Bradley Hallick Educational Technology Education Week keeps track of the coronavirus pandemic’s impact on the nation’s schools. This page provides a status report on each state.
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This article explores two instances of medical surveillance that illustrate post-panoptic views of the body in biomedicine, from
the patient to the population. Techniques of surveillance and monitoring are part of medical diagnostics, epidemiological
studies, aetiologic research, health care management; they also co-shape individual engagements with illness. In medicine,
surveillance data come as digital anatomies for educational purposes and clinical diagnostics that subject the body to imaging
techniques, but also as databases of patient collectives that are established in large-scale, at times nationwide, epidemiological
studies. We will show that techniques of medical surveillance now include more bottom-up and less-centralized modes as
well: with web 2.0 applications, one encounters endoscopic clips uploaded and made public on the internet and tools to
navigate through patterns of sickness in urban space. Surveillance techniques directed at individual patients and at population
health reconfigure the constellation of the body, space and the gaze into a post-panoptic distributed mode.
By the beginning of the 21st Century, Surveillance Studies are highlighting how contemporary surveillance is neither limited nor specific, in either scope or design (Lyon 2002). The digital revolution has taken mass surveillance from a possibility to a reality. From cradle to grave, the medical surveillance of the human body has, for many, taken on a routinization that has served to normalize the political anatomy of the body. Increased health surveillance, biotechnology and geneticisation (Lippman 1991), as well as anxieties caused by globalization (Kawachi and Gamala 2006), have contributed to the reinforcement and extension of the continuum between health, illness, and disease – in what some have described as a ‘dangerous future’ (Macintyre 1995; Brand 2005). The notion that mass surveillance as a practice or regime is something that is objectively imposed upon passive, medicalized bodies is challenged. Tulle-Winton (2000) argues that the dispersion of power necessarily contains the possibility of resistance. By this, he means that because individuals are all variably involved in his, or her, own regulation it is possible for people to resist the process. Indeed, over forty years ago, Roth (1963) argued that while the power to define markers of recovery from TB were located in the medical domain, patients did not act as passive bodies waiting for qualities to be awarded to them; rather they participated in the interpretation of signs and symptoms. Diagnosis has always contained a subtle blend of signs and symptoms repressed or exhibited when an individual engages in medical discourse and medical surveillance.
On Thursday afternoon a reader asked me about using PDFs in Google Classroom. She was having a little trouble with students not being able to access the PDFs she was trying to share. I made thefollowing video
to help guide her and anyone else in the same situation through the process of sharing PDFs in Google Classroom.In this video:
There are a few reasons why someone might want to use PDFs instead of Google Docs in Google Classroom. First, if you are new to Google Classroom and don’t have time to recreate some of your resources attaching PDFs is quick and easy. Second, you may not want students editing the contents of the document. A PDF doesn’t mean a student can’t edit it at all, it’s just a lot more difficult for them to do that. Third, the item you’re sharing was designed as a PDF and will lose some important formatting if it’s converted into Google Docs or Word format.
Without going on a rant - what do you suggest that we can do to make #distancelearning better for #students and #teachers?
#edtech #tech #distancelearning #k12 #parents #school #PTA #class #education #virtual
Collective intelligence, facilitated by information technology or manual techniques, refers to the collective insight of groups working on a task and has the potential to generate more accurate information or decisions than individuals can make alone. This concept is gaining traction in healthcare and has potential in enhancing diagnostic accuracy. We aim to characterize the current state of research with respect to collective intelligence in medical decision-making and describe a framework for diverse studies in this topic.
For this systematic scoping review, we conducted a systematic search for published literature using PubMed, Embase, Web of Science, and CINAHL on August 8, 2017. We included studies that combined the insights of two or more medical experts to make decisions related to patient care. Studies that examined medical decisions such as diagnosis, treatment, and management in the context of an actual or theoretical patient case were included. We include studies of complex medical decision-making rather than identification of a visual finding, as in radiology or pathology. We differentiate between medical decisions, in which synthesis of multiple types of information is required overtime, and studies of radiological scans or pathological specimens, in which objective identification of a visual finding is performed. Two reviewers performed article screening, data extraction, and final inclusion for analysis.
Of 3303 original articles, 15 were included. Each study examined the medical decisions of two or more individuals; however, studies were heterogeneous in their methods and outcomes. We present a framework to characterize these diverse studies, and future investigations, based on how they operationalize collective intelligence for medical decision-making: 1) how the initial decision task was completed (group vs. individual), 2) how opinions were synthesized (information technology vs. manual vs. in-person), and 3) the availability of collective intelligence to participants.
Collective intelligence in medical decision-making is gaining popularity to advance medical decision-making and holds promise to improve patient outcomes. However, heterogeneous methods and outcomes make it difficult to assess the utility of collective intelligence approaches across settings and studies. A better understanding of collective intelligence and its applications to medicine may improve medical decision-making.
For what purposes are crowds being implemented in health care? Which crowdsourcing methods are being used? This work begins to answer these questions by reporting the early results of a systematic literature review of 110 pieces of relevant research. The results of this exploratory research in progress reveal that collective intelligence outcomes are being generated in three broad categories of public health care; health promotion, health research, and health maintenance, using all three known forms of crowdsourcing. Stemming from this fundamental analysis, some potential implications of the research are discussed and useful future research is outlined.
One of my colleagues asked me if I could provide directions on how to create a video on our school-issued Chromebooks. I was happy to oblige and created one specifically for our school. I then created a second one that can be used by anyone who has a Chromebook and is looking for a quick and easy to create a video without having to install any Chrome extensions or Chrome apps.
In thefollowing video
I demonstrate how to create a simple video on a Chromebook. The key points of the video are:
Considering all the challenges that educators, parents, and society are facing in moving online to deal with life, learning and the new normal, I couldn’t help but think of this old EDS ad –
via It’s About Learning | Creating Significant Learning Environments https://ift.tt/2JAAIpi