“Most of the digital reading that students ‘practice’ is at home on Instagram, chat lines, Facebook and texting,” he said. “Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.” The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by research. “It’s pretty clear that good readers are active readers engaged with the text,” he said.

Can Students ‘Go Deep’ With Digital Reading? | MindShift

Unfortunately, most teachers are not in a position to share excitement with students. About 70% are classified as disengaged, which puts them on par with the workforce as a whole. This is surprising in some ways, because teachers score close to the top on measures that indicate that they find meaning in their life and see work as a calling. Unfortunately, the structures that teachers are working in–which may include high-stakes standardized testing and value-added formulas that evaluate their performance based on outside factors–seem to tug against their happiness. “The real bummer is they don’t feel their opinions matter,” Busteed says. K-12 teachers scored dead last among 12 occupational groups in agreeing with the statement that their opinions count at work, and also dead last on “My supervisor creates an open and trusting environment.” K-12 teachers scored dead last among 12 occupational groups in agreeing with the statement that their opinions count at work, and also dead last on “My supervisor creates an open and trusting environment.”

How Engaged Are Students and Teachers in American Schools? | MindShift

Examining public data from 279 courses from the most popular MOOC providers (Udacity, Coursera, edX), researcher Katy Jordan finds that the average course enrolls about 43,000 students. About 6.5% of those stick around ’til the end. When looking at the number of students who engaged at least a little bit with course materials, the number of completion jumps to 9.8%.

Study: Massive Online Courses Enroll An Average Of 43,000 Students, 10% Completion | TechCrunch

College graduates whose highest educational attainment is a bachelor’s degree say they are less engaged at work than people who completed some or no college, according to a new Gallup survey. The difference isn’t huge; 28.3 percent of graduates say they are engaged on the job, or “involved in and enthusiastic about their work,” compared to 29.6 percent of people who finished some college and 32.7 percent of people who didn’t go beyond high school. (Among those who completed some postgraduate study or a degree, 30.1 percent were engaged.) Nonetheless, the findings are “really stunning,” said Brandon Busteed, executive director of Gallup Education.

College grads less engaged in work than those with less education, survey finds | Inside Higher Ed

Gallup interviewed 150,000 workers and found that only 30% would describe themselves as being engaged at work, while 52% say they’re disengaged, and the final 18% call themselves actively disengaged. When there was little data connecting employee engagement with business performance, these results might have been interesting only to HR. However, numerous studies have shown now that higher levels of engagement correlate with stronger business performance through greater productivity, lower turnover, and better work quality. If business today is the tough competitive race we keep saying it is, the lack of commitment of our “crew” doesn’t bode well for our success, and it’s probably not something we should ignore.

How Can We Solve The Employee Disengagement Problem? | Fast Company | Business Innovation

In Professor McKenzie’s view, for instance, uninformed or superfluous responses to the questions posed in the discussion forums hobbled the serious students in their learning,” said Mr. Matkin in an e-mail. Irvine officials, however, “felt that the course was very strong and well designed,” he said, “and that it would, indeed, meet the learning objectives of the large audience, including both those interested only in dipping into the subject and those who were seriously committed” to completing the course. Ms. Koller said that teaching a MOOC “can, indeed, be a challenge to deal with for someone used to the much more uniform population of a typical university setting.” At least 37,000 people had registered for the course, according to Mr. McKenzie, although the professor noted in a post on the course’s “announcements” page that “fewer than 2 percent have been actively engaged in discussions.

Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching - Wired Campus - The Chronicle of Higher Education

Americans watched 37 billion online videos last month

Across the U.S., 181 million Internet users tracked by ComScore caught a total of 37 billion videos in April. That means 84.5 percent of the U.S. Internet audience viewed an online video, and the average person spent 21.8 hours doing so for the month.

Grabbing 157.7 million viewers, Google was the top site for video watching, thanks mostly to YouTube. Yahoo came in second place with 53.6 million viewers, followed by Vevo with 49.5 million, Facebook with 44.3 million, and Microsoft with 42.8 million.

» via CNET

Students today expect us to be entertainers, and while we find the material itself riveting enough (since we have devoted much of our lives and money to its study), many younger students cannot usually muster the same enthusiasm. I’m not proposing that we dance for our students or even attempt to meet their impossible standards for stimulation. What they want is an opportunity to connect with the professor and the material in a way that is meaningful and applicable to their lives and goals. I don’t think that is too much to ask.

Reclaiming the Classroom With Old-Fashioned Teaching - The Digital Campus - The Chronicle of Higher Education

All these companies have PR teams but they don’t have editors or journalists,” explains NewsCred CEO Shafqat Islam. “PR content loses authenticity.

Technology, middlemen and the future of news — paidContent

Netiquette, Shmetiquette?

In the great state of Arizona, a new bill may limit online behavior extremes – or else. One of my students said, in response to the suggestion that we “talk about our various styles of writing in different settings” offered: “I’m much freer online. Because I know that tomorrow I can delete my comment if I don’t like it.”

I shared with the class that my own approach is somewhat different: If I make a verbal blunder with others in the same room, that’s bad enough. But if it’s out in cyberspace where conceivably there are countless spectators, readers, skimmers – all the worse. I can’t recant, not fully. The effect on the collective nervous systems is already there.

These are not easy situations, and they require ongoing discernment. As we sit and stare and must process increasingly large blocks of information beaming at us without our even blinking, I wonder about the Venn diagram of private and public information, and another one — let’s call it your view and my view. Is there common ground possible when our blunt truths collide? I teach argumentation among other writing processes and hope so.

Yet I wonder about a medium that holds us so tightly captive, unable to move our bodies even imperceptibly as our minds must stretch into vast and vaster realms. What are our limits – of empathy? Of kindness? Humans build rapport through breathing, blinking, synchronization of posture. In cyberspace? Sorry. I’m gonna log off and walk away if you tick me off.

» via Inside Higher Ed