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Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views

www.insidehighered.com/...out-true-value-elite-education

Change11 stanford courses MOOC

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
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  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
  • ...5 more annotations...
  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
anonymous

Microsoft's View of the Future Workplace is Brilliant, Here's Why - Forbes - 5 views

www.forbes.com/...2

design literacy #fslt12

shared by anonymous on 28 May 12 - No Cached
  • ethical leaders will rebalance the work environment to support greater collaboration, serendipitous encounters, informal knowledge flows and more profit
Lone Guldbrandt Tønnesen

Ideas from the thirteen weeks of MOOC « Not Worth Printing - 4 views

notworthprinting.wordpress.com/...rom-the-thirteen-weeks-of-mooc

Change11 weeks overview

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search: Not Worth Printing open source, elearning trends, ethics in technology and education About
  • In terms of formal learning, Tony Bates believes that changes can occur within the existing education institutes
  • Martin Weller points to the importance of academic institutes recognizing digital scholarship, moving away from the inefficient and costly publishing model and moving towards online publications that better promotes interdisciplinary endeavours
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  • David Wiley and Rory McGreal urge universities to open their content; Wiley further envisions the future of education consisting of learner-generated materials;
  • Building rhizome-like learning networks can foster an environment more conducive to continuous knowledge acquisition and constructio
  • This does not match the way our brain process information, as we are better at learning incremental chunks of knowledge in a meaningful and authentic context.
  • Dave Cormie
  • Clark Quinn’s idea of slow learning
  • Here Jon Dron reminds us that tools themselves are not technology
  • Dron’s definitions of hard vs soft technologies relevant to both formal and informal learning, further help us to undertand that soft technologies are perhaps more useful in building learning and support communities and equipping learners with the ability to  navigate information in networks, thereby promoting lifelong learning.
  • The learners will end up leading the way, as they should.
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