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.
Stanford Engineer Develops Virtual Science Labs for MOOCs - Curriculum Matters - Educat... - 6 views
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an "iLab," as he calls it-and it's scalable and cost-friendly.
Google Public Policy Blog: Promoting civic innovation through technology - 0 views
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Civic innovation can be mightly enhanced by the civic engagement goals of higher education - too bad there's not anything here about the role of local universities or community colleges in a life-long learning effort to support innovative experimentation and public discussions
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Internet redefining citizenship in 21st century - Civic Information API, e.g., Kenya Elections Hub - Sunlight Foundation programs for open govt data - MySociety collaboration among developers esp open source code
Risk and Ethics in Public Scholarship | Inside Higher Ed | Tressie McMillan Cottom, Emo... - 1 views
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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.
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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).
Making Sense of MOOCs, by Sir John Daniel - 8 views
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definitions, economics, platforms, assessments, pedagogies still morphing; his perspective as a Fellow at Korea National Open University (and Open U) warns about all the previous efforts that "were ignominiously shuttered"
Why Khan Academy Is The Wrong Answer « Looking Up - 12 views
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Popular efforts to improve education are focusing on the wrong problem. Millions of dollars and hours of innovation are being spent on improving how we deliver content in an era when content matters less and how we interact with it matters more.
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That's the key point!!!
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Peter Norvig - Online Education: One Year Later - 3 views
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See Peter Norvig's EE380 talk at Stanford on November 14th. "Online Education: One Year Later"
MOOCs must be open in both enrollment and licensing | opensource.com - 1 views
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characteristics of open: * enrollment (i.e., open registration), licensed materials (using Creative Commons) * gratis (available at no-cost), libre (everyone has legal rights to repurpose the resource) but some of the "new cohort of MOOCs are open enrollment but not yet openly licensed their courses (experimenting with various business models) "MOOCs should address copyright and licensing early on so they are clear to users how they can utilize and reuse educational materials offered on the site. MOOCs should choose to adopt an open license that meets their goals, but at minimum it is recommended that they choose a public, standardized license that grants to its users the "4Rs" of open content: the ability to Reuse, Revise, Remix, and Redistribute the resources. "
A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor | Contact... - 9 views
Napster, Udacity, and the Academy - Clay Shirky - 1 views
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Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup.
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Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup.
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Mr Shirky lets it all hang out. Good read. -
Napster lost the battle but won the war - changing the story and disrupting the cost models; in higher ed our MP3 is the MOOC and our Napster is Udacity...
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Napster did lose. What won was DRM-laden iTunes, then Amazon. What lesson will higher education draw from that?
