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Ed Webb

Fight the MOOCopalypse! « Computing Education Blog - 1 views

  • Education is technology’s Afghanistan — school-conquering technology keeps charging in, and the technology limps out defeated:
  •  Education is way harder than handheld personal computing.
  •  If we do teach more with MOOCs, we should be the harshest critics of MOOCs
Ed Webb

The Promise and Peril of Ed-Tech Democratization - WorldWise - The Chronicle of Higher ... - 1 views

  • the Indians I heard in London accepted the following premise: university education, at least in part, involves seasoned, well-educated people determining what less seasoned, less well-educated people should know, then proceeding to teach them. By contrast, at the Palo Alto gathering there was much more talk of “hacking college.” This worldview, though certainly not universal, reflects a certain disdain for hierarchies of knowledge and expertise. Instead, it embraces a radically individualistic approach to higher ed, one based on the idea that it’s always a great thing when students create their own education, piecing together courses and educational materials, free from the confines of convention.
  • Lots of students who want a college education, whether at the elite or mass-access end of the spectrum, either want to study a curriculum that has been proven, need support because they don’t have the tools to educate themselves, or both.
  • The edupunk aesthetic certainly has some appeal – why not blow up some traditional assumptions about the structure of education? And it is so varied that it wouldn’t be fair to say its proponents are all blind to questions of giving students the guidance they need to succeed. But its anarchistic edge risks leaving students to their own devices so much that oversight and quality control goes out the window
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  • There’s no reason we can’t use disruptive tools to teach an established body of knowledge, in a particular course sequence, to more people, more effectively.
Ed Webb

Flip This: Bloom's Taxonomy Should Start with Creating | MindShift - 0 views

  • The pyramid creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.
  • Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.
  • I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information
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  • I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.
Lisa M Lane

The Zuckerberg Revolution - latimes.com - 0 views

  • You could call this a metaphor for modern life, increasingly narcissistic and trivial, except that the sites and the posts are modern life for hundreds of millions of people.
  • ess likely we are to have the habit of mind or the means of expressing ourselves in interesting and complex ways.
  • Empty communications drive out significant ones.
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    Gutenberg's Revolution left us with a world that was intellectually rich. Zuckerberg's portends one that is all thumbs and no brains.
Ed Webb

Edupunks Unite? « eLearning Blog // Don't Waste Your Time … - 0 views

  • the universal trend is that the managed and forced structure of the VLE or LMS is being recognised by the facilitators as too restrictive, the educators are too slow to realise it, and the accountants are too deaf to listen to us before they invest thousands of pounds (if not millions) and hundreds of hours in developing in favour of one solution that is an immovable lump hanging around the Institution's neck.
Ed Webb

Confessions of a Community College Dean: Edupunks and Credit Hours: Fumbling Towards a ... - 0 views

  • Awarding some sort of recognition for task completion or demonstrated competence independent of the time it took to achieve that offers one potential way to break the upward spiral. If you manage to blast through calculus in eight weeks instead of fifteen, more power to you.That said, though, I could easily envision the abandonment of the credit hour as relatively beneficial to those already on top -- in four years at my SLAC, I never heard the phrase 'credit hour' -- and devastating to the rest.
  • To the extent that we move from "here's what you need to do" to "what do you want?," we both enable high achievers to cut loose -- a clear good -- and allow the less savvy to wander aimlessly, which is a real problem.
  • The "edupunk," as near as I can tell, is the nifty-sounding update of the autodidact. And as with the autodidact, the edupunk is susceptible to some predictable shortfalls: uncorrected blind spots, lack of broader perspective, too-early path dependence.
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  • The mode of production of education has to change, and now, can. We'll need to come to grips with that in some sort of serious way, or others will, edupunks or not.
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