COVID-19 has devastated communities and economies around the world and profoundly changed the ways in which we live and work. Many of […]
After a rapid switch to distance education due to COVID-19, many universities will remain as virtual campuses in the coming fall semester. For many universities, the focus has been on mastering or refining techniques for remote teaching. But a larger challenge looms.
This week, almost 60 learned societies, associations and higher-education serving groups signed onto an open letter that argues “humanistic education and scholarship must remain central to campus communities and conversations.”
Women are facing additional constraints as a result of COVID-19. These range from the added burdens and responsibilities of working from home, through to the fact that fewer women scientists are being quoted as experts on COVID-19, all the way to far fewer women being part of the cohort producing new knowledge on the pandemic.
The management of the COVID-19 pandemic has revealed the hollowness of that alternative in policies that have been made by people with very narrow life experiences and imposed on others with whom there is, as Disraeli once said, ‘no intercourse and no sympathy’.
Having locked ourselves into a particular way of thinking and acting in relation to COVID-19, argues Robert Dingwall, it is very difficult for this to be questioned – but it must not go unchallenged if we are to balance the moral goals of medicine with the other moral goals that make up a good society.
As universities start to imagine a post-pandemic future, they are faced with a choice – to simply return to the way things were, or embrace this opportunity to change assessment for good.
Of course the government should have a Plan B for a second wave. But this might also be a moment to ask where pandemic management is taking us.
“We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] The creation of the Coalition for Advancing Research Assessment (CoARA) has led to a heated debate on the balance between peer review and evaluative metrics in research assessment regimes. Luciana Balboa, Elizabeth Gadd, Eva Mendez, Janne Pölönen, Karen Stroobants, Erzsebet Toth Cithra and the CoARA Steering Board address these arguments and state CoARA’s commitment to finding ways in which peer review and bibliometrics can be used together responsibly. During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […] David Canter reveals how he discovered Microsoft Copilot acted like a lazy student, inventing responses with apparent confidence that were blatantly wrong. […] “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […]
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Impact
Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Research Assessment, Scientometrics, and Qualitative v. Quantitative Measures
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Innovation
The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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Beware! AI Can Lie.
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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