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Jon Breitenbucher

Turning In to the Skid | Inside Higher Ed - 0 views

www.insidehighered.com/...turning-skid

MOOCs future model learning faculty

shared by Jon Breitenbucher on 16 Jan 13 - No Cached
  • Jon Breitenbucher on 16 Jan 13
     
    "Students in the blended class did better than students in the traditional class.  They also did better than students in pure MOOCs."
Jon Breitenbucher

Udacity, San Jose State University offer online classes for credit | Internet & Media -... - 0 views

news.cnet.com/...ffer-online-classes-for-credit

MOOCs higher education model

shared by Jon Breitenbucher on 30 Jan 13 - No Cached
  • Jon Breitenbucher on 30 Jan 13
     
    Remedial classes for credit at a cost of $150.
Jon Breitenbucher

Class2Go - 0 views

class.stanford.edu

shared by Jon Breitenbucher on 09 Oct 12 - No Cached
  • Jon Breitenbucher on 09 Oct 12
     
    Take Stanford Online Classes. Anywhere.
Amyaz Moledina

Flipping the Curriculum: Introductory Courses Should Be Just as Good as the Capstone Ex... - 0 views

chronicle.com/...ood-as-the-capstone-experience

flipping curriculum courses first year experience moocs higher education liberal-arts education

shared by Amyaz Moledina on 03 Dec 12 - No Cached
  • “flipping the curriculum.” It would call for small classes in the freshman and senior years and larger classes for sophomores and particularly for juniors. The profit that the university makes right now on introductory classes would remain, but just shift to the junior year.
  • Amyaz Moledina on 03 Dec 12
     
    We already do this!
Jon Breitenbucher

Online Education May Make Top Colleges More Elite, Speakers Say - Technology - The Chro... - 0 views

chronicle.com/...137687

online education technology higher education MOOCs learning faculty

shared by Jon Breitenbucher on 05 Mar 13 - No Cached
  • Jon Breitenbucher on 05 Mar 13
     
    "Professors might be surprised by what the data tell them. Eric Mazur, a professor of physics at Harvard, drew murmurs from the crowd-which mostly consisted of Harvard and MIT faculty members-when he showed research indicating that students at a lecture have brain activity roughly equivalent to when they watch television." - this doesn't seem to surprising. There are some other interesting ideas mentioned like "Maybe we could have 100 people register for a seminar," Mr. Rabkin said. The students could work through the first 12 weeks independently and online, "and that teacher can finish the seminar five different times in the course of a 15-week semester, spending the last three weeks with each of those groups of 20."
  • Amyaz Moledina on 13 Mar 13
     
    I agree with this brain activity finding. Students constantly come to me and say "I understand what you are saying in class but when you ask me questions outside of class I do not know what to do." They are not paying attention. Even when I teach to the test, the results from online questions are equivalent (I need to check this formally). This has forced me to rely more on solving open ended problems in groups and getting students to write their own answers. So my principles class is turning into a first year problem solving seminar!
Jon Breitenbucher

Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Fast Co... - 0 views

www.fastcompany.com/...y-sebastian-thrun-uphill-climb

MOOC udacity thrun liberal-arts

shared by Jon Breitenbucher on 20 Nov 13 - No Cached
  • "From a pedagogical perspective, it was the best I could have done," he says. "It was a good class." Only it wasn't: For all of his efforts, Statistics 101 students were not any more engaged than any of Udacity's other students. "Nothing we had done had changed the drop-off curve," Thrun acknowledges.
  • Among those pupils who took remedial math during the pilot program, just 25% passed. And when the online class was compared with the in-person variety, the numbers were even more discouraging. A student taking college algebra in person was 52% more likely to pass than one taking a Udacity class,
  • "At the end of the day, the true value proposition of education is employment," Thrun says, sounding more CEO than professor. "If you focus on the single question of who knows best what students need in the workforce, it's the people already in the workforce. Why not give industry a voice?"
  • ...3 more annotations...
  • Learning, after all, is about more than some concrete set of vocational skills. It is about thinking critically and asking questions, about finding ways to see the world from different points of view rather than one's own. These, I point out, are not skills easily acquired by YouTube video.
  • Thrun seems to enjoy this objection. He tells me he wasn't arguing that Udacity's current courses would replace a traditional education--only that it would augment it. "We're not doing anything as rich and powerful as what a traditional liberal-arts education would offer you," he says. He adds that the university system will most likely evolve to shorter-form courses that focus more on professional development. "The medium will change," he says.
  • "I wish to do away with the idea of spending one big chunk of time learning."
  • Jon Breitenbucher on 20 Nov 13
     
    Some interesting thoughts on the impact of MOOCs and the relevance of Liberal Arts.
Jon Breitenbucher

Warming Up to MOOC's - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...44022

moocs future

shared by Jon Breitenbucher on 07 Nov 12 - No Cached
  • Jon Breitenbucher on 07 Nov 12
     
    Kind of what we began to discuss at the Oct. meeting. Use the MOOC to flip the class. Our faculty spend their time with students going deeper into the subject and let the MOOC handle the content.
Jon Breitenbucher

College Degree, No Class Time Required - WSJ.com - 0 views

online.wsj.com/...3301104578255992379228564.html

MOOCs higher education model future

shared by Jon Breitenbucher on 29 Jan 13 - No Cached
  • Jon Breitenbucher on 29 Jan 13
     
    Can you stitch together a collection of MOOCs into a degree? University of Wisconsin says you can.
Amyaz Moledina

Learning in the Open: Networked Student Identities | theory.cribchronicles.com - 0 views

theory.cribchronicles.com/...n-networked-student-identities

learning network future faculty higher education technology professoriate

shared by Amyaz Moledina on 12 Feb 13 - No Cached
  • But I believe learning – whether in online social networks or straight from the canon, bound in leather – involves being able to read and make sense of the codes and signals being given off by those you interact with, particularly those you expect to learn from. These are what I refer to when I talk about “legitimacy structures” within academia and networks in the final slide of the presentation above. They are, in a sense, literacies. They’re what I’m stumbling towards when I talk about the networked or digital literacies that MOOCs – if they connect people – help develop.
  • that the filters and structure aren’t the whole challenge: how to translate and signal what I’m learning to two different audiences is also a process I’m going to have to address overtly. Because there are power structures that support and prop up societal views of knowledge that make networked knowledge and practices appear invisible or illegitimate.
  • The lack of face-to-face is not a void, only a lack of literacy
    • Amyaz Moledina
      Amyaz Moledina on 12 Feb 13
       
      I could not have said it better!
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