Technology has empowered all sides in this skirmish: the rioters, the vigilantes, the government and even the ordinary citizens eager to help. But it has empowered all of them to different degrees.
Online Degrees Come of Age in Asia - NYTimes.com - 0 views
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Repressing the Internet, Western-Style - WSJ.com - 0 views
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After the recent massacre in Norway, many European politicians voiced their concern that anonymous anti-immigrant comments on the Web were inciting extremism. They are now debating ways to limit online anonymity.
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latest facial-recognition technology, go through the footage captured by their numerous closed-circuit TV cameras and study chat transcripts and geolocation data, they are likely to identify many of the culprits.
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Egyptian secret police can purchase Western technology that allows them to eavesdrop on the Skype calls of dissidents,
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Western politicians have proposed new tools for examining Web traffic and changes in the basic architecture of the Internet to simplify surveillance. What they fail to see is that such measures can also affect the fate of dissidents in places like China and Iran. Likewise, how European politicians handle online anonymity will influence the policies of sites like Facebook, which, in turn, will affect the political behavior of those who use social media in the Middle East.
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Can Higher Education Be Fixed? The Innovative University - Forbes - 0 views
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Harvard has invested heavily in a system of residential housing and high-quality tutoring. This means that even students who pay the tuition sticker price aren’t covering the full cost of their education. Thus, growing the size of its “customer” base, which is how businesses achieve scale economies and greater profitability, is financially problematic for Harvard and for other universities with similar operating models.
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What is the purpose of a university as depicted in this book? Is it: A. A university is an institution that provides a degree, which is a credential or screening device for the economy and for society? Or B. A university is an institution in which people acquire the knowledge they need for a particular job? Or C. A university is an institution in which people acquire the knowledge they need to be a citizen? Or D. A university is an experience where you acquire a capacity to be a lifelong learner (because most of the knowledge you acquire will be obsolete within a few years and the jobs of tomorrow will not be the jobs of today)? Or E. Something else?
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One of the best ways to learn to learn is to be an active learner and a teacher of one’s fellow students in college. This instructional philosophy isn’t yet widespread, but its effectiveness has been proven, and it doesn’t require additional financial investment, only a change in the attitudes of faculty members and students. Broader adoption seems likely, with time.
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All three require talented faculty members with scholarly training. These things are (1) discovering and disseminating new knowledge, (2) preserving the discoveries of the past, and (3) personally mentoring students in ways that allow them to participate in (1) and (2). Doing these things well takes special training. It is inherently expensive, because the processes involved are hard to automate or even systematize very much.
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Harvard and BYU-Idaho involve their students in teaching one another. They also have general education courses, created in the last five years, that cut across academic disciplines and engage students in applying principles and theories to real-world problems. These instructional approaches challenge students to frame inquiries, rather than merely respond to questions posed by their professors.
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Harvard and other elite institutions are in a paradoxical position. Their students and alumni are satisfied with their current offerings; in fact, they have a huge surplus of qualified applicants.
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We’re likely to significant change in the next decade, the net effect of which will be more students served at a lower average cost. However, the nature of the evolution will differ among institutions. The elite schools will hybridize their courses not primarily to reduce cost or grow enrollments, but to better serve the rising generation of “digital natives” and to make the most of learning-enhancing computer-adaptive technology. By contrast, schools without the benefit of high prestige and large endowments will hybridize and offer fully online courses mainly so that they can keep tuition affordable, admit more students, and use the incremental revenues to plug the hole left by rising operating costs and declining state support. In all cases, students will benefit.
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Most professors will need to spend the majority of their time teaching. A school that generates the bulk of its revenues via tuition will be able to afford some time for faculty research. However, that research will need to have relevance to the student learning experience, and it won’t be the driving factor in tenure decisions; teaching quality will be. Tenure based primarily on publications isn’t a sustainable model for most institutions.
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Principle III. Provide Multiple Means of Engagement | National Center On Universal Desi... - 0 views
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Offering learners choices can develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning. However, it is important to note that individuals differ in how much and what kind of choices they prefer to have. It is therefore not enough to simply provide choice. The right kind of choice and level of independence must be optimized to ensure engagement.
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In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.
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Vary activities and sources of information so that they can be: Personalized and contextualized to learners’ lives Culturally relevant and responsive Socially relevant Age and ability appropriate Appropriate for different racial, cultural, ethnic, and gender groups
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The level of perceived challenge The type of rewards or recognition available The context or content used for practicing and assessing skills The tools used for information gathering or production The color, design, or graphics of layouts, etc. The sequence or timing for completion of subcomponents of tasks
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it is important to build in periodic or persistent “reminders” of both the goal and its value in order for them to sustain effort and concentration in the face of distracters.
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Prompt or require learners to explicitly formulate or restate goal Display the goal in multiple ways Encourage division of long-term goals into short-term objectives Demonstrate the use of hand-held or computer-based scheduling tools Use prompts or scaffolds for visualizing desired outcome Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests
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Mastery-oriented feedback is the type of feedback that guides learners toward mastery rather than a fixed notion of performance or compliance.
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Provide feedback that is frequent, timely, and specific Provide feedback that is substantive and informative rather than comparative or competitive
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