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in title, tags, annotations or urlWired Campus: Professor Encourages Students to Pass Notes During Class -- via Twitter - Chronicle.com - 0 views
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Back then, most of his students were unfamiliar with Twitter, the microblogging service that limits messages to 140 characters. And for the first few weeks of course, students were reluctant to tweet, says Mr. Complese. “It took a few weeks for this to click,” he said. “Before it started to work, there was just nothing on the back channel.”
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Once students warmed to the idea that their professors actually wanted them to chat during class, students begin floating ideas or posting links to related materials, the professor says. In some cases, a shy student would type an observation or question on Twitter, and others in the class would respond with notes encouraging the student to raise the topic out loud. Other times, one of the professors would see a link posted by a student and stop class to discuss it.
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his hope is that the second layer of conversation will disrupt the old classroom model and allow new kinds of teaching in which students play a greater role and information is pulled in from outside the classroom walls.
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Academic Evolution: Conventional Scholarship as "Legacy System" and Open Access as "Middleware" - 0 views
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Witness, for example, the article from last week's Chronicle of Higher Education in which Editors of humanities journals complainEd that the journal issue is now a kind of threatenEd species because the article is becoming a more primary unit (either compilEd in collectEd print volumes or placEd independently online). This sort of balkanizing apparently erodes the relationship among articles whose coherence is physiclly obvious within the binding of a printEd issue; it sacrifices the disciplinary organization of knowlEdge that Editors work hard to provide in their careful assembly of relatEd works. Those are some interesting arguments, though they ignore the ways the semantic web and social filters can organize knowlEdge in more flexible ways than any given issue of a given journal.
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Despite going electronic, the contemporary academic journal remains largely unmediated in the ways that popular communication now is by default. A few more pictures, perhaps, but the genres of academic publication resist all the ways in which knowledge today is now rapidly interconnected. Hyperlinks are superior to traditional scholarly citations, but even links that are cited in scholarly publications get fossilized as footnotes rather than being living links. And worst of all, academic publishing remains quarantined behind commercial barriers. In a world in which there are now four billion near-instantaneous delivery devices (mobile phones), professors are content to have their best thinking enter a distribution stream that guarantees their work will be limited to as few as several hundred potential users. At some point it will be impossible to refer to such limited distribution as publication at all. Access is everything.
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Modern popular knowledge has been socialized through commenting and recommendation systems that academic knowledge has kept itself immune from behind its ivory curtain. And there is strong motivation for it to resist current communications. If academic publishing stays within its established genres and persists in the gateway model of peer review, it can continue to pretend to fixed and certain authority, as though knowledge is a commodity (as indeed, it is within the academic reward system).
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Next: An Internet Revolution in Higher Education - BusinessWeek - 0 views
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For centuries the university model dominated because nothing else worked. No technology existed that might deliver an interactive, engaging educational experience without gathering students and teachers in the same physical space. In the past century, a powerful social bias set in: Only accredited universities were allowed to grant degrees, and most professional jobs required an accredited degree.
Obama and Higher Education - Romance and Reality - HigherEd Careers - HigherEdJobs.com - 0 views
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I don't expect direct subsidies for education will matter generally - especially in the humanities. Investments in science, technology, and health care will boost large research universities that depend on grants. The next 8 years will be good to scientists at MIT, Cal Tech, and Johns Hopkins, among others. Better to be a "real" scientist than a "social" scientist.
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Faculty should expect less and less security. Major universities have been shifting away from tenured faculty toward lecturers - and that may well be a good trend. Lecturers tend to be closer to the "real world," which comes along with more practical skills. Likewise, growth in higher education will be greater in community and technical colleges. Job security there is directly related to performance - not tenure. We may, thankfully, be moving toward more accountability for teachers and less security for the dead wood among our faculties.
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If you're looking for innovation and change in higher education , take a train to your state capitol building. Avoid that flight to DC.
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Kesmit-ing: The Twitter Experiment - Bringing Twitter to the Classroom at UT Dallas - 0 views
Web 2.0 Teaching Tools: Twitter Tweets for Higher Education - 0 views
Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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Adequate training is needed to help spread good practices and to better prepare graduate students for the needs of the current job market and of the job itself. In addition to enhancing teaching and learning, technology literacy will allow future faculty to better connect with a generation of undergraduate students that depends largely on technology to function on a daily basis. As a matter of fact, a recent MLA report on the status of foreign language instruction in higher education3 underscored that most incoming foreign language faculty would be teaching at the undergraduate level. The report calls for the integration of technology training in the graduate curriculum, asking departments to "take the necessary steps to teach graduate students to use technology in language instruction and learning." The report, which called for drastic transformations of foreign language academic programs nationwide, also emphasized the importance of providing graduate students with a good pedagogical basis.
digital digs: a straighterline to higher education hell - 0 views
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Even when one gets beyond the general education lecture hall, lectures will still become unnecessary. True, an upper-division undergrad or grad course may call upon faculty specialized knowledge, but it is not the knowledge alone that make faculty valuable. It is the opportunity students have to interact with faculty. It is human interaction, whether FTF or online, that is labor intensive. The opportunity to work individually or in small groups with faculty or participate in a class small enough to allow for discussion: this is where the value lies in higher education.
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So if you were to build a higher education system from the ground up, keeping for the moment disciplinary specializations (the question of discipline is a different matter), the one thing you'd want to retain from the current system is the opportunity for students to interact with faculty-scholars. You can dump the rest of it. The rest is really just there for accounting and management purposes.
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For example, one could imagine an English undergraduate program where one could find a repository of educational media dealing with subjects across the discipline which would serve as points of reference for the curriculum. Then you would have faculty who would announce various projects, perhaps developed in collaboration with interested students. Students would enlist in the project, work with faculty, and produce work. There could be student publications and conferences. Eventually there could be a portfolio review, culminating exam, and so on. Obviously the system would need to be a little more complex than that. There would be some introductory projects that would need to be taught that would serve as pre-reqs. Some projects that might serve the purpose of general education. And one would look to faculty to provide a certain level of interaction for students.
How to Use Social Software in Higher Education - 0 views
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This handbook is a result of the iCamp project, a three-year EC-funded research project that set out to encourage innovative educational practices within European higher education. iCamp's vision is to support competence development in self-organizing intentional learning projects, in collaborating and in social networking by making systematic use of interoperable, networked tools and services. Reports social software higher education
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