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Tracy Tuten

Reading and the Web - Texts Without Context - NYTimes.com - 28 views

www.nytimes.com/...21mash.html

sme NYTimes technology Web 2.0 critic mashup

shared by Tracy Tuten on 08 Apr 10 - Cached
  • In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
  • Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
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  • Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
  • Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
  • Tracy Tuten on 08 Apr 10
     
    Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions. 
Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text

common core standards CCSS reading teaching education resources

shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
MIchael Heneghan

Lines on Plagiarism Blur for Students in the Digital Age - NYTimes.com - 12 views

www.nytimes.com/...02cheat.html

plagiarism students news

shared by MIchael Heneghan on 04 Aug 10 - Cached
  • But these cases — typical ones, according to writing tutors and officials responsible for discipline at the three schools who described the plagiarism — suggest that many students simply do not grasp that using words they did not write is a serious misdeed.
  • Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students — who came of age with music file-sharing, Wikipedia and Web-linking — understand the concept of authorship and the singularity of any text or image.
  • “When you’re sitting at your computer, it’s the same machine you’ve downloaded music with, possibly illegally, the same machine you streamed videos for free that showed on HBO last night.”
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  • Ms. Brookover, who works at the campus library, has pondered the differences between researching in the stacks and online. “Because you’re not walking into a library, you’re not physically holding the article, which takes you closer to ‘this doesn’t belong to me,’ ” she said. Online, “everything can belong to you really easily.”
  • Ms. Blum argued that student writing exhibits some of the same qualities of pastiche that drive other creative endeavors today — TV shows that constantly reference other shows or rap music that samples from earlier songs.
Tuan Nguyen

Merce Cunningham, Influential Choreographer, Dies - Obituary (Obit) - NYTimes.com - 0 views

www.nytimes.com/...28cunningham.html

dance

shared by Tuan Nguyen on 27 Jul 09 - Cached
  • Merce Cunningham, the American choreographer who was among a handful of 20th-century figures to make dance a major art and a major form of theater, died Sunday night at his home in Manhattan.
  • Mr. Cunningham ranks with Isadora Duncan, Serge Diaghilev, Martha Graham and George Balanchine in making people rethink the essence of dance and choreography, posing a series of “But” and “What if?” questions over a career of nearly seven decades.
  • Tuan Nguyen on 27 Jul 09
     
    about dance genius.
Chai Reddy

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 17 views

www.nytimes.com/...21memory.html

tests testing students studying memorization constructivism mapping

shared by Chai Reddy on 21 Jan 11 - No Cached
  • Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
D. S. Koelling

Font Size May Not Aid Learning, but Its Style Can, Researchers Find - NYTimes.com - 110 views

www.nytimes.com/...19mind.html

education undergraduate Learning font

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Is it easier to remember a new fact if it appears in normal type, like this, or in big, bold letters, like this?
  • Font size has no effect on memory, even though most people assume that bigger is better. But font style does.
  • New research finds that people retain significantly more material — whether science, history or language — when they study it in a font that is not only unfamiliar but also hard to read.
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  • “So much of the learning that we do now is unsupervised, on our own,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles, “that it’s crucial to be able to monitor that learning accurately; that is, to know how well we know what we know, so that we avoid fooling ourselves.”
  • “Studying something in the presence of an answer, whether it’s conscious or not, influences how you interpret the question,” Dr. Bjork said. “You don’t appreciate all of the other things that would have come to mind if the answer weren’t there. “Let’s say you’re studying capitals and you see that Australia’s is Canberra. O.K., that seems easy enough. But when the exam question appears, you think: ‘Uh oh, was it Sydney? Melbourne? Adelaide?’ ” That’s why some experts are leery of students’ increasing use of online sites like Cramster, Course Hero, Koofers and others that offer summaries, step-by-step problem solving and copies of previous exams. The extra help may provide a valuable supplement to a difficult or crowded course, but it could also leave students with a false sense of mastery. Even course outlines provided by a teacher, a textbook or other outside source can create a false sense of security, some research suggests. In one experiment, researchers found that participants studying a difficult chapter on the industrial uses of microbes remembered more when they were given a poor outline — which they had to rework to match the material — than a more accurate one.
  • a cognitive quality known as fluency, a measure of how easy a piece of information is to process.
  • On real tests, font size made no difference and practice paid off, the study found.
  • And so it goes, researchers say, with most study sessions: difficulty builds mental muscle, while ease often builds only confidence.
  • To test the approach in the classroom, the researchers conducted a large experiment involving 222 students at a public school in Chesterland, Ohio. One group had all its supplementary study materials, in English, history and science courses, reset in an unusual font, like Monotype Corsiva. The others studied as before. After the lessons were completed, the researchers evaluated the classes’ relevant tests and found that those students who’d been squinting at the stranger typefaces did significantly better than the others in all the classes — particularly in physics. “The reason that the unusual fonts are effective is that it causes us to think more deeply about the material,” a co-author of the study, Daniel M. Oppenheimer, a psychologist at Princeton, wrote in an e-mail. “But we are capable of thinking deeply without being subjected to unusual fonts. Think of it this way, you can’t skim material in a hard to read font, so putting text in a hard-to-read font will force you to read more carefully.” Then again, so will raw effort, he and other researchers said. Concentrating harder. Making outlines from scratch. Working through problem sets without glancing at the answers. And studying with classmates who test one another.
  • D. S. Koelling on 19 Apr 11
     
    Students' raw effort improves learning [No surprise there, huh?]
Javier E

The Default Major - Skating Through B-School - NYTimes.com - 41 views

www.nytimes.com/...edl-17business-t.html

education university business standards group learning

shared by Javier E on 15 Apr 11 - No Cached
  • Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
  • all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
  • “Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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  • It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
  • Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
  • Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
  • The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
  • “We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
  • “A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
  • “It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
  • This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
  • concrete business skills tend to expire in five years or so as technology and organizations change.
  • History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
  • when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
  • a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
  • what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
Susan Harari

What should children read? - 5 views

opinionator.blogs.nytimes.com/...what-should-children-read

NYT nonfiction common_core reading writing

shared by Susan Harari on 11 Dec 12 - No Cached
  • Susan Harari on 11 Dec 12
     
    NYT op-ed on using narrative nonfiction in the classroom.
June Griffin

Year-End Roundup | Language Arts, Journalism, Culture and Academic Skills - NYTimes.com - 63 views

learning.blogs.nytimes.com/...sm-culture-and-academic-skills

NYTimes.com academic skills language arts lesson_plans

shared by June Griffin on 10 Jun 11 - No Cached
  • June Griffin on 10 Jun 11
     
    The NYT has some fantastic materials for lessons.  So nice that they put all of this year's pieces in one convenient location!
Tracy Tuten

When the 'A' in U.C.L.A. Stands for 'Achievement' - Campaign Spotlight - NYTimes.com - 0 views

www.nytimes.com/...vement-campaign-spotlight.html

shared by Tracy Tuten on 13 Feb 12 - Cached
  • The campaign, now getting under way, is for the University of California, Los Angeles. The campaign proclaims that U.C.L.A. is the home of “the optimists,” people who are risk-takers, rule-breakers and game-changers.
  • The campaign is the first for U.C.L.A. from an agency named 160 Over 90, which is based in Philadelphia and recently opened an office in Newport Beach, Calif.
  • That work underscores the growing presence of universities and colleges as advertisers in the media. Their goals include selling themselves to prospective students and the parents of those students, seeking donations from alumni, recruiting faculty members and improving their standings in various surveys.
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  • The agency has also created ads for institutions of higher learning like Michigan State University, Loyola University Maryland and the University of Dayton.
  • The campaign has a section devoted to it on the U.C.L.A. Web site, ucla.edu/optimists, and is getting shout-outs on the U.C.L.A. fan page on Facebook and on the U.C.L.A. Twitter feed, where those who send messages are asked to use the hashtag #optimists.
  • The U.C.L.A. campaign has a small budget, estimated at less than $500,000, for a couple of reasons. One is that much of the campaign is appearing online; there is also print advertising, in newspapers.
  • The video clip can also be watched on YouTube.
  • The new campaign is meant to celebrate “the optimism that abounds on our campus,” she adds, “even in challenging times,” and shine a spotlight on “the dynamism and vitality” as well as the history and legacy of the university.
  • The way to do that, Ms. Turteltaub says, is to focus on “the icons” from U.C.L.A. “who made their mark in whatever fields they choose” and describe their “accomplishment, success, barrier-breaking.”
  • “This is the place that gives you the opportunity to be a game-changer,” Ms. Turteltaub says, “and you’ll choose the game.”
  • Tracy Tuten on 13 Feb 12
     
    That work underscores the growing presence of universities and colleges as advertisers in the media. Their goals include selling themselves to prospective students and the parents of those students, seeking donations from alumni, recruiting faculty members and improving their standings in various surveys.
Stan Golanka

Reading and the Web - Texts Without Context - NYTimes.com - 49 views

www.nytimes.com/...21mash.html

shared by Stan Golanka on 08 Feb 11 - Cached
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
  • Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      How do teachers help students rise above this "digital forest of mediocrity"?
  • Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
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  • Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
  • And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
  • Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
  • authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
  • However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
Amy Roediger

Grading New York Teachers - When the Formulas Lie - NYTimes.com - 48 views

www.nytimes.com/...07winerip.html

teachers grading evaluation

shared by Amy Roediger on 07 Mar 11 - No Cached
  • Amy Roediger on 07 Mar 11
     
    NYT article about the dangers of using a mathematical model to evaluate teachers.
Amy Roediger

Why Blame the Teachers? - Room for Debate - NYTimes.com - 76 views

www.nytimes.com/...why-blame-the-teachers

teachers

shared by Amy Roediger on 07 Mar 11 - No Cached
  • Amy Roediger on 07 Mar 11
     
    NYT article about why teacher should or shouldn't be blamed for the state of education.
Jill Van Wyke

Facebook Groups Made Easy - NYTimes.com - 3 views

gadgetwise.blogs.nytimes.com/...facebook-groups-made-easy

facebook groups nyt NYT teaching fys

shared by Jill Van Wyke on 06 Aug 11 - No Cached
  • Jill Van Wyke on 06 Aug 11
     
    Good instruction for teachers looking to use Facebook Groups, including Chat, Docs, Events. Discusses the difference between Groups and Pages.
MIchael Heneghan

Economic Scene - Study Rethinks Importance of Kindergarten Teachers - NYTimes.com - 19 views

www.nytimes.com/...28leonhardt.html

news kindergarten importance

shared by MIchael Heneghan on 04 Aug 10 - Cached
  • Early this year, Mr. Chetty and five other researchers set out to fill this void. They examined the life paths of almost 12,000 children who had been part of a well-known education experiment in Tennessee in the 1980s. The children are now about 30, well started on their adult lives.
  • Just as in other studies, the Tennessee experiment found that some teachers were able to help students learn vastly more than other teachers. And just as in other studies, the effect largely disappeared by junior high, based on test scores. Yet when Mr. Chetty and his colleagues took another look at the students in adulthood, they discovered that the legacy of kindergarten had re-emerged.
James Woods

The Joy of Quiet - NYTimes.com - 4 views

www.nytimes.com/...the-joy-of-quiet.html

news quiet nytimes

shared by James Woods on 04 Jan 12 - No Cached
  • The central paradox of the machines that have made our lives so much brighter, quicker, longer and healthier is that they cannot teach us how to make the best use of them; the information revolution came without an instruction manual.
  • The only way to do justice to our onscreen lives is by summoning exactly the emotional and moral clarity that can’t be found on any screen.
  • MAYBE that’s why more and more people I know, even if they have no religious commitment, seem to be turning to yoga, or meditation, or tai chi; these aren’t New Age fads so much as ways to connect with what could be called the wisdom of old age.
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  • Other friends try to go on long walks every Sunday, or to “forget” their cellphones at home. A series of tests in recent years has shown, Mr. Carr points out, that after spending time in quiet rural settings, subjects “exhibit greater attentiveness, stronger memory and generally improved cognition. Their brains become both calmer and sharper.”
  • I noticed that all their talk was of sailing — or riding or bridge: anything that would allow them to get out of radio contact for a few hours.
  • empathy, as well as deep thought, depends (as neuroscientists like Antonio Damasio have found) on neural processes that are “inherently slow.” The very ones our high-speed lives have little time for.
  • I’ve yet to use a cellphone and I’ve never Tweeted or entered Facebook. I try not to go online till my day’s writing is finished, and I moved from Manhattan to rural Japan in part so I could more easily survive for long stretches entirely on foot, and every trip to the movies would be an event.
  • Nothing makes me feel better — calmer, clearer and happier — than being in one place, absorbed in a book, a conversation, a piece of music.
  • For more than 20 years, therefore, I’ve been going several times a year — often for no longer than three days — to a Benedictine hermitage, 40 minutes down the road, as it happens, from the Post Ranch Inn. I don’t attend services when I’m there, and I’ve never meditated, there or anywhere; I just take walks and read and lose myself in the stillness, recalling that it’s only by stepping briefly away from my wife and bosses and friends that I’ll have anything useful to bring to them.
  • James Woods on 04 Jan 12
     
    Too much technology?!
Chai Reddy

Teacher Evaluations May Get a Video Assist - NYTimes.com - 26 views

www.nytimes.com/...04teacher.html

nytimes.com education teaching pedagogy

shared by Chai Reddy on 05 Dec 10 - No Cached
  • Mr. Gates is tracking the research closely. The use of digital video in particular has caught his attention. In an interview, he cited its potential for evaluating teachers and for helping them learn from talented colleagues.
  • The meticulous scoring of videotaped lessons for this project is unfolding on a scale never undertaken in educational research, said Catherine A. McClellan, a director for the Educational Testing Service who is overseeing the process. By next June, researchers will have about 24,000 videotaped lessons. Because some must be scored using more than one protocol, the research will eventually involve reviewing some 64,000 hours of classroom video
Stephanie Holt

Sprechen Sie Denglish? - 9 views

rendezvous.blogs.nytimes.com/...sprechen-sie-denglish

wordchange AMEweek11 GermanEnglish loanwords Denglish globalEnglish E&Pweek2

shared by Stephanie Holt on 29 Apr 14 - No Cached
  • Stephanie Holt on 29 Apr 14
     
    NYT blog post on English borrowings into German, and loan words more generally.
anonymous

Anant Agarwal Discusses Free Online Courses Offered by a Harvard/M.I.T. Partnership. - ... - 4 views

www.nytimes.com/...a-harvard-mit-partnership.html

MOOCs higher education

shared by anonymous on 23 Sep 12 - No Cached
  • Granted, there are no papers to grade, and assignments aren’t free-form, but how does one professor handle so many students? We had four teaching assistants, and my initial plan was that they would spend a lot of time on the discussion forum, answering questions. One night in the early days, I was on the forum at 2 a.m. when I saw a student ask a question, and I was typing my answer when I discovered that another student had typed an answer before I could. It was in the right direction, but not quite there, so I thought I could modify it, but then some other student jumped in with the right answer. It was fascinating to see how quickly students were helping each other. All we had to do was go in and say that it was a good answer. I actually instructed the T.A.’s not to answer so quickly, to let students work for an hour or two, and by and large they find the answers.
  • Most students who register for MOOCs don’t complete the course. Of the 154,763 who registered for “Circuits and Electronics,” fewer than half even got as far as looking at the first problem set, and only 7,157 passed the course. What do you make of that?
  • EdX operates under an honor code, with no way to verify that the student who registered is the one doing the work. Is that likely to change? It’s quite possible employers would be happy with an honor certificate. We’re looking at various methods of proctoring. We have talked about people going to centers to take exams. There are also companies that use the cameras inside a laptop or iPad to watch you and everything else that’s happening in the room while you take an exam, and that may be more scalable.
  • ...1 more annotation...
  • And because we will have all this data on how students actually use our materials, there are opportunities for research on learning. We can watch how many attempts students made before they got an exercise right, and if they got it wrong, what they used to try to find a solution. Did they go to the textbook, go back and watch the video, go to the forum and post a question?
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