Citelighter is fundamentally about helping students and teachers improve learning and performance. But here’s something even more fundamental: why did we decide to tackle these enormous issues, and how are we going about doing it?
In the video below, Citelighter CEO Saad Alam discusses the personal experiences that sparked his passion to co-start the company, beginning with a simple story about his brother’s academic struggles. He also notes our constant engagement with teachers to improve Citelighter’s functionality, and shares our excitement around creating a Google Docs-integrated platform—one that’ll let us study and enhance students’ research habits. Take a look!
We’re delighted to share with you this insightful infograph from our friend Allison at Onlineeducation.net – it presents some startling data on the challenges of online research as perceived by educators. Click the snippet below to check out the full graphic!
Online learning has exploded. Courses and course-offering institutions proliferate. Colleges eye opportunities to lure new students. Major institutions are piloting programs to allow credits for courses.
Sounds like a pretty good time, then, to introduce something like this:
Dubbed the “Online Students’ Bill of Rights,” it offers a bold paradigm for expectations and needs of students and learners in the digital age, confronting issues ranging from data collection to programmatic outcomes.
At Citelighter, we focus on making research and writing more efficient for anyone interested in learning. And the most basic and crucial component of learning, of course, is reading.
Linked here is a startling recent infographic on the state of reading in our schools among elementary school students—it shows just how important it is to academic and life success. Below is one element of it:
A more elaborate set of infographics was released recently by the United States Census Bureau, highlighting the strong link between school enrollment, attendance, and college success. Definitely worth checking out below:
As part of our recent redesign of the dashboard, we’ve dropped in a “Citelights” feed on the top right portion of the dashboard for logged-in users. This handy feature gives you a quick snapshot of Knowledge Cards and Citelighter Pro-accessible articles in an intuitive way:
Under the “Relevant” category, you’ll see material that’s most relevant to the projects and citations that you have created. Under “Trending”, you’ll find snippets from our most commonly accessed Knowledge Cards. And under “Citelighter Pro”, you’ll get pertinent article excerpts from the expansive scholarly library we offer for Pro users.
We hope you enjoy the new feature set, and we look forward to any suggestions on how to further enhance your research and citation experience!
An article in Education Week earlier this month pointed to an increasing data trend showing that a supportive school environment helps students learn more effectively.
Summarizing the findings, the publication observed:
“Mounting evidence from fields like neuroscience and cognitive psychology, as well as studies on such topics as school turnaround implementation, shows that an academically challenging yet supportive environment boosts both children’s learning and coping abilities. By contrast, high-stress environments in which students feel chronically unsafe and uncared for make it physically and emotionally harder for them to learn and more likely for them to act out or drop out.”
The findings apply to K-12 brick-and-mortar educational settings, but it also forces one to think about how some of the prevailing issues might translate as schools increasingly look to online solutions. Could online education, for example, circumvent the troubling issue of bullying that has dominated headlines in recent years? Or would the influx of information, delivered through a computer screen without a sympathetic human guide, make students more prone to stress and anxiety?
As national education moves forward with increasing integration of online and real-life worlds, the consequences of these kinds of complex issues will doubtless demand the attention of educators.
Nothing says “online learning” quite like replacing traditional education altogether with an online experience. And that’s increasingly what’s going on in some parts of the country, as this article on North Carolina’s ongoing consideration of the issue reminds us.
The state’s Board of Education is considering an application for virtual schools that would cater to students as young as five years old—and would be supported by taxpayer dollars. This particular move came about because of an ongoing legal battle between the state courts and N.C. Learns, a company that aims to deliver K12 education entirely online.
Such education doesn’t seem to deliver promising results. As explained in a New York Times editorial early last year, research shows that students in an online-only environment fare twice as poorly as their brick-and-mortar counterparts when it comes to progress on standard tests.
Some disadvantages of an online-only environment at such a young age seem clear—lack of socialization and individual interaction certainly stand out. On the other hand, one advantage would seem to be cost, as there’s no building infrastructure to support, but curiously, these online charter schools still receive the same funding as would a brick-and-mortal charter.
We’re so frequently surrounded by electronic devices of all sorts—phones, monitors, tablets, laptops—that we take their ubiquity for granted. That’s even truer for the youngest kids, who are literally growing up surrounded by glowing bright screens of all sizes and aspect ratios.
In a thoughtful post on the topic, “Young Kids and Technology at Home”, Digital Literacy Advocate Doughlas Rushkoff recently noted that parents and educators ought to pay more attention to what kinds of devices kids spend time on, depending on their age group.
“On a most rudimentary level, this means they either depict two-dimensional realities (like cell phone interfaces and sideways-shooter arcade games) or use their 2D displays to depict 3D realities, such as TV shows,” he writes, continuing, “No biggie — except for babies and toddlers, whose ability to understand and contend with 3D worlds is still in development. They don’t fully understand the rules of opaque objects (that’s why peekaboo behind a napkin poses endless fascination), so high quantities of time spent sitting in front of 2D screens may actually inhibit some of their 3D spatial awareness. That’s why so many pediatricians recommend that kids under the age of two probably shouldn’t watch any TV at all.”
He also raises interesting questions about whether the digital equivalents—tablets and handheld video games—do more to hinder than help children’s intellectual development, as “The weightless world of a digital game or virtual environment fascinates us for the way it defies the rules of the real world; until we are firmly anchored in the former reality, however, these new principles are not neurologically compatible with a developing sensory system.”
What kind of age-appropriate limits have you seen or implemented in classroom and home settings with respect to electronic devices?
Students learn material in dramatically different ways, a point highlighted recently in an interesting Edudemic article, “30 Surprising (And Controversial) Ways Students Learn.”
One striking examples is video games, which have earned the ire of many parents, politicians, and pundits for their often violent content. But as the article notes, citing a psychology study, games can offer a host of psychological benefits, acting as “a safe alternative for the release of pent-up emotion” , a new medium for children to socialize, and a virtual playground that allows room for experimentation and adventure.
Another assertion around learning that bucks conventional expectations is that “practical” lab work in science may not help students. A review of how labs are often constructed illustrates that many of them “are designed so that students follow a ‘recipe’ or list of directions that don’t exercise critical thinking skills.”
What unorthodox methods of learning have you witnessed or tried out in the classroom, and what conventional methods have you encountered that seem ineffective?
Returning to the theme of powerful education-related strategies that exist outside the online-technological space, I recently started reading an insightful book by the psychologist and researcher Carol S. Dweck called “Mindset: The New Psychology of Success.”
The fundamental point made by the author (and illustrated through countless examples and experiments) is that there are two kinds of mindsets that govern our thinking when it comes to striving for achievement: the fixed mindset and the growth mindset.
In the former case, people think their qualities (personality traits, intellect, or both) are set in stone, and they look at tests with dread and anxiety because those tests will, in their minds, either confirm their supposedly fixed talent or out them as failures. In the latter case, people eagerly learn from their mistakes and see challenges as changes to grow and improve their intelligence or ability.
It’s easy to see how this framework can powerfully inform students at all levels, and Dweck provides and references a plethora of cases involving schools to showcase the value of the growth mindset. In general, students with the fixed mindset become easily discouraged when the going gets tough, whereas students with the growth mindset excitedly tackle the problem and improve their performance.
What examples of growth and challenge mindsets have you exhibited and encountered in your classroom, and beyond?