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Mark F. Christopher

Value Creation vs. Value Capture: Musings on the New Economy - 1 views

www.linkedin.com/...ure-musings-on-the-new-economy

value readings

shared by Mark F. Christopher on 12 Nov 12 - No Cached
  • Mark F. Christopher on 12 Nov 12
     
    a bit off the education subject but not really.
Randolph Hollingsworth

Risk and Ethics in Public Scholarship | Inside Higher Ed | Tressie McMillan Cottom, Emo... - 1 views

www.insidehighered.com/...-and-ethics-public-scholarship

ethics public scholarship higher ed elearning OER

shared by Randolph Hollingsworth on 10 Dec 12 - No Cached
  • The irony of good public scholarship is that when it is done well it will inspire strong reactions. You’ve not lived until your first Internet hate message. That vitriol is one thing when it is confined to comments on a blog post but when it is coming from colleagues or senior members of your field engagement can have serious consequences. Making public scholarship less dangerous requires institutional commitment, allies, and advocates.
  • social media and online spaces provide a means for women and minority scholars to build networks as protective factors against institutional forces that marginalize them. But, I offer that argument with a caveat: doing so is not without risk.
  • Randolph Hollingsworth on 10 Dec 12
     
    a wise and wonderful essay - especially important for those scholars who might buckle under the bullying and harassment so common in academia but more frightening when open and in the public domain. MOOCs should encourage public scholarship - and help to make it more valued... and of higher quality - but they will need to include in the design that the facilitators modeling advocacy and constructive kinds of alliances for the participants. That is, providing that "institutional commitment" for public scholarship that is thoughtful and intriguing (vs. public showboating).
Randolph Hollingsworth

Warming Up to MOOCs at Vanderbilt U - Douglas Fisher, comp sci prof - 0 views

chronicle.com/...44022

highered mooc education disruption

shared by Randolph Hollingsworth on 07 Nov 12 - No Cached
  • Randolph Hollingsworth on 07 Nov 12
     
    flipped his machine learning class in Spring 2012 using online lectures from the F2011 Stanford MOOC (an inclass "wrapper" around a MOOC - online discussion and grading with additional requirements from the onsite instructor, e.g., add'l readings, small group discussions, final project) "I now view MOOCs, and the assessment and discussion infrastructure that comes with them, as invaluable resources that I embrace and to which I add value. I, and I am guessing many others, are short steps away from full-blown customizations of individual courses and even entire curricula, drawing upon resources from around the world and contributing back to those resources."
Randolph Hollingsworth

The State of Learning Analytics in 2012: A Review and Future Challenges, by Rebecca Fer... - 1 views

kmi.open.ac.uk/...kmi-12-01

analytics highered big data learning analytics

shared by Randolph Hollingsworth on 31 Oct 12 - No Cached
  • Randolph Hollingsworth on 31 Oct 12
     
    Learning analytics different from big data in "their concern for providing value to teachers and learners (p14)" Research challenges needing to be addressed to achieve ideal scenarios of use: - Develop expertise in the provision of formative feedback and analytics - Develop methods of presenting analytics and visualizing data that are easy to use and understand - Adopt standards for the structure and export of data - Adopt standards for the structure and export of data - Broaden the focus to include not only higher education in formal settings, but also schools, workplace learning, informal learning and lifelong learning - Identify and address the issues around ethics, privacy and ownership of data (p13-14) ABSTRACT: "Learning analytics is a significant area of technology‐enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it sets out the current state of learning analytics research, and identifies a series of future challenges."
Ken Graetz

Meet the High Priest of Runaway College Inflation (He Regrets Nothing) - 2 views

www.theatlantic.com/...263032

strategy change funding debt

shared by Ken Graetz on 11 Oct 12 - No Cached
  • The way Trachtenberg saw it, selling George Washington over the other schools was like selling one brand of vodka over another. Vodka, he points out, is a colorless, odorless liquid that varies little by maker. He realized the same was true among national private universities: It was as simple as raising the price and upgrading the packaging to create the illusion of quality. Trachtenberg gambled that prospective students would see costly tuition as a sign of quality, and he was right. "People equate price with the value of their education," he says.
  • He didn't spend the tuition windfall to shift the professor-to-student ratio or overhaul the curriculum. Instead, he covered the campus in cafés, beautiful study spaces, and nicer dorms. Trachtenberg thought that construction on campus gave the appearance that the school was financially sound and was progressing toward a goal, so his policy was, "Never stop building." If he wanted to erect or renovate two buildings, he would stagger the projects so that jackhammers could be heard constantly around campus. He also introduced a three-day orientation, known as Colonial Inauguration, that featured ice-cream socials, casino nights, and a laser show that cost $2,500 per minute.
  • While critics accused Trachtenberg of "educational socialism" for squeezing money out of top-earners, he called it "buying talent" and said that students were more interested in attending a $40,000 school with a $20,000 discount than they were in attending a $20,000 school.
  • ...3 more annotations...
  • Cornell, which costs $57,000, is a good case study. Students from families that make less than $120,000 are eligible for unlimited financial aid. But the university recently capped aid at $7,500 for students from families making more than $120,000. Wealthy applicants can pay the difference, but middle-class ones have to take out loans.
  • Although Trachtenberg hasn't rethought his approach, he now recommends another course for other schools: specialization. That is, schools on the brink of catastrophe--those where endowments and enrollment numbers augur bankruptcy--can be brought back by offering something that can't be found elsewhere.
  • Even taking into consideration student debt, unemployment, and the financial strain on institutions, Trachtenberg is still reluctant to say that students could be attracted to a school simply because of the academics it offers. "Not many students would have the vision to see that," he says;
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