse now than twenty, even fifteen years ago.  The phones themselves would not have done this without social media, and social media would not have blossomed without the phones. And of course there is not direct causation in every instance. But my students know they spend too much time on their phones, and they feel guilt about their addiction.  And perhaps they should. They are not outside, not with friends, not

  https://getpocket.com/explore/item/learning-is-supposed-to-feel-uncomfortable?utm_source=pocket-newtab-en-us This is a link to a Harvard Business Review article (quite short) on being uncomfortable and even squeamish when learning something new.  We who consider ourselves "experts"--and I think all academics do--need to be reminded of what it likes to be a novice, or new at learning.   He uses the word "shame," as one of the emotions. While I understand what he means, I cringe at that word. Shame to me always implies moral failure that makes one, or makes one feel, less than human or equal or worthy or enough.  Spiritually, we are not enough. Grace is needed--by everyone--and therefore shame doesn't belong, but guilt does. Shame is something we are taught and inflicted with.  Guilt, now that's a different matter. One of the best books I have read on this was not really a book on shame but on cross-cultural communication of the gospel: The 3-D Gospel:: Min

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Derek Thompson, who is never short on opinions, published this in the Atlantic . Despite this first sentence, I agree with him. I have lived it over the last 20 years. And I would say my institution is quite conservative in this regard, but we have had to, because of federal law and student expectations mostly, add several non-faculty positions. Fortunately, we do not depend overmuch on part-timers, not like many institutions, and their service is limited to two classes per semester in most cases.   The issue is also, are these burgeoning staff positions even effective? Well, it could be considered Apples and Oranges. Today there is almost no barrier to getting into some kind of (access) college. That access does not mean success. (Sounds like a good slogan for someone:  Access means success [or not].) But because there are few barriers, more come, and that means more issues to deal with, mental health being one of the largest, as well as academic unpreparedness.  A second issue is the