Five Popular Posts Of The Month

Thursday, April 23, 2020

Welcome! And don't judge the  blog by its "cover", please.   
Appearances can be deceiving.

 
 What I Do: Dr. Voroshilov: from A to Z; (Professional past, present, and future of a driven professional, an eloquent expert, a productive author, and a collaborative colleague)



·      

          The Full List Of Posts
·                Politics
·                Artificial Intelligence
·                Fundamentals of Quantum Physics 
·                Full List Of Post On Education
·                Philosophy Of Education
·                Strategies For Teaching Science

Executive Summary of Professional Experience
(An excerpt from the full description of my path)
(I) Teaching
(A) Groups
5th-graders; 6-th graders; 7-th graders; 8-th graders; 9-th graders; 10-th graders; 11-th graders; 12-th graders; 2-year college students; 4-year college students; university students; school teachers; school administrators; district administrators.
(B) Subjects
Physics for Engineers (two semesters); Elementary Physics (two semesters); algebra, geometry; trigonometry; formal logic; problem solving; group theory (discreet and continuous); methods for teaching science courses; methods for advancing individual teaching practice; managing innovations in education (initiation, implementation, growth, support, assessment, audit).
(II) Managing/Consulting
Assistant to Director of an Institute; Director of Department of computerization and information technologies; Director of Center for Development of City School system; member or a team, leader of a group of consultants for schools and school districts (initiation, implementation, growth, support, assessment, audit of innovations in education).
(III) Learning
graduated from schools with high GPA; participated in a wide range of extracurricular activities; developed personal approach to teaching (flipped the classroom before the approach was described in publications); published papers on various aspects of advancing education; converted publications into PhD theses and then found an adviser; moved to a country without knowing the language; learned the language; learned how to teach using foreign language; started publishing in foreign language.

P.S. A large portion of my ideas come to me while I am in traffic or in a swimming pool. During the day there is not often much of a time to formalize them in a fashionable way. Most of my post are written in one seating as a raw flaw of thoughts. This blog is the best I can do. Well, so far - let's wait for retirement (and the memoir! ). However, I welcome anyone who would like to coauthor a piece and transform it from my "singing as you go" to a fashionable publishable form - polish statements, new points, references, ... . And also, if someone would find in any of my posts a useful idea and used it, I would appreciate a reference to the original.
(C) Education Advancement Professionals consulting services

We, Humans, are the only anti-entropic force in the whole Universe! Everyone has to do his/her part in fighting chaos! That's why the Universe crated us.
P.S.S.
From On the Definition of AI
"This is what teachers can do! From the NASA's "Brief History of Rockets"
https://www.grc.nasa.gov/www/k-12/TRC/Rockets/history_of_rockets.html
“In 1898, a Russian schoolteacher, Konstantin Tsiolkovsky (1857-1935), proposed the idea of space exploration by rocket. In a report he published in 1903, Tsiolkovsky suggested the use of liquid propellants for rockets in order to achieve greater range. Tsiolkovsky stated that the speed and range of a rocket were limited only by the exhaust velocity of escaping gases. For his ideas, careful research, and great vision, Tsiolkovsky has been called the father of modern astronautics.”


What is the difference between an expert and a professional?
A professional does what is needed to be done.
An expert explains - why.  
How do people become professionals?
By accumulating professional experience.
How do people become experts?
By reflecting on accumulated professional experience.                                                        

A Master is an expert professional.

My Mentors taught me a secret of becoming a master teacher:
There are ONLY two rules for becoming a Master
1. Learn from the Masters;  
2. Never stop pushing yourself.

"In order to be able to think you have to risk being offensive" (From Jordan B. Peterson), because ability to take risk is correlated with curiosity (only curious people are capable of taking risk; people who play it safe have no curiosity and hence a vision). 

Disclaimer 
I am an "investigative blogger". I insert myself into a situation I study and then I expose all BS I found there (BTW: BS means "beyond sense-making). I  am not an idiot or a reckless person. I am a person who has strong opinions on matters (I believe U.S. needs more people like that, people who can lay out strong reasons for their statements and take a "blow" of a disagreement). The reason I can allow myself writing what I think, even if that is perpendicular to commonly adopted and conventional views, is that my financial situation is sufficient and stable. Of course, as a normal person, I wouldn't mind making more money, or being involved in more interesting projects (as described in my generic resume). But I do not have to pretend to be someone I'm not to make my living. I am aware of the fact that my chance to find many professionals with views similar to mine is slim. The demand for "professional correctness" is taken to such an extreme that it has become a demand for personal conformity. I believe in telling truth. Truth is facts. Facts are science. I believe in science. Facts can be upsetting or encouraging, but facts cannot be offensive. As a master in my field, I have no reservation to offer my critique of people whose actions overlap with the field of my expertise (human intelligence). I know (and fine with that) that the chance that my writing will have a significant effect is negligible. But the butterfly effect exists, so the chance is not exactly zero.

Welcome! 
Thank you for visiting!
And don't judge the blog by its "cover", please. 
Appearances can be deceiving.
If
than you should not read this blog.

Although, if you can't handle the truth, you cannot solve any problem, because the first step of a problem-solving process is accepting the fact that you have a problem.
 

The Difference Between Online Learning and Remote Teaching

A recent piece “The Difference Between Emergency Remote Teaching and Online Learning” provides an attempt to analyze the difference between the two forms of distribute education.
Essentially, at first the authors describe general features of their version of online leaning:
and then state that an emergency remote teaching is “to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis.

This difference only reflects the circumstances of the teaching-learning process: “online leaning” means the course has been developed during a long period of time with all content and technological elements designed specifically for being delivered via the Internet and then carefully tested before being employed; “emergency remote teaching” means “we create an online course but we do it in a hurry”, using the author’s terminology, it could have been called “emergency online leaning”.

First, I would like to make some notes:

The type of content delivery (modality) is missing the layered classroom format when at the same time some students are present in a classroom, when others connect remotely, or study later.

The time of the direct communication between students and an instructor during the content delivery (instructor role online) is missing the fact that “active instruction online” can have two forms: active content delivery or active tutoring.

The type of the progress control (pacing) is missing a group-paced option when a class is divided in groups (based on a chosen criterion).

The type of student activities (student role online) does not include direct communication with an instructor.

The size of the class (student-instructor ratio) is too formal - when 1000 students take the same online course (developed by one person) calling it “a class” makes not much sense.

The amount of direct communication (online communication synchrony) does not specify if that is student-instructor communication of student-student communication.

The forms of teaching (pedagogy) represent a standard list - all those forms are not specific for online learning, and none of those forms exists in a pure state, in reality it is always a combination.

Source of feedback is less relevant than the goal of feedback and has to serve that goal: goals may be set based on different criteria, for example, based on the time line (from immediate - to adjust a specific feature of a course, to the global - the end of the course).

Role of online assessment is no different from the role of any assessment, so technically is not the part of “online learning” per se.

However, more importantly, the difference between online learning and remote teaching is deeper than just “long-time in preparation” v. “we need it now”.

A “pure” online course is the course where all students can perform all learning activities independently from any other subject involved in the course (an instructor, or a student, or anyone else), meaning that all essential learning activities are the same for every student (they form the course), and every student is in the control of when to participate in those activities. Secondary/complementary activities, like tutoring, group collaboration, depend on the individual traits of a student (e.g. the background). A student taking such a course in ideal circumstance should be able to do it with no communication at all, without talking to anyone. The quality of the course is based on the quality of the developed course content entities (hence, on the expertise of the developers), and on the technologies used to organize student learning process.

A “pure” remote course is essentially a “on-site course without students in a room”, i.e. a course that is as close as possible to an actual on-site course, but in which all students participate remotely. A student taking such a course must participate in the same learning activities as if he/she would be taking this course on a campus. The quality of the course is based on the quality of the developed course content entities, the quality of  the technologies used to organize student learning process, and the quality of the instructions provided by an instructor.

The main activities of an instructor involved in an online course (“purity” is assumed) are focused on the development (a) of content of the course – lecture modules, assignments, assessments, laboratory activities in the form appropriate for independent online consumption; (b) of guidelines for students; (c) of tools for students to follow the guidelines when working on the content. When the course has been developed and tested the main activities of an instructor are tutoring and assessing feedback.

The main activities of an instructor involved in a remote course are (a) content development in the form appropriate for live online consumption; (b) developing/testing/employing tools for live content delivery; (c) delivering the content (a.k.a. teaching); (d) developing/testing/employing tools for live communication with students; (e) developing guidelines for students.

Of course, every actual course represents a specific combination of those two “pure” forms, with one form may be dominating over another one (an online course with elements of a remote course, or v.v.).



There are many publications advising how to teach remotely/online, for example:
The Hottest Job in Higher Education
or
50+ Tools For Remote and Distance Learning