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Terry Elliott

The MOOC Moment and the End of Reform - The New Inquiry - 0 views

thenewinquiry.com/...c-moment-and-the-end-of-reform

ifttt delicious diigo

shared by Terry Elliott on 16 May 13 - No Cached
  • But I want to suggest that the argument in favor of MOOC’s can’t handle all that much complexity either;
    • Terry Elliott
      Terry Elliott on 16 May 13
       
      No idea what complexity means here--scale? conceptually?
  • The first thing I want to do, then, is slow us down a bit, and go through the last year with a bit more care than we’re usually able to do, to do a “close reading” of the year of the MOOC, as it were.
    • Terry Elliott
      Terry Elliott on 16 May 13
       
      a close reading--MOOC as text--Thomas Friedman article shallow.
  • But it’s also an argument that only works at the depth (or non-depth) of a David Brooks column, maybe a 6 minute reading time, because its claims only work if you don’t interrogate their foundational premises too much.
  • ...2 more annotations...
  • What he’s not saying, of course—what he’s working very hard to un-say—is that Harvard is actually struggling to get where the University of Phoenix already was in 1989. You have to read him against the grain to draw that out, but it’s there: he’s essentially observing the way that Harvard is emulating the University of Phoenix. But, of course, that can’t be, can it? After all, by definition, Harvard, Stanford, MIT are cutting-edge, while the University of Phoenix—a for-profit, low prestige university that markets to non-traditional students and employs a no-name teaching staff—well, they can’t be the cutting edge, by definition.
  • If I have one overarching takeaway point in this talk, it’s this: there’s almost nothing new about the kind of online education that the word MOOC now describes. It’s been given a great deal of hype and publicity, but that aura of “innovation” poorly describes a technology—or set of technological practices, to be more precise—that is not that distinct from the longer story of online education, and which is designed to reinforce and re-establish the status quo, to make tenable a structure that is falling apart.
Terry Elliott

Tree Sitting - The New Inquiry - 0 views

thenewinquiry.com/...tree-sitting

shared by Terry Elliott on 15 May 13 - No Cached
  • Terry Elliott on 15 May 13
     
    A real spark of an article about the danger of MOOCs and how 'disruption' can be more like Naomi Klein's Shock doctrine--disruption for private profit.
Michael Weller

Can Schools Cultivate a Student's Ability to Think Differently? | MindShift | KQED News - 0 views

ww2.kqed.org/...s-ability-to-think-differently

CLMOOC inquiry

shared by Michael Weller on 21 Jul 15 - No Cached
  • A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England’s democratic Summerhill School); enhanced project-based learning opportunities (such as those offered at New Technology High in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa).
    • Michael Weller
      Michael Weller on 21 Jul 15
       
      These might be three principles to consider in my own work to make my classroom more democratic.
  • Michael Weller on 21 Jul 15
     
    "A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England's democratic Summerhill School); enhanced project-based learning opportunities (such as those offered at New Technology High in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa)."
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