Degrees Based on What You Can Do, Not How Long You Went - NYTimes.com - 0 views
Degrees Based on What You Can Do, Not How Long You Went - NYTimes.com - 0 views
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Now, I’m an old English professor who taught the Joyce course here at Madison two years ago,” he says. “The idea that you can’t understand Joyce unless you take it from Reilly three hours a week — that we faculty own the knowledge and anyone who’s going to be well educated has to get it from us — the world has changed so much that that’s no longer true.”
Niall Ferguson: How American Civilization Can Avoid Collapse - The Daily Beast - 0 views
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The Work Ethic
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these killer apps were essentially monopolized by Europeans and their cousins who settled in North America and Australasia
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the great divergence
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Are College and Career Skills Really the Same? | PBS NewsHour - 0 views
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Nearly every study of employer needs over the past 20 years comes up with the same answers. Successful workers communicate effectively orally and in writing and have social and behavioral skills that make them responsible and good at teamwork. They are creative and techno-savvy, have a good command of fractions and basic statistics, and can apply relatively simple math to real-world problems like financial or health literacy.
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All students should master a verifiable set of skills, but not necessarily the same skills. High schools fail so many kids partly because educators can't get free of the notion that all students -- regardless of their career aspirations -- need the same basic preparation. As states pile on academic courses, they give less attention to the arts and downplay career and technical education to make way for a double portion of math.
Recipe for high-school success: be curious, work late, ignore the textbooks - The Globe... - 0 views
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High-school textbooks are devices that regurgitate the universally accepted and least debated ideas from the field of science and technology, almost placing us in an isolated prism where we learn to accept knowledge.
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our second biggest obstacle lies in the method of evaluation we have accepted to assess all students. I feel that much of our attention is channelized towards evaluating the amount of knowledge a student possesses. This focus would be better shifted if we start to question what the individual is able to do with their knowledge and to what extent they can they apply their learning toward writing textbooks of their own.
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ack on the assembly line, our society didnʼt need innovators and thinkers shaping a shared vision for the field of their expertise. Now that weʼre getting trained for jobs which potentially donʼt exist today, itʼs crucial for educators to turn their attention to building the right aptitude just as much as they focus on instilling the informational aspects.
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The Internet will not ruin college - Salon.com - 0 views
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What happens to the people who make their livings from teaching, when their jobs are replaced by online courses available for free? All we need is one superb remedial algebra course that can be effectively delivered online and, theoretically, the demand for a zillion remedial algebra courses taught at a zillion community colleges suddenly drops off a cliff. Ask the music business what happens when you can get good stuff for free instead of paying for crap. Daily newspaper journalists learned a similar lesson all too well over the past two decades. The Associated Press business model — licensing the same story to multiple outlets, doesn’t make a whole lot of sense once a single news outlet puts that AP story online for free.
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My own daughter is a freshman at a U.C. campus, and has already experienced lectures attended by more than 500 students with sections led by teaching assistants who are utterly uninterested in doing their job. For dollar paid, the value received is questionable, and whenever that kind of situation exists, the status quo is ripe for disruption. (It’s also worth noting, perhaps, that over 60,000 students applied for spots in a freshman class that ended up enrolling only 4,500 applicants, a sign, I think, that the brick-and-mortar university is in no imminent danger of going the way of the dinosaur.)
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Education, I’d argue, has always been the most likely sector of society to get transformed by the Internet, because the thing the Internet does better than anything else is distribute information.
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Barriers to competency-based innovation aren't just coming from above | Christensen Ins... - 0 views
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Districts’ and schools’ organizational structures and long standing policies built around traditional seat-time metrics may be inhibiting their ability to move toward competency-based models. For example, bell schedules, grading policies, academic department structures, fixed sense of course scope and sequence, and familiarity with whole-group instruction may all be exerting the tug of status quo bias. As such, transforming districts and schools to competency-based systems is not a simply policy change: it’s a fundamental reconfiguration of teams and structures inside schools, that allows for students to progress at their own pace and demonstrate mastery in a variety of ways. In New Hampshire’s example, for those schools that have yet to move to fully competency-based systems, getting unstuck from the organizational structures and processes that guide them appears just as potent a barrier to innovation in some schools as the state’s policies are a gateway to innovation.
Education Week: All of My Favorite Students Cheat - 0 views
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Savvy students denigrate that plagiarist. “It’s stupid to get caught taking things from the Internet,” one told me. “No one should be doing that” because it lacks subtlety. They rationalize other forms of cheating as more acceptable. Some claim thoughtless pedagogy justifies their own copying of homework. “We aren’t going to respect teachers who give us photocopied worksheets as ‘busywork.’ We’re not going to waste our time doing that.” Others assert they are “sticking it to the man,” who makes them overwork. Still others say that “as long as we do well on the tests, the homework doesn’t matter.” Grades are “the bottom line.”
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They would not do it, they say, “if the school worked better.”
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