Monthly Archives: October 2017

Educational Problem Solving

Abstract

This article introduces the educational solutions module of the world’s most recent personal and professional problem solving site, describing competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features. It concludes that the module is a major contribution to the information superhighway.

Introduction

The aim of this article is to introduce to the world the educational solutions module of the world’s most recent personal and professional problem solving site. The article is addressed to those readers who may have an educational problem bogging them and who may therefore be looking for a way out of their predicament. The reader may be a parent, child, or student.

It is a common fact of life that we all have problems and that we are often frustrated or we tend to lash out because of our inability to find accessible and reliable information about our problems. This specialist site fills this need – as our pragmatic friend for solving our educational problems.

To be of the greatest use to people a problem solving site must combine pragmatic discussions of their personal or professional problem with merchant products that provide more detailed information. Typically, the web site will provide free information in the form of news, articles, and advice, which direct the visitor on what to do to solve her problems. Complementing this, the web site will also provide merchant products which discuss in detail how the visitor can go about resolving her problem. This means that the most effective, visitor-oriented problem-solving site will be an information-packed commercial site – and so is the world’s most recent personal and professional problem solving site and its specialist sites.

The approach that we have adopted below is to describe competitive offerings, the customer profile, problem-oriented solutions, target markets, product offerings, and usability features.

Competitive Offerings

The following are the top educational sites on the Internet, along with their offerings.

US Department of Education. It defines the US education policy and provides information on financial aid, educational research and statistics, grants and contracts, and teaching and learning resources.

Educational Testing Service. It provides a range of test resources.

FunBrain.com. It provides educational games for K-8 kids.

PrimaryGames.com. It provides fun learning tools and games for kids.

GEM. It provides educational resources such as lesson plans and other teaching and learning resources.

Education World. It provides advice on lesson plans, professional development, and technology integration.

NASA Education Enterprise. It provides educational materials and information relating to space exploration.

Spartacus Educational. It is a British online encyclopedia that focuses on historical topics.

Department for Education and Skills. It is a UK government department site that offers information and advice on various educational and skills topics.

Times Educational Supplement. It offers teaching news, teaching & educational resources, and active forums to help UK teachers.
All these sites are useful in the domains that they cover. Their main limitations are as follows:

1. They tend to cover only a very narrow segment of the educational market.
2. They do not take as their starting point the daily educational needs of the typical family.
3. They lack a problem focus; i.e., they do not formulate the typical learning and educational problems that pupils, students, and parents face on a daily basis.
4. As a result of the preceding point, the solutions offered are not as incisive (i.e. as problem-centred) as they could be.
5. They do not offer merchant products that deepen the visitor’s understanding of her problem and of the consequent solutions.

The educational solutions module of the world’s most recent personal and professional problem solving site addresses these problems by targeting a multiplicity of market segments, adopting a customer profile that fits the typical education-pursuing family, considering the specific needs or problems that this family may face, offering incisive (problem-centred) solutions to the various problems, and offering a range of merchant products that deepen the visitor’s appreciation of her problems and of the solutions that are applicable to them.

Customer Profile

The customer profile or target visitor characteristics of the educational solutions module is the same as for all specialist sites of the world’s most recent personal and professional problem solving site. The site has been designed to meet the needs of visitors who have an educational problem bogging them. It is designed for both males and females, even though it is often convenient to refer to just one sex when writing.

This visitor uses search engines to research information about her personal or professional problem, with the intention of finding solutions to it. The visitor is serious about solving her problem and is therefore willing to buy products that help her to achieve her mission, provided that she can find reliable and honest information about relevant products so that she can make an informed decision about which ones to acquire. This information will help her to apply her finances economically, and hence avoid wasting money.

The visitor will want a money-back guarantee so that if a product does not live up to expectations or if she were misled into buying a product she can get a refund. Such a guarantee absolves her of purchase risks.

Pros And Cons Of Online Education

More and more young people are choosing non-traditional education to start and advance in their careers while completing and furthering their formal education. “Typical distance learners are those who don’t have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class” (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly integrated into one smoothly and operationally functional delivery tool.

While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. Online asynchronous education gives students control over their learning experience, and allows for flexibility of study schedules for non traditional students; however, this places a greater responsibility on the student. In order to successfully participate in an online program, student must be well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course. For these reasons, online education or e-learning is not appropriate for younger students (i.e. elementary or secondary school age), and other students who are dependent learners and have difficulty
assuming responsibilities required by the online paradigm.

Millions of students use e-learning solutions in over 140 countries: corporations such as Kodak and Toyota and education providers like ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix University amongst the hundreds of schools and colleges.

Studies have shown student retention to be up to 250% better with online learning than with classroom courses. Several recent ones have helped frame the debate. The Sloan Consortium published a widely distributed report titled “Growing by Degrees: Online Education in the United States in 2005” that examined the growing prevalence of online education across U.S. institutions.

In addition, a study conducted by the Boston-based consulting firm Eduventures found that, while about half of institutions and more than 60 percent of employers generally accept the high quality of online learning, students’ perceptions differ. Only about 33 percent of prospective online students said that they perceive the quality of online education to be “as good as or better than” face-to-face education. Ironically, 36 percent of prospective students surveyed cited concern about employers’ acceptance of online education as a reason for their reluctance to enroll in online courses.

But what actually drives quality? A March 2006 report released by the U.S. Department of Education’s Office of Postsecondary Education identifies six quality indicators: mission, curriculum and instruction, faculty support, student and academic services, planning for sustainability and growth, and evaluation and assessment.

The debate rages on while the Pros and Cons of Online Adult Education for today’s international students are constantly analyzed to determine if this type of education platform can deliver predictable and measurable results.

The Enoch Olinga College (ENOCIS) is one institution which uses this type of delivery system. ENOCIS enhances their learning experience by offering many other “value added”, cost reducing benefits to students. Online pupils can apply for scholarships available to students of excellence and other financial aid programs like the Parent Loan for Undergraduate Students (PLUS), with attractive interest rates. They also provide convenient payment facilities, on line banking, Western Union Quick Collect, bank cards and a student who is granted a loan can start repaying it after two months if they have a corporate guarantor.

Pros of Online Education:

The key advantages of the online education experience are briefly explained below:

1. Cheaper: Online courses may be more affordable than those offered at colleges or trade schools. You may also save on transportation costs like gas, bus passes, and parking permits because you don’t need to commute to school and there are no housing or meals plans to worry about since you do not need to live on or near a college campus. Housing expenses and other costs associated with living expenses are usually the most expensive aspects of a college education, so by taking an online course you could save quite a bit of money.

The best part of online education is the absence of travel and immigration problems. Some students may prefer not to pursue traditional on campus education, as it involves traveling to attend lectures. With online education, an applicant does not need to travel. Courses simply require accessing the internet in order to begin the learning process.

2. More Convenient: By taking courses online, you’re able to decide when you study and for how long. You are also able to schedule your studying around your work or social schedule.

Since you’re not bound to a classroom, you may do your work wherever you have access to a computer and the internet. You’ll be able to set your own pace and decide exactly how fast you want to go over the material.

Take online courses when you need them, not based on some college’s annual or semester schedule. You can learn when you need it (Just-In-Time) A course is as close as a computer with an Internet connection.

3. Flexibility: with no set class times, you decide when to complete your assignments and readings. You set the pace. In some programs, you can even design your own degree plan. The online students can carry out their private or official work, along with the online education. As it provides the convenience of time flexibility, a student can login and logout as per his desire whereas, the traditional education do not provide such flexibility in learning.

Flexibility of online education allows the student control over their studies. They can allot more time in the topics, which they feel comparatively hard and vice versa. The speed of learning depends solely upon the students.

Author of “The Nightmare That Is Public Education”

A retired teacher and principal with thirty-eight years of experience in public education, Renato C. Nicolai, Ed.D., taught 6th through 12th grade and was both an elementary and middle school principal. In education circles, he was known as Dr. Nicolai, which eventually was shortened to Dr. Nick, and has stuck ever since.

Tyler: Thank you for joining me today, Dr. Nick. Obviously, the state of public education in the United States is of great concern to many people. To begin, will you tell us what you think is wrong with the public education system?

Dr. Nick: Wow! What an opportunity! Yes, I would be pleased to tell you what I think is wrong with the public education system. My thoughts aren’t in any order of priority; I’m telling you about them as they come to mind.

What I think of first is what I wrote about as the main emphasis in my book. Teachers desperately need to improve the quality of their teaching, so, specifically, what’s wrong is that too many teachers are either incompetent or mediocre instructors at best. Yes, if you had the opportunity to stand by my side in the hundreds of classrooms I’ve visited in my career, you would be both amazed and horrified at how much poor quality teaching there is in our public schools. If parents only knew how much more their children could be learning with instruction from superb teachers compared to what they are most likely learning now from incompetent teachers, they would be flabbergasted. That’s how bad it really is. This indictment of teachers, however, is not a major problem at the elementary school, but is a serious and rampant problem for sure at the middle school, junior high school, and especially the high school level of education. Parents, you’ll want to read about the eight essential qualities most teachers don’t possess. I’ve listed and described them in the first chapter of my book.

Tenure is another critical problem. Once tenure is granted by a school district, an incompetent teacher is a teacher for life. It’s extremely difficult to dismiss a teacher who has tenure. What’s wrong with tenure is that it’s achievable so soon in a teacher’s career (after only three years in most cases), so final (once it’s granted it’s irrevocable), and so long lasting (the teacher keeps it for as long as he/she teaches). What happens is that some teachers work very hard during their first few years on the job, receive tenure, and then slack off in their performance because they know they can almost never lose their job. Instead of tenure, public education should promote a system of performance reviews that teachers are required to pass periodically in order to keep their teaching position for the next two or three years.

The way a teacher is evaluated is all wrong within the education system. It’s basically a sham and a joke. Collective bargaining contracts and union involvement in teacher evaluations has watered down the process of teacher evaluations to the degree that practically nothing worthwhile results from the process. In my book, I have a chapter titled “What You Don’t Know Won’t Hurt You,” and the concept of teacher evaluation is discussed in that chapter. If parents and the public at large knew how ineffective and unproductive teacher evaluations are, they would demand a more efficient system. The system as it exists in most school districts today is a tactful process of saying the right words, doing what’s anticipated, and not ruffling anyone’s feelings. What it should do is help teachers improve the quality of their teaching to the degree that they help students learn better, but it doesn’t do that at all.

The public education system is rooted in the false notion that all teachers are qualified educators who can be trusted to make good decisions, follow school district rules and regulations, work together in a spirit of collegiality, promote the welfare of students as a priority, and, generally, do what is just, moral, and professional. What’s wrong is that this description is simply not true; yet, school districts throughout the United States allow teachers the freedom to work unsupervised because they are assumed to be well-intentioned, professional persons who have the best interests of students at heart. Don’t misunderstand me, please. Of course, there are many conscientious teachers who do work well with each other and do have the best interests of students at heart, but I believe that there are many more who take advantage of academic freedom, collegiality, and lack of supervision to do whatever they want within the four walls of their classrooms. This is actually a very serious problem that is covered up by the educational hierarchy.

Another very serious wrong is the way in which school districts manage the use of substitute teachers. Substitute teachers are rarely observed to determine their competence, frequently assigned to subject areas they have no qualifications to teach, and regularly subjected to unbelievable disrespect and insolence from students. When a substitute teacher is present in a middle school, junior high school, or high school classroom, little or no learning takes place. That class is a waste of instructional time, the students’ time, and the substitute’s time as well. The three most common activities that take place when a substitute takes over a regular teacher’s class are the showing of videos or DVDs, the administration of tests, and the supervision of long, boring written or reading assignments left by the regular teacher. The lesson plans left by most regular teachers for substitute teachers to follow are generally a set of instructions on how to occupy the time students have in class. The entire substitute teacher system needs to be completely overhauled. Students must be taught to respect substitute teachers, to assist them with the lesson, and to be responsible for their own learning. Expectations that students will cooperate with substitute teachers, that regular teachers will conscientiously prepare quality lesson plans, that substitutes will teach, and that administrators will monitor substitutes are so miserably low, currently, that the education system simply accepts the status quo of chaos, lack of learning, and disgraceful substitute teacher academic and professional performance.

Education Capitalization

Introduction

Education carried out by government and also private sector requires a real operating expenses height. Most all sector is relating to education must be bought. Book, chalk, ruler, and teaching aid readily uses for example, must be bought. Therefore, education requires cost.

Presumption like that not then is followed up with closing eyes and ear with interest places forward commercial factor than social. Education is not commodity, but effort carries out system and certain mechanism that man is able to improve; repair their/his self, can make balmy itself, and solvent of interaction as man.

Education paradigm growing in Indonesia in this XXI century step by step has started leaves aspiration of the founders this republic nation-state that is that every citizen entitled to get education that is competent. The republic founders aware to that performing of the education are addressed to makes man is humanitarianly and can make process towards at fullness of spirit hence would very ironic with situation of education these days.

The Role of the Government and Private sector

Education is responsibility of all suborder. By referring this assumption, education organizer is not merely government but also entangles the side of private sector individually and also group. Thereby, governmental hoped all members of publics responsible educate Indonesian.

Despitefully, because of limitation of cost, governmental given opportunity of it’s bigger to public to participate and develops business through education. This assumption comprehended by public by building opening school, courses, or skilled education type with facility that is better than school build and owned government. By giving supporting facilities for education that is rather differs in, rather complete, and promises makes education managed the side of private sector must be redeemed with cost that is not is cheap. So expensive education.

Indonesia has ever owned Perguruan Taman Siswa carrying out education for public? People with motivation educate public? People. Indonesia also has education system of pesantren (Islamic models) which is not collects payment which in the form of money from it’s the student. Student in pesantren modeled this salaf (classical) not only studies public sciences (like biology, physics, mathematics, language, and art) they also studies Islam science for the sake of individual and public.

Without realized already happened friction of motivation of organizer and the management of the existing education. Education organizer of private sector tends to sells dream with equipment of facility which they perform. They disregard condition of Indonesia public most doesn’t have purchasing power and energy? Power to bargain. Pupil old fellow will be given on to reality “expensive school” and “go to school for rich man children”.

Of course, must also be confessed that the school requires cost. However, collects expense of height for education is a real wrong deed; more than anything else in Constitution 1945 has expressed that any citizen [is] entitled to get education.

Capitalist: Having Under the Law

Shifts it purpose of education levying from formulated by the Republic of Indonesia founders is really peeping out suborder concern. If education only be carried out just for man who is having money, hence the biggest layer of Indonesia public? People will not have formal education. Poor people and people, who don’t have purchasing power, will yield apathetic generation. Thereby, will lose also one civilization links a nation.

Education carried out with only menitikberatkan at present financial advantage will only make man is more individually and once in a while overrules that the man basically is created autonomous. Tendency and dependency to get it’s (the capital returns will make education product to enable all ways, machiavelistical.

Other side, education system this time makes detached man from it’s (the area and sometimes abstracted from its (the community root. Properly is critical that education system this time makes educative participant not autonomous and sometimes forgets spirit to as social creature or according to opinion Aristotle’s that the man Zoon Politicon.

Semestinyalah had if education aimed at accomplishment of copartner ship standard (company) must be refused. Ideally, education must load agenda for “humanizes man” (humanization), non dehumanization. By collecting expense of height because law barium; by itself education has been transferred to accomplishment of industrial requirement. More than anything else in Indonesia, diploma is respectable reference and the only equipment to get work that is competent.

By positioning education carried out by government and also law barium private sector must, public trapped at acute dilemma. In one public sides requires education to increase it’s the humanity reality, medium on the other side no cost is small monster or endless nightmare.

Tussle between fears and desire of public to send to school it’s the children exploited by certain party sides. This condition is a real condition profits if evaluated from the aspect of business. Panic buyers are really condition hardly to the advantage of my pelaku-pela is business.