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Doris Reeves-Lipscomb

Sebastian Thrun and Udacity: Distance learning is unsuccessful for most students. - 0 views

  • The problem, of course, is that those students represent the precise group MOOCs are meant to serve. “MOOCs were supposed to be the device that would bring higher education to the masses,” Jonathan Rees noted. “However, the masses at San Jose State don’t appear to be ready for the commodified, impersonal higher education that MOOCs offer.” Thrun’s cavalier disregard for the SJSU students reveals his true vision of the target audience for MOOCs: students from the posh suburbs, with 10 tablets apiece and no challenges whatsoever—that is, the exact people who already have access to expensive higher education. It is more than galling that Thrun blames students for the failure of a medium that was invented to serve them, instead of blaming the medium that, in the storied history of the “correspondence” course (“TV/VCR repair”!), has never worked. For him, MOOCs don’t fail to educate the less privileged because the massive online model is itself a poor tool. No, apparently students fail MOOCs because those students have the gall to be poor, so let’s give up on them and move on to the corporate world, where we don’t have to be accountable to the hoi polloi anymore, or even have to look at them, because gross.
  • SG_Debug && SG_Debug.pagedebug && window.console && console.log && console.log('[' + (new Date()-SG_Debug.initialTime)/1000 + ']' + ' Bottom of header.jsp'); SlateEducationGetting schooled.Nov. 19 2013 11:43 AM The King of MOOCs Abdicates the Throne 7.3k 1.2k 101 Sebastian Thrun and Udacity’s “pivot” toward corporate training. By Rebecca Schuman &nbsp; Sebastian Thrun speaks during the Digital Life Design conference on Jan. 23, 2012, in Munich. Photo by Johannes Simon/Getty Images requirejs(["jquery"], function($) { if ($(window).width() < 640) { $(".slate_image figure").width("100%"); } }); Sebastian Thrun, godfather of the massive open online course, has quietly spread a plastic tarp on the floor, nudged his most famous educational invention into the center, and is about to pull the trigger. Thrun—former Stanford superprofessor, Silicon Valley demigod, and now CEO of online-course purveyor Udacity—just admitted to Fast Company’s openly smitten Max Chafkin that his company’s courses are often a “lousy product.” Rebecca Schuman Rebecca Schuman is an education columnist for Slate. Follow This is quite a “pivot” from the Sebastian Thrun, who less than two years ago crowed to Wired that the unstemmable tide of free online education would leave a mere 10 purveyors of higher learning in its wake, one of which would be Udacity. However, on the heels of the embarrassing failure of a loudly hyped partnership with San Jose State University, the “lousiness” of the product seems to have become apparent. The failures of massive online education come as no shock to those of us who actually educate students by being in the same room wit
  • nd why the answer is not the MOOC, but the tiny, for-credit, in-person seminar that has neither a sexy acronym nor a potential for huge corporate partnerships.
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    Slate article by Rebecca Schuman, November 19, on why MOOCs a la Udacity do not work except maybe for people who are already privileged, enjoy fast access to the Internet, have good study habits and time management skills, and time to craft their schedules to fit in MOOCs among other assets/strengths.
Doris Reeves-Lipscomb

Size Isn't Everything - The Chronicle Review - The Chronicle of Higher Education - 0 views

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    article by Cathy N. Davidson, The Chronicle Review, December 10, 2012 Excerpt: "The lab means to remake education from preschool onward, adding in such fabulous open-source learning experiences as Scratch, a free online resource that has enticed more than a million kids to create and share animations, and mix and remix narratives and games while learning basic programming skills. In the words of Joi Ito, the dynamic new head of the lab, himself a famous college dropout, the key to 21st-century learning is "antidisciplinary," not just "interdisciplinary." Ito's goal is "a world of seven billion teachers," where everyone on the planet has something important to teach to someone else, and everyone does." Excerpt: "Read against Wired UK's story, the opportunity Forbes describes seems revolutionary but, in its DNA, is the opposite. The MOOC model depicted here ossifies the already outdated mission of 19th-century education. Far too many of the MOOC's championed in the article use talking heads and multiple-choice quizzes in fairly standard subject areas in conventional disciplines taught by famous teachers at elite universities. There is little that prepares students for learning in the fuzzy, merged world that Negroponte sees as necessary for thriving in the 21st century. Making courseware "massive" may dangle the eventual possibility of trillion-dollar profits (even if they have yet to materialize). But it does not "fix" what is broken in our system of education. It massively scales what's broken."
Doris Reeves-Lipscomb

Meritable MOOCs for the Mature Crowd | EdSurge News - 0 views

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    Excellent article, third in a series by Jonathan Haber, April 8, 2014, in EdSurge, on the mature folks benefiting from and perhaps rescuing MOOCs with financial support. Haven't read the earlier two or last article yet in the series.
Doris Reeves-Lipscomb

A qualitative analysis framework using natural language processing and graph theory | T... - 0 views

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    Very interesting qualitative analysis framework offered by Patrick J. Tierney, Brock University, Canada, in December 2012 issues of IRRODL. I did not get through the entire article to say that I fully comprehend it but the coding method described seemed to resemble the three stages we have gone through as qualitative analysts of dialogue in CPSquare.
Doris Reeves-Lipscomb

Jump Off the Coursera Bandwagon - Commentary - The Chronicle of Higher Education - 0 views

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    Article in The Chronicle of HE, December 17, 2012 "Coursera and its devotees simply have it wrong. The Coursera model doesn't create a learning community; it creates a crowd. In most cases, the crowd lacks the loyalty, initiative, and interest to advance a learning relationship beyond an informal, intermittent connection." Excerpt: Interactivity and customization are the fundamental advantages of online education. By using technology, we can bridge geographic divides while creating a continuing learning relationship between faculty and students, students and students, and students and the greater society. "Our goal should be to design a customized program that matches technology with a student's day-to-day objectives, not just course objectives or weekly learning objectives. We need to operate on a small scale where the online course or program is calibrated to meet the need of the individual student." Excerpt: "The MOOC model is fine for the informal student or academic dabbler, but it is not the same as attaining an education. Whether face to face or online, learning occurs when there is a thoughtful interaction between the student and the instructor. If the goal is attaining knowledge for a purpose beyond mere curiosity, then the model for online learning has to be a more complex, interactive experience. For that reason, we should be happy to cede the territory of the massification to Coursera. The business school at my institution is developing an online M.B.A. program that emphasizes the critical nature of interactivity in learning. Our next step is to design a dynamic and agile customization component that emphasizes student preferences while advancing the objectives of our institution. We are looking for partners who want to build a platform that allows for profound customization. We want to bring together institutions interested in thinking deeply about the promise of online education for delivering a remarkable learning experience, one that equals-
Doris Reeves-Lipscomb

Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction | And... - 0 views

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    excellent article by Terry Anderson, Athabasca University--Canada's Open University, October 2003, IRRODL, on creating optimum learning conditions online. Makes me want to see an update.
Doris Reeves-Lipscomb

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 0 views

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    Excellent article on MOOCs and creating pedagogy for human beings to learn
Doris Reeves-Lipscomb

The Future Is Now: 15 Innovations to Watch For - Commentary - The Chronicle of Higher E... - 0 views

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    article by Steven Mintz for the Chronicle of HE, July 22, 2013 Excerpt: "But the most important challenge involves a shift in the way students consume higher education. Instead of attending a single institution, students receive credit in multiple ways, including from early-college/dual-degree programs, community colleges, online providers, and multiple universities. Students are voting with their feet, embracing online courses and undermining core curricula, which served as a cash cow, by turning to alternate providers, and pursuing fewer majors that require study of a foreign language." Fifteen innovations: 1. e-advising 2. evidence-based pedagogy 3. decline of lone eagle teaching 4. optimized class time 5. earlier educational transitions 6. fewer large lecture classes 7. new frontiers for e-learning 8. personalized adaptive learning 9. increased competency based and prior learning results; 10. data driven instructions 11. aggressive pursuit of new revenue 12. online and low-residency degrees at flagships 13. more certificates and badges 14. free and open textbooks 15. public-private partnerships
Doris Reeves-Lipscomb

A Surge in Growth for a New Kind of Online Course - NYTimes.com - 0 views

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    article by Alan Finder in NYT, September 2013--reprinted in Tampa Bay Times October 21, 2013 Excerpt: "they share several main elements. Courses are available to anyone with access to the Internet. They are free, and students receive a certificate of completion at the end. With rare exceptions, you cannot earn college credit for taking one of these courses, at least for now. "
Doris Reeves-Lipscomb

Is Peer Input as Important as Content for Online Learning? | MindShift - 0 views

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    Article in MindShift, KQED, April 24, 2012 by Nathan Miton. Fabulous because it recognizes that content is one leg of learning stool. Excerpt: But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university P2PU, preaches three building blocks: community, recognition and content. Endorsement of peer learning potential Excerpt: The Stanford professors readily admit that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to. The exponential explosion in opportunities for learning. Excerpt: in the past 10 years I've heard people say campus-based education better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago." A new breed of digital pedagogy/andragogy/heutagogy Excerpt: "We probably haven't fully made the transition to digitally native pedagogies and learning approaches," Carson said. "The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model."
Doris Reeves-Lipscomb

The Massive Open Online Professor | Academic Matters - 0 views

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    article in Academic Matters, the Journal of Higher Education, by Stephen Carson and Jan Philipp Schmidt, May 2012 issue. Excerpt: "Expertise will be earned and maintained through ongoing lifelong education, not conferred once and good for life. Open learning systems offer the possibility for the kind of continuous lifelong learning that will be necessary as the pace of technological and scientific knowledge development increases. Like athletes, learners will not just learn once, but will maintain a level of performance ability in their chosen field through ongoing study and participation in learning communities."
Doris Reeves-Lipscomb

#Change11 Generational gaps in learning and Self-regulated Learning | Learner Weblog - 0 views

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    Blog by John Sui Fai Mak on #Change 11 where he refers to an article by Zimmerman. I believe this excerpt is important for eCH schools teaching their students because of the increasing reliance on online classes. Excerpt: "Traditional teaching methodology designed to educate through the assumptions of the past is no longer viable for more recent generations. The development of learning strategies, time management, goal setting, self-evaluation, self efficacy and intrinsic beliefs are key processes in promoting more self-regulated individuals who are capable of succeeding in the school context and in life (Zimmerman, 2002). Self regulatory processes as part of strategic learning that fosters reflection are teachable and are regarded as responsible for the increase of students' level of motivational performance (Zimmerman, 2002)."
Doris Reeves-Lipscomb

Content Curation Tools for B2B Marketing - Forbes - 0 views

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    Article by Scott Gillum at Forbes, 1/6/12. Excerpt: "The next-generation tools, like Curata (a HiveFire company) and Curation Station, are focused on B-to-B marketing with a value proposition focused on their ability to drive awareness by improving organic search, and provide organizations with an opportunity to build thought leadership. The key to this evolution is being the "curator." The curator is an editor who sorts through the content to find the information relevant to a company and/or its audience. Curators are not content creators. And this is where I think the challenge lies in using these tools for thought leadership. Creating a content farm on a "hot" topic will not improve organic search (Google has already figured this out) or establish thought leadership in that space. In the survey, marketers stated that "creating original content" was the number one challenge. Companies have to have a point of view and not just aggregated content on the subject. That said, tools can play an important role in the development of thought leadership content but not on their own. For example, the process I used in the past for developing content involved five steps: Decide on an issues set. Develop a point of view. Conduct research to validate the POV. Summarize the research and draw out insight. Write and publish a content piece."
Doris Reeves-Lipscomb

Learnlets - 0 views

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    Learnlets is Clark Quinn's blog. This is what he wrote on January 26 about Sharing Failure. The closing paragraphs are the most interesting to me. Excerpt: "Now, just getting people sharing isn't necessarily sufficient. Just yesterday (as I write), Jane Bozarth pointed me towards an article in the New Yorker (at least the abstract thereof) that argues why brainstorming doesn't work. I've said many times that the old adage "the room is smarter than the smartest person in the room" needs a caveat: if you manage the process right. There are empirical results that guide what works from what doesn't, such as: having everyone think on their own first; then share; focus initially on divergence before convergence; make a culture where it's safe, even encouraged, to have a diversity of viewpoints; etc. No one says getting a collaborating community is easy, but like anything else, there are ways to do it, and do it right. And here too, you can learn from the mistakes of others…"
Doris Reeves-Lipscomb

Massively Open Online Courses Are 'Here to Stay' - 0 views

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    Article identified on Stephen Downes' home page, Juy 20, 2012. Excerpt "Although MOOCs share the common characteristics of being large courses open to anyone, there are two main types, one called an "x MOOC," and another called a "connectivist MOOC." The companies and partnerships that fall into the "x MOOC" include Coursera; an MIT and Harvard partnership called EdX, and a new venture founded by three roboticists called Udacity. Other universities follow a connectivist MOOC model developed by George Siemens, Stephen Downes and Dave Cormier in 2008. What's the difference between the two? Connectivist MOOCs are more social and focused on deriving meaning of the learning experience with others, Virginia Commonwealth's Becker said. And they allow students to participate through blogs, RSS feeds and other decentralized methods, said Downes, a senior researcher for Canada's National Research Council. By contrast, x MOOCs emphasize content mastery, centralizes courses on one website and uses automated grading tools to support hundreds of thousands of students. But regardless of the category, MOOCs as a whole will change how universities offer courses, Downes said. And they're not going away. "Universities can't just keep doing what they're doing and hope this whole online thing goes away," Downes said."
Doris Reeves-Lipscomb

Asset-Based Design | Metropolis Magazine - 0 views

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    Article from Metropolis Magazine, October 2008 on Asset-based Design See excerpt: "In contrast, an asset-based approach works with communities to identify their skills and capacities, and invites them to play an active role in the renewal of their environment. "This approach says that all communities have assets. The needs-based provision of services really only addresses the symptoms of the issues without doing any deeper social analysis to uncover the root problems. If joblessness is linked to a lack of educational activities, well, then that is the root issue. We're not saying designers can come in and fix all of those problems; we are saying that designers themselves have a particular asset to contribute, which is their professional expertise at creating beautiful spaces and using design to involve the community in discovering and expressing who they are." How to practice design that builds on a community's strengths and priorities: 1. Identify your community partner. Target a specific organization to partner with, whether it's a design center, a development corporation, a block association, or a nonprofit. By honoring the community building that has already taken place, you will also attract less suspicion as a new face. Begin a dialogue to find a design project. 2. Immerse yourself in the life of the community. Spend time or consider living there. Find out where people like to eat and hang out, what kind of meetings they go to, and what places have a lot of energy-perhaps an arts or a recreation center. Find out what the kids are excited about. Connect with community leaders. Go door-to-door if necessary. 3. Conduct a social analysis. Who has power? What are the challenges facing the community? What are its demographics? What are its core values? Who makes the decisions, and who benefits from or bears the costs of them? It helps to understand how the neighborhood came into being, its history, and the larger town or region in which it is situated. Map ex
Doris Reeves-Lipscomb

Here's why MOOCs don't work (and how they can be fixed) - eCampus News | eCampus News - 1 views

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    article in eCampus news that Bronwyn Stuckey identified on Facebook for me on what MOOCs don't have but should. I had never thought about the physical lack of immersion in MOOCs. "There is a totality of experience in the classroom that sitting at home with a laptop cannot deliver. In other words, the 'event boundaries' that generate and support the appropriate cognitions, expectations and behaviors for learning are lacking. I suspect some of this problem could be overcome by using wholly-immersible virtual reality delivery methods, where there is a proper 3d perspective present, and even avatars of the other students too (groups contexts are important for learning - think transactive memories)."
Doris Reeves-Lipscomb

nsf.gov - Education & Human Resources (EHR) Discoveries - One Click Away: Online Course... - 0 views

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    Article on Autar Kaw, mechanical engineering professor at USF in Tampa. He won the professor of the year award from Carnegie Foundation in 2012. "As a pioneer in open courseware resources, Kaw is mindful of the impact that massive open online courses (MOOCs)--those in which students participate through the Internet--will have on learning and higher education. According to Kaw, the most effective MOOCs will include thoughtful interaction between students and their instructor. If MOOCs fail to include this component, "we will start losing a lot of students. Many students will get lost in the material and that will be a travesty, especially for students from low-income families." "
Doris Reeves-Lipscomb

Adam Grant, Author of Give and Take, On Keys To Building KM Communities - 0 views

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    First article in two part series between Adam Grant, Wharton professor, and Carla O'Dell, CEO of AQPC, April 18, 2014 on how CoPs and corporations should support and reward give and take behaviors by employees. Also wonder how gender plays into this dilemma...when we see the majority of discussants in CPsquare are women (because they are the majority of CPsquare members? And why might that be true?), what does that signal for whether they are givers or takers?
Lisa Levinson

Coursera.org - 1 views

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    I just signed up for this as it looks really interesting. A Professor at Duke, Cathy N. Davidson has created a MOOC about MOOCs and the future of learning, which also is part of a global initiative to examine this topic. Here's the link to the inside Higher Ed article about it: http://www.insidehighered.com/news/2013/11/04/duke-u-professor-plans-massive-collaborative-effort-tackle-challenges-facing-higher Davidson is the co-founder of the Humanities, Arts, Science and Technology Alliance and Collaborative, or HASTAC. The MOOC will track the origins of what has become accepted features of higher education, from majors and graduate programs to grades and multiple choice tests, and evaluate new forms of teaching and learning. At the same time, students in affiliated face-to-face courses in disciplines as different as African and African-American studies, gender and sexuality studies, and film studies will contribute to a centralized wiki. The end result could be a massive collection of ideas on how to change higher education.
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