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House budget dismisses role of IMLS

libraryadvocates:

Facts about library use in Rep. Paul Ryan’s own state of Wisconsin:

  • Just blocks from Rep. Ryan’s Wisconsin office, more than 716,000 visitors used the Hedberg Public Library in Janesville, Wisconsin to access library computers and research databases, check out books and receive job training in 2013.
  • More than 65 percent of Wisconsin libraries report that they are the only free access point to Internet in their communities.
  • The Institute of Museum and Library Services administered more than $2.8 million in the 2014 fiscal year to help Wisconsin libraries prepare young students for school and provide lifelong learning opportunities for all Wisconsin residents.
  • The state of Wisconsin reported that more than 215,000 children participated in summer reading programs in state public libraries.

Advocates can support IMLS by tweeting Rep. Ryan at @RepPaulRyan.

Their definition of flipped learning goes like this:

“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”

Note first that the authors are not defining what the flipped classroom is but rather what flipped learning is. They say: “These terms are not interchangeable. Flipping a class can, but does not necessarily, lead to Flipped Learning.” I think that’s right. The flipped classroom describes a logistical arrangement – how and when the initial information is encountered by students, what is scheduled to happen in class – whereas flipped learning focuses on the processes that students engage in and the outcomes they strive towards within that logistical framework. Many “flipped classes” are indistinguishable from traditional lecture courses in terms of what students do.

Toward a common definition of “flipped learning”

It would be wrong to say, “Everyone in Generation X loves the Muppets,” yet it’s so right-esque that when people do not like Muppets, they feel compelled to justify it in Op-Ed pieces. But if you search “don’t like the Muppets” on Twitter, you’ll find tweets making it very clear that someone who doesn’t get the Muppets just can’t be trusted.

What do we want our children to get from Henson’s work? The same thing we learned from it. The philosophy of a gentle dreamer. The message that was encapsulated in “The Rainbow Connection” – the one about the “The lovers, the dreamers, and me.” It’s the idea that life is about making a difference, a positive change. And we’ve all heard it, even the Howard Roarks among us, calling our names.

Millennials just don’t get it! How the Muppets created Generation X

The Muppets shaped “30 Rock,” Jimmy Fallon, “The Office,” Zadie Smith — and gave Gen X license to change the world

In 1979, when the minimum wage was $2.90, a hard-working student with a minimum-wage job could earn enough in one day (8.44 hours) to pay for one academic credit hour. If a standard course load for one semester consisted of maybe 12 credit hours, the semester’s tuition could be covered by just over two weeks of full-time minimum wage work—or a month of part-time work. A summer spent scooping ice cream or flipping burgers could pay for an MSU education. The cost of an MSU credit hour has multiplied since 1979. So has the federal minimum wage. But today, it takes 60 hours of minimum-wage work to pay off a single credit hour, which was priced at $428.75 for the fall semester.
The Myth of Working Your Way Through College - Svati Kirsten Narula - The Atlantic (via infoneer-pulse)
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