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Should Failing Phish Tests Be a Fireable Offense? — Krebs on Security
LaCour said one of the most common mistakes he sees is companies that purchase a tool to launch simulated phishing campaigns just to play “gotcha” with employees.

“It really demotivates people, and it doesn’t really teach them anything about how to be more diligent about phishing attacks,” he said. “Each phishing simulation program needs to be accompanied by a robust training program, where you teach employees what to do when they see something phishy. Otherwise, it just creates resentment among employees.”

Cofense provides a phish reporting system and encourages customers to have their employees flag suspected phishing attacks (and tests), and Belani said those employee reports can often stymie real phishing attacks.
phishing  security  education  workplace 
june 2019 by kme
best practice - Note-taking policy: laptops, or by hand? - Computer Science Educators Stack Exchange
I made sure every student had a Hipster PDA, which cost almost nothing as the U was happy to give each student a binder clip and they were happy enough to go in together to purchase the cards. Students were encouraged to put a sentence or two on a (fresh) card when they heard a key idea. For the last minute or so of each class I'd ask a few students to read to me from the cards of the day one key idea from the lecture (though it wasn't usually true lecturing). I might comment, usually, just by saying yes or no (or maybe YES). At the beginning of the next class I'd ask for the three most important ideas from the previous class. Or perhaps, ask for a one sentence summary of the previous lecture. Out come the cards...

I also encouraged the students to prepare a summary card for each lecture. Just one card. Just a couple of sentences, not the tiny print we used to use when allowed to bring a sheet of notes to an exam (remember that?). Just big ideas.

Moreover, I encouraged students to use the pda in other courses and to carry it about with them. They spent time on subways, generally, so the pda provided an easy way to review the day's activities and learning or prepare for the upcoming day. The valedictorian in my undergraduate class used this trick. He was never without a few cards for review.

Students don't need to capture every word in most cases and if they really do, then give it to them straight. I'm sure you heard the joke "The purpose of a lecture is to transmit the instructor's notes to the student's notebook without going through the mind of either." Make it active. With my students it was actually kind of campy - an in-group ritual.

Note that I also lectured from my own hipster pda and kept a card for each student, etc.
notetaking  education  learning  hipsterpda 
june 2019 by kme
HOWTO: Get tenure | http://matt.might.net/
Simpler advice would be: “Find a problem where your passions intersect society’s needs.” The rest will follow.

Doing a good job with teaching is perversely seen as a cardinal sin in some departments.

Focusing on teaching gets interpreted as a lack of dedication to research.

Let’s be clear: refusing to improve one’s teaching is morally unacceptable.

Torturing a captive audience every semester with soul-sapping lectures is criminal theft of tuition.

On metrics

Pre-tenure professors are often bombarded with metrics, targets and benchmarks to hit for tenure.

Everyone has heard horror stories of departments obsessing over specific metrics for tenure, and of the golden yet square pegs that failed to fit into round holes.

Goodhart’s law applies:

“When a measure becomes a target, it ceases to be a good measure.”

And, a quote I once heard on NPR:

“We can’t measure what counts, so we count what we can measure.”

Good departments will find a way of side-stepping metrics to judge what counts.

I realize that few patients or parents have the ability to do what I did, and they never will, until all of academic medicine goes open access.

In computer science, academic paywalls stifle.

In medicine, academic paywalls kill.
science  academia  tenure  phd  highered  advice  education  teaching  openaccess  publishing 
october 2018 by kme
In Search of a Middle Path for Ed Tech – Trinket Blog | https://blog.trinket.io/
Audrey’s an insightful commentator on the industry, history, and rhetoric surrounding education on Hack Education and the forthcoming Educating Modern Learners. Trained as a folklorist, she’s quick to point out when she thinks the stories surrounding companies or technologies have overshot their realities.

Frank’s posts on Khan Academy led me to his posts on pseudo-teaching, which I’m still working my way through. Briefly, pseudo-teaching is a phenomenon where students can self-report that a teacher was effective, they have confidence in their understanding, and enjoyed learning. But objective measures of understanding show their actual abilities lagging behind. This is an excellent example of the kinds of insights that ed tech too often overlooks, and one I’m fortunate to have encountered so early in trinket‘s time.
education  thefuture  learning  teaching  pseudoteaching  edtech 
january 2018 by kme
All the Greedy Young Abigail Fishers and Me 
That lawsuit was funded by none other than Edward Blum, and tellingly, it was disowned by many Asian students on campus. Maybe they didn’t want to be associated with insecure white racists. Maybe they, like me, were fine with the hypothetical idea of losing out due to a quota that was never about them. And there, dear Abby, is the real way non-whiteness gives you the advantage: you gain the moral clarity that comes from having less to lose.
education  race  affirmativeaction  texas 
august 2017 by kme
How I learned to program
This also seems to be true for most people I know. For example, something I’ve seen a lot is that a friend of mine will end up with a manager whose view is that managers are people who dole out rewards and punishments (as opposed to someone who believes that managers should make the team as effective as possible, or someone who believes that managers should help people grow). When you have a manager like that, a common failure mode is that you’re given work that’s a bad fit, and then maybe you don’t do a great job because the work is a bad fit. If you ask for something that’s a better fit, that’s refused (why should you be rewarded with doing something you want when you’re not doing good work, instead you should be punished by having to do more of this thing you don’t like), which causes a spiral that ends in the person leaving or getting fired. In the most recent case I saw, the firing was a surprise to both the person getting fired and their closest co-workers: my friend had managed to find a role that was a good fit despite the best efforts of management; when management decided to fire my friend, they didn’t bother to consult the co-workers on the new project, who thought that my friend was doing great and had been doing great for months!
education  programming  careerpath  learning  workplace  management 
april 2017 by kme
What facts about the United States do foreigners not believe until they come to America? - Quora
Strong ethics — everyone has a lot of integrity. If someone cannot submit their completed assignment in time, they will turn in the assignment incomplete rather than asking for answers at the last minute. People take pride in their hard work and usually do not cheat. This is different from students from India and China as well as back home in India, where many students collaborate to the extent that it can be categorized as cheating.

In the academic context, the lesser obsession with grades and more emphasis on learning what has been taught. Most courses in the university level are oriented around this theme and the professors actually take an interest in teaching and take pains to make sure the students have grasped the concepts.

It is also very surprising that how aloof and sheltered most americans are from the harsh realities prevailing over most countries in the world. One of my friend who was a TA for a Biology course told me that most students in his class had never heard of a disease named Malaria!

I lived in Seattle for five years and people in Ballard (where I lived) really don't have any opinions one way or another about people who live on Queen Anne hill. The wealthy, even in the extreme are largely not despised. People in Seattle don't compare themselves to people in Tacoma or Spokane. People from Washington don't compare themselves to people in Idaho or Oregon, and Americans as a whole don't compare themselves to other countries. It's charming in it's humility and acceptance, but it really kills a great deal of pub talk. What's an evening spent getting pissed good for if you can't unload on your neighbours?

Asian education emphasizes conformity and discipline, and people generally have a strong sense of duty and professionalism in the tasks that they are assigned whether they are the CEO or the janitor of a company. In Asia, I have rarely faced the frustration I have felt when dealing with service people in the US.

On the other hand, US education generally values individuality and free-thinking. People are less judgmental and are not scared of being different, and those that are motivated will grow up daring to dream and may even go on to achieving great things.
america  perspective  academics  academia  education  culture 
april 2017 by kme
teaching - How to deal with a very weak student? - Academia Stack Exchange
@Malvolio Unfortunately, in theoretical courses, cheating tends to be fairly rampant among all students. The university administration tends to turn a blind eye towards it too, because 1. it would affect most students, and 2. unless there are concrete evidence, it is very hard to prove that the student was cheating. So instead, many people make the homework worth very little of your grade, 10-15%, and the rest are tests. – Sana Oct 1 '16 at 14:30


I haven't seen this point mentioned yet:

She is a transfer student from a community college, and no one else has any data on her as this is her first semester

When she does not understand a concept, she bring her notes and says that the class was unclear and that I should explain it again to her

her idea of academic improvement is to consistently show up to my office hour and listen to me talk

She is doing things that work well in secondary school (a.k.a. high school) - she's working hard on her homework and making maximum use of your office hour, and so on. She probably thinks she's working hard and doing well. In school, the exam questions tend to test whether you've learned exactly what was told, not more.

But at some point a student has to learn that university isn't secondary school. It's much more about working on your own than about absorbing from a teacher. Not everybody knows that when they start. She doesn't realize she needs to change her way of studying.

So I think you could also have a conversation on that, she's there in your office anyway.
teaching  learning  studying  education  academia  cheating  insightful  forthecomments 
january 2017 by kme
Australian students to be taught about 'male privilege' - BBC News
A guide for the Year 7 and 8 curriculum states: "Being born a male, you have advantages - such as being overly represented in the public sphere - and this will be true whether you personally approve or think you are entitled to this privilege."

It describes privilege as "automatic, unearned benefits bestowed upon dominant groups" based on "gender, sexuality, race or socio-economic class".

Year 11 and 12 students are introduced to the concept of "hegemonic masculinity" which "requires boys and men to be heterosexual, tough, athletic and emotionless, and encourages the control and dominance of men over women".
education  australia  gender 
october 2016 by kme
Education Games Aim to Improve Learning But Risk Giving Too Much Screentime - The Atlantic
According to Mobile Gaming 2014, a report by the NPD Group, Americans (two and up) spend more than two hours on mobile gaming every day, which is 57 percent more than 2012. Tweens spend more time per gaming session than any other age group.
gaming  learning  education  screenaddiction 
september 2016 by kme
The lack of diversity in philosophy is blocking its progress | Aeon Ideas
Second, although philosophy doesn’t simply march forward, it does benefit from encountering and absorbing new perspectives. In How to Do Things with Pornography (2015), Nancy Bauer emphasises the ‘progress that results when people – and not just professional philosophers – commit themselves to the task of making their own most deeply held assumptions … visible and subjecting them to scrutiny’. Philosophical education is about challenging all people to reason for themselves, and much philosophical scholarship is about finding important ideas in what other people have thought and said.
I had no background in classical Indian philosophy, but have dipped my toe in lately. Given my linguistic limitations, I’ve mostly read works by North American scholars who analyse ancient South Asian writers: works such as The Bodhisattva’s Brain, Mark Siderits’s Buddhism as Philosophy (2007), Barbara Stoler Miller’s 1986 translation of the Bhagavad-Gita, and Pankaj Mishra’s An End to Suffering: The Buddha in the World (2004).
philosophy  education  diversity 
july 2016 by kme
Donald Trump's Struggles Are Howard Zinn's Fault, According to Rush Limbaugh - The Atlantic
Confronted with the most flagrantly unqualified presidential candidate in living memory, a boorish, undisciplined, transparently polarizing nominee, a man reviled by principled movement conservatives whose explicit reasoning Limbaugh well knows, the talk-radio host tells his audience that a left-wing activist historian is responsible for Trump’s low poll numbers, because he poisoned the minds of America’s youth.
politics  america  history  education 
june 2016 by kme
Why Isn't Better Education Giving Women More Power? - The Atlantic
The university system aside, I suspect there is another, deeply ingrained set of behaviors that also undermine women: the habits they pick up—or don’t pick up—in the dating world. Men learn early that to woo women, they must risk rejection and be persistent. Straight women, for their part, learn from their earliest years that they must wait to be courted. The professional world does not reward the second approach. No one is going to ask someone out professionally if she just makes herself attractive enough. I suspect this is why people who put together discussion panels and solicit op‑eds always tell me the same thing: it’s harder to get women to say yes than men. Well, duh. To be female in our culture is to be trained from puberty in the art of rebuffing—rebuffing gazes, comments, touches, propositions, and proposals.
gender  education  womenintech 
june 2016 by kme
How to Teach Students Grit - The Atlantic
A second crucial role that parents play early on is as external regulators of their children’s stress. When parents behave harshly or unpredictably—especially at moments when their children are upset—the children are less likely over time to develop the ability to manage strong emotions and respond effectively to stressful situations. By contrast, when a child’s parents respond to her jangled emotions in a sensitive and measured way, she is more likely to learn that she herself has the capacity to cope with her feelings, even intense and unpleasant ones.

For children who grow up without significant experiences of adversity, the skill-development process leading up to kindergarten generally works the way it’s supposed to: Calm, consistent, responsive interactions in infancy with parents and other caregivers create neural connections that lay the foundation for a healthy array of attention and concentration skills. Just as early stress sends signals to the nervous system to maintain constant vigilance and prepare for a lifetime of trouble, early warmth and responsiveness send the opposite signals: You’re safe; life is going to be fine. Let down your guard; the people around you will protect you and provide for you. Be curious about the world; it’s full of fascinating surprises. These messages trigger adaptations in children’s brains that allow them to slow down and consider problems and decisions more carefully, to focus their attention for longer periods, and to more willingly trade immediate gratification for promises of long-term benefits.

And yet in almost every case, Fryer’s incentive programs have had no effect. From 2007 to 2009, Fryer distributed a total of $9.4 million in cash incentives to 27,000 students, to promote book reading in Dallas, to raise test scores in New York, and to improve course grades in Chicago —all with no effect. “The impact of financial incentives on student achievement,” Fryer reported, “is statistically 0 in each city.” In the 2010–11 school year, he gave cash incentives to fifth-grade students in 25 low-performing public schools in Houston, and to their parents and teachers, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests. The students performed the tasks necessary to get paid, but their average math scores at the end of eight months hadn’t changed at all. When Fryer looked at their reading scores, he found that they actually went down.

Deci and Ryan, by contrast, argued that we are mostly motivated not by the material consequences of our actions but by the inherent enjoyment and meaning that those actions bring us, a phenomenon called intrinsic motivation. They identified three key human needs—our need for competence, our need for autonomy, and our need for relatedness, meaning personal connection—and they posited that intrinsic motivation can be sustained only when we feel that those needs are being satisfied.

Jackson found that some teachers were reliably able to raise their students’ standardized-test scores year after year. These are the teachers, in every teacher-evaluation system in the country, who are the most valued and most rewarded. But he also found that there was another distinct cohort of teachers who were reliably able to raise their students’ performance on his noncognitive measure. If you were assigned to the class of a teacher in this cohort, you were more likely to show up to school, more likely to avoid suspension, more likely to move on to the next grade. And your overall GPA went up—not just your grades in that particular teacher’s class, but your grades in your other classes, too.

Jackson’s study didn’t reveal whether these teachers increased their students’ grit or optimism or conscientiousness and by how many percentage points. Instead, it suggested that that’s probably the wrong question to be asking. Jackson’s data showed that spending a few hours each week in close proximity to a certain kind of teacher changed something about students’ behavior. And that was what mattered. Somehow these teachers were able to convey deep messages—perhaps implicitly or even subliminally—about belonging, connection, ability, and opportunity. And somehow those messages had a profound impact on students’ psychology, and thus on their behavior.

Farrington has distilled this voluminous mind-set research into four key beliefs that, when embraced by students, seem to contribute most significantly to their tendency to persevere in the classroom:

1. I belong in this academic community.

2. My ability and competence grow with my effort.

3. I can succeed at this.

4. This work has value for me.

Each EL student belongs to a crew, which typically meets every day for half an hour or so to discuss matters important to the students, both academic and personal. In middle school and high school, the groups are relatively intimate—10 or 15 kids—and students generally stay in the same crew for three years or longer, with the same teacher leading the group year after year. Many EL students will tell you that their crew meeting is the place where they most feel a sense of belonging at school; for some of them, it’s the place where they most feel a sense of belonging, period.
kids  education  earlychildhooddevelopment  teaching 
may 2016 by kme
What's the Point of College? A Reader Debate. - The Atlantic
On the other hand, this next reader, Leland Davis, gets much more specific with his answer:

The point of college? Class sorting.

A college degree is the stamp of the modern American middle class, the necessary badge of worthiness that one must have before any other consideration will be made. This helps keep the children of the middle class on the proper road in life—away from the trades and small-business, which might encourage unfortunate degrees of independence and inter-class solidarity, and towards the professions, whose professional standings and ethos encourage a proper deference to their betters.

I teach high school, so I see it happening. I went to grad school, and it happened to me.
class  education  society  america  middleclass 
may 2016 by kme
How Trigger Warnings Are Hurting Mental Health on Campus - The Atlantic
There’s a saying common in education circles: Don’t teach students what to think; teach them how to think. The idea goes back at least as far as Socrates. Today, what we call the Socratic method is a way of teaching that fosters critical thinking, in part by encouraging students to question their own unexamined beliefs, as well as the received wisdom of those around them. Such questioning sometimes leads to discomfort, and even to anger, on the way to understanding.

There’s a saying common in education circles: Don’t teach students what to think; teach them how to think. The idea goes back at least as far as Socrates. Today, what we call the Socratic method is a way of teaching that fosters critical thinking, in part by encouraging students to question their own unexamined beliefs, as well as the received wisdom of those around them. Such questioning sometimes leads to discomfort, and even to anger, on the way to understanding.

Common Cognitive Distortions

A partial list from Robert L. Leahy, Stephen J. F. Holland, and Lata K. McGinn’s Treatment Plans and Interventions for Depression and Anxiety Disorders (2012).

1. Mind reading. You assume that you know what people think without having sufficient evidence of their thoughts. “He thinks I’m a loser.”

2. Fortune-telling. You predict the future negatively: things will get worse, or there is danger ahead. “I’ll fail that exam,” or “I won’t get the job.”

3. Catastrophizing.You believe that what has happened or will happen will be so awful and unbearable that you won’t be able to stand it. “It would be terrible if I failed.”

4. Labeling. You assign global negative traits to yourself and others. “I’m undesirable,” or “He’s a rotten person.”

5. Discounting positives. You claim that the positive things you or others do are trivial. “That’s what wives are supposed to do—so it doesn’t count when she’s nice to me,” or “Those successes were easy, so they don’t matter.”

6. Negative filtering. You focus almost exclusively on the negatives and seldom notice the positives. “Look at all of the people who don’t like me.”

7. Overgeneralizing. You perceive a global pattern of negatives on the basis of a single incident. “This generally happens to me. I seem to fail at a lot of things.”

8. Dichotomous thinking. You view events or people in all-or-nothing terms. “I get rejected by everyone,” or “It was a complete waste of time.”

9. Blaming. You focus on the other person as the source of your negative feelings, and you refuse to take responsibility for changing yourself. “She’s to blame for the way I feel now,” or “My parents caused all my problems.”

10. What if? You keep asking a series of questions about “what if” something happens, and you fail to be satisfied with any of the answers. “Yeah, but what if I get anxious?,” or “What if I can’t catch my breath?”

11. Emotional reasoning. You let your feelings guide your interpretation of reality. “I feel depressed; therefore, my marriage is not working out.”

12. Inability to disconfirm. You reject any evidence or arguments that might contradict your negative thoughts. For example, when you have the thought I’m unlovable, you reject as irrelevant any evidence that people like you. Consequently, your thought cannot be refuted. “That’s not the real issue. There are deeper problems. There are other factors.”

Thomas Jefferson, upon founding the University of Virginia, said:

This institution will be based on the illimitable freedom of the human mind. For here we are not afraid to follow truth wherever it may lead, nor to tolerate any error so long as reason is left free to combat it.

We believe that this is still—and will always be—the best attitude for American universities. Faculty, administrators, students, and the federal government all have a role to play in restoring universities to their historic mission.
education  psychology  america  overprotectiveness  dangerousideas  triggerwarnings  culture 
may 2016 by kme
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